The political transition in Syria has reignited debates about shaping educational curricula in the post-revolution society, especially after decades of distortion filled with propaganda and false information that generations have absorbed. This makes the challenge ahead for Syrians even more daunting, as real change goes deeper than merely revisiting the political system and its economic dimensions.
Education and upbringing are inseparable pillars that form the future of any nation. When we speak of education, we’re not just referring to school textbooks but to curricula that serve as the foundation of society and shape the cultural and religious identity of future generations.
In Syria, after decades of deliberate distortion, the need for curriculum reform has become more urgent than ever—especially after the revolution, which exposed the extent of misinformation that plagued the minds of Syrian children for many years.
History curricula glorified the "heroics" of the previous regime more than they celebrated Islamic history. Educational materials served as tools for fostering allegiance to a sectarian regime rather than nurturing intellectual or spiritual development. This is in addition to shared issues in Arab countries’ educational systems, which rely on rote learning instead of promoting critical thinking.
While removing propaganda from textbooks might be an easier task in new publications, broader educational reform must also address religious education. It needs to move beyond its superficial, traditional framework that feeds students texts without delving into the values of Islam and their practical applications. This distortion wasn’t accidental but part of a systematic strategy to create a generation detached from its Islamic roots under nationalist or secular slogans.
Following the Syrian revolution, educational reform appears far from straightforward given the turbulent political and security conditions. Reforming the educational system is like building a house in the middle of a storm. The situation is further complicated by harsh realities. In 2020, UNESCO reported that more than 40% of schools in Syria were either destroyed or severely damaged, making educational reform even more challenging.
However, the challenge is not merely material. The financial aspect is the least significant compared to the more crucial challenge—shaping the educational ideology that should reflect the revolution’s values without turning curricula into political battlegrounds.
Identity and Values
New curricula must strike a balance between preserving Islamic identity and respecting the cultural diversity of a multi-sectarian society like Syria. The key to achieving this lies in returning to Islamic fundamentals without imposing any sectarian or doctrinal biases on the curricula.
Islam is neither about sectarian allegiances nor merely a set of rituals. It is a comprehensive system that addresses all aspects of human existence. Therefore, presenting Islamic values should be the foundation for building new educational curricula—without neglecting science or literature but rather offering them from an Islamic perspective that strengthens morals and preserves identity.
It’s not enough to improve students' understanding of modern sciences without linking them to Islamic values that guide their use for the benefit of their community and humanity at large. This cannot be achieved without the active participation of religious and community institutions.
In this context, there is a valuable experience to build upon in the new Syria: the model applied in Idlib during the preparatory phase of the revolution. Representatives of local communities actively participated in reviewing school textbooks, with scholars and preachers ensuring that the content aligned with Islamic values. This community involvement helped create curricula that were more relevant to society’s needs and provided a model referenced in many studies as having laid the groundwork for the revolution.
Syria is not unique in this respect. Looking at other countries that have undergone similar political transformations, we find that educational reform has always been central to the transition process. For instance, after the end of apartheid in South Africa, educational curricula were restructured to reflect values of equality and justice. This experience highlighted an important lesson: educational reform is not merely an academic endeavor but a key component of a broader effort to rebuild society.
Thus, educational reform in Syria is not just an educational or cultural challenge; it is a national project requiring collective efforts from all segments of society. If we want to see hope for a better future reflected in the eyes of Syrian children, the first step must be curricula that promote Islamic values, preserve identity, and open the doors to science and knowledge.
We’ve witnessed how education can transform lives. Gaza offers an inspiring example where the pursuit of knowledge continued amid bombardment and aggression. Knowledge and faith are the weapons with which we will build the future of our children. This spirit should be the core of our new educational curricula.
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