بررسي عناصر اسلامي - فرهنگي در سرفصل برنامه درسي رشته روانشناسي در مقطع كارشناسي

An investigation into Islamic-cultural components in curriculum of the undergraduate psychology major

ﺗﻮﺟﻪ روزاﻓﺰون ﺑﻪ ﻋﺎﻣﻞ ﻓﺮﻫﻨﮓ در اﯾﺠﺎد ﻋﻠﻢ روانﺷﻨﺎﺳﯽ در اﯾﺮان و آﻣﻮزش آن رﺷﺘﻪ ﺑﻪ اﯾﺮاﻧﯿﺎن، ﺑﺎ ﺑﺮﻧﺎﻣﻪرﯾـﺰي درﺳـﯽ ﺣﺴـﺎس ﺑـﻪ ﻓﺮﻫﻨﮓ ﻫﻤﺨﻮان اﺳﺖ. ﺑﺮﻧﺎﻣﻪ درﺳﯽ رﺷﺘﻪ روانﺷﻨﺎﺳﯽ در ﻣﻘﻄﻊ ﮐﺎرﺷﻨﺎﺳﯽ )ﻣﺼﻮب ﺳﺎل 1391( ﯾﮑﯽ از ﺳﻨﺪﻫﺎي ﻣﻬﻢ آﻣـﻮزش روانﺷﻨﺎﺳﯽ در اﯾﺮان اﺳﺖ ﮐﻪ ﻃﺮاﺣﺎن آن ﺑﻪ ﻓﺮﻫﻨﮓ ﺗﻮﺟﻪ وﯾﮋه ﮐﺮدهاﻧﺪ؛ اﻣﺎ ﺑﺎ ﮔﺬﺷﺖ 10 ﺳﺎل از ﺗﺼﻮﯾﺐ اﯾﻦ ﺳﺮﻓﺼﻞ، ﺑﺎزﺑﯿﻨﯽ در آن ﻻزم ﻣﯽﻧﻤﺎﯾﺪ. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ روش ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﮐﻤّ ﯽ ﺑﻪ ﺑﺮرﺳﯽ ﻣﺆﻟﻔﻪﻫﺎي اﺳﻼﻣﯽ - ﻓﺮﻫﻨﮕﯽ در ﺑﺮﻧﺎﻣﻪ ﯾﺎدﺷﺪه ﭘﺮداﺧﺖ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﺸﺎن داد ﮔﺮﭼﻪ ﺟﺎي درﺳﯽ ﺑﺎ ﻋﻨﻮان »روانﺷﻨﺎﺳﯽ ﻓﺮﻫﻨﮕﯽ« در اﯾﻦ ﺑﺮﻧﺎﻣﻪ ﺧـﺎﻟﯽ اﺳـﺖ ﺳـﻪ ﻋﻨـﻮان درﺳـﯽ ﻓﺮﻫﻨﮕﯽ ﺑﺎ ﻣﺤﻮرﯾﺖ آﻣﻮزهﻫﺎي اﺳﻼﻣﯽ و داﻧﺸﻤﻨﺪان ﻣﺴﻠﻤﺎن در آن ﮔﻨﺠﺎﻧﺪه ﺷﺪه اﺳﺖ. ﺣﺪود ﻧﯿﻤﯽ از ﮐـﻞ 69 درس اﯾـﻦ ﺑﺮﻧﺎﻣـﻪ ﺷﺎﻣﻞ دروس اﺻﻠﯽ / ﭘﺎﯾﻪ، ﺗﺨﺼﺼﯽ و اﺧﺘﯿﺎري( ﺣﺎوي دﺳﺖﮐﻢ ﯾﮏ ﻋﻨﺼﺮ اﺳﻼﻣﯽ - ﻓﺮﻫﻨﮕﯽ اﺳﺖ؛ ﮔﺮﭼﻪ، ﺗﻮﺟﻪ ﺑﻪ ﻓﺮﻫﻨـﮓ و اﺳﻼم در ﺑﺴﯿﺎري از ﻣﻮارد ﺻﺮﻓﺎً ﺑﺎ ﮔﻨﺠﺎﻧﺪن واژهﻫﺎي ﻓﺮﻫﻨﮓ و اﺳﻼم ﻧﺎﺗﻤﺎم ﻣﺎﻧﺪه اﺳﺖ. اﻓﺰون ﺑﺮ اﯾﻦ، ﺟﺎي ﺧﺎﻟﯽ ﻧﺎم ﻧﻈﺮﯾﻪﭘﺮدازان اﯾﺮاﻧﯽ ﻣﻌﺎﺻﺮ و ﻧﻈﺮﯾﻪﻫﺎﯾﺸﺎن، اﺑﺰارﻫﺎي روانﺳﻨﺠﯽ ﺳـﺎﺧﺘﻪﺷـﺪه ﺗﻮﺳـﻂ اﯾﺮاﻧﯿـﺎن و ﻣـﻮاردي ازاﯾـﻦدﺳـﺖ در ﺑﺮﻧﺎﻣـﻪ درﺳـﯽاي ﮐـﻪ ﺑﻮﻣﯽﺳﺎزي را ﺳﺮﻟﻮﺣﻪ ﺧﻮد ﻗﺮار داده اﺳﺖ ﺟﻠﺐﺗﻮﺟﻪ ﻣﯽﮐﻨﺪ. ﺑﺎزﻧﮕﺮي در ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﯾﺎدﺷﺪه ﮐـﻪ ﻓﺮاﺗـﺮ از ﺑﺮﻧﺎﻣـﻪ درﺳـﯽ ﺻـﺮف ﺳﻨﺪي آﻣﻮزﺷﯽ در رﺷﺘﻪ روانﺷﻨﺎﺳﯽ اﺳﺖ، ﻧﻪﻓﻘﻂ اﻗﺘﻀﺎي اﻓـﺰودن درس روانﺷﻨﺎﺳـﯽ ﻓﺮﻫﻨﮕـﯽ را دارد ﺑﻠﮑـﻪ ﺗﻮﺟـﻪ ﺑـﻪ ﻣﺤﺘـﻮاي واﻗﻌﯽ روانﺷﻨﺎﺳﯽ ﻓﺮﻫﻨﮕﯽ در ﺳﺮﻓﺼﻞ ﺳﺎﯾﺮ دروس و اﻫﺪاف ﮐﻞ ﺑﺮﻧﺎﻣﻪ را ﻣﯽﻃﻠﺒﺪ

Growing attention to culture in producing science of psychology in Iran and psychology education to Iranians requires a culture-sensitive curriculum planning. Curriculum of the undergraduate psychology major in Iran (approved in 2012) is an important educational document and its designers paid particular attention to culture. However, 10 years after approval of this curriculum it seems to need revision. The current research, using quantitative content analysis, aims to investigate Islamic-cultural components of above-mentioned curriculum. The results showed that, even though a “cultural psychology” course is missing in this curriculum, it contains three cultural courses based on Islamic teachings and Muslim scholars. About half of the total 69 courses of this curriculum (including core, required, and optional courses) contain at least one cultural-Islamic component. Though, in many cases attention to culture and Islam is limited to putting the words culture and Islam in the document. In addition, name of Iranian theorists and their theories, psychometric tools designed by Iranians, and so forth is lacking in a curriculum that intended to indigenize. Revision in above-mentioned curriculum which is far more than a mere curriculum but an educational document in the discipline of psychology, not only requires adding a cultural psychology course but also attention to true content of cultural psychology in rest of the courses and the entire curriculum.