تبیین و نقد تعلیم و تربیت پساانسان گرایانه؛ جهان درهم تنیده و عاملیت چندگانه (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف این مقاله بررسی و نقد تعلیم و تربیت پساانسان گرایانه است. پساانسان گرایی، رویکردی در نقد و ارزیابی انسان گرایی یا اومانیسم می باشد. در این دیدگاه بر نقش عاملی اشیا و فناوری ها و حیوانات تأکید زیادی شده است. پساانساگرایان بر این باورندکه انسان، لزوماً اشرف مخلوقات نیست و مرکززدایی از انسان در جهان، منتج به ایجاد جهانی بهتر خواهد شد. در این پژوهش، ابتدا با استفاده از روش تحلیلی و تبیینی، دیدگاه پساانسان گرایی تحلیل و تبیین شده، سپس تعلیم و تربیت به روش پساانسان گرایانه مورد بررسی قرار گرفته و در نهایت به نقد دیدگاه های پساانسان گرایی به ویژه در تعلیم و تربیت پرداحته شده است. این پژوهش پیشنهاد می کند که بهتر است نقش ناخودآگاه انسان نیز به عنوان یک عامل در پساانسان گرایی مورد توجه باشد. پساانسان گرایی نگاه غیر ابزاری به طبیعت دارد و انسان و طبیعت را با هم می نگرد، ولی این دیدگاه، انسان را مانند و هم سطح دیگر حیوانات تلقی می کند و در تعلیم و تربیت نیز نقش معلم را هم سطح عوامل دیگر در یادگیری لحاظ می کند و متفکران این رویکرد بر این باورند که می توان از حیوانات هم چیزهای زیادی آموخت.Explaning and reviewing of posthuman education; entangled world with multiple agents
The purpose of the current paper is to review and criticize posthumanist education. Posthumanism is an approach in the criticizing and evaluation of humanism which holds that humans are not the only active factor and that we need to consider the role of objects, technologies, animals, and generally non-humans as well. Posthumanism believes that man is not necessarily the master of creatures. It believes that the decentralization of human beings will lead to a better world. This study first uses an analytical and explanatory method to analyze and explain the posthumanist perspective; then, it examines post-humanist education; and finally, it reviews criticisms of post-humanist views, especially in education. The present study suggests that the role of the human subconscious should also be considered as a factor in posthumanism. Posthumanist thought has a non-instrumental view of nature and views man and nature as a whole; it treats humans as equal to animals, and with respect to education, posthumanism equates the teacher’s role with that of various other factors involved in learning. Posthumanist thinkers believe that humans can learn a lot from animals. Introduction Humanism envisions man as a unique being and takes the world and all other beings at the service of man. In recent years, scholars have presented theories that try to question human exceptionalism and the dualities of humanism. They hold that other beings and even objects have agency and should be distinguished for the role they play in our ‘being a human’ and our evolution. Stiegler (1998), for instance, believed that humans have become ‘humans’ through technology and have evolved with it. He also stated that there is human on one side and technology on the other side, but these two evolve and progress together. Other scholars, including Don Ihde (1978; 1990) with his theory of post-phenomenology, Bruno Latour (2007) with his Actor-Network theory, and Peter Verbeek (2011) with his theory of moralizing technology with multiple agencies and the role of material objects and technologies, have insisted on reducing the exclusivity of human agency. Today, the emphasis on multiple agencies, the criticism of binary oppositions, and in general the criticism of the basic assumptions of humanism, are recognized as the posthumanism movement, which is especially associated and introduced with the works of Hayles (1999), Harvey (2008), and Braidotti (2013). These works emphasize the decentralization of humans and the entanglement of humans with non-humans (objects and other beings). From the perspective of posthumanism, human agency is influenced by various factors, and as a result, human beings are created through the mingling of multiple factors. Posthumanism has also received attention in the field of education, and some scholars have offered views on the concept of posthumanist education, including Snaza and Weaver (2015), Herbertcher (2018a), Herbertcher (2018b), Hasse (2020), and Kouppanou (2022). Methodology Analytical and explanatory methods are first used in this study to describe and explain the perspective of posthumanism and analyze the relevant concepts. Then, the analysis of posthumanist education and the criticism of posthumanist views are discussed. Internal criticism is a method of philosophical research that examines the validity of themes and materials (Pakatchi, 2015). This method can also be defined as a philosophical investigation of values that are considered goals and ideals in education and forms part of educational research. This category of educational research is carried out using rational and logical methodologies (Bagheri, Khosravi, 1386: 71). In the words of Haggerson, we will engage in critical philosophical exploration, whose most important goals include disambiguation, understanding and clarification, providing alternative options, going beyond, strategizing towards rationality and improving educational practices (Haggerson, translated by Paks
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