COMPARATIVE EDUCATION, GLOBAL CITIZENSHIP, POSTMODERNISM AND THE ROLE OF SCHOOL IN THE 21ST CENTURY

Document Type: Original Article

Author

Professor of Comparative Education University of Crete, Faculty of Education, Department of Primary Teachers Education

Abstract

In this paper we argue that, researchers of Comparative Education normally analyse educational practices, curricula, reforms and educational policies, while appearing to be less interested in the ways and means school has to mould citizens, the role of new values promoted via school and how these new values emerge and are projected within the school environment. In this context, Comparative Education could become more humanistic, in turning its attention to the ways and processes by which contemporary citizens are moulded. This could be achieved by studying both educational and social relations, human relations and moral dilemmas posed in the field of knowledge. It could also examine the priority of knowledge and the relativity of values that appear to dominate and mould contemporary citizens. This debate relates to the hierarchy of values and cultural pluralism, as well as to the interpretation of socio-political practices in their wider context.

Keywords

Main Subjects


Article Title [Persian]

آموزش و پرورش تطبیقی، شهروندی جهانی، مابعد نوگرائی و نقش مدرسه در قرن بیست و یکم

Author [Persian]

  • پلا کالوجیناکیس
استاد آموزش و پرورش تطبیقی ، گروه آموزش ابتدائی دانشگده علوم تربیتی ، دانشگاه کرت، یونان،
Abstract [Persian]

مفهوم "شهروند" در تاریخ طولانی خود، اغلب در رسالات فلسفی و علائق اجتماعی و سیاسی مورد توجه بوده است. تا به امروز، این مفهوم همچنان یکی از دغدغه های اساسی تفکر سیاسی مدرن تا مشغولیتی آموزشی در جامعه، باقی مانده است. مقاله حاضر با برخی از نکات اساسی مربوط به مفهوم کنونی "شهروندان" از منظر علم آموزش و پرورش تطبیقی با توجه به مباحث جاری در سیاست و ایدئولوژی، اقتصاد و جامعه، فرهنگ و آموزش و پرورش می پردازد. بنابراین، برخی از پرسش های اولیه و نکات مورد توجه پژوهشگران تطبیقی عبارتند ازاینکه مفهوم شهروند در قرن بیست و یکم چیست و با چه ارزش ها و آرمان هایی ارتباط دارد؛ کدام ابعاد این مفهوم باید مورد توجه تطبیق گران آموزشی قرار گیرد و چالش ها و محدودیت ها کدامند.  به دنبال این فکر، دانشمندان معاصر آموزش و پرورش تطبیقی ​​ممکن است تحلیل خود را بر موضوعاتی همچون الف ) بررسی شیوه هایی که مفهوم" شهروند " در چارچوب نقش نظام آموزش و پرورش در "اجتماعی سازی" بر عهده دارد؛ ب ) فرآیندهای که از طریق آن مدارس معاصر و جامعه به عنوان یک عامل آموزشی، ارزش و رفتار شهروندان آینده را شکل می دهند؛ و ج ) طرح پیشنهادهای مفهومی و معنایی که بتواند به عنوان ابزار روش شناختی در مطالعه تطبیقی ​​مدرسه و شهروندان - به عنوان بخشی از زمینه تحقیق و فعالیت جدید علم آموزش و پرورش تطبیقی – مورد استفاده قرار گیرند

Keywords [Persian]

  • آموزش و پرورش تطبیقی
  • شهروند
  • شهروندی جهانی
  • مابعد نوگرائی
  • قرن بیست و یکم
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