طراحی منشور اخلاق حرفه‌ای دانشجومعلمان ایران مبتنی بر آموزه‌های پراگماتیسم و حکمت متعالیه
الموضوعات : Education
صغری باقرزاده
1
,
رسول برجیسیان
2
,
جهانبخش رحمانی
3
1 - دانشجوی دکتری، گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، ایران
2 - دانشگاه فرهنگیان استان اصفهان
3 - استادیار گروه فلسفه دانشگاه آزاد اسلامی اصفهان (خوراسگان)، اصفهان، ایران
الکلمات المفتاحية: منشور اخلاق حرفه‌ای, دانشجومعلمان, پراگماتیسم, حکمت متعالیه, تعلیم و تربیت, تحلیل مضمون,
ملخص المقالة :
مقدمه و هدف: در نظام‌های آموزشی معاصر، نیاز به تدوین منشور اخلاق حرفه‌ای برای معلمان آینده، به‌ویژه دانشجومعلمان، ضرورتی انکارناپذیر است؛ ضرورتی که ریشه در مسئولیت‌های تربیتی، فرهنگی و اجتماعی آنان دارد. پژوهش حاضر با هدف طراحی منشور اخلاق حرفه‌ای دانشجومعلمان ایران، به‌شیوه‌ای بومی و مبتنی بر مبانی نظری عمیق، در پی آن است که با بهره‌گیری تلفیقی از دو مکتب فلسفی پراگماتیسم و حکمت متعالیه، چارچوبی اخلاقی و قابل اجرا ارائه دهد.
روش شناسی پژوهش: رویکرد پژوهش کیفی با روش تحلیل مضمون بوده و داده‌ها از طریق مطالعه اسنادی و مصاحبه با ۱۸ نفر از خبرگان حوزه تعلیم و تربیت گردآوری شد. در تحلیل داده‌ها، ۱۲۴ مضمون پایه، ۲۴ مضمون سازمان‌دهنده و ۶ مضمون فراگیر استخراج گردید که مضامینی همچون «تعهد اخلاقی در تربیت»، «عقلانیت اخلاقی»، «اخلاق ارتباطی»، «کنش اخلاقی تربیتی»، «اخلاق آموزشی در مکتب پراگماتیسم» و «اخلاق معنوی در حکمت متعالیه» را شامل می‌شود.
یافتهها: یافتهها نشان می‌دهد که مکتب پراگماتیسم با تأکید بر تجربه‌گرایی، یادگیری مشارکتی و اخلاق کاربردی، و حکمت متعالیه با محوریت سلوک درونی، عقلانیت توحیدی و کمال‌جویی معنوی، هر یک ابعادی مکمل برای اخلاق معلمی ارائه می‌دهند. منشور طراحی‌شده بر پایه این دو مکتب، با تلفیقی متعادل از عقل عملی، تجربه زیسته و نگرش توحیدی، می‌تواند الگویی نوین و مؤثر برای ارتقای هویت حرفه‌ای دانشجومعلمان ایرانی باشد.
بحث و نتیجهگیری: نتایج این پژوهش به‌لحاظ نظری، افق‌های تازه‌ای در اخلاق حرفه‌ای معلمان و به‌لحاظ کاربردی، چارچوبی برای سیاست‌گذاری و برنامه‌ریزی تربیت معلم در ایران ارائه می‌دهد.
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