کاربست معیار فبک در داستان «کلاغ ها»، اثر نادر ابراهیمی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
فلسفه برای کودکان (فبک)، از برنامه های تحول گرای تعلیم و تربیت است که در اوایل دهه 1970، به کوشش متیو لیپمن طراحی شد. در این برنامه مهارت های اندیشه ورزی، از سنین پایین و در قالب داستان هایی خاص، به کودکان آموخته می شود تا در موقعیت های پیچیده زندگی فردی و اجتماعی، یاریگر آنان باشد. در این پژوهش که هدفی کاربردی و روشی توصیفی- تحلیلی دارد، داستان «کلاغ ها»ی نادر ابراهیمی، با معیار فبک (بسندگی ادبی، فلسفی و روان شناختی)، بررسی و تحلیل شده است. نتیجه این که: داستان از نظر شخصیت و شخصیت پردازی، صرف نظر از معایبی جزیی، مناسب است. پی رنگی منسجم و جذاب؛ اما همراه با ضعف گره گشایی دارد. داستان کلاغ ها برای مخاطب باورپذیر می نماید. زبان آن روان، گیرا و امروزی و متناسب با سطح فهم گروه سنی «ج» است. مفاهیم و موضوعات درخوربحث بسیاری در موقعیت های گوناگون داستان مشاهده می شود. از بین درون مایه های سه گانه آن، دو مورد تلقینی صریح دارد و مورد دیگر غیرتلقینی است. داستان کلاغ ها، از موقعیت های چالشی فراوان و قابل تعمیم به زندگی واقعی مخاطب برخوردار است. گفت وگوهای تقابلی و مباحثه محور پُرشمار دارد که بی شباهت به گفت وگوهای فبکی نیست. در داستان مفاهیم و موضوعاتی برای گروه های سنی «ب»، «ج» و «د» وجود دارد. در هر سه بسندگی داستان، ضعف هایی هست که آن را نیازمند بازنویسی کرده است.Philosophy for Children Criterion in Nader Ebrahimi’s “Crows” Story
Philosophy for Children (P4C) is a revolutionary educational program designed in the early 1970s with the endeavors of Matthew Lippman. In this program, children are taught thinking skills from a young age with special stories helping them in complex personal and social life situations. In this study, with a practical purpose and descriptive-analytical method, Nader Ebrahimi's “Crows” has been investigated and analyzed using the standard of P4C (literary, philosophical and psychological sufficiency). The results reveal that it is suitable regarding character and characterization, regardless of minor flaws. It has a consistent and attractive color scheme with the drawback of resolution. Moreover, it is believable for the reader. Its language is fluent, catchy, modern and suitable for age group “C”. There are numerous concepts and topics worthy of discussion in various situations in the story. Among its three themes, two are explicitly suggestive and one is non-suggestive. The story has many challenging situations generalizable to the reader’s real life. It also has many confrontational and debate-oriented conversations similar to P4C conversations. In the story, there are concepts and topics for age groups “B”, “C” and “D”. In all three sufficiencies, there are weaknesses that need to be rewritten. Keywords: Philosophy for Children (P4C), Nader Ebrahimi’s “Crows”, literary adequacy, philosophical adequacy, psychological adequacy. Introduction The basis of education, in traditional education and training systems, is the mere memorization of contents and concepts, without reflecting on them, and as a result parrot-like repetition of the same mental learning. In such systems, people lack the power to criticize and challenge what they have learned, and so creativity and innovation are hindered. As a result, intellectual and innovative people are not trained and the growth and development of knowledge does not happen. Each generation transmits to the next generations what they have learned through indoctrination and repetition. It is clear that the factors, elements and tools of teaching and learning in such systems have a stereotyped and low-efficiency role and approach. The innovative program of Philosophy for Children (P4C), by criticizing and overcoming these repetitive and ineffective factors, elements and tools, and defining and compiling them in a new way, has taken a progressive approach in education and training, the output of which is the education of good people aware of the world around them. Revision and rethinking of this program, in addition to factors and elements such as teacher, learner, training class, teaching method and presentation of materials, also requires training tools. In this context, the theorists of P4C, with a deep understanding of the effectiveness of story in education, have chosen this ancient tool of education to advance the lofty goals of their program. Although these stories were created by compiling and combining narrative elements like other stories, three types of literary, philosophical and psychological sufficiency are embedded simultaneously in their structure and content, which is unique to them. Fictional texts of P4C are provided in two ways. First, writing stories based on the principles and foundations of the P4C program. Second, a critical and fiction-oriented search in numerous children and adolescent fiction literature with aiming to identify stories likely to be used in this program. Obviously, such stories need to be rewritten after examining and identifying their merits and demerits. Materials & Methods This research has a practical purpose because it seeks to critically analyze the story of “Crows” (1969), by Nader Ebrahimi (1936-2008), to determine its compatibility with the principles of P4C, and also by recognizing and eliminating its weaknesses to use this story in the P4C program in Iran. The definitions and basics needed to plan and explain the subject and the necessary d
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