[ العنف في الوسط المدرسي و انعكاساته البيداغوجية ]
Volume 31, Issue 2, December 2020, Pages 127–136
Abdelkhalek Touahar1
1 Laboratoire de Biodiversité et Ressources Naturelles, Département de Biologie, Faculté des Sciences, Université Ibn Tofail, B.P. 133, Kénitra, Morocco
Original language: Arabic
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Violence in its various forms and forms is one of the most prevalent phenomena in human societies and the most dangerous for his life, and Moroccan society, like other societies, was not left untouched by this dangerous phenomenon, but he also knew forms of violence that extended almost to all sectors and touched aspects of social life and its effects extended to the school community Where violence has moved from the social milieu to the scholastic milieu, what is striking is the spread of this phenomenon during recent years in a dangerously worrying way, especially as it has spread to the academic departments and the classroom environment has been affected by this infection and its implications for the educational learning process based mainly on the interaction between its two sides (teacher and learner) On pedagogical goals. This study tended to focus on the various interactions and their effects within the classroom environment and its implications for the aspects of the learning process. From this perspective, behavioral aspects (violence) within the classroom environment formed the focus of this study and its implications on the educational learning side with its psychological and social dimensions and included rehabilitative secondary education institutions. Our interest in this study was not directed to monitoring the factors that cause violence only, as most studies accelerated in this framework and since the emergence of the phenomenon to monitor its factors with a view to reducing them, but our interest has extended beyond that to include the implications of the students themselves from lack of focus, and dispersal Pedagogical goals and teaching method were affected. Although the results of this modest study sincerely reflect the effects of this phenomenon on the aspects of the educational process that still constitute the center of attention of many learners, it opens doors for those wishing to dive and reveal the negative effects of this phenomenon not only on the educational learning side but on the educational process as a whole and direct attention To address this dangerous phenomenon, which will not stop its creeping except with the results of serious studies presented in this framework.
Author Keywords: School violence, school environment, pedagogy, education, learning.
Volume 31, Issue 2, December 2020, Pages 127–136
Abdelkhalek Touahar1
1 Laboratoire de Biodiversité et Ressources Naturelles, Département de Biologie, Faculté des Sciences, Université Ibn Tofail, B.P. 133, Kénitra, Morocco
Original language: Arabic
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Violence in its various forms and forms is one of the most prevalent phenomena in human societies and the most dangerous for his life, and Moroccan society, like other societies, was not left untouched by this dangerous phenomenon, but he also knew forms of violence that extended almost to all sectors and touched aspects of social life and its effects extended to the school community Where violence has moved from the social milieu to the scholastic milieu, what is striking is the spread of this phenomenon during recent years in a dangerously worrying way, especially as it has spread to the academic departments and the classroom environment has been affected by this infection and its implications for the educational learning process based mainly on the interaction between its two sides (teacher and learner) On pedagogical goals. This study tended to focus on the various interactions and their effects within the classroom environment and its implications for the aspects of the learning process. From this perspective, behavioral aspects (violence) within the classroom environment formed the focus of this study and its implications on the educational learning side with its psychological and social dimensions and included rehabilitative secondary education institutions. Our interest in this study was not directed to monitoring the factors that cause violence only, as most studies accelerated in this framework and since the emergence of the phenomenon to monitor its factors with a view to reducing them, but our interest has extended beyond that to include the implications of the students themselves from lack of focus, and dispersal Pedagogical goals and teaching method were affected. Although the results of this modest study sincerely reflect the effects of this phenomenon on the aspects of the educational process that still constitute the center of attention of many learners, it opens doors for those wishing to dive and reveal the negative effects of this phenomenon not only on the educational learning side but on the educational process as a whole and direct attention To address this dangerous phenomenon, which will not stop its creeping except with the results of serious studies presented in this framework.
Author Keywords: School violence, school environment, pedagogy, education, learning.
How to Cite this Article
Abdelkhalek Touahar, “Violence in the school environment and its pedagogical repercussions,” International Journal of Innovation and Applied Studies, vol. 31, no. 2, pp. 127–136, December 2020.
