Moubarak Belkacem[/caption]
Sunday, March 8, 2015 – 23:20
If there was a “blind spot” Blind spot at the sight of the Amazigh movement in regards to defending the teaching of Tamazight are: lack of attention to the need to start Amazigh teaching is compulsory for young people in universities and high schools from now, and the lack of attention to it urgency the need to outweigh the necessity of teaching in the primary.
Known that the “blind spot” (Amazigh: Talsast taderɣalt) is an area not covered by the field of vision of the eye, either because of the limited field of vision naturally or because of the presence of the cells do not pick up light in the retina can not do eye catching certain part of what there is to it. And usually do not pay attention to the sighted and the existence of a “blind spot” because the human brain “complements from him” and “patched” blind spot by adding images captured from the rest of the field of vision of the eye, like a Photoshop program patched some impurities and imperfections panoramic photo.
When we talk about the teaching of Amazigh automatically think we are all in children – primary children only. No one is thinking of Moroccan youth – youth and secondary universities and high schools.
Perhaps because of that blind spot (lack of attention to the importance of Amazigh teaching at the university and secondary school from now) do not bother Amazigh activists and the Ministry of Higher Education, but rarely on the subject of the teaching of Amazigh and focus all their criticism on the Ministry of National Education.
Amazigh movement may mask unconsciously that “starting in mainstream teaching of Amazigh means only taught as a compulsory subject in primary first.” It must be the Minister of National Education envied or envied his colleague, the Minister of Higher Education, which is not exposed to criticism defenders Amazigh. If the Minister of National Education (responsible for primary and secondary) is burning under the sun and under the fire of criticism acute him Amazigh movement on the catastrophic situation of the Amazigh, the Minister of Higher Education and sitting under the shaded inhale cold breeze delicious quietly and not bother him one about teaching Amazigh!
1) Why is not the Ministry of Higher Education on Tamazight teaching?
Amazigh movement has made a big mistake because not put Tamazight teaching as a compulsory subject in universities at the top of their demands. The only thing accomplished by the Ministry of Higher Education is to create a “Amazigh Division” in 3 or 4 Moroccan universities. But that the composition teachers, trainers and translators prompt and not to circulate the Amazigh students are widespread. Valhabh Amazigh optional of course does not accept them only a few hundred Moroccan students.
What we’re talking about here is not the Amazigh Studies Division, which is a specialist division optional. What we are talking about is the need for the teaching of Tamazight language for students of universities and high schools as a compulsory subject, whatever the scientific, literary and economic own people (as taught English as a compulsory subject in many people, for example), and the need for the rest of Atanam materials. If the teaching of Tamazight material for university students (whatever the scientific and literary their people) Vsttakrj large numbers of them skillfully language Tamazight good at writing and reading in a short time.
Amazigh movement to focus on this point failed and did not feel the Ministry of Higher Education days any responsibility or pressure in the teaching of Amazigh as a compulsory subject at universities, and merely optional people.
2) Higher education is the fastest way to reap the fruits of Tamazight teaching and activating demarcated:
There is no doubt that higher education (universities and high schools) is the perfect place for the dissemination of Tamazight-gatherers in a matter of a few years. Circular on the level of universities and high schools will be is also a gradual and slow. But the good from the start not to start it.
When attentive to challenge the demarcation of the Amazigh currently on the ground in the streets and institutions need to Moroccan Amazigh generation mastered reading and writing now become a need for real-time maximum. If we assume that the “law organizationally Amazigh demarcation” will come out soon who would be directed? It is applied by? Where is the component in Amazigh the younger generation, who will write the Amazigh translates to and from the departments and companies?
You will be expected regulatory law just “law Dayal Albulaak” (regulated by the signs on the streets and departments)? Will it be a law regulating how the current generation of children will Altwinaghi Future Youth Amazigh demarcation in the future? What is the meaning regulatory law in the absence of a generation of young Moroccan Amazigh proficient in writing and reading now at this particular time? It is a wrong statement.
But when we enter into the equation immediate start circulating in the Amazigh language as a compulsory subject in secondary schools and universities, then balance the equation becomes the demarcation of the meaning and the feasibility and scope of the application in the short term in a matter of a few years. Those Sersmon Amazigh soon departments in society and in the economy, they use their generation universities and high schools who are supposed to (in theory) they Amazigh studied at universities for three years and mastered reading and writing.
3) What is the meaning of the Amazigh teaching as a compulsory subject in universities and high schools?
This means, for example, that a student will study material for one or two hours a week is mandatory. College student or student at the high school does not need to learn in a way “Alkhhibat” (ie slow in the usual way in primary schools), but it is capable of self-learning framed very limited by a university professor, especially audio system to HCA is identical with the audio system for rolling. In other words, the Moroccan university student when he learns of the Amazigh as if he learns to write to his mother tongue, which is known to pronounce well. And learn Moroccan university student of HCA is undoubtedly the easiest to learn a foreign language Kalolmanah or Spanish.
The use of the Latin alphabet in Tamazight teaching in universities and high schools will be overwhelmingly effective in accelerating the dissemination of Amazigh tool, because the Moroccan student fluent in this character as we all know. Moroccan university student will not find any difficulty in ownership and use of the Latin alphabet used in Amazigh (ABCČDḌEƐFGǦƔHḤIJKLMNOQRŘṚSṢTṬUWXYZẒ) and will pass directly to the practice of reading and writing and learn Tamazight as Amazigh, expression, and translation between Berber and Arabic, French and English.
Easily can a small group of academics specializing in Moroccan Amazigh to do, for example, to prepare Syllabus Amazigh in favor of all scientific and literary university people to be the “helper book for the student-university” to learn Tamazight. Later, it could be expanded and developed.
At the level of human resources, there is enough expertise and energies academic Moroccan Amazigh to start teaching in a Moroccan university and one or two people from each of the next season. What we say about the university say about high schools.
4) the prevailing mentality deal Moroccan youth Kjell “hopeless” will not learn Tamazight:
Children are tomorrow’s generation. But young people are today’s generation. Grave mistake Amazigh movement and the Royal Institute of Amazigh Culture (Alairkam) is that they think about tomorrow’s generation and completely forgotten today’s generation and considered implicitly generation hopeless. This misconception was probably one of the reasons for not taking the Latin alphabet seriousness required by Alairkam, is well known in the vote in 2003 on the character, which is par excellence a political vote has nothing to do with the academic and scientific and technical honest debate and the interests of the Amazigh language in itself.
It is known to all that the Amazigh movement has always demanded a formal and explicit (and the last time in the “Statement of Meknes” in October 2002) Tamazight teaching Latin character with character Btwinag heritage Care. And continued to stand up to “shock in 2003,” I’ve made some Amazigh movement associations as “a victory” while it runs entirely as requested by a few months later!
The Alairkam has directed shock in 2003 (ie as a result of this strange voting) as a “national consensus” and this of course nonsense belittles people intelligently. The results of the voting itself evidence of the absence of any consensus or unanimity because of the politicization of the matter and submit to political pressure partisan. Politicization and Alodljp always produce the absence of consensus, which produces half solutions at best, unlike the technical scientific method, which produces a “scientific consensus” on the basis of scientific and technical facts and not on the basis of personal tendencies and political interests. Alairkama result of the vote was far from any unanimity or consensus, where she was in total halftime Tifinagh 38 votes for and 21 votes for the character of the Latin and 5 in the Arab character. This is not a “consensus” and “consensus” on the best of my knowledge and knowledge of anyone with a mind to think. Valajamaa and compatibility is to collect all of the people and in conformity 100% certain about anything.
It also does not make sense for unanimity or consensus among the illiterate in Amazigh and specialists in them. Valoma not view him how to write in a language unknown to ignorance applied. The Justice and Development Party and other parties did not then agree to Tifinagh at all, which undermines the myth of the political consensus of the base (note that the intervention of the parties in the matter of the character and how to write void ab initio Whatever it was, because of political interference to Akadimi To Know in technical scientific issue). Most Moroccan Islamists reject Tifinagh and Crafts Latin together and dreaming of writing Amazigh Arabic script for ideological motives are summarized in the founding of the Amazigh of Arabism and Islam dependency. And of course opinions are worthless because they are illiterate in Amazigh not read them or write them did not produce one book in Tamazight any character was. So Valoma in Amazigh no value to his opinion on how the Amazigh writing, just as illiterate in medicine does not value his opinion on how the pharmaceutical industry and the treatment of AIDS or the common cold.
Academics specializing in Tamazight (including d. Ahmed Baucus current dean of Airkam) unanimously agreed formally and explicitly in July 2002 on the recommendation of the Ministry of National Education to teach the Tamazight letter Latin. “National consensus” and “national consensus” So it was always exist between academics who specialize in Amazigh and people from different cities and regions of Morocco and universities. This is a “national consensus” real and this is a “national consensus” real. The Academy convictions when suddenly change between overnight or between a minute and a minute or between the two halves of the voting process on the letter because it does not explain, but political pressure factor or haggling Allakadimih.
Alairkam Amazigh movement still yet ignore the current Moroccan youth generation (from 16 to 30 years) like a hopeless generation to learn Tamazight. This is the same generation of young Moroccans who learns English, Spanish, German and Italian at the secondary and university quickly and the letter of the Latin. Wondrous really Kalaspainh European, German and Italian languages as well as English and French find all welcome and care and circular in high schools and universities while Amazigh completely absent there.
5) Do we want Tamazight language today that we have this or that as of tomorrow may not come?
Teaching the Tamazight language from now as mandatory in universities and high schools and high schools (and the character of the Latin is an effective tool undisputed) means that Amazigh will be the language of the state and the school administration in a matter of a few years from now, in this time and in this generation – the current young generation. And will win this time, money and effort Amazigh and spread in institutions, and it will accelerate its transformation into a tool for social and economic development and democratization.
The exclusive Tamazight teaching primary children is a long-term bet dividends will only appear after 20 or 30 or 40 years. Preparing children future important thing is indisputable. But the focus on children and young people only puts in the case of Sherrod Hors jeu and postpone the actual demarcation of the real HCA and defer to play the developmental and democratic role.
6) mainstreaming of Tamazight in high schools and universities as a compulsory subject strategic choice:
Need to start now in the teaching of Tamazight mandatory in high schools and universities and high schools, of course, does not mean abandoning the teaching of Amazigh in Alaptdaúaat. But the neglect of young people and focus on the children is the only fatal error. Vahmal young neglect means everything. And neglect of teaching Amazigh current youth is the abolition of the HCA in all that will accomplish the current generation of young people.
On the one hand, the pressing necessity Tamazight teaching in secondary and university education is more important than teaching in primary and no doubt that the need for the success of the demarcation of the Amazigh and make it meaningful and practical benefit of the Moroccan citizen. But most just and Aloqom is Tamazight teaching in primary and secondary and tertiary and circulation gradually in all those levels simultaneously.
Strategic necessity for the introduction of Tamazight in universities and high schools as a mandatory double with another dangerous factor, namely the demographic decline of the total Moroccan Amazigh across the dirt because of the accumulation of Arabization policy and gallimaufry throughout the twentieth century. It accumulations are still at work in the state and society, such as remnants of a nuclear bomb radiations deadly continue to carry out its work despite the explosion end a long time ago. Language that is not taught or used by young people will not play any social, economic or political role, not now and not any time soon.
7) Significant conclusions:
– Amazigh movement and Alairkam Antbha not articulated to the teaching of Tamazight mandatory in high schools and universities for the current generation of young people, and they must change the strategic vision.
– The demarcation of the Amazigh needs to Army on the ground of young masterly Amazigh reading and writing. Without the existence of this army will remain just talk demarcation Tsoefa and Rmaziat (Blake Triqan, coins, postage stamps, to Akart).
– The Latin alphabet is the character necessary and effective dissemination of the Amazigh rapidly in high schools and universities and high schools from now.
– The teaching of Tamazight compulsory in secondary and tertiary urgency is the need, while teaching at the primary need is extraordinary.
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Is not that compulsory teaching of Tamazight in universities and high schools, the exit of the tunnel?
