تغييرات

gehan.shaaban@gmail.com

gehan.shaaban@gmail.com

== Brief Description ==

== Brief Description ==

Wiki Tanzeer is a participatory platform that seeks to produce Arabic open content about ideas, theories and historical events that have paved the long struggle road for justice, freedom and equality and led to the development of liberating and progressive values.

Wiki Tanzeer is a participatory platform that seeks to produce written Arabic open content about ideas, theories and historical events that have paved the long struggle road for justice, freedom and equality and led to the development of liberating and progressive values.

Wiki Tanzeer works in an ever-evolving, cumulative way, open to discussion and contribution to content development.

Wiki Tanzeer works in an ever-evolving, cumulative way, open to discussion and contribution to content development.

==Estimate Budget==

==Estimate Budget==

==Project Goals==  

==Project Goals==  

In detail we will seek to:

In detail we will seek to:

* Produce valuable and fact-based content; that promotes reasoning, critical thinking, and progressive libertarian values of freedoms, justice and equality. A content that can attract the attention of young people and be remembered.

* Produce valuable and fact-based written content; that promotes reasoning, critical thinking, and progressive libertarian values of freedoms, justice and equality. A content that can attract the attention of young people and be remembered.

* Produce a cognitive pattern, based on critical thinking, theorizing and the ability to deconstruct and reconstruct, in order to develop an interpretive vision.

* Produce a cognitive pattern, based on critical thinking, theorizing and the ability to deconstruct and reconstruct, in order to develop an interpretive vision.

* Create a progressive and liberating political Intellectual current, formed around our participatory platform, without colliding with organizing difficulties in Egypt today, or with the tendency of this generation to refrain from traditional way of organization.

* Create a progressive and liberating political Intellectual current, formed around our participatory platform, without colliding with organizing difficulties in Egypt today, or with the tendency of this generation to refrain from traditional way of organization.

* Provide free, participatory content that can be reused by others to produce audiovisual materials.

* Provide free, participatory written content that can be reused by others to produce audiovisual materials.

* Form an editorial board, mostly from the millennium generation, to get a content addressing this category as much as possible.

* Form an editorial board, mostly from the millennium generation, to get a content addressing this category as much as possible.

* Strategic planning for the wiki

* Strategic planning for the wiki

* Create a network of young editors and volunteers, constantly expanding

* Create a network of young editors and volunteers, constantly expanding

* Organize a two-day workshop to train the nucleus of the wiki editors community (15 editors and volunteers)

* Organize a two-day workshop to train the nucleus of the wiki editors community (15 editors and volunteers)

==Context==  

==Context==  

This is a very difficult task in general. As the dominant ideas always belong to those who shape education, media, religion, culture and other determinants of consciousness. Interest of those is to dedicate the status quo with its defect.

 

 

 

 

 

This is a very difficult task in general. As the dominant ideas always belong to those who shape education, media, religion, culture and other determinants of consciousness. The interest of those is to dedicate the status quo with its defect.

If the prevalent ideas are , in general, insufficient, to understand the forces that shape our lives and the possibilities to confront them, the situation in Egypt is catastrophic, as the forces of knowledge production, whether individuals or institutions, are systematically deviating from anything that helps to develop interpretations, analyses, critiques and develop new visions. There is a disjointed and transient certified code of ideas, whoever adopts it, is rewarded with acceptance, belonging and appreciation. While anyone who tries to even question it, suffers from exclusion, rejection, contempt and accountability, let alone someone who tries to criticize it.

If the prevalent ideas are , in general, insufficient, to understand the forces that shape our lives and the possibilities to confront them, the situation in Egypt is catastrophic, as the forces of knowledge production, whether individuals or institutions, are systematically keeping off anything that helps to develop interpretations, analyses, critiques and develop new visions. There is a disjointed and transient certified code of ideas, whoever adopts it, is rewarded with acceptance, belonging and appreciation. While anyone who tries to even question it, suffers from exclusion, rejection, contempt and accountability, let alone someone who tries to criticize it.

Despite the billions spent on public and private education each year, the quality of schooling in Egypt falls to the point where Egyptians consistently point out that they "have no education." The only exception is international education, which is obtained only by the margin of margin. Curriculum development in Egypt is often about what the government decides and just enough to pass exams, which tend to reward students for memorizing skills and not for their creativity or their ability to understand and make arguments. In Egypt, students enrol in school at the age of four and leave it at the age of eighteen, without being exposed to the long mankind's history of struggle for justice, freedom and equality. There is nothing, of course, about the evolution of progressive liberating ideas or the concepts of collective or personal rights.

Despite the billions spent on public and private education each year, the quality of schooling in Egypt falls to the point where Egyptians consistently point out that they "have no education." The only exception is international education, which is obtained only by the margin of margin. Curriculum development in Egypt is often about what the government decides and just enough to pass exams, which tend to reward students for memorizing skills and not for their creativity or their ability to understand and make arguments. In Egypt, students enroll in school at the age of four and leave it at the age of eighteen, without being exposed to the long humanity’s history of struggle for justice, freedom and equality. There is nothing, of course, about the evolution of progressive liberating ideas or the concepts of collective or personal rights.

History is merely a preaching account serving the regime ideology, in the name of developing national sense and belonging to the homeland, or to religion. It is an artificial imaginative process glorifying figures, loaded with a lot of dates; students are burdened by memorizing them, without acquiring the ability to link them, understand the logic behind their flow, or even understand how these events have changed people's lives positively or negatively. All what Egyptian student gets as history throughout his pre-university education is the Pharaonic, Islamic and contemporary history of Egypt, which is repeated every three years in the same order with some expansion. Nothing about the history of the world outside Egypt, as if Egypt is an isolated island or exists on an independent planet, or as if people history is not an interaction between different cultures and civilizations. Nothing can convey the feeling that we are part of the collective heritage of humanity. Of course, within the context of this official narrative, there is no place for the eight centuries of Coptic Egypt, which occurred between the end of Pharaonic civilization and the Islamic conquest of Egypt.

History is merely a preaching account serving the regime ideology, in the name of developing national sense and belonging to the homeland, or to religion. It is an artificial imaginative process glorifying figures, loaded with dates; students are burdened by memorizing them, without acquiring the ability to link them, understand the logic behind their flow, or even understand how these events have changed people's lives positively or negatively. All what the Egyptian student gets as history throughout his pre-university education is the Pharaonic, Islamic and contemporary history of Egypt, which is repeated every three years in the same order with some expansion. Nothing about the history of the world outside Egypt, as if Egypt is an isolated island or exists on an independent planet, or as if, people history is not an interaction between different cultures and civilizations. Nothing can convey the feeling that we are part of the collective heritage of humanity. Of course, within the context of this official narrative, there is no place for the eight centuries of Coptic Egypt, which occurred between the end of Pharaonic civilization and the Islamic conquest of Egypt.

If the student chooses the "scientific" track, it means that he will not be exposed to the whole field of humanities, not a single word about philosophy, psychology, sociology or economics. While the student who chooses the "literary" studies, will receive fragments of these sciences, dealing with their theories as rigid templates imported from the West, having nothing to do with our reality. On the other hand, the study of "scientific" track will only address vaguely theories about universe emergence, evolution and other theories that contradict the adopted narrative.

If the student chooses the "scientific" track, it means that he will not be exposed to the whole field of humanities, not a single word about philosophy, psychology, sociology or economics. While the student who chooses the "literary" studies, will receive fragments of these sciences, dealing with their theories as rigid templates imported from the West, having nothing to do with our reality. On the other hand, the study of "scientific" track will only address vaguely theories about universe emergence, evolution and other theories that contradict the adopted narrative.

Media is no less miserable. Egyptian media have always been monitored and censored. But what happened since the 2013 coup and Rabaa massacre was quite different. Apart from dominating state radio, television and newspapers, the new regime tightened his grip on every private satellite channel, radio station and newspaper, allowing only pure propaganda. Internet became no longer a place where alternative narratives can be found; as hundreds of websites, including satellite channels, newspapers, publishing platforms and political group sites, have been banned.

Media is no less miserable. Egyptian media has always been monitored and censored. However, what happened since the 2013 coup and Rabaa massacre was quite different. Apart from dominating state radio, television and newspapers, the new regime tightened his grip on every private satellite channel, radio station and newspaper, allowing only pure propaganda. Internet became no longer a place where alternative narratives can be found; as hundreds of websites, including satellite channels, newspapers, publishing platforms and political group sites, have been banned.

Political repression is not the main scourge of the Arabic Internet. Despite repression and the transformation of social networking platforms to fishers for dissidents and platforms to broadcast official propaganda through an organized network of loyalists, the Internet remains the only participatory media tool available and the cheapest way to get information and to be exposed to ideas. Here, in fact, the problem lies. The Arabic content on the Internet is a lamentable reality that suffers from extreme poverty and weakness. If the attempt to obtain serious or scientific information is very difficult in the midst of piles of superstition, friction, superficiality and frenzied sectarian conflicts, the opportunity to be exposed to ideas that contradict what is taken for granted, or help to understand and change the world is almost impossible. If one is lucky, and stumbles on an idea of this kind, most likely it will be a translation of a classical writing, an article written in a very complex fossil language, or an intervention or intrigue that will soon fade into the social networking swallow.

Political repression is not the main scourge of the Arabic Internet. Despite repression and the transformation of social networking platforms to fishers for dissidents and platforms to broadcast official propaganda through an organized network of loyalists, the Internet remains the only participatory media tool available and the cheapest way to get information and to be exposed to ideas. Here, in fact, the problem lies. The Arabic content on the Internet is a lamentable reality that suffers from extreme poverty and weakness. If the attempt to obtain serious or scientific information is very difficult in the midst of piles of superstition, friction, superficiality and frenzied sectarian conflicts, the opportunity to be exposed to ideas that contradict what is taken for granted, or help to understand and change the world is almost impossible. If one is lucky, and stumbles on an idea of this kind, most likely it will be a translation of a classical writing, an article written in a very complex fossil language, or an intervention or intrigue that will soon fade into the social networking swallow.

==Rationale for the Proposed Project==

==Rationale for the Proposed Project==

Wiki Tanzeer do not only try to confront this objective circumstance that deprives Egyptian (and Arab) youth of exposure to progressive and liberating ideas; as a result of the nature of society, the level of education and media, and the low quality of Arabic e-content; by providing serious, fact based content, that promotes reasoning , critical thinking and values of justice and freedom; but it also take into account the self-circumstance of the millennium generation.

Wiki Tanzeer do not only try to confront this objective circumstance; that deprives Egyptian (and Arab) youth of exposure to progressive and liberating ideas; as a result of the nature of society, the level of education and media, and the low quality of Arabic e-content; by providing serious and fact based content, that promotes reasoning, critical thinking, and values of justice and freedom; but it also try to take into account the self-circumstance of the millennium generation.

The millennium generation, or at least a large part of it, does not read paper books or newspapers, and does not watch television. It is a generation that grew up on the Internet and on the use of digital devices that perform functions of communication, entertainment and learning, all-in-one. If one of them is exposed to a complicated idea or something written in a language far from his daily vocabulary or in unjustified prolongation, he will immediately move away from it by a touch on his phone screen.  

The millennium generation, or at least a large part of it, does not read paper books or newspapers, and does not watch television. It is a generation that grew up on the Internet and on the use of digital devices that perform functions of communication, entertainment and learning, all-in-one. If one of them is exposed to a complicated idea or something written in a language far from his daily vocabulary or in unjustified prolongation, he will immediately move away from it by a touch on his cell phone.  

Not only we will strive for quality, simplicity and attractiveness, but we will be modest enough to admit that, during the content production process, we will be experimenting learning how to address this generation by relying on a majority of young editors. We will discuss, guide and help but at the end the content will come out expressing them and trying to respond to their aspirations, not our perception about of them.

Not only we will strive for quality, simplicity and attractiveness, but also we will be modest enough to admit that during the content production process, we will be experimenting learning how to address this generation by relying on a majority of young editors. We will discuss, guide and help but at the end, the content will come out expressing them and trying to respond to their aspirations, not our perception about of them.

We will start by producing, cumulative and constantly evolving, written knowledge, provided with links to other readings for those who want to expand. And we will also target the use this content, perhaps by others, in producing memes, infographics, videos, and podcasts, in order that the message arrives, even for those who do not read at all, and prefer to receive knowledge through these mediums.

We will start by producing, cumulative and constantly evolving, written knowledge, provided with links to other readings for those who want to expand. And we will also target the use of this content, perhaps by others, in producing memes, infographics, videos, and podcasts, that the message arrives, even for those who do not read at all, and prefer to receive knowledge through these mediums.

=== Why wiki? ===

=== Why wiki? ===

WIKI is a web participatory composing and publishing platform that facilitates the creation of parallel forked contents, the development of documents structures, and knowledge organization; while exploring their parts and parts relationships. This allows great flexibility, reflects the learning journey, and facilitates tracking the development of ideas, formulations and relationships at their different stages. It also facilitates discussion on topics and their development operation.

WIKI is a web participatory editing and publishing platform that facilitates the creation of parallel forked contents, the development of documents structures, and knowledge organization; while exploring their parts and parts relationships. This allows great flexibility, reflects the learning journey, and facilitates tracking the development of ideas, formulations and relationships at their different stages. It also facilitates discussion on topics and their development operation.

* Easy to modify and unlike other content management methods, it does not require the imposition of a particular structure,  at the beginning, so it easily accommodates new types of content and represents relationships between different content elements, allowing contributors to define an appropriate, flexible, and adjustable structure, all the time.

* Easy to modify and unlike other content management methods, it does not require the imposition of a particular structure,  at the beginning, so it easily accommodates new types of content and represents relationships between different content elements, allowing contributors to define an appropriate, flexible, and adjustable structure, all the time.

* It can be used on a body of knowledge before knowing its dimension or fully analysing it, which accelerates results output and allows working in parallel with turning and permanent formatting content.

* It can be used on a body of knowledge before knowing its dimension or fully analyzing it, which accelerates results output and allows working in parallel with turning and permanent formatting content.

* Encourages participatory work, stimulates peer criticism, encourages initiation and experimentation, and eliminates the dominant work model that assigns the publishing task to a particular person (media officer), who expects a content written in a definitive, solid and final format. His task is mostly to input it into a web publishing system and to promote links to it. This bureaucratic mode of publication contradicts the nature of an intensive and experimental content knowledge production that is characterized by a state of liquidity and permanent change and allows exploration and eduction.

* Encourages participatory work, stimulates peer criticism, encourages initiation and experimentation, and eliminates the dominant work model that assigns the publishing task to a particular person (media officer), who expects a content written in a definitive, solid and final format. His task is mostly to input it into a web publishing system and to promote links to it. This bureaucratic mode of publication contradicts the nature of an intensive and experimental content knowledge production that is characterized by a state of liquidity and permanent change and allows exploration and eduction.