الامتحانات الرسميّة في لبنان: للإقلاع عن الأوهام والانتقال إلى منظومة تقييم مستمرّ مع إصلاح حقيقي للتربية. نسخة مطوّرة. آذار 2026 Five myths prevailing in Lebanon about national exit exams are debunked. Myths pertain to the pretended value of these exams in relation to the quality of education, authentic assessment, school merits, meaningful learning, and constructive
Physics for Teachers, (2022), 2, 3-13. Formal education should empower students for excellence in the 21st century. To this end, it has to immerse students into praxis with systemic convergence lenses that bring together traditionally distinct fields and disciplines for tackling real life issues. With scientific models (conceptual systems) and modeling (systemic thinking) at the
L’Assemblée Générale des Nations Unies (2015), dans son quatrième objectif de développement durable (ODD4), et la Commission internationale sur « Les futurs de l’éducation » (2020) considèrent l’éducation comme un « bien commun » de qualité, fondé sur l’équité, l’inclusion et la solidarité, assurant un apprentissage tout au long de la vie pour l’épanouissement individuel et collectif. Cette fin
In 1985, we published the two Most Memorable Articles of the year in the American Journal of Physics, raising the alarm over common sense beliefs about physical systems and phenomena that interfere with students’ learning of science and that continue until these days to plague science education like a terminal cognitive pandemic. Critical factors to
The National Education Council (NEC) is a proposed Lebanese public, autonomous, and independent organism that serves the primary function of upholding formal education as a high quality public good and a significant national investment for the 21st century and beyond. The Council would work in accordance with an explicitly spelled out national policy for education and
The Lebanese educational system is long due for a major reform under clearly defined vision and broad national policy for education and development that optimally meet local and global realities of the 21st century. The envisioned reform would especially require and bring about new concepts of education, system, governance, pedagogy, school, curriculum, student, teacher, and every
Five modalities of differential convergence that may be deployed in the context of any curriculum, including discipline-based curricula, are proposed in a systemic perspective. These are, in increasing order of cohesiveness and productivity, pluridisciplinarity, multidisciplinarity, interdisciplinarity, crossdisciplinarity, and transdisciplinarity, with the last two as ultimate modalities for secondary school and university respectively. Download Full Text
Premises and related measures for authentic reform of education are recommended about seven major aspects: equity and quality, lifelong learning, global citizenship, human mind and brain, technology, profession, and systemism. …. Download Full Text …. Toward authentic reform of education in Lebanon A working white paper Ibrahim A. Halloun By the turn of the 21st
Students are empowered for excellence in life under systemic curricula that mandate competencies and systems in the form of learning outcomes spelled out in accordance with SCE taxonomy that resolves certain critical issues in Bloom’s taxonomy. … Download Full Text … Systemic Cognition and Education Taxonomy of Learning Outcomes Systemic Cognition and Education (SCE) is
This working paper provides a sketch for a number of publications on Systemic Cognition and Education (SCE), its foundations, and its applications in curriculum development and student and teacher education. It proposes, from an educator’s viewpoint, an overall perspective on mind, brain, and education (MBE) that lays the ground for SCE as a generic pedagogical
