التربية على القيم بالمدرسة المغربية من خلال علاقة المعلم بالمتعلم بالنموذجين التربويين : التراثي و العصري

الملخص EN

Teaching values is an issue that concerned different compositions of educational patterns; Moroccan and others, traditional, modern or else.

Yet, the issue differs according to the streams, creeds and tendencies related to it.

The Moroccan school is composed of many education patterns among which are the traditional and the modern ones within which values are taught through various programs, curricula, courses and modules.

Values are also taught through different pedagogical relationships of which the teacher/learner relationship is the axe.

This relationship has recently deteriorated so that it has become a bad example.

This calls the interested in the system, especially practitioners, to consider the case and apply all the approaches to improve the quality of the educational process in general, and particularly, the rationality of pedagogical relations, specifically the teacher/leaner relationship.

Everybody has to remember the stages this relationship has gone through; particularly the traditional and modern educational patterns of the Moroccan school.

Specifically.

Then we can ask: How was this relationship formed between the major pools of the teaching/learning process (the teacher and learner)? What values were taught through this relationship? What shall we infer from these values to rationalize that relationship, and to realize an effective and beneficial value-teaching? This study discusses and tries to answer these questions in five central points: 1) Teacher/learner relationship in the Moroccan traditional pattern of education.

2) Teacher/learner relationship in the Moroccan modern pattern of education.

3) The values taught through teacher/learner relationship in the patterns.

4) A proposed model of teacher/learner relationship.

5) Major features of teaching values deduced from the traditional, modern and the proposed patterns.

After discussing the five points, I found some basic characteristics that deserve special care: 1) We must decide what identity we want to be ours? In other words, who we are, and what we want to be? Do we possess the intellectual, cognitive, political and ethical power to declare our identity, both in theory and practice? Or we are still too far from it? Determining our identity is essential to define the nature of values we want to realise through our educational system.

2) The collective responsibility: collective/ team / group work are some of the most important goals of any good educational system because “collective responsibility” helps, first to build an educational system that goes over personal backgrounds and inclinations, to reach what belongs to, serves and follows the nation’s identity and its cultural and cognitive choice.

Second, it protects the system from recessions caused by the change of successors to the system management authority.

Thirdly, it helps spreading the collective spirit inside the whole system at the top of which comes the teacher/learner relationship.

3) Constructive partnership when spread through and strengthened, everybody will assume responsibility and do their best to overcome the values that corrupted the teaching/learning process and drove it to its lowest cognitive and ethical levels.

4) Effective communication: through this, we build mutual trust; and get rid of disturbing assumptions, ill interpretations and destroying delusions.

5) Seriousness and efficacy: seriousness and efficacy in decisions; in relationships, their contents and their aims.

Seriousness and efficacy in the participation of the teacher, the learner and different parts of the teaching/learning process of the educational system.

6) Respect effective and serious participation whither from a president or an inferior, from a teacher or a learner.

Thus, the educational system contributes in creativity, and gives the opportunity for everyone to compete and race in presenting projects that improve the quality and status of the whole educational system.

My intimacy with the topic confirmed other main points to deserve attention: 1) Coordination is required between all those interested; centers, institutions, authorities, media, associations… 2) Teaching values needs activation and application of conclusions and results of discussions for efforts not to go in vain.

3) The central and actual nature of teaching values requires making it a project with stages and phases that get prompting observation and continuous care…