كليدواژه :
افلاطون , منون , فضيلت , تحقيق , يادگيري , ديالكتيك , يادآوري
چكيده فارسي :
محاوره منون موضوعات بسيار گوناگوني ازجمله بحث درباره چيستي فضيلت، امكان تحقيق، يادگيري، شيوه آموزش و درنهايت نظريه يادآوري را در برگرفته است. بحث از روش آموزش و يادگيري يكي از موضوعات مهم مورد بررسي در محاوره منون است. محاوره با طرح چالش منون نشان داده است كه يادگيري و تحقيق درباره ماهيت يك چيز امري دشوار است. افلاطون براي رفع اين معضل از نظريه يادآوري به عنوان اصيل ترين شيوه يادگيري سخن گفته است. محاوره منون را مي توان به دو بخش مجزا تقسيم كرد. محوريت بخش اول مقاله محاوره پرسشي معرفت شناختي درباره شناخت ماهيت فضيلت است. افلاطون در بخش دوم محاوره منون براي رهايي از پارادوكس تحقيق و يادگيري و حركت به سوي نتيجه مطلوب در بخش پاياني محاوره يعني نظريه يادآوري بر رويكردي هستي شناختي تمركز كرده است. پژوهش حاضر كيفي و روش آن تحليل مفهومي متن منون و تفاسير مرتبط با آن براي ايضاح و تبيين مفاهيم يادآوري و ديالكتيك است. سؤال پژوهش اين است كه آيا نظريه يادآوري بهترين تبيين براي شيوه اصيل يادگيري است؟ پاسخ پژوهش به اين پرسش به دو دليل منفي
است. اول اين كه اين نظريه قادر به پوشش هرگونه يادگيري نيست. دوم اين كه اين نظريه با تئوري اوليه افلاطون در بخش آموختني بودن فضيلت در تناقض است كه افلاطون مدعي بود هرگونه يادگيري مستلزم وجود آموزش و به تبع آموزگار است. بنابراين هدف پژوهش طرح شيوه ديالكتيك در محاوره منون به عنوان مناسب ترين روش براي آموزش و يادگيري انتقادي و مشاركتي در نظام آموزشي است. اين شيوه ماحصل مشاركت ميان ياد دهنده و يادگيرنده است و بدون مشاركت فعال يادگيرنده و نگرش انتقادي آن به مطالب آموخته شده ميسر نخواهد بود.
چكيده لاتين :
Introduction
Meno's dialogue covers a wide variety of topics, including the discussion of what virtue is, the possibility of inquiry, learning, teaching methods, the relationship between knowledge and imagination, and finally the theory of recollection. Discussion of the method of teaching and learning is one of the most important topics in Meno’s dialogue. In the text of this dialogue, important educational points such as the condition of teaching a subject, the method of learning based on recollection, and the dialectical method of Socrates are discussed. Conversation with Meno's paradox plan has shown that learning and inquiry the nature of something is difficult. To solve this problem, Plato spoke of the theory of recollection as to the most original way of learning.
Method
This research is philosophical and qualitative and the method used in it is "conceptual analysis". This method seeks to provide a clear explanation of the meaning of a concept about other concepts used in that field and tries to find a valid understanding of the meaning of a normal concept with this analysis. This method is not an attempt to change our concepts, but an attempt to understand them. In this method, the concepts used in the new structuring are analyzed and re-analyzed conceptually. For this reason, the main concepts of Menon's dialogue text such as virtue, teaching, learning, recollection, and dialectics have been analyzed and explained.
Results
The research aims to design a dialectical method in Meno’s dialogue as the most appropriate method for teaching and learning critically and collaboratively in the educational system. This method is the product of cooperation between the teacher and the learner and will not be possible without the active participation of the learner and his critical attitude towards the learned material.
Discussion
Meno’s dialogue can be divided into two separate parts. The focus of the first part of the article is an epistemological question about understanding the nature of virtue. In the second part of the dialogue, Plato focuses on an ontological approach to get rid of the paradox of research and learning and move towards the desired result. In the final part of the dialogue, the theory of recollection. The research question is whether the theory of recollection is the best explanation for the original way of learning? Research claims that the answer is negative for two reasons. First, this theory is not able to cover any learning. Second, this theory contradicts Plato's original theory of the teaching of virtue, in which Plato claimed that any learning requires education and, consequently, a teacher.
