تبارشناسی آموزش حل مسئله در پرورش شهروندان کارآفرین در آموزش پایه ایران

نوع مقاله : مقالات پژوهشی آمیخته

نویسندگان

1 گروه توسعه کارآفرینی، دانشکده کارآفرینی، دانشگاه تهران، تهران، ایران

2 گروه جامعه شناسی، دانشکده علوم اجتماعی، دانشگاه تهران، نام شهرتهران، نام کشورایران

10.22059/jed.2026.371357.654323

چکیده

هدف: در بسیاری از کشورهای توسعه‌یافته، نظام آموزش پایه با هدف ایجاد جامعه‌ای کارآفرین طراحی شده است؛ جامعه‌ای که در آن افراد، مسئولیت‌پذیری، خلاقیت و مهارت حل مسئله را می‌آموزند. دانش آموزان در چنین فرایند آموزشی یاد می‌گیرند که در ارتباط با محیط پیرامون خود مسائل را شناسایی کرده، آن را توصیف کنند و نهایتا در صدد انتخاب بهترین راهکار برآیند. انجام چنین فرایند آموزشی، مستقل از فرهنگ و پیشیه جوامع نیست و کاملا وابسته به زمینه و قلمرو اجراست.

در ایران علی‌رغم برخی نوآوری‌های مقطعی، پیوندی پایدار میان آموزش پایه و پرورش شهروندان کارآفرین شکل نگرفته است. این پژوهش با رویکردی تبارشناختی، آموزش حل مسئله را به‌عنوان یکی از ارکان اصلی شکل‌گیری شهروندان کارآفرین در تاریخ آموزش پایه ایران واکاوی می‌کند.

روش: نظام آموزش پایه ایران به دلیل متاثر شدن از عوامل مختلف سیاسی و اجتماعی و تکوین تاریخی نامتجانس، پیچیدگی ویژه‌ای یافته است که در کاوش مسائل آن ناگزیر باید ابعاد متنوع و مختلفی را مد نظر قرار داد. حل نشدن و پابرجا ماندن بسیاری از مسائل آموزشی کشور و تفاوت قابل توجه میان نظر، هدف‌گذاری و اسناد بالادستی با عمل، نشانگر بیماری‌های بنیادی و ریشه‌ای در آن است که بدون توجه و در نظر گرفتن عوامل تاریخی، قابل درمان نخواهد بود. تبارشناسی با تاریخی نگریستن به پدیده، صورت‌های تاریخی و گفتمان‌‌های متفاوت آن را شناسایی و وجه مسلم آن را زیر سوال می‌برد. روش تبارشناسی به جای جستجوی تبیین‌های خطی، بر نحوه‌ی شکل‌گیری نیروها و روابط قدرت متمرکز است. شناختی که از این طریق به دست می‌اید، ابزار مناسبی را برای نقد شرایط کنونی به دست می‌دهد.

یافته‌ها: نتایج نشان می‌دهد آموزش پایه ایران مسیر تکاملی و پیوسته‌ای را طی نکرده است، بلکه تحت تأثیر گفتمان‌ها و تغییرات تصادفی قرار داشته است. چارچوب توسعه داده شده در پژوهش، شناخت وضعیت موجود را در قالب گزاره هایی چون ؛ ۱) ناپایداری گفتمان هاُ ، ۲) پرورش موردی و مقطعی توان حل مساله، ۳) گسست های تاریخیُ در کنش های نظام آموزش پایه ۴) تقدم منافع قدرت بر توسعه مولفه های حل مساله، و ۵) فقدان توازن در توسعه مولفه های حل مساله جمع بندی کرده است، این گزاره ها در قالب چارچوب مفهومی سه لایه، به گزاره های معادل برای اصلاح در نظام آموزش پایه و در نهایت نیل به پرورش شهروند کارآفرین در نظام آموزش پایه، دسته بندی و جهت دهی شده است. شهروندی که در چارچوب نوع تفکر، پرورش ایده های نو، برخورد و بازتعریف مساله، تصور آینده و پرسشگری و رهایی از الگوهای ثابت، خلاق است. در چارچوب طراحی راه کارهای نوین و توان اجرای آن و نیز همکاری تیمی، نوآور است و در قالب پذیرش پیامد تصمیم ها و پیگیری راهکارها و مشارکت جویی، مسئولیت پذیر است.

نتیجه‌گیری: بازآفرینی نظام آموزش پایه ایران مستلزم شکل‌گیری گفتمان متوازن و پایدار آموزش سه مرحله مولفه توان حل مساله و رهایی از سلطه منافع اراده ها (قدرت) است. چارچوب مفهومی ارائه‌شده می‌تواند مبنایی برای سیاست‌گذاری در جهت تربیت شهروندان کارآفرین و گذار به جامعه‌ای کارآفرینانه فراهم کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Genealogy of Problem-Solving Education in Cultivating Entrepreneurial Citizens in Iran's Basic Education

نویسندگان [English]

  • yahya mirzaeipari 1
  • said moidfar 2
  • Mohammad Ali Moradi 1
  • afsaneh bagheri 1
1 Department of Entrepreneurship Development, Faculty of Entrepreneurship, University of Tehran, Tehran, Iran
2 Department of Sociology, Faculty of Social Sciences, University of Tehran, Tehran, Iran.
چکیده [English]

Objective: In many developed countries, the basic education system is designed to foster an entrepreneurial society; one where individuals learn responsibility, creativity, and problem-solving skills. In such an educational process, students learn to identify and describe problems in their surrounding environment and ultimately strive to select the best solutions. This educational process is not independent of the culture and background of societies but is highly dependent on the context and domain of implementation. In Iran, despite some sporadic innovations, no sustainable connection has been established between basic education and the cultivation of entrepreneurial citizens. This research, adopting a genealogical approach, examines problem-solving education as one of the core pillars in the formation of entrepreneurial citizens throughout the history of Iran’s basic education system.

Method: Iran’s basic education system, influenced by various political and social factors and an uneven historical development, has acquired particular complexity. Exploring its issues necessitates considering diverse and multifaceted dimensions. The persistence of unresolved educational challenges and the significant gap between policies, objectives, and official documents on the one hand, and practice on the other, indicate fundamental and deep-rooted issues that cannot be addressed without taking historical factors into account. Genealogy, by historicizing phenomena, identifies their historical forms and diverse discourses, and challenges their taken for granted aspects. Instead of seeking linear explanations, the genealogical method focuses on how forces and power relations are formed. The understanding gained through this approach provides a suitable tool for critiquing the current situation.

Findings: The results indicate that Iran’s basic education has not followed an evolutionary and continuous path; rather, it has been influenced by discourses and random changes. The framework developed in this study summarizes the current situation through propositions such as: 1) Instability of discourses, 2) Sporadic and case-based development of problem-solving ability,3) Historical discontinuities in the actions of the basic education system, 4) The precedence of power interests over the development of problem-solving components, and 5) Lack of balance in the development of problem-solving components. These propositions have been categorized and directed within a three-layer conceptual framework into equivalent reform propositions for the basic education system, ultimately aiming to foster entrepreneurial citizens. These citizens are:- Creative in terms of their mindset, nurturing novel ideas, approaching and redefining problems, envisioning the future, questioning, and breaking free from fixed patterns.-Innovative in designing new solutions, implementing them, and collaborating in teams,-Responsible in accepting the consequences of their decisions, pursuing solutions, and engaging in participatory practices.

Conclusion: Recreating Iran’s basic education system requires the formation of a balanced and sustainable discourse on teaching the three-stage component of problem-solving ability and liberation from the dominance of power interests . The proposed conceptual framework can serve as a foundation for policymaking aimed at nurturing entrepreneurial citizens and transitioning toward an entrepreneurial society.

کلیدواژه‌ها [English]

  • Entrepreneurial society
  • Entrepreneurial‌ citizen
  • Basic education
  • problem solving ability
  • genealogy method
Abdollahi, B., & Kabiri, M. (2011). Investigating the decentralization of education as a reform approach in schools. Quartely Journal of Education, No 109, 55-78. [in Persian]
Abolfathian, H. (1951). Teaching essay in primary school. Education and training, No.4, 57-62. [in Persian]
Adamiat, F., & Nategh, H. (1977). Social, political and economic thoughts in the published works of the Qajar period. Tehran: Agah Publication. [in Persian]
Aghahariri, A. (2002). Astara education history. Rasht: Dehsara publication. [in Persian]
Akbari, U. (2014). Foucault's paleontology and genealogy: passing through conventional historiography. New history, No 7, 24-50. [in Persian]
Amin, A. (1927). Teaching natural sciences. Education, third year No 5,6, 302-304. [in Persian]
Anaraki kafi, M. (2023). The effectiveness of problem solving training on the academic progress of second year elementary school students. The 16th International Conference on Psychology, Counseling and Educational Sciences. [in Persian]
Ardakani, H. M. (1975). History of new civilization institutions in Iran (Vol. 1). Tehran: University of Tehran. [in Persian]
Assareh, A., & Fazaelifar, z. (2015). The place of entrepreneurship education in primary school curricula. The First National Conference on primary Education. Isfahan. [in Persian]
Audretsch, D. B. (2009). Emergence of the entrepreneurial society. Business Horizons, 505—511.
Audretsch, D. B., Mamtora, A., & Menendez, H. (2016). Creating an entrepreneurial society in Europe. The Journal of Technology Transfer, 1-12.
Azimzadeh, H. (1918). We do not have an elementary teacher (the reason for the lack of progress in elementary education). Principles of teachings, No 2, 28-30. [in Persian]
Bagheri, K. (2008). An introduction to the philosophy of education in the Islamic Republic of Iran. Tehran: Elmi Farhangi Publishing Co. [in Persian]
Bahrami, V. (2020). Pathology of the educational system in Iran. Tehran: Golazin publication. [in Persian]
 Barbey, A. K., & Barsalou, L. W. (2009). Reasoning and problem solving: Models. In L. R. Squire (Ed.), Encyclopedia of neuroscience (Vol. 8, pp. 35-43). Academic Press.
Bazargan, A. (2015). A Introduction to Qualitative and Mixed Methods Research by Effort. Tehran: Didar Publication. [in Persian]
Bazargan, Z. (1994). Investigating the status of night homework in primary schools in Tehran. Education, No. 38, 10-32. [in Persian]
Behrangi, s. (1969). Exploring the educational issues of Iran. Tehran: Shabgir. [in Persian]
Bonotto, C., & Dal Santo, L. (2015). On the Relationship Between Problem Posing, Problem Solving, and Creativity in the Primary School. Research in Mathematics Education.
Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 7-75). Erlbaum.
Cornoldi, C., Carretti, B., Drusi, S., & Tencati, C. (2015). Improving problem solving in primary school students: The effect of a training programme focusing on metacognition and working memory. British Journal of Educational Psychology, 85, 424–439.
Dahlstedt, M., & Fejes, A. (2017). Shaping entrepreneurial citizens: a genealogy of entrepreneurship education in Sweden. Critical Studies in Education-Published online, 1-15.
DolatAbadi, Y. (1982). Yahya's life. Tehran: Atar, Ferdos. [in Persian]
Dreyfus, H., & Rabinow, P. (2015). Michel foucault beyond structuralism and hermeneutics. (H. Bashiriyeh,) Tehran: Nashr-e Ney. [in Persian]
Duncker, K. (1945). On problem-solving. Psychological Monographs, 58(5), i-113.
Edareh Taftish. (1926). Scouting. Education and training, second year, No 4, 222-223. [in Persian]
Faghih, N., Bonyadi, E. & Sarreshtehdari, L. Comparison of the entrepreneurial motivation in different economic groups. J Glob Entrepr Res 11, 29–39 (2021). https://doi.org/10.1007/s40497-021-00268-z
Flavell, J. H. (1979). *Metacognition and cognitive monitoring*. American Psychologist, 34(10), 906‑911.
Gentner, D. (1983). *Structure-mapping: A theoretical framework for analogy*. Cognitive Science, 7(2), 155‑170.
Ghasemipouya, E. (1998). New schools in the Qajar era; Founders and pioneers. Tehran: Iran University Publicarions. [in Persian]
Hajar, M. (2022). Problem solving and modeling in mathematics education. The 4th conference on teaching and application of mathematics. kermanshah. [in Persian]
Hasani, K., Yousefi, N., & Saeedian, A. (2014). Analysis of the content of the "Thinking and Research" workbook of the sixth grade based on entrepreneurship indicators. The first scientific-research conference on educational sciences and psychology of social and cultural injuries in Iran. Tehran. [in Persian]
Hashemi, S., Khabazi konari, M., & Shabani, R. (2015). Imaginative thinking in science education: content analysis of elementary science textbooks based on the components of imagination. Curriculum researches, No.1. [in Persian]
Hesamshahrees, P. (1940). Curiosity. Education and training, 10th year, No.5, 33-35. [in Persian]
Holland, J. H. (1992). *Adaptation in natural and artificial systems*. MIT Press.
Hooijdonk, M., Mainhard, T., Kroesbergen, E. H., & Tartwijk, J. (2020). Creative Problem Solving in Primary Education: Exploring the Role of Fact Finding, Problem Finding, and Solution Finding across Tasks. Thinking Skills and Creativity.
Hoseinzadeh, m. Y., ZeinolAbedidni, M. R., & Molabashi, S. (2015). Explaining and examining the epistemological foundations of Michel Foucault's genealogy. biannual Journal of Qarbshenasi ye bonyadi, 6th year, No.1, 51-73. [in Persian]
Ihtsham al-Sultaneh, M. (1987). Memories of Ihtsham al-Sultaneh. Tehran: Zavar publication. [in Persian]
Kachooyan, H. (2003). Foucault and the paleontology of history. Tehran: University Of Tehran. [in Persian]
Kachooyan, H., & Zaeri, G. (2009). The ten main cognitive steps in the genealogical analysis of culture based on the opinions of Michel Foucault. Culture strategy, no 7, 7-30. [in Persian]
Karimkhan zand, M., & Kachouyan, H. (2012). The emergence of a new school in Iran. Tehran: University of Tehran. [in Persian]
Kashani vahid, L., Afroz, G. a., Shokohi yekta, M., & Kharazi, K. (2015). Developing a Creative Interpersonal Problem Solving Training Program and Evaluating its Effectiveness on Interpersonal Problem Solving Skills of Gifted Elementary Students. Journal of Exceptional Empowering Children, Vol. 6, No. 2 (14, 44-53. [in Persian]
Kasravi, A. T. (1991). History of the Iranian Constitutional Revolution . Tehran: Amirkabir. [in Persian]
Kermani, M. M. (2004). Familiarity with the method of content analysis. Imam Khomeini Educational and Research Institute. [in Persian]
Kiafar, M., & Asghari Nekah, S. (2016). The effectiveness of creativity training on increasing problem solving ability in children. Quarterly of Preschool and Elementary School Studies, Vol. 1, No. 4, 69-82. [in Persian]
Kohler, W. (1925). The mentality of apes. Harcourt, Brace & World.
Kounios, J., & Beeman, M. (2009). The Aha! moment: The cognitive neuroscience of insight. Current Directions in Psychological Science, 18(4), 210-216.
Majidi, M. (1985). A brief history of textbooks and its evolution in Iran (from Dar al-Funun to the present day). Education, No.4, 65-95. [in Persian]
Malek, H. (2009). History of education in Iran. Tehran: Al-Hadi International Publications. [in Persian]
Manouchehri, P. (1963). The importance of simulation and craft in children's education. Education and training, thirty-third period, No. 9, 55-58. [in Persian]
Maraghei, Z.-A. (1903). Ibrahim Bey's travelogue or the scourge of his bigotry. (A. Shiraz) Mumbai: Sepehr printing press, Mozaffari informed (Lithography) [in Persian]
Mashayekhi, A., Zare, H., & Pourbehi, A. (2004). History of education in Bushehr city. Boushehr: Bushehr Teachers Research Center and Institute. [in Persian]
Mayer, R. E., & Wittrock, M. C. (2006). Problem solving. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 287-303). Erlbaum.
Moayeri, M., & Baniahmad, E. (1977). Changes in education in the last fifty years. Education and training, Vol 47, No 3, 129-139. [in Persian]
Moghararat Jadid Farhangi. (1954). Laws, approval letters, regulations, circulars, orders. Tehran: Education, No. 4. [in Persian]
Moidfar, S., & Mohamadi, M. (2014). Genealogy of new education in Iran (birth of the school). Tarbiat Modares University. [in Persian]
Nabizade, F., Mardanizadeh, M., Safari, H., & Mardanizadeh, E. (2022). The effectiveness of teaching problem solving skills on students' educational procrastination. The 7th National Conference on New Approaches in Education and Research. Mahmoudabad. [in Persian]
Naderi, M., Safari, A., & Gheshlaghi, S. (2021). The effect of TRIZ problem solving skill training on creative and critical thinking of second year elementary school students. Pouyesh in Humanities Education, Vol 7, No 22, 77-96. [in Persian]
Najafzadeh, A., & Hamzeloo, Z. (2017). Examining the barriers to creativity of elementary school students as an important component of entrepreneurship. The first international conference on community development and promotion of Human Sciences. Tehran. [in Persian]
Newell, A., & Simon, H. A. (1972). Human problem solving. Prentice-Hall.
Nikoufar, M. (2022). Investigating the effectiveness of teaching problem solving skills on improving the academic performance of elementary school students. The 15th National Scientific Research Conference on Psychology and Educational Sciences. Shirvan. [in Persian]
Omid, H. (1953). History of Azerbaijani culture. Tabriz: Farhang publication. [in Persian]
Pratiwi, S., Prahani, B., Suryanti, S., & Jatmiko, B. (2019). The effectiveness of PO2E2W learning model on natural science learning to improve problem solving skills of primary school students. International Conference on Mathematics and Science Education.
Raee Glojeh, S., & RahmanianKooshki, D. (2017). Education policy in contemporary Iran: 1320-1332. Tehran: Faculty of Literature and Human sciences of UT. [in Persian]
Rajabi Baghdar, A., Mahram, B., Kareshki, H., & Karami, M. (2015). The Status of Creativity Education in Intended Curriculum at Iranian Primary Schools: Current Situation and Prospective. Journal of Educational Psychology Studies, No22, 71-94. [in Persian]
Ravan, S. (2012). An investigation of the foundations, principles and the process of compiling elementary school books. Biquarterly journal of Islamic Education, Vol 7, No.15. [in Persian]
Ravandi, M. (1985). The course of culture and history of education in Iran and Europe. Tehran: Guya publication. [in Persian]
Razm, F., Hafezi, F., Marashian, F., Naderi, F., & Dashtbozorgi, Z. (2021). Effectiveness of Flipped Teaching and Problem-Solving Methods on Problem-Solving Ability and Sense of Responsibility among Female High School Students. Iranian Journal of Learning and Memory,3(12), 31-38.
Roshdieh, f. (1991). Biography of Pir Maarif Rushdiyeh. Tehran: Pars publication. [in Persian]
Sadeghi, S. F., & Erfanmanesh, I. (2015). methodological foundations of documentary research in social sciences; Subject of study: the effects of modernization on the Iranian family. Culture strategy, No 29. [in Persian]
Sajadieh, N. (2015). Genealogy and Education. Tehran: University of Tehran. [in Persian]
Sajadieh, N., Bagheri, K. N., Iravani, S., & Zamiran, M. (2010). Criticizing the approach of Foucault's genealogy and presenting a model for research in the field of philosophy of education. Tehran: University of Tehran. [in Persian]
Salehi zadeh, A. (211). An introduction to Michel Foucault's discourse analysis; Qualitative research methods. Ma'rifat-i Farhangi Ejtemaii, Vol. 2. No. 3,, 113-141. [in Persian]
SamDaliri, K. (2015). Qualitativeve Methodology, Historical Sociology and Comparative-Historical sociology. Tehran: Jameeshenasan. [in Persian]
Saunders, M., Lewis, P., & Thornhill, A. (2020). Research Methods for Business Students, seven edition. (S. Rokhsari, Tehran: Supreme National Defense University. [in Persian]
Sedigh, I. (1937). A brief history of education. Tehran: Matabe Roshanaee. [in Persian]
Shirazi, M., & AghaAhmadi, G. (2010). Foucault's paleontology and genealogy as a method against common historical methods in social sciences. Journal of social sciences, Vol.3, No.4. [in Persian]
Shuay, m., & donnell, S. o. (2008). Aims and Values in Primary Education: England and Other Countries. Cambridge: University of Cambridge.
Skocpol, T. (2009). Vision and Method in Historical Sociology. (H. Aghajari, Tehran: Nashre Markaz. [in Persian]
Soltanian, F., Eslami, E., & AhmadAbadi, n. A. (2020). The ideal school in the upstream documents of education with emphasis on the document of fundamental transformation. The 8th National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies. Tehran: Mehr Arvand University. [in Persian]
Sutton, R. S., & Barto, A. G. (2018). *Reinforcement Learning: An Introduction* (2nd ed.). MIT Press.
Tabrizi, A. (1893). Ahmed's book or Safina Talebi. Istanbul: Khorshid. [in Persian]
Taleghani, s. m., & Ghasemi, l. (2018). Cultivating entrepreneurs in the educational system. The First National Conference on Entrepreneurial Schools. Isfahan: Azad Islamic University. [in Persian]
Tourani, H. (2001). The quality of primary education with comprehensive quality management. Tehran: Ghoo publication. [in Persian]
Tousiehnameh, N. (1985). Recommendation No. 74: To the Ministers of Education regarding the expansion and revision of elementary education based on the use of science and technology. Education, summer and fall, No 2 & 3, 168 -179. [in Persian]
Vazirnia, m. (1968). The role of home and school association. Mam School, No. 2, 32-35. [in Persian]
Wegerif, R. (2010). Mind Expanding, Teaching for thinking and creativity in primary education. Berkshire: McGraw-Hill.
Yazdani, F., Sharifi, A., & Imani, M. (2018). Providing a model for educating professional citizen in primary education of the country. Quartely Journal Of Educational Leadership & Administration, No44, 241- 255. [in Persian]
Zamiri, M. (1994). History of education in Iran and Islam. Shiraz: Rahgosha. [in Persian]