تعلیم و تربیت در آیینه ژئوفیلوسوفی به مثابه رویکردی نوین در فلسفه ورزی

پژوهش نامه مبانی تعلیم و تربیت

مقاله 4، دوره 10، شماره 2 - شماره پیاپی 20، اسفند 1399، صفحه 67-89   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.2021.31283.0

نویسندگان

صادق مرادی¹؛ سید مهدی سجادی^{* 2}؛ علیرضا صادق زاده قمصری³؛ آرش حیدری⁴

¹دانشجو/ دانشگاه تربیت مدرس

²استاد/دانشگاه تربیت مدرس

³دانشیار/دانشگاه تربیت مدرس

⁴استادیار/ دانشگاه علم و فرهنگ

چکیده

هدف اصلی این پژوهش تبیین تعلیم و تربیت در آیینه ژئوفیلوسوفی به مثابه رویکردی نوین در فلسفه­ورزی است. برای دستیابی به این هدف از روش تحلیل مفهومی و استنتاجی بهره گرفته شد. تعریف متفاوت دلوز از فلسفه به مثابه «هنر صورت­بخشی، ابداع و ساخت مفاهیم» محور مجموعه­ای از تحولات در حوزه‌های گوناگون هستی‌شناسی و معرفت‌شناسی شد که از مهم‌ترین نتایج آن «نظریه ژئوفیلوسوفی» می­باشد. نتایج این پژوهش حاکی از آن است که نوآوری‌های مترتب بر این نظریه در حوزه تعلیم و تربیت پیامدهایی را به بار می­آورد که از مهم‌ترین آن‌ها می‌توان به مواردی چون «فعالیت­ورزی و شدن در پرتو نقد غایت­گرایی، «درون­گرایی در پرتو نقد علیّت­محوری برون­گرایانه» و «آفرینش در پرتو نقد بازنمایی و بازتولید» اشاره کرد که هرکدام از این موارد در دل خود پیامدهای تربیتی دیگری را نیز پرورش می‌دهند. 

کلیدواژه‌ها

ژیل دلوز؛ نظریه ژئوفیلوسوفی؛ تعلیم و تربیت؛ شدن؛ درون گرایی؛ آفرینش

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