طراحی منشور اخلاق حرفه‌ای دانشجومعلمان ایران مبتنی بر آموزه‌های پراگماتیسم و حکمت متعالیه
محورهای موضوعی : تعلیم و تربیت
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
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.
Ahmadifar, M. (2015). The Role of Teachers' Moral Education in Shaping Students' Moral Values. Educational Psychology Quarterly, 1(2), 69-87. . ]in persian[
Alavi Langroudi, S. K. (2001). A Review of “Philosophy of Pragmatism”. Kavosh Nameh of Persian Language and Literature, 2(Spring & Summer), 99-134. doi: 10.29252/kavosh.2001.2192. ]in persian[
Babazadeh, T., & Rezaali Norouzi. (2013). An Analysis of Educational Goals and Methods Based on the Perfection of the Soul in Mulla Sadra's Philosophy. Islamic Education, 8(Spring & Summer), Issue 16. . ]in persian[
Biesta, G. J. J., & Burbules, N. C. (2003). Pragmatism and Educational Research. Rowman & Littlefield Publishers.Oxford Academic
Burge, T. (2017). Pragmatism and the concept of truth. Journal of Philosophy, 114(10), 583-600.
Campbell, E. (2008). Teaching ethically as a moral condition of professionalism. Curriculum Inquiry, 38(4), 357–385.
Chateau, J. (2001). Great Educators. (G. H. Shokoohi, Trans.). Tehran: University of Tehran Press. . ]in persian[
Dewey, J. (1927). The public and its problems. Holt.
Dewey, J. (1938). Experience and education. Macmillan.
Dewey, J. (2008). Ethics. In The Essential Dewey: Ethics, Logic, Psychology (Vol. 2, pp. 1-40). Indiana University Press.
Eisenberg, N., & Damon, W. (2006). Handbook of child psychology, social, emotional, and personality development. Wiley.
Ennis, R. H. (2018). Critical thinking: A streamlined conception. Prentice Hall.
Farasatfar, H. (2014). Explaining the Ethical Perspective of Mulla Sadra’s Transcendent Philosophy for Critiquing Karl Jaspers’ View. The First National Electronic Conference on Applied and Research Approaches in Humanities and Management Sciences, Qom. Retrieved from: https://civilica.com/doc/417359. ]in persian[
Fayyazi, G., Nozari, M., & Hashemi, M. M. (2022). The Concept of Education in Transcendent Theosophy. Philosophical Knowledge, Autumn, Issue 77, 107-123. . ]in persian[
Gutek, G. L. (2005). Philosophical Schools and Educational Theories. (M. J. Pakseresht, Trans.). Tehran: SAMT Publications. . ]in persian[
Hajilouei, F., & Albooyeh, A. (2022). Foundations of Moral Education in Transcendent Theosophy Compared to the Story of Lisa in the Philosophy for Children Program. Islamic Wisdom, 9(2, Issue 33, Summer 2022), 169-190. . ]in persian[
Heydarifar, O. (2015). Pragmatism and Education. Available at: https://abbasasgharzadeh.blogfa.com/post/164. ]in persian[
Iravani, Sh., Sharafi Jam, M., & Yari Dehnavi, M. (2008). Why Do Teachers Need to Learn Philosophy of Education? Ta'lim va Tarbiat (Education Journal), 24(1, Issue 93), 33-67. Retrieved from SID: https://sid.ir/paper/87728/fa. ]in persian[
Jalilian, R., et al. (2017). An Examination of Teachers' Moral Education Theories from the Perspective of Various Philosophical Schools. Journal of New Findings in Cognitive and Educational Sciences, 3(1), 15-29. . ]in persian[
Kamal, M. (2006). Mulla Sadra's Transcendent Philosophy. Ashgate Publishing.
Killen, M., & Smetana, J. G. (2015). Handbook of moral development. Psychology Press.
King, R. (2022). The Utility of Pragmatism in Educational Research. Creative Education, 13(10), 2199–2210. https://doi.org/10.4236/ce.2022.1310199SCIRP
Koopman, C., & Garside, D. (2019). Transition, action and education: Redirecting pragmatist philosophy of education. Journal of Philosophy of Education, 53(4), 734–747. https://doi.org/10.1111/1467-9752.12399
Law, H. Y. (2013). Reinventing teaching in mathematics classrooms: Lesson study after a pragmatic perspective. International Journal for Lesson and Learning Studies, 2(2), 101–114. https://doi.org/10.1108/20468251311323360Emerald
Legenhausen, M. (2018). Constructivist Elements in the Ethical Philosophy of Mulla Sadra. Retrieved from https://www.al-islam.org/constructivist-elements-ethical-philosophy-mulla-sadra-muhammad-legenhausen/constructivist-elements
Li, Y., Wang, Y., & Zhang, L. (2024). Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions. European Journal of Teacher Education, 47(1), 1–19. https://doi.org/10.1080/02619768.2024.2414910Taylor & Francis Online
Maghsoudi, A. (2014). The Role of Teachers in Idealism, Realism, and Pragmatism Schools of Thought. The First National Conference on Educational Sciences and Psychology, Marvdasht. Retrieved from: https://civilica.com/doc/339090. ]in persian[
Mirdamadi, S. M. H., & Arshad Riahi, A. (2018). The Impact of Mulla Sadra’s Philosophical Views on His Ethical Doctrine. Wisdom and Philosophy, 14(2, Issue 54), 205-221. Retrieved from SID: https://sid.ir/paper/123470/fa. ]in persian[
Mirza Mohammadi, M. H., Aliyin, H., & Hasani, G. (2008). A Comparison of Educational Goals from the Perspectives of Idealism and Pragmatism. Research in Teaching and Learning, 6(1), 45-52. . ]in persian[
Moein Mehr, S., & Majidi, V. Identifying Architectural Design Criteria of Schools Based on Mulla Sadra’s Theory of Substantial Motion as a Factor in Shaping Human Identity (A Case Study of Five Contemporary Schools in Iran). Fundamental Research in Humanities, 2022; 8(2), 101-132. . ]in persian[
Mohammadi, F., Heydari, Z., & Sa'adati, A. (2022). Cultivating Critical Thinking in Students with Emphasis on the Pragmatist Approach to Education. International Conference on Psychology, Educational Sciences, and Lifestyle Studies. Retrieved from SID: https://sid.ir/paper/995959/fa. ]in persian[
Mohseni, A., et al. (2020). A Conceptual Analysis and Explanation of Moral and Spiritual Education Concepts. Educational and Psychological Sciences Journal, 11(4), 69-92. . ]in persian[
Monteiro, A., & Sharma, A. (2021). Ethics and professionalism in teacher education. Teaching and Teacher Education, 98, 103255.
Mulla Sadra, S. (2002). Al-Shifa. Tehran: University of Tehran Press. . ]in persian[
Nasiri, A., & Esmaeili, Z. (2015). Education in Pragmatism Philosophy. The Third National Conference on Sustainable Development in Educational Sciences, Psychology, Social and Cultural Studies, Tehran. Retrieved from: https://civilica.com/doc/453251. ]in persian[
Nasr, S. H. (2006). The Essential Seyyed Hossein Nasr: Reflections on Islam and Modern Thought. World Wisdom.
Nasri, M. (2006). Educational Perspective Based on the Epistemological Foundations of Sadra’s Philosophy. Retrieved from https://www.academia.edu/68433015/Educational_Perspective_Based_on_the_Epistemological_Foundations_of_Sadra_ee_Philosophy
Noddings, N. (2015). Perspectives on Philosophy of Education (R. Barkhordari, Trans.). Tehran: Nashr-e Nakhustin.
Panahi Azad, H. (2006). The Philosophy of Transcendent Theosophy (Hikmat al-Muta'aliyah). Qabasat, (Issues 39-40), 197-220. Retrieved from SID: https://sid.ir/paper/433707/fa. ]in persian[
Poeck, K., Östman, L., & Öhman, J. (2020). The risk and potentiality of engaging with sustainability problems in education—A pragmatist teaching approach. Journal of Philosophy of Education, 54(4), 1033–1046. https://doi.org/10.1111/1467-9752.12467
Rahimpour, F. S., & Biyadar, H. (2016). Methods of Self-Education from the Perspective of Mulla Sadra. Religious Anthropology, 13(36), 73-89. Retrieved from SID: https://sid.ir/paper/219974/fa. ]in persian[
Rahnamazadeh, H. (2012). The Impact of Teachers' Moral Education on Students and Its Role in the Upbringing of Children and Adolescents. Tarbiat Journal of Islamic Azad University, 6(27), 67-88. . ]in persian[
Rezac, T. M., & Husbye, N. E. (2024). Critical Pragmatism as a Theoretical Pathway to Educational Change. Midwest Journal of Education, 1(1). https://www.williamwoods.edu/academics/mje/articles/vol1/iss1/mje-1-1-3.htmlWilliam Woods University+1William Woods University+1
Rorty, R. (2007). Philosophy and social hope. Penguin Books.
Rouzbeh, M. H. (2023). The Relationship between Efficiency, Ethics, and Politics in Transcendent Theosophy. Edited by A. Salavand & M. B. Ansari. Publisher: Research Institute for Islamic Culture and Thought. First Edition. . ]in persian[
Salehshouri, A., & Yousefzadeh, M. (2011). The Role of Reason and Emotion in Moral Education. Islamic Education Quarterly, 6(12), 121-139. . ]in persian[
Sattari, A. (2018). Principles of Education Based on the Anthropological and Axiological Foundations of Transcendent Theosophy. Retrieved from: https://civilica.com/doc/833764. ]in persian[
Savvidou, C., & Economidou-Kogetsidis, M. (2019). Teaching pragmatics: Nonnative-speaker teachers’ knowledge, beliefs and reported practices. Intercultural Communication Education, 2(1), 39–58. https://eric.ed.gov/?id=EJ1338985ERIC+1ERIC+1
Shah, M. A., & Malik, S. (2024). In the crucible of a professional learning community: Becoming a highly effective teacher in challenging contexts. International Journal of Instruction, 17(1), 313–338. https://e-iji.net/ats/index.php/pub/article/view/508E-IJI
Veysi, G. (2005). Goals and Foundations of Islamic Education. Morabian Journal, Summer, Issue 16. . ]in persian[
Waks, L., Voparil, C. J., & Torrance, J. (2024). American Pragmatism, Democratic Ethics, and Education. In S. Fraser-Burgess, J. A. Heybach, & D. Metro-Roland (Eds.), The Cambridge Handbook of Ethics and Education (pp. 186-212). Cambridge University Press. https://doi.org/10.1017/9781009188128.013
Walker, L. J. (2004). Handbook of moral development. Psychology Press.
Westbrook, R. B. (1991). John Dewey and American Democracy. Cornell University Press.
Williams, E. (2017). "Exploring Ethical Education: A Comparative Study of Pragmatism and Transcendental Wisdom." Journal of Moral Philosophy, 33(4), 589-605.
Yahyaei, D., & Bahrami, F. (2015). Exploring the Concept of Education in the Thought Structure of Rousseau and Pragmatist Educational Philosophy. The Second International Congress on Culture and Religious Thought, Qom. Retrieved from: https://civilica.com/doc/548310. ]in persian[
