نوع مقاله : پژوهشی

نویسنده

پژوهشگاه علوم انسانی و مطالعات فرهنگی

چکیده

هدف اصلی این پژوهش، تحلیل و بررسی یک پرسش یا اعتراض به حلقه کندوکاو اخلاقی و تلاش برای پاسخ به آن است. برای دست‌یابی به این هدف از روش پژوهش تحلیل محتوا و روش تحلیل و استنتاج منطقی بهره گرفته شد. نظر به اینکه حلقه کندوکاو اخلاقی مخالف تلقین است و در هرمنوتیک فلسفی پیش‌داوری‌ها شرط فهم دانسته شده‌اند، این پرسش مطرح شد که تربیت اخلاقی بدون تلقین چگونه امکان تحقق دارد؟ در بیان این اعتراض، نخست صورت‌های مختلف آن در داخل و خارج ایران تبیین شد، سپس با بهره بردن از آراء گادامر به عنوان پدر هرمنوتیک فلسفی و انتقادهای هابرماس پاسخی به این اعتراض پیشنهاد شد. نتیجه این بود که پذیرش این اعتراض نیازمند تهی شدن مفهوم «خودآئینی» و «تلقین» است. ازاین‌رو، نشان داده شد که هابرماس چگونه برای رفع این مشکل ما را به مفهوم دقیق «خودآئینی ارتباطی» و پیامد آن مفهومی دقیق‌تر از «تلقین» رهنمون می‌سازد تا بدین‌وسیله پاسخی برای اثبات امکان تربیت اخلاقی بدون تلقین فراهم آورده شود. همچنین، با استفاده از رویکرد ابطال‌پذیری نشان داده شد که استفاده از حلقۀ کندوکاو اخلاقی برای رشد تفکر نقادانه در کودکان به معنای رد ارزش‌های مسلط جامعه نیست.

کلیدواژه‌ها

عنوان مقاله [English]

A Study and Analysis of Objection: “Can the Community of Ethical Inquiry be non-Indoctrinative?”

نویسنده [English]

  • Roohollah Karimi

IHCS

چکیده [English]

The main purpose of this paper is an analysis and response to one of the major objections raised to the community of ethical inquiry. To achieve this goal, the content analysis method and the method of analysis and logical inference were used. Regarding that the community of inquiry is opposed to indoctrination, and in the philosophical hermeneutics the prejudices are necessary components of all human understanding, a question has been raised that how we can cultivate morality and character in our students without indoctrinating. In expressing this objection, various forms of it were explained inside and outside Iran. Then, with the help of Gadamer's views as the father of philosophical hermeneutics and Habermas's criticisms, a response to this objection was proposed. The result was that the acceptance of this objection involves making the concept of “autonomy” and “indoctrination” fruitless and vain. And hence, it was shown how Habermas to solve this problem leads us to the exact meanings of “communicative autonomy” and “indoctrination”, which opens a way to consider moral education without indoctrination. Also, by using falsification approach, it was shown that the community of ethical inquiry for the development of critical thinking in children is not to reject the dominant values of society.

کلیدواژه‌ها [English]

  • the community of ethical inquiry
  • Moral Education
  • Philosophy for Children
  • objections
  • Gadamer
  • habermas
  • communicative autonomy
  • indoctrination
  • philosophical hermeneutics
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