نسبت ایدئولوژی، تربیت و برنامه درسی: مناقشه یا مغالطه

هدف از این مقاله، بررسی مواضع مطرح شده پیرامونرابطه ایدئولوژی، تربیت و برنامه درسی در محافل علمی و تربیتی ایران مطرح شده است که هر کدام پنداشت‌ها و برداشت‌های ویژه ای را در این باره بیان نموده اند. جمع بندی این مواضع را می‌توان در طیفی از دیدگاه‌های معتقد به ایدئولوژی ‌ستیزی، ایدئولوژی زدایی و ایدئولوژی گرایی مورد بررسی قرار داد. از نظر رویکردهای ایدئولوژی‌ ستیزی و ایدئولوژی زدایی، ایدئولوژیک کردن تربیت و برنامه درسی فاقد وجاهت تربیتی است و نباید تربیت ممزوج و ملحوظ در رویکردهای ایدئولوژیک باشند. در مقابل، ایدئولوژی گرایان بر این باورند که تربیت بالذات و ماهیتاً امری ایدئولوژیک است و ایدئولوژی ‌ستیزی و ایدئولوژی زدایی از بطن مقوله تربیت و برنامه درسی غیرممکن و نامیسور است. از نظر رویکرد ایدئولوژی‌گرایان، رویکردهای ایدئولوژی زدایان که اغلب از پارادایم‌های فکری جریان انتقادی چپ‌گرای تعلیم و تربیت ارتزاق می‌کنند، خود وامدار و داعیه نظامی از ایدئولوژی‌های جایگزین و بدیل در جریان تعلیم و تربیت و برنامه درسی هستند. در این نوشتار سعی می‌گردد تا نسبت ایدئولوژی، تربیت و برنامه درسی و رویکردهای مطرح شده در این خصوص مورد بررسی قرار گیرد.

the relationship between ideology, education, and curriculum: controversy or fallacy

the purpose of this article is to examine the various positions regarding to the relationship between ideology, education, and curriculum. in this view, diverse perspectives on the relationship between ideology, education, and curriculum have been raised in scientific and educational forums specially in iran, each expressing particular beliefs and interpretations. the general analyses indicate that these positions can be summarized within a spectrum of perspectives that include anti-ideology, de-ideologization, and pro-ideology.from the perspective of anti-ideology and de-ideologization, making education and curriculum ideological have no validity, and education should not be dependent on ideological perspectives. in contrast, ideologues believe that education is inherently ideological, and anti-ideology and de-ideologization cannot be removed from the essence of education and curriculum. from the perspective of ideologues, de-ideologization approaches, which often align with critical left-wing and positivistic-secularistic intellectual paradigms in education, themselves promote and advocate for alternative and substitute ideologies within the domain of education and curriculum.initially, the concept of ideology is defined from the perspective of various scholars, and its position in the field of education is elucidated. subsequently, drawing on the views of eisner, ornstein, hopkins, and other experts, it is argued that education and curriculum are inherently ideological and cannot be abstracted from ideology; as every educational theory or ideology is based on a specific philosophical framework and value system that guides it. furthermore, three main perspectives on the relationship between ideology and education, including anti-ideology, de-ideologization, and pro-ideology, are introduced and examined. the anti-ideology and de-ideologization views, which claim that making education and curriculum ideological have no validity, are logically refuted; as education and curriculum are intrinsically and necessarily ideological, and it is impossible to eliminate this inherent characteristic from them. it is also argued that proponents of these two views are often influenced by the critical-marxist and positivistic-secularistic paradigm and are themselves indebted to an alternative and substitute ideology. in contrast, the pro-ideology approach, which emphasizes the inherent ideological nature of education, is endorsed. accordingly, any education must necessarily be ideological and explicitly articulate its specific ideological orientation. finally, the importance and position of ideology in the religious education system are discussed, presenting ideologyas the factor that links faith and religious practice and realizes the guiding function of religion.