تکنولوژی و تربیت، بازتصویر خودآیینی در آینۀ پساپدیدارشناسی

نوع مقاله : مقاله علمی- پژوهشی

نویسندگان

1 دانش آموخته دکترای فلسفه تعلیم و تربیت، دانشگاه تهران، تهران، ایران

2 دانشیار گروه فلسفه تعلیم و تربیت، دانشگاه تهران، تهران، ایران

چکیده

خودآیینی هدفی محوری در تربیت دورۀ جدید است. شخص خودآیین کسی است که در قید موانع بیرونی نباشد، و تحت تعریفی مشخص، افکار و کنش‌های او به خودش تعلق داشته باشد. با این وجود نگرش فردگرایانۀ سنت لیبرال به تنهایی نمی‌تواند پاسخگوی پرسش از خودآیینی باشد. ما باید بتوانیم به چالش‌های نظری و عملی که تکنولوژی‌ در ارتباط با خودآیینی به وجود آورده است پاسخ دهیم. پساپدیدارشناسی دیدگاهی بدیع در این زمینه به ما ارائه می‌دهد. ما در این پژوهش ابتدا به روش تحلیل مفهومی به تطبیق مضامین اساسی خودآیینی با نظریه پساپدیدارشناسانه پرداخته‌ایم. بر این اساس تکنولوژی‌ها هیچ گاه اشیائی بیگانه با انسان نبوده‌ بلکه همزیست انسان‌ها هستند و لذا سوژه انسانی نمی‌تواند از تکنولوژی‌ها کاملا مستقل باشد. با این وجود اگر قصدیت‌های پنهان تکنولوژی درک نشده و برای مواجهه با آن پیش‌بینی‌های لازم انجام نگیرد، ممکن است مخل خودآیینی انسان‌ و فرآیندهای تربیتی باشد. پیشنهاد اصلی این پژوهش فهم خودآیینی مبتنی بر روابط درهم‌تنیده انسان با تکنولوژی در جهان جدید است. در عصر تکنولوژی‌های هوشمند و همه جا حاضر، خودآیینی در افقی جدید از امکان‌های تحقق خویشتن فهم و ارزیابی می‌شود. لذا باید چارچوب‌های نظر و عملی را شکل داد که به زیستن خلاق با تکنولوژی منجر می‌شود. بازتعریف نقش عادات تکنولوژیک در تربیت، پرورش مهارت‌های تکنولوژیک و خویشتن‌ورزانه در ارتباط با تکنولوژی‌ها و طراحی فضا-زمانِ زیست کودکان و نوجوانان، مبتنی بر فهم پساپدیدارشناختی از روابط انسان و تکنولوژی، راهبردهای اصلی در پیاده‌سازی این نگرش‌اند

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Technology and Education, Re-imagining Autonomy through the Lens of PostPhenomenology

نویسندگان [English]

  • Jalal Karimian 1
  • Narges-Sadat Sajjadieh 2
1 Ph.D. in Philosophy of Education, University of Tehran. Tehran, Iran
2 Associate Professor of Philosophy of Education, University of Tehran. Tehran, Iran
چکیده [English]

Autonomy stands as a core goal of modern education. An autonomous person is unconstrained by external barriers and, in essence, owns their thoughts and actions authentically. However, the individualistic focus of the liberal tradition falls short in fully grappling with autonomy's complexities. We must confront the theoretical and practical threats that technology poses to it. Postphenomenology provides a valuable lens for this inquiry. In this study, we use conceptual analysis to align key themes of autonomy with postphenomenological theory. From this view, technologies are not foreign entities but integral co-inhabitants of human existence; thus, humans can never achieve complete independence from them. Yet, if technology's concealed intentionalities remain unexamined and unaddressed, they risk eroding both human autonomy and educational practices. This research's core proposal is to rethink autonomy within the entangled human-technology relationships of the contemporary world. Amid intelligent, pervasive technologies, autonomy emerges anew as a spectrum of opportunities for self-realization and self-assessment. To realize this, we need frameworks that promote innovative ways of coexisting with technology. Key strategies include redefining technological habits in education, building technological literacy and self-cultivation routines, and shaping the spatial-temporal environments of children and adolescents—all informed by a postphenomenological grasp of human-technology dynamics.

کلیدواژه‌ها [English]

  • Education
  • Autonomy
  • Postphenomenology
  • Technological Mediation
  • Technological Intentionality
  • Creative Coexistence with Technology
  • Technological Active Habits
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