عرض مصدر مشروع ويكي تنظير/English

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==Name of the Organization== 
Hawamesh

==Title of the Proposed Project==
Wiki Tanzeer

==Contact Information==

Gehan Shaaban

Project Coordinator and Main Editor

gehan.shaaban@gmail.com

== Brief Description ==
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.

In addition to written knowledge, developed by an editorial board composed mainly of young people, we aspire to, or encourage others to, produce memes, infographics, videos and podcasts, based on the written knowledge.

The content we care about includes concepts, terminology, theories, historical events, and intellectual questions that have contributed to change people's lives for the better and fuelled reasoning and critical thinking.

==Estimate Budget==

==Project Goals== 
We hope that the future will provide humans with remarkable opportunities for progress and emancipation. We believe that the most important of these opportunities will relate to that particular advantage that humans possess, namely, codifying their experiences so that others can benefit from it. This is what we hope to contribute to through Wiki Tanzeer.

Under the motto: "practice without theory is blind, theory without practice is sterile" we aim to re-establish the relationship between theory and practice, in a smart way, realizing that this will not always be an easy task. As the chain linking one to the other will not always be short. But it must exist. We will therefore seek to clarify and simplify arguments and analyzes of all their complexity. This will not mean that we will always be able to use vocabulary that everyone understands, but we will explain each concept, term and word we suspect to be strange to our target audience.

In detail we will seek to:

* 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.

* Explain liberating progressive ideas simply, clearly and concisely without compromising.

* Stay away from "Byzantine", "schooling", and addressing theoretical questions as if they have value in themselves, by re-planting theories in the human practice, they developed in, with the aim of recognizing their importance here and now.

* Recall history, not as a set of events to memorize and study, but as the cultural, intellectual and philosophical vessel to develop and humanize societies. We call for its most important events, for accountability and interpretation, in search of that aspect of practical value, which can show us the means to make the present a better future.

* Give seekers for justice and freedom an opportunity to develop to their fullest potential by providing indispensable tools to develop, crystallize, explain their positions, determine their movement and give them a push forward.

* Enable those who wish to change the world to formulate a theoretical conception about change paths, state structure, relationship of the state to the society, how to form a new regime... Enable them also to determine their position from the army, the administrative apparatus of the state, different political factions… Furthermore, Enable them to define their perceptions about economics and their economics biases, as well as issues such as public and private freedom and equality. This will enable them, in the long term, to adopt clear positions, and not to fall into a continuous tactical trap. It will also protect them from fragmentation by adopting less priority issues and delaying or ignoring the adoption of priority issues.

* 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 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.

* Experiment a learning process to be able to address a generation with unique defining characteristics, who grew up in a world where internet and digital devices are reality, and who knew politics in the sense of major uprising, street warfare and breathless tactics.

==Project Activities==
* Provide Web site infrastructure (domain name, server, etc.)

* Equip the infrastructure to host a Web site

* Install a wiki platform

* Graphic design of the logo and the visual identity

* Initial authorship (until the content types are explored)

* Strategic planning for the wiki

* 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 editorial meetings every two weeks 

* Organize participatory work sessions once a month

* Develop wiki content cumulatively and in ever evolving manner

* Develop and improve classification, referencing and linking existing materials

* Add new Wiki facilities that accept different types of data ( audios, photos, videos, biographies, historical events ...)

* Wiki maintenance and related services (updating the wiki to the latest version of wikimedia, setting up e-mail accounts, making backups, troubleshooting server-related problems and other problems related to the daily tasks of running a website)

==Context== 
Perhaps there is no more notorious word among young people concerned with social change than "theorizing". The proof of the corruption of "theorizing" is that it is abstract. Which means for them, lack of realism and validity, and distance from real life and people. Therefore condemned as a waste of effort and time.

In fact, everyone is a philosopher, in his own way, even if he is not aware. Everyone, no matter his affiliation and activity, has a set of generalizations about reality and initial assumptions about the world, himself, his location in it, and about his relations with others. Each of us adopts a theory even if we do not admit. There is no exception whether being; loyalist or opponent; reactionary, conservative or progressive; sexist, racist, sectarian, homophobic, national, liberal, Islamic or leftist; or even the state security officer who monitor them all.

Each of us crystallizes his own "theory" cumulatively, through a combination of different and often contradictory concepts. Initially, because of simply being in a society that has certain biases, and receiving a specific culture. Then at a later stage, through experience, theoretical knowledge and interaction with individuals and groups with different experiences. Ultimately, creating his own perception of the world.

The battle for justice, freedom and equality, in essence, is a battle between different concepts towards the world. The battle to get rid of ideas devoting exploitation, tyranny and discrimination; and replacing them with progressive and liberating ideas and theories calling for justice, freedom and equality.

Activists who say that they do not need theory. Who just follow their instinct and their "common sense" trying to change the world, without making enough effort to understand it as it really is with its defects and its inner possibilities for change, or without trying to understand their role and their position in this process, in fact, are trying to wrestle with windmills while they are blindfolded. Their common sense may include elements necessary to lay the foundations for a new world, but those elements need to be extracted, purified, crystallized and developed, apart from rubble of conflicting and contradictory ideas, which also contribute to the formation of "common sense."

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 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 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 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.

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.

==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 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 cell phone. 

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 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? ===
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.

* 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.

* Wiki methodology helps to create a participatory working space where peers write on a subject of interest, classify collectedly, create multiple and different roles for the shareholders according to their interests and abilities, and develop the rules that suit them.

* Space for self-learning and peer-to-peer learning.

* A good platform for discussion and convergence, characterized by saving discussions, whether public or private, and thus constitutes a historical document on the development of the field of knowledge and ideas, for a society or a political current that is gradually forming around it.

* Good repositories of pre-produced content that has no suitable containers to archive and make it available.

=== Why MediaWiki? ===
* Free open source software

* All edits are saved: You can view any page as it was at any moment in its history, and retrieve it in any state. Nothing is wasted.

* Supports text and images mainly, and can expand the types of content and functions as needed: forms - infographics - databases with a structure, etc.

=== Open Content ===
We believe in free and available to all knowledge. What we mean by open access is what is not hindered by any legal or technical measures. So we chose to publish the content we compose in open formats, whenever possible, with free varieties of Creative Commons’ licenses.

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