بررسی تطبیقی ابعاد فلسفه تعلیم و تربیت با رویکردهای مکاتب پساساختارگرا و تعلیم و تربیت انتقادی در آموزش و پرورش
کلمات کلیدی:
سیاست‌گذاری‌های آموزشی برای عبور از چالش‌های معاصر, نیازمند تلفیق هوشمندانه این دو رویکرد هستند, به گونه‌ای که ابزارهای تحلیلی پساساختارگرایی برای افشای پنهان قدرت به کار گرفته شود و هم‌زمان عاملیت رهایی‌بخش پداگوژی انتقادی برای پرورش شهروندان تحول‌خواه حفظ گرددچکیده
Purpose: The present study aimed to conduct a comparative analysis of the fundamental dimensions of the philosophy of education—namely epistemology, ontology, anthropology, and axiology—from the perspectives of post-structuralist and critical pedagogy schools to extract practical educational implications for contemporary systems.
Methodology: This fundamental qualitative research utilized a meta-synthesis approach integrated with thematic analysis. The statistical population comprised scientific documents from domestic databases (spanning 1391-1404 Jalali) and international repositories (spanning 2003-2025). Employing purposive sampling and the 27-item PRISMA checklist for rigorous quality assessment, N=18 articles were ultimately selected. Data were systematically analyzed using MaxQDA software through theoretical coding, applying Brody’s four-stage comparative paradigm and Frankena’s practical syllogism model. Inter-rater reliability was confirmed with a Cohen’s Kappa coefficient of κ=0.56.
Findings: The comparative synthesis revealed that while both schools fundamentally reject modern certainty, essentialism, and absolute values, their trajectories diverge. Epistemologically, post-structuralism views knowledge as a product of linguistic and power networks, whereas critical pedagogy frames it as an emancipatory tool. Ontologically, the fluidity of signs contrasts with the socio-historical construction of reality. The most profound divergence emerged anthropologically: post-structuralism posits the “death of the subject,” reducing individuals to discursive products, whereas critical pedagogy fiercely defends conscious human agency and active learner resistance. Axiologically, post-structuralism’s tendency toward continuous deconstruction contrasts sharply with critical pedagogy’s normative commitment to reconstructive social justice, solidarity, and radical democracy.
Conclusion: To overcome contemporary educational crises, pedagogical policies require a dialectical integration of both paradigms; utilizing post-structuralism’s analytical tools to unmask hidden power dynamics while simultaneously embracing critical pedagogy’s emancipatory agency to cultivate active, transformative citizens.
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حق نشر 2026 Sirous Shahbazi (Author); Kiumars Khatirpasha; Farshideh Zameni (Author)
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