دور المدرسة في وقاية الأبناء من الانحراف الفكري : دراسة اجتماعية من وجهة نظر مديري المدارس الثانوية و المرشدين الطلابيين

Abstract EN

Intellectual deviation leads to dangerous consequences.

It provokes some youth in Kingdom of Saudi Arabia (KSA) to threat social security and stability by committing terrorist operations.

These operations may be explosions, killing innocents, or devastating public property.

Therefore, the ministry of education has adopted the National Protective Program for providing male and female students with psychological protection against the dangerous behaviors and deviant ideas.

This program was named “FATEN” (The minister of education decree No.

261128506 dated on 9/6/1436).

By reviewing the previous studies, we find that they have focused on the roles of teacher, curriculum, and activities in dealing with intellectual deviation problem.

however, there is an important player who is responsible for activating such roles; the school manager.

The school manager is the main factor for successful protection programs against intellectual deviation.

By taking all these factors into consideration, we can say that maintaining intellectual security is a social responsibility on all school employees.

If the school reduces the intellectual deviation impacts, this will be one of the most important components or effective strategies for treating this problem in a world threated by intellectual and security disorders.

The study problem can be identified through the following main question: What is the school role in protecting students against intellectual deviation according to the viewpoint of secondary schools managers and student guides? This question presents some subsidiary questions such as: 1.

According to the viewpoint of secondary schools managers and student guides, what are the consequences resulting from intellectual deviation of secondary schools students? 2.

According to the viewpoint of secondary schools managers and student guides, what are the factors leading to intellectual deviation of secondary schools students? 3.

According to the viewpoint of secondary schools managers and student guides, (*) fahad.tayar@hotmail.com what are the school duties for protecting students against intellectual deviation? By realizing the following main objective which is: clarification of the school role in protecting students against intellectual deviation according to the viewpoint of secondary schools mangers and student guides, the subsidiary objectives can be described as under: 1.

Highlighting the consequences resulting from intellectual deviation of secondary schools students, according to the viewpoint of secondary schools mangers and student guides.

2.

Defining the factors leading to intellectual deviation of secondary schools students, according to the viewpoint of secondary schools managers and students guides.

3.

Identifying the school duties for protecting students against intellectual deviation, according to the viewpoint of secondary schools managers and student guides.

The study aspects; especially the practical ones, are important for activating the school role in combating intellectual deviation.

The study shows that identifying practical ways for disseminating security awareness and preparing school to be a secure environment are bases for educational and security policies.

Through these policies, the student thought can be purified from strange ideas and extremism that may lead to deviation and threat the national security.

The study is limited to governmental and national secondary schools in Riyadh.

It highlights the viewpoints of the study sample that includes managers and students guides, and concentrates on the school role in protecting students against intellectual deviation.

Moreover, the study terminology have been presented in a procedural form by giving a procedural definition for intellectual deviation as: A deviant thought that makes its believer abandon the prevailing social and religious customs and traditions; especially by adopting a misleading understanding of religion.

Accordingly, exaggeration, extremism, or takfirism may be disastrous consequences for this intellectual deviation.

The study sample individuals have shown their responses to a questionnaire prepared by the researcher about deviant intellectual consequences on students of governmental and national secondary schools in Riyadh.

In addition, the study is based on some theories for interpreting the study subject.

The most important ones are: social alienation theory by Durkheim, differential association theory, and functionalism theory.

The study is based on the analytical descriptive approach, and its questionnaire is distributed to (224) educational guides and (143) managers.

The study presents some findings.

It indicates that intellectual deviation has dangerous consequences.

According to the viewpoint of the school managers, the student suffering from intellectual deviation considers the community members unbelievers.

On the other side, intellectual deviation makes the student indignant at his local community in particular, and at the whole community in general, according to the viewpoint of the student guides.

The school managers see that there are some factors leading to intellectual deviation.

They think that the weak educational role of secondary schools in dealing with intellectual deviation and its aggravating impacts is a basic factor for intellectual deviation.

However, the student guides agree that poor scientific and practical knowledge of the school manager when dealing with intellectual deviation problem is the main reason for such problem escalation.

The responses of school managers demonstrate that motivating family for guiding their children, through cooperation programs between family and school, to avoid watching any content including an intellectual deviation is a positive step toward student protection.

However, the student guides responses show that Islamic education approaches and their comprehensiveness is vital for such protection.

The study offers some recommendations.

The most important ones are as follow: ■ Intellectual deviation forms in schools should be monitored and treated at an early stage.

Subsequently, practical mechanisms for reducing this kind of deviation can be identified.

Such mechanisms may include scientific symposiums, activities, curricula, and competitions.

■ The school should be a secure environment that supports intellectual security and resists any intellectual deviation.

This can be realized by activating the educational role of secondary schools in treating intellectual deviation and its dangerous impacts.

■ Students should become aware of the best way for using social media.

This goal can be achieved by holding seminars and teaching academic courses on the best usage of social media which are considered a direct tool for intellectual deviation.