فراتحلیلی بر پژوهش‌های آموزش چندفرهنگی، آموزش شهروندی، تربیت اخلاقی، تربیت سیاسی و تربیت دینی در ایران

نوع مقاله : مقاله پژوهشی

نویسنده

عضو هیات علمی دانشگاه سمنان، گروه مدیریت آموزشی

چکیده

بر پایه‌ی نظریه نهادی، پذیرفته‌شدنِ نظام آموزشی توسط محیط بیرونی تنها در گرو نهادینه کردن ارزش‌های انسانی- اجتماعی است. پژوهش حاضر بر آن بود تا عملکرد آموزشی و تربیتی مدارس ایران در نهادینه کردن این ارزش‌ها را مورد ارزیابی قرار دهد. بدین‌منظور، فراتحلیلی کیفی بر تمامی پژوهش‌هایی که به بررسی وضعِ موجود نظام آموزشی در نهادینه کردن ارزش‌های چندفرهنگی، شهروندی، اخلاقی، سیاسی و دینی پرداخته بودند، انجام شد. با تکیه بر تکنیک کاسپ، پژوهش‌های مورد نظر کنترل کیفی و پالایش شدند و در نهایت، 89 پژوهش به فراتحلیل راه پیدا کردند. یافته‌ها نشان داد که عملکرد آموزش‌های مدارس در نهادینه کردن ارزش‌های انسانی- اجتماعی، ضعیف و ناکارآمد بوده است. از یک‌سو، آموزش‌های مدارس توجهی ناکافی و نامناسب به این ارزش‌ها داشته‌اند. از دیگرسو، رویکردی که در آموزش این ارزش‌ها در پیش گرفته شده است، رویکردی غیرفعال، مکانیک و محافظه‌کارانه بوده است که به یادگیری ژرفی در دانش-آموزان نمی‌انجامد. این مساله سبب شده که دانش‌آموزان تنها در سطح مفهوم با این ارزش‌ها آشنایی پیدا کنند و گرایشی راستین و پایدار در آن‌ها برای حرکت و روآوردن به این ارزش‌ها ایجاد نشود. در نهایت، تنها اهرم‌های فشار محیط بیرونی برای گذار به گونه‌گون شدن مدارس است که می‌تواند بستری برای نهادینه کردن ارزش‌های انسانی- اجتماعی فراهم کند که خود نیز نیازمند هموار و همتراز شدن ساختار اجتماعی جامعه است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A meta-analysis of research on multicultural education, citizenship education, moral education, political education and religious education in Iran

نویسنده [English]

  • shirkoh mohammadi
department of educational administration, Semnan university
چکیده [English]

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity.

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity.

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity.

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity.

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity.

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values.

کلیدواژه‌ها [English]

  • multicultural education
  • Civic education
  • Politic education
  • ethical education
  • religious education