بررسی نظریۀ ویگوتسکی از دیدگاه روانشناسی و ارتباط آن با مبانی نظری آموزش فلسفه به کودکان

نوع مقاله: علمی-پژوهشی

نویسنده

استادیار دانشگاه آزاد اسلامی واحد تهران شمال

چکیده

مقالۀ حاضر پس از بررسی اجمالی برخی نظریه‌های موجود دربارۀ رشد زبان کودک، از جمله نظریه‌های رفتارگرا، فطری‌نگر و نقش‌نگر، به‌طور اخص دیدگاه ویگوتسکی دربارۀ رشد زبان و تفکر و ارتباط آنها با یکدیگر را، مورد مطالعه قرارداده‌است. هدف این بررسی نشان دادن شمول نظریۀ ویگوتسکی در تفسیر ارتباط زبان و تفکر است. بررسی دو مفهوم عمدۀ نظریۀ وی، یعنی منطقۀ مجاور رشد و میانجی‌گری، روشن‌کرده‌است که این دو مفهوم در روند آموزشی فلسفه برای کودکان سودمند است. این مقاله، هم‌خوانی نظریۀ ویگوتسکی با مبانی فلسفه برای کودکان، مسئلۀ آموزش کودکان، نقش آموزش در بهبود روندهای فکری کودکان و نقش اجتماعی زبان در پیشبرد تفکر کودکان را، از جنبه‌های گوناگون مورد بحث قرار‌داده‌است. به‌نظر نویسنده، بررسی نظریات ویگوتسکی درک درستی از ضرورت آموزش فلسفه به کودکان به‌دست‌می‌دهد و پایه‌های علمی آموزش فلسفه به کودکان و تطابق روش‌های آموزش آن با نظریه‌های علمی را روشن‌می‌سازد.

کلیدواژه‌ها


عنوان مقاله [English]

A psychological survey of Vigotsky's theory and its relationship with the theoretical foundations of teaching philosophy to children

نویسنده [English]

  • Mojgan Rashtchi
چکیده [English]

The present article was written after a number of current language development theories in children such as behaviorism, nativism, functionalism and, in particular, vigotsky's theory concerning the development of language and thought in children and the interconnections between language and thought were briefly reviewed. The aim of this study is to demonstrate the [wide] implications of Vigotsky's theory in the analysis of the relations between language and thought. A surly of vigotsky's two key concepts, x.e. proximate development zone and mediation, indicate that they bear significance for the process of teaching philosophy to children this article has discussed the relevancy of Vigotsky's theory with the foundations of philosophy for children(p4c) and has looked mto the teaching of children, the role of teaching in the promotion of the process of thinking in children and the social role of language in the enhancement of that process. It is the opinion of this writer that an analysis of Vigotsky's theory provides a sound understanding that endorses the necessity of teaching of philosophy to children and, alongside of that, sheds light on the scientific bases of such teaching and the consistency of its methodology with scientific principles

کلیدواژه‌ها [English]

  • Language and thought development
  • Proximate zone of growth/development
  • mediation
  • philosophy for children
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