بررسی بوستان سعدی براساس نظریۀ یادگیری مشاهده‌‌ای بندورا

بیان مساله:آرای تربیتی سعدی در دو اثر سترگ وی (گلستان و  بوستان) نمود پیدا کرده و وی در انتقال پیام تعلیمی خود از رهیافت‌‌های متعدد تربیتی و تعلیمی بهره برده است.هدف: نوشتار حاضر در پی آن است بر مبنای نظریه‌‌ی یادگیری مشاهده‌‌ای بندورا کتاب بوستان سعدی را مورد بررسی و مداقّه قرار دهدروش:  این پژوهش با رویکردی تلفیقی-بینارشته‌‌ای و با به‌‌کارگیری ابزارهای تربیتی، گفتمانی و معناکاوی و به شیوۀ توصیفی- تحلیلی انجام شده است. ابزار گردآوری داده‌ ها فیش است و  ابتدا با استفاده از منابع کتابخانه‌ه ای و به روش سندکاوی معیارهای بنیادین نظریۀ بندورا و مصادیق آن در بوستان سعدی استخراج و سپس تحلیل لازم  به صورت تطبیقی انجام شد.یافته ‌ها: یافته‌ های پژوهش بیانگر آن است که علیرغم اختلاف زمانی اثر سعدی با زمان حاضر نظریۀ شناختی اجتماعی بندورا و مفاهیم بنیادین آن، بوستان سعدی در انتقال آموزه‌‌های حکمی-اخلاقی مورد نظر خود به شیوه‌ های جدید بسیار نزدیک شده است. سعدی در شیوه یاددهی خود  از میان سه مدل ( زنده، آموزشی و نمادین) مورد نظر بندورا از (مدل آموزشی) شامل سرمشق‌‌گیری مبتنی بر سفر و تعامل با مردمان، سرمشق‌‌گیری مبتنی بر روایت‌‌پردازی و حکایت‌‌های اخلاقی و سرمشق‌‌گیری کلامی مبتنی بر تمثیل و اسلوب معادله و (مدل  نمادین) شامل سرمشق‌‌گیری مبتنی بر الگوی رفتاری شخصیت‌‌های مشهور (رل مدل‌‌ها)، سرمشق‌‌گیری مبتنی بر طبقات و گفتمان‌‌های جامعه  بهره برده است.

investigation of saadi’s bostan based on bandura’s observational learning theory

learning is one of the valuable aspects and existential ability of creatures in general and humans in particular. and we can boldly say that most human behaviors are the result of learning. basically, learning in general is a transformative activity that prepares people to deal with animal life, from the conditioned reflexes of lower animals to the complex cognitive processes of human beings (parsa, 2012:16).one of the principles and duties that literature has always assumed for itself in interacting with society is learning and teaching. and in this matter, it has gone so far that in the division of literary types, a part of literature has been dedicated to didactic literature. it goes without saying that the feeling of the duty of literature towards education, teaching and learning on the one hand and the view of educational sciences with a scientific approach to the subject of learning on the other hand has created an unbreakable link between the two fields of literature and educational sciences. and has provided; the context of the emergence of educational and psychological criticism as one of the effective approaches in the field of literary studies - which goes beyond traditional criticism and reveals the extra textual positions and the role of the creator of the text and other people who are connected with the text and its creator.one of the prominent poets in the field of persian educational literature is saadi shirazi, who has always tried to teach different fields, especially individual and social ethics, and his two precious works, golestan and bostan, have been specifically dedicated to this matter. saadi is not only a judge of moral and ruling points, but also tried to show solutions. by providing practical solutions to improve human behavior and relationships, he is the answer to many mental and psychological problems and conflicts of the people of that time and even now (sadeghzadeh dehghan banadaki, 2017:109).the fusion of saadi’s educational views with moral issues makes it possible that a text like bostan, with its moral-mystical nature, is also prone to educational-literary explorations with a unified view, including the matter of learning, which saadi seems to be well-versed with learning and style. the practical applications of its criteria - of course not with today’s terminology - have been familiar and although each of the learning theories may be fruitful in some way in the study of bostan. but the examination of the mentioned work shows its affinity and closeness with bandura’s views on observational learning, which lists the four stages of the learning process (attention, memorization, recreation and motivation) as the four main pillars of the observational learning model (saif, 2022:168-171).bandura’s observational learning, as mentioned, has four stages: 1-attention (extracting the required information related to the pattern) 2-memorization (the ability of the observer to retain and encode the observed information) 3-production or reproduction (transforming what has been learned) to performance) 4- perception (providing reinforcement to transform learning into performance).