ﺗﺒﯿﯿﻦ ﺗﺮﺑﯿﺖ ﻣﻨﺶ ارﺳﻄﻮﯾﯽ ﺑﺎ ﺗﺄﮐﯿﺪ ﺑﺮ آراي ﮐﺮﯾﺴﺘﯿﻦ ﮐﺮﯾﺴﺘﯿﻨﺴﻦ

Explanation of Aristotelian Character Education with Emphasis on Notions of Kristjan Kristjansson

روﯾﮑﺮد ﻓﻀﯿﻠﺖﮔﺮاﯾﯽ در ﺣﻮزه ﺗﺮﺑﯿﺖ اﺧﻼﻗﯽ در ﺳﺎلﻫﺎي اﺧﯿﺮ اﺣﯿﺎ ﺷﺪه اﺳﺖ و ﺑﻪﻃﻮر ﺟﺪي ﻣﻮرد ﺗﻮﺟﻪ اﻧﺪﯾﺸﻤﻨﺪان ﻣﺨﺘﻠﻒ ﺣﻮزه ﺗﺮﺑﯿﺖ اﺧﻼﻗﯽ ﻗﺮار ﮔﺮﻓﺘﻪ و ﺑﺮ اﯾﻦ اﺳﺎس ﺗﻨﻮﻋﯽ از دﯾﺪﮔﺎهﻫﺎي ﻣﺨﺘﻠﻒ را از ﻋﺮﺻﻪ ﻣﺒﺎﻧﯽ ﺗﺮﺑﯿﺖ اﺧﻼﻗﯽ ﺗﺎ راﻫﮑﺎرﻫﺎي ﻋﻤﻠﯿﺎﺗﯽ اﯾﺠﺎد ﮐﺮده اﺳﺖ. اﻣﺎ ﺑﺎ وﺟﻮد اﯾﻦ ﮔﺴﺘﺮدﮔﯽ و ﺗﻨﻮع، ادﺑﯿﺎت ﺗﻮﻟﯿﺪ ﺷﺪه در ﮐﺸﻮر در ﺣﻮزه ﺗﺮﺑﯿﺖ اﺧﻼﻗﯽ ﻓﻀﯿﻠﺖ ﻣﺤﻮر ﺗﺎ ﺣﺪ زﯾﺎدي ﻣﺤﺪود ﺑﻪ آراي دو اﻧﺪﯾﺸﻤﻨﺪ ﯾﻌﻨﯽ ﺗﻮﻣﺎس ﻟﯿﮑﻮﻧﺎ و دﯾﻮﯾﺪ ﮐﺎر ﺑﻮده اﺳﺖ. در ﭘﺎﺳﺦ ﺑﻪ اﯾﻦ وﺿﻌﯿﺖ اﯾﺠﺎد ﺷﺪه و ﺑﺎ ﻫﺪف ﻣﻌﺮﻓﯽ ﯾﮑﯽ دﯾﮕﺮ از اﻧﺪﯾﺸﻤﻨﺪان ﺑﺮﺟﺴﺘﻪ اﯾﻦ ﺣﻮزه، اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮ آن اﺳﺖ ﺗﺎ آراي ﭘﺮوﻓﺴﻮر ﮐﺮﯾﺴﺘﯿﻦ ﮐﺮﯾﺴﺘﯿﻨﺴﻦ را ﭘﯿﺮاﻣﻮن ﺗﺮﺑﯿﺖ ﻣﻨﺶ ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار دﻫﺪ. ﭘﺮوﻓﺴﻮر ﮐﺮﯾﺴﺘﯿﻨﺴﻦ ﻓﯿﻠﺴﻮف، اﻧﺪﯾﺸﻤﻨﺪ و ﻣﺮﺑﯽ اﯾﺴﻠﻨﺪي اﺳﺖ ﮐﻪ در ﺣﺎل ﺣﺎﺿﺮ ﻗﺎﺋﻢ ﻣﻘﺎﻣﯽ ﻣﺮﮐﺰ ﻣﻨﺶ و ﻓﻀﯿﻠﺖ ﺟﻮﺑﯿﻠﯽ را در داﻧﺸﮕﺎه ﺑﯿﺮﻣﻨﮕﺎم ﺑﺮ ﻋﻬﺪه دارد. ﺑﺮرﺳﯽ و ﺗﺤﻠﯿﻞ آﺛﺎر ﺗﻮﻟﯿﺪ ﺷﺪه ﺗﻮﺳﻂ اﯾﻦ اﻧﺪﯾﺸﻤﻨﺪ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﺗﻐﯿﯿﺮ ﭘﺎرداﯾﻤﯽ در ﻣﺒﻨﺎي ﺗﺮﺑﯿﺖ اﺧﻼﻗﯽ از اﺧﻼق وﻇﯿﻔﻪﮔﺮا ﺑﻪ اﺧﻼق ﻓﻀﯿﻠﺖﻣﺤﻮر، اراﺋﻪ ﺧﻮاﻧﺶ روانﺷﻨﺎﺧﺘﯽ از ﻣﺮاﺗﺐ ﺗﺤﻮل ﻓﻀﯿﻠﺖ، ﺗﺮﺳﯿﻢ ﻓﺮاﯾﻨﺪ ﺷﮑﻞﮔﯿﺮي ﻣﻨﺶ و ﺗﻘﺪم آن ﺑﺮ ﺗﺮﺑﯿﺖ ﻣﻨﺶ، اﺣﺼﺎء ﻣﺆﻟﻔﻪﻫﺎي ﺗﺮﺑﯿﺖ ﻣﻨﺶ و ﭘﺮداﺧﺘﻦ ﺑﻪ ﻧﻘﺶ ﺑﯽﺑﺪﯾﻞ ﻋﻮاﻃﻒ در ﮐﻨﺎر ﻓﺮاﯾﻨﺪﻫﺎي ﻋﻘﻼﻧﯽ در ﺗﺮﺑﯿﺖ اﺧﻼﻗﯽ از ﻣﻬﻢﺗﺮﯾﻦ دﻏﺪﻏﻪﻫﺎي ﻋﻠﻤﯽ ﭘﺮوﻓﺴﻮر ﮐﺮﯾﺴﺘﯿﻨﺴﻦ در ﺣﻮزه ﺗﺮﺑﯿﺖ ﻣﻨﺶ ﺑﻮده اﺳﺖ.

The approach of virtue in the field of moral education has been revived in recent years and has been seriously considered by various thinkers in the field of moral education. There are a variety of perspectives from fundaments of moral education to operational solutions. Notwithstanding the variety and expansion, the literature produced in the country is mainly limited to notions of Thomas Likona and David Carr. As a reaction to the current status, the present study aims to introduce another prominent thinker in the field. One of the most important thinkers in this field in recent years is Professor Kristjan Kristjansson, an Icelandic philosopher, thinker, and educator who is currently the Vice President of the Jubilee Center for Character and Virtue at the University of Birmingham. In order to create the ground for the scientific community of the country to become more familiar with this thinker, in this research, an attempt has been made to examine the views of Professor Kristjansson based on his works. Analysis of the content of the works produced by this thinker shows that a paradigm shift in the basis of moral education from duty-oriented ethics to virtue-based ethics, providing a psychological reading of the stages of virtue evolution, mapping the process of character formation and its precedence over character training and enumerating the components of character education and addressing the irreplaceable role of emotions along with rational processes in moral education has been one of the most important scientific concerns of Professor Kristjanssonin the field of character education