تبیین نسبت‌های مبتنی بر فناوریی در پساپدیدارشناسی و پیامدهای آن در تعلیم و تربیت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیات علمی دانشگاه فرهنگیان

2 گروه آموزش علوم تربیتی دانشگاه فرهنگیان، تهران، ایران

10.22061/orj.2023.1906

چکیده

این پژوهش با هدف تبیین نسبت‌های مبتنی بر فناوری در پساپدیدارشناسی و پیامدهای آن در تعلیم و تربیت می‌باشد. برای دستیابی به این هدف از روش های تحلیلی و استنتاجی بهره گرفته شده است. پساپدیدارشناسی از رویکردهای فلسفی جدید در حوزه فناوری است. این رویکرد از طرفی با گفتمان انتقادی از پدیدارشناسی کلاسیک و از طرف دیگر با تحقیق در زمینه تجربی مطالعات علم و فناوری توسعه یافته است. پدیدارشناسی فناوری‌ها را به عنوان اشیاء صرفأ عملکردی و ابزاری مورد بررسی قرار نمی دهند، بلکه به عنوان واسطه‌هایی به آن‌ها می‌نگرد که بین تجارب انسانی و فعالیت‌های آن‌ها قرار دارند و به فناوری‌های خاص و تفاوت‌های وجودی و معرفت‌شناختی آن‌ها در زیست جهان می‌پردازد. پساپدیدارشناسی در کاربست فناوری‌ آموزشی نیز می‌تواند نوع پرسش از فناوری را دگرگون نموده و به نوع و چگونگی دخالت فناوری‌ آموزشی در ارائه واقعیت برای فراگیران و نحوه تغییر ادراک آن‌ها از واقعیت توجه کند. بدنمندی، هرمنوتیک، غیریت، زمینه‌ای، آمیختگی(سایبورگ)، غوطه وری، و افزودگی از نسبت های مبتنی بر فناوری است که می تواند پیامدهای مهمی برای تعلیم و تربیت از قبیل؛ توجه به وجوه افزایش و کاهش فناوری، تاکید بر توصیف و تفسیر نسبت‌های فناورانه، عدم غفلت از تاثیرِ سطح کلان فناوری آموزشی ، دقت در نسبت‌های نو و خارج از توصیف در فناوری آموزشی داشته باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Explaining Relationships based on Technology in Post-Phenomenology and its Consequences in Education

نویسندگان [English]

  • Hamid Ahmadi-Hedayat 1
  • Kamal Nosrati Hashi 2
  • Moslem Ghobadian 2
1 faculty member of farhangian university
2 Department of Educational Sciences, Farhangian University
چکیده [English]

This study aims to explain the relationships based on technology in post-phenomenology and its consequences for education. Analytical and inferential methods have been used to achieve this goal. Post-phenomenology is one of the new philosophical approaches in the field of technology. This approach has been developed on the one hand with a critical discourse of classical phenomenology and on the other hand with research in the empirical field of science and technology studies. Phenomenology does not look at technologies as merely functional and instrumental objects, but as intermediaries between human experiences and their activities, and deals with specific technologies and their existential and epistemological differences in the biological world. Post-phenomenology in the application of educational technology can also change the type of technology question and pay attention to the type and manner of educational technology involvement in presenting reality to learners and the extent to which their perceptions of reality change. Embodiment, Hermeneutic, Alterity, Background, fusion, immersion, and augmentation are of technology-based relationships that can have important consequences for education such as; Paying attention to the aspects of increasing and decreasing technology, emphasizing the description and interpretation of ratios, not neglecting the impact of the macro level, being careful in new ratios and out of description.

کلیدواژه‌ها [English]

  • Ratios based on Technology
  • Post-Phenomenology
  • Consequence
  • Education

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