The sciences have never been monopolized by a single civilization throughout history. Rather, a civilization establishes and innovates the foundations and principles of sciences, but over time, it retreats, unable to contribute or innovate further. Subsequently, another vibrant civilization inherits these sciences, critiques them, builds upon them, corrects their errors, completes their issues, and refines their course. Such is the nature of history.
Therefore, the notion of the centrality of Western civilization is pure falsehood and fabrication. The cycles of history have never halted at a single civilization but follow one another in succession.
The dominance of Western civilization is merely one cycle in the broader narrative of civilization and history, not the end of civilizations or histories. The wheel of civilization is nearing its transition from the West to another nation and civilization.
Thus, clinging to the remnants of this civilization at the expense of erasing our own identity does not make us builders of civilizations or creators of renaissances. It only renders us followers of others.
Decades have passed since the independence of our nations from French colonialism, yet a certain dependency and lack of complete liberation persist. This is evident in certain metrics and curricula, which remain captive and have not been fully Arabized.
For instance, in subjects like mathematics, physics, and chemistry, French or Latin symbols continue to dominate. Full Arabization has not been achieved, despite the enacted laws mandating it.
In some countries of the Maghreb, resistance to retaining French symbols has led to efforts to fully Frenchify these subjects, including teaching and expressing them in French. This is an even graver issue.
The struggle has been ongoing, sometimes intensifying, other times subsiding. For example, in 2016, calls emerged advocating for further Frenchification of science instruction, particularly in mathematics. This attempt was not the first of its kind.
The justification seems to be the language barrier at universities, which teach sciences in French.
Additionally, there are claims about the declining academic performance in these subjects due to the language of instruction.
Concerning the language issue, no one from the "International Mathematical Union" has recommended teaching in a foreign language to improve academic performance. On the contrary, the opposite is true.
In our case, explanations and discussions are conducted in Arabic, while the symbols remain in Latin or French. This duality has caused confusion and weakness among students in their academic performance. This prompted middle and high school administrators to demand that the responsible ministry form a technical committee tasked with reviewing the decision to teach mathematical terminology and symbols in both Arabic and French.
These administrators called for maintaining a single language for instruction and ensuring its precise implementation, arguing that mixing the two languages is one of the reasons for students' poor performance in this foundational subject, particularly for fourth-year middle school and third-year high school students preparing for the intermediate and baccalaureate examinations.
This floating language is unacceptable. Both explanations and symbols must be in Arabic, as it is a symbol and cornerstone of identity. We are not lacking translations to standardize the symbols.
Why hasn’t Arabization reached universities? Why do we still teach some sciences in French? Are we preparing students for the Algerian labor market or the French one?
This seems like a deliberate plan. A university graduate is qualified to lead society, representing its intellect. Those who halt their education before university become the workforce. The intellect and workforce are the pillars of development and renaissance. Yet, migration disrupts development and undermines progress.
Brain Drain
The migration of intellectuals and labor from our country to France is alarming and severely harms our nation. After investing in and nurturing these talents, France reaps the benefits fully developed. Our children do not migrate to French-speaking African countries; they head straight to France. In this way, France continues to steal our people, just as it once stole our resources.
One consequence of retaining French in our curricula is the normalization of foreignness among us, which some mistakenly view as a spoils of war. They are entirely wrong. It remains a colonial tether that has not been severed, binding us and dragging us toward dependency.
The more accustomed we are to foreignness, the more distant we become from the Arabic language, replacing the authentic with the foreign. Instead of the East being our direction, the West becomes our aim. Worse still, this foreignness seeps into our tongues, and we believe it to be our colloquial Arabic, though it is not Arabic at all.
Another consequence of retaining French in our curricula is the Frenchification of our administration. If our children remain in the country and do not emigrate, the administration remains French in language. Official correspondence is conducted in French, administrative dealings are in French, and the terminology used is French.
The French want us to be mere cogs in their vast civilization, not thinkers. They want technicians and laborers who work day and night for certain benefits like money, housing, and healthcare. However, if one steps outside this predefined framework, they are no longer welcome. All the privileges granted to them are revoked.
From time to time, France uses its media apparatus to attack us. For instance, in October 2023, French media reported that the Algerian Ministry of Education issued a new directive prohibiting private schools from teaching curricula in French. French analysts claimed that Algerian authorities are working to restrict their language.
They do not want us to be free. They desire total dependency, which is why the battle is fierce.
This critique does not mean we oppose learning foreign languages, including French. Rather, we advocate for learning languages without compromising our own language or erasing our identity. We seek genuine education that builds individuals capable of advancing their country and liberating it from the chains of dependency and exploitation.
-------------------------------------------------------------
Read this Article in Arabic
