پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 908 |
| تعداد مقالات | 7,477 |
| تعداد مشاهده مقاله | 12,081,275 |
| تعداد دریافت فایل اصل مقاله | 8,547,514 |
تحلیل مقایسهای از مؤلفههای آموزش صلح در کتابهای درسی علوم اجتماعی قبل و بعد از سند تحول | ||
| اندیشه های نوین تربیتی | ||
| مقاله 10، دوره 19، شماره 3 - شماره پیاپی 69، مهر 1402، صفحه 205-235 اصل مقاله (921.81 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2023.40008.3564 | ||
| نویسندگان | ||
| زینب سبزی کاریان1؛ زینب السادات اطهری* 2 | ||
| 1کارشناسی ارشد برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران | ||
| 2استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران | ||
| چکیده | ||
| امروزه آموزش برای صلح، در کنار رشد و توسعۀ پایدار، برابری، حقوق بشر و اهداف مربوط به آن، نقش بسیار مهمی را ایفا میکند. در واقع انسانها باید خود را بهعنوان جزئی از یک اجتماع مردمی آرام و صلحطلب بدانند و از طریق گفتوگو و مذاکره، به مشارکت و همکاری بپردازند؛ چنین دستاوردی تنها از طریق آموزش صلح بهصورت نظاممند امکانپذیر خواهد بود. هدف اصلی این پژوهش، بررسی و تحلیل محتوای کتابهای درسی علوم اجتماعی دورۀ ابتدایی قبل و بعد از سند تحول بنیادین بر مبنای مؤلفههای هفتگانۀ آموزش صلح یونسکو (1999) بوده است. این تحقیق از نظر هدف کاربردی و بر مبنای روش کیفی_کمّی و با استفاده از تحلیل محتوای قیاسی مایرینگ انجام شد. یافتههای پژوهش نشان داد که در کتابهای قبل از سند مؤلفههای بینالمللیگرایی، دموکراسی و حفظ فرهنگها بیشتر از بقیۀ مؤلفهها مورد توجه و اهمیت بوده، ولی مؤلفۀ خود و دیگری کمترین اهمیت را داشته است، در حالیکه این مؤلفه در کتابهای بعد از سند، از بیشترین توجه و اهمیت برخوردار شده است. این پژوهش میتواند به مسئولان نظام آموزش و پرورش یادآوری کند که نسبت به افزایش فراوانی مؤلفههای صلح یونسکو در محتوای این کتابها اهتمام ورزیده و طبق مدل رودخانهای برانتمایر، هر یک از مؤلفهها بهطور متوازن در بین پایهها توزیع شوند؛ تا فراگیران با شناخت خود، همدلی و احترام نسبت به هم و با رعایت برابری و عدالت و بیان آزادانۀ عقاید خود با دیگران بهصورت مؤثر و سازنده ارتباط برقرار کنند. | ||
| کلیدواژهها | ||
| آموزش صلح؛ دورۀ ابتدایی؛ سند تحول؛ صلح؛ کتاب علوم اجتماعی | ||
| عنوان مقاله [English] | ||
| A Comparative Analysis on Peace Education in Social Sciences Textbooks before and after Implementing Fundamental Reform Document of Education | ||
| نویسندگان [English] | ||
| Zeinab Sabzikarian1؛ Zeinab Sadat Athari2 | ||
| 1Master’s of curriculum planning, Department of Education, Faculty of Humanities, University of Kashan, Kashan, Iran | ||
| 2Assistant Professor in curriculum planning, Department of Education, Faculty of Humanities, University of Kashan, Kashan, Iran | ||
| چکیده [English] | ||
| The main purpose of the present study was to compare elementary school social sciences textbooks before and after implementing the Fundamental Reform Document of Education (FRDE) according to seven components of peace education in UNESCO (1999). This applied qualitative-quantitative research used Mayring’s qualitative content analysis. Context unit included texts and educational activities in social sciences textbooks of elementary school before and after implementing FRDE. Analysis unit was the themes taken from UNESCO peace education components. The findings of the study showed that the UNESCO peace components were not equally distributed in the third-, fourth- and fifth-grade social sciences textbooks before and after implementing FRDE. The components of internationalism, democracy and preservation of cultures received more attention than other components before implementing FRDE, but the component of self and others received the least emphasis, while this component became the most prominent in the textbooks after implementing FRDE. Generally, the component of self and others, spirituality and protection of the environment received more attention in comparison to other components in the textbooks after implementing FRDE, which is among the strong suits of the textbooks after implementing FRDE; however, the component of preservation of cultures received less attention after implementing FRDE. Introduction Peace education peace currently plays a really important role besides sustainable growth and development, equality, human rights and the objectives related to peace. In fact, people should consider themselves a part of a peaceful and pacifist human society and address participation and cooperation through discourse and negotiation, all of which are realized through systematic peace education. Hence, in order for the children to be prepared for a peaceful life, schools should raise social and cultural awareness and self-awareness through various nurturing plans, law enforcement, teaching methods, communications at school (especially at elementary schools which are well prepared for sociability), and following peace education via implementing these plans (Fathi and Eslami, 2008, cited in Mc Farland, 1999). Therefore, the unique role of peace education highlights the need to revise the curriculum especially at elementary schools where the first steps of education are taken, and an appropriate educational content is needed to facilitate a balanced life, consistent with peace and sensitive to global challenges. It is therefore necessary for the education community to be aware of its role and responsibilities in guiding the new generation to solve the problems of a world full of violence (Tigh Bakhs and Saadatmand, 2017) and administer the concepts of social justice which are required to make peace in the world through teaching knowledge, values, views, and abilities and daily practices (UNESCO, 2010). Various organizations and institutions are currently attempting to provide and maintain peace across the world through empowering individuals and groups, and changing their values and behaviors through holding seminars, conferences and national and international gatherings. Among these organizations, UNESCO has introduced a variety of techniques to face challenges, gain access to peace, social justice and security, create collaboration among nations to globally respect justice, law, human rights and fundamental freedoms for all regardless of race, gender, language or religion via educating sciences and culture (UNESCO, 2008). UNESCO has introduced seven components of peace education as: 1. democracy and human rights, 2. preservation of cultures, 3. cooperation and solidarity, 4. self and others, 5. internationalism, 6. protection of the environment and 7. spirituality. According to what has been mentioned regarding peace education and UNESCO’s peace statement, peace education can be suggested as an independent subject in the curricula or along with other subject matters besides ethical and social aspects. The “social studies” book is one of textbooks through which peace can be taught. Therefore, the main objective of the present study is to answer the following question: “How much have peace education and its components been addressed in social sciences textbooks of elementary schools before and after implementing FRDE? Method This applied qualitative-quantitative research applied Mayring’s qualitative content analysis. Context unit included texts and educational activities in elementary school social sciences textbooks before implementing FRDE (370 pages) in the academic year 2012-13 and social sciences textbooks after implementing FRDE (336 pages) from 2017 to 2020. The analysis unit was the themes taken from UNESCO peace education components. The validity of the identified categories related to the seven components was confirmed after frequent investigations by the experts and their reliability was assessed and confirmed with Scott coefficient of 0.855. Then, Shannon’s entropy method was used for data analysis. Results The findings of the study showed that the UNESCO peace components were not equally distributed in the third-, fourth- and fifth-grade social sciences textbooks before and after implementing FRDE. Of the 1323 themes taken from social sciences textbooks before implementing FRDE and 1478 themes taken after implementing FRDE, the component of solidarity and cooperation had the highest frequency in both sets and the component of self and others had the lowest frequency before implementing FRDE and the component of internationalism had the lowest frequency after implementing FRDE. Although the component of cooperation and solidarity had the highest frequency both before and after implementing FRDE, it was not proportionately distributed among educational grades in both sets. That is, it was addressed at a medium level with an importance coefficient of 0.1433 before and 0.1460 after implementing FRDE. The component of internationalism had the highest frequency among the grades and received the greatest attention with an importance coefficient of 0.1593 in the textbooks before implementing FRDE. Generally, the components of internationalism, democracy (human rights) and preservation of cultures drew more attention than others in textbooks before implementing FRDE. The component of self and others received the lowest importance with an importance coefficient of 0.1066, while it received the greatest attention in the textbooks after implementing FRDE with an importance coefficient of 0.1503. Generally, the component of self and others, spirituality and protection of the environment drew more attention in comparison to other components in the textbooks after implementing FRDE. it is considered among the strong suits of the textbooks after implementing FRDE; however, the component of preservation of cultures drew less attention after implementing FRDE with an importance coefficient of 0.1238. Discussion and conclusion The present study is a reminder for education authorities to make stronger efforts to increase the frequency of UNESCO peace components in the content of these textbooks and equally distribute each of the components among the grades according to Brantmeier River model in order for the learners to communicate with others effectively and constructively through knowing themselves, having empathy and respecting one another and observing equality and justice and expressing their opinions. | ||
| کلیدواژهها [English] | ||
| Peace Education, Elementary School, Document of Change, Peace, Social Sciences Textbook | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abedini baltork, M., Mirshahjaferi, E. (2014). Analysis of the components of peace education in primary school. Journal of Educational Scinces, 20(2), 151_170. (Text in Persian) Alnufaishan, S. (2020). Peace education reconstructed: developing a Kuwaiti approach to peace education (KAPE). Journal of Peace Education, 17(1), 83–106. https://doi.org/10.1080/17400201.2019.1627516 Asadi H, Shamshiri B, Yousefi H, Karimi M. (2019). Features of A Peace_Axis Curriculum Based on the Teaching of Intercultural Philosophy. Journal of Curriculum Research. 9(2) 18, 104_138. (Text in Persian) Bazargan Z. (2018). Peace education. Iranian Encyclopedia Curriculum. (Text in Persian) Brantmeier, E.J. (2003). Peace pedogogy: Exposing and integrating peace education in teacher education. (Paper presented at the Annual Meeting of the Association of Teacher Education). Jacksonville, FL, February 18, 2003. (ERIC Document Reproduction Service No. ED 472 625). Daialleslami M. (2010). Investigating the concepts of peace education in the content of middle school textbooks academic year (2009_2010). Master Thesis in Educational Sciences, Allameh Tabatabai University. Faculty of Psychology and Educational Sciences. (Text in Persian) Darkhah F. (2012). A Study of the Components of Democracy in Elementary School Textbooks, Scientific Research Journal Curriculum, Iranian Curriculum Studies Association, 2(1), 121_152. (Text in Persian) Deveci, H., Yilmaz, F., & Karadag, R. (2008). Pre_service teachers’ perceptions of peace education. Eurasian Journal of Educational Research, 30, 63_80. Fallah Nodehi, M. (2009). Unesco’S Peace Education Themes in The Islamic Republic of Iran’S Prospective Document For 20 Years. Daneshvar raftar, 55_68. (Text in Persian) Fathi Vajargah, K. (2003). A Study on The Position of Peace and War in The Primary School Textbooks in Iran. JOURNAL OF HUMAN SCIENCES, 38(2), 25_48. (Text in Persian) FathiVajargah, K., Eslami, M. (2008). Investigating the degree of attention to peace education in primary school curriculum from the educationalists, experts of curriculum planning, and primary school teachers' points of view. Educational Innovations, 7(2), 49_76. (Text in Persian) Fiala A, (2014). Pacifism. Translator: Hashemian M, Stanford encyclopedia of philosophy, Tehran: GHoghnoos. (Text in Persian) Foladi ardakani S, Motab befroie Z (2016). Review and analysis of the content of elementary school textbooks based on the level of attention to peace education and its components. The first national conference on education in the Iranian educational system. (Text in Persian) Gamshidi M.H. (2017). Investigating and explaining the category of peace in the theory of the city of peace Farabi and Kant's theory of lasting peace. Contemporary Political Essays, Institute of Humanities and Cultural Studies. 8(3). (Text in Persian) Gursel_Bilgin, G. (2020). Dialogue in peace education theory and practice1. Educational Practice and Theory, 42(1), 27_46. http://dx.doi.org/10.7459/ept/42.1.03 Hajizade H, Karami M. (2014). The Analysis of the intended and implemented curriculum in junior high school (According to UNESCO’s elements in Peace education). Research in Curriculum Planning, 11(42), 92_109. (Text in Persian) Harris, I. (2008). History of Peace Education. Encyclopedia of Peace Education, Teachers College, Columbia University. http://www.tc.edu/centers/epe Harris, I. M. (2004). Peace education theory. Journal of peace education, 1(1), 5_20. Hashemi S. (2010). Content Analysis of High School Humanities Track Textbooks on Peace Education. JOURNAL OF CURRICULUM STUDIES (J.C.S.), 4(15), 83_104. (Text in Persian) Kazempour E, Khalkhali A, Janalipour R (2012). The Effect of a Peace Education Program on Training Global Citizens. JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION, 49_62. (Text in Persian) Kazempour, E., Babapour Vajary, M. (2018). The Effectiveness of Peace Education on students' responsibility. Journal of New Approaches in Educational Administration, 8(32), 65_82. (Text in Persian) Khakzad Bonab M, Hemti A, Tanhaigholangy M. (2019). Review and analysis of the content of the third to sixth grade Persian textbooks based on the components of UNESCO peace education. Third International Conference on Innovation and Research in Management Education and Psychology. (Text in Persian) Mirhadi T (2018). Peace must be learned from childhood. Thanks to the efforts of Parichehr Nasrin Pi, World Children's Research Institute. 3, Tehran: Children's workshop. (Text in Persian) Pardel rodi F, Partners. (2015). Content analysis of the book of heavenly gifts in the third, fourth and sixth grades of elementary school print 2015, Based on the degree of attention to the characteristics of a perfect human being. National Conference on Primary Education. (Text in Persian) Pirmoradi F. (2012). Reviewing the content of textbooks Read and write elementary school based on the concepts of peace education Academic year (2012_2013). Master Thesis. Faculty of Psychology and Social Sciences, Department of Educational Sciences. Islamic Azad university. (Text in Persian) Rostami, A., Ahadi, H., Abolmaali Alhoseini, K., Dortaj, F. (2021). Effectiveness of Peace Education on Psychological Capital in Male High School Students. Iranian Journal of Educational Society, 14(1), 342_352. (Text in Persian) Sahranavard, M. (2013). The first steps of anti_war art. International Cube Journal, 12_30. (Text in Persian) Sanei darebidi, M. (2005). The place of man in Kant's thought, Tehran: GHoghnoos. (Text in Persian) Sasani N. (2016). A thematic analysis of the book social study at eighth grade first coursw based on elements of teaching peace at the academic year 2015_2016. Islamic Azad university Central Tehran Branch Faculty of Psychology and Educational Sciences Department of Educational Sciences Thesis. (Text in Persian) SHokati rodi A, Sahranavard S. (2015). Analysis of third and fourth grade social education textbooks based on the component of legality and legality. National Conference on Primary Education. Birjand University. Iranian Curriculum Studies Association. (Text in Persian) Snauwaert, D. T. (2020). The peace education imperative: a democratic rationale for peace education as a civic duty. Journal of Peace Education, 17(1), 48_60. Social Studies Curriculum Guide for the Elementary School (1996). Textbook planning and writing office and social studies curriculum guide. http://chap.sch.ir/sites/default/files/books/91_92/24/001_016_C6000.pdf Taghizadeh akbari A, Hoseini fazel S.M. (2013). The originality of war or peace from the perspective of religion with emphasis on the verses of the Holy Quran. Islamic Research Site. 1(1) (Text in Persian) Tamizal A. (2020). Peace and friendship from Rumi's point of view. Persian Language and Literature Quarterly SHafaye del, 3(6), 123_134. (Text in Persian) The Holy Quran, the divine translation of Ghomshei. Qom, Alhadi Publishing. Theoretical foundations of fundamental change in the public formal education system (2011). Secretariat of the Higher Education Council of the Ministry of Education of the Higher Council of the Cultural Revolution. Tighbakhsh, S., saadatmand, Z. (2017). Curriculum Based to Peace Education for Elementary System. Qualitative Research in Curriculum, 3(7), 66_89. https://doi.org/10.22054/qric.2019.19378.134 (Text in Persian) UNESCO (1999). Educational Innovation and Information. International Bureau of Education. Available online at: http://www.ibe.unesco.org/fileadmin/user_upload/archive/Publications/Innovation/inno100e.pdf UNESCO (2008). IBE Strategy 2008–2013. International Bureau of Education. Available online at: http://www.ibe.unesco.org/en/document/ibe_strategy_2008_2013 Unesco. (2010). Preliminary Consolidated Report to the United Nation on a Culture of Peace, Available from: http://www.Unesco.org. | ||
|
آمار تعداد مشاهده مقاله: 124 تعداد دریافت فایل اصل مقاله: 126 |
||
