Think Forward.

Mother tongue in education: a development imperative... 2764

Aziz Daouda, 1 y.
I would like to extend my warmest thanks to the many people who have responded to my previous articles on the issue of language in Morocco. Opinions continue to differ on the use of the Moroccan mother tongue in education. Some, without the slightest argument, oppose it with immeasurable fervour. False debate, say others. In fact, almost all teachers already use Darija to explain the content of their lessons, particularly in science subjects. So much the better. What is perplexing, however, is the logic of opposition that some people are striving to impose between Arabic and Darija. In fact, scientifically, what is required in teaching, particularly in the early years, what is recommended by all the international bodies concerned, what is concluded by almost all the scientific research on the subject, is a linguistic continuum, in the complementarity between the language used at home and the other languages, Arabic first and foremost in the case of Morocco, since politically we have made it the language of the country. Darija and Arabic complement each other perfectly. The advantage of learning in the mother tongue during the first years of schooling is precisely that it allows a transfer to other languages without fractures or breaks, ensuring normal mental structuring. The child is not shocked and develops psychologically, normally, in the continuity of its linguistic, genetic, historical, civilisational and social baggage. Logically, as has proved to be the case in countries that have long opted for the use of the mother tongue in education, the salutary effect of this approach is that learners assimilate knowledge easily and confidently, adopt social values without difficulty and integrate civic values more easily. The school is here a component of life, perfectly integrated into its environment. Unfortunately, doing things the way we've been doing them up to now is the exact opposite of this logic. Our way of doing things encourages a split personality, to put it mildly. As soon as a child starts school, he will adopt a behaviour for school, a behaviour for his family and later another behaviour for the street and everyday life. They will develop a language for each of these spheres. This is conducive to many mental abnormalities and is the main cause of school drop-out rates, which in Morocco are reaching rather worrying figures, not to mention the colossal budgets spent for little return. The result is unfortunate public spending and unbelievable amounts of money that have been squandered shamelessly for a long time without question. Children who have not properly assimilated the language of learning imposed on them are simply discouraged and will eject themselves from the school system. Later on, young people who have not succeeded at school will find themselves to be a sub-human and see themselves as such. Whatever professional knowledge they acquire later on, as long as they are unable to express it in classical Arabic or French, they are considered ignorant. The citizen they are about to become is excluded, for example, from official information, which is only provided in the two languages mentioned above, if not in Amazigh and Spanish. Little by little, they become disconnected from "official life", drop out of cultural life, stop reading, stop writing and soon fall back into primary illiteracy. This abnormal situation creates a divorce between these citizens, who are unfortunately very numerous, and the public sphere, for example. They are no longer able or willing to take part in social life, let alone political life. This rejection is normal because these citizens no longer feel concerned and see themselves as living on the margins, the language or languages used being foreign to them. In the logic of things, the most embittered will go so far as to develop a rejection and then a hatred of public affairs. They are the breeding ground for nihilism and, why not, fundamentalism. Children begin by rejecting and hating their school, and will then transfer this attitude to their entire environment, and in particular to institutions. The violence that is developing in our society can find a plausible explanation here. That, in a nutshell, is the problem of mother tongue denial. It's not just a technical or linguistic issue, but an existential one for a society. It is intimately linked to human development and hence to the country's development as a whole. Any reflection here must be conducted with intelligence, far from any partisan ideologies or immutable convictions. The mother tongue is by its very nature a structuring factor, and nothing can replace its effectiveness or its richness.
Aziz Daouda

Aziz Daouda

Directeur Technique et du Développement de la Confédération Africaine d'Athlétisme. Passionné du Maroc, passionné d'Afrique. Concerné par ce qui se passe, formulant mon point de vue quand j'en ai un. Humaniste, j'essaye de l'être, humain je veux l'être. Mon histoire est intimement liée à l'athlétisme marocain et mondial. J'ai eu le privilège de participer à la gloire de mon pays .


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THE ADVENTURES OF TOM SAWYER - PREFACE 2274

Bluwr X Commons: Mark Twain, 2 y.
- Short Stories -
0.6 min read.
Most of the adventures recorded in this book really occurred; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual—he is a combination of the characteristics of three boys whom I knew, and therefore belongs to the composite order of architecture. The odd superstitions touched upon were all prevalent among children and slaves in the West at the period of this story—that is to say, thirty or forty years ago. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shunned by men and women on that account, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what queer enterprises they sometimes engaged in. THE AUTHOR. HARTFORD, 1876.

THE MEDITATIONS - Book I.[1/3] 2333

Bluwr X Commons: Marcus Aurelius, 2 y.
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3.7 min read.
1. I learned from my grandfather, Verus, to use good manners, and to put restraint on anger. 2. In the famous memory of my father I had a pattern of modesty and manliness. 3. Of my mother I learned to be pious and generous; to keep myself not only from evil deeds, but even from evil thoughts; and to live with a simplicity which is far from customary among the rich. 4. I owe it to my great-grandfather that I did not attend public lectures and discussions, but had good and able teachers at home; and I owe him also the knowledge that for things of this nature a man should count no expense too great. 5. My tutor taught me not to favour either green or blue at the chariot races, nor, in the contests of gladiators, to be a supporter either of light or heavy armed. He taught me also to endure labour; not to need many things; to serve myself without troubling others; not to intermeddle in the affairs of others, and not easily to listen to slanders against them. 6. Of Diognetus I had the lesson not to busy myself about vain things; not to credit the great professions of such as pretend to work wonders, or of sorcerers about their charms, and their expelling of Demons and the like; not to keep quails (for fighting or divination), nor to run after such things; to suffer freedom of speech in others, and to apply myself heartily to philosophy. Him also I must thank for my hearing first Bacchius, then Tandasis and Marcianus; that I wrote dialogues in my youth, and took a liking to the philosopher’s pallet and skins, and to the other things which, by the Grecian discipline, belong to that profession. 7. To Rusticus I owe my first apprehensions that my nature needed reform and cure; and that I did not fall into the ambition of the common Sophists, either by composing speculative writings or by declaiming harangues of exhortation in public; further, that I never strove to be admired by ostentation of great patience in an ascetic life, or by display of activity and application; that I gave over the study of rhetoric, poetry, and the graces of language; and that I did not pace my house in my senatorial robes, or practise any similar affectation. I observed also the simplicity of style in his letters, particularly in that which he wrote to my mother from Sinuessa. I learned from him to be easily appeased, and to be readily reconciled with those who had displeased me or given cause of offence, so soon as they inclined to make their peace; to read with care; not to rest satisfied with a slight and superficial knowledge; nor quickly to assent to great talkers. I have him to thank that I met with the discourses of Epictetus, which he furnished me from his own library. 8. From Apollonius I learned true liberty, and tenacity of purpose; to regard nothing else, even in the smallest degree, but reason always; and always to remain unaltered in the agonies of pain, in the losses of children, or in long diseases. He afforded me a living example of how the same man can, upon occasion, be most yielding and most inflexible. He was patient in exposition; and, as might well be seen, esteemed his fine skill and ability in teaching others the principles of philosophy as the least of his endowments. It was from him that I learned how to receive from friends what are thought favours without seeming humbled by the giver or insensible to the gift. 9. Sextus was my pattern of a benign temper, and his family the model of a household governed by true paternal affection, and a steadfast purpose of living according to nature. Here I could learn to be grave without affectation, to observe sagaciously the several dispositions and inclinations of my friends, to tolerate the ignorant and those who follow current opinions without examination. His conversation showed how a man may accommodate himself to all men and to all companies; for though companionship with him was sweeter and more pleasing than any sort of flattery, yet he was at the same time highly respected and reverenced. No man was ever more happy than he in comprehending, finding out, and arranging in exact order the great maxims necessary for the conduct of life. His example taught me to suppress even the least appearance of anger or any other passion; but still, with all this perfect tranquillity, to possess the tenderest and most affectionate heart; to be apt to approve others yet without noise; to have much learning and little ostentation. 10. I learned from Alexander the Grammarian to avoid censuring others, to refrain from flouting them for a barbarism, solecism, or any false pronunciation. Rather was I dexterously to pronounce the words rightly in my answer, confining approval or objection to the matter itself, and avoiding discussion of the expression, or to use some other form of courteous suggestion. 11. Fronto made me sensible how much of envy, deceit and hypocrisy surrounds princes; and that generally those whom we account nobly born have somehow less natural affection. 12. I learned from Alexander the Platonist not often nor without great necessity to say, or write to any man in a letter, that I am not at leisure; nor thus, under pretext of urgent affairs, to make a practice of excusing myself from the duties which, according to our various ties, we owe to those with whom we live. 13. Of Catulus I learned not to condemn any friend’s expostulation even though it were unjust, but to try to recall him to his former disposition; to stint no praise in speaking of my masters, as is recounted of Domitius and Athenodorus; and to love my children with true affection. 14. Of Severus, my brother, I learned to love my kinsmen, to love truth, to love justice. Through him I came to know Thrasea, Helvidius, Cato, Dion, and Brutus. He gave me my first conception of a Commonwealth founded upon equitable laws and administered with equality of right; and of a Monarchy whose chief concern is the freedom of its subjects. Of him I learned likewise a constant and harmonious devotion to Philosophy; to be ready to do good, to be generous with all my heart. He taught me to be of good hope and trustful of the affection of my friends. I observed in him candour in declaring what he condemned in the conduct of others; and so frank and open was his behaviour, that his friends might easily see without the trouble of conjecture what he liked or disliked.