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فلسفه در ساحت عمل؛ از مهارت های فکری تا زیست فلسفی | ||
| پژوهش های هستی شناختی | ||
| مقاله 2، دوره 13، شماره 25، شهریور 1403، صفحه 56-29 اصل مقاله (610.65 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/orj.2023.2157 | ||
| نویسندگان | ||
| مریم میرباقری* 1؛ احد فرامرز قراملکی2؛ مقصود فراستخواه3 | ||
| 1دانشجوی دکتری فلسفۀ اسلامی گروه فلسفه و کلام اسلامی، دانشکدۀ الهیات، دانشگاه تهران | ||
| 2استاد، گروه فلسفه و کلام اسلامی، دانشکدۀ الهیات، دانشگاه تهران | ||
| 3استاد، گروه برنامه ریزی آموزش عالی، مؤسسۀ پژوهش و برنامه‌ریزی آموزش عالی | ||
| تاریخ دریافت: 20 اردیبهشت 1402، تاریخ بازنگری: 13 مرداد 1402، تاریخ پذیرش: 13 مرداد 1402 | ||
| چکیده | ||
| یونانیان باستان با استفاده از تمثیل پرکردن ظرف و برافروختن شعله، میان دو گونه یا دو معنای آموزش تمایز نهادهاند. قبول این تمایز و رجحان معنای دوم، توجه اندیشمندان را به ساحتهای مختلف آموزش (به ویژه ساحت عمل) و ارائه الگوهای متناسب با آن معطوف نمودهاست. تطبیق این امر بر فلسفه و تعیین قلمرو ساحت عمل در این دانش محور تحقیقات فزاینده ای است که نتایج آنها را میتوان در دو حوزه مهارتهای فکری و زیست فلسفی سامان داد. مقاله حاضر به منظور ارائۀ تبیینی جامع از ساحت عمل در فلسفه در دلالت اول (مهارتهای فکری) به بررسی دو فهرست پیشنهادی و تلاش جهت سامانبخشی به اختلاف نظرها و در دلالت دوم (زیست فلسفی) به توضیح انگاره فلسفه به مثابه روش زندگی و جریانهای برخاسته از آن مانند مشاوره فلسفی و فلسفه درمانی میپردازد. در پایان ساحت عملی فلسفه به مثابه هرمی مشتمل بر مهارتهای فلسفی در سطح پایین، زیست فلسفی در سطح بالا و سایر کنشهای مرتبط با فلسفهورزی در سطوح میانه ترسیم میشود. | ||
| کلیدواژه‌ها | ||
| آموزش فلسفه؛ ساحت عمل؛ مهارتهای فلسفی؛ فلسفهورزی؛ زیست فلسفی | ||
| عنوان مقاله [English] | ||
| Philosophy in Practical Domain; from Intellectual Skills to Philosophical Life | ||
| نویسندگان [English] | ||
| Maryam Mirbagheri1؛ Ahad Faramarz Gharamaleki2؛ Maghsood Farasatkhah3 | ||
| 1PhD Student, Islamic Philosophy and Theology(KALAM), Faculty of Theology and Islamic Studies, University of Tehran | ||
| 2, Professor, Islamic Philosophy and Theology (KALAM), Faculty of Theology and Islamic Studies, University of Tehran | ||
| 3Professor, Planning in Higher Education, Institute for Research & Planning in Higher Education | ||
| چکیده [English] | ||
| The ancient Greeks distinguished between two types or two meanings of education by using the metaphor of filling a vessel and lighting a flame. The acceptance of this distinction and the priority of education in the second sense has directed the attention of thinkers to different fields of education (especially the field of practice) and providing appropriate models. This article tries to find and explain the field of practice in philosophy education. For this purpose, after a brief overview of contemporary researchers' re-attention to the practical domain of philosophy, we will examine the factors affecting this flow and its consequences. In the following, "philosophical skills" and "philosophical life" are proposed and analyzed as the implications of the practical field of philosophy. In the first implication, we will study two suggested lists for philosophical skills and try to organize the differences of opinion, and in the second implication, we will explain the idea of philosophy as a way of life and the currents arising from it, such as philosophical counseling and philosophical therapy. At the end, the practical field of philosophy is drawn as a pyramid consisting of philosophical skills at the lower level, bio-philosophical skills at the upper level and other activities related to philosophizing at the middle levels. | ||
| کلیدواژه‌ها [English] | ||
| Education of Philosophy, Practical Domain, Philosophical Skills, Philosophizing, Philosophical Life | ||
| مراجع | ||
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