اساتید دانشگاه و سنخ‌شناسی زمان: مطالعۀ پدیدارشناسانۀ تجربۀ زمان در بین اعضای هیات علمی دانشگاه گیلان

دانشگاه به‌عنوان کانون اصلی اندیشه در جامعه، دل‌مشغولی بیشتری نسبت به زمان و زمان‌مندی در مواجهه با ظهور اقتصاد سرمایه‌داری و زمان مکانیکی (ساعتی) در عصر مدرن و انقلاب تکتولوژیکی متاخر داشته است. هدف این پژوهش، مطالعه تجربۀ زمان در میان اعضای هیات علمی دانشگاه گیلان است. ازلحاظ روش‌شناسی روش این پژوهش، کیفی و رویکرد آن پدیدارشناسی است. روش تحلیل در این پژوهش روش فان‌مانن است. جامعۀ آماری این پژوهش کلیۀ اعضای هیات علمی شاغل در دانشگاه گیلان هستند. برای انتخاب نمونه‌ها از روش‌های نمونه‌گیری هدفمند و گلولۀ برفی به‌طور هم‌زمان استفاده شده است. تکنیک جمع‌آوری اطلاعات مصاحبۀ نیمه‌ساختاریافته است که پس از مصاحبۀ عمیق با 25نفر عضو هیات علمی دانشگاه گیلان و اشباع نظری انجام‌شد. یافته‌های پژوهش نشان می‌دهد که اعضای هیات علمی دارای هفت نوع زمان در زیست دانشگاهی هستند. این هفت نوع عبارتنداز: زمان کیفی، زمان شتاب، زمان ساختاری، زمان فشرده، زمان آموزشی، زمان پژوهشی و زمان مطالعه. این زمان‌ها به‌صورت هم‌زمان و به‌شکل متناقض در دانشگاه وجود دارند؛ اما تقابل میان پذیرش یا انکار زمان غالب در سیستم دانشگاه را بازنمایی می‌کنند. این تقابل بیان‌گر یک ناهم‌زمانی است که مقاومت بیشتر فرد را هم‌زمان به هم‌گرایی با شتاب بیشتری سوق می‌دهد.

professors and typology of time: phenomenological studying of the experience of time among faculty members of university of guilan

abstractuniversity as the central place of thinking in the society has had more anxiety with respect to time and temporality in encountering with emergence of industrial revolution and mechanical (clock) time and eventually the current technological revolution. the purpose of this article is the studying of experience of time among faculty members of university of gilan in iran. the methodological approach is qualitative by using phenomenological method according to van manen’s analysis view. the studied population is all of employed faculty members of university of guilan. the purposeful sampling and snowball sampling have been simultaneity used for choosing samples. in the following, data gathering technique is semi structured interview which concluded after doing deep interviews with 25 persons and attaining theoretical saturation. according to data, faculty members experience 7 types of time in the academic life that include qualitative time, acceleration time, structural time, compressed time, educational time, research time and studying time. these times exist simultaneity and contradictorily with each other, but represent opposition between acceptance and refusal of dominant time regime in the university. this opposition expresses asynchrony that leads to more convergence in spite of more resistance. keywords: academic life, acceleration time, educational time, research time, structural time. 1. introductiontime is an interdisciplinary matter that has been object of different disciplines including philosophy, literature studies, religion studies, sociology, psychology, management, political science, physics and etc. time is not only a necessary aspect of change but also stability, since latter is nothing but an awareness that something has remained stable whilst its surrounding environment, even the components within, have changed (adam 1990:9). society forces the person to develop a biographic time. this biographic time is marked by individual’s ‘status passage’(glaser and strauss 1971) through the various positions and identities available in society (lewis and weigart 1981:89) in actuality, all individuals live simultaneously in more than one world (wagner 1983:72) according berger and luckman (1991), the experience of life-world, creating different various universes and the meaning of time could be construed with various knowledge’s including: pre-theoretical knowledge, theoretical knowledge, explicit theories and theoretical tradition. in this research the meaning of time is studied through phenomenology in life world of university. in the other words, the social world is multilayered, and one of the important tasks of a phenomenological sociology is to conduct a careful analysis of these different strata (zahavi 2019:108). also, university as a modern institution has its own experiences of time. exactly, as a life world it has spaces and horizons to present to human subjectivity. in fact, as conscious beings we always inhabit the life-world (moran 2000:182).the human experience of world generally and homo academes particularly have been affected by icts. in other words, communication technologies have made the distance from a concrete idea to an abstract idea temporally and spatially. according to scientific perspectives the different disciplines have had various experiences of adoption or resistance. facility members are the metaphor and symbol of these transformations. their understanding and cognition represent the experience of scientific life in iran. university of guilan has 10 facilities, one academic campus(pardis) and 2 researches centers (the caspian sea basin research center and the guilanology research center) with more than 600 faculty members who work in the teaching and researching areas. the main question is: how faculty members experience time in the scientific life? 2. method and materialsin this study the interpretive