THEORETICAL EDUCATION AND PRACTICAL EDUCATION

THEORETICAL EDUCATION AND PRACTICAL EDUCATION

There is a general principle on which the sustainable education process is based, which is “teach a person how to learn”, that is, how to study, understand, follow up, how to correct his mistake and how to practice what he has learned in his practical life. This principle applies to a Chinese proverb that says: “Don’t give me a fish, but teach me how to catch it.” These two examples illustrate the dialectical relationship between theoretical knowledge and its practical matches in reality, in other words, the importance of practice in communicating knowledge and consolidating it in the mind.

Being part of today’s society means facing challenges that require proper emotional management. People of all ages need to be in control of their own emotions and have control over them in different contexts of everyday life. That is why it is important to work on emotions from childhood.

This work is divided into two sections: the theoretical and the practical. In the theoretical section, it will be explained how emotional education arose, what it is and the emotional competencies it encompasses. Likewise, their presence in the curriculum and the possibilities that music and dramatization can offer for emotional work will be analyzed. In the practical section, a didactic proposal is presented aimed at students in 6th grade of Primary Education.

Being part of today’s society means tackling the challenges that require proper emotional management. Both children and young people, adults and the elderly need to be in control of their emotions and have control over them in different contexts of daily life. That’s why it’s important to work on your emotions from an early age. This work is divided into two sections: the theoretical section and the practical section.

Practical practice is linked to the curriculum and methodology used in schools and universities, which are related to the methods of acquiring and organizing scientific knowledge. The method of indoctrination and memorization prevents the student from thinking freely, moving his mind, and sharpening it, and at the same time weakens his abilities to absorb information and makes him passively unable to understand, analyze, criticize, and confront emerging matters with insight.

To the division of the personality into one authoritarian oppressive and the other helpless regressive. The division of personality leads to paralyzing the individual’s own capabilities and making him frustrated, waiting for appropriate opportunities for revenge and revenge for the helpless self. It is one of the reasons for the emergence of the tendency to intolerance, violence, and aggression towards the other.

Bertrand Russell said, “War begins in kindergarten.” When young children receive lessons through indoctrination, domination, and oppression, instead of free-thinking, criticism, competition, and creativity, they generate fear, conflict, and aggression, and they respond to violence with counter-violence.

Aggression accompanies the behavior of individuals since childhood, and although it is refined and pruned through education and culture, it remains unconscious and appears in the behavior and attitudes of individuals when provoked by social, psychological, economic, political, and other motives.

In practice, the gap between theory and practice is clearly visible. When the child moves to university, the gap or distance that separates what a person learns at school and what he studies at university will be large, and the gap will be greater between what he learns at school and university and what he practices in his practical life, at home, in the street, and at work.

The truth is that what the student, student, and university graduate obtain from theoretical knowledge accumulated in his brain, may not be able to apply it when he descends into practical life in the street, home, job, factory, and other institutions, as he does not find in most cases the appropriate conditions, conditions and capabilities for their application, development, or even preservation and lack of Forget about it.

Examples of this are many. The students used to memorize texts, theories, poetic poems, and ancient prose texts, without understanding them, analyzing their meanings and objectives, and comprehending them, turning him into a parrot repeating what he heard and what he memorized without understanding and comprehension.

There are a large number of graduates from faculties of law, economics, physics, or mathematics, and even graduates of European languages ​​who are appointed to departments and institutions that are not related to their studies or specializations. They quickly forget what they memorized after a few years after their graduation.

In most cases, a person collides with reality, when he tries to apply some of the concepts he learned during his studies and which are related to respect for the profession, freedom, independence, democracy, patriotism, freedom of scientific research, etc., he finds that they contradict what is in reality and what he has learned while studying.

The split between theory and practice is due to the methodology used in the method of obtaining scientific knowledge, which is generally based on filling the brain with information and accumulating it in quantity and not in quality, as well as on the structural rhetorical method and the pastoral mentality that is not based on an inductive field methodology and is not based on rational notation and documentation, but rather on mood emotional subject to individual circumstances that quickly evaporate from the brain after a short time.

Especially when there are no opportunities to use it in everyday life.

Therefore, the old educational curricula, thinking methods, teaching methods, transfer of knowledge, and modern scientific and technical curricula should be changed, because these methods and methods are still traditional and indoctrinated and go in one direction where ready information is transmitted directly, so it is imposed on the student from Without participation, discussion and reaction, and without thinking and activating it.

Thus, indoctrination becomes another form of domination and control that makes the student submit and respond quickly to acquire information by memorizing it patriotically, not understanding, comprehending, comprehending, and criticizing.

The reason for this is that the Iraqi mind is based on absoluteness and exclusion, as it rejects any criticism, correction, or amendment and contradicts everyone who opposes it in opinion, which is what imprints the mind with the oneness of understanding and exclusion, as it rejects any criticism, correction or amendment and contradicts everyone who opposes it in opinion, which is what imprints the mind with the oneness of understanding and exclusion.

And exclusion begets intolerance, and intolerance provokes extremism, and extremism leads to aggression because one finds that one is right and others are wrong, and there is no middle ground. These educational methods do not help the student to understand the subject he is studying or interacting with it, and he is not interested in it in the end because it is imposed on him from above.

It is a methodology of obligation and obligation, i.e. coercion and obedience that does not help the student to think dialectically free from guardianship and transform the knowledge he receives into knowledge cut off from reality and not related to what is going on in daily life, and therefore it does not help the growth of knowledge, experience, creativity and the development of the scientific personality liberated from The power of memorization and memorization.

Correct knowledge is enlightening knowledge that activates minds and frees them from the tutelage imposed by others. The duality of control, punishment, submission, and regression goes back to the patriarchal system that still affects the education and education process, and which is based on the duality of domination and submission, not on understanding, communication, and dialogue, and dedicates methods of social control instead of employing freedom and independence in the development and accumulation of knowledge and culture.

Also, submission to the patriarchal tendency that controls our existence is submission to the mentality of backwardness, which is part of a total phenomenon, which is the backward existence itself. One of the main issues in the weakness of the education methodology in Iraq is the lack of independence in receiving knowledge, dismantling, analyzing, and practicing criticism and self-criticism, due to the lack of freedom, which restricts thought and causes stagnation in thought, and the lack of comprehension of dialectical knowledge in receiving information and not discussing and criticizing it, which causes a mental interruption to not An interactive relationship in receiving, accumulating, and performing ideas correctly.

The methodological shortcoming is also due to the lack of field studies and practical and laboratory research that links what one learns and what one practices in daily life, as is done in many schools in Britain, for example, where primary, middle and secondary school students provide field and practical research and sometimes simplified empirical research, each according to their academic level, providing them with experience and practical experience through teamwork in collecting information from its sources and from the reality of daily life, understanding it and interacting with it in a practical way.

In addition to this and that, the vital disconnection between the teacher and the student, between the professor and the student, and between the school and the community, and the lack of reliance on sources, references, and documents in the study and research causes a rapid and deep transition in acquiring scientific knowledge and not documenting it with scientific references that are linked to each stage of the study.

The pattern of examinations, assessment, and evaluation is still linked to whims, interests, and ideologies. Punishment is still the means of humiliation and oppression that turns the student into an obedient “polite” person. The obedient is always passive and does not have opportunities for progress and creativity motives, as he is obsessed with fear, doubt, and suspicion and deprives him of the pleasure of participation, free-thinking, and dialogue. Which weakens his personality and restricts his freedom and capabilities.