انديشۀ اصلاح آموزش ابتدايي در ايران عصر ناصرالدين ‌شاه

The Idea of Reforming Elementary Education in Iran during the Reign of Nasser al-Din Shah

در ايران زمان ناصرالدين‌شاه، نظام آموزشي بيش‌از‌پيش موردتوجه انديشمندان ايران قرار گرفت. آن‌ها انجام اصلاحات در عرصه هاي مختلف را با آگاهي مردم در ارتباط دانستند و از ضرورت آموزش همگاني سخن به‌ميان آوردند و به دنبال آن، اصلاح آموزش ابتدايي را به‌منزلۀ زيربناي آموزش همگاني مورد توجه قرار دادند. رويكرد اين انديشمندان به آموزش ابتدايي و نسبتِ راهكارهاي آنان براي تحول در آموزش ابتدايي با واقعيت هاي زمانه و اصول آموزش ابتدايي مسئله اي است كه در تحقيق حاضر با روش توصيفي ـ تحليلي و با استفاده از آثار انديشمندان آن دوره مورد بررسي قرار ميگيرد و به اين پرسش پاسخ داده مي شود كه آيا راهكارهاي انديشمندان ايران عصر ناصري براي آموزش ابتدايي و همگاني شدن آن با واقعيت هاي روز و اصول آموزش ابتدايي مطابقتي داشتند؟ نتيجۀ تحقيق حاكي از آن است كه انديشمندان اين دوره باوجود درك درست از نقش آموزش ابتدايي در تعليم عمومي، با اصرار به راهكارهايي مانند اصلاح الفبا از واقعيت هاي زمانه و اصول آموزش ابتدايي فاصله گرفته اند

During the reign of Nasser al-Din Shah in Iran, Iranian thinkers became increasingly concerned with the education system. They realized the correlation between reforms in various areas and raising the public’s awareness and discussed the necessity of public education. Consequently, they emphasized the reformation of elementary education as the basis of public education. These thinkers’ approach to elementary education and the relevance of their solutions for reforming elementary education to the realities of the time and the principles of elementary education is the issue that will be studied in the present research by applying a descriptive-analytical method and using the works of the thinkers of that era. This research seeks to answer the question whether the solutions offered by the thinkers of the Nasseri Era to reform elementary education and make it public bore any correspondence to the realities of the time and the principles of elementary education. Results of this research indicate that although the thinkers of that era had a proper conception of the role of elementary education in public education, by insisting on solutions such as reforming the alphabet, they were distanced from the realities of the time and the principles of elementary education.