فناوری های نوین: متافیزیک جدید دانش و پداگوژی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
یکی از پیامدهای مهم فناوری های نوین، تغییر در ماهیت و معنای دانش و ایجاد متافیزیک جدید برای دانش است به گونه ای که ماهیت و معنای جدیدی از دانش پدیدار می شود که این تغییروتحول به نوبه خود استراتژی ها و روش های یاددهی و یادگیری (پداگوژی) را تحت تأثیر قرار می دهد. هدف این مقاله بررسی چندوچون اثرگذاری فناوری های نوین بر ماهیت و معنای دانش از یک سو و تبیین ویژگی ها و مؤلفه های پداگوژی همسو با فناوری های نوین و همچنین بررسی انواع پداگوژی متأثر از متافیزیک نوین دانش و دلالت های آن برای یاددهنده و یادگیرنده در فرایند تدریس از سویی دیگر است. روش مورد استفاده در ابتدا مفهوم پردازی و سپس نومفهوم پردازی است. یافته ها حاکی از آن است که فناوری نوین دارای سه قابلیت: 1. تولید فولدهای افقی و درنتیجه تغییر در روابط دانش 2. تولید فضای ابرمتنی و فضای بینامتنی و درنتیجه تغییر در سبک دانش 3. ایجاد قابلیت نقشه گذاری و سپس تغییر در خروجی دانش است. تغییر ماهیت پداگوژی به تناسب تغییر در روابط، سبک و خروجی دانش، امری بدیهی است. همچنین گذار از مقولات هستی شناختی به معرفت شناسی و سپس از معرفت شناسی به پدیدارشناسی و درنهایت از مقوله پدیدارشناختی به روش شناسی از نتایج این مقاله است.New Technologies, Evolving Metaphysics of Knowledge, and Pedagogical Implications
One of the important consequences of new technologies is the change in the nature and meaning of knowledge, the creation of a new metaphysics for knowledge in such a way that a new nature and meaning of knowledge emerges, and this change and transformation, affects the teaching and learning methods and strategies (pedagogy). The purpose of this article is to examine how new technologies affect the nature and meaning of knowledge on the one hand (creating a new metaphysics for knowledge) and then to explain the characteristics and components of pedagogy in line with new technologies and also to examine the types of pedagogy that will be from the new metaphysics of knowledge and its implications for the teacher and the learner in the teaching process. The method used is first conceptualization and then reconceptualization and also philosophical deduction. The findings indicate that technology has three capabilities: 1. Production of horizontal folds and as a result changes in knowledge relations 2. Production of hyper textual space and intertextual space and as a result change in the style of knowledge 3. Creating mapping capability and then changing the product of knowledge. Changing the nature of pedagogy in proportion to the changes in relationships, style and product of knowledge is obvious, and finally, the transition from ontological categories to epistemology and then from epistemology to phenomenology and finally from phenomenological category to methodology is the result of this article.Key words: new technologies, metaphysics of knowledge, pedagogy, teaching methods. Synopsis:In pedagogical processes, teaching methods are a function of the teacher's perception of the nature and meaning of knowledge, and any change in the nature and meaning of knowledge will lead to changes in teaching and learning methods (pedagogy). One of the important consequences of new technologies is the change in the nature and meaning of knowledge and the creation of a new metaphysics for knowledge in such a way that a new nature and meaning of knowledge emerges, which in turn changes the strategies and methods of teaching and learning (pedagogy).Modern technologies, today, by producing three capabilities, such as creating horizontal folds, intertextual space and mapping, affect relations, style and product of knowledge, and in other words, they create a new metaphysical knowledge. New and advanced educational technologies such as distance learning, electronic learning, mobile learning and online courses, etc., are very important for the achievement of learning. Mechanical and linear models of curricula are no longer used and networks and dynamic and changing curricula have become popular.Formation, strengthening and expansion of knowledge folds are one of the functions of modern technologies today. By rejecting the hierarchy and emphasizing the intertwined approach to the folding philosophy, we must accept that according to the folding philosophy there is no priority in the world and no thought is preferable to another thought. Based on this, talking about the desired curriculum, effective teaching-learning method, complete content, expert teacher, etc. will not have a place. Depending on the number of students, the learning method may be different, each student can play the role of a teacher, and the curriculum will be dynamic and variable. In education based on hierarchy, the teacher may be considered a source of authority, merit and competence, while with the presence of technology, the teacher loses his authority and centrality in a significant way and the student finds a special position, and what Marginalized and neglected, it will be noticed and the learner based pedagogy will be rule. In the classroom, not only the teacher's voice or educational texts can be heard, but the students have to speak and express their opinions one by one.In technological pedagogy, there is no predefined curriculum; Curriculum is currently constructed through negotiation with participants and those involved in the learning process.Technology in pedagogy has changed the interaction of students with teachers, processes, methods and learning experiences. The personal learning network is an example of these strategies, which consists of students who use multiple electronic devices, such as mobile phones, computers and their special applications in this network or with other personal networks. They are interacting and exchanging information on the Internet and sharing the experiences they get in a plural space and through various methods of speech, social activities, and communication with friends and teachers. Each of these multiple and divergent sources create new experiences and opportunities for personal learning networks. Based on this, human interactions are a social network of relationships in various situations and contexts, and thus a set of new concepts and meanings will be created as a means to reevaluate the experience, which results it is building one's mentality in action. This creative process is considered a valuable teaching. The Internet as a combination of different elements (text, sound, images) and free communication between the mentioned elements or as a rhizmatic and intertextual space breaks the traditional discipline between texts and strengthens the field of growth of critical ideas. The rhizomatic technological space with emphasis on horizontal plurality and horizontal connection and differences and negation of hierarchy, centralization and creative environment is a space that is achieved with the presence of technology. With horizontal communication, the cooperation space is created as a result of increasing communication, and teamwork replaces hierarchical ranking, and more creative ideas are proposed and investigated. All students and teachers have the opportunity to participate in teaching and learning processes.Conclusion:According to the topics related to the impact of new technologies on the creation of new metaphysics of knowledge, we can draw a different picture of pedagogy based on new metaphysics of knowledge. In this connection, three types of pedagogy can be mentioned as follows:A: Pedagogy of perceptB: Pedagogy of conceptC: Pedagogy of methodTherefore, the purpose of this article is to investigate the effect of modern technologies on the nature and meaning of knowledge on the one hand (creating a new metaphysics for knowledge) and then to explain the characteristics and components of pedagogy in line with modern technologies and also to examine the types of pedagogy. It will be affected by the new metaphysics of knowledge and its implications for the teacher and the learner in the teaching process. The method used in compiling the article is conceptualization, reconceptualization and finally deduction of educational implications. The findings indicate that technology has three capabilities: production of horizontal folds and consequently changes in knowledge relations. Production of hyper textual space and intertextual space and consequently change in the style of knowledge. Creating mapping capability and then changing the output or product of knowledge. Changing the nature of pedagogy in proportion to the changes in relationships, style and product of knowledge is obvious, and finally, the transition from ontological categories to epistemology, then from epistemology to phenomenology, and finally from phenomenological category to methodology is the result of the impact of Technology on nature and meaning of knowledge and pedagogy.
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