فصلنامه پژوهش و برنامه ریزی در آموزش عالی
یادگیری کندوکاومحور؛ الگویی برای ارتقای علوم انسانی در آموزش عالی ایران
نویسنده
استادیار گروه فلسفه و فکرپروری برای کودکان و نوجوانان (فبک)، پژوهشکده اخلاق و تربیت، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران
چکیده
علوم انسانی در کشور ایران با چالش‌های مهمی مواجه است که چالش بیکاری دانش‌آموختگان، چالش از آن خود سازی (بومی‌سازی)، چالش چرایی حضور در کلاس درس و چالش پایان‌نامه‌ها، رساله‌ها و مقاله‌های بدون مسئله از مهم‌ترین این چالش‌هاست. نظریه‌پردازان در مواجهه با این چالش‌ها راه حل‌های متفاوتی را مطرح کرده اند. در این مطالعه با روش تحلیل فلسفی ابتدا وضعیت مسئله‌زای آموزش علوم انسانی در دانشگاه‌ها تحلیل و با شیوه‌ای تقلیل‌گرایانه و با استفاده از دلایل ناظر به نقش آموزش سنتی حافظه‌محور در ایجاد این چالش‌ها تبیین شد. سپس، نشان داده شد که در پارادایم تأملی، آموزش چگونه به یادگیری تحول می‌یابد و این تحول چگونه می‌تواند در رفع چالش‌های علوم انسانی مؤثر باشد. پارادایم یادگیری تأملی مشتمل بر الگوهای متفاوتی است که این مطالعه، با توجه به آنکه دلیل اصلی چالش‌های پیشگفته در علوم انسانی ضعف و نبود مهارت‌های منطقی - فلسفی دانش‌آموختگان است، بر یادگیری کندوکاومحور متمرکز است. یادگیری کندوکاومحور جست‌وجویی خودجهت‌ده و پرسش‌محور در پی فهم و مطالعه‌ای دربارۀ پرسش، موضوع، مسئله یا ایده‌ای ارزشمند است. یادگیری کندوکاومحور از طریق عمل کردن به دانشجویان می‌آموزد که چگونه در رشتۀ تخصصی خود فعالیت کنند. این نحوه یادگیری بازنمودی از فرایند یادگیری طبیعی آدمی است که می‌تواند در عین انتقال دانش تخصصی، مهارت‌های منطقی - فلسفی، تفکر خلاقانه و تخیل همدلانه را در دانشجویان پرورش دهد و بدین ترتیب، دانش‌آموختۀ علوم انسانی می‌تواند کارکردی را که جامعه از او انتظار دارد، داشته باشد.
کلیدواژه‌ها
عنوان مقاله [English]
Inquiry-Based Learning: A Model for Improving the Humanities in Iranian Higher education
نویسنده [English]
- Roohollah Karimi
Assistant Professor, Department of Philosophy and Thought for Children and Adolescents, Research Institute of Ethics and Education, Institute of Humanities and Cultural Studies, Tehran, Iran.
چکیده [English]
The humanities in Iran face major challenges: the challenge of graduate unemployment, the challenge of localization, the challenge of the reason for attending classroom and the challenge of dissertations and articles without identifying and structuring real problems. To resolve these challenges, different approaches have been presented by the theorists. This article analyzes the problematic status of humanities education in universities with the method of "philosophical analysis", then using the reductional method to explain this status by traditional memory-based teaching. Then it shows how "teaching" is changed to "learning" in the reflective paradigm of education and how this change can be effective in resolving the challenges of the humanities. The paradigm of reflective learning also includes different models. Between these models, this article focuses on inquiry-based learning, considering that believes the main cause of the challenges in the humanities is the weakness and lack of logical-philosophical skills of graduates. Inquiry-based learning is "a self-directed and question-based search for understanding" and a study of a valuable question, topic, issue, or idea. Inquiry-based learning teaches students how to "play" their discipline by "acting". This method of learning is the same natural human learning process that, while transferring specialized knowledge, cultivates logical-philosophical skills, creative thinking, and empathetic imagination in students. Thus the humanities graduates can perform the function that society expects of them.
کلیدواژه‌ها [English]
- Inquiry-based learning
- Humanities
- Higher Education
- Reflective learning
- Community of Inquiry
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