تحلیل و تبیین پایه های نظری و نوع جهت گیری نظریه کثرت گرایی شناختی به طراحی برنامه درسی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
باور به کثرت گرایی شناختی قدمتی طولانی دارد و به ارسطو و تمایز او از اشکال دانش برمی گردد؛ ولی این مفهوم با عناوین کثرت معنا و کثرت هوش طی دهه های اخیر وارد حوزه تعلیم و تربیت شده است. ورود این نظریه، نویدبخش نگاهی متفاوت به مسائل و پدیده های تربیتی است؛ ازاین رو، طراحی برنامه درسی نیز مطابق با نوع جهت گیری این نظریه به اهداف و محتوای تربیتی مستلزم نگرشی تازه است. به این منظور، پژوهش حاضر به روش مرور نظام مند مقاله ها و کتاب های مرتبط با کثرت گرایی شناختی، به توصیف و تحلیل مبانی نظری و پیام های کثرت گرایی شناختی برای طراحی برنامه درسی می پردازد. مطابق این مرور، الیوت آیزنر و هوارد گاردنر نمایندگان برجسته کثرت گرایی شناختی هستند که پایه های هنجاری و توصیفی این نظریه را صورت بندی کرده اند. آیزنر معتقد است که فهم به اشکال گوناگونی اکتساب و تجربه می شود و انسان ها از نظام های عملکردی گوناگونی فراتر از گفتمان شفاهی و نوشتاری برای کسب، ذخیره و اصلاح فهم خود بهره می گیرند و ازاین رو، بر اهمیت پرورش همه اشکال گوناگون دانش تأکید می کند. گاردنر نیز با اتکا به نظریه هوش چندگانه معتقد است یادگیری بهینه زمانی محقق می شود و بیانگر میزان بالایی از درک و فهم ازجانب یادگیرنده است تا بتواند دانش خود را به طرق مختلف نشان دهد و در موقعیت های مختلف و متنوع به کار گیرد. درمجموع، با پیروی از آموزه های کثرت گرایی شناختی مبنی بر اهمیت و ضرورت استفاده از شیوه های متعدد تدریس و سنجش می توان به تحقق سواد چندگانه و برقراری عدالت تربیتی امید بست.Analysis and Explanation of the Theoretical Bases and Orientation of the Theory of Cognitive pluralism to Curriculum Design
While cognitive pluralism has a long history and goes back to Aristotle and his distinction of forms of knowledge, this concept has recently entered the field of education under the titles of the plurality of meaning and plurality of intelligence. The introduction of this theory is promising a different look at educational issues and phenomena. Thus, curriculum design in accordance with this theory towards the aim and content of the curriculum requires a novel view. In this regard, the present study describes the theoretical foundations of cognitive pluralism and its messages for curriculum design through a systematic review of the relevant literature. According to this review, Eliot Eisner and Howard Gardner are prominent thinkers of cognitive pluralism, the former formulated the normative and the latter the descriptive foundations of the theory. Eisner believes that meaning is acquired and experienced in various modes, and humans use various functional systems beyond oral and written discourse to acquire, store, and improve their understanding, and therefore emphasizes the importance of cultivating all various forms of literacy. Relying on the theory of multiple intelligences, Gardner also believes that optimal learning is achieved when the learners have a high level of understanding. This is possible when students are able to represent knowledge in different ways and apply their understanding in different situations. In sum, following the teachings of cognitive pluralism, and its focus on using multiple methods of presentation and assessment, it is expected that multiple literacies and educational justice will be partly realized.IntroductionCurriculum theory has been conceptualized and discussed in various ways. According to Eisner (1994), curriculum theories have a normative aspect and can be described as “ideologies”. Eisner categorizes these ideologies into six groups: “religious fundamentalism”, “rational humanism”, “progressivism”, “critical theory”, “reconceptualism”, and “cognitive pluralism”. He argues that each of these ideologies is based on a specific value system and influences decision-making on curriculum issues, both explicitly and implicitly. Each of these ideologies views curricular issues and phenomena in a specific way. In his writings, particularly in Educational Imagination (1994), Eisner provides a detailed account of the position of each ideology regarding the missions, aims, and content of the curriculum. However, cognitive pluralism is not as well-known among curriculum specialists as it should be. One reason for this is the lack of sufficient sources about the position of this theory on the elements and dimensions of the curriculum (Nouri, 2014). This study aims to describe the theoretical foundations underlying cognitive pluralism and clarify its orientation towards different components of the curriculum. It should be noted that curriculum design in this study refers to a process through which the basic components of the curriculum are clarified based on a specific theoretical framework (curriculum design model) (Mehrmohammadi, 2012), and that theoretical framework here is cognitive pluralism. Research methodologyThis study is a systematic review of previous work that have focused on describing and explaining the theoretical foundations and orientation of cognitive pluralism toward curriculum design. Systematic review methods, also known as second-level analysis, are used to answer a research question by summarizing and combining studies that have specifically addressed that question (Booth, 2001; Newman & Gough, 2020). The study population included all the published valid sources about the theory of cognitive pluralism in the curriculum. From this collection, sources related to the research topic were selected using criteria-based sampling. To achieve theoretical saturation, the concepts of important and relevant citations of the selected sources were also identified and analyzed using the snowball sampling method. In doing so, first, the electronic databases such as Eric, and Google Scholar for Latin sources and SID, and Magiran for Persian sources were searched using keywords such as cognitive pluralism and curriculum, plurality of knowledge and curriculum, plurality of intelligence, and the curriculum. Accordingly, the books and research articles published in reputable scientific journals in the field of cognitive pluralism were identified. The results of these studies were synthesized into a set of concepts, and finally, implications and insights arising from them were derived for curriculum design. Therefore, this research's findings result from analyzing sources that have focused on introducing, describing, analyzing, explaining, or criticizing the theory of cognitive pluralism in the curriculum. Research findingsThe purpose of this study was to describe and analyze the theoretical foundations and orientation of cognitive pluralism in curriculum design. The findings of this research are the results of the analysis of related sources in the field of studies focused on the theory of cognitive pluralism in the curriculum. According to this review, Eliot Eisner and Howard Gardner are prominent representatives of cognitive pluralism who formulated this theory's normative and descriptive foundations. Eisner believed that understanding is acquired and experienced in various ways, and humans use various functional systems beyond oral and written discourse to acquire, store, and improve their understanding. Therefore, he emphasizes the importance of cultivating various forms of literacy (Eisner, 1981; 1994; 1995; 1998; 2002). Relying on the theory of multiple intelligences, Gardner believed that optimal learning is achieved when the learner has a high level of understanding to represent their knowledge in different ways and use it in various situations (Gardner, 1994; 1999; 2000; 2004). In general, by following the teachings of cognitive pluralism based on the importance and necessity of using multiple methods of teaching and assessment, we can hope for the realization of multiple literacies and the establishment of educational justice. DiscussionWith the incorporation of cognitive pluralism into the field of curriculum, new possibilities for curriculum design will be opened. First, the concept of “literacy”, which typically refers to the ability to read and write, expands to include the ability to encode or decode information in any form that people use to convey meaning. Therefore, the type of pluralism advocated in the writings of Eisner and Gardner leads to programs that foster multiple forms of literacy. Another potential consequence of applying cognitive pluralism in curriculum design is the promotion of educational justice. Since students have different abilities, developing curricula that fit the abilities of a group may be an advantage for that group, but it is a disadvantage for those whose abilities are not compatible with those curricula. Therefore, by constructing a wider set of curricula that suit different abilities, the courses and opportunities for success in school will increase. A uniform curriculum, content, teaching, and assessment for all students does not establish educational justice and does not promote the development of multiple literacies. In summary, cognitive pluralists, in agreement with Nel Noddings (2004, p. 339), believe that the primary mission of schools is to meet the needs of all students and to define diverse and varied opportunities that are compatible with the interests and abilities of all students in the school curriculum.
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