The comprehensive education system: "An anthropological vision for correcting the course of education in Iraq"
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Abstract
Inclusivity in education represents a systematic foundation for social and behavioural practices aligned with immersing children in a variety of scientific disciplines. Comprehensive education systems aim to shift school awareness away from reliance on traditional teaching methods focused exclusively on reading and writing. Instead, these systems incorporate physical and practical training to foster understanding of concepts.
The comprehensive educational model does not primarily rely on paper and pen as learning stimuli, but transforms schools into training centres where children evolve from being instinctive individuals to becoming skilful ones. Beyond teaching language and sciences, this model equips children with a holistic lifestyle aligned with societal norms and national laws, such as training children in practices like respecting others, organizing personal clothing, managing their bedroom, responding appropriately during natural disasters, crossing streets following traffic signals, queuing properly, respecting time, and other essential activities. These practices enhance responsibility and adherence to school regulations concerning discipline, lesson respect, and focus on intellectual effort connected to individual and societal futures.Training, repetition, and practice are pivotal elements of Japanese comprehensive education, later fostering what could be termed as a "cultural pattern." The Japanese individual's social behaviour subconsciously aligns with national laws. For instance, when taught in school how to queue, a Japanese individual becomes mentally prepared to stand in line for 30 minutes or longer. Similarly, when learning the correct method of street crossing per Japanese law, they adhere to these norms even on empty streets without vehicles or pedestrians.
Applying a comprehensive education system in Iraq could redirect the imagination of Iraqi children toward grasping academic subjects by establishing a norm centred on obedience and respect for laws. This is achievable through reinforcing the triad of training, repetition, and practice in both educational and recreational activities. Although this study primarily focuses on contemporary education in Japan, understanding historical transformations within the context of Japanese comprehensive education is crucial for a complete perspective. Consequently, the research is divided into three main sections. The first section examines the foundational motives behind adopting comprehensive education in Japan. The second explores the mechanisms of this system. Finally, the third section aims to utilize insights from Japanese comprehensive education to establish a new Iraqi educational framework suited to the country's needs, fostering cultural patterns aligned with Iraqi law.
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