نوع مقاله : پژوهشی

نویسندگان

1 دانشگاه شهید باهنر کرمان

2 دانشگاه تهران

3 دانشگاه شهیدباهنر کرمان

چکیده

هدف اصلی این پژوهش، بازنمایی دیدگاه دریدا درباره فلسفه نوشتار و پیامدهای مهم آن برای بازاندیشی در ساختار تعلیم و تربیت به منظور پرورش خلاقیت دانش‌آموزان می‌باشد. برای دستیابی به این هدف، با استفاده از روش توصیفی- استنتاجی، به شرح مبانی فلسفی (هستی شناختی، معرفت شناختی و ارزش شناختی) فلسفه نوشتار از دیدگاه دریدا پرداخته و سپس پیامدهای تربیتی آن برای بازاندیشی در ساختار تعلیم و تربیت به صورت عام و پرورش خلاقیت دانش‌آموزان به صورت خاص، استنباط شد. در نتیجه پژوهش با ابتناء به اندیشه‌های دریدا تصریح شد که تعلیم و تربیت مبتنی بر فلسفه نوشتار، تعلیم و تربیت به مثابه متن است که با خوانش و تفسیر متفاوت همواره در حال شدن، در نتیجه فرایندی خلاق می‌باشد که می‌تواند گستره‌ای نامحدود از امکان‌های متفاوت و نیندیشیده شده تعلیم و تربیت را جهت پرورش خلاقیت در فراگیران فراهم نماید و با تأکید بر خلق معنا و نوشتار شخصی، تولید دانش و نه انتقال صرف آن را، زمینه‌ساز پرورش خلاقیت و پیشگامی سازد. همچنین با تفسیر تازه‌ای از کنش تربیتی به عنوان دغدغه دیگری، تعلیم و تربیت نوشتارشناسانه رویکردی مسئولانه، به سوی خودآفرینی و رهایی بخشی خواهد بود.

کلیدواژه‌ها

عنوان مقاله [English]

Philosophy of Writing Based on Derrida’s Thoughts and its Implications for Education

نویسندگان [English]

  • Bahman Karimzade 1
  • morad yari dehnavi 1
  • Khosrow Baqheri noaparast 2
  • Hamidreza Alavi 3

1 Shahid bahonar University of Kerman

2 University of Tehran

3 Shahid Bahonar University of Kerman

چکیده [English]

The primary purpose of this study is to represent Jacques Derrida’s point of view on the philosophy of writing and its important implications for rethinking the structure of education to develop creativity in students. To achieve this purpose, a descriptive- deductive method was adopted to explain the philosophical foundations (ontology, epistemology, and axiology) of the philosophy of writing. After that, its educational implications have been inferred in order to rethink the structure of education, in general, and to develop students’ creativity, in particular. In conclusion of the study, based on Derrida’s thoughts, it’s been specified that according to philosophy of writing, education is like a text with different reading and interpreting as if, it’s a to-come and creative process which can provide an unlimited range of different and unplanned possibilities to go beyond the established structure of education in order to create the necessary fields and appropriate context for developing creativity in students. Moreover, with an emphasis on the plurality of meaning, it provides the making of knowledge and not the transfer of it alone, the basis to spread the creativity and the leaderity. Also, having a new reading upon the educational act as the concern of the other will make the grammatological education a responsive approach toward liberation.

کلیدواژه‌ها [English]

  • philosophy of written being
  • deconstruction
  • Derrida
  • Creativity
  • grammatological education
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