نوع مقاله : پژوهشی

نویسندگان

دانشگاه شهید چمران اهواز

چکیده

هدف اصلی این پژوهش، تبیین مفهوم دانش در دوره­های مختلف با تأکید بر جوهر اخلاقی دانش می­باشد. برای دستیابی به این هدف از روش پژوهش توصیفی- تحلیلی بهره گرفته شد. یافته­های به‌دست‌آمده حاکی از آن است که دیدگاه متفکران غربی درباره ماهیت دانش لااقل پنج موج دوره فلسفه، دوره میانه اروپا، دوره روشنگری، دوره انقلاب صنعتی، دوره پس از جنگ دوم جهانی و دوره پساساختارگرایی را پشت سر نهاده است. در طول این دوره‌ها به ترتیب، سلطه رویکردهای اخلاقی، دینی، علمی، اقتصادی، و اخلاقی به دانش مشاهده می‌شود. تحولاتی که مفهوم دانش به خود دیده است ناظر به فروکاستن وجه اخلاقی و معنوی دانش و افزایش وجه مادی برای آن مفهوم بوده است. درحال حاضر، یک توجه تجدیدنظرگرایانه نسبت به دانش با تأکید بر ماهیت اخلاقی آن به تدریج در حال شکل‌گیری است. بر مبنای این رویکرد جدید که با عنوان رویکرد دانش فضیلت بنیان از آن یاد می‌شود، جوهر اصلی دانش فضیلت است. به دنبال آن تعلیم و تربیت نیز سرشتی بالذات ارزشی به خود می­گیرد و هدف، یادگیری و آموزش، ارزشیابی، محیط یادگیری، نقش معلم و دانش‌آموز نیاز به بازنگری پیدا می‌کنند .بدین ترتیب این ایده منجر به تربیت افرادی می­شود که انسانیت را در خود پرورش داده­ و به فرهیختگی و خردمندی رسیده­اند.

کلیدواژه‌ها

عنوان مقاله [English]

tudying the Idea of Virtue-based Knowledge Established upon a Historical Observation of Knowledge

نویسندگان [English]

  • shabnam salar
  • masud safaeimoghadam
  • Yadollah mehralizadeh
  • parvaneh valavi

Shahid Chamran University of Ahvaz

چکیده [English]

The main aim of this paper is to explain the dimensions of knowledge in the various periods of Western history, by focusing on an understanding of virtue-based knowledge. To achieve this goal, a method of description and analysis was used. The findings suggest that The Western philosophy perspective on the nature of knowledge has left at least five situations, the period of philosophy, medieval philosophy, the period Enlightenment, the period of Industrial revolution, the period after World War II, the period of post structuralism. During these periods, respectively, domination of ethical, religious, scientific, economic, and re-ethical approaches to knowledge is observed. In sum, the changes that the concept of knowledge has seen have diminished the moral and spiritual aspect of knowledge and increased the material aspect to that concept. However, a revisionist attitude towards knowledge is now gradually developing with an emphasis on its ethical nature. Based on this new approach, referred to as the idea of virtue-based knowledge approach, it is the main essence of the knowledge of virtue. As a consequence, education is also an essential nature takes on its own and the goal, learning and education, evaluation, learning environment, role of teacher and student, need to be reviewed. Thus, this method leads to training of people who have nurtured humanity within themselves and have reached educated and wisdom.

کلیدواژه‌ها [English]

  • Knowledge
  • historical observation
  • virtue
  • the idea of virtue-based knowledge
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