الإلقاء و التلقين بالمغرب الأقصى ما بين القرنين 16 و 18 م : المنهج و العادات

الملخص EN

Between the 16th and 18th centuries, the Moroccan curriculum was mainly based on memory, preservation and memorization of archives without reaching the stage of understanding and good knowledge of what is preserved.

The metaphysical thought remained present in the diction and indoctrination through customs and rituals that were not eliminated by a wide segment of Moroccan society, including some teachers.

Moreover, educational institutions have been few or almost non-existent, or far from places of stability, especially in remote and isolated areas, without losing sight of the difficulty of the costs of schooling and physical and psychological punishment, which deprived many children of learning or lead them to drop out (school waste).

The state of education has been linked to the political situation of the Moroccan state.

All this has led to a high rate of illiteracy and a low level of awareness and thus contributed to the waste of human capacity capable of raising the level of development at this stage in the history of Morocco and stand in the face of colonial pressures during the 19th century, which ended with the occupation of the country at the beginning of the 20th century.

Despite its disadvantages, the educational system at this stage has been able to graduate a huge number of teachers in many scientific disciplines, and uncovered the many defects used by educational researchers to reform curricula and educational programs in the later period of the history of Morocco.