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03641nam a22001937a 4500 |
| 001 |
0487458 |
| 044 |
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|b السعودية
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| 100 |
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|a الخميسي، السيد سلامة إبراهيم
|g Al-Khamsi, El-Sayed Salameh
|e مؤلف
|9 103882
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| 245 |
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|a التجديد في فلسفة التربية العربية لمواجهة تحديات العولمة
|b رؤية نقدية من منظور مستقبلي
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| 260 |
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|b جامعة الملك سعود - كلية التربية
|c 2005
|m 1426
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| 300 |
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|a 743 - 805
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| 336 |
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|a بحوث المؤتمرات
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| 520 |
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|b The question set forth under the global hurricane is no longer “to accept globalization or not?” The most logical and and important question has become “what should we do in order to affiliate competently, actively and consciously in the globalization and avoid any painful offspring. It isn’t odd for globalization to shock the Arab reality with its contents, mechanisms and consequences. But it is the shock which still hasn’t been followed by a recovery or a civilized action. The intellectuals have begun to verify their cultural approach. The media specialists now reconsider their informational technique. Politicans also are revising their political methods. Even clergymen who have received many calls from outside their institution to innovate their religious approach, are now trying to do so. All of them especially education and media specialists have hastened to benefit from the technological and informational findings of globalization. But education has had another concern under globalization, other than the reflections, it has participated in, together with the other parties of the society. Globalization has influenced the national education system. It has introduced in its target strategy some new dimensions such as preparing for the world citizenship, qualifying the fourth sector cadres and considering the human rights and those of the minorities. With its emergence, globalization has produced a major change in education. It has penetrated into the depth of the national educational systems providing them with different educational philosophy instructional (didactic) strategy and teaching contents and techniques. The national educational systems have become mere instructional variations undergoing the globalization framework in its universal unity. The fact of the Arab contemporary educational reality, the information dealing with its structure and various activities tell that the Arab educational systems have formally interacted with globalization, so they greatly benefitted from its scientific technological and organizational endowments to the extent that they seem to be innovated educational systems. Though they belong in their philosophies aims and methods belong to the pre-modernization and haven’t entered the global stage era yet.
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| 653 |
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|a العولمة الثقافية
|a العالم العربي
|a الثقافة العربية
|a التراث العربي
|a الحضارة الاسلامية
|a الهوية الثقافية
|a الغزو الفكري
|a فلسفة التربية
|a التطوير التربوي
|a مخرجات التعليم
|a جودة التعليم
|a القيم الأخلاقية
|a الأخلاق اسلامية
|a التسامح
|a حقوق الانسان
|a حوار الحضارات
|a الديموقراطية
|a المعلوماتية
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| 773 |
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|c 006
|d الرياض
|i كلية التربية ، جامعة الملك سعود
|l 000
|m مج 2
|o 6602
|s ندوة العولمة وأولويات التربية
|v 002
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| 856 |
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|u 6602-002-000-006.pdf
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| 930 |
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|d y
|p y
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| 995 |
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|a EduSearch
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| 999 |
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|c 114114
|d 114114
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