واکاوی موضع گیری دیدگاه های فلسفی پیرامون مفهوم صدای دانش آموز در برنامه درسی و استخراج دلالت های تربیتی آن

پژوهش نامه مبانی تعلیم و تربیت

مقاله 6، دوره 15، شماره 1 - شماره پیاپی 29، تیر 1404، صفحه 131-160   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.2025.91048.1390

نویسندگان

محدثه خطاط¹؛ مرضیه دهقانی^{* 2}؛ رضوان حکیم زاده³؛ کیوان صالحی²؛ مرضیه عالی⁴

¹دانشجو دکتری برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

²دانشیار، دانشگاه تهران، تهران، ایران.

³استاد تمام برنامه ریزی درسی و عضو هیات علمی دانشگاه تهران، تهران، ایران.

⁴استادیار، دانشگاه تهران، تهران، ایران.

چکیده

پژوهش حاضر به تحلیل مفهوم صدای دانش‌آموز از منظر دیدگاه‌های مختلف فلسفه تربیت می‌پردازد و در پی آن است که موضع‌گیری آنها را با مفروضه‌های مفهوم صدای دانش‌آموز سنجیده و دیدگاهی منطبق با مفروضه‌های صدای دانش‌آموز انتخاب نماید. این پژوهش با رویکرد کیفی و روش نقد فلسفی انجام شد. یافته‌ها نشان می‌دهد که هر یک از رویکردهای فلسفی (اگزیستانسیالیسم، پراگماتیسم، کنش ارتباطی هابرماس، پداگوژی انتقادی، پست‌مدرنیسم و کنش متقابل نمادین، عاملیت) به جنبه‌ای از مفهوم صدای دانش‌آموز بیشتر توجه دارند و آن را به‌عنوان ابزاری برای تقویت استقلال، قدرت و مشارکت آن‌ها در محیط آموزشی تفسیر می‌کنند. بررسی این دیدگاه‌ها نشان می‌دهد که موضع‌گیری هر یک با مفروضه‌های صدای دانش‌آموز چگونه بوده و چطور می‌توانند به ارتقاء نقش صدای دانش‌آموز در برنامه‌های درسی کمک کنند. تحلیل مقایسه‌ای نشان داد که نظریه عاملیت به دلیل تأکید بر نقش فعال و تعاملی دانش‌آموز، توجه به بافت فرهنگی- اجتماعی، پویایی قدرت و اصالت فردی در بهبود یادگیری، بیشترین همخوانی با مفروضه‌های صدای دانش‌آموز را داراست. این نظریه بر توانمندسازی دانش‌آموزان، مشارکت دموکراتیک و ایجاد فرصت‌هایی برای بیان نظرات و اثرگذاری آن‌ها در فرآیند آموزشی تمرکز می‌کند.

کلیدواژه‌ها

صدای دانش‌آموز؛ فلسفه تعلیم و تربیت؛ نظریه عاملیت؛ برنامه‌درسی

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