فصلنامه علمی مطالعات راهبردی فرهنگ

فصلنامه علمی مطالعات راهبردی فرهنگ

واکاوی چالش‌های فرهنگی نظام آموزشی بر مبنای تجارب زیسته (مورد مطالعه؛ دوره دوم متوسطه)

نوع مقاله : مقاله پژوهشی

نویسندگان
محمد امینی 1
فرزانه چراغیفر 2
1 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، ایران. (نویسنده مسئول)
2 دانش‌آموخته ‌کارشناسی ارشد برنامه‌ریزی درسی دانشگاه کاشان، کاشان، ایران
10.22083/scsj.2025.504125.1258
چکیده
این پژوهش کیفی با هدف شناسایی مهم‌ترین چالش‌های اجرای کارکردهای فرهنگی و اجتماعی در دورة متوسطه دوم انجام شد. جامعة آماری پژوهش را دبیران این دوره در سال تحصیلی ۱۴۰۳-۱۴۰۲ تشکیل می‌دادند. با به‌کارگیری روش نمونه‌گیری هدفمند، تجارب زیسته ۲۸ نفر از دبیران با سابقة کاری بیش از ده سال گردآوری و روایت‌های آنان درخصوص مسائل و مشکلات فرهنگی مدارس، ثبت و مورد واکاوی قرار گرفت. تحلیل این روایت‌ها نشان‌دهندة مجموعه‌ای از چالش‌های محوری است که اجرای اثربخش برنامه‌های فرهنگی در این مقطع تحصیلی حساس را با دشواری مواجه می‌سازد. ابزار جمع‌آوری اطلاعات مصاحبه عمیق نیمه-ساختارمند بود و جهت سازماندهی و تجزیه و تحلیل اطلاعات نیز از روش هفت مرحله‌ای کلایزی استفاده شد. درمجموع نتایج تحقیق نشان می‌دهد که اجرای کارکردهای فرهنگی در دبیرستان‌ها با چهار چالش اساسی ناشی از سوءکارکرد نظام آموزشی، نهاد خانواده، فضای مجازی و جامعه و واقعیت‌های موجود آن مواجه است. بر این اساس، برای بهبود کیفیت این کارکردها و تحقق اهداف فرهنگی، برنامه‌ریزی و اقدام منسجمی برای رفع این موانع و هماهنگ‌سازی نهادهای مؤثر ضروری است.
کلیدواژه‌ها
فرهنگ
کارکردهای فرهنگی
دوره متوسطه دوم
فرهنگ پذیری
دبیران متوسطه

موضوعات

عنوان مقاله English

Analyzing the cultural challenges of the educational system based on lived experiences (case study; Secondary schools)

نویسندگان English

mohammad amini 1
farzaneh cheraghifar 2
1 Associate Professor of curriculum Studies, Department of Education, Faculty of Humanities, University of Kashan, Kashan, Iran.
2 MA of Curriculum & Instruction, Department of Education, Faculty of Humanities, University of Kashan, Kashan, Iran.
چکیده English

Introduction: One of the important and fundamental concepts in the humanities and social sciences is the concept of culture, which encompasses a wide semantic range. Terminologically, this word has been used to refer both to customs and traditions, as well as to the set of sciences, knowledge, and arts of a people. Culture, in academic terms, has at least three dimensions: science and knowledge, way of life, and a set of specific customs and traditions rooted in the history of a society. Since culture is not inherent, it must be taught to the new generation. Cultural education is one of the most important concerns of educational systems, fostering a type of knowledge and competence in individuals known as cultural literacy. Cultural literacy is a key factor in the survival and sustainability of any society. In a culturally literate society, issues such as environmental pollution, social harm, and the destruction of cultural heritage have little opportunity to emerge. Moreover, a culturally literate individual possesses the ability to understand and respect diversity, reflect on their actions, and demonstrate tolerance, creativity, observance, adaptability, awareness, and openness to cultural artifacts-traits that indicate a conscious understanding of culture as a legible construct and foster a sense of empathy.
At the same time, it is important to note that efforts to cultivate and promote the culture of society and its citizens, particularly the younger generation, are of considerable importance. Through such efforts, opportunities are provided for the growth, re-creation, and transmission of cultural elements. Clearly, this critical mission is the responsibility of educational systems. Education, as a social and cultural institution, plays a central role in the transmission, expansion, and advancement of culture, preparing learners to achieve a good life across all dimensions. If culture is defined as something that can be acquired, taught, and learned, then a set of organized efforts and activities should be designed and implemented to promote the cultural development of individuals across educational levels and courses. It should be emphasized that culture inherently has an educational and nurturing function, shaping values in society, and can even be considered the foundation of the educational system itself.
One of the main functions of schools and educational centers, as cultural institutions reflecting cultural beliefs, folk traditions, moral values, and political structures, is to provide learning opportunities and experiences through which cultural values and norms are transmitted to students. In this way, adolescents and young people acquire knowledge of existing culture, develop positive emotions and attitudes toward it, and gain the necessary capabilities for its growth and development. In social science terminology, this is referred to as the acculturation function.
Method: Therefore, given the importance of the cultural and social functions of the educational system and the realization of its goals across different grades, particularly in the second secondary school, this qualitative research aimed to examine and represent the most significant challenges of implementing cultural functions in this educational stage. The research employed a qualitative approach. The statistical population consisted of upper secondary school teachers in the academic year 1402-1403. Using purposive sampling, the lived and thought experiences of 28 teachers with more than ten years of work experience were selected as information sources, and their narratives on school cultural issues were recorded and analyzed. Data were collected through semi-structured in-depth interviews. The seven-stage Colaizzi method was employed to organize and analyze the data.
Conclusion: Overall, the results indicated that the implementation of cultural functions in secondary schools faces four primary challenges arising from the malfunctioning of the educational system, the family institution, cyberspace, and societal realities. Consequently, it is necessary to design and implement principled strategies and measures to address these four challenges and to create balance and coordination among the functions of various influential institutions. Such efforts are essential to improve the quality of cultural and social functions in secondary schools and to achieve the cultural objectives of the educational system.

کلیدواژه‌ها English

Culture
cultural functions
secondary schools
acculturation
secondary school teachers
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