Instill values

Instill values

Title seems for the first time he refers to an easy task, but this is not so, but that the nature of the process of planting and Alacassap and Tthmrh qualities and manifestations of us we look deeper in the dimensions of the process of instilling values ​​or process give values, and reviewing studies majors and statements (available), we find that it describes the process of planting values ​​that it (the process by which adopts an individual set of values ​​was not adopted before that) says () or are in the process of integrating values ​​in the format of animate individuals.
Characteristics of the planting process values:
It is a social psychological process overlapping.
It depends on the interaction between the individual and society.
It depends on the intent of more than reliance on spontaneity.
Not only be done by educators.

Summary:

Of the process of instilling values ​​depend on the individual and his abilities, Muruthath cultural and ideological conditions affected socialization.
Factors affecting the process of instilling values:!!

Process of instilling values ​​similar to the process of agriculture altogether. Agriculture fruitful blessed affected the type of seed (value type) and fertile land  (individual holder value) and season appropriate for the type of seed (age appropriate) and skill farmer (prudent educator) and the quality of agricultural methods (appropriate pedagogical methods for the event) and the use of agricultural machinery modern (means instilling values) .

And fertile land that has not grown If not mentioned her wind Alloavh came Vtthmr plants unknown!!! Sparse shade in the ground eat ÎíŃĺÇ (fertility) or eat animals or withers wind Vtdhiroh.

As well as the son at a very young age that did not find an educator prudent and sublime values ​​and educational methods and appropriate means at the appropriate time Tnazaath whims and killing emptiness.

But what factors affect the process of instilling values?

Affected by the process of instilling values ​​by several factors can be classified as follows:
Factors relating to the same values.
Factors relating to the individual and his ability.
Factors related to the society and its institutions.
Factors relating to the methods of instilling values.
Factors related to means of instilling values.
First: the factors that relate to the same amount:

Values ​​Commissioner high need to educator discreet expert, appointed by value and prepared for sowing and described (Abdhirha) any imparted Garcia and Anmiha and should he pay zakaah and , if Matt stayed value and flourished The value menial scattered and volatile not only need to anchor or promoter or profit-borne or water Ivebha not benefit the one to Audhaatha and Almighty Hoanha said: "As for butter goes staleness But what benefits people and he would stay in the ground as well as God coineth."
Second: respect for the individual and his abilities (replace values):

Individual interacts with the values ​​to the extent of integration with even know what that value is known that value, but:

Is the nature of the individual and the composition and age are influential factors in the process of instilling values ​​and teaching them?

I have discussed studies specialists (such as Schiffer and Dukes) such a question and ended a relationship between values ​​and capabilities between the individual and his motives.

If we go back to the previous example in which the individual imagined or the human psyche like muck value and are grown to bear fruit .. As the earth types and degrees of fertility souls as well as the types and calculates the ability of self-value and potential mature and bear fruit, and so on.

Some have even gone to the characteristics physical (Kataiwl and weight, size, etc.) related to the value orientations of individuals and more .. The human behavior, generally associated with the brain and its functions and specifically associated centers configuration concepts and centers memory, orientation and speech as well as the cognitive processes that are based on construction value system of the individual, and then the phases emergence capacity and maturity affect the process of instilling values ​​or teaching them Valsn and building, education and genetics and the safety of the senses are all factors that affect to instill values.

The sense that the injury cloves certain human brain lead to an imbalance in the attention or thinking or other and consequently affect the process instill Aagaym if Tagaha, as well as the age of the individual and the link that age maturity and relationship maturity process instill values, and that's what made clear Research (Jean Piaget) where the stages of child development department into four stages and he called inconsistent systems of thinking include:

Sensorimotor stage:

(1) the sensorimotor stage (from birth to two years) infancy.

(2) pre-thought processes (from two to seven years) early childhood.

(3) the stage of intellectual processes sensory stage (from seven to eleven years) late childhood.

(4) the stage of formal thought processes (of eleven years to sixteen years) adolescence.

Each stage of the previous phases are formed a set of concepts and trends continue to grow and mature in the suit and consistency of these trends affected the capacity and age, motivation and interaction with the environment and all that has a role in the process of instilling values.

Pause:

The wisdom of the Lord (God) make the place and neighborhood and the amount of his words and fully legitimized by a human model together, free from defects the human perfect Mtcefa, embodying the model Kidwa full descriptions and values. He says (I was in the Messenger of Allah a good example).

Thus was Ancestors model for coordinated valorem Fred was still a measure legitimate but of jurists from making the availability of this model in the individual condition of the state, which revolve all around the tooth and sufficiently scientific and safety of the senses and of creation and all influences in the process of instilling values.
Third: What relation to society and its institutions:

Affected the process inculcate values ​​socialization and the confluence of generations and Torathm the values ​​of society through community institutions or social environment, which includes: family, school and mosque, peers and media organizations (TV, cinema, video, press, Internet) and the general community, but .. Question remains:

How does this affect institutions in the process of instilling values? And may God help us in answering this question is as follows:
(1) the impact of the family in the process of instilling values:

Family entity affected by human society because it is part of it and functioning within society and authority and this entity is only members of their role and influence in the process of instilling values ​​(as above) and their role as a family. This function or role associated religious and cultural dimension, economic and cultural to family members.
Impact the religious and cultural dimension of the family in instilling values:

Bukhari narrated that Abu Huraira - may Allah be pleased with him - said: Messenger of Allah said: (What child is born but born on instinct, the parents Ehudana or Christian or Imjdzisanh).

The poet says:

Arises emerging boys us on the promises his father and Dan boy pilgrimage but Aaudh religiosity Oqrbuh any that family breastfeed their children religiosity and Accustomed it, and children imitate parents and adopt values ​​and principles he says (Rodman) The family may convey value and derogatory When children including the family of impact my cultural values ​​and including when the children of the tradition of the fathers.

Conclusion: The impact of family (cultural and religious) to instill the values ​​associated with the level of parental culture and perceptions and level of religiosity.
Impact the economic and social dimension to instill values:

A study (Dr. Abdul Latif Khalifa - the world of knowledge) that the economic and social level plays a big role in arranging value pattern among the sons middle class interested in instilling certain values ​​in their children, such as the values ​​of achievement and creativity.

The higher class interested in planting other values ​​such as values ​​of others and self-control and have fun, and at least the level of class interested instilling values ​​such as obedience and have fun on all levels agree on the importance of instilling religious values ​​and social circles vary in Layout moral order and priorities.

Conclusion: The level of social and economic affects in Layout moral order does not affect the importance of the value of religion and rank.
2 - the impact of the school to instill values:

The school had a clear impact in the process of instilling values, what the school Banazarea and vocabulary of dealing with aspects of the growth of children intellectual and emotional, physical and spiritual, behavioral and through the educational system and the administrative and team work in school and the content of the curriculum and activities and aims to values.

But you kind of education has an impact in instilling values?
The kind of education and instill values:

The study field that reward Abdul Latif Khalifa 1992 that the kind of education affects the kind of values ​​and rank the children, where it became clear that the pattern value system to their children in public education cares more values ​​of achievement and leadership, beauty and innovation, while the pattern value system of the people in vocational education (commercial, industrial , Agricultural) cares values ​​of earnings and income, public service and public relations, as well as public education differs from special education, where interested public education values ​​honesty and responsibility and imagination, while come these values ​​late in the order for special education, where minivan values ​​ambition, joy and self-control.
The impact of hidden curriculum to instill values

The beginning of the answer to the question:

What is the meaning hidden curriculum?

Hidden curriculum simply is all that can be learned son inadvertently and without curriculum official, who is also all that can be inferred from the concepts and behaviors by dealing with elements of school or at home or a club or a mosque or even buddy, Take, for example: the value of procrastination or postponement

(Negative value) birthright son from school or from the surrounding environment, and so awaited long for his role or to spend his or her to receive a reply or advice, Son waits too long before compartment headmaster and front of a room of teachers, and wait until the arrival of the administration's decision educational and until the arrival of budget and even in the classroom It awaits the arrival of the teacher and waiting his turn in the debate, and so on and it happens like or more than at home with your son or club or mosque, but with qualitative difference and depending on the circumstances. Another example:
The value of the province and the neglect of the other opinion:

(A negative value) birthright son of a surprise teacher or supervisor or router or the manager or the father or elder brother of the Son in the classroom or on the playground or lab or roommate or episode is boycotting him during the debate, activity or relaxation and rang share at the height of its interaction with Lesson or with the laboratory experiment or activity and also from entering the visitor or observer or call the father or the teacher during the lesson or activity and many more.

Another example:
The value of confrontation and conflict:

(A negative values) acquired by the son of a seat in the classroom and concert hall where news describes seats in the face of seat and platform teacher and has a son lesson or lecture or concert authoritarian manner (as seen researcher Megnan).

And God der approach to Islam in receiving education and education where the loop Almsadjadah Badabha and values ​​sign HH curriculum  not see the Son which appeared in front of him in front of him and scruff of his neck, but see the faces and on the faces of humans, love and consisted, a wonderful appearance of equal between individuals without jurisdiction nor discrimination.

Another example:
Value neglect of time management:

(A negative value) Etcherbha son while surprised distribute course schedule for materials and distributes time activity and determines the journey time and so far away from him while they all belonged, that these things are way authoritarian no role of the Son where and consequent lack of a sense of the son of the importance of organization and time.
Risks hidden curriculum:

Explains Abdel Basset Abdel Muti (1984) and Basama Khaled (1916) risks hidden curriculum in the following:
Gain valuable Jr. counterfeiting awareness through what is in the process of teaching and school relations.
Acquisition Jr. value contradiction or conflict and the resulting vibrations in personal Son, and that which he finds the differences between reality and what is said and what is learning and watching from the stands, and confirmed by studies Abdel Samie Ahmed and Delice and Bulenro Giants where they see that the hidden curriculum secreted community figures following:

1 - naughty

2 - Fahloa

3 - Almcyr
Works hidden curriculum to kill creativity and through the commitment of exaggerated textbooks and regulations and the shallowness of the quantity and quality of activities.
Works hidden curriculum on providing children tendency phenotypic and through the pattern of consumer education and teacher requests exaggerated and tools and instruments imitate others.
Works hidden curriculum to kill freedom of opinion and leadership abilities and positive to notice son of reward for  and negative, Madahen and subservience.
3 - The impact of the mosque in instilling values:

Mosque occupies a prominent place in the hearts of children and value to pieces as prominent landmarks religion and faith certificate to the words of God Almighty "but popularized mosques of Allah who believes in Allah and the Last Day, and held a prayer"
Environment Almsadjadah

Elements Almsadjadah environment is:
Tahir Mosque clean.
And pioneers Mtodion provided to the mosque to worship God.
Others pioneers angels encamped compassion and peace.
Episodes full of noteworthy, literature and science.

What acquires son of this environment?
For example, walking to the mosque earns son jihadist values ​​of faith.
The prayer group earn Jr. value interdependence and obedience.
And sit in the ring earns son the value of cooperation and brothers and science.
And memorizing the Quran earns Son valuable scientific reform faith.
And hearing the story and watch the position earns valuable Son multiple and diverse as the stories and attitudes.
And teamwork earns son the value of interdependence and cooperation, work and reform and achievement.
And the conclusion of the Council earns son the value of faith with diligence to complete the work and good its conclusion.
And the Promotion of Virtue and Prevention of Vice earns son the value of reform.
And parental interaction with mosque enhances when Son of the above values.

The Almsadjadah environment (as a building, content and personnel) affect in instilling values ​​in children greatly influence, but today has become the main source of instilling positive values.
4 - the impact of peers (a group Mates) in instilling values:

Influenced by the Security companions moral and value judgment, but it can be integrated with the owner Faisbha template value judgment one, and this is what we know him Prophet "as narrated by Abu Hurayrah may Allah be pleased with him. Said: The Messenger of God" religion of one concubine, so let one of you . "

And also said, "Abu Musa, may Allah be pleased with him said: The Messenger of Allah" good likeness like the musk if  than anything befalls scent, and likeness bad like the bellows if  Swadh Osabk of tobacco smoke.

That group Mates strongly influences the process instill values ​​in children, and this effect is either negative or positive, and this effect to ÔáÉ Mates grow and expand and strengthen the impact on the son the weaker relationship Jr. parents or shaken this relationship any role Mates associated inversely reconciliation and cohesion and harmony son and family, but you represent a group Mates challenge to family values? Or represent a group Mates deepening of family values?

Indeed, the challenge or deepening of the values ​​of the family is related to the difference or agreement between building moral and cultural both family and community friends, and in anticipation of what might happen from crises because of the contrast moral, ethical and cultural per family (sons) and group Mates Bnoayatea says the Prophet as narrated by Abu Sa'eed al. May Allah be pleased with him said: The Messenger of Allah, peace be upon him: "Do not accompany but a believer does not eat your food but pure."

This certainly happens and deepening support and exchanged between family values ​​and the values ​​of our companions.
5 - the impact of the media in instilling values:

Occupies media organizations at the forefront of influencing the masses in general and children in particular, it affects in closed societies than in open societies, and these institutions from TV, radio and cinema, theater, journalism, publishing houses and a spider's web (Internet) and other proven and published the contents of a foreign often bear negative values ​​contrary to our values ​​but perhaps Tahedmha.
How does the media in instilling values?

Different influence of the media by the senses those addressed all the way, and be the most influential addressing both sight and hearing, such as television, video and film, theater and shows the following statement shares every sense of the human senses in access to information:
Gets rights to 75% of the information by sight only.
Man gets 13% of the information only through hearing.
Gets rights to 88% of the information through hearing and vision together.
Man gets 6% of tactile information only.
Man gets 3% of the information just by smelling.
Man gets 3% of the information only by taste.

Has proven to be 70% of the images that form in the minds and conscience of children drawn from the media (Adly 1995).

And expresses Hoffman (researcher myself) on the impact of media in children in this eloquent metaphor: (children in front of the media piece of sponge absorbs all exposed).

And more than that revealed him (the flowering shawl) in the study, which showed that the Egyptian child raised by foreign content over substance Egyptian.

To stand on the extent of this impact analysis and gravity are following a specialist (Schramm and his colleagues) to broadcast four different stations in just one week we find the words:
Animations by 18%. * Western films by 13%.
Excellent films (10.5%) * Movies crime by 11%.
News by 7.7% * exciting comic films by 5%
Adventures by 3% * Movies & 3%
Masques dramatic 1.5% * 1.25% music
The total hours of this broadcast was one hundred hours contained the following:
12 murder of 16 gun battle.
21 injured
21 process violence
27 view of the conflict and the conflict
Suicide attempts
4 accidents fall
4 car accidents

And counted Ibrahim Imam (former dean of the Faculty of Information) offers children and found 49.6% of the total offers deals with sexual themes 27.4% of the total offer addresses topics from crime, and 15% of the total offers themes about love and sex together.

After:

It is certain that the media play a prominent role and dangerous in the process of instilling values ​​and influence in the minds of the children, and then their behavior as reported study (Adly) some models for the children have committed crimes and acts for the tradition of what they have seen from the events on television and these models:
Some students in Cairo set fire to the school plan drawn, and investigations indicated that they imitated a film.
Schoolgirl chased her teacher in Mansoura to marry him and claimed he raped her just like what happened in a film.
He was a pupil in Alexandria himself of the third round in imitation of a champion Indian films.

And many more ......
This means that the process of instilling values ​​based on:
Raising the blessing of God to man of abilities and senses as a recipient and investor for these values.
Make these values ​​nature worship services will be rewarded for human Bahaaúha inherited through behavior (imitate).
Make these values ​​grow through the confluence of generations and coexistence with educators.
These values ​​grow through programs intended to community institutions.

These programs implement and enforce a variety of ways modern addressed many specialists today is we have roots and origins, but is a year and heritage practiced master of creation in instilling values ​​of Ancestors and still has a deep impact in instilling values ​​to day and offer some of them, for example, but not limited to as follows:
Instill values ​​by raising capacity and the senses:

Use method of raising the imagination to instill the value of love follow the Prophet, peace be upon him:

Said Hassan bin Ali may Allah be pleased with him: I asked uncle Hind ibn Abi Hala for ornament Messenger of Allah peace be upon him and he was Safa, and I hope that describes me of something get attached to him said: (it was a luxury Mfajma sparkling face glitter full moon, longer than  and shorter than the trimmed, bone important man hair, modern ... to last).

Interest:
Guides us to talk to stimulate the imagination and the impact of this capability in the broadcast and instill the value of love described or imagined.
Use method of raising acumen to instill the value of promise:

Roy safe was reading the Koran professor Alexaii, and it was generally Alexaii to knock if he recites safe if a mistake he raised his head and looked at to correct its mistake poorer day the row safe Surat. When he arrived to the verse: "O ye who believe not say what you do not do) raised Alexaii entered safe to his father, saying: Do you promised anything as Alexaii? Said: How can you know that, son? Told him good thing explained to safe acumen and intelligence.
Use excitability ability method for conservation in instilling the value of linguistic taste:

Quran more influential in children for purity of their hearts and purity Aftrthm, when children begin memorizing the Quran, memorized fence Kassar that come out of the words were numbered verses few animate commas affecting not narrowed by the same child and fit on memory and strengthens the systems of the tongue and straighten out his statement and amounted taste, but is evident , hopes to Surat people, and how it came hopes their hopes and pause son when the word people and the Seine when a character (more characters ambassador and Otrabha heard Son ... is how instills beauty of language in children.
Use the method of raising the capacity of thinking in instilling the value of the benefit of the people:

Bukhaari and Muslim from Ibn Umar said: The Messenger of Allah peace be upon him told me a tree like a Muslim to bear fruit at every permission Lord nor under the leaves, fell in myself Palm Vlt to speak and then Abu Bakr and Omar when he did not speak, said the Prophet upon him is Palm As soon as I went out with my father said: Father signed in myself Palm said what kept you say it? If I said it was dearer to me than such and such ...Etc..
Using style appreciation of the moral and material to instill the value of science:

For example, what was narrated by Ibn Abbas says: The age someday with Badr Oceach, said to him, Abdul Rahman bin Auf: When enter this boy with us? And our sons like him?And our sons like him? He said: It is who might you know, called them one day and invited me and I never saw invited me that day only to show them to me, he said: What you say in the words of God: "If came Allah, and Victory" even seal Sura said some of them hurry God that we praise Him and forgiveness if it came Nasrallah and open We, and said some of them do not know and some of them did not say anything, he said unto me, Son Abbas Okzlk say? I said: No, he said, what she says: I said: It is for the Messenger of Allah I know God if it was Allah, and Victory, and Open Open Mecca That you sign your Lord glorify Hamad and ask His forgiveness, that he was returning, Umar said: I know only what you know.
Method is used to encourage and pray to instill the value of work:

Roy Abu Ali and Tabarani Amr ibn Hurayth that the Messenger of Allah over Abdallahi ibn Ja'far (his cousin), which sells sale boys or boys said: God bless him to sell it or said: in his deal.
Use the example method to instill the value of love mosque, the value of hygiene:

Roy Muslim, Abu Dawood narrated by Muslim from Jabir bin Abdullah. God bless him.He said: (there came to the Messenger of Allah) in the mosque in his hand Arjun Taba (any Arjun mushy), and saw in a mosque kiss expectoration, Vgha Baerjohn, and then turned to us and said: Which of you likes to introduce him said Fajhana, then the likes of you said that displays God bless him? We do not Aina O Messenger of Allah said: one of you if he prays, the Almighty God before his face, not Abesguen before his face and his right hand, and spit on his left under his left leg, the precipitated by a gesture, let him say his garment so, then folded his clothes partly on some , Then showed me Obeira said, so the boy from the neighborhood harden his came Boukellouk in comfort, the Messenger of Allah took him Fjolh head Aerjohn, then smeared on the effect of sputum.
Use the gradient method to instill the value of perfection:

Imam Ahmad Muhammad ibn Saa'ib said: (Tell us who was Ikrina companions of the Prophet - peace be upon him - they were Iktrion of the Messenger of Allah ten verses do not take in ten other until work is in this science and work) and out-Tabari in his commentary on the Hussein Bin Waaqid said: (it was one of us if you know ten verses did not even Ijauizen knows Amaanihn and their work).
Use facilitation method (and avoid discouragement) to instill the value of reform:

Bukhaari narrated in a book of science, (the door of the Prophet peace be upon him Atjulhm exhortations not to alienate), and Muslim narrated in the book Jihad, Anas bin Malik may Allah be pleased with him that the Prophet peace be upon him said: (facilitated, not Tbeefoa, and preached nor Tnfroa).
Question method is used (ask questions) Fagers value of purity and prayer:

Roy Bukhari and Muslim narrated that from Abu Hurayrah (may Allah be pleased with him) said: The Messenger of Allah: (Do you see if the river door of you wash him every day five times, you remain of dirt thing, they said: No remains of dirt thing said: That such as the five daily prayers God erase their sins).
Using the method of peaceful dialogue and persuasion to instill the value of chastity:

Narrated by Ahmad, and pronunciation him and Tabarani from Abu him Baahili - God bless Almighty (The boy young came to the Prophet peace be upon him said: O Messenger of Allah, give me permission adultery, turned to folk it Vzjrōh and said: Meh Meh Prophet Leave him alone soon He sat, he said peace be upon him: Would you like for your mother? said no, O Messenger of God made me God ÝĎÇß, said peace be upon him people do not like their daughters, said peace be upon him Would you like for your daughter? said: No, O Messenger of God made me God ÝĎÇß, said people do not like their daughters, said the Messenger of Allah Would you like for your sister? said: No, O Messenger of God made me God ÝĎÇß, said people do not like for their sisters, Allah's Apostle said: Would you like your aunt? said no, O Messenger of God made me God ÝĎÇß, said people do not like to Amathm, The Messenger of Allah Would you like to your aunt? said no, O Messenger of God made me God ÝĎÇß. Allah's Apostle said people do not like to aunties, said: development of the Messenger of Allah his hand on him, and Allah's Apostle said: O Allah, forgive his sins and cleanse his heart, and protect his chastity, said no boy was then turned into something.
Use the analogy method, giving examples to instill the value of love Quran:

Narrated by Abu Dawood narrated from Anas - may Allah be pleased with him - said: The Messenger of God (such as a believer who reads the Koran, such as Alotrjh fragrance good and taste good, and such a believer who does not read the Koran like Prinia taste good nor Wind her, such unabashed who does not read the Koran like Alhandalh tastes bitter and Wind).
Use iterative method to instill the value of perfection:

Abdullah ibn Amr - God bless them - said: (retardation Messenger Alla in travel Savrnah we were late praying prayer - 'Asr prayer - and we started doing wudoo' We utterly wiping out feet, and he called the Messenger of Allah loudly (Woe to the heels of the fire) two or three times.
Use stories in the method of instilling the value of brotherhood:

Stories best effect in the soul and the best roads in the direction it is located in the heart of the hearing and captures the attention and help to install the meaning in the mind and heart Examples include:

Muslim narrated from Abu Hurayrah (may Allah be pleased with him), the Prophet, peace be upon him that the man visited his brother in another village, his God Versd on Madrjtah king, when it came, he said: Where do you want? Said: I want a brother to me in this village, he said: Do you blessing Terbha? He said: No I loved it in Allah (God), he said: I am the Messenger of Allah to you, that God may love you as I loved it.

Conclusion

Methods of instilling values ​​vary depending on the ability jam, skill and appropriate circumstances and if the Son and age. The more numerous and varied methods of value per useful in instilling the value, Valmrbe skilled conciliator between methods and turns keep the most important. Such as the role model method and repetition, moderation and stories, and varies its use for the rest of methods depending on the circumstances as a discussion and dialogue, metaphor and foreplay and preaching and sticks and carrots.

It is with all that concerned with the means and numbers and take care of it, training and study as we will try to explain.