نوع مقاله : پژوهشی

نویسندگان

فردوسی مشهد

چکیده

هدف اصلی این نوشتار، ارائه تصویری تاریخی از روند تحولات فکری مدیریت آموزشی در طول قرن بیستم می‌باشد. برای دستیابی به این هدف از روش اسنادی بهره گرفته شد. مرور رویدادهای تاریخی حاکی از آن است که در تاریخ اندیشه مدیریت آموزشی برای گریز از آشفتگی فکری، کوشش گسترده ای با هدف خلق مبنای دانش مدیریت آموزشی صورت پذیرفته است. نخستین بار آشفتگی فکری ادراک ‌شده، گذشته مدیریت آموزشی مبتنی بر عمل (اواخر قرن نوزدهم) را موردتردید قرار داد و زمینه‌های ظهور جنبش توسعه نظریه در مدیریت آموزشی را در اواسط قرن بیستم فراهم آورد. به‌رغم قریب به یک‌صد سال کوشش در این مسیر، بار دیگر و در اواخر قرن بیستم، چالش عدم کفایت جنبش در ایجاد مبنای نظری قوی که منجر به بهبود عمل شود، با پیدایش رویکردهای نوظهور مانند نظریه انتقادی، فمینیسم و پست‌مدرنیسم مطرح شد و احتمال دستیابی به وحدت نظری در این رشته تضعیف گردید. شاید بتوان دلیل اصلی موضع انفعالی در برابر این انتقادها را در بلاتکلیفی رشته مدیریت آموزشی در نوسان نظری بین حوزه-های مستقل این رشته با سایر رشته های مدیریت دانست که عمدتاً بر اساس پیش فرض های اثبات‌گرایی تکوین یافته اند.

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