Traditional Education and Creativity in an Afro-Arab. Islamic Culture: The Case of Sudan
✍ Scribed by OMAR H. KHALEEFA; GEORGE ERDOS; IKHLAS H. ASHRIA
- Publisher
- Creative Education Foundation
- Year
- 1997
- Tongue
- English
- Weight
- 557 KB
- Volume
- 31
- Category
- Article
- ISSN
- 0022-0175
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✦ Synopsis
~IBSTRRCT
This study investigated the differing effect upon creativity of traditional and modern education in the Sudan. The salient characteristics of the two types are presented, with a brief discussion of their likely effects. Four creativity tests, suitably modified for local conditions, were administered to 264 male and female students, with an age range of 1520 years. The results indicated that the group receiving modern education performed significantly better than the traditionally educated group on two of the four creativity tests, but with equal performance on one test. The traditionally educated group performed significantly better on the fourth test. The discussion suggests there are a number of factors, both sociocultural and methodological, which may account for these findings.
INTAODUCTION
In the Sudan, and perhaps in other similar African, Arab, and Islamic countries, there are two competing sociocultural sectors, the traditional and the modern Mazrui, 1978;. The traditional sociocultural system represents the identity, values, norms, and attitudes of most individuals and groups. However, the system has been criticized on the grounds that it puts emphasis on conformity, obedience, imitation, submission, and punishment. Also, it fails to create a set of motives which can lead to much needed development. In contrast, the modern sociocultural system is associated with freedom, independence, technology, and progress. However, it has been criticized that it puts more emphasis o n Westernization, competition, and individualism without social responsibility (Arkun