ملامح الحياة الثقافية للشيخ عبد العزيز بن أحمد الرشيد البداح و دورها في نهضة الكويت تربوياً و ثقافياً و اجتماعياً : دراسة نقدية

Abstract EN

The present study aims to achieve the following objectives : showing the historical conditions that accompanied the birth and upbringing of Abdulaziz Al-Rasheed, identifying the most important sources nourishing the cultural thought of Abdul Aziz Al-Rasheed, revealing the most important features of the cultural, historical and educational leadership of Abdul Aziz Al-Rashid, monitoring the intellectual returns and educational applications of ideas attributed to Abdulaziz Al-Rashid on Kuwaiti society.

The study is based on the analytical descriptive approach.

Through the review of the career and biography of the late Sheikh Abdul Aziz Al-Rashid ; the current study can clarify the following conclusions and recommendations : The leadership of Sheikh Abdul Aziz Al-Rashid in many areas of development in the community in a way that was not usual in his era in terms of spatial and temporal context.

Sheikh Abdul Aziz Al-Rashid, in the pursuit of his goals and aspirations, spent all his time, money and health.

This was clear through his travels, trips and money spending in order to get his books and magazines come out to the light.

The path of Sheikh Abdul Aziz Al-Rashid was not without opponents to his reformist enlightenment ideas.

It is a property that almost exist in any community ; a class that fights any development and wants to keep things and stability on the current situation.

Enlightenment reform issues occupied the great area of thought and thinking of Sheikh Abdulaziz Al-Rashid.

The idea of making education accessible to the largest sector of the society came first, whether through teaching at the Mubarak Iya school or proposing the establishment of the Ahmadiyya school and the Ameriyah school later.

He devoted both his money and time to achieve these goals.

Furthermore he was keen on the dissemination of modern science and foreign languages in education in Kuwait through the Ahmadiyya school ; so that the educational aspect would not be limited to the religious and doctrinal aspect only.