فراتحلیلی بر پژوهش های آموزش چندفرهنگی، آموزش شهروندی، تربیت اخلاقی، تربیت سیاسی و تربیت دینی در ایران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
بر پایه ی نظریه نهادی، پذیرفته شدنِ نظام آموزشی توسط محیط بیرونی تنها در گرو نهادینه کردن ارزش های انسانی- اجتماعی است. پژوهش حاضر بر آن بود تا عملکرد آموزشی و تربیتی مدارس ایران در نهادینه کردن این ارزش ها را مورد ارزیابی قرار دهد. بدین منظور، فراتحلیلی کیفی بر تمامی پژوهش هایی که به بررسی وضعِ موجود نظام آموزشی در نهادینه کردن ارزش های چندفرهنگی، شهروندی، اخلاقی، سیاسی و دینی پرداخته بودند، انجام شد. با تکیه بر تکنیک کاسپ، پژوهش های مورد نظر کنترل کیفی و پالایش شدند و در نهایت، 89 پژوهش به فراتحلیل راه پیدا کردند. یافته ها نشان داد که عملکرد آموزش های مدارس در نهادینه کردن ارزش های انسانی- اجتماعی، ضعیف و ناکارآمد بوده است. از یک سو، آموزش های مدارس توجهی ناکافی و نامناسب به این ارزش ها داشته اند. از دیگرسو، رویکردی که در آموزش این ارزش ها در پیش گرفته شده است، رویکردی غیرفعال، مکانیک و محافظه کارانه بوده است که به یادگیری ژرفی در دانش-آموزان نمی انجامد. این مساله سبب شده که دانش آموزان تنها در سطح مفهوم با این ارزش ها آشنایی پیدا کنند و گرایشی راستین و پایدار در آن ها برای حرکت و روآوردن به این ارزش ها ایجاد نشود. در نهایت، تنها اهرم های فشار محیط بیرونی برای گذار به گونه گون شدن مدارس است که می تواند بستری برای نهادینه کردن ارزش های انسانی- اجتماعی فراهم کند که خود نیز نیازمند هموار و همتراز شدن ساختار اجتماعی جامعه است.A meta-analysis of research on multicultural education, citizenship education, moral education, political education and religious education in Iran
According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values.
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