A Renewed Educational Philosophy in the Arab World — With Dr. Habib Kurani

With Dr. Habib Kurani

"That was my first year of school, and I was exceedingly fond of school, despite the mystery and fog that surrounded me there — some of it embodied in strange words the teacher would pronounce before us and ask us to repeat, or in theories of spelling and grammar rules, or the names of the cities of China and Japan... Among these obscure names was the name of 'the inspector'... I never once dared to ask what this inspector might be like, but I drew a picture of him in my imagination, out of the sum of my school experiences: I pictured him a man of huge build, wearing spectacles befitting his station, and a white gown which he would take off once the round of inspection was over — that is, I drew him in the image of the doctor who used to terrify me with painful needles during my illness with typhoid fever... And so, no sooner had I heard that his honor the inspector was coming to the school that morning than I took to my heels and ran off screaming and wailing, to take shelter in my mother's arms... My teacher at the time had prepared this atmosphere of terror and alarm for us, for she used to pursue us at our work with constant threats, coupled with the name of the honorable inspector; nor will I hide that our terror was but a small part of the poor woman's own terror and her fear for herself and for the shaking of her official chair."

This incident, told me by an educated friend, came back to me as I leafed through a recent book put out by some of the leaders of education in the Arab world today, at one of the study seminars which the Department of Education at the American University of Beirut is accustomed to hold, under the title "A Renewed Educational Philosophy for a Renewing World"... And I knew that there was a man behind this driving movement of renewal, and of reconsidering the education of our children... The man is Dr. Habib Kurani, head of the Department of Education at that university.

In a quiet sitting, Dr. Kurani began to speak of education in its modern conception, and in its relation to Lebanese society in particular and the Arab world in general. He said:

The aim of modern educational philosophy is to prepare the good, productive citizen, who knows how to live and settle in his surroundings, and to have an effective hand in changing and building those surroundings... In Lebanon, we need a solid educational foundation, whose object is the development of strong character and constant renewal, to keep pace with the caravan forever moving forward, thanks to the ease of communications and the shortening of distances.

Among the most important duties of educators is reconciling our old heritage with the demands of the present age; hence Lebanon's mission in the field of education is very important: its aim is peace, and the drawing together of conflicting views.

Modern educational philosophy concerns itself with forming the child's personality, and knowledge is only a means to that end. That is why we need the good teacher, who is himself a person of strong personality, good spirit, and wide knowledge of his field and of the psychology of the child in his hands.

And our youth... where do they stand today?

Dr. Kurani holds that these young people are taken with the dazzling appearances of modern civilization, enjoying the fruit of science without having had a hand in creating it. It is very important, then, that these youth understand the scientific spirit behind these appearances — that is, the honest, truthful spirit that faces the truth whether it be for it or against it. The elements of this spirit are work, discipline, and precision. Yet this does not dispense the young from the unifying human spirit, which says that men are brothers, and God is for all... This last is the fruit of our country, and the apostles of this country — we gave it as a gift to the world; and in this decisive hour we need it, that it may walk hand in hand with its sister, the scientific spirit...

What is in the schools of Lebanon?

In Lebanon we have two kinds of schools: public and private... And Dr. Kurani believes that our country needs both kinds,

which can be reconciled and brought together, if the mission is one and the aim common, directed toward building, and good, and love... But this did not prevent him from declaring that education in Lebanon in particular turns in an empty circle and moves along the margin of reality, because it relies on theoretical information, preparing students for examinations whose matter is far from the reality of life; while the young face vital, basic problems — moral, scientific, and material... It is the duty of those responsible, then, to create an educational philosophy that brings education closer to the demands of life. This is a step of recent date: it did not exist even in Europe until a quarter of a century ago. In Dr. Kurani's view, we need it more than the West does, because our society is developing rapidly and our problems are harder; and this means that we are not a backward nation, for our development is moving at top speed.

Alongside this philosophy, what is required is a good, trained teacher, for the worst curriculum gives a good result if it is taken up by wise, devoted hands. The third step is the centralization of education; modern education directs the rising generation toward creation and invention, and believes in the necessity of interaction between school and society. The good teacher, together with a flexible central administration and a philosophy that penetrates all vital educational work, is enough to give Lebanon and the Arab world a brilliant future; for our students are intelligent, and show a sweet superiority as well...

Our need for training

In order to bring our educational reality to a satisfactory level, Dr. Kurani sees that we need more trained experts in every field, who understand the modern philosophy we need and work by it faithfully. Among these are the inspectors, whose work is sincere guidance and honest direction, not the spreading of terror and intimidation among the ranks of teachers and students... Then come experts in the various professions; and this kind of study is not confined to the school but goes beyond it to the workplace, where the student applies the theories he reads in the book. Models of these workshops exist today in Russia, and in some of the European countries advanced in industry.

Coeducation

Dr. Kurani favors this in principle, for he sees in it a sound direction for both sexes; but he also sees that coeducation of the sexes depends on the country's social readiness for it, so that there be no gulf between school and society, throwing students and parents into perplexity and confusion... Lebanon has become ready for this kind of education, because woman there has gone down into the field of work; whereas coeducation can be introduced only into the elementary classes in a country where woman still does not share with man in society.

Nursery classes

Among the most important duties of the government is to extend elementary education to all the population. As for the kindergarten, it was created when woman went out to work: it is a place of solace and play, where children spend their time... Modern psychology has shown that the ages of three to five are the foundation on which personality is built, and the best one to do that building is the mother; but this does not negate the idea that the child must needs meet with his fellows.

Finally, Dr. Kurani believes that Lebanon, despite certain shortcomings, has covered a long stretch in the field of education and instruction — and this statement cannot be understood unless we go back several years, to the pages of history!