سوژه معلق مقاوم؛ نقد گفتمان حاکم بر پرورش سوژه در نظام آموزشی ایران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
مقاله پیش رو به تحلیل و نقد بخش هایی از اسناد بالادستی نظام آموزشی، شامل سه سند مبانی نظری تحول بنیادین آموزش وپرورش، سند تحول بنیادین آموزش وپرورش و سند برنامه درسی ملی و نتایج آن در عرصه عمل آموزشی با هدف استخراج دلالت های مستقیم و غیرمستقیم در خصوص سوژه و پرورش آن می پردازد. پژوهش با طرح کیفی و دو روش انتقادی و تحلیل محتوای کیفی استقرایی در بررسی متن اسناد و سایر متون مرتبط انجام شده است و به دنبال پاسخگویی به این پرسش است که «اسناد و گفتمان حاکم بر نظام آموزش وپرورش ایران، مؤید چه نوع سوژه ای است و چه نقدی بر این سوژه وارد است؟». یافته ها نشان می دهد که اگرچه در اسناد بالادستی سوژه مطلوب، غالباً با ویژگی های «سوژه مؤمن» توصیف شده است، اما دارای ابهامات و تناقض هایی است که موجب می شود سوژه محقق آن در عمل، مسیری متمایز با سوژه مطلوب، آرمانی و مصرح طی کند. دیگر این که برخلاف نقدهایی که سوژه پروری نظام آموزشی را با دوگانه نظام آموزشی غرب زده/دین زده تبیین می کند و علت شکست سیاست های آموزشی در پرورش انسان مطلوب را وارداتی بودن و تأثیرپذیری آن از فرهنگ غرب و یا دین زدگی و پرداختن افراطی به پرورش سوژه مؤمن و غفلت از سایر ابعاد انسان می دانند، باید گفت در حال حاضر در اسناد بالادستی و متعاقباً در عمل تربیتی، نوعی تعلیق، بلاتکلیفی و حصاربندی در خصوص قابلیت های انسان و حدود رشد و عاملیت او به چشم می خورد که منجر به شکل گیری و دامن زدن به تناقض و ابهام در خصوص نحوه مواجهه نظام آموزشی و دست اندرکاران تربیت با انسان و در نهایت پرورش «سوژه معلق» می شود. نتیجه این تعلیق، بنا به عاملیت ذاتی و بقاء سوژه (نه مرگ آن) می تواند مقاومت آشکار و پنهان در برابر گفتمان مدرسه، نه تنها در دانش آموزان، بلکه در معلمان و سایر دست اندرکاران شود.resistant suspended subject; Criticism of the governing discourse on subject development in Iran's educational system
Criticism of subject education in educational systems is important from two aspects; Both from the genealogical aspect and the historical evolution of the subject, and from the perspective of the ruling concepts of anthropology and the understanding of internal and external contradictions and inconsistencies in presenting this desirable image, which can in practice carry a hidden subject or subjects that even Sometimes it takes a different path with a desirable and explicit subject.Regarding the ideal subject and human being and the style of Iran’s educational system, which is specified in the upper level documents, it should be said that these documents seek to educate a faithful human being who, while having a religious orientation throughout his life, considers his desired goal to be close to God, serving God and living a good life, but, many academic, moral issues, social damages and indifference to religious and national values that have made the society’s mind pessimistic about the outputs and performance of the education system, show that this system has not been able to find students in To guide a clear and consistent image of how to live and relate to oneself, society, culture and history, religion, ethics, modernity, etc.In finding the root of the above problem and reviewing and criticizing the upper level documents of the educational system, it seems that these documents, which came out after solving the problem of “ being imported” of the educational system, have some ambiguities and internal contradictions in compiling and including the requirements related to human beings, which causes confusion And increases his indecision.The purpose of the current research is to review and criticize the upstream documents and find points in them that can generate ambiguities and contradictions that often cause the subject’s confusion and have angles and differences with the subject’s inherent capabilities, and therefore, will figure reactions contrary to the expectations of the educational system in the subject Therefore, we seek to answer this question: “What kind of subject is supported by the documents and discourse governing Iran’s education system and which criticism is there on this subject?”Research method: The current research has been conducted with a qualitative design and its data collection is done by referring to educational documents such as the theoretical foundations of the fundamental transformation of education, the fundamental transformation of education, the national curriculum document as the main documents, as well as other contents and researches in Access to the state of the human education system or its desired subject and its criticism has been obtained.The main approach of the research is a critical approach and using the method of negative or internal criticism as well as external criticism, and in this regard, the inductive qualitative content analysis method has also been used.Results and findings: The findings of the present research lead us to the issue that although the desirable person of the educational system and its explicit image in the documents is a “faithful subject” and transcendent, but due to the inadequacies, contradictions and inconsistencies in the text of the documents, the outcome and output It will not be a believing subject (with all its belongings), but a human being who has a kind of “suspension” or in other words a “suspended subject”.The suspension of a subject who is surrounded by ambiguities and the lack of clarity and explanation about himself, the current realities of life and the feeling of non-self in the school discourse, and a child who is not the target of documents and therefore becomes a means of realizing ideology and does not have a full existence.This suspense and ambiguity is the result of the attitude and performance of the educational system, and although a small group of people, due to the favorable environment of religious life and the internalization of teachings and the adaptation of religious and mystical experiences to what they have reached their rational understanding, can manifest the subject and Be religious, but a large number of people, as a result of the continuation of the suspension, engage in active and passive resistance, and both forms of resistance are forms of the forced reaction of the subject due to his inherent agency and his desire to act and rebel against limitations and excesses.
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