N. Khoury-Hanna

Holy Family University (LEBANON)
The new educational system in Lebanon should constitute a preliminary step preparing for the elaboration of new programs and new methodologies that support the integral shaping of the Person. Soon, the new program will celebrate its tenth anniversary. Therefore, it is time to evaluate its formal and axiological educational effectiveness. From this context arises one of the most significant questions in my opinion: Is this system capable of shaping "researchers"?

In fact, the traditional structure which reduces the "instructor-student" relationship to the simple equation of "supplier-receiver”, is only surpassed in appearance and in some special cases. The truth is that it extends and is most evident during the first academic year where one can detect the students’ difficulty in conducting a research either individually or collectively. The reasons lying behind this are many, starting with "putting new wine in old wineskins." Since instructors are rarely trained to make researches. They ignore its requisites, its application methods in their "curriculum" or "discipline", as well as its evaluation criteria.

Education has always been the engine of development and of social, political and economic change all over the world. Thus, we must avoid reducing it to a "passive" training that shapes "receivers" of imported modernity. The "education for research" is the only training that emphasizes practical and intrinsic relationship between education and research, and that is capable of shaping innovative individuals and later a culture of innovation. The future process of restructuring the Lebanese educational system takes benefits from considering this report as one of its most urgent axes in order to ensure its progress. Several strategies could be put in place to reach that goal.