واکاوی انتقادی فرصت‌ها و امکان‌های تعلیم‌وتربیت کثرت‌مدار در مبانی نظری آموزش‌وپرورش رسمی ایران

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار، بخش مبانی آموزش‌وپرورش، دانشگاه شیراز، دانشکده علوم تربیتی و روانشناسی، شیراز، ایران

چکیده

تکثر، تنوع و تفاوت جزء جدایی­ ناپذیر زندگی انسان­ ها است و وجود جهانی یک­ دست، هم­ شکل و تک­ صدا امری است ناممکن. برای زیستن در چنین جهانی، تعلیم­ وتربیتی راهگشا و توانمندساز است که این کثرت را به­ رسمیت شناخته و آن را به شکل موثری به­ کارگیرد. از این رو هدف پژوهش پیش­رو واکاوی انتقادی فرصت­ ها و امکان­ هایی است که به­ طور بالقوه در مبانی نظری و فلسفی آموزش­ وپرورش رسمی ایران برای تحقق تعلیم­ وتربیت کثرت­ مدار وجود دارد. برای این منظور کتاب مبانی نظری تحول بنیادین در نظام تعلیم­ وتربیت رسمی و عمومی جمهوری اسلامی ایران (1390) به روش نمونه­ گیری هدفمند از نوع نمونه حیاتی انتخاب شد. با خوانش دقیق این متن و استفاده از تحلیل محتوای کیفی از نوع استقرایی، شش مقوله­ ی 1. عدالت تربیتی، 2. تنوع و تمایزیافتگی، 3. دیگر پذیری، 4. حفظ و ارتقای آزادی، 5. مدرسه­ ی منعطف و گشوده، و 6. مشارکت و مداخله مدنی، به­ عنوان عناصر برسازنده مفهوم تعلیم­ وتربیت کثرت­ مدار و به­ عنوان امکان­ های نظری این گونه از تعلیم وتربیت در ایران، شناسایی شدند. به­ رغم این امکان­ مندی نظری، واکاوی انتقادی نظام تعلیم­ وتربیت رسمی ایران، به شیوه هرمنوتیک انتقادی، نشان می­ دهد پیش ­شرط­ های کلان تحقق این نوع تربیت در عمل عبارتند از 1.تعهد اخلاقی عرصه­ ی نظر به پویایی در قبال کثرت­ مداری، 2. حل تعارض ساختاری میان همه ذی­ نفعان در نظام آموزشی، 3.توجه به صدای خود کودکان و دانش ­آموزان در حوزه­ ی نظر و عمل تربیتی، 4. وجود نظام تربیت معلم کثرت­ مدار، و 5. وجود راه­ های مردم­سالارانه برای اثرگذاری و مداخله در تصمیم ­سازی ­های نظام آموزشی.

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