مبادی تعلیم و تربیت نوین کودکی در ایران با نظر به جایگاه کشور فرانسه
محورهای موضوعی : تاریخ و ماهیت رشته فلسفهٔ تعلیموتربیت، مکاتب و رویکردهای فلسفهٔ تعلیموتربیت قدیم و جدید ،تاریخ اندیشه و عمل تربیتی (سیاستها، برنامهها، اقدامات و...) مفاهیم، گزارهها و نظریههای تربیتی آراء مربیان و فیلسوفان تربیتی روششناسی پژوهشهای تربیتی انواع تربیت مسائل تعلیموتربیت ایران و جهان برنامه درسی و آموزش در رشتههای گوناگونبهنوش کریمی 1 , سعید آزادمنش 2
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2 - دانشگاه علامه طباطبائی
کلید واژه: دوران کودکی, تعلیم و تربیت نوین, ایرانِ دوره قاجار, فرانسه, سنت و مدرنیته,
چکیده مقاله :
بررسی سوابق تاریخیِ تعلیم و تربیت کنونی ایران، ما را به آغاز پیدایش زمینههای تعلیم و تربیت نوین کودکان در دوره قاجار رهنمون میسازد. از اواخر این دوره، ضرورت تأسیس تعلیم و تربیتی نو مطرح شده و تحت تأثیر عوامل مختلفی نظام آموزشی مدرن ایران پیریزی میگردد. بر این اساس، این پژوهش قصد دارد با هدف روشن ساختن بنیادهای تعلیم و تربیت نوین کودکان؛ به بررسی عوامل مؤثر در پیدایش تعلیم و تربیت مدرن با تمرکز بر نقش کشور فرانسه بپردازد. بدین منظور، پژوهش حاضر با بهرهگیری از رویکرد کیفی و روش سنتزپژوهی به تحلیل و ترکیب نتایج پژوهشهای انجام شده داخلی، در این زمینه میپردازد. در این روش، پس از گردآوری پژوهشهای قابل دسترس از پایگاههای اطلاعاتی، از میان آنها تعداد 39 پژوهش مرتبط به عنوان نمونه انتخاب شد. در تحلیل انجام شده، عوامل زمینهساز تعلیم و تربیت نوین شناسایی و در دو بخشِ عوامل مرتبط با کشور فرانسه و عوامل غیرمرتبط با آن ارائه شد. «آشنایی سیاحان و رجال سیاسی با نهادهای آموزشی فرانسه»، «اعزام محصلان»، «ترجمه و تألیف کتب»، «تأثیر مطبوعات»، «تأسیس مدارس توسط میسیونرها» و «استخدام معلمان فرانسوی» از جمله عوامل مرتبط با فرانسه هستند. در میان عوامل غیرمرتبط با کشور فرانسه میتوان به عواملی چون «شکست ایران از روسیه»، «ضعف آموزشی مکتبخانهها»، «تلاش اندیشمندان روشنفکر داخلی»، «انقلاب مشروطه» و «نقش حمایتی روحانیون و مساجد» اشاره کرد. نتیجهی پژوهش حاکی از آن است که در جامعه ایران از دوره قاجار، به تدریج در اثر برخی عوامل داخلی و همچنین ورود اندیشههای غربی از جمله تأثیرات تعلیم و تربیت نوین فرانسه، زمینه تغییر مفهوم تعلیم و تربیت شکل میگیرد و اساس تعلیم و تربیت نوین ایران برای آموزش «کودک جدید» پایهگذاری میشود.
Studying the historical background of contemporary education in Iran indicates that the origins of modern childhood education can be traced to the Qajar period. From the late Qajar era onward, calls for a new model of education grew stronger, and Iran’s modern educational system gradually took shape under the influence of multiple factors. Accordingly, the present study seeks to clarify the origins of childhood education by examining the factors that contributed to the emergence of modern education, with particular emphasis on the role of France. Using a qualitative approach and a research synthesis method, the study analyzes and integrates the research findings in this field. Following a systematic search of accessible studies in academic databases, 39 relevant studies were selected for inclusion. The analysis identified the main factors facilitating the development of modern education and organized them into two categories: France-related factors and factors unrelated to France. France-related factors including “Iranian travelers’ and merchants’ familiarity with French educational institutions”, “sending students to France”, “the translation and authorship of educational texts inspired by French models”, “the influence of the press”, “the establishment of schools by missionaries”, and “the employment of French teachers”. Non-France-related factors including “Iran’s defeat by Russia”, “the educational shortcomings of traditional schools (maktabkhāneh)”, “the efforts of Iranian intellectuals”, “the Constitutional Revolution”, and “the supportive role of clerics and mosques.”
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