تبیین استعاره‌ "ذهن همچون رایانه" و نقد دلالت‌های آن در تعلیم ‌و تربیت

نوع مقاله : پژوهشی اصیل

نویسنده
حبیب کارکُن بیرق
گروه روان‌شناسی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
10.58209/jpt.2.2.175
چکیده
در این مقاله ابتدا دلالت‌های فلسفی استعاره‌ "ذهن همچون رایانه" از سه منظر وجودشناختی، معرفت‌شناختی و انسان‌شناختی استنتاج شد. سپس به استنتاج عناصر برنامه‌ درسی از دلالت‌های فلسفی مذکور اقدام و در نهایت به نقد دلالت‌های استعاره‌ مذکور در تعلیم‌ و تربیت پرداخته شد. نظر به اینکه ما بر اساس استعاره‌ها فکر می‌کنیم، بر اساس استعاره‌ مذکور ذهن امری منفعل است و به متربّی نگاه ماشینی دارد؛ از فردیّت، تشخّص و اختیار متربّی نشانی نیست؛ ارزش‌یابی‌ مبتنی بر این رویکرد نیز بر سنجش سطوح پایین هدف‌های آموزشی و سنجش حافظه به جای یادگیری عمقی استوار است. نقدهایی که مطرح شده نشان می‌دهد که چنین نگرشی به انسان از منظر فلسفی و به‌ ویژه از منظر تربیتی پذیرفتنی نیست. استعاره‌ فوق‌الذکر تنها بر اساس قرایت ضعیف از کارکردگرایی می‌تواند در تبیین کارکرد ذهن یا مغز مفید باشد و دلالتی بیش از این ندارد.

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