نوع مقاله : پژوهشی

نویسندگان

دانشگاه فردوسی مشهد

چکیده

هدف اصلی این پژوهش، شناسایی اثرات و نقد کارکردهای پارادایم پست مدرنیسم در حوزه برنامه درسی و قلمروهای معرفتی آن می‌باشد. برای دست‌یابی به این هدف از روش پژوهش تحلیلی- استنتاجی بهره گرفته شد. یافته‌های به دست آمده از بررسی دیدگاه‌های متفکران مدافع و منتقد این جریان فکری حاکی از آن است که هر چند پست مدرنیسم، روح جدیدی را در کالبد مطالعات برنامه درسی دمیده و اندیشمندان این حوزه را به لزوم بازنگری در مبانی و حتی عمل برنامه درسی و توجه به مسائل مغفول و پنهان آن - از جمله پرورش روحیه نقادی در فراگیران، برجسته سازی نقش معلم و شاگرد در تهیه برنامه‌های درسی، احترام به کثرت آرا و عوارض ناشی از محدود شدن به الگوهای مکانیستی- فراخوانده است، اما نفی و شک در بسیاری از اصول و ارزش‌های نهادینه شده فکری و تلاش برای زدایش و ساختارشکنی از آنها منجر به بی نظمی و سرانجام پوچی و هویت زدایی جوامع بشری می‌شود. لذا، ضروری است متفکران و صاحب‌نظران مطالعات برنامه درسی در برخورد با این جنبش و موضع گیری موافق یا مخالف در قبال آن، ابتدا ماهیت و بنیادهای فکری و فلسفی حاکم بر آن را شناخته و سپس، با آگاهی و بینشی کامل به ترویج یا نفی تفکرات مطرح شده اقدام نمایند.

کلیدواژه‌ها

عنوان مقاله [English]

A Critical Approach to Postmoderne Curriculum

نویسندگان [English]

  • Maghsood Amin Khandaghi
  • Sayyed Ali Ghaderi

Ferdowsi University of Mashhad

چکیده [English]

The main aim of this study was identifying effects of post modernism paradigm and to criticize of its functions in the field of curriculum and its epistemological domains. To get this purpose, it was used an analytical-inferential method. After inquiring in viewpoints of advocate and critic thinkers of this intellectual stream, the results were demonstrated that although this paradigm has insufflated a new inspirit in the body of curriculum studies and has call thinkers of this domain for inevitable review and reform the foundations and even practices of curriculum and pay attention to its neglected and hidden issues, such as promoting critical thinking in students, highlighting the contribution of teachers and students in producing of curricula, respect to multiplicity of ideas and tolls of being limited to mechanical patterns, But denying many of basis, instituted thoughtful values and efforts cleaning up and deconstructing of them will lead to anarchy, chaos and nihilism in human societies. Therefore, in encountering with this paradigm, it is necessary for thinkers and authorities of curriculum studies that firstly recognize the nature and philosophical foundations that have control on it before taking up an agreement or disagreement position about it and then do proper actions for propagation or rejecting its ideas with complete awareness and insight.

کلیدواژه‌ها [English]

  • Modernism
  • Postmodernism
  • curriculum
  • curriculum development
  • Critique
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