The information Al-Basfaja (Search Small Individually and Collectively)

The information Al-Basfaja

(Search Small Individually and Collectively)

The world is renewing and changing around the teacher, hostage to his experiences, the pressures of his pension and the requirements of his profession, and the product of his heavy daily consumption, which seems to be deficient and left behind.

The teacher will soon engage you in the life cycle and fall into the public life network, attracted by the consumer community, and make him in a race between the search for additional income and the ability to renew knowledge, technical and professional, with the result that the teacher fails to adapt and catch up.

In parallel, the mental and structural transformations of the consumer society have taken place, reducing the role of the family and the educational profession, turning many customs, removing various traditions, and losing the role of social and moral upbringing.

All of this highlighted the role of the school and entrusted it with additional responsibilities in upbringing, care and guidance, and the school became the pole of education.

Unfortunately, our consumer society is increasingly pushing for more recognition of unscientified, incompetent, fit and educational teachers.

The student has become a student or consumer, in a way that other people in the consumer community have shifted from a self-sufficient economy to a market economy, i.e. from production in accordance with self-needs, to production in accordance with market and marketing requirements.

As in the economy, volume swelled in production tools and institutions, distribution networks that turned into supermarkets and huge interests that changed the shape of the educational institution, swelled and stuck to the rest of the education system.

The educational institution therefore failed to preponderance printing. Nature remained largely soil waiting for a plow. The authority of the teacher and the institution obliterated the personality of the children, until the school became like a large cemetery where the buds of the future were buried.

Therefore, there is an urgent and urgent need for education to return the legacy of the improvised normalization and the hope of aspiring humanity to a bright future, and the crossing of heritage into contemporaryism..

This, God willing, is linked to a unique educational style of Arab "Al-Basfajah".

Al-Basfajah as Mufeed Abu Murad says in his wonderful book " Leadership in Culture and Education": An educational coup, it boils down to the following:

1- Learning and even research replace education, turning a pupil into a student.

2- The teacher becomes a research organizer and supervisor of researchers and students.

3- The mini-team replaces the teacher, in the student discussion.

4- Society replaces the teacher, in providing students with knowledge.

5- The school remains the reference of young researchers, their focal point and provides them with the necessary guidance.

This is because the term is made from the beginnings of the words in the following sentence:

Al-Basfajah Search(B), Small (S), Individually (F) and Collectively (J).

Its method is as follows:

A- Business or research cards are organized, covering various educational materials at different levels.

B- Cards belonging to each lesson are distributed individually and the distribution is associated with explanations and guidance.

C- Students go on their own to find the required answers, working individually inside and outside the level hall, and everywhere available, seeking knowledge and experience.

D- Students return the cards after the required work is done to the teacher, write down his notes, and then return them to the owners without correction.

E- Students meet again, divided into small groups, ranging from four members to eight per group, then select members of each group as their rapporteur, manage discussions, and receive in their group a card with the answers agreed in their group.

F- Each group is required to provide a collective answer based on individual answers. The group card is delivered to the teacher with the names of the members of the group, and the individual card is held by the owners, so that they write down the answers they have received from their group owners.

The lesson of Al-Basfajah ends, and then the students of the level move to the next card, and so on...

Al-Basfajah of what is a small research individually and collectively constitutes a gradual way to cope with difficulties, as advocated by the American philosopher John Dewey.

The first thing the " Al-Basfajah " aims to do is to break the crisis of the educational institution and keep the sword of Democletus out of its juicy neck.

The child sees himself, " Al-Basfajah ", forced to observe the environment and society, in order to answer the questions asked, as the "page" evaluates him as a researcher and student seeking knowledge, and seeks it, not a student who receives and waits for the textbook author, teacher and makers of educational technology to provide him with things and information on a plate of gold.

"Al-Basfajah" pushes the learner or student into an active life without leaving him alone, providing the learner with a true picture of living reality, and practical and early training to confront it.

The teacher becomes " Al-Basfajah " research supervisor, after his mission was to give information, opinions and ideas.

The first element of " Al-Basfajah " is that it stops education and assesses the place of learning, i.e. research and discussion.

Mufeed Abu Murad says in his previous book, " Al-Basfajah " itself carries guarantees of feasibility, or the ability to penetrate the reality needed to address its financial, cognitive, administrative and cultural congestion.

The preference for the " Al-Basfajah " trend manifests itself in more than one area, the "obscenity" imposes the rotation of individual and collective work and requires that they be associated with and cover various educational materials.

Al-Basfajah creates relationships that are lacking in traditional education, allowing for intimate interaction between students through the research group, and restoring bridges with the rest of society through individual research.

Al-Basfajah opens up the school to enormous resources.

Al-Basfajah guarantees three benefits or benefits for the education system:

1- Focusing education on well-established individual and collective behavioural platforms and syndrome.

2- Restoring the cohesion between school and life, and reconciling news and experience with education and the media.

Reducing the cost of education, using community materials.

Al-Basfajah restores the teacher and his school to a missing glory, making the teacher an education supervisor, organizer and sponsor of the educational process, a consensual judgment where necessary, and a platform for systematic and organizational learning, and a focus of the development in converting information and data learned from the environment into a classified process.

Thus, Al-Basfajah brings together effort, discovery and pursuit, to enjoy the living reality and its data, and to achieve the desired balance of man, with it the balance of urbanization, and prepare to start the twenty-first century with courage and confidence.

The twenty-first century is coming in a drum and a drum, bringing with it both sweet promises and terrible dangers.

The twenty-first century, in the introduction to the third millennium, is called upon from a human perspective to stand in the way of human destiny, so that human beings can remain masters of themselves and their destiny without tradition or dependency, and in a position of leadership.