Advanced education and examinations

Advanced education and examinations

Modern education is a political decision. And a political decision cannot have any meaning if it cannot be “enforced” by law. The state is a source of oppression, but modern education is its most important “productive” expression. The state decision for modern education comes in the form of certification. The establishment and certification of the modern educational process is a legal process, and is under the control of the modern state, which is implemented through the implementation of the examinations and their results.

Test certification is the focus of the whole process of modern education and sets the curriculum, curriculum, teaching and exercise activities in line with its goals. The certification exams are purely quantitative and statistical, because they can be nothing other than. Due to the centrality of the examinations and certifications in the modern educational process, they are required to be discussed with one another. As was also stated in the previous article that we are not talking about right or wrong right now. We’re trying to look at things the same way.

Exams are actually demands. The question is, what are these demands? Who sets these demands? What are the priorities in view of these demands? And for what purpose are these demands met? Curriculum is a thoughtful and pragmatic statement of the demands that the state places and sets everywhere in the world. It should be remembered that curriculum is the statement of the philosophy and objectives of the law of attestation. But at the time of implementation, philosophy lags behind and curriculum enforcement is enforced by law.

The curriculum is the collateral cleft in the neck of a child who travels on an education trip, and after successful graduation, the medal certificate is transferred to his pocket, and the brain also leaves the skull with the certificate and resides in the same pocket.

Then the examinations are limited. The question arises what are these limits? Why and how does the state establish them? And what are the goals of setting them up? How do limitations affect the testing and certification process? How does the rational, psychological, moral, and spiritual aspects of a child directly relate to these limitations? Is it possible for a child to develop rational qualities, moral qualities and spiritual consciousness in spite of these limitations?

It is important to look at these questions in the context of modern education. Just as the demands are necessary to keep some of the desired things in education, to promote them and to develop skills in them, limitations are the means of keeping the unaccompanied things out of education. Restrictions are primarily the educational process of disregarding certain factors of the human mind and personality and certain behaviors, making them unimportant and then excluding them from human life altogether. These constraints are eroded by the structure of the state-created educational system, and produce the desired practical results.

Examination is the basis of certification in its ultimate sense. This is the certification of the purpose of the entire educational process that is set up to achieve it. The thing to look at is whether the state’s academic credentials have any meaning beyond the quantitative and statistical aspects? Are rational and intellectual qualities, moral virtues and spiritual aspects even credible? If they are credible, what could be the case?

 And if they are not credible, how does the long educational process affect them? Can the moral and spiritual aspects of a child’s personality be left behind, despite quantitative and statistical evidence? Our problem is that we make some moral decisions on the modern educational process without knowing it, which is certainly very good, but it has nothing to do with the modern educational process at any level. It is such that those who are sown and tilled should be assured to grow wheat.

It is to be noted that the demands and limitations of the modern educational process are set out in the curriculum, which describes the whole philosophy and purpose of education. Certification is the practical form of curriculum, and examinations are its implementation method. Examinations, education demands and limitations make it “authentic” for a lifetime by incorporating it into the child’s mind, behavior and practice.

We have made numerous efforts in the last two hundred years to establish institutions of “Islamic education”, and are still getting louder. Their status is nothing more than imitation, and their results are the same as those found in modern education. The reason for this is that we show extraordinary skill in imitating modern education, but when it comes to understanding it, we get spoiled.

 If any of our children have any religious thoughts and behaviors that are due to the effects of the home environment and religious culture, they are not a “feast” of an institution. With the change of society these things are also rapidly disappearing. A few years ago when the Examination System moved to Solo Taxonomy, It was difficult to get rid of it once I had to analyze it in front of a “specialist education” and identify its negative ratios with religious values.

In the West, institutionalization is constantly undergoing change, and we think that by creating such a modern institution and putting some of our books in place, we can revitalize religious education.

It is also important to look at the methodology of examinations in the modern educational process. Full knowledge of educational psychology is available to facilitate examinations. The “discoveries” of academic psychology have made modern academic exams a lot more technical. There was a time when test systems were based on the Bloom taxonomy. And for the past fifteen years, the system has shifted to a solo taxonomy.

The important point is that it is not possible to maintain the “high moral purposes” of the curriculum in the taxonomy, but we do not go into the taxonomic debate at the moment. But it is important to say that no taxonomy can be made without any preconceived notions. In the educational process, “taxonomy” is actually a pre-made map of a human being that is intended to be tested.

If we assume that we as Muslims are not human beings, and if it is, then it has nothing to do with education. But if we, too, have any imagination, then seeing Bloom taxonomy and solo taxonomy is among our religious needs. The comparisons between the two make it clear that the creature that Bloom Taxonomy mapped for the test could be called a drag man.

But it is difficult for a human being to say what a solo taxonomy examines as a creature. It should be clear that the man assigned to the examinations is coming out as the result. Our current exams are based on the principle of solo taxonomy, and with this we are exposed to the same person who is the target of these exams.

Unfortunately, the whole discourse of education does not go beyond the curriculum, which is a much less important part of the modern education system. One of the reasons is probably that we have never seen an educational system that just keeps appearing, which we have hoped will change if the world changes. One of the reasons may be that we consider the integrity of human integrity an obligation when discussing various aspects of the modern world as “thoughtful”. Supported further, we have also assumed that, and which is now becoming part of our belief, that everything created by the modern West is in accordance with the same Islam, so to see it critically is ungrateful and sinful.

 The notion is so powerful that even the ruin of our entire civilization goes beyond the eyes, so what are the times of poor education in this regard? All we need to know is that the modern education system is the name of a sack, and we have spent centuries sticking to it, and there it is still. We have forgotten that if the knowledge tree is thriving, then we make educational shelves, and weeding of the settlements is also possible by sitting under the shadow of knowledge. Analyzing the historical and social situation and making progress toward the solution is now considered to be the most blatant activity.

The current state of our studies suggests that the analysis of any historical and social situation has become almost impossible. We have the solutions, and they have become so much that they don’t even know what the solution is or what the problem is. This is the case with modern education, that in every man’s pocket there are twenty solutions, and the mind is empty. May Allah grant us the ability to see things as they are.

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