الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Each educational system has its philosophy, which aims to build the personality in all aspects of knowledge, skills and emotions in order to achieve comprehensiveness and integration in building man, seeking to let education achieve its very lofty goal for which it was found, which is to contribute to preparing a generation capable of overcoming life’s difficulties, building their future and hence developing the community in which they live.
The philosophy of education is a philosophical study that deals with the educational system in all its aspects and problems. Its main topic is education, and research on how to develop it to meet the rapid changes caused by globalisation.
Critical philosophy is one of the most important philosophical trends that aims to bring about a process of cultural and enlightening change in society in order to form new cultural and value attitudes that govern interaction in social and civilised reality. Its importance lies in the attempt to study society, and analyse the educational trends that were affected by it to offer educational thinkers and those interested in educational research, alternative ways of thinking about the concepts of “scienceˮ, “the nature of theoryˮ and “the scientific methodˮ. Most importantly, it helps to clarify the relationship between research and its mechanisms, between social life and its development. Finally, it guides us to critical theoretical precepts of education.
The critical approach of education has played a prominent role in trying to correct its course, by identifying the strengths and weaknesses in the various education systems, and then working to provide full support for the strengths and remove the weaknesses, through the objective criticism of the lack of self-centeredness that characterised this philosophy alone, in addition to directing educational policies towards keeping pace with the development taking place in various fields.
The educational policy directs the educational system by addressing the principles governing the educational process: Equal educational opportunities, developing democratic behaviour, the Declaration of Human Rights Principles, developing the scientific mentality, reinforcing cultural identity and developing religious and moral scruples. With the continual development and change, there is a constant modification of this policy as a necessity of progress and modernity and confronting globalisation and its negative aspects. This will only be achieved through a comprehensive vision of education and its philosophy towards teaching. That critical vision presented by the pioneers of critical thought, such as Taha Husen , Hamed Ammar, Saeed Ismail Ali, Henry Giroux and others, is concerned with analysis and interpretation in light of the lived reality, searching for the upsides and downsides and dealing with them realistically in light of the available capabilities and resources, and making use of them to face the many problems in the Egyptian educational system.
The Study Problem:
The educational policy is based on a set of governing principles: equal educational opportunities, the development of democratic behaviour, the Declaration of Human Rights Principles, the development of the scientific mentality, the reinforcement of cultural identity and the development of religious and moral scruples, which have not been raised to a high degree of efficiency to strengthen the existing educational system.
Many studies have indicated a defect in those principles governing educational policies, where the educational system faces problems related to absence and school dropout, the spread of the phenomenon of private classes (tutorials), the spread of violence, bullying and extremism in schools, stereotyping of thinking, and neglect of educational methods that form a personality with a moral component beneficial to society. That requires us to deal with the opinions of the pioneers of critical thought approaches, such as Taha Husen , Hamed Ammar, Saeed Ismail Ali, Henry Giroux and others, on those principles that make up the educational policy and their reflections on it now. The problem of the study can be presented in the following main question:
What are the educational implications of schools of critical thought on educational policy making in Egypt?
A number of sub-questions are branched from this main question:
1- What are the theoretical and philosophical foundations for schools of critical thought?
2- What are the theoretical and philosophical bases for making educational policy in Egypt?
3- What are the contemporary variables and their impact on educational policy making in Egypt?
4- What are the principles of educational policy as seen by the pioneers of critical thought? What is its impact on the pre-university education system in Egypt?
5- What is the proposed scenario for developing educational policy making in Egypt in light of the educational implications of schools of critical thought?
The goal of the study
The current study has aimed to reveal the educational reflections of critical thought approaches on educational policy-making in Egypt.
The importance of the study
This study gains its importance through the following theoretical and practical considerations:
1. shedding light on the approaches of critical thought and the educational criticism movement, which became active after the fifties in light of the spread of enlightenment culture in the Arab world in general and Egypt in particular.
2. clarifying the role played by of critical thought approaches in educational policies and clarifying the educational reflections resulting from it.
3. The reform movement that emerged from this trend acquires its importance as it stems from the subjectivity and conditions of the nation, while benefiting from the experiences and cultures of others in the field of education.
4. achieving reconciliation between the contradictions in the education system, and the contradictions between the global and the local, the subjective and the objective, the traditional and the modern, the material and the spiritual, reaching the processes of interpretation that clarify the pros and do not overlook the cons.
The limits of the study
- The objective limits of the study: The current study was determined by the following research limitations:
To identify the educational implications of schools of critical thought on educational policy making in Egypt in the following six principles:
The principle of equal educational opportunities, the development of democratic behavior, the declaration of human rights principles, the development of the scientific mentality, the strengthening of cultural identity, the development of religious and moral scruples, which did not rise to a high degree of efficiency to enhance the existing pre-university educational system.
- The human limits of the study: the study was limited to a group of pioneers of the monetary school, who are: Taha Hussein, Hamed Ammar, Saeed Ismail Ali, Henry Giroud and others.
The methodology of the study
The study needs a set of methods. In a part of the study, the researcher followed the descriptive method to describe global and local variables and the educational challenges that they impose on the Egyptian educational reality, influencing it. In another part, he used the analytical critical method in order to identify the educational reflections of critical thought approaches on making educational policies in Egypt, and clarifying the cognitive and theoretical frameworks related to the requirements of activating the role of this general trend in education in formulating educational development visions and goals to re-track education in its proper direction, revealing obstacles and strengthening the upsides.
The terms of the study
1. Critical approach in education:
The researcher procedurally defines the critical educational approach as: that philosophical educational approach that aims to deepen the future view of education, through serious and constructive criticism of the current reality of education, to meet the challenges of the age, through a comprehensive change of traditional visions with others that ensure addressing all education problems at all levels, whether they are related to educational administration, teachers and students, educational activities, curricula or physical equipment and suchlike.
2) Educational Policy:
The researcher procedurally defines the educational policy as: part of the general policy of the state that affects and is affected by it. It is based on a set of principles, namely equal educational opportunities, the development of democratic behaviour, the Declaration of Human Rights Principles, the development of the scientific mentality, the reinforcement of cultural identity and the development of religious and moral scruples, which have not raised to a high degree of efficiency to reinforce the existing educational system.
The procedures of the study
The researcher has taken several steps to reach the proposed vision for the development of educational policy-making in Egypt in light of the educational reflections of critical thought approaches, including the following:
1. studying and analysing the theoretical and philosophical foundations of critical thought approaches in Egypt.
2. studying and analysing the theoretical and philosophical foundations of educational policies in Egypt.
3. studying and analysing global and local society variables affecting education and educational policy-making in Egypt.
4. studying and analysing the principles of educational policies in the light of critical thought, and its reflection on the pre-university educational system in Egypt.
5. developing the proposed vision for the development of educational policy-making in Egypt in light of the educational reflections of critical thought approaches in Egypt.
The study results:
The study has created a proposed vision to develop the principles on which the educational policies are based in the light of the critical thinking approaches’ views. The proposed vision revolves around the six principles upon which educational policies are based:
- achieving the principle of equal educational opportunities: that can be carried out by replacing the educational ladder with the educational tree, whose roots are preliminary education. The stem has main branches, which split into various forms of secondary education.
- developing democratic behavior : it is necessary to link educational work inside and outside schools by expanding the scope of democracy, supporting democratic institutions and discussing how to undermine the basic conditions for democracy inside schools through a set of orientation practices.
- the Declaration of Human Rights Principles: reinforcing human rights education is a paramount necessity to confront human rights violations because it is responsible for consolidating the conscience of every human being, which always directs them to respect human rights.
- developing the scientific mentality: the motto of education in Egypt must be developing the mind or learn everything global and creative to be at the service of everything that is authentically national.
- reinforcing cultural identity: Attention must be to the Arabic language and continuing to make it the first language of education along with the development of cultural history to include civilization and scientific achievements made by Muslim and Arab scholars. Religion must be a basic subject. It is also essential to enrich education with critical approaches that can help to understand contemporary culture and contemporary society in a better way and work on changing them.
- developing religious and moral conscience: education should be considered an ethical process based on moral values from the very beginning to the end throughout all its levels, whether these values express themselves explicitly or implicitly. There must be an intellectual, moral and ethical system for students to be the approach on which their lives are based.