جزم گرايي و شكاكيّت: معضل نظام‌هاي تربيتي- آموزشي در جوامع اسلامي

Dogmatism and Skepticism: A Problem of Educational Systems in Islamic Societies

يكي از مشكلاتي كه امروزه نظام‌هاي تربيتي موجود در جوامع اسلامي با آن موجه هستند، جزم گرايي و در نتيجه شكاكيت است. اين جزم گرايي و شكاكيت مي‌تواند جزم گرايي يا شكاكيت علمي، ديني و فلسفي را شامل شود. به واسطه اين جزم گرايي و شكاكيت، نظام هاي تربيتي از يك سو به سمت انحصار گرايي در اهداف و برنامه‌هاي درسي مورد نظر خود سوق مي‌يابند و از سوي ديگر به انكار و ترديد در برنامه‌هاي ديگر نظام‌هاي تربيتي روي مي‌آورند. در اين مقاله، بعد از توصيف و تبيين معني، مفهوم و نوع شناسي جزم گرايي و شكاكيت، اثرات جزم گرايي و شكاكيت در نظام هاي تربيتي جوامع اسلامي مورد بررسي قرار گرفته و در نهايت بعضي شيوه‌ها و رويكردهاي مربوط به حل اين معضل پيشنهاد شده است.

The study of philosophers’ educational ideas and thought is one of the common research interested in the area of educational philosophy and is an introduction to their critiques. In this article, through an analytic- descriptive method, Russell’s philosophical reflections are introduced and the educational viewpoints of this outstanding philosopher and mathematician of twentieth century are examined. According to the research findings, Russell considers education as something beyond realization of liberal and rational life. According to Russell, the present time, which is the most anxious era in human life, an explicit lack of an appropriate and rational worldview and ideology is felt more than any other time. Scientific education and social reconstruction are the only ways to emancipate us from this impasse .From Russell point of view on the individual dimension, the fostering of a scientific spirit and on the social dimension, educating free citizens are the main goals of education. By expressing his educational ideas, Russellintends to realize educational ideal of free world citizens. The indispensible qualities of these citizens are open-mindedness, independence in thinking, self-discipline, ability to see their personal benefit from a public point of view and in brief, rationalism and freedom. At the end of this article, some worthwhile critiques of Russell’s educational system are referred to.