الوضع الليلي
12:38:27 
2025-04-19 
1811
Modern schools have been interested in the absolute teaching, which supplies the pupils with no experts or social interaction. Filling up the pupils’ minds with sciences and knowledge is powerless on the individuals’ lives unless it accords their factualities. Unfortunately, the majority of schools is uninterested in this course since they have been caring for finishing the teaching courses in any form, and the students’ most interesting matter is passing the scholastic tests successfully. Surveys on the graduated students have proven that passing the tests successfully has not been an adequate proof of a student’s success in the practical life. Plenty of academically successful students failed in their practical life because of the educational defects.
Thus, the conscious education underrates the absolute knowledge that is obtained via inanimate or negative processes of teaching. It also devaluates the knowledge that is disconnected to the environment or the general life.
The processes of teaching should be totally streamed in the children’s powers that ought to be discovered for training, developing, and guiding suitably so that a pupil would earn beneficial mental, physical, and social habits and skills that condition his behavior according to the varying circumstances. As well, education ought to pour on the pupils’ response, tastes, and emotions to compose lively spirits of right and justice. The actual education and teaching are the means of organizing man’s capabilities of acquiring behaviors that are congruous to the social systems in a way warranting the individuals’ good manners and aptitude of conditioning with the social world.
The knowledge that the teachers provide for their students demarcates the process of teaching. Those students gain such knowledge in the scope of acquisition. Knowledge is not a triumph unless its meanings and purports are perceived and utilized, individually and collectively, in the life and behaviors. This is inapplicable unless the teaching processes care for the learners’ intellectualities, tendencies, activities, powers, and behavior in an aspect that is positively materialized in the current and future actions.
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