رویکرد ساحت تربیت هنری و زیبایی‌شناختی، رویکرد موضوع‌محور یا رویکرد دریافت احساس و معنا
الموضوعات : پژوهش در برنامه ریزی درسی
سیده الهام آقایی ابرندآبادی
1
(دانشجوی دکترا رشته فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا(س)، تهران، ایران.)
طیبه ماهروزاده
2
(دانشیار دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا(س)، تهران، ایران.)
محسن ایمانی نائینی
3
(دانشیار دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران.)
الکلمات المفتاحية: دریافت احساس و معنا, ساحت تربیت هنری و زیبایی-شناسی, موضوع محور, رویکرد,
ملخص المقالة :
به نظر می‌رسد انتقادات وارد بر غفلت نسبت به حوزۀ هنر و زیبایی شناسی در کشور بیشتر ناظر به بحث آموزش فعالیت‌های خاص هنری و جایگاه فرعی آن در برنامه درسی در جهت رشد استعدادهای هنری دانش آموزان است. هرچند تربیت هنری به معنای فعالیت‌های خاص، درخور توجه است اما به نظر می‌رسد که تربیت زیبایی شناختی به‌عنوان فرابرنامه درسی در نظام آموزش‌وپرورش کشور مورد بی توجهی افزون‌تری است و مفهوم‌پردازی جامعی از این نوع تربیت در نظام آموزش‌وپرورش کشور به‌خصوص از منظر اسلامی صورت نگرفته است. در این پژوهش با بررسی آراء فلسفی ملاصدرا؛ به رویکرد برگزیده وحدت‌گرای تشکیکی رسیده و با توجه به اینکه رویکرد دریافت احساس و معنا ناظر به رویکرد وحدت گرای تشکیکی است، به تبیین ضرورت تغییر در رویکرد ساحت تربیت هنری و زیبایی‌شناسی به رویکرد دریافت احساس و معنا به‌منزلۀ رویکرد اصلی و رویکرد موضوع محور به‌منزلۀ رویکرد مکمل، پرداخته شده است.
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