دانش قدرتمند در نظریه برنامه درسی: مبانی، ویژگی‌ها و دلالت‌های آن برای برنامه‌های درسی و کتب دانشگاهی

نوع مقاله : مقالة نظری/مروری

نویسنده

دانشیار برنامه درسی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران

چکیده

دانش قدرتمند از جمله مفاهیم متاخر مطرح در نظریه برنامه درسی است که طی یک دهه گذشته حوزه عمل برنامه درسی را نیز متاثر ساخته و به عنوان یک اصل در برنامه درسی موضوع‌محور و در راستای بازگرداندن دانش به اندیشه‌ورزی این حوزه مورد توجه قرار گرفته است. هدف مقاله حاضر، معرفی و تحلیل مبانی فلسفی و علمی، ویژگی‌های مفهوم دانش قدرتمند در برنامه درسی، بررسی رویکردهای انتقادی به آن از منظر اندیشمندان برنامه درسی و بررسی دلالت‌های آن برای برنامه‌های درسی و کتب دانشگاهی است. به این منظور، پس از معرفی زمینه‌های شکل‌گیری این مفهوم و فرایند تکوین آن در مکتب واقع‌گرایی اجتماعی، مبانی فلسفی و علمی آن در اندیشه‌های دورکیم، ویگوتسکی و برنشتاین جستجو شده است. در ادامه ویژگی‌های این مفهوم، عمدتاً از دیدگاه مایکل یانگ و یوهان مولر به عنوان شارحان اصلی این ایده تبیین شده است. سپس برخی نظرورزی‌های انتقادی و نقدهای مطرح در پیوند با مفهوم دانش قدرتمند ارائه و تحلیل گردیده و در انتها نیز دلالت‌های این انگاره برای برنامه های درسی و کتب دانشگاهی ارائه شده است.

کلیدواژه‌ها


عنوان مقاله [English]

Powerful Knowledge in Curriculum Theory: Foundations, Characteristics And its implications for the curriculum and academic textbooks

نویسنده [English]

  • Asghar Soltani
Associate Professor of Curriculum, Department of Education, ّ Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
چکیده [English]

Powerful knowledge is one of the recent concepts in curriculum theory that has affected the field of curriculum practice over the past decade and has been considered as a principle in the subject-based curriculum in order to return the knowledge to this field. The purpose of this article is to introduce and analyze the philosophical and scientific foundations, and the characteristics of the concept of powerful knowledge in curriculum, as well as to examine critical approaches to it from the perspective of curriculum specialists and investigating its implications for the curriculum and academic textbooks. Therefore, after introducing the background of the formation of this concept and the process of its development in the school of social realism, its philosophical and scientific foundations have been searched in the ideas of Durkheim, Vygotsky and Bernstein. In the following, the characteristics of this concept are mainly explained from the point of view of Michael Young and Johan Muller as the main commentators of this idea. After all, some critical theories and critiques related to the concept of powerful knowledge are presented and analyzed and at the end, the implications of this idea for the curriculum and academic textbooks are provided

کلیدواژه‌ها [English]

  • Curriculum theory
  • Powerful knowledge
  • Discipline
  • Subject matter
  • Academic textbook
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