رویکرد ساحت تربیت هنری و زیبایی‌شناختی، رویکرد موضوع‌محور یا رویکرد دریافت احساس و معنا

پژوهش در برنامه ریزی درسی

دوره 17، شماره 65، شهریور 1399، صفحه 1-11   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2020.560455.1087

نویسندگان

سیده الهام آقایی ابرندآبادی^{* 1}؛ طیبه ماهروزاده²؛ محسن ایمانی نائینی³

¹دانشجوی دکترا رشته فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا(س)، تهران، ایران.

²دانشیار دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا(س)، تهران، ایران.

³دانشیار دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران.

چکیده

به نظر می‌رسد انتقادات وارد بر غفلت نسبت به حوزۀ هنر و زیبایی­شناسی در کشور بیشتر ناظر به بحث آموزش فعالیت‌های خاص هنری و جایگاه فرعی آن در برنامه درسی در جهت رشد استعدادهای هنری دانش­آموزان است. هرچند تربیت هنری به معنای فعالیت‌های خاص، درخور توجه است اما به نظر می‌رسد که تربیت زیبایی­شناختی به‌عنوان فرابرنامه­درسی در نظام آموزش‌وپرورش کشور مورد بی­توجهی افزون‌تری است و مفهوم‌پردازی جامعی از این نوع تربیت در نظام آموزش‌وپرورش کشور به‌خصوص از منظر اسلامی صورت نگرفته ­است. در این پژوهش با بررسی آراء فلسفی ملاصدرا؛ به رویکرد برگزیده وحدت‌گرای تشکیکی رسیده و با توجه به اینکه رویکرد دریافت احساس و معنا ناظر به رویکرد وحدت­گرای تشکیکی است، به تبیین ضرورت تغییر در رویکرد ساحت تربیت هنری و زیبایی‌شناسی به رویکرد دریافت احساس و معنا به‌منزلۀ رویکرد اصلی و رویکرد موضوع­محور به‌منزلۀ رویکرد مکمل، پرداخته شده است.

کلیدواژه‌ها

دریافت احساس و معنا؛ رویکرد؛ ساحت تربیت هنری و زیبایی-شناسی؛ موضوع محور

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