تأملی درباره روایت‌های فرهنگی اثرگذار بر آموزش عالی ایران: تلفیق یا التقاط

نوع مقاله : پژوهشی

نویسنده

• حجت صفارحیدری

دانشیار/دانشگاه مازندران

10.22067/fedu.2021.31670.0

چکیده

هدف اصلی این مقاله بررسی تعارضات میان روایت­های تأثیرگذار بر آموزش عالی ایران است که در چند دهه اخیر، سیاست­های فرهنگی را تحت تأثیر قرار داده است. سیاست­های فرهنگی در دانشگاه­های ایران دست­کم تحت تأثیر سه نوع روایت استعلایی-دینی، ایدئولوژیک و بازاری بوده است. تلاش برای تلفیق این روایت­های سه­گانه، به‌خوبی در دو سند «تحول راهبردی علم و فناوری» و سند «دانشگاه اسلامی» آشکار است. بااین‌حال این روایت­ها با یکدیگر تعارض ساختاری دارند. در این پژوهش برای نشان دادن این تعارض­ها از روش ترکیبی با تأکید بر دیدگاه تلینگز درباره تلفیق نظریه­ها استفاده شد. منابع تحقیق شامل همه منابع دست‌اول و دومی بوده که در دسترس پژوهشگر بوده است. یافته­های پژوهش نشان می­دهد که مبانی روایت­های مذکور با یکدیگر متفاوت است. در اسناد آموزش عالی، این تفاوت­ها نادیده گرفته‌شده و درنتیجه تلاش برای تلفیق روایت­ها به وضعیت تعارض­آمیزی منجر شده است. سردرگمی در انجام مأموریت‌های فرهنگی و نیز از بین رفتن استقلال دانشگاه­ها و وابستگی آن به نیروهای بیرونی، ازجمله پیامدهای ناخواسته تأثیر این روایت­های ناسازگار بر سیاست­های فرهنگی دانشگاه­ها بوده است.

کلیدواژه‌ها

• فرهنگ
• دانشگاه
• آموزش عالی
• ایدئولوژی
• التقاط
• تلفیق

عنوان مقاله [English]

A Critical Reflection on the Influencing Cultural Narratives in Iran’s Higher Education: Eclecticism or Integration

نویسنده [English]

• Hojat Saffarheidari

Academic Member Of Mazandaran University

چکیده [English]

The primary goal of this paper is to examine the contradictions of narratives in Iran’s higher education which have underlain the cultural policies during the last decades. Cultural policies in Iran’s universities have influenced at least three powerful narratives: religious-transcendental, market-dependent, and ideological. The presence and effort to integrate the triple narratives are presently reflected in two strategic documents of transformation in science and technology and Islamic university’s document. Nevertheless, these narratives are structurally antithetical to each other. By emphasising Tellings’ theory of integrating theories, an integrative method has been conducted to demonstrate such a contradiction. The statistical society of this research includes all first and second-handed sources which were available for the author. The results reveal that the foundations of the mentioned narratives are in opposition. These differences have been neglected in higher education’s documents; accordingly, all efforts to integrate the three narratives have led to a paradoxical condition. Confusions in fulfilling cultural responsibilities and the destruction of universities’ autonomy and their dependence on external forces, to name but a few, are among some unintentional consequences of the influence of these paradoxical narratives on universities’ cultural policies.

کلیدواژه‌ها [English]

• Culture
• University
• Higher Education
• Ideology
• eclecticism
• Integration

مراجع

 Afifi, A. (1983). Iben Arabi, In: M. Sharif. A History of Muslim Philosophy, (Gholam Reza Avani, Trans.). Vol. 1. Theran: University Publishing Center. (In Persian).

Alahwani, A. Foud. (1983). Ibn Roushd. In: M. Sharif, A History of Muslim Philosophy . (Gholam Reza Avani, Trans. ).Vol,1.Tehran: University Publishing Center. (In Persian).

Ardabili, M. Mehdi. (2019). Bildung in Hegel Thought: an Introduction to Propose Hegrlian Idea Of University, In: Reza Mahozi, Philosophy of University. Tehran: Reasech Institute of Culture and Social Studies. (In Persian).

Badavi, A. (1983). Al-Razi .In: M. Sharif. A History of Muslim Philosophy (Narollah Poujavadi, Trans. ).Vol. 1. Tehran: University Publishing Center. (In Persian).

Bagheri, K. (2017). One Dream and Two Beds: De-tensioning of University And Humanities. . Tehran: Research Institute of Cultural and Social Studies. (In Persian).

Bashirieh, H. (2007). Liberalism and Convervatism .(Vol. 2). Tehran: Ney. (In Persian).

Beach, J. M. (2008). Globalization & Vocational Education: Liberation, Liablity, or Both? . Educational Studies, 44(3), 270-281.

Berlin, I. (2010). Karl Marx: His life and Envoirment. (Reza Rezaii, Trans.).Tehran: Mahi.(In Persian).

Borman, K. (2007). Plato. (Mohamma Hassan Lotfi, Trans.). Tehran: Tarh Now. (In Persian).

Brown, R. (2017). March of Market. M. Molseworth, R. Scullion, & E. Nixon (Eds.). In: The Marketization of Higher Education: the Student as Consumer.(Leila Hossianzadeh & Hadi Zamani, Trans).Tehran: Research Institute of Cultural and Social Studies. (In Persian).

Cole, M. (2008). Marxism and Educational Theory : Origens and Issues: Routledge.

Document of Islamic University. (2014). Tehran: Secretaritat of the Cultural Revolution Concile. (In Persian).

Document of Strategic Transformation of Science and Technology. (2009). Tehran: Ministry Of Sciences, Research and Technology. (In Persian).

Fatic, A., & Zagorac, I. (2016). The Methodology of Philosophical Practice: Eclecticism and/or Integrativeness? Philosophia, 44(4), 1419-1438.

Fazlurahman, M. (1983). Ave Sina. In: M.M, Sharif. A History of Muslim Philosophy. (Ali Shariatmadari, Trans. ).Vol, 1.Tehran: University Publishing Center. (In Persian).

Filitz, W. (1993). Guillaum De Humboldt. In:Jean Chateau. Great Educators. (Gholam Hossain Shokohi,Trans.).Tehran: Tehran University. (In Persian).

Gutek, G. (2004). Philosophical and Idealogical Perspective on Education (Mohammad Jafar Pakseresht, Trans.). Tehran: Samt. (In Persian).

Harkavy, I. (2006). The Role of Universities in Advancing Citizenship and Social Justice in the 21st Century. Education, Citizenship and Social Justice, 1(1), 5-37.

Hayek. (1958). Individualism and Economic Order. Chicago: University of Chicago

Ibnarabi, M. Ali. (2006). Fusus al Hekam (Mohammad Ali Movahed Samad Movahed ,ed.). Tehran: Karnameh Publishing. (In Persian).

Jaeger, W. (1992). Paidia. (Mohammad Hassan Lotfi, Trans. ). Vol. 1 Tehran: Kharazmi Pubilcation. (In Persian).

Jaspers, K. (2009). plotin .(Mohammad Hassan Lotfi,Trans.). Tehran: Kharazmi Pubilcation. (In Persian).

Lazaru, A. Arnold. (1995). Different Types of Electicism and Integration: Lets Be Aware of the Dangers. Psychotherapy of Integration, 5(1), 27- 3.9.

Madkor, E. (1983). Farabi. In: M.Sharif. A History of Muslim Philosophy .( Ali Mohammad Kardan, Trans. ).Vol,1.Tehran: University Publishing Center. (In Persian).

Marx, K., & Engels, F. (2016). The communist Manifesto (Masoud saberi, Trans.). Tehran: Talayeh Poso Publication. (In Persian).

Mattews, M. (2012). Education in The Soviet Union (Vol. 9). New York: Routledge.

Mesnard, P. (1993). Jesuit Education. In: Jean Chateau. Great Educators. (Gholam Hossain Shokohi,Trans.).Tehran: Tehran University Publication. (In Persian ).

Milner, A., & Browitt, J. (2006). Contemporary Cultural Theory: an introduction (Jamal Mohammadi, Trans.). Tehran: Ghoghnos Pubilication. (In Persian).

Moreau, J. (1993). Plato and Education. In:Jean Chateau. Great Educators. (Gholam Hossain Shokohi,Trans.). Tehran: Tehran University Publication. (In Persian ).

Motie, H., & Yavari, S. (2012). Evidence of Beneficial Knowledge in Holly Quran and Hadith (Tradition). Kowhdge studies in Islamic University, 16(2), 231-248. (In Persian).

Nasr, S. Hossain. (2010). The Islamic Intellectual Tradition in Persian (Saeid Dehghan, Trans.). Tehran: Ghasidehsara Pubilication. (In Persian).

Nasr, S. Hossain. (2010). Living Sufism (Hossain Heidai & Mohammad Hadi Amini, Trans.). Tehran: Ghasidehsara Pubilication. (In Persian ).

Nelson-jones, R. (2016). Eclecticism, integration and comprehensiveness incounselling theory and practice. British Journal of Guidance & Counselling, 13(2), 129-138.

Norcross, C. John. (1990). Commentary: Eclecticism Misrepresented and Integration Misundrestood. Psychotherapy, 27(2), 297-300.

Perez, E. John. (1999). Integration of Cognitive-Behavioral and Interpersonal Therapies for Latinos: An Argument for Technical Eclecticism. Contemporary of Psychotherapy, 29(3), 169-183.

Pine, L. (1996). The Dissmination of Nazi Idealogy and Family Valuse through Scool Textbooks. History of Education, (25)1, 91-109.

Rakitov, A. (1989). The principle of Philosophy. Mosco: Progress Pubilshers.

Razavi, M. (1997). Suhrawardi and The School of Illumiation. (Majd -al-din Keivani, Trans.). Tehran: Publishing Center. (In Persian).

Rorty, R. (1993). Contengency, Irony and Solidarity. USA: Cambridge University Press.

Scott, C. John. (2006 ).The Mission of the University: Medieval to Postmodrn Transformations. The Journal of Higher Education, (77)1, pp. 1-39.

Sharif, M. (1892). Islamic Philosophical Teachings .. In: M. M. Sharif. A History of Muslim Philosophy .(Bahaedin Khoramshahi, Trans).Vol,1. Theran: University Publishing Center. (In Persian).

Sheikh, S. (1986). Ghazali . In: M. M. Sharif, A History of Muslim Philosophy . (Nasrollah Pourjavadi, Trans.) Vol. 2Tehran: University Publishing Center. (In Persian).

Tellings, A. (2001). Eclecticism and integration in educational theories: A metatheoretical analysis. Educational Theory, (51)3, 277-292.

Webster, F. (2003). Theories of The Information Society .(Mehdi Davoodi, Trans.). Tehran: Forien Ministry Publication center. (In Persian ).

Zibaklam, F., & Mohammadi, H. (2014). Neo – Liberalism and Commercialization of Education: A challenege for Ethical Education. Journal of Foundations of Education, 4(2), 95- 116. (In Persian).