The modernists criticize the censorship of the contents of approved books in Primary Education in Morocco

Not all actors in the educational field look with one eye at the contents of primary education books in Morocco; After the ministry’s move to monitor content, segments of society welcomed the removal of some content, while modernist currents lamented depriving children of access to different cultures.

The content that arouses controversy is approved with each school entrance after reading by specialized committees in order to ensure that the methodological framework established by the Ministry of National Education, Primary Education and Sports is respected.

In this context, Aziz Qishouh, Director General of the Moroccan Foundation for the Advancement of Primary Education, said that the approved books on primary education in Morocco, in recent years, contained content that was incompatible with Moroccan culture and values.

But for modernist currents, the issue perpetuates the continuation of control over creativity and the child’s awareness of the differences in the world, which would establish stereotyped thinking that affects the depth of the desired educational process.

Ahmed Assid, a Moroccan writer, described the contents as “incompatible” with Moroccan culture and values ​​as “vague, because the nature of these contents is not clear”, considering that “many of the foreign educational contents are for the democratic forces in Morocco an objective that we seek to achieve”.

Assid gave the example of equality, freedoms, tolerance, dignity and solidarity from a humanitarian point of view, saying: “Unfortunately, they contradict many of the so-called Moroccan culture and values, while our laws are overcrowded to this day. from today”. with inhuman content”.

He stated that “many foreign academic curricula were formulated in countries that occupy the first and advanced ranks in the world in education, and it is not understood how our values ​​and our supposed culture can be superior and better with us in the background.” of the ranking in education, but we occupy shameful ranks because they are behind countries in a state of war.” .

Assid added that “the State has recently made great and grateful efforts to purge the school curricula of content of violence, hatred and intolerance, and these contents were taught in the Moroccan school as authentic and positive values, and some consider them constant”.

The spokesman stressed that “the so-called Moroccan culture is not a closed culture in itself; Morocco chose to open up to the world without losing its identity, of course, but the problem is that there is an imbalance in this equation due to the inability to distinguish between what is good for survival and what is not good for this authentic identity and culture.

Aseed noted: “The need to replace many of the values ​​of the past with new values ​​that made high-level countries what they are today. The educational system that does not contribute to get society out of stagnation and backwardness and to give it the values ​​of work, construction, freedom, love of life, initiative, independence, aesthetic taste, cooperation and respect to human dignity, is a bankrupt and failed educational system.

Muhammad Abd al-Wahhab Rafiki, a scholar of Islamic history, said that “the term values ​​is flexible, as they are mobile, and what may be valuable here are not the same considerations elsewhere, and the reverse is also true.”

Rafiki added, speaking to Hespress, that “talking about fixed values ​​is a false discussion, with the exception of positive authentic historical gains such as generosity and others, but what is opposed to the era under the name of Moroccan values.” should not be accepted.”

The speaker considered that the school must play an evolutionary role, emphasizing that it is a lever to instill modern and cosmic values ​​in the hearts of young people, and is more capable than others to reach them and create a balance between the authentic and the open . values.