طراحی منشور اخلاق حرفه‌ای دانشجومعلمان ایران مبتنی بر آموزه‌های پراگماتیسم و حکمت متعالیه
محورهای موضوعی : تعلیم و تربیت
صغری باقرزاده
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رسول برجیسیان
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جهانبخش رحمانی
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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
کلید واژه: منشور اخلاق حرفه‌ای, دانشجومعلمان, پراگماتیسم, حکمت متعالیه, تعلیم و تربیت, تحلیل مضمون,
چکیده مقاله :
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.
Introduction: In contemporary educational systems, the development of a professional code of ethics for future teachers—particularly student-teachers—is an undeniable necessity. This necessity stems from their educational, cultural, and social responsibilities. The present study aims to design a localized and theoretically grounded professional ethical charter for Iranian student-teachers. Drawing upon an integrative philosophical approach, it combines key principles from pragmatism and Transcendent Philosophy (Hikmat-e Muta'aliyah) to construct a practical and ethically sound framework.
Research Methodology: This study adopts a qualitative approach using thematic analysis. Data were collected through document analysis and semi-structured interviews with 18 experts in the field of education. The analysis yielded 124 basic themes, 24 organizing themes, and 6 overarching global themes. These include: “ethical commitment in education,” “moral rationality,” “relational ethics,” “ethical-pedagogical action,” “educational ethics in pragmatism,” and “spiritual ethics in Transcendent Philosophy.”
Findings: The findings indicate that pragmatism, with its focus on experiential learning, participatory education, and applied ethics, and Transcendent Philosophy, emphasizing spiritual self-cultivation, divine rationality, and metaphysical perfection, each offer complementary dimensions to teacher ethics. The proposed ethical charter, grounded in a balanced synthesis of practical wisdom, lived experience, and a theocentric worldview, provides an innovative and effective model for enhancing the professional identity of Iranian student-teachers.
Conclusion: Theoretically, this study opens new horizons in the domain of teacher professional ethics. Practically, it offers a strategic framework for policymaking and teacher education planning in Iran.
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