مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

تفکر مادرانه: رهیافتی وجودی برای الهام‌بخشی شهامت اخلاقی در تدریس

نوع مقاله : مقاله پژوهشی

نویسنده
دانشیار، گروه تعلیم و تربیت، دانشکده علوم تربیتی، دانشگاه هلسینکی، هلسینکی، فنلاند.
چکیده
هدف این تحقیق، بازاندیشی در «تفکر مادرانه» به‌مثابه مبنای اخلاقی و وجودی برای کنش تربیتی معلمان است. تفکر مادرانه ریشه در نظریه اخلاقی مراقبت و خصوصاً نظریهSara Ruddick  دارد که بر اساس آن تجربیات مادر و رابطه‌اش با فرزند یک ماهیت وجودی دارد و به مثابه یک دیسیپلین معرفتی می‌تواند مورد مطالعه قرار گیرد. بر این اساس و در این مقاله، استفاده از این نظریه در حوزه تربیت و خصوصاً تربیت معلم مورد مطالعه قرار گرفته است. با استفاده از رویکرد خود قوم نگاری بازتابی، سه روایت زیسته از معلمان در موقعیت‌های بحرانی تحلیل شده‌اند. یافته‌ها نشان داد که تفکر مادرانه، فراتر از مراقبت حرفه‌ای و نظریه اخلاقی عدالت-محور، ریشه در اخلاق مراقبت دارد و بر نوعی از مراقبت وجودی و پیوند عاطفی بنا نهاده شده است که معلم را به کنشگر اخلاقی فعال در وضعیت تبدیل می‌کند. این کنش‌ها در قالب مفاهیمی چون حساسیت اخلاقی، زیبایی اخلاقی و شهامت اخلاقی نهادینه می‌شوند. در بحث نهایی، مفهوم «شهامت اخلاقی تدریس» به‌مثابه لحظه‌ای که در آن آموزش بدل به مسئولیت اگزیستانسیال می‌شود، معرفی می‌گردد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Maternal Thinking: An Existential Approach to Inspiring Moral Courage in Teaching

نویسنده English

khalil gholami
Docent, Department of Education, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
چکیده English

This study reexamines “maternal thinking” as an ethical and existential basis for pedagogical action. Maternal thinking is rooted in the theory of ethics of care, particularly in Sara Ruddick’s framework, which views the experiences of a mother and her relationship with the child as having an existential nature. It can be studied as a form of epistemic discipline. Based on this, the present article explores the application of this theory in the field of education, especially in teacher education. Employing a reflective autoethnographic appraoch, three lived narratives of teachers in critical situations were analyzed. These narratives were analyzed using episodic methods. Findings revealed that maternal thinking extending beyond professional care and rationalistic theory of ethics, is rooted in caring ethics and involves an ontologictal commitment and affective bond that transforms the teacher into an ethically active agent. These actions are embedded in concepts such as ethical sensitivity, ethical esthetic, and moral courage. In conclusion, the concept of “moral courage in teaching” is introduced as a moment where education transcends technical duty and becomes an existential responsibility.

کلیدواژه‌ها English

caring ethics
Mathernal tinking
caring teaching
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