واکاوی رویکردها به فلسفه کودک به منظور شناسایی فلسفه کودکی در اسناد بالادستی آموزش و پرورش ایران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
در این پژوهش، در راستای شناسایی فلسفه کودکی در اسناد بالادستی آموزش و پرورش ایران، گفتمان های غالب در دو حوزه خطی و غیرخطی مورد بررسی قرار گرفت. از این رو برای تحلیل نوع نگاه به کودک و نیز تأمین هدف مطالعه، ابتدا با استفاده از روش تحلیل اسناد معتبر و روش بردی، تمامی نگرش ها از گذشته تا کنون در قالب پارادایم های سنتی و مدرنیستی در طیف های متنوع تاریخی، دینی، فلسفی و جامعه شناختی توصیف شد. در ادامه، گزاره های توصیف کننده با یکدیگر مقایسه شدند و در خصوص همجواری یا عدم همجواری، شباهت ها و تفاوت ها مورد بررسی قرار گرفت. در پایان؛ بخش مقایسه همزمان رویکردها، مهم ترین عامل در ابهام مفهوم پردازی فلسفه کودکی، نبودِ تعریفی مشخص از آن و بی توجهی به هستی شناسی، ارزش شناسی و معرفت شناسی کودکی در اسناد بالادستی شناخته شد. دستاورد این بررسی نشان دهنده تناقضاتی در مورد نسبت رویکرد فطرت گرایی توحیدی اسناد بالادستی با رویکردهای سنتی و پست مدرنیستی گردیده است که راهکار برون رفت از آن را می توان از یک سو به فاصله گرفتن از رویکردهای خطی و از سوی دیگر به لزوم اشاره بر وجود تفاوت های آن با رویکردهای غیرخطی معطوف کرد. رابطه میانه ای که هم بر وجود تعامل میان کودک با دنیای پیرامون او و هم بر وجود ناهمترازی میان جایگاه او با بزرگسالان اشاره دارد که می توان با استفاده از رویکردهای بیناپارادایمی و رویکرد غیرخطی پیوسته کودکان را شرکایی در فرایند پژوهش و دانش تلقی نمود.Exploring approaches to the philosophy of childhood to identify it in upstream educational documents in Iran
To identify the philosophy of childhood in upstream educational documents in Iran, the predominant linear and non-linear discourses were examined. All the views from the past to the present were described within traditional and modernist paradigms. Descriptive statements were then compared. The simultaneous comparison of the approaches revealed the most important factor in the conceptualization of the philosophy of childhood to be the absence of a clear definition in upstream documents. This issue has led to contradictions about the compatibility of the monotheistic innatist approach in these documents to traditional and postmodernist approaches. This problem can be resolved by moving away from linear approaches and highlighting the differences between these and non-linear approaches. Introduction In 2018, the philosophy of childhood was officially recognized as a research area similar to other “philosophy of” disciplines (Standford Encyclopedia of Philosophy, 2018). Gareth Matthews first promoted the recognition of children as human peers (Matthews, 2016). Tesar (2016) regards the philosophy of childhood as a form of knowledge philosophically examining subjects pertaining to children and childhood (Tesar, 2016: 19). According to Hunter (2020), we have taken the wrong step towards explaining childhood agency, and this is why we do not have an accurate understanding of childhood. The absence of a precise conceptualization of the philosophy of childhood may have muddled its understanding. By examining the approach in upstream documents, the views towards the philosophy of childhood in the Iranian education system can be identified. In the current evolving world, many theoretical concepts, approaches, and methods in education have been transformed, and rules and regulations must be updated, as well (Adham, 2017; Collection of Approvals of the Supreme Council of Education, 2016:10). The present study aimed to explore the view towards the philosophy of childhood in upstream educational documents in Iran. The goal was to examine the current view towards the philosophy of childhood in Iran and see how it can be transformed based on ontology, epistemology, and axiology. Method To identify the approaches towards the philosophy of childhood, we first reviewed all the theoretical studies in traditional and modernist paradigms. Then, to identify the approach in the Iranian education system, we examined the upstream documents and compared them with the data of the previous step. As we dealt with the data of different approaches to childhood and the approach in upstream documents, the concepts and statements were examined via comparative analysis, and the inferred concepts were compared based on Bereday’s model. The problem was described in relation to the philosophy of childhood; in the simultaneous comparison, the factor with the greatest effect on this problem was identified (Madandar Arani, 2019: 101-102). Results The ontology, epistemology, and axiology of childhood were examined to identify the dominant view in upstream documents. The general approach in all the examined upstream documents was monotheistic innatism, based on which children are entrusted by God and have inherent dignity (National curriculum, 2012: 12). In the Fundamental Evolution in Education document, the process of education is innate, excellence-seeking, gradual, integrated, and compatible with the standard Islamic system (Fundamental Evolution in Education document: 2011: 32). In this sense, a child is a potential adult, but the nature of this movement is not linear and uniform. The optimal monotheistic innatist approach in the upstream documents is, therefore, not a linear one. But can this interpretation be equated with non-linear approaches of modernist and postmodernist paradigms? Modernist and postmodernist views officially recognize children's absolute ipseity and resistance to the demands of the adult society, but in the religious interpretation, the basic
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