■ One of my student activists told me: What is the citizenship that the book and the constitution talk about?

– I said: Citizenship in its basic sense is the relationship of the individual to the homeland to which he belongs, which imposes constitutional rights and duties stipulated in it, with the aim of achieving common and mutual goals. Positive citizenship is not only limited to the citizen’s awareness of his rights and duties, but his keenness to practice them through an independent personality capable of resolving matters for the benefit of the nation. The societal application of the concept of citizenship in all institutions leads to the development of a set of values, principles and practices that affect the formation of an individual’s personality, which is reflected in his behavior towards his peers and towards state institutions as well as towards his homeland.

■ He said: What is the difference between that and belonging to the homeland?

– I said: Belonging to the homeland is the intellectual and emotional connection to the homeland, which extends to include connection with the land, history, human beings, present and future of this homeland, and it is like a shipment that pushes one to work hard and constructively participate in the path of progress and advancement.

Belonging to the homeland does not depend on abstract concepts, but rather on the lived experience between the citizen and the homeland. When the citizen senses through living with him that his homeland protects him, provides him with his basic needs, and provides him with opportunities for growth and participation with appreciation and justice, the values ​​of belonging to the homeland are entrenched in him and expressed by constructive action to raise it.

■ He said: What does that mean in the vision of education that we talked about?

I said: Education for citizenship aims to develop the spirit of belonging among the student in public and higher education, and provide him with knowledge, skills, values ​​and positive trends that prepare him as a citizen to integrate into the fabric of his society, and to participate in all political, social and economic responsibilities, in a manner that achieves the interests of the country and the citizen and leads to progress and prosperity .

The philosophy of education is based on the fact that motivating the citizen to contribute to the development process and enabling him to participate in the community is one of the urgent necessities to continue the path of democracy and development in Egypt. This requires strengthening the sense of belonging to the homeland and enhancing the citizen’s confidence in his present and future, by emphasizing that citizenship is the source of complete equality between citizens in all rights and duties, and is the basis for equal opportunities for all without discrimination based on gender, religion, belief or social status.

■ He said: How does this affect student life at the university?

_ I said: Student life includes various activities and practices that can contribute to an effective role in translating abstract concepts into life behaviors and orientations. In order to develop student life in a way that supports the revival of citizenship and the spirit of belonging, another young man said: How can this be achieved, we feel separated from the homeland, and it is forbidden to talk about politics, and any contrary action is punished for it, and there is nothing left but anger and emotion.

■ I said: I see the following actions being taken:

Achieving pluralism and integration of student activities so that they contribute to the integrated formation of the student’s personality, and at the same time commensurate with the capabilities and tendencies of the largest number of students. Strengthening relationships between students, and between them and their teachers, and their community should be among the objectives of student activities.

Include in school and academic plans the desired societal values ​​to impart to students so that their interaction with their community increases, and diversify the ways of presenting these values ​​to students through seminars, meetings, field visits, and others.

Amending the student union regulations so that they give more responsibilities and powers to students, and help to form an independent personality for the student that enables him to analyze situations and make decisions, while creating systems to follow up the performance of student groups with the aim of guidance and development, not just accountability. Student regulations should help develop students’ leadership skills, increase their self-confidence and motivate them to innovate and take initiative to serve their colleagues and then the community as a whole.

■ The young man said: Who is responsible for that?

– I said: Professor and teacher, of course.

Given the importance of the historical role of the teacher and the faculty member in shaping the student’s personality and the formation of his values ​​and tendencies, and given the noticeable weakness in the teacher and faculty member’s positive impact on the student in this field – and in some cases the impact is even negative, I think it is necessary to adhere to the following:

Choosing an inspiring and socially aware teacher and faculty member, through the application of special tests when students are accepted into faculties of education, that reveal the extent of their social awareness and awareness of their civic and societal responsibilities, and other tests when they are appointed to schools and universities to ensure their ability to communicate with students and give the ideal and the model that should be imitate him.

■ Continuous training for the teacher and faculty member to develop his performance and raise his efficiency, to ensure that he addresses issues in an innovative and interesting way, uses educational situations in crystallizing abstract concepts, applies methods of democratic dialogue and principles of participation in decision-making, and enables students to exercise their rights and abide by their responsibilities.

■ The teacher’s evaluation in a more comprehensive way includes the extent to which he is a role model for his students, the extent of his communication with them, his role in achieving interaction between students and the community, and his keenness to support the spirit of citizenship in an effective and continuous manner.

■ Another young man said: Is this sufficient in light of the climate in which we live?

– I said: In fact, it is not enough. Rather, it must be in line with the application of the rules of administrative reform to educational institutions, in a way that ensures the modernization of its thinking and management curriculum, and its transformation from the superior, authoritarian view of the student, to the view of the service provider and the right of its recipient, which is the way out and the goal of the entire educational process. The orientation in the reform discourse of Egypt’s Vision 2030 towards making the student the center of the educational process, which is a fundamental change in the educational institution’s relationship with our children in line with the new educational trends in the developed world.

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I said: There is no place where all citizens gather for 14 consecutive years, such as at home, school and university, i.e. 18 years within a framework that has walls, a specific time and place, in which we, as a state, have the right to create a large part of his convictions and build his conscience, with the influence of the media, especially television, on them. .

Unfortunately, after the end of this time, the extremists who are not capable of pluralism and who do not believe in citizenship graduate to us, so we must be doing something wrong.

Dr. says. Taha Hussein in the book “The Future of Culture in Egypt.” Literacy is not the same as the illiteracy of reading and writing, but the illiteracy of reading, writing and understanding, because if we eradicate the illiteracy of reading and writing without understanding, whoever reads and does not understand is liable to be controlled by those who think for him. The issue is not reading and writing, but rather a matter that includes a depth of understanding, the ability to choose and make decisions, and to distinguish between right and wrong.

The issue, my children, is the ability to choose the right thing after accumulating knowledge over the years, and getting used to practices that the young man sees as normal, and sometimes heroic, and which are full of violations of human and animal rights, which Islam was the first religion that advocated preserving it.

The young man asked again: What is new in education in this regard?

I said: Education is cross-border, so there is no such thing as Egyptian, Arab, or foreign education, civic education and religious education. Education is based on one foundation, and development is based on a scientific approach. In the last ten years, technology has become a major imposition in education in the whole world. And the most influential in its means and methods of communicating knowledge to students. Knowledge is available to everyone at no cost.. The role of education has changed from simply transferring knowledge to the minds of students to coexisting with students in school and university, which means that the issue has become not a new approach to education but a model for coexistence within the framework of the educational institution.

We are talking about the skills of the twenty-first century, shaping conscience, and creating the climate in which a healthy personality grows. But before that, we have to agree on what normal character we seek. What identity do we want, what values ​​do we have to instill?

Why did you mean this entry? .. Because this entry says that we can develop education and use the means of development and succeed in a superior manner, but the innovator, the scientist, the creative and the genius may also come out of our institutions, but at the same time he is extremist in thought, violent and murderous. So the issue is not about introducing a human rights curriculum to prevent extremism, but rather a way of life within the educational institution from which this young man or woman emerges, able to distinguish between right and wrong, and to live within a framework that respects the rights of others without the excessive violence that exists in modern societies. Forging of conscience takes place in educational institutions, in the family, in the media, in the atmosphere of general culture and the arts. Education now we all agree that it is neither a learning nor a curriculum, but rather new things overlap in it, such as toys, electronics, the use of the Internet, access to unlimited knowledge, YouTube and others.

All this technology is available to young people without any control on our part, and whoever tries to stand up to its use will surely fail. But in fact, we must think about how to use the tools of the age to create a conscience that allows tolerance, acceptance of pluralism, acceptance of others, and peace with oneself and others.

So, the goal is not to obtain a certificate, nor merely to receive knowledge, or even to obtain knowledge, because it has become available to anyone who wants, but the goal has become to build an integrated personality for the citizen.

Those responsible for education, like those responsible for religious discourse, are part of society. From my point of view, they should not be assigned alone to change or establish new rights or bring about a fundamental change in their view, because they may not be able to get out of the circle of their convictions and concepts rooted in their conscience over time.

We need a look from outside their institutions, and I am not talking here about religious dialogue or the media only, but rather courage in proposing, and standards that the whole society must participate in changing.

Another young man said:

And what do you say wisdom and experience?

I said: First: that there is no educational system that rises above the level of its teachers, so if we are talking about a curriculum that is taught and an awareness of rights that is taught to modern generations and to create a future and a personal industry, then our goal must be focused on those in charge of the educational process, such as teachers and administrators, because they facilitate the student’s access to knowledge In the educational institution, we must define our goal to raise the level of the teacher and the level of education together.

The second wisdom says: To improve the level of education, a climate must be created for the learner. If the environment for education is ugly and lacking in beauty, do not expect the learner to love beauty or to be clear.. Also, if the climate is full of lies and dishonesty, then we should not expect education to rise to a higher level. We think he will be alone.

The third wisdom reminds us of what separates man from other creatures, and what God has placed in man that distinguishes him from them.. The answer is imagination, dream and accumulation of knowledge.

If we ask ourselves: Who are the most imaginative people in society? We find that they are children. In childhood, the first four years are the most important in the school years. In fact, I say that the first nine months in the mother’s womb may have an impact, and this leads me to wonder: Where does the imagination of our children go?

If we reflect on what we offer our children, we will find that violence is filled with violence, as most games are full of violence, and most movies are full of violence, even cartoon films are full of violence. It is very difficult to change this sentiment without a cultural vision.

For example, religious education in which the student spends fourteen years of study in schools, then four years in university, and no Christian sits next to him and no girl sits next to him… Is it acceptable for these to be citizens with him who have the same rights?!.

If there are policies, they should be applied to the community

All, because I should not have a path that allows for oneness of thought, and another path that allows for a plurality of thought, for the message must change, for I have not yet encountered a message that combines the two approaches. We want more creativity in introducing mechanisms that dwarf extremism and accept the different.

It is very easy to say, but very difficult to implement, and for millions of teachers to learn and apply it in their institutions. We must show real seriousness in dealing with this matter. Without activating these new concepts and incorporating them into new technologies, it is very difficult to expect a new generation that is more creative, more genius and less extreme.

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