For various reasons, the education system in the Arab world has generally failed to develop pupils’ cognitive skills. This has prevented them from building a set of guiding and balanced values in line with universal human values, such as righteousness, goodness, beauty and tolerance, and then implementing them in their daily lives. Children have become unable to respond to the requirements of their surrounding environment and many negative behaviors have emerged, including the breakdown of security and deviation from morality, both of which are weakening our Arab societies.
Here lies the importance of creative writing as one of the language axis to develop and improve cognitive skills at the basic education stage.
Studies have proven that processes of shaping and reshaping the mental structure, building thinking tools, setting up values and developing skills are achieved through the written language. It has also been confirmed that there are relations between cognition, as a thinking process, and behavior, as a practical reflection of the instilled ideas and values. The acquired positive values then lead individuals to the right behavior.
This proves the close relationship between language and moral education, the role of which consists of building individuals who can assume responsibility, are self-disciplined, aware of the consequences of their acts, capable of making distinctions and choices at an early age and able to empathize with other people and coexist with them. Such values, if acquired, can make it possible for individuals to reject violence, extremism and fanaticism and possess the essential immunity against destructive and negative thoughts.
The lecturer sheds light on the relationship between language and identity, since all developments in the use of language lead to a clarity of identity. Hence, mental skills triggered by language learning need support and enhancement inside and outside the school environment in order to raise children’s awareness of themselves as well as of their environment, reinforce their feeling of belonging to that environment and to their cultural heritage, so that their identity is built with respect to equilibrium and moderation. The lecturer will also demonstrate samples of writings and paintings full of positivity produced by primary school children.