The process of upbringing represents a significant and critical turning point in the lives of our children, especially in the face of growing challenges, numerous destructive forces, widespread moral pollution, and the prevalence of non-educational environments, or more accurately, contaminated environments, which offer poison in the form of honey.
Educational environments such as religious schools, schools, universities, libraries, mosques, awareness centers, and others form a primary component of the upbringing process, yet they do not monopolize all aspects of influence. Media outlets, satellite channels, social media, chatting apps, and WhatsApp groups have entered the same field.
From one society to another, educational environments vary, as do their methods and curricula. Their goals and objectives also differ, reflecting either positively or negatively on the outcomes of the new generations.
Due to the absence of supervision, weak content, the entry of unqualified individuals into the educational field, and perhaps corruption in intentions and consciences, the results are disastrous, leading to massive educational, moral, and societal losses.
You may feel disturbed and concerned when you find that nurseries teach children the arts of dance and singing under the guise of entertainment and joy, while allowing “festival songs” to infiltrate the ears and hearts of the young. The decline in the competency of teachers and staff in nurseries indicates that the educational product will not meet expectations.
In middle and high schools, gender mixing is deliberately encouraged in some Arab and Islamic countries, despite the associated dangers, without regard for the sensitivity of adolescence and the physiological and psychological changes that may lead boys and girls to morally dangerous situations. This pollutes the educational environment, diverting it from its lofty ethical and educational goals.
Scenes of dancing at graduation ceremonies in universities, as witnessed in some Arab countries, illustrate the spread of moral pollution in educational environments, with the authorities of education and upbringing remaining silent, while the media celebrates students performing dances to trivial songs under the pretext of expressing happiness at completing their education.
From universities to sports centers and clubs, gender mixing is encouraged under the slogan "Sports For All," breaking down barriers and erasing modesty. You may see, for example, a man coaching a woman or a woman coaching a man—stereotypical images that the Western system tries to pass onto the collective mind of Arabs and Muslims, as was evident in the "Paris 2024 Olympics" and other global competitions, which have become a haven for indecent behavior and immoral actions.
The situation becomes even more dangerous with the incursion of new platforms and outlets into the educational system, managed by global companies that adhere to no value or moral standard. For example, TikTok has become a repulsive environment filled with foolishness, promoting seduction, vice, and pornography. Its influence has grown to surpass that of schools, universities, mosques, and other places of education, upbringing, and awareness.
The danger escalates further with the spread of moral and material pollution to the core pillars of the educational environment: the educator, the educated, the programs, and the administration. Profit has become the primary goal of educational environments, while the educational mission is sidelined, stripping the process of its substance, and thus leading to the loss of both educational and moral direction.
This unfortunate reality should not lead us to despair or frustration. Rather, it should motivate us to correct the course, restore the sanctity of the educational environment, enhance its noble mission, and clarify its identity. This will enable the educator to recognize their true role, aligning the outcomes with what we aspire to in producing the victorious generation.
It is essential to improve the educational product, regulate educational behavior, elevate the current educational reality, define its path, goals, and objectives, and proceed according to standards that achieve the desired quality, using appropriate tools within set time frames, positioning our countries among the leading nations in the field of education.
Those engaged in education should diversify educational environments, enrich their programs, and innovate new environments that accommodate adolescents of both sexes, fulfilling their aspirations for the future. Priorities should be established, gaps closed, and a scientific specialization approach adopted—whether religious, intellectual, or ideological, or designed for specific age groups or demographics. The process of education is continuous and does not stop at a certain age or specific group.
Parents and teachers, as well as professionals in various fields, are in dire need of educational environments that protect them against calls for dissolution, frivolity, perversion, and atheism, helping them to rise with their religion, morals, and thought, so we can create a conscious generation of educators. We should also strive to make every guardian and head of a family a well-guided educational environment in their own right.
This requires a wake-up call for consciences, a moment of sincerity, and a good intention to evaluate the path and content of our educational environments, whatever their names, review their programs, assess their outcomes, identify their strengths and weaknesses, improve their curricula and tools, elevate those in charge of them, and benefit from competing educational experiences. This is essential for creating nurturing environments that are pure in thought and purpose, sound in programs and tools, capable of saving our families, peoples, and societies from the cancer of moral, educational, and academic contamination. Will anyone respond?
-------------------------------------------------------------
Read this Article in Arabic
