The Philosophical Discourse in the Moroccan University: From the Impasse of Rote Learning to the Horizon of Critical Inquiry

** DR. ES-SAIS OUKHOUYY
The philosophical lesson stands as a fundamental pillar in constructing critical consciousness and shaping a human character capable of questioning reality and envisioning the future

However, the current state of philosophy within Moroccan universities reveals a series of structural imbalances that raise serious questions regarding the position of this field within the academic system, this weakness is primarily manifested in the dominance of a « pedagogy of transmission, » where teaching remains a prisoner of repetition and memorization

Consequently, analytical depth and critical thinking are sidelined, stripping the subject of its very essence, which is rooted in wonder, questioning, and profound inquiry,this crisis is further exacerbated by the stagnation of scientific research

Philosophy today suffers from a limited production of rigorous, original work that engages with contemporary issues. While historical figures such as Al-Farabi, Ibn Sina, and Averroes interrogated their reality to provide historical solutions, much like the Enlightenment philosophers who laid the foundations for a global intellectual revolution, most modern research remains descriptive and superficial

This lack of methodological rigor among many researchers results in a deficit of analytical tools, such as deconstruction and synthesis, which is clearly reflected in the quality of academic writing, furthermore, the philosophical discourse is often « sequestered, » taught in isolation from other human and natural sciences, despite the urgent need for philosophical frameworks in fields like medicine, physics, and computer science

The roots of this decline lie in the broader imbalances of the educational system, characterized by a lack of quality, poor supervision, and the absence of a strategic vision that prioritizes philosophy in building a « critical citizen

Moreover, negative societal perceptionswh, ich reduce philosophy to sterile debate or abstract thought detached from reality, coupled with a narrow labor market, drive students toward technical specializations. Yet, any scientific or technological success remains hollow if the practitioner is not armed with a philosophical perspective

To overcome this deadlock, the restoration of philosophy must begin by developing curricula based on dialogue and problematization rather than rote learning, it requires fostering a research culture linked to ethics, technology, and the environment, alongside a commitment to academic integrity that moves away from the « copy-paste » culture and the uncritical reliance on Artificial Intelligence

Ultimately, the crisis of the philosophical lesson in the Moroccan university is not an inevitable fate but the result of reversible choices, Philosophy can serve as a primary lever for educational reform and the construction of a modern, democratic society, provided there is a clear political will and a visionary educational strategy.