فلسفۀ استعلایی فنّاوری برنارد استیگلر بر فراز تعیّن‌گری متقابل فنّاوری و پداگوژی

پژوهش نامه مبانی تعلیم و تربیت

مقاله 1، دوره 15، شماره 1 - شماره پیاپی 29، تیر 1404، صفحه 5-32   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.2025.89200.1361

نویسندگان

علی وحدتی دانشمند^{* 1}؛ محمد امیری²

¹استادیارگروه مبانی فلسفی و اجتماعی آموزش‌وپرورش، دانشگاه تهران، تهران، ایران.

²کارشناسی ارشد تاریخ و فلسفۀ آموزش‌وپرورش، دانشگاه تهران، تهران، ایران.

چکیده

مقالۀ حاضر با تکیه بر فلسفۀ استعلایی فنّاوری برنارد استیگلر، به واکاوی دو دیدگاه عمده در مناسبات پداگوژی  و فنّاوری یعنی تعیّن‌­گری فنّاوری و تعیّن‌­گری پداگوژی می­‌پردازد. رویارویی و نوسان میان این دو قطب علاوه ­بر این که طیفی از واکنش­ها از پذیرایی و شیفتگی تا شک‌­آوری نسبت به فنّاوری‌­های نوظهور را برانگیخته، نظام آموزشی ایران را در اتّخاذ رویکردی مناسب دچار آشفتگی ساخته است. این نوشتار نخست با رویکردی انتقادی به تحلیل بنیادها و نقد بازنمایی و حضور هرکدام از این دو قطب در عرصۀ تربیت پرداخته، سپس با رویکردی اشتقاقی به صورت­‌بندی رهیافت­‌هایی بر اساس فلسفۀ استیگلر برای تعامل این دو قطب با هم می‌­پردازد.  ایدۀ اصلی استیگلر برخاسته از چهارچوبی که به طور عمده حاصل تلفیق مضامین پدیدارشناسانه و پساساختارگرایانه است، هم‌­آفرینی فارماکولوژیکال فنّاوری و پداگوژی است. پیوندهای سه‌­گانه میان انسان و فن، میان تخنه، فرونسیس و اپیستمه و میان اندیشۀ تربیتی پس‌­اندیش و پیش‌­اندیش دربارۀ فناوری نیز این ایده را توضیح می­دهند. در پایان نیز الهام­‌بخشی­‌هایی در تناظر با هرکدام از این مؤلّفه‌­ها برای نوعی مواجهۀ بدیل میان فناوری و پداگوژی بر فراز تعیّن­‌گری متقابل این دو، پیشنهاد شده‌­اند.

کلیدواژه‌ها

تعیّن‌گری فناوری؛ تعیّن‌گری پداگوژی؛ برنارد استیگلر؛ فارماکون

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