Author :
Abstract
These rapid changes and new challenges in the age of technology increase the necessity to change. Accordingly, the aim of this study is to discuss the possibility to change the system of education in Iraq. Any reformer of the complex traditional educational system in Iraq should not expect a quick respond. The researcher's attempt at achieving this goal encountered so many obstacles. Some are governmental, some are personal. The study consists of two parts: the theoretical and the practical. The theoretical part presents Anthony Grasha's Model which is based on five teaching styles, defining it and referring to the supporters and opponents, focusing on the advantages and disadvantages of each teaching style, followed by a section on the approaches to literature and literary criticism as they are presented in the two textbooks for the first and the fourth levels. The practical part presents the researcher's personal experience of teaching English literature at Basrah and Jordanian universities for 30 years, followed by a list of her academic activities while teaching English literature, especially poetry. At conclusion, the questions raised in the study have been answered. The researcher devotes a section on recommendations to suggest solutions for the obstacles that encounter the change of teaching in Iraq.
Keywords
Abstract
These rapid changes and new challenges in the age of technology increase the necessity to change. Accordingly, the aim of this study is to discuss the possibility to change the system of education in Iraq. Any reformer of the complex traditional educational system in Iraq should not expect a quick respond. The researcher's attempt at achieving this goal encountered so many obstacles. Some are governmental, some are personal. The study consists of two parts: the theoretical and the practical. The theoretical part presents Anthony Grasha's Model which is based on five teaching styles, defining it and referring to the supporters and opponents, focusing on the advantages and disadvantages of each teaching style, followed by a section on the approaches to literature and literary criticism as they are presented in the two textbooks for the first and the fourth levels. The practical part presents the researcher's personal experience of teaching English literature at Basrah and Jordanian universities for 30 years, followed by a list of her academic activities while teaching English literature, especially poetry. At conclusion, the questions raised in the study have been answered. The researcher devotes a section on recommendations to suggest solutions for the obstacles that encounter the change of teaching in Iraq.
