A critical evaluation of 'co-existence' as an educational value at the intended level of the Lebanese Curriculum

This article seeks to analyse critically the value of coexistence, as an educational value, which became a crucial need for the Lebanese society after the end of the Lebanese civil war. This aim will be achieved by pursuing the official texts and the extent to which the Lebanese educational system responds to this value, at the intended level of the Lebanese curriculum. In this article, we will re-read the viewpoint of the Lebanese legislator and that of the most important Lebanese thinkers. Also the viewpoint of the curriculum makers which will be observed in comparison with the international literature. Through our adoption of the method of Eisner in evaluating the curriculum (Eisner, 1994), especially at the intended stage, and its reflection on the educational curricula which is currently being implemented in Lebanon. Findings from the study showed that there is a confusion among curriculum designers in Lebanon for enhancing the value of coexistence. We should review the conceptual framework of coexistence and enhance it in terms of educational objectives in the formal curriculum (as well as the private sector with its complex problems).