تبیین بی‌‌عدالتی‌‌های اجتماعی در آموزش معماری ایران مبتنی بر نظریه تعلیم و تربیت انتقادی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری معماری، دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران.

2 استاد گروه معماری، دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران (نویسنده مسئول).

3 استاد گروه مرمت، دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران.

10.22034/aaud.2023.320221.2595

چکیده

تعلیم‌‌و‌‌تربیت انتقادی، کاربست نظریه‌ی انتقادی در آموزش است. متفکران تعلیم‌‌و‌‌تربیت انتقادی به این امر توجه می‌‌کنند که چه کسانی کنترل فرآیندهای تعلیم‌‌و‌‌تربیت را بر عهده دارند. به باور آنان تعلیم‌‌و‌‌تربیت، نهاد مدرسه و برنامه‌ی درسی، فراتر از امور آکادمیک بوده و دارای وجوه سیاسی، اجتماعی، اقتصادی و تربیتی است. به‌کارگیری آموزه‌‌های تعلیم‌‌و‌‌تربیت انتقادی در آموزش معماری، روابط میان دانش، قدرت و تعلیم را در حوزه معماری زیر سوال می‌‌برد. این نوع آموزشِ معماری با نیت رهایی‌‌بخشی از سلطه فرهنگی بوده و معتقد است که عمل آموزش معماری، عملی سیاسی و فرهنگی است. بنابراین آموزش را در رابطه با جامعه بزرگ‌تر بررسی می‌‌کند تا دموکراسی را از طریق توسعه حرفه انتقادیِ معماری پیشرفت دهد. در این راستا پژوهش حاضر تلاشی جهت جستجو و تفسیر مصداق‌های بی‌‌عدالتی در آموزش دانشگاهی معماری ایران با تکیه بر نظریه‌ی تعلیم‌‌و‌‌تربیت انتقادی است و این پرسش را مطرح می‌‌کند که آیا می‌‌توان آموزه‌‌های پداگوژی انتقادی را در آموزش معماری ایران به کار بست. این پژوهش ذیل پارادایم رهایی‌‌بخشی و با تکیه بر منابع کتابخانه‌‌ای، بی‌‌عدالتی‌‌ها در آموزش معماری ایران را در سه بخش «بی‌‌عدالتی‌‌ها در پذیرش و ورود به آموزش معماری»، «بی‌‌عدالتی‌‌ها در فرآیند آموزش معماری» و «بی‌‌عدالتی‌‌ها در هدف و محتوای آموزش معماری» بررسی می‌‌کند. در پایان نتیجه‌‌گیری می‌‌شود که برخی مباحث پداگوژیِ انتقادیِ معماری علی‌‌رغم تفاوت‌‌های بستر فرهنگی، در آموزش معماری ایران قابل طرح بوده و می‌‌توان با رویکرد رهایی‌‌بخشی به نقد آنان پرداخت.

کلیدواژه‌ها


عنوان مقاله [English]

Explaining social injustices in Iranian architectural education based on critical pedagogy

نویسندگان [English]

  • Mahdi Ghaempanah 1
  • Gholamhossein Memariyan 2
  • Asghar Mohammad moradi 3
1 School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran
2 School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran
3 School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran
چکیده [English]

Abstract
Critical pedagogy is the application of critical theory in education. In other words, this is the understanding of critical theory in schools. Experts in critical pedagogy explore who, including individuals, classes, and institutions, control the education process and determine its priorities and goals. According to them, education, school institution and curriculum are beyond academic affairs and have political, social, economical, and educational aspects. Applying lessons of critical pedagogy in architectural education investigates the relationships between knowledge, power and education in the field of architecture. This type of architectural education aims at emancipation from cultural hegemony and believes that the practice of architectural education is a political and cultural one. Thus, it examines education in relation to the larger community in order to advance democracy through the development of the critical architecture profession.
In this regard, the current research is an attempt to search and interpret the examples of injustice in Iranian architectural education by relying on the theories of critical pedagogy and raises the question of whether it is possible to apply the lessons of critical pedagogy in Iranian architectural education. This research follows the emancipatory paradigm and relies on library resources to explore the injustices in Iranian architectural education in three sections: "Injustices in the process of acceptance and entrance into architectural education", "Injustices in the process of architectural education" and "Injustices in the purpose and content of architectural education". It is concluded that despite the differences in the cultural context, some discussions of architectural critical pedagogy can be proposed in Iranian architectural education and can be criticized through an emancipatory approach.

کلیدواژه‌ها [English]

  • Critical pedagogy
  • Iranian architectural education
  • Social injustices
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