فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دوره دکتری فلسفه تعلیم و تربیت، دانشگاه فردوسی مشهد، مشهد، ایران

2 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد، مشهد، ایران

3 گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

چکیده

از آنجا که روشن نبودن فلسفه تربیت و ابعاد مختلف آن، از جمله تربیت حرفه‌ای، یک خلاء در هر نظام آموزشی محسوب می‌شود، هدف این مقاله، شناخت فلسفه تربیت حرفه‌ای و تبیین سیر تحول آن در ایران معاصر (از زمان تأسیس دارالفنون، تاکنون) است. جهت رسیدن به این هدف، محقق سعی نموده تا با رویکرد فلسفی و با روش تحلیلی استدلالی سیر تحول فلسفه تربیت حرفه‌ای در ایران معاصر را  مورد بررسی قرار داده تا ضمن بیان چالش‌ها و مسائل موجود به ارائه پیشنهادهای لازم در این خصوص بپردازد. برای تحقق این هدف، با بهره‌گیری از روش تحلیل اسنادی، اسناد آموزش و پرورش مورد مطالعه قرار گرفته است.  بررسی مبانی فلسفی نظام آموزشی قبل و بعد از تأسیس جمهوری اسلامی ایران نشان می‌دهد که روح حاکم بر فلسفه تربیت حرفه‌ای در نظام آموزشی ایران، متأثر از چند مشرب فلسفی شامل مکاتب، رئالیسم، پراگماتیسم، لیبرالیسم و ناتورالیسم و سودگرایی است که در برخی از مبانی ارزش‌شناختی و معرفت شناختی، با فلسفه تربیتی اسلامی تفاوت دارند. 

چکیده تصویری

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The evolution process of the vocational education philosophy in Iranian education system

نویسندگان [English]

  • M. Naderi 1
  • A. Ghaffari 2
  • M.R. Ahanchian 2
  • A.A. Khallaghi 3

1 Ph.D. tudent of Philosophy of Education, Ferdowsi University of Mashhad. Iran

2 2Educational Sciences Department, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran

3 4Department of Educational Sciences, Humanities at Shahid Rajaee Teacher Education University. Iran

چکیده [English]

As the philosophy of education and its different aspects such as vocational education is not so clear, and it is considered as a vaccum issue system of education, the purpose of this article is to understand the evolution of the philosophy of vocational education in Iran (from the establishment of Dar-al-Fonoon, up to now). To achieve this purpose, the researchers have studied the evolution of philosophy of vocational education in contemporary Iran through a philosophical approach and via logical-analyzed procedure. This is done to express challenges and current issues as well as representing required suggestions related to the issue. To achieve this purpose, the relevant documents have been studied by evidence analysis method. The study of philosophical foundation of education system in Iran before and after the stablishment of Islamic republic indicates that the sprite of ruling over the vocational education in Iran’s education system is affected by several philosophical streams including doctrines related to the realism, pragmatism, liberalism, naturlizm, and mercantilism which are different from Islamic education philosophy in some axiological and epistemological foundations.  

کلیدواژه‌ها [English]

  • Keywords: Philosophy
  • Vocational Education
  • Iran education system

[1] The Supreme Council of the Cultural Revolution (2011).The document of the fundamental development of the education of the Islamic Republic of Iran, Tehran: Secretariat of the Supreme Council of the Cultural Revolution.  

[2] Khallaghi. A. A. (2009). Theoretical model for vocatioal and economic education in the education system of the Islamic Republic of Iran: Drafting a National Education Document, Committee for Theoretical Studies, Secretariat of the Supreme Council of Education. Tehran: Ministry of Education.

[3] Louise. M., & Greville, R. (2004). Vocational education through open and distance learning. London: Routledge.

[4] Chapel, C. (1998). Teachers identistes new times. London: Routledge.

[5] Winch, C. H. (2014).The attractiveness of Technical and Vocational Education and Traning (TVET). Journal of Philosophy of Education, 47, 20-37.

[6] UNESCO (1973). Technical and vocational teacher education and education. Paris: UNESCO.

[7] Navidi, A., & Barzegar, M. (2012). Assessment of technical and vocational education courses. Quarterly Journal of Educational Innovations, 42, 161- 181.

 [8] Bagheri, K. H. (1998). Vocational Educatin in the context of Islam. Journal of the Howzeh and University, 14 & 15, (14-15); (46-61).

[9] Ghasemi, A. (1965). Impact of education on economic and social development. Journal of Social Sciences Issues of Iran, 30 & 31, 196- 200.

[10] Motahari, M. (1989). A commentary on the economic system of Islam. Tehran: Sadra.

[11] Motahari, M. (1983). Education in Islam. Tehran: AlZahra.

[12]  Cardan, A. M. (2002). Educational voters in the West. Tehran: Samt.

[13] Ahmadpour Daryani, M. (2000). Entrepreneurship, Definitions, theories, patterns. Tehran: Pardis.

[14] Imani, M. N,. Asheghi, M., & Azarakhsh, T. (2009). Entrepreneurship. Tehran: Cultural Green.

[15] Sadri Afshar, G. H. H. (1994). Modern Persian culture. Tehran: Word.

[16] Abtahi, H., & Kazemi., B. (1996). Efficiency. Tehran: Institute for Business Studies and Research.

[17]   Roshani Zafranloo, G. H. A. (1975). Amir Kabir and Dar Al Fonoun. Tehran: Tehran University.

[18] Adamiat, F. (1976). Amir Kabir and Iran. Tehran: Kharazmi.

[19] Ziba Kaklam Mofrad, F. (1985). Comparative and comparative study of technical and vocational education in Iran and India. (Unpublished doctoral dissertation). Tehran University, Tehran.

[20] Saffar Heydari Sabet, H. (1991). Comparative study of technical and vocational education in Iran and Japan. Tehran: Tarbiat Modares University.

[21] Marjanee, B. (2002). Review and critique the foundations of epistemology of Vocational Education in Iran and compare it with the new epistemology of New Vocationalism. (Unpublished doctoral dissertation). University of Tehran, Tehran.

[22] Jamalfar, S. (1987). Vocational education; orientation and attitude of students in the education of East Azarbaijan, Tbriz: Education Department of East Azarbaijan Province.

[23]  Seafi, M. R (1992). The relationship of formal and technical vocational education with the employment of graduates from 1963 to 1999 in Markazi province. Arak: Ministry of Education of the Markazi province.

[24] Binaeian Sefid, M. (1993). The relationship of formal and technical vocational education with the employment of graduates from 1984 to 1988 in the province Semnan. Semnan: Department of Education of Semnan Province.

[25] Karimi, N. (1994). The relationship of formal and technical vocational education with the employment of graduates and graduates from 1984 to 1988 in West Azarbaijan province. Orumieh: Education Department of  West Azarbaijan Province.

[26] Nazari, H. (1993). The relationship of formal and technical vocational education with the employment of graduates and graduates of 1984-1988 in Zanjan province. Zanjan: Education Department of Zanjan Province.

[27] Ghorban Hosseini, M. (1995). Causes of not attracting graduates of technical and vocational schools in their respective occupations (Unpublished master's thesis). Allameh Tabatabaee University, Tehran.

[28] Nawabakhsh, H. (1991). Quantitative and qualitative indicators of the technical and vocational education of Isfahan province in the years 1983-1989, and the regional estimation of trainers in the first program (Unpublished master's thesis). University of Isfahan, Esfahan.

[29] Takmil Homayoun, G. H. H. (1998). The status of today's kardanesh. Look at Education Events, 9, 161-165.

[30] Attariyan, N., Mohtashamipour, M. (2004). Study of the status and factors related to the employment of graduate students Kardanesh in Khorasan province and Mashhad city. Mashhad: Education Department of Khorasan Province.

[31] Carl, D. (2001). Dual system of vocational education of the Federal Republic of Germany. (Office of Scientific and International Cooperation of the Ministry of Education). Tehran: Ministry of Education.

[32] David, H. (1960). Education and man power. New York: Colombia University.

[33]Khallaghi. A. A. (2003). Features of the Australian Technical and Vocational Education System, lessons on reforming Iran's technical and vocational education. Quarterly Journal of Educational Innovations, 5, 67-84.

[34] Mohammad Ali. M., & Sarraf, H. (2009). Report on the current status of vocational education and education in Iran and some developed countries. Tehran: Office of Social Studies Research Center of the Islamic Consultative Assembly.

[35] The Supreme Council of the Cultural Revolution (2010). Educational systems of the world. Tehran: Secretariat of the Supreme Council of the Cultural Revolution.

[36] Saffar Heydari Sabet, H. (1991). Comparative study of technical and vocational education in Iran and Japan. Tehran: Tarbiat Modares University.

[37] Haeri, A. H. (1989). The first dreams of thinkers in Iran. Tehran: Amir Kabir.

[38] Motazed, K. H. (1990). Haj Amin alZarb and the history of trade and investment in Iran. Tehran: Janzadeh.

[39]Omid, H. (1953). History of Azarbaijan culture. (Vol: 1). Tabriz: Azarbaijan Culture.

[40] Students of Karaj Falahati Faculty (1936-1937). The Yearbook of Falahati Scientific Institutions of Karaj. Tehran: Faculty of Falahati Karaj.

[41] Kasravi, A. (1977). Constitutional History of Iran. Tehran: Amir Kabir.

[42]Khaghani, A. (1973). A Study of the developments in Iranian education. Tehran: Institute for Social Studies and Research, Faculty of Social Sciences and Cooperatives.

[43] Sedigh, E. (1957). History of Iranian culture. Tehran: Tehran University.

[44] Vice-Chancellor for Technical and Vocational Education, Commercial and Vocational Education Office (1981). Understanding the need for Education. Tehran: Ministry of Education.

[45] Sedigh, E. (1937). Brief history of education, Tehran: Roshanaee.

 [46] Plan and Budget Organization (1989). The Law on the First Program of Economic, Social and Cultural Development of the Islamic Republic of Iran (1989-1999). Tehran: Islamic Consultative Research Center.