پیروی از قاعده و جامعه‌پذیری: خوانشی تربیتی از ویتگنشتاین

نوع مقاله : علمی - پژوهشی

نویسنده
کمال نصرتی هشی
استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. ایمیل: kamalnosrati1367@cfu.ac.ir
10.48308/kj.2026.244480.1435
چکیده
مقاله حاضر می‌کوشد تا با تکیه بر مفاهیم کلیدی فلسفه متأخر ویتگنشتاین ــ چون «تمرین» در برابر «تبیین»، «بازی‌های زبانی» به‌مثابه بخشی از «شکل زندگی»، «پیروی از قاعده» به عنوان پدیده‌ای اجتماعی، طرد «زبان خصوصی»، و تلقی از فلسفه به مثابه «درمان» ــ خوانشی تربیتی از این فیلسوف ارائه دهد. استدلال اصلی آن است که جامعه‌پذیری و تربیت اجتماعی را نمی‌توان صرفاً فرایندی آگاهانه، مبتنی بر قاعده و قابل توضیح به زبان دانست؛ بلکه درونی‌شدن هنجارها، ارزش‌ها و مهارت‌های اجتماعی از راه «تمرین» و تکرار عملی در بافتی از کنش‌ها و واکنش‌های اجتماعی صورت می‌پذیرد، نه از طریق انتقال نظری قواعد. بر این اساس، دلالت‌های این خوانش برای نظام‌های تربیتی عبارت است از: اولویت‌یافتن «تمرین» بر «تبیین»، هدف‌گیری «درون‌شدن به یک شکل زندگی» به جای آموزش صرف باورهای درست، فهم پیوند ناگسستنی «توافق» و «قاعده»، نقش محوری «مثال‌ها و نمونه‌های مشترک» در شکل‌دهی به قضاوت، تأخیر «تردید» و تفکر انتقادی نسبت به باورهای زیرین، ضرورت «دیگری» در فرایند معناپردازی و تربیت، بازتعریف فضایل اخلاقی چون شرم و اعتراف به مثابه دستاوردهای جامعه‌پذیری زبانی، و سرانجام تلقی از فلسفه (و به تبع آن، تفکر تربیتی) به مثابه «درمان» و دگرگونی در «شیوه زندگی». — پیامد تربیتی این خوانش، گذار از آموزش انتزاعی قواعد به طراحی موقعیت‌های غنی از تمرین جمعی، درون‌شدن تدریجی به «شکل زندگی»، اولویت‌بخشی به یقین‌های عملی پیش از تردید، و سنجش درک و پیروی از قاعده از راه مشاهده تعاملات اجتماعی و بازخورد دیگری است.
کلیدواژه‌ها
'ویتگنشتای'
'پیروی از قاعده'
'جامعه‌پذیری'
'تمرین'
'شکل زندگی'
موضوعات

عنوان مقاله English

Rule-Following and Socialization: An Educational Reading of Wittgenstein

نویسنده English

kamal nosrati heshi
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran. Email: kamalnosrati1367@cfu.ac.ir
چکیده English

This paper offers an educational reading of Wittgenstein by drawing on key concepts of his later philosophy — such as 'training' versus 'explanation', 'language-games' as part of a 'form of life', 'rule-following' as a social phenomenon, the rejection of 'private language', and philosophy as 'therapy'. Its central argument is that socialization cannot be understood merely as a conscious, rule-based, and linguistically explicable process; rather, the internalization of norms and social skills occurs through 'training' and practical repetition within social actions and reactions, not through the theoretical transmission of rules. Accordingly, the implications for educational systems include: prioritizing 'training' over 'explanation'; aiming at 'initiation into a form of life' rather than merely teaching correct beliefs; grasping the indissoluble interconnection between 'agreement' and 'rule'; recognizing the pivotal role of 'shared examples' in shaping judgment; acknowledging the posteriority of 'doubt' to underlying beliefs; affirming the necessity of 'the other' in meaning-making and education; redefining moral virtues such as shame and confession as achievements of linguistic socialization; and finally, conceiving philosophy (and thereby educational thought) as 'therapy' and transformation in 'way of living'. — The educational upshot is a transition from abstract rule-teaching toward designing situations rich in collective practice, gradual initiation into a 'form of life', prioritizing practical certainties before doubt, and assessing understanding and rule-following through observing social interactions and the other's feedback.

کلیدواژه‌ها English

'Wittgenstein'
'rule-following'
'socialization'
'training'
'form of life'
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  • تاریخ دریافت 01 خرداد 1405
  • تاریخ بازنگری 16 خرداد 1405
  • تاریخ پذیرش 03 تیر 1405