چیستی و چگونگی فلسفه ورزی و پیامدهای آن در فرایند تدریس معلمان

پژوهش نامه مبانی تعلیم و تربیت

مقاله 3، دوره 8، شماره 1 - شماره پیاپی 15، شهریور 1397، صفحه 43-66   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.v8i1.41746

نویسندگان

مراد یاری دهنوی^{* 1}؛ مجتبی پورکریمی هاوشکی²

¹شهید باهنر کرمان

²دانشگاه فرهنگیان پردیس خواجه نصیر کرمان

چکیده

هدف اصلی این پژوهش، تبیین چیستی و چگونگی فلسفه‌ورزی و پیامدهای آن در فرایند تدریس معلمان می‌باشد. برای دستیابی به این هدف، نخست ضمن تبیین ویژگی‌های حرفه معلمی، نیازمندی او به ژرف-اندیشی و فلسفه‌ورزی مورد تأکید قرار گرفت. سپس تلاش شد با فراهم آوردن زمینه‌ای برای نزدیکی به فهم چیستی فلسفه، مؤلفه‌های فلسفه‌ورزی از جمله تحیر یا شگفت‌زدگی، تردید منطقی یا شک روشمند، پرسشگری، وابستگی تاریخی، استدلال ورزی، نقادی، تحلیل فلسفی، فراخ‌اندیشی یا گشودگی، خیال‌ورزی و نظریه‌پردازی با نگاهی تحلیلی و ترکیبی مورد بازشناسی و تبیین قرار‌گیرند. در پایان، نقش و پیامد این مؤلفه‌ها در فرایند یاددهی- یادگیری معلمان در عمل مشخص شد. به‌طورکلی، براساس نتایج حاصل از این پژوهش، به نظر می‌رسد معلمان برخوردار از توانایی فلسفه‌ورزی بتوانند در جامعه دانایی‌محور امروز، نقش و رسالت معلمی خود را به مراتب بهتر انجام دهند.

کلیدواژه‌ها

فلسفه؛ فلسفه ورزی؛ معلمان؛ فرایند تدریس

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