تبیین محتوای برنامه درسی تربیت اخلاقی از منظر تحلیل مقایسه‌ای آرای کانت و ملا احمد نراقی

محورهای موضوعی : پژوهش در برنامه ریزی درسی

مهدی سبحانی نژاد ¹ , نجمه احمدابادی ارانی ² , طاهره جلالوند ³ , آزاد محمدی ⁴

1 - دانشیار گروه علوم تربیتی دانشگاه شاهد
2 - دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه پیام نور تهران
3 - دانش‌آموخته کارشناسی ارشد تاریخ و فلسفه آموزش و پرورش دانشگاه تهران
4 - دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه تهران

تاریخ دریافت : 1394/06/21 تاریخ پذیرش : 1396/03/27 تاریخ انتشار : 1397/02/01

کلید واژه: ملا احمد نراقی, کانت, برنامه درسی, تربیت اخلاقی,

چکیده مقاله :

هدف این پژوهش، دستیابی به مؤلفه‌های محتوای برنامه درسی تربیت اخلاقی از منظر کانت و ملا احمد نراقی و تحلیل مقایسه‌ای آن به‌منظور تبیین مؤلفه‌های مشترکی در حوزه محتوی برنامه درسی تربیت اخلاقی است. جهت نائل شدن به این هدف، سعی بر آن شده است با استفاده از منابع دست‌اول و منابع دست‌دوم شامل (کتب معتبر، پژوهش‌ها و تحقیقات مرتبط با موضوع پژوهش، نشریات و سایت‌های اینترنتی) مطالعة حاضر از طریق روش‌های تحلیل مفهومی و روش تحلیل تطبیقی مورد تحلیل و واکاوی قرار گیرد. یافته‌های پژوهش بیانگر آن است که اندیشمندان مذکور به‌صورت ژرف به تربیت اخلاقی پرداخته و دلالت‌های قابل توجهی در محتوی برنامه درسی تربیت اخلاقی، ارائه نموده‌اند. کانت به‌عنوان نماینده دیدگاه غرب و ملا احمد نراقی به‌عنوان نماینده دیدگاه اسلامی؛ در محتوای برنامه درسی تربیت اخلاقی به‌رغم اختلاف نظرهای مشهود، مؤلفه‌های مشترک قابل استنباط و استخراجی نیز دارند که می‌تواند مورد نظر سیاست‌گذاران و برنامه ریزان درسی قرار گیرد. از جمله مؤلفه‌های مذکور می‌توان به تربیت انسان به‌عنوان اولویت اصلی برنامه‌های درسی، ضرورت پرورش بعد اخلاقی دانش‌آموز، پرورش حافظه طی برنامه درسی، عمل‌گرایی در برنامه‌های درسی، تجربه محوری در برنامه‌های درسی، تأکید بر نقد و نظر در برنامه‌های درسی و پرورش بعد دینی و معنوی دانش‌آموز اشاره نمود.

چکیده انگلیسی:

The purpose of this study is to explain the curriculum of moral education in the aspect of comparative analysis of Kant’s and Mullah Ahmad Naraqi’s theories using both conceptual and comparative analysis in order to increase the fundamental knowledge in this area. In order to achieve this goal, try it with the use of primary sources and secondary sources included (authentic books, research, relevant research, publications and Internet sites) study the methods of conceptual analysis and comparative analysis is analyzed and analyzed. The results indicate that Kant and Mullah Ahmad Naraqi studied moral education in a profound manner and remarkable implications in the content of curriculum of moral education can be concluded from their theories. Kant is the representative of west’s viewpoint and Mullah Ahmad Naraqi is the representative of Islamic’s viewpoint; Despite the obvious disagreements, shared components are concludable that can be reviewed by policy makers and curriculum planners so that it can ease the students’ moral development. Among the main priorities of curriculums, we can point out education, training students’ moral dimension, emphasis on development of memory in curriculums, practicality in curriculums, emphasis on mathematic lessons in curriculums, emphasis on criticism in curriculums and training students’ religious dimension

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