Cognitive Integration in Building legal Materials for Islamic high Schools And its Relationship to the Scientific Development of Students from the Viewpoint of Educational Scholars

Abstract


 
 
 
 The study aimed to present an idea to those in charge of the educational process, especially those concerned with the instructional curricula in Islamic high schools - that includes reformulating the curriculum according to the cognitive integration of both horizontal and vertical types, which most educational institutions in advanced countries have approached in terms of education.
 The study demonstrated the distinction of integrative curricula over traditionalism by tracing the views of a group of specialists in educational sciences based on their experiences, and by submitting a questionnaire to a number of educational scientists that included questions through which the world is asked to express its opinion on the comparison between the integrative approach and the traditional approach in terms of:
 Objectives , fields of education, the role of knowledge, the content of the curriculum, teaching methods, the role of the teacher, the role of the learner, sources of education, individual differences, the role of evaluation, the school’s relationship with the environment and the family, and the nature of the curriculum.