الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
I2TTRODUCTION:
Education is a social process which is affected by the society’s philosophy and different conditions. Thus, educational )hilosophies are different in the multiple societies because of the change of life philosophies and the variousness of its civilization patterns in each society. Education reflects the basic psychological
and social aspects which indicate a certain civilization. The education-al philosophy in nry society is a product of civilization elements which is a product of the individuals’ activity and a product of their inter-action in life. Hence, each society is related to the kind of its social movements and the results of these movements such as the changes which occur because of civilization conduct and interaction with the
civilization patterns in other societies.
At the end of the 19th century and the first half of the 20th century, these trends were crystallized when the Egyptian thinkers such as Kasim Amin, Ahmed Lutfy El Sayed, Taha Hussein, Mohamed Hussein
and Salama Moussa had begun to form the lightened Egyptian personality. In addition, the form of Egyptian society and its political,
social and economic relations were changed.
Based on this comprehension, we find that the movement of Egyptian educational thought, at the end of the 19th century and the first half of the 20th century, has been influenced by the European thought which was jjust a reflection of some philosophies appeared in Europe in the Igth century. One of these was the liberal philosophy which owed much to the ideas 7tAphilosophies of Western thinkers,such as Jane Jack Rousou and Volter in France and John Stewart Mille , John
Locke and Herbart Spenser in England.
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Because of scholarships and scientific and cultural conduct between Egypt and Europe in that time, Egyptian thinkers have followed the liberal philosophy. This approach affected the crystallization of their ideas which was clear in the efforts of Kasim Amin, Ahmed Lutfy El Sayed, Taha Hussein, Mohamed Hussein Heikal and Salama Moussa and others in changing the way of Egyptian instructional life at the end
of the I9th century and the first hclf of the 2oth century. The interest in education and its necessity, as a basis for developing the Egyptian
society, has been increased. RESEARCH PROBLEM:
The research problem can be stated in the following
7.9.in question:
”To what extent was the effect of liberal philosophy on the movement of modern Egyptian educational thought ?”
`his main question is related to the following sub-questions:
.- What were the conditions which led to the appearance of liberal philosophy in Europe ?
What were the basic characteristics of the structure of educational liberal thought in Europe ?
What were the conditions of liberal thought rise in Egypt ?
What was the ideological framework of liberal thought in Egypt ?
5-What were the important efforts of liberal Egyptian thinkers, such as Kasim Amin, Ahmed Lutfy El Sayed, Taha Hussein, Mohamed Hussein Heikal and Salama Moussa, in education field ?
6-To what extent did the liberal educational thought in Egypt meet the Egyptian society’s needs ?
7-How can the liberal philosophy, in relation to education field, be utilitized in solving some contemporary educational issues ?
(3) LESMRCH OBJECTIVES:
This research aims at exploring, recording, analyzing, Lnderstanding and criticizing the following:
I- The conditions which led to the rise of liberal philosophy in Europe.
2-The basic trends of this philosophy in Europe and its educational aspects.
3-The conditions of liberal thought rise in Egypt.
The ideological basis of liberal thought in Egypt.
5- The efforts of Egyptian thinkers, such as Kasim Amin, Ahmed Lutfy El Sayed, Taha Hussein, Mohamed Hussein Heikal and Salama Moussa, in supporting and spreading education.
6, The extent to which the educational liberal thought in Egypt meet the needs of Egyptian society. RESEARCH METHODOLOGY:
The researcher will use the historical/analytical method. Our goal is cosidering the basic values which helped in the rise of this philosophy and defining their results in the education field in the Egyptian society. ABSEARCH LIMITATIONS:
The research is concerned with studying the effect of liberal philosophy on the movement of modern Egyptian educational
thought from 1882 to 1952, in the light of the Egyptian society’s political, economic and social conditions and the cultural trends in
this period. RESEARCH TERNS: LIRERALISM:
It is an intelectual approach. According to it, the political, economic, social, moral and cultural relations in human society can be
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analyzed. It concentrates on man’s ability to express himself. Any attempt, by the authority to limit the individuals’ freedom, is un-
.:,tifiable interference. Liberalism is against limiting the individual’s freedom in ethics, religion, culture, sociology, economy and politics.
„.11,o concept was not in the broad sense but it was crystallized in the form of political freedom on the basis it was an introduction to another freedoms. It was always trying, on a small scale, to limit the govern-•nent’s role in order to become able to protect individual freedom.
The main issues of liberal philosophy, as they appeared in
the Western civilization in the 19th century, can be summarized as follows: I.- The individual is the main element who precede the society in this
concern.
D- The last end is happiness.
3-The aim of human society is social progress, the criterion of this is the individual’s share of freedom.
4-cause the individual’s independence is the first concern, any spotism, either political or religious, should be resisted. j- The religion men’s control on government should be objected.
6-Not only is thegovernment an obstruction to individual’s full free-dom, but also poverty and unemployment are.
7-Man’s dignity requires the free expression of his identity, especially the freedom of expressing his opinion.
3- It needs the individual’s equality in rights and duties, either
man or woman, without racial, religious and national discrimination. j- The ladder of development in the society should be opened for all
3.ndividuals and should be flexible.
IL,- Me path of social change should be opened. It should be carried out tl-,radually and with persuasion.
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The study is organized as follows :
CHAPTER ONE : General framework of the study .
This chapter included an introduction , the problem , the importance , the aims , the method , the limits , previous studies , terms of the study and the procedures . CHAPTER TWO : Main features of the structure of liberal educational philosophy in Europe .
In this chapter , the researcher deals with the concept of education , its aims and necessity of liberty in education . Various fields of education are alsO dealt with . These fields included physical education , mental education , moral education , aesthetic education , religinus education and finally women education . CHAPTER THREE : Rise of liberal thought and its ideology
in Egypt .
The researcher in this chapter deals with the rise of the liberal thought in Egypt . The ideological basis of this liberal thought in Egypt is olso dealt with in three fields . The first is the national thought that is represented in the Egyptian nationalism , Arabism and Islamic League . The second fiela is the democratic thought through democracy , representativism and constitution. The third field is the
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liberty issues as embodied in liberty of thinking , self-expression , liberty of economy and woman emancipation .
CHAPTER FOUR : A critique of the present educational fields..
In this chapter , the researcher presents a bird’s eye view of education at present , its objectives , social function , the state and education , free education , religious education, tne teacher , the text-book and finally Arabic
CHAPTER FIVE : Liberalism and the educationalists in Egypt
This chapter deals with the meaning of education , its aims as Egyptian educationalists view in the fields of physical , mental , moral , social , aesthetic , economic , political and woman education . CHAPTER SIX : Influence of liberal philosophy on thinkers of
the study .
The researcher deals in this chapter with the influence of liberal thinking on the thinkers referred to in this study . Most important features are also dealt with; such as the loss of an educational philosophy based on cultural subjectivity , using the western thoughts , the complete reliance of the educational studies on the western thought , duality in the educational system , the isolation of education from society and the attempt of discreting Arabic from education .
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CHAPTER SEVEN : The liberal educational philosophy and the extent of its application to some contemporary
educational issues .
This chapter concludes the study where the researcher introduces an analytical discussion of the liberal educational philosophy and the extent of exploiting it through the suggestions and observations that occurred in the analysis . Hopefully ,
this philosophy may be used to correct the disorders
prevailing in the contemporary education in Egypt or at least
to lessen them.