تبیینی نو از مؤلفه‌های برنامه درسی پنهان با تأکید بر پدیدارشناسی ون منن
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مهدی سبحانی نژاد
1
,
نجمه احمدابادی ارانی
2
,
حسن نجفی
3
,
علی عبداله یار
4
,
آزاد محمدی
5
1 - دانشیار گروه علوم تربیتی دانشگاه شاهد
2 - دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه پیام نور تهران
3 - دانشجوی دکتری مطالعات برنامه درسی دانشگاه علامه طباطبایی
4 - دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه شاهد
5 - دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه تهران
کلید واژه: برنامه درسی پنهان, برنامه درسی, پدیدارشناسی ون منن, مؤلفه‌ها,
چکیده مقاله :
پژوهش حاضر با استفاده از دو روش تحلیل مفهومی و استنتاجی به دنبال ارائه تبیینی نو از مؤلفه‌های برنامه درسی پنهان با تأکید بر پدیدارشناسی ون منن است تا بتواند سهمی در افزایش دانش در حوزة معرفتی مذکور داشته باشد. نتایج نشان می‌دهد؛ برنامه درسی پنهان شامل یادگیری‌های غیر ملموس، غیررسمی و ضمنی ارزش‌ها، هنجارها و نگرش‌ها است که به واسطه معلمان، کارکنان، فرایندهای غیر رسمی آموزش، تعاملات معلم و شاگرد و تفاسیر دانش‌آموز از رویدادها و محیط سازمانی ایجاد و انتقال می‌یابد. پدیدارشناسی ون منن با کمک به حصول تجارب و شناخت فردی حائز آن است که فراگیران را در یادگیری عمیق و بنیادی یاری نماید، بنابراین روش متناسبی در بازشناسی حوزه عمیق و کمتر شناخته شده برنامه درسی پنهان است. پدیدارشناسی ون منن در مؤلفه‌های برنامه درسی پنهان واجد تجارب زیسته خاصی چون؛ دانش‌آموز (مسئله محوری، خودراهبری، خود اکتشافی، انعطاف‌پذیری و ...)، معلم (کارگزار، زمینه‌ساز در تکوین نگرش و انگیزة دانش‌آموز و مدیر چالش‌های کلاسی حاوی تجارب زیسته خاص برای دانش‌آموز)، محتوای درسی (زمینه‌ساز کسب تجارب درونی دانش‌آموز متناسب با نیازهای خاص وی)، تدریس (فعالیتی شهودی و خلاق به همراه نتایج پیش‌بینی‌نشده در دانش‌آموزان) و ارزشیابی (زمینه‌ای برای درک برخی تجارب زیسته دیگر در راستای ماهیت واقعی کلاس، درس، یادگیری و نیز سنجش دانش‌آموز توسط نظام آموزشی) است.
This study uses two methods to provide conceptual analysis and Inductive a new explanation of the components of the hidden curriculum with an emphasis on Van Manen's phenomenology in order to improve the knowledge in the field of curriculum. This research includes applied research and the method of studying is analytical & documental. The results show; the hidden curriculum includes non-tangible learning, informal and implicit in forms of values, norms and attitudes. They are created and conveyed by the teachers, staff, processes and informal learning, teachers & students' interactions as well as the students' interpretations of events and organizational environment. Van Manen's phenomenological experiences help to make a very deep and fundamental learning in students. So it is an appropriate method in recognizing the scope of the hidden curriculum. Van Manen's phenomenology based on lived experiences in parameters of the certain hidden curriculum consists of students (problem-based, self-directed, self-exploration, flexibility, etc.) teacher (agent, effective in development of attitudes & motivation of students and manager in the class crisis contains specific lived experiences for students), content (a precursor to the inner experience of the students based on their urgent needs), teaching (intuitive and creative activity with unforeseen results in students) and evaluation (background for understanding some of lived experiences based on real nature of class, teaching, learning and students' assessment by the education system.
and Education: An introduction. Journal of Educational Philosophy and Theory, 41(1): 7–9.
Azimpour, E, Khalilzade, A, (2015), Hidden Curriculum, Journal of World Essays, 3 (1): 18-21.
Barghi, I, (2011), Application of Van Maanen’s Phenomenology Viewpoint in Curriculum Development Studies, Journal of Education Strategies, 3(4): 137-141 [Persian].
Barkhordari, R, Bagheri, K, (2013), Methodological Components of Phenomenological Inquiry In Education, Journal of Foundations of Education, 2(2): 121-140 [Persian].
Bogdan, R, C, Biklen, S, K, (2007), Qualitative Research for Education: An Introduc- tion to Theories and Methods, Boston: Person Education.
Delke,D, (2004), The Curriculum the Met Curriculum: Guarding the Golden Apples of university culture, phikapp phi form, 84 (9):1-11.
Fathi Vajargah, K, Kashtiaray, N, Foroghi, A, Zimitat, K, (2009), Supervisor Selection and Student-Supervisor Relation: PhD Graduates Perspectives, Journal of Curriculum Studies, 4(3): 281-308 [Persian].
Fathi, vajargah k, (2013), Curriculum to the New Identity.Tehran: Ayizh Publishing Ghaderi, M, (2004), Substrate Understanding of the Curriculum. Tehran: Publication Book of Yadvareh [Persian].
Giorgio, A, (2004), The Signature of All Things On Method. New York: Zone [Persian].
Husserl, E, (1999), The Idea of Phenomenology. Berlin: Springer.
Jerald, C, D, (2006), School Culture: The Hidden Curriculum, Washington, DC: The Center for Comprehensive School Reform and Improvement.
Keshtiaray N, Fathi Vajargah K, Zimitat C, Forughi A, (2009), Designing and Accrediting an Experiential Curriculum in Medical Groups Based on Phenomenological Approach. Iranian Journal of Medical Education, 9 (1): 55-67 [Persian].
Kombes, G,R & Denelz, L, B (2009), Philosophical Research: Conceptual Analysis. Berlin: Springer.
Koopman, O, (2015), Phenomenology as a Potential Methodology for Subjective Knowing in Science Education Research. Indo-Pacific Journal of Phenomenology, 15 (1): 1-10.
Levering, B, (2006), Epistemological Issues in Phenomenological Research: How Authoritative Are People's Accounts of Their Own Perceptions, Journal of Philosophy of Education, 40(4): 451-462.
Mahrouzadeh, T, Jalilinia, F, (2017), Explain the Phenomenological Approach in the Curriculum, Journal of New Thoughts on Education, 12 (4): 7-26 [Persian].
Magrini, J, (2012), Phenomenology for Educators: Max van Manen and "Human Science" Research", Journal of Philosophy Scholarship, 10 (1):1-5.
Ornestein, A, C, Hunkins, F, P, (2008), Curriculum: Foundations, Principles, and Issues, Boston, Massachusetts: Allyn and Bacon.
Pinar, W, F, (1992), Understanding Curriculum As Phenomenonological and Deconstructed Text (Critical Issues in Curriculum), New York: Teachers College Press.
Van Manen, M, (2015), Pedagogical Tact (Phenomenology of Practice), London: Routledge Publications.
Van Manen, M, (2014), Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing, California: Walnut Creek.
Van Manen, M, (2009), The Phenomenology of Speace in Writing Onlin, Journal of Educational Philosophy and Theory, 41 (1): 10-21.
Van Manen, M, (2008), Pedagogical Sensitivity and Teachers Practical Knowing-in-Action Max van Manen University of Alberta. Peking University Education Review. (pp. 1–23).
Van Manen, M, McClelland J, Plihal J, (2007), Naming Student Experiences and Experiencing Student Naming. In D. Thiessen and A. Cook-Sather (eds.) International Handbook of Student Experience in Elementary and Secondary School. New York: Springer Publishing Company. (pp. 85–98).
Van Manen, M, (2006), The Tact of Teaching. The University of Western Ontario: THE Althouse Press.
Van Manen M, Li, S, (2002), The Pathic Principle of Ppedagogical Language, Journal of Teaching and Teacher Education, 18 (2): 215-224.
Van Manen, M, (2001), Thoughtprese: Challenges of Phenomenological, Resarch. Canada: Univesity of Albert.
Van Manen, M, (1999), The Language of Pedagogy and the Primacy of Student Expsrience, London: Falmer Press.
Van Manen, M, (1997), Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. London: The Althouse Press.
Van Manen, M, (1991), Reflectivity and the Pedagogical Moment: The Normativity of Pedagogical Thinking and Acting, Journal of Curriculum Studies, 23 (6): 507-536.
Van Manen, M, (1989), By the Light of Anecdote, Journal of Phenomenology Pedagogy, 1 (7), 232- 256
Van Manen, M, (1986), The Tone of Teaching, Ontario: Heinemann.
Van Manen, M, (1982), Phenomenology Pedagogy. Journal of Curriculum Inquiry, 12 (3): 287-299.
Salehi, A, (2015), Explanation of Henry Giroux’s Critical Theory and its Pedagogical Implications, Journal of Research in Philosophy of Education, 1(1): 81-95 [Persian].
Shubert, W, H, (2010), Intended Curriculum, In Encyclopedia of Curriculum Studies, SAGE Publications, London: U.K.
Sokolowski, R, (1999), Introduction to Phenomenology, Cambridge: Cambridge University Press.
Skelton, A, (1997), Studying Hidden curriculum: Developing a perspective in the postmodern insights: Journal of cuuriculum studies, 5 (2):177-193.
Stephens, S, L, (2015), A Phenomenological Exploration of the Experiences of High School Students Enrolled in School-Wide College Readiness Programs, Minnesota: Walden University.
_||_