منظومة القيم بين الخطاب التربوي و الواقع المجتمعي

الملخص EN

Values are part and parcel of every human community despite differences in civility and level of urbanization.

Even if they differ from individual to individual inside the same community, the role of values is undeniably important in maintaining cohesion and stability of the community.

Knowing and studying values, therefore, help in understanding the general philosophy of any community whose members share specific values.

Both the national and international dimensions overlap inside the value system to make individuals coexist on the basis of the rights, justice and mutual respect; and this can be attained only through a real understanding of the value dimension of the rights as standards that regulates the relationship between rights and duties between individuals and communities leading to grasping the importance of their relation to the value system so as to maintain the identity of the nation.

This makes the community perform its function in a sound way.

It is beyond doubt that values are considered among the most important indicators of the level of development and refinement as they are directly connected with the behaviour of individuals and groups.

It is of no surprise then that the concept of values ranks a distinct position in psychology and sociology.

The practice of values in a certain community is the real incarnation of the thinking style that individuals conceive of and which represents a frame of reference that controls and orient their behaviours.

This establishes positive relationships between the self and the other as a noble humane relationship that respect the human aspect of the holder of the universal human values.

Values system protects society from intellectual or religious invasion that sometimes come under the cover of human rights and freedom of speech, especially with the phenomenal development of technology.

This contributed to the change in values and behaviours.

It is therefore school with its educational system and noble values that should engage in reinforcing values and in the development of the civil behaviour and encouraging constructive discussion by making it the target in managing differences and conflict.

School is the vast space to spread values and reinforce it.

And though the Moroccan educational system has engaged in the program of education that is based on values, the reality that we live in is far away from conceiving and applying them.

If, therefore, we want to establish values, we should, then, look at them from the educationist perspective: the cognitive component through choice, the affective component through estimation and the behavioural component through action.

It also necessitates the consideration of the importance of the spaces of the educational institution in establishing values.

In that they are considered complementary dimensions to perform the roles of the school life.

In addition, the school clubs allows the learners coexistence inside the space of school the acting of values that are present in the curriculum through practical operations and everyday behaviours.

The followers to the value system in modern education notices that educational institutions and the curriculum have failed totally in instilling noble values and advancing society through value system that can keep humans their dignity and happiness.

A huge gap, therefore, has been formed between the educational discourse and the communities’ reality.

This paper is an attempt to diagnose the reality of values in the Moroccan curriculum and to show some reasons and manifestations of the huge gap between the value system in the curriculum and its revelations in individuals and communities.