اندیشیدن کودک به مثابۀ مساله ای فلسفی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
ذهن و اندیشیدن کودک و شیوه کارکرد آن مورد مطالعه علوم متفاوت، به ویژه روان شناسی کودک بوده است. فلسفه نیز به این موضوعات توجه دارد. اما توجه فلسفه به اندیشیدن کودک متمرکز بر این مساله نیست که کودک به چه مسائل فلسفی می اندیشد. توجه فیلسوفان بر اندیشه کودک تابع پاسخ به مسائل فلسفی است، مثل مساله چگونگی حصول معرفت، مساله نسبت معرفت با زبان و فرهنگ، و مساله امکان معرفت پیش از یادگیری زبان مادری. در پاسخ به چگونگی امکان معرفت، فیلسوفان و معرفت شناسان به ماهیت سوژه (صاحب تجربه) توجه کردند و در سنت تجربه گرایی جریانی شکل گرفت که در جوهر بودن ذهن فردی تردید ایجاد کرد و به تبع آن، زبان را به مثابه هویت سوبژکتیو جمعی در فرایند معرفت معرفی کرد. در نتیجه، این جریان فلسفی کودک را پیش از ورود به قلمرو زبان مادری، فاقد معرفت و اندیشه دانست. در این مقاله فرایند تاریخی مذکور را از فیلسوفان کلاسیک مدرن تا کواین و ویتگنشتاین دنبال می کنیم، و مسایل مذکور را بررسی خواهیم کرد. روش این پژوهش کتابخانه ای و مبتنی بر متون فلسفی و تحلیل آنها است و آشکار خواهد شد که تامل در باب اندیشه کودک چگونه می تواند به پاسخ به برخی مسائل فلسفی بیانجامد.Children's thinking as a philosophical question
The study of the mind and thinking of children and her mind's functioning methods has been the subject of various sciences, especially Psychology of children. Philosophy also pays attention to these topics. In response to the question of how knowledge is possible, philosophers and epistemologists focused on the nature of the subject (the owner of experience) and in the tradition of empiricism, some philosophers doubted the essence of the individual mind and, as a result, language was presented as a collective subject in the process of knowledge. So this philosophical stream considered children as devoid of knowledge and thought before entering the realm of their first language. In this article, we trace this historical process from classical modern philosophers to Quine and Wittgenstein, and we will explore the mentioned issues. The method is library-based and relies on philosophical texts and their analysis. it will be revealed how contemplation on the child's thoughts can lead to answers to some philosophical issues. Keywords: Mind, thought, language, culture, children, philosophy 1- Introduction Can the mind and thinking of children be posed as a philosophical issue? If yes, how do philosophers pay attention to this issue? Mind, thought, knowledge, and language are all issues related to the question of human nature and abilities. But how can a philosopher gain awareness of human nature and his cognitive and intellectual abilities? Attention to human behavior, to understand his nature and abilities, is not enough because it does not reveal the priority and posteriority between the mentioned philosophical topics. Therefore, the person is not equipped with language, knowledge, rational principles, and - probably - thought is important to the philosopher. If one intends to answer the issue of "Does a person have knowledge of reality without learning anything from other humans and society?" by paying attention to human behaviors, the best option is to pay attention to behaviors of persons who have not yet practically entered human society, and the first available example of such a person is a child. Therefore, the children, their behaviors, their natural, cognitive, and intellectual abilities, and especially their minds are philosophically important. 2- Materials & Methods There are traditionally two important philosophical issues about children's minds. The first question is, "Before the children's empirical encounter with reality, do their minds contain principles that are true about reality?" The second question is "Inherently and without being taught anything by their parents and society, do children possess thoughts and knowledge?" In this article, we will explore these issues. Its method is library-based and focuses on the works of modern and contemporary philosophers, including empiricists and analytical ones. For rationalists, the children's minds, either actually or potentially, have a set of knowledge termed rational principles. In contrast, for empiricists, children's minds at birth are like blank tablets in which there is no knowledge, idea, or concept. Rationalists defend their idea by emphasizing the kind of knowledge that seem to be true in any empirical situation and it is impossible or difficult to imagine that an experience refutes them. For example, consider the equation two plus three equals five. Explaining such knowledge is problematic for empiricists. On the one hand, these knowledges seem necessary, on the other hand, as Hume correctly pointed out, necessity does not result from experience. Therefore, an empiricist faces a dilemma in explaining the knowledge that seems necessary, either he must deny the necessity of this knowledge, or he must accept that this knowledge is not empirical. A third solution proposed by some empiricists (such as John Stuart Mill and Quine) is to explain the necessity of this knowledge empirically. 3- Discussion& result Regardless of the way of acquiring knowledge, how does a p
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