روش‌شناسی ابن خلدون: رهیافتی تاریخی- اجتماعی برای مطالعات تطبیقی در حوزه آموزش و پرورش

پژوهش نامه مبانی تعلیم و تربیت

مقاله 1، دوره 5، شماره 2، بهمن 1394، صفحه 110-131   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fe.v5i2.43256

نویسنده

حمدالله حبیبی^*

دانشگاه تبریز

چکیده

هدف اصلی این پژوهش، بررسی روش‌شناسی ابن خلدون در مطالعه واقعیت‌های تاریخی و استنتاج دلالت‌هایی برای آموزش و پرورش تطبیقی می‌باشد. برای دستیابی به این هدف از روش پژوهش تحلیلی-استنتاجی بهره گرفته شد. ابن خلدون به عنوان یک تاریخ‌نویس مسلمان توانست با بهره‌گیری از روش‌شناسی خاص، روش بدیعی را برای بیان تاریخ ارائه کند تا جایی که برخی او را بنیان‌گذار «فلسفه تاریخ» دانسته‌اند. او در کتاب اصلی خودش یعنی «مقدمه»، روش‌شناسی خود را بیان می‌کند. روش تطبیقی پایه اساسی کتاب مقدمه است. به‌طورکلی می‌توان گفت او با استفاده از جامع‌نگری و تفکر سیستمی، وقایع و رویدادهای منفک و مستقل را در ارتباط با هم مورد بررسی قرار داده است تا بتواند آنها را در بستر فرهنگی، سیاسی و اجتماعی تفسیر و سرانجام اصولی را استنتاج کند. در آموزش و پرورش تطبیقی، سه روش از کار ابن خلدون شامل روش مشاهده‌ای، مقایسه‌ای و تاریخی استخراج و توضیح داده شده است.

کلیدواژه‌ها

ابن خلدون؛ آموزش و پرورش؛ آموزش و پرورش تطبیقی؛ روش شناسی؛ روش تطبیق

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