School-based Responsibility Education Programs as an Antagonistic Process to Violent Radicalization

According to El Ourmi (89), radicalization, which has become a major concern for all countries for several years, is a psycho-affective process which leads the individual to present assertions as incontestable truths, without recourse to a critical spirit therefore reflecting a psychological closure towards otherness. In order to effectively combat this phenomenon, primary prevention strategies are developed in conjunction with military actions. Thus we propose through this reflection carried out on the basic of rich literature obtained thanks to a documentary review, to see to what extent “responsibility education programs” advocated by Hagège (78), can effectively arouse critical thinking, and promote acquisition of skills (epistemic, emotional, attentional, relational and axiological), and constitute a process antagonistic to violent radicalization. The expected results are the adaptation of these programs to the African socio-educational context, and their integration into the school and professional curriculum. Keywords: Responsibility Education Programs, Antagonistic Process, Violent Radicalization, School and Professional Curriculum.