علم تحول انسان از منظر فرانظریه (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
علم تحول انسان محدود به بیان فرضیه، نظریه پردازی و بررسی تجربی نیست، بلکه فرانظریه های این علم تفسیر نتایج و کاربردهای تربیتی را نیز تحت تأثیر قرار می دهند. هدف این مقاله بررسی علم تحول انسان در پرتو فرانظریه های این علم بود. تناسب بین فرانظریه ها و نظریه ها )که مبنای سیاست گذاری های تعلیم و تربیت و کاربردهای آموزشی هستند(، از ضروریات تحول بهینه انسان است. از این رو در این مقاله با استفاده از روش توصیفی تحلیلی، انواع فرانظریه های علم تحول انسان شامل فرانظریه دو نیمه سازی دکارتی و فرانظریه فرایندی رابطه ای مورد واکاوی قرار گرفته است. فرانظریه دونیمه سازی دکارتی، جهان هستی را در قالب قطب های دوگانه جمع پذیر ترسیم می کند، در حالی که فرانظریه فرایند_ رابطه ای، جهان هستی را به عنوان سیستمی از روابط متقابل کل و جزء، پویا و در حال تغییر ترسیم می کند. در این فرانظریه قطب ها در یکدیگر رسوخ کرده و هر قطب در عین حال که دیگری را تعریف می کند، خود نیز به وسیله دیگری تعریف می شود. همچنین، کل یک سیستم سازمان یافته از بخش هاست، به نحوی که هربخش به وسیله ارتباطش با دیگر بخش ها و با کل تعریف می شود. بنابراین، کل بزرگتر از جمع بخش هایش نیست، بلکه از آن متفاوت است. ناکامی فرانظریه دونیمه سازی دکارتی در تشریح پیشرفت های جدید در علم تحول انسان، نفوذ 300 ساله این فرانظریه را کاهش داده و فرانظریه فرایندی رابطه ای در حال جایگزینی با آن است.Human Developmental Science in the Perspective of Metatheory
Human developmental science is not limited to expressing hypotheses, theorizing and empretical investigation. Metatheories of this science, also, affect result interpretation, and educational applications. The study aimed to examine human developmental science in the light of its existing metatheories. Proportion between metatheories and theories which is the basis for educational policies and instructional applications is one of the requirements for optimal human development. Thus, we used descriptive-analytical method to explain different kinds of human developmental metatheories including split metatheory and process-relational metatheory. Split metatheory depicts the world as aggregates of dichotomous polarities, but process-relational metatheory depicts the world as systems of dynamic, changing and reciprocal part-whole relations. In process-relational metatheory, polarities interpenetrate each other and each pole defines and is defined by the other. Moreover, within this metatheory, the whole is an organized system of parts; each part is defined by its relations to other parts and to the whole. Thus, the whole is not greater than the sum of its parts, but it is different from them. New advancements in developmental science reduced the 300-year-old influence of this metatheory through Cartesian split anomalies, and replaced it with process-relational metatheory. The scope of human development has gone beyond developmental psychology and has changed into developmental science. Human developmental science seeks to describe, explain, and optimize (Lerner and Lerner, 2019; Lerner et al., 2013) intraindividual changes and interpersonal differences throughout life span (Lerner and Kallina, 2013) to understand and explain the developmental processes and adaptive changes (Overton, 2018; Lerner, 2012). Contemporary developmental scientists place human development on individuals’ bidirectional relations with their context (Lerner et al., 2018). Developmental science focuses on the study of regular and continuous changes in these relations and on the integration and differentiation of the multiple characteristics of individuals at multiple levels (Brunfenbrunner and Morris, 2006; Overton, 2013). To help avoid conceptual ambiguities and adopt inappropriate methods (Overton, 2015), scientific discourse has been used in developmental research. Worldviews are fundamental metatheories that guide the study of human development and influence the interpretations of these studies. Metatheories the foundation of developmental science ground, constrain, and sustain theoretical and observational levels of concepts (Overton, 2014a). Given the importance of human development, it should be asked what its metatheories and their features are. Methodology This study used descriptive-analytical method to inspect into the sources for the metatheories of human development. This method first examines the essence of the phenomenon, and compiles its features. The researcher should then go beyond this information, and investigate their whyness, howness and comparison. In fact, in this method, the researcher achieves a deep understanding of a phenomenon (Sebunje, 2021; Lob et al., 2017). We collected the documents and sources related to metatheories of human development. Then we extracted the definitions and described the characteristics of metatheories, and compared and analyzed their ontological, epistemological and anthropological bases Results Human developmental science has two metatheories: the Cartesian split and process-relational metatheories. In Cartesian worldview, the basic phenomena of the world are divided into dual independent elements or “either/or” propositions. Its principles are splitting, foundationalism, atomism, and the linear association. In process-relational metatheory, the world is a dynamic and changing system of relations of whole and parts, which occurs through mutually regulative relations between the organism and its context of
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