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مراد یاری دهنوی مجتبی پورکریمی هاوشکی

چکیده

هدف اصلی این پژوهش، تبیین چیستی و چگونگی فلسفه¬ورزی و پیامدهای آن در فرایند تدریس معلمان می¬باشد. برای دستیابی به این هدف، نخست ضمن تبیین ویژگی¬های حرفه معلمی، نیازمندی او به ژرف-اندیشی و فلسفه¬ورزی مورد تأکید قرار گرفت. سپس تلاش شد با فراهم آوردن زمینه¬ای برای نزدیکی به فهم چیستی فلسفه، مؤلفه¬های فلسفه¬ورزی از جمله تحیر یا شگفت¬زدگی، تردید منطقی یا شک روشمند، پرسشگری، وابستگی تاریخی، استدلال ورزی، نقادی، تحلیل فلسفی، فراخ‌اندیشی یا گشودگی، خیال¬ورزی و نظریه¬پردازی با نگاهی تحلیلی و ترکیبی مورد بازشناسی و تبیین قرار¬گیرند. در پایان، نقش و پیامد این مؤلفه¬ها در فرایند یاددهی- یادگیری معلمان در عمل مشخص شد. به‌طورکلی، براساس نتایج حاصل از این پژوهش، به نظر می‌رسد معلمان برخوردار از توانایی فلسفه¬ورزی بتوانند در جامعه دانایی¬محور امروز، نقش و رسالت معلمی خود را به مراتب بهتر انجام دهند.

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ارجاع به مقاله
یاری دهنویم., & پورکریمی هاوشکیم. (۱۳۹۷-۰۶-۲۷). چیستی و چگونگی فلسفه ورزی و پیامدهای آن در فرایند تدریس معلمان. پژوهش‌نامه مبانی تعلیم و تربیت, 8(1), 43-66. https://doi.org/10.22067/fedu.v8i1.41746
نوع مقاله
پژوهشی