The introduction:
Education in many remote and war-affected countries is witnessing an unprecedented crisis—one that is no longer limited to the shortage of teachers or the deterioration of school buildings, but a deeper and more complex crisis that lies within the curricula themselves. These curricula have shifted from being a tool for learning to becoming a burden that exceeds the capacity of both students and teachers. In many of these countries, the curriculum has become disconnected from reality, unsuitable for the conditions of society, and inconsiderate of the mental and psychological abilities of students who live in unstable environments and difficult living circumstances.
While the world is experiencing a massive knowledge revolution built on simplification, skill development, and modern education, some conflict-affected nations still cling to curricula that are complicated, oversized, and filled with unnecessary details—as if completely detached from the reality their students live in. Curricula designed in closed rooms far from the field, imposed on students who suffer from poverty, anxiety, instability, and the psychological and social consequences of war.
Students in these countries now stand before textbooks that are larger than their capacity, printed with poor quality, containing unfamiliar terms, non-standard symbols, and information that does not contribute to building their futures. Added to this is the psychological pressure caused by overloaded lessons, limited time, and the lack of a proper environment for learning. With the absence of governmental support, unpaid teachers, and collapsing educational institutions, the entire educational process is at risk of disintegration and collapse.
This crisis has pushed thousands of students to abandon their education—some in primary school, others in high school, and even many at the university level. Not because they are incapable of learning, but because the curriculum itself has become an obstacle preventing them from continuing. It is a crisis that does not only create an uneducated generation, but also a generation that is uncertain, distressed, and weighed down by an academic load that neither reflects their reality nor prepares them for their future.
This introduction sheds light on the depth of the problem and reveals the seriousness of the educational situation in countries devastated by war. It calls for a fundamental reconsideration of how curricula are designed and of the philosophy of education itself—so that education becomes a tool for progress, not a reason for suffering.
Education in many remote and war-affected countries is witnessing an unprecedented crisis—one that is no longer limited to the shortage of teachers or the deterioration of school buildings, but a deeper and more complex crisis that lies within the curricula themselves. These curricula have shifted from being a tool for learning to becoming a burden that exceeds the capacity of both students and teachers. In many of these countries, the curriculum has become disconnected from reality, unsuitable for the conditions of society, and inconsiderate of the mental and psychological abilities of students who live in unstable environments and difficult living circumstances.
While the world is experiencing a massive knowledge revolution built on simplification, skill development, and modern education, some conflict-affected nations still cling to curricula that are complicated, oversized, and filled with unnecessary details—as if completely detached from the reality their students live in. Curricula designed in closed rooms far from the field, imposed on students who suffer from poverty, anxiety, instability, and the psychological and social consequences of war.
Students in these countries now stand before textbooks that are larger than their capacity, printed with poor quality, containing unfamiliar terms, non-standard symbols, and information that does not contribute to building their futures. Added to this is the psychological pressure caused by overloaded lessons, limited time, and the lack of a proper environment for learning. With the absence of governmental support, unpaid teachers, and collapsing educational institutions, the entire educational process is at risk of disintegration and collapse.
This crisis has pushed thousands of students to abandon their education—some in primary school, others in high school, and even many at the university level. Not because they are incapable of learning, but because the curriculum itself has become an obstacle preventing them from continuing. It is a crisis that does not only create an uneducated generation, but also a generation that is uncertain, distressed, and weighed down by an academic load that neither reflects their reality nor prepares them for their future.
This introduction sheds light on the depth of the problem and reveals the seriousness of the educational situation in countries devastated by war. It calls for a fundamental reconsideration of how curricula are designed and of the philosophy of education itself—so that education becomes a tool for progress, not a reason for suffering.