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تبیین و نقد رویکرد پارادایمی در اندیشههای تربیتی غرب | ||
مجله پژوهش های فلسفی | ||
مقاله 11، دوره 14، شماره 33، بهمن 1399، صفحه 166-188 اصل مقاله (780.12 K) | ||
نوع مقاله: مقاله علمی- پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/jpiut.2020.40597.2608 | ||
نویسندگان | ||
محمد ربیع سام خانیان* 1؛ ایراندخت فیاض2 | ||
1دانشجوی دکتری فلسفه تعلیم و تربیت اسلامی، دانشگاه علامه طباطبائی | ||
2دانشیار گروه تاریخ و فلسفه آموزش و پرورش، دانشگاه علامه طباطبائی | ||
چکیده | ||
انجام مؤثر فعالیتهای تربیتی مستلزم کسب نظریههای تربیتی است. در طول تاریخ از گذشته تا به امروز نظریههای متعددی در حوزهی تعلیم و تربیت پدید آمده است. درک و فهم این نظریهها کار ساده و آسانی نیست. بنابراین سؤال اساسی در مطالعهی آرای تربیتی، چگونگی درک و فهم نظریههای تربیتی یا به عبارتی، نظریهشناسی تربیتی است. رویکرد پارادایمی ازجمله رویکردها در نظریهپردازی و یا نظریهشناسی میباشد که میتواند ما را در خوانش و درک اندیشهها، خصوصاً اندیشههای تربیتی کمک کند. دیدگاه پارادایمی در تبیین نظریههای علمی این است که در شکلگیری نظریهها ازجمله نظریههای تربیتی، باورها و مفروضات اساسی و بهعبارتیدیگر «پارادایم» نقش مهمی دارند. اوصاف پارادایمها از سه رکن اساسی هستیشناسی، معرفتشناسی و روششناسی برخوردارند. تعلیم و تربیت نیز مانند پارادایمها دارای سه مؤلفه اساسی از قبیل اهداف، محتوی و روشهای آموزش هستند. مؤلفههای تربیت از طریق بررسی و تحلیل عناصر پارادایمها به دست میآیند. نظریههای تعلیم و تربیت را با توجه به ملاک زمان میتوان در سه پارادایم پیشامدرن، مدرن و پسامدرن مورد بررسی و تحلیل قرار داد. در این پژوهش، نظریههای تربیتی با رویکرد پارادایمی در سه پارادایم یاد شده مورد مطالعه قرارگرفتهاند. روش مطالعه توصیفی-تحلیلی است. | ||
کلیدواژهها | ||
رویکرد پارادایمی؛ عناصر پارادایمها؛ نظریههای تربیتی؛ مؤلفههای تربیتی؛ دلالتهای تربیتی؛ پیشامدرن؛ مدرن؛ پسامدرن | ||
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