Njia na mitindo ya kufundisha - Mtaala wa Elimu katika Dola ya Khilafah | Quran Course

Njia na mitindo ya kufundisha - Mtaala wa Elimu katika Dola ya Khilafah | Quran Course

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Njia na mitindo ya kufundisha

5 Teaching means and styles

by Hizb - Lebanon2 min readViewed 176 times

Kila wazo lina mbinu yake ya utekelezaji. Kwa upande wa mitindo, hiyo ni namna maalum zisizo za kudumu za kutekeleza kitendo. Mitindo ndani ya somo la elimu inamaanisha aina zote za shughuli zinazoelekezwa ambazo mwalimu hufanya kwa lengo la kuwasaidia wanafunzi wake kufikia lengo, yaani kuwasilisha mawazo, dhana na maarifa mbalimbali kwa haraka na kwa mafanikio. Mwalimu anaweza kuchagua mitindo mbalimbali kulingana na kile kinachofaa hali ya kielimu, hivyo huzingatia kiwango cha wanafunzi na kuchagua mtindo bora zaidi wa kufikia lengo, kwa mfano mitindo kama mdahalo, majadiliano, simulizi, usimulizi wa hadithi, utatuzi wa matatizo, majaribio, mazoezi ya vitendo ya moja kwa moja, n.k. Mara nyingi mitindo huhitaji njia moja au zaidi za kutekeleza kitendo. Njia na mitindo si za kudumu; hubadilika, hukua na kuongezeka kulingana na mazingira, watu na uwezekano. Kama vile lazima kuwepo na mbinu ya kutekeleza kitendo, njia na mitindo hucheza nafasi muhimu katika kutekeleza mbinu hii. Kutimiza kitendo kwa haraka na kwa mafanikio kunategemea kuvumbua njia na mitindo inayofaa ili kutekeleza kitendo hiki.

Every idea has its method of execution. As for styles, they are specific non-permanent modes of performing the action. Styles within the subject of education means all types of directed activity that the teacher undertakes with the objective of assisting his students to realise the goal, namely communicating thoughts, concepts and diverse knowledge quickly and successfully. The teacher can choose diverse styles according to what suits the education situation, so he heeds the level of students and chooses the best style to achieve the goal e.g. styles such as debate, discussion, narration, story telling, problem solving, experimentation, direct practical exercises, etc. Often styles require one or more means to perform the action. Means and styles are not permanent; they change, evolve and ennumerate according to circumstances, people and possibilities. Just as a method must exist to execute an action, means and styles play an important role in executing this method. Accomplishing the action quickly and successfully depends upon innovating suitable means and styles to perform this action.

Kuanzia karne ya 19 ya Enzi ya Kikristo, Ulaya na baadaye Marekani na Urusi zilifanikiwa kuleta ubunifu wa Mapinduzi ya Viwanda kwa namna ya kustaajabisha, yenyewe ikiwa ni matokeo ya mitindo ya utafiti wa kisayansi iliyojulikana kama "mbinu ya kisayansi." Ukichunguzwa, mbinu ya kisayansi inathibitika kuwa sahihi na yenye ufanisi katika sayansi za kimajaribio pekee; vilevile si makosa kuiita mbinu kwa kuwa ni mbinu maalum na ya kudumu ya utafiti. Hata hivyo, kosa lipo katika kuichukulia kama msingi wa kufikiri badala ya mbinu ya kiakili, kwani hilo linapelekea kukanusha kuwepo kwa mambo na maarifa mengi ambayo binadamu amethibitisha kuwepo kwake kupitia mbinu ya kiakili, kwa mfano kuwepo kwa Allah na Utume wa Muhammad ﷺ. Basi mbinu ya kisayansi ni mbinu sahihi lakini maalum kwa vitu vinavyoonekana na kugusika (madda) vinavyoweza kufanyiwa majaribio ili kujua hakika na sifa za kitu hicho kupitia majaribio. Hata hivyo, mbinu ya kiakili pamoja na vipengele vyake vinne inabaki kuwa msingi wa kufikiri, kwani inatumika si tu katika kutafiti vitu vinavyoonekana na kugusika kama vile fizikia n.k., bali pia katika kutafiti mawazo kama vile itikadi (‘aqeedah), sheria na historia, pamoja na kutafiti lugha kama vile fasihi n.k. Ikiwa hitimisho la kiakili litapingana na hitimisho la kisayansi kuhusu kuwepo kwa jambo fulani, basi hitimisho la kiakili ndilo linalokubaliwa, kwa kuwa hukumu yake kuhusu kuwepo kwa jambo ni ya uhakika usiopingika.

From the 19th century Christian Era, Europe and thereafter America and Russia succeeded in innovating the Industrial Revolution in a breathtaking manner, itself a result of scientific research styles that became known as the “scientific method.” Upon examination, the scientific method proves to be correct and effective in empirical sciences only; similarly it is not wrong to call it a method as it is a specific and permanent research technique. However, the error lies in taking it as a basis for thinking in place of the rational method as that leads to negating the existence of numerous facts and knowledge whose existence man proved via the rational method e.g. the existence of Allah and the Prophethood of Muhammad (salla Allahu ‘alaihi wa sallam). Thus the scientific method is a correct method but specific only to tangible materials (madda) susceptible to experimentation in order to know the material’s reality and attributes via experimenation. Nevertheless the rational method with its four (constituent) elements remains the basis for thinking as it is employed not only in researching tangible materials e.g. in physics etc, but also in researching thoughts like the intellectual doctrine (‘aqeedah), legislation and history as well as in researching language e.g. literature etc. If a rational conclusion happens to contradict with a scientific conclusion with respect to a thing’s existence, the rational conclusion is adopted since its judgement with respect to a thing’s existence is definitive.