نو مفهوم‌پردازی معرفت‌شناختی شک دکارتی بر اساس انتقادهای معرفت‌شناختی شک سوفیستی پروتاگوراس به‌منظور استنتاج اصول یاددهی- یادگیری

نوع مقاله : پژوهشی

نویسندگان

1 دانشگاه تربیت مدرس

2 دانشگاه تهران

چکیده

هدف اصلی این پژوهش، استنتاج اصول یاددهی-یادگیری از نو مفهوم‌پردازی شک دکارتی بر اساس انتقادهای معرفت‌شناختی شک سوفیستی پروتاگوراس است. برای دستیابی به این هدف از روش‌ پژوهش نقد بیرونی، استنباط، نو مفهوم‌پردازی و استنتاج بهره ‌گرفته ‌شد. یافته‌های به‌دست‌آمده حاکی از آن است که شیوۀ معرفتی دکارت در شک مقطعی- خطی، تعقل گرایی، آفت زدایی معرفتی ناپیوسته، استقلال ذاتی و خودمحوری انسان، کمیت گرایی، انتقادگرایی، قاعده‌مندی و انسجام گرایی برای اصول یاددهی- یادگیری در نظام تربیتی با انتقادهایی روبرو است. یکی از این انتقادها، نقدهایی است که شک سوفیستی پروتاگوراس بر ارائۀ قواعد کلی، اصالت و تساوی عقل، فاعل شناسا، میزان و معیار حقایق، ساختارمندی معرفتی، اتحاد و طبقه‌بندی علوم، نحوۀ شک ورزی و جستجوگری حقیقت، انتقادگرایی و انکار شرایط فرهنگی-اجتماعی به شک دکارتی وارد نموده و برای رفع این خلأ و اشکالات از دیدگاه خود به بازسازی و نو مفهوم‌پردازی آن پرداخته و با استنتاج اصول شک ورزانۀ پژوهشی متداوم، شک ورزی انتقادگرایانه، آفت زدایی کیفی، هنرگرایی، خودمحوری چندگانه، امتزاج افق‌ها و بازنمایی –توزیعی از آن در یاددهی-یادگیری مانع جزم‌گرایی و شک سیستمی در شک دکارتی شده است.

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