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الانموذج الخلدوني لاستراتيجيات التعلم والتعليم مبادى وفنون
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المقدمة

ما كان للعرب في تاريخهم الطويل قبل الإسلام، وبعده أن يبدعوا ما أبدعوه في صنع الحضارة وتاريخها ، لولا اعتمادهم أنظمة تربوية سليمة في التنشئة والتعليم، ولولا ان عصورهم قد عرفت مربين ، ومعلمين، وعلماء اسهموا في تقديم نظريات تربوية آثرت في تقدم الفكر التربوي وفي تقدم الإنسان.

 فمن الطبيعي أن تكون للعرب تربية منظمة، ولمفكريهم عناية بهذه التربية في كل حقب تاريخهم الطويل، ما دام طفل الإنسان هو أطول مواليد الكائنات الحية طفولة، أحوجها إلى الرعاية حتى يبلغ اشده، ولكنه مزود بقدرات كبيرة على التعلم في نطاق محيطه الاجتماعي.                                     (الأبرشي ، ص1979، ص94)

ففي كل أطوار الماضي التاريخي للعرب ، وفي كل مصر من أمصارهم قامت نماذج تربوية علمية موجهة بنظرة معينة للحياة ، ومعززة بتقاليد محددة للسلوك المطلوب من الصغير والكبير ، وبحكم أحكام ، وضوابط هي جميعاً الممثلة لدستور التربية المتحتم الاخذ به في التعايش المشترك العام والصراع الحيوي.

          إن التربية العربية في عهد ما قبل الاسلام موصوفة وصفاً دقيقاً في القصص، والحكم والشعر، والأمثال ، وما عكاظ الامهرجان ثقافي ، ومدرسة تربوية به ما بكل مدرسة على الإطلاق من اتجاه تقليدي اتباعي ، واتجاه ثوري تقدمي فمن الاتجاه الأول زهير بن أبي سلمى الذي حافظ على ضبط قواعد السلوك الاجتماعي.

ومن بك ذا فضل فيبخل بفضله

على قومه يستغنى عنه ويذمم

ومن الاتجاه الثاني معلقة طرفة بن العبد المتنكب عن المألوف المعرض عن المتبع إلى نزع ثوري منتصر للذات ولحريتها.

الا أيها اللائمي احضر الوغى

وأن اشهد اللذات هل انت مخلدي

ثم حين ظهر الاسلام أنضاف الى الحكمة العربية التشريع السماوي باصليه القران الكريم، والسنة النبوية الشريفة ، ذلك التشريع الذي اقر العديد من المعايير الجمالية في بلاغته العربية ، والكثير من المعايير السلوكية الاجتماعية فصارت تجريبية للحياة وبالحياة ولما بعد الحياة.                                                      (بركات ، 1982، ص86)

 

 

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