مبادی رمانتیک آموزش و پرورش در ایران معاصر

پژوهش نامه مبانی تعلیم و تربیت

مقاله 2، دوره 14، شماره 1 - شماره پیاپی 27، شهریور 1403، صفحه 27-52   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.2024.87557.1341

نویسنده

علی وحدتی دانشمند^*

استادیار گروه مبانی فلسفی و اجتماعی آموزش و پرورش، دانشگاه تهران، تهران، ایران

چکیده

مدّعای اصلی این مقاله آن است که ایدۀ تعلیم‌وتربیت در ایران معاصر خاستگاهی رمانتیک داشته و برای اثبات آن، نویسنده به سراغ اندیشه‌های حسین کاظم‌زاده ایران‌شهر، سید حسن تقی‌زاده و جلال آل‌‌احمد و سه مفهوم محوری در هرکدام یعنی معنویت، آموزش عمومی و غرب‌زدگی رفته است. نویسنده همچنین دو نهاد تربیتی رمانتیک در ایران معاصر یعنی سازمان پیشاهنگی و سازمان پرورش افکار را بررسی کرده است. این جستار نظرورزانه در عین آنکه فرصتی را برای مقایسۀ این اندیشه‌ها با بیلدونگ در رمانتیسم آلمانی فراهم می‌سازد، نشان می‌دهد ایدۀ تربیت رمانتیک اگرچه بعد از انقلاب اسلامی از سوی رهبران انقلاب و اسناد رسمی تربیت حمایت شده است، امّا در امتداد تقابل تاریخی رمانتیسم آلمانی با روشنگری فرانسوی، یارای تحقّق در سازمان فرانسوی مدرسه در ایران را ندارد. بنابراین همان‌طور که رمانتیسم با معضلۀ تشکیل نهادهایی برای ترویج ارزش‌های محوری خود مواجه بود، در ایران بعد از انقلاب اسلامی نیز مدرسۀ مدرن قادر به نمایندگی ارزش‌های محوری در گفتمان تربیتیِ اسلامی نیست و شکاف میان کردار روزمرۀ مدارس و مطالبات از این نهاد نشانگر همین امر است. به‌این‌ترتیب، اندیشیدن دوباره به نهاد آموزش مهم­ترین مسئلۀ پیش روی نظام آموزشی در ایران خواهد بود.

کلیدواژه‌ها

آموزش و پرورش معاصر ایران؛ بیلدونگ؛ رمانتیسم آلمانی

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