علوم تربیتی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

انسان دانشگاهی و بردگی اکادمیک

نوع مقاله : علمی- پژوهشی

نویسنده

استادیار دانشگاه پیام نور، تهران، ایران

چکیده

برده‌داری در معنی عام به معنای آن است که فرد یا گروهی از انسان‌ها، مایملک فرد، افراد یا گروه‌هایی از انسان‌ها قرار می‌گیرند. بیش از یک قرن است که جهان با این شقّ از مالکیت به مبارزه برخاسته است؛ این نوشتار در صدد است با بازشناسی عمیق‌تر مفهوم بردگی و برده‌داری نشان دهد که نه‌تنها این شکل از مالکیت پایان نیافته؛ بلکه در اشکال پیچیده‌تر پا به عرصه‌ی حیات نهاده و تمرکز مقاله، بیشتر بر حضور برده‌داری در اشکال فرهنگی و آکادمیک آن خصوصاً در آموزش عالی است. از این منظر، در این نوشتار روند تکامل و شکل‌گرفتن تدریجی، شمول، مصادیق و تغییرات صورت‌گرفته در بردگی را با رویکردی تحلیلی – انتقادی مورد بررسی قرار داده و تلاش خواهیم نمود تا فهم مناسبی از معنای برده‌داری در دوره معاصر ارائه شود و بردگی آکادمیک به‌عنوان شقّ متفاوت و نوینی از بردگی معرفی و مورد واکاوی قرار گیرد. نتایج حاصل از این نوشتار نشان می‌دهد، در دنیای امروز دیگر برای تحقق برده‌داری نیازی به احراز رابطه حقوقی -مالکیت نیست؛ بلکه کافی است تا با ابزار فرهنگی شکلی پیچیده‌تر و مستورتر و البته عمیق‌تر از آن را بازتولید کنیم.

کلیدواژه‌ها

عنوان مقاله [English]

Academic Human and Academic Slavery

نویسنده [English]

  • shaghayegh nikneshan

Assistant Professor Payam Noor University, Tehran, Iran.

چکیده [English]

Introduction
According to deconstructive genealogical hypotheses, the transformation of concepts is not only the result of development of science in the fields of knowledge such as psychology and social science, but also indicates that such a development is the result of historical and common events occurring in the course of transformation. On the basis of this presupposition, the main aim of this study is to explain events, developments and processes that form the concept of elite student and deconstruct the concept in order to explain the marginalized possibilities in students’ life in educational system in the contemporary period in Iran.
 
Method
The method in this research is genealogy. In genealogy, the objective is to discern how a problem or a fact came about in history.
 
Results
It is concluded that the background factors and power relations play a role in the evolution of the concepts in both Shahab and Sampad plans. and the most important discursive formations in this period of time are Shahab and Sampad plans in the contemporary Iran.
 
Discussion
The first impression that the analysis of genealogy of an elite student gives us is the macro layers that fill the gaps between two formations. The most important factor is the deconstruction of “intelligence” and addition of the sociological concepts to elite students’ training. To this effect a diversity can be noted in social arenas and different dimensions of giftedness in its current formation i.e. Shahab plan. Although more important matter in accordance to genealogy is the analysis of genealogy-based matters on non-discursive factors, which indicates that the revolution is not only not the result of development of science in fields of knowledge such as psychology and social science, but it also indicates that such an improvement is the result of historical and common events which have occurred in the middle of the path of improvement. Some significant and obvious events which can be mentioned here are brain drain, economic crisis in Iran, change of economic concepts, the inappropriate population density of special instructions for elite students and the reduction of the population of students.
 

کلیدواژه‌ها [English]

  • Academic Slavery
  • Mass society
  • Social alienation
  • Liberation pedagogy
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علوم تربیتی
دوره 30، شماره 1
خرداد 1402
صفحه 169-188
فایل ها
هم رسانی
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