سداسية تعويق البنية الفكرية الشبابية عن النهوض بواجبها الحضاري و آليات معالجتها

الملخص EN

Photos of the backwardness of the Muslims and their backwardness in creating sustainable development policies have driven them to a state of civilization, which witnesses Avckaddoha time ago and not disrupt the adversary is a phenomenon thought the youth to exercise its role and duty in the construction and development of the state witnesses Mdanah civilized nation.

The vigilance thought the youth of its slumber correct form could provide opportunities for growth and development in the Arab and Islamic worlds, and both material and moral support through the creation model youth Islamic social role models, but that the image of the model and, when compared to model realistic current, we find that the ills of six had left a picture ideal model : First, the lack of agreement on the type of retardation, which responded to the intellectual structure of a youth who is the most important.

Second, the negative perception of youth heritage, especially when compared to the old Islamic heritage achievements of modern Western civilization.

Third : the alienation made in the structure of the intellectual currents of youth for sustainable development of the nation.

Fourth, scientific backwardness in the quality of the curriculum adopted by the youth policy in shaping perception and objectives for the purpose of participating in the processes of sustainable development Fifth : platforms for action adopted by the youth policies in reaching the desired role of youth in development.

VI : Curriculum change policies adopted by young people access to the desired role of youth in development.

We have not only diagnose the ills of the six, but in this study we tried to diagnose six mechanisms to address every bug, hoping to contribute to the advance of this fact in order to promote and develop this nation thought of a new youth, namely : The first mechanism / spreading the concept of progress in all fields.

The second mechanism / heritage, we need to look for creative and do not forget the fundamentals of the past.

Third mechanism / rootedness.

Fourth mechanism / assimilation of the science curriculum.

Mechanism fifth / technical and political mind.

Sixth mechanism / adaptation.