INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

could witness that a 10-year old prince behaves exactly the same as
the king.
This is the education meant for children who belong to a royal
family. The common people were so much engaged getting a piece of
bread in order to continue their life. Therefore, as they were so much
involved in removing their hunger, their children grew up in the
streets, bazaars, shops, workshops and farms; only those who were
rich or who were wise and believed in the necessity of education for
their children sent them to traditional schools called "Maktab" so that
they could learn reciting of the Quran and also some writing. In
Maktabs, teachers used whips for punishment in order to teach
children what they had to learn.
In our country, the new era is a picture of the past. The Maktabs
are changed into schools and with the difference that instead of
traditional subjects, modern sciences are taught and some schools
which are rich set up laboratories and workshops so that subjects such
as physics, chemistry and mathematics are better learned by the help
of practical experience. They lose sight of the fact, however, that these
lessons are useful only for some of them in future and will gradually
or even at once disappear from their mind.
After school hours, children play in the streets and alleys or go out
with friends to cinemas or refer to Internet and CDs for recreation and
if they have a slight nationalistic tendency, they watch the national
television networks and so they will be trained by these tools. There
are also schools and families who bring up their children with the help
of preaching and advice and treat them well, sometimes unconsciously
leaving good educational effects on their children by their respective
behaviour. Unfortunately, these schools and families are rarely found.
Most of the children and students are deprived of proper education, as
education is a practical element and must be institutionalised in
children's minds and be assimilated with repetition. Now if we accept
that behavioural education is an executive and practical issue, we
should now consider what stages are required so that education is
institutionalised.
First stage: What are the attributes and characteristics that an
individual should possess and why? In fact, there should be an
educational system of values.
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