نوع مقاله : پژوهشی

نویسندگان

1 دانش آموخته/ دانشگاه فردوسی مشهد

2 استادیار/جامعه المصطفی العالمیه (مشهد)

چکیده

هدف اصلی این پژوهش، بررسی دلالت­ها یا کارکردهای نظریه معرفت­شناسی فضیلت محور در حوزه مطالعاتی برنامه‌درسی- به ویژه حوزه­ی فرعی­تر آن یعنی نظریه­های هنجاری- است. برای دستیابی به این هدف ابتدا  نظریه معرفت­شناسی فضیلت­محور با قرائت مسئولیت­محوری و با تاکید بر نظرات لیندا زگزبسکی، تشریح شد و سپس به استنتاج تأثیرات این نظریه بر چهار عنصر اساسی در تولید و تدوین برنامه­درسی یعنی هدف، محتوا، روش­های یاددهی- یادگیری و ارزشیابی پرداخته شد. یافته­های به‌دست‌آمده بیانگر آن است که تحت تأثیر نظریه معرفت­شناسی فضیلت محور، هدف برنامه‌ی‌درسی بر فهم مطالب متمرکز شده، محتوا، ترکیبی از محتوای دیسیپلینی و فضائل عقلانی خواهد بود، معلمان با انگیزه بخشی، پرسش­گری و هدایت­گری و یادگیرندگان با قبول مسئولیت در یادگیری خود و استفاده از تفکر انتقادی، ایفای نقش می­کنند. در ارزشیابی نیز با توجه به اهداف از دو نوع فرایندی و پایانی استفاده خواهد شد. همچنین نظریه معرفت­شناسی فضیلت محور از قابلیت تولید نظریه­ای هنجاری یا دیدگاهی نو در حوزه مطالعاتی برنامه‌درسی برخوردار است. این نتیجه از بررسی تفاوت­های بین دیدگاه برنامه­درسی مبتنی بر نظریه معرفت­شناسی فضیلت­محور با سایر دیدگاه­های موجود در حوزه مطالعاتی برنامه­درسی به دست آمد.

کلیدواژه‌ها

عنوان مقاله [English]

Virtue Epistemology as a Generator for a New Perspective in Curriculum

نویسندگان [English]

  • Azam Zarghani 1
  • Saeedeh Fakhar Noghani 2

1 Graduated/Ferdowsi university of Mashhad

2 faculty member/ Al-Mostafa international university (Mashhad)

چکیده [English]

The primary purpose of this study is to investigate the implications or functions of virtue-based epistemology in the field of curriculum studies and especially its sub-field, namely normative theories. To achieve this goal, first, the theory of virtue-based epistemology was explained by reading the responsibility-oriented and emphasizing the views of Linda Zagzebski, and then the implications of this theory on the four essential elements in curriculum development, including purpose, content, teaching-learning methods and evaluation was explored. The findings indicated that under the influence of virtue-based epistemology, curricula will focus on understanding; the content will include a combination of disciplinary content and intellectual virtues. Teachers will do their role by questioning and leadership and giving motivation to students. Learners will play their role by taking responsibility for their learning and using critical thinking. In evaluation, according to the purpose, two types of it, formative and summative, will be used. The virtue-based epistemological theory also can produce normative theories or new perspectives in the field of curriculum studies. This result was obtained by examining the differences between the curriculum perspectives based on the theory of virtue-based epistemology and other perspectives in curriculum studies.

کلیدواژه‌ها [English]

  • virtue-based epistemology
  • rational virtue
  • curriculum
  • Zagzebski
  • normative theory
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