الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Education is the main tool in the development and preparation of individuals, reforming and building nations, as well as establishing and promoting civilizations because it primarily develops people- the most valuable wealth for nations and societies. It is the drive of nations towards progress. It helps locate and promote capabilities and creativity.
Therefore, all developed and developing countries believe in the mission and goals of education.
Education has become one of the factors of differentiating nations. The countries that pay due attention develop, whereas those on the other end of the scale lag behind. Currently, nations have entered the educational race. That is, those paying due attention to effective and efficient education are more civilized.
The Arab World, especially Egypt has an educational heritage led by reformers who have conducted and published papers and studies and taught others to develop and keep this heritage.
Such writings, research, and studies have formed a unique educational thought based on social philosophy. They have exerted considerable life-long efforts.
Furthermore, institutions, associations, organizations, centers, councils, and universities have played a part educationally to frame and theorize educational thought in the Arab World.
These writings, research papers, and studies have monitored and criticized reality based on their illuminated visions and ideas formed throughout their academic career thanks to their long experience and activity.
Criticism is an essential social feature. It protects the society against intellectual deviation and maintains its identity in the face of invading ideas.
Based on one’s ideas, perspectives, and beliefs, an educator can represent a body or organization. An educator is concerned with society.
Therefore, educators suffer the social concerns and fears. They also make plans and set goals that are consistent with the social goals, hopes, and ambitions. They adopt establishing integrated educational thought that meets the goals and objectives of the individual and society.
Educators acknowledge that Said Ismail Ali was one of the most well-known educational figures in Egypt and the Arab world. He was a competent educational expert whose books, ideas, opinions, and efforts consolidated, founded, and disseminated educational thought throughout his career.
Over about sixty years, Ali provided rich literature. He devoted most of his life to serving the educational and intellectual issues of society. Thanks to his call, he offered several critical visions of social issues that might be because of studying philosophy before joining the educational field. He integrated philosophy with education to provide criticism and build a clear vision.
Issue of the study:
The study aims to identify the critical attitude in Said Ismail Ali’s educational writings.
Questions:
The study seeks to answer the following major question:
• What are the features of the critical attitude in Said Ismail Ali’s educational writings?
This question is subdivided into the following questions:
• What are the origins, qualifications, and academic and educational activities of Said Ismail Ali?
• What were the most important forces and factors that influenced the thought of Said Ismail Ali?
• How did he introduce the critical attitude? What were this approach’s features?
• What were the features of the critical attitude in the writings of Said Ismail Ali in some educational issues?
• To what extent can the critical attitude of the writings of Said Ismail Ali be utilized in educational affairs?
Objectives:
The study aims to identify the features of the critical attitude in Said Ismail Ali’s educational writings.
Therefore, it has the following several sub-goals. It aims to
1. Define the origins, qualifications, and academic and educational activities of Said Ismail Ali.
2. Identify the most important forces and factors that influenced the thought of Said Ismail Ali.
3. Introduce the critical attitude and its features.
4. Determine the features of the critical attitude in the writings of Said Ismail Ali in some educational issues.
5. Employ his critical attitude in educational affairs.
Significance:
1. Further studies that are primarily concerned with studying educators themselves, in general, and contemporaries, in particular, should be conducted.
2. The present study explores a prominent educational figure, i.e., Said Ismail Ali, who provided various writings, raised interest, established approach, and renewed experience.
3. To the researcher’s knowledge, this study is one of the first studies that have addressed the critical attitude in the writings of a contemporary prominent educational figure.
4. Said Ismail Ali provided more than 150 works- the subject of the study- that included his experience and valuable information.
5. With other studies, the present study introduced prominent educational figures and highlighted their constructive and responsible role to praise their contributions.
6. It tries to reveal the hidden aspects of solid educational thought to help society have the confidence to achieve the desired educational goals and objectives.
7. The present study and previous ones try to bridge the gap in relevant studies in the literature.
8. It tries to make and provide educational and research suggestions and recommendations based on the thought of Said Ismail Ali.
9. It can benefit policymakers and educational decision-makers in setting and making decisions to criticize and analyze the presented educational visions to achieve the desired educational goals and objectives appropriately.
10. It can benefit educators, administrative leaders, managers, supervisors, teachers, researchers, parents, members of the local community, as well as those interested in the educational process.
Methodology:
The study adopted the descriptive analytical method because it fits the nature of the study, which is theoretical and analytical. It categorizes and analyzes the writings of Said Ismail Ali to facilitate handling them and conclude results. It also used the historical method to explore the life of Said Ismail Ali and study the political, social, and intellectual scientific factors that affected his thought. It employed content analysis qualitatively to identify the features of the critical attitude in the writings of Said Ismail Ali.
Limits:
Said Ismail Ali has many educational contributions, including books, conference papers, seminars, meetings, articles, courses, experience, educational activities, and scientific missions. However, the present study primarily explores his educational contributions; about fifty works.
Definition of Terms:
: Critical Attitude
The researcher uses the term to indicate the (orientation) of the thinker and writer in a set of issues that constitute a theoretical framework for criticizing the current educational system or revealing its contradictions to establish a coherent educational system.
Outline of the study:
• Chapter One ”Logical and scientific structure of the study” introduces the study by providing the introduction, issue, questions, objectives, significance, methodology, limits, terms, and outline of the study.
• Chapter Two ”Said Ismail Ali: The Emergence, Cultural and Intellectual formation ” answers the question ” What are the origins, qualifications, and academic and educational activities of Said Ismail Ali? The researcher overviews the biography of Said Ismail Ali, including upbringing, family life, academic and educational qualifications, professional life, academic and educational activities, professors, colleagues, students, writings.
• Chapter Three ”The Most Important Forces and Factors Affecting the Thought of Said Ismail Ali” answers the question ” What were the most important forces and factors that influenced the thought of Said Ismail Ali” The researcher introduced the political, social, economic, as well as scientific and intellectual factors at the time of Said Ismail Ali and the extent to which they affected him.
• Chapter Four ” Critical Attitude: Roots, Stages and Features” answers the question How did he introduce the critical attitude? What were this approach’s features? The researcher explained the concept of the critical attitude and its importance, how it arose and appeared, the most important schools of the critical attitude, the stages it went through, as well as its basic foundations, then the features of the critical attitude .
• Chapter Five ”Said Ismail Ali’s Educational Writings on some Educational Issues {1}” answers the question ”What are the most important writings of Said Ismail Ali on the Educational Issues”. The researcher analyzed the books of Said Ismail Ali using content analysis qualitatively to determine the most important features of the critical attitude in Said Ismail Ali’s educational writings.
• Chapter Six ”Said Ismail Ali’s Educational Writings on some Educational Issues {2}” completes the answer to the previous question by completing the analysis of Ali’s books using content analysis qualitatively.
• Chapter Seven ”Using the Critical Attitude in Education” answers the question ”To what extent can the critical attitude of the writings of Said Ismail Ali be utilized in educational affairs?”. After concluding the most important features of the critical attitude in the educational writings of Said Ismail Ali, the researcher illustrated the extent to which this critical attitude can be used in educational affairs.
Results
1. Said Ismail Ali was influenced by the critical attitude in most of his issues.
2. Terms should be met by the teacher and should not be limited only to the sum of grades.
3. The teacher ”as a profession” requires stability, so the teacher can carry out the assigned role.
4. The necessary equipment and infrastructure should be provided to offer a quality educational service.
5. Private tuition eliminates educational justice, which has become difficult to achieve.
6. The critical perspective makes the society able to establish an educational policy based on its educational philosophy.
7. Evaluation is an essential not a trivial part of the educational process.
The researcher suggests conducting several other studies, including:
1- A study on child upbringing and care based on the books of Said Ismail Ali.
2- A study on the objectives of education in the thought of Said Ismail Ali.
3- A study on the efforts of Said Ismail Ali in the educational chronology.