نوآوری‌های آموزشی

نوآوری‌های آموزشی

بررسی تطبیقی پساپدیدارشناسی و ساخت‌گرایی انتقادی در مطالعات فناوری و دلالت‌های آن در تعلیم‌وتربیت

نوع مقاله : مقاله پژوهشی

نویسنده
استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران
چکیده
هدف این پژوهش بررسی شباهت‌ها و تفاوت‌ها و امکان تطبیق دو رویکرد مهم در فلسفۀ فناوری یعنی پساپدیدارشناسی و ساخت‌گرایی انتقادی و دلالت‌های آن در تعلیم‌وتربیت است؛ ازاین‌رو با استفاده از روش تحلیل و توصیف و استنتاج، ابتدا شباهت‌ها و تفاوت‌های دو رویکرد بررسی شده است و سپس امکان استفاده از این دو رویکرد در مطالعات فناوری‌های آموزشی مورد توجه قرار گرفته است. هر دو رویکرد، فراتر از ابزارگرایی و جبرگرایی، بر نقش فناوری‌ها در زندگی انسان تمرکز دارند. پساپدیدارشناسی بیشتر بر جنبۀ فردی و ساخت‌گرایی انتقادی بیشتر بر جنبۀ اجتماعی و سیاسی تأکید دارد. تعلیم‌وتربیت در فرایند دموکراتیک‌کردن فناوری‌ها، که مورد توجه ساخت‌گرایی انتقادی است، سهم مهمی دارد. دلالت‌های تربیتی حاصل از بررسی تطبیقی دو رویکرد عبارت‌اند از: تغییر مفهوم فناوری‌های آموزشی از ابزارهای آموزشی به عامل‌های آموزشی، توجه به تفاوت‌های فرهنگی در تولید فناوری‌های آموزشی، توجه به جنبه‌های سیاسی و اجتماعی پنهان در فناوری‌های آموزشی، تحول در پژوهش‌های فناوری‌های آموزشی و تحول در اهداف تربیت در رابطه با فناوری.
کلیدواژه‌ها

عنوان مقاله English

A Comparative Study of Post-phenomenology and Critical Constructivism in Technology Studies and their Implications for Education

نویسنده English

Ruhollāh Mozaffaripoor
(PhD), Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده English

The aim of this research is to examine the similarities, differences, and the potential for compatibility between the two major approaches in the philosophy of technology, namely post-phenomenology and critical constructivism, and their implications for education. To this end, using the methods of analysis, description, and inference, the similarities and differences between the two approaches have been first explored, and then their applicability in the study of educational technologies has been considered. Both approaches, moving beyond instrumentalism and determinism, focus on the role of technologies in human life. Post-phenomenology emphasizes the individual aspect, while critical constructivism focuses more on the social and political dimensions. Education can play a significant role in the process of democratizing technologies, which is a key concern of critical constructivism. The educational implications derived from the comparative study of these two approaches include: redefining educational technologies from teaching tools to teaching agents, considering cultural differences in the production of educational technologies, addressing the hidden political and social dimensions of educational technologies, transformation in the educational technology research, and reshaping the educational goals in relation to the technology.

کلیدواژه‌ها English

Post-phenomenology
Critical Constructivism
Education
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  • تاریخ دریافت 15 دی 1401
  • تاریخ بازنگری 16 آذر 1402
  • تاریخ پذیرش 26 آبان 1403