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

طراحی مدل زیباشناسانه تربیت مبتنی بر دیدگاه ریچارد رورتی و نقد آن بر اساس سند تحول بنیادین آموزش‌وپرورش

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه علوم تربیتی، رشته فلسفه تعلیم و تربیت، دانشگاه پیام نور، تهران، ایران.

2 استاد گروه علوم تربیتی،رشته فلسفه تعلیم و تربیت،دانشگاه پیام نور، تهران، ایران

3 دانشیار گروه علوم تربیتی، رشته مدیریت آموزشی، دانشگاه پیام نور، تهران، ایران.

10.22055/edus.2025.48145.3667

چکیده

از دیرباز اصول تربیتی و اخلاق از یک سو و زیباشناسی از سوی دیگر در مباحث فلسفه اهمیت خاصی داشته‎اند. از آن جایی که فیلسوفان در مورد میزان سنجش و چگونگی ارتباط میان آن‎ها با یکدیگر اختلاف دارند، بررسی در این زمینه ضروری به نظر می‎رسد. هدف از این پژوهش، طراحی مدل زیباشناسانه تربیت مبتنی بر دیدگاه ریچارد رورتی و نقد آن بر اساس سند تحول بنیادین آموزش و پرورش (در مقطع متوسطه دوره دوم) بوده است. این تحقیق از لحاظ هدف، کاربردی و از لحاظ روش کیفی است و با استفاده از روش فراترکیب هفت‌مرحله‌ای مدل ساندلوسکی و براسو انجام شده است. برای اعتبارسنجی از روش دلفی استفاده شد. جامعه آماری پژوهش تمامی خبرگان و اساتید در زمینه تعلیم و تربیت بودند و آنان به روش هدفمند انتخاب شدند. ابزار پژوهش پرسشنامه دلفی بود. برای این منظور پرسش‌نامه محقق ساخته با طیف لیکرت تهیه شد و در اختیار 10 نفر از اساتید و خبرگان حوزه تعلیم‌وتربیت در دو مرحله قرار گرفت و ضریب هماهنگی کندال آن بررسی شد. نتایج نهایی پژوهش‎ها نشان داد در مطالعه حاضر 6 مقوله، دیدگاه‎های تربیتی رورتی را به سند تحول نزدیک می‎کند؛ مقوله‎ها به ترتیب اهمیت، شامل تساهل، تسامح و هم‌زیستی مسالمت‎آمیز؛ نشاط و امید؛ احساس و تخیل؛ نقادی ظلم و احقاق حقوق انسان‎ها؛ خودآفرینی و آفرینش مجدد؛ و فرهنگ اخلاق‎مدار می‎شود. به‎کارگیری مقولات فوق می‎تواند نقش سازنده‎ای در سیستم آموزشی ایران داشته باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Designing the Aesthetic Model of Education Based on Richard Rorty’s view and Criticizing It Based on the Fundamental Reform Document of Education

نویسندگان [English]

  • Marzieh Farzollahi Zanjani 1
  • Mohammad Reza Sarmadi 2
  • Bahareh Azizinejad 3

1 PhD student, Department of Educational Sciences, Philosophy of Education, Payame Noor University, Tehran, Iran.

2 Full Professor, Department of Educational Sciences, Philosophy of Education, Payame Noor University, Tehran, Iran.

3 Associate Professor, Department of Educational Sciences, Educational Adminstration, Payame Noor University, Iran

چکیده [English]

Introduction
Since long ago, the principles of education and ethics on the one hand, and aesthetics on the other, have held special importance in philosophical discussions. Because philosophers disagree about the extent of their influence and how these domains relate to each other, it seems necessary to explore this area further. This research aims to explain educational issues, aesthetic components, and how to connect these two fields from Richard Rorty's perspective. It also critically evaluates his view based on the FRDE (in the second period of high school). Finally, it proposes a model derived from the findings.
 
Method
The research is practical in terms of purpose and qualitative in terms of method. In this article, using the Meta-Synthesis method (Sandelowski & Barroso’s model), qualitative findings related to the topic were reviewed and analyzed. The Delphi method was used to determine the level of consensus among experts. The statistical population of the research was all experts and professors in the field of education, based on purposive sampling. For this purpose, a researcher-made questionnaire with a Likert scale was prepared and given to 10 professors and experts in the field of education in two stages. It’s Kendall’s coefficient of concordance was checked.
Results
Results showed that in the current study, based on selective coding, 6 codes bring Rorty's educational views closer to the FRDE. The codes, in order of importance, include tolerance, leniency and peaceful coexistence; vitality and hope; emotion and imagination; criticism of oppression, and human rights; self-creation and recreation; and ethical culture.
 
Discussion
Therefore, according to the research, Richard Rorty’s views about education and the aesthetic aspects of that are different from the FRDE’s views. Although their perspectives are basically far from each other, some categories have brought them closer and similar together. These 6 categories show how far they can be used in the educational system of Iran.

کلیدواژه‌ها [English]

  • aesthetic
  • education
  • Fundamental Reform Document of Education (FRDE)
  • philosophy
  • Richard Rorty
مراجع
Ahmadabadi, N., Ahmadi Hedayat, H., & Rahnama, A. (2018). Analysis of the foundations of ethics and moral education in the perspective of Richard Rorty and its critique from the perspective of Allameh Tabatabai, New Thoughts on Education, 13(4), 145-170. https://doi.org/10.22051/jontoe.2018.11215.1405 [Persian]
Akrami, M., & Mahmoodi, M. (2010). Richard Rorty: From Anti-metaphysical Neo-Pragmatism to Rejection of Philosophy, Metaphysics, 1(3 & 4), 43-64. [Persian]
Ansari, M., Bakhtiar Nasrabadi, H., Liaghatdar, M., & Bagheri, Kh. (2014). Analyzing the theory of aesthetic experience of John Dewey, Research in Curriculum Planning, 11(14), 51-62. [Persian]
Asghari, M. (2007). Richard Rorty on Traditional Philosophy, Journal of Philosophical Investigations, 50(202), 113-142. [Persian]
Asghari, M. (2011). Moral Message of Richard Rorty's Philosophy, Basic Western Studies, Institute for Humanities and Cultural Studies, 1(2), 1-14. [Persian]
Asghari, M. (2015). Has Richard Rorty a moral philosophy? Journal of Philosophical Investigations at University of Tabriz, 9(17), 53-74.
Bagheri, Kh. (2005). Phases and Principles of education in Richard Rorty's point of view, Journal of Psychology & Education, 35(1), 1-27. [Persian]
Bagheri, Kh., & Khoshkhuei, M. (2002). Man from the point of view of new pragmatism (Richard Rorty), Scientific-Research Quarterly of Human Sciences of Al-Zahra University, 12(42), 15-33. [Persian]
Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran. (2011). Secretariat of Supreme Council of the Cultural Revolution. [Persian]
Ghasemi, N; & Dehghani, M. (2024). Towards Reflective Teaching: Meta-Synthesis of Reflection in Teaching-Learning Process, Journal of Educational Sciences (JEDUS), 31(1), 123-146. DOI:10.22055/edus.2024.45972.3562 [Persian]
Golmohammadi, S., & Mostafavi, Sh. (2020). Aesthetic Epistemology from the Perspective of Pragmatism as Opposed to Analytic Aesthetics, Biannual Academic Journal The Epistemological Research, 9(19), 157-175. [Persian]
Grippe, E. (2013). Richard Rorty Case: Richard Rorty Life and Works, (Amiri, M. translator), Ketab. Mah. Falsafeh, (67), 83-90. [Persian]
Heshmatifar, L; Liaghatdar, M. J; & Abedi, A. (2022). Designing Strategies and Challenges of Entrepreneurship Education Model in the Junior High School in Iran with a Synthesis, Journal of Educational Sciences (JEDUS), 29(2) 63-84. DOI: 10.22055/edus.2021.34515.3088 [Persian]
Koopman, C. (2007). Rorty’s Moral Philosophy for Liberal Democratic Culture, Contemporary Pragmatist, 4(2), 45-67. DOI:10.1163/18758185-90000071
Kremer, A. (2020). Pragmatists on the Everyday Aesthetic Experience, The Slovak Journal of aesthetic, 9(2), 66-74. https://doi.org/10.5281/zenodo.6211145
Laypodlt, G. )2008(. Uses of Metaphor: Richard Rorty's Literary Criticism and the Poetics of World-Making, New Literary History, Remembering Richard Rorty, The John Hopkins University Press, 39(1), 145-163. DOI: 10.1353/nlh.0.0010
Mohseni, H. (2017). The Relationship Between Ethics and Politics in the Political Thought Richard Rorty. Master’s thesis of Political Science, Department of Law and Political Science, Shiraz University. [Persian]
Najarian, P., Pakseresht, M.J., & Safaei, M. (2002). Postmodernism Themes and their Educational Implicatios, Journal of Psychological Achievements, 9(1), 89-106. DOI: 10.22055/psy.2002.16474. [Persian]
Nikouye Bandari, H. (2018). Anti-fundamentalism and empathy, a critical analysis of Richard Rorty's approach to human rights, The Journal of Public Law Research, 2(5), 136-175. [Persian]
Puolakka, K. (2011). Naturalism and Metaphors. Towards a Rortian Pragmatist Aesthetics, European Journal of Pragmatism & American Philosophy, 3(1), 163-175. DOI: 10.4000/ ejpap.878
Reich, R. (1996). The paradoxes of Education in Rorty’s Liberal Utopia, Philosophy of Education Yearbook, 342-351.
Rorty, R. (1998). The priority of democracy to philosophy (Kardan, A. Translator), Letter of Culture, (28), 76-87. [Persian]
Rorty, R. (2000). Philosophy and Social Hope, Penguin.
Rorty, R. (2007). Philosophy and Social Hope. (Azarang, A., & Abedi, N. Translators), Tehran: Nei Publishing Center. [Persian]
Rorty, R. (2015). Philosophy and The Mirror of Nature. (Noori, M. Translator), Tehran: Markaz Publishing Center. [Persian]
Rorty, R. (2019a). An Ethics for Today: Finding Common Ground Between Philosophy and Religion. (Sayah, A. Translator), Tehran: Cheshmeh Publishing Center. [Persian]
Rorty, R. (2019b). Essays on Heidegger and Others. (Noori, M. Translator), Tehran: Shabkhiz Publishing Center. [Persian]
Rorty, R. (2020). Contingency, Irony and Solidarity. (Yazdanjoo, P. Translator), Tehran: Markaz Publishing Center. [Persian]
Rosenow, E. (1998). Towards an Aesthetic Education? Rorty’s Conception of Education, Philosophy of Education, 32(2), 253-265. https//doi.org/10.1111/1467-9752.00091
Saber, Z. (2016). Explaining the relationship between individual aesthetic self-creation and political action in Richard Rorty’thought, Knowledge, (74/1), 139-158. [Persian]
Sæverot, H. (2010). The Contingency of Moral Education: Nabokov versus Rorty, Philosophy of Education Yearbook, 300-307. DOI:10.47925/2010.300
Saleki, B., Heydarian, M., Davari ardakani, R., & Eslami, Sh. (2019). The Pragmatist Approach to Education: Richard Rorty, Metaphysic, 11(27), 157-182. [Persian]
Samadi, P; Ahmadi, T; & Ahmadi, P. (2023). Competence of Teachers in the Role of Lifelong Learners in Iran's Public Education System: A Mixed Study, Journal of Educational Sciences (JEDUS), 30(2), 16-1. DOI: 10.22055/edus.2023.44355.3487 [Persian]
Sardarnia, Kh., & Mohseni, H. (2020). Foundations and Application of “Otherness” for Social-Political Order on the Thought of Richard Rorty, Pazhuhesh-e Siyasat-i nazari, 14(27), 223-254. [Persian]
Sarmadi, M. R., Mohammadi, A., & Shekari, A. (2019). Philosophical Schools and Educational Opinions, Tehran: Payam Noor University Publishing Center. [Persian]
Schleifer M. (1997). Philosophy and Community in Education, a critique of Richard Rorty, Analytic Teaching, 17(2), 93-100.
Shusterman, R. (1989). Postmodernism and the Aesthetic Turn, Poetic Today, Duke University Press. 10(3), 605-622. https://doi.org/10.2307/1772906
Shusterman, R. (2009). Aesthetics and Postmodernism, The Oxford handbook of Aesthetics, Oxford University Press, Chapter 47, 771-782. DOI:10.1093/oxfordhb/9780199279456.003.0047
Shusterman, R. (2019). L’esthétique chez Richard Rorty, Archives de Philosophie, tome, 82(3), 557-572. Available at: َhttps://www.cairn.info/revue-archives-de-philosophie-2019-3-page-557.htm  DOI:10.3917/aphi.823.0557
Veisi Cheraghabadi, M. (2013). Comparative analysis of Kant’s moral views and Richard Rorty, Master’s thesis of Philosohy of Education, Department of Psychology and Educational Sciences, Kharazmi University, Tehran. [Persian]
Yousefzadeh Chosary, M. R. )2013). Educational theory and curriculum approach from the perspective of the new pragmatism, Research in Curriculum Planning, 10(10), 46-57. [Persian]
علوم تربیتی
دوره 32، شماره 1
اردیبهشت 1404
صفحه 209-224
فایل ها
هم رسانی
ارجاع به این مقاله
آمار