تحلیل و نقد مفهوم «هویت» در اسناد تحول بنیادین آموزش و پرورش جمهوری اسلامی ایران

پژوهش نامه مبانی تعلیم و تربیت

مقاله 7، دوره 10، شماره 1 - شماره پیاپی 19، شهریور 1399، صفحه 136-156   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.v10i1.81044

نویسندگان

مصطفی مرادی^* ؛ خسرو باقری نوع پرست

دانشگاه تهران

چکیده

هدف اصلی این پژوهش، تحلیل و نقد به­کارگیری مفهوم «هویت» در اسناد تحول (سند تحول بنیادین آموزش و پرورش و مبانی نظری تحول بنیادین)، می­باشد. این مفهوم به لحاظ کمّی و کیفی، حضور چشم­گیری در این اسناد دارد و تعریف تربیت، که محور هرگونه فعالیت تربیتی است، بر این مفهوم استوار شده است. برای دستیابی به این هدف از روش­های تحلیل مفهومی و نقد درونی و بیرونی بهره گرفته شد. یافته ها حاکی از آن است که اسناد مورد نظر، در به کارگیری مفهوم هویت با ناسازواری و عدم انسجام مواجه­اند. به موردی از تناقض­گویی در مبانی نظری سند تحول اشاره شده است. همچنین، به سبب کم­توجهی به پیشینه­ پژوهشی علمی و فلسفی مفهوم هویت در اسناد، مرزهای معنایی مفهوم هویت با شخصیت و شاکله دچار درهم­آمیختگی شده است که این درهم­آمیختگی، منجر به استنتاج­های نادرست شده است. عدم توجه کافی به تکثر فرهنگی ایرانیان در اسناد تحول، نقد پایانی این نوشتار، به این اسناد است.

کلیدواژه‌ها

سند تحول بنیادین آموزش و پرورش؛ شاکله؛ شخصیت؛ نقد؛ هویت؛ هویت ایرانی

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