مژگان کرد یحیی قائدی سعید ضرغامی-همراه رمضان برخورداری


هدف این پژوهش، تحلیل مفهوم زندگی خوب در رویکرد سعادت گرا به منظور تدوین هدف­های تربیت می­باشد. سپس بر اساس این تحلیل و در بستر بینش فلسفی به دست آمده از آن، هدف­هایی برای تربیت تدوین­شد. برای دستیابی به این هدف­ها از روش­های تحلیل مفهومی و قیاس عملی فرانکنا استفاده شد. بر اساس نتایج این پژوهش، جهت­گیری­های کلی زندگی خوب سعادت گرا عبارتند از: فضیلت، ترجیح خردورزی بر دیگر شیوه های بودن، معناداری و شکوفایی. هدف های تربیت سعادت گرایانه در دو بخش هدف­ غایی و هدف­های میانی ارائه شدند. این هدف ها عبارتند از: شکوفایی که هدف غایی تربیت سعادت­گراست و معناداری و فضیلت مندی که به عنوان هدف های میانی تربیت سعادت گرا شناخته شدند. بدین ترتیب، هدف اصلی تعلیم و تربیت، راهنمایی متربیان به سمت شیوه های زندگی فضیلت­مندانه و شکوفنده است. در حقیقت تربیت بر بنیاد زندگی خوب سعادت گرا، شکوفا شدن را پاسخی مناسب و ضروری برای مسأله بنیادین و هنجارین نیک بختی انسان می داند، و تربیت سعادت گرایانه ناظر بر چگونگی تحقق این هدف در فراگیران است. بنابراین ویژگی های اصلی تعلیم و تربیت سعادت گرا در فرایند تربیت،  فضیلت محوری، خردگرایی، هدف­مداری و معنا داری  به سمت شکوفایی انسانی است.

جزئیات مقاله

کلمات کلیدی

زندگی خوب, سعادت گرایی, اهداف تعلیم و تربیت

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ارجاع به مقاله
کردم., قائدیی., ضرغامی-همراهس., & برخورداریر. (2020). تحلیل مفهوم «زندگی خوب» در رویکرد «سعادت گرا» به منظور تدوین هدف های تربیت . پژوهش‌نامه مبانی تعلیم و تربیت, 10(1), 96-115. https://doi.org/10.22067/fedu.v10i1.84555
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