عواطف: «هسته مرکزی» فلسفه تعلیم و تربیت لیز جکسون

نوع مقاله : علمی - پژوهشی

نویسنده
استادیار. گروه علوم تربیتی. دانشگاه فرهنگیان، تهران، ایران. رایانامه: nmohajjel@cfu.ac.ir
چکیده
در این مقاله تلاش داریم مفهوم «عواطف» را در بطن یا کانون مرکزی فلسفه تعلیم و تربیت لیز جکسون، فسلسوف تعلیم و تربیت معاصر، با استناد به کتاب ها ، مخصوصاً کتاب عواطف: فلسفه تعلیم و تربیت در عمل (2024)، و مقالات او تبیین و تحلیل کنیم. از نظر وی در چند دهه اخیر سلامت عاطفی به موضوعی داغ در جامعه و تعلیم و تربیت تبدیل شده است ولی در فلسفه تعلیم و تربیت غربی غالباً عواطف نادیده گرفته می شود و در عوض بر ارزش ها و هنجارهای عقل گرایانه تأکید می شود ولی در مشرق زمین بر نقش عواطف در روابط اجتماعی افراد تأکید می شود. از اینرو جکسون با دفاع از اخلاق مراقبت فیلسوفانی مثل نل نادینگز از اخلاق وظیفه گرای کانتی و فایده گرای بتنامی انتقاد می کند. در نهایت این مقاله نشان می دهد که «عاطفه» در فلسفه تعلیم و تربیتِ لیز جکسون عنصری مرکزی است و او تلاش می‌کند نشان دهد که آموزش صرفاً یک فرایند شناختی و انتقال اطلاعات نیست بلکه عمیقاً با احساسات، ارزش‌ها و تجربه زیسته انسان‌ها در بطن روابط اجتماعی افرادگره خورده است. او در آثارش، به‌ویژه در چارچوبی که به آن چرخش عاطفی در آموزش می‌گویند، بر این نکته تأکید می‌کند که عاطفه نه‌تنها بخشی حاشیه‌ای از یادگیری نیست، بلکه یکی از نیروهای شکل‌دهنده تفکر، قضاوت اخلاقی و هویت فردی است.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Emotions: The 'Central Core' of Liz Jackson's Philosophy of Education

نویسنده English

Neda Mohajel
Assistant Professor, Department of Educational Sciences, Farhangian University-Tehran- Iran
چکیده English

This article seeks to explain and analyze the concept of "emotions/affects" at the very heart or central core of the philosophy of education of Liz Jackson, a contemporary philosopher of education, drawing on her books—especially Emotions: Philosophy of Education in Action (2024)—and her articles. According to Jackson, in recent decades, emotional well-being has become a hot topic in society and education. Yet in Western philosophy of education, emotions are often neglected, while rationalist values and norms are emphasized. In contrast, in the East, the role of emotions in individuals' social relationships is given greater weight. Thus, Jackson, defending the ethics of care, criticizes philosophers such as Nel Noddings against Kantian deontological ethics and Benthamite utilitarianism. Ultimately, this article demonstrates that "emotion/affect" is a central element in Liz Jackson's philosophy of education. She endeavors to show that education is not merely a cognitive process or a transmission of information, but is deeply interwoven with feelings, values, and lived human experience at the heart of social relationships. In her works, especially within what she calls the "affective turn" in education, she emphasizes that affect is not merely a marginal part of learning but is one of the constitutive forces shaping thought, moral judgment, and personal identity.

کلیدواژه‌ها English

: Philosophy of Education
Emotions
Ethics
Buddhism
Jackson
Asghari, S. A. (2025). Partiality and Kantian moral theory. Journal of Philosophical Investigations, 19(52), 385-404. https://doi.org/10.22034/jpiut.2025.66807.4070
Berges, S. (2015). A feminist perspective on virtue ethics. Palgrave Macmillan.
Berklows, S. (2019) The Four Noble Truths: Selected Essays from the Book of the Buddha and His Teachings, Translated by Abolghasem Piyada Kuhsar, Tehran: Publications (in Persian)
Boler, M. (1999). Feeling power: Emotions and education. Routledge.
Curzer, H. J. (2017). Against idealization in virtue ethics. In D. Carr, J. Arthur, & K. Kristjánsson (Eds.), Varieties of virtue ethics (pp. 53-72). Palgrave Macmillan.
Foot, P. (1967). The problem of abortion and the doctrine of the double effect. Oxford Review, 5, 5-15. https://philpapers.org/rec/FOOTPO-7
Gilligan, C. (1982), In a different voice. Harvard University Press.
Hamington, Maurice & Miller, Dorothy C. (Eds). (2006). Socializing care: Feminist ethics and public issues. Rowman & Littlefield.
Hyland, T. (2015). On the contemporary applications of mindfulness: Some implications for education. Journal of Philosophy of Education, 49(2), 170-186.
Jackson, L. (2021). Beyond virtue. Cambridge University Press.
Jackson, L. (2024), Emotions: Philosophy of education in practice. Bloomsbury.
Jackson, L. (2025), Rethinking emotions in higher education [Invited speaker presentation]. Philosophy and Theory of Higher Education Society, Auckland.
Kat Karen, T. (1402) The troublesome streetcar: Exploring a philosophical problem in the relationship of action and choice (M. Shakeri, Trans.). Qeseh Baran. (In Persian)
Kristjánsson, K. (2013), Virtues and vices in positive psychology: A philosophical critique. Cambridge University Press.
Kristjánsson, K. (2018), Virtuous emotions. Oxford University Press.
McRae, E. (2012), A passionate Buddhist life. Journal of Religious Ethics, 40(1), 99-121. https://doi.org/10.1111/J.1467-9795.2011.00510.X
McRae, E. (2015), Anger and the oppressed: Indo-Tibetan Buddhist perspectives. In M. Cherry & O. Flanagan (Eds.), The moral psychology of anger (pp. 105-121). Rowman & Littlefield.
Miller, C. B. (2014), The real challenge to virtue ethics from psychology. In N. Snow & F. V. Trivigno (Eds.), The philosophy and psychology of character and happiness (pp. 15-34). Routledge.
Mohajel, N. (2025) Nel Noddings' philosophical analysis of the relationship between democracy and education. Journal of Western Philosophy, 4(2), 123-140. https://doi.org/10.30479/wp.2025.22157.1172
Mohajel, N. (2026). What are the eight duties of a teacher in Nel Noddings' philosophy of education? Journal of Philosophical Investigations, 19(53), 615-626. https://doi.org/10.22034/jpiut.2026.71047.4405
Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). Teachers College Press.
Nussbaum, M. C. (1994), Patriotism and cosmopolitanism. Boston Review.
Nussbaum, M. C. (2016), Anger and forgiveness: Resentment, generosity, justice. Oxford University Press.
Rosenow, C. & Hamington, M. (2025). Caring space-time travel through poetry. Journal of Philosophical Investigations, 19(51), 163-179. https://doi.org/10.22034/jpiut.2025.66942.4080
Sarkissian, H. (2014), Is self-regulation a burden or a virtue? A comparative perspective. In N. Snow & F. V. Trivigno (Eds.), The philosophy and psychology of character and happiness (pp. 181-196). Routledge.
Sartre, J. P. (1943), Being and nothingness (H. Barnes, Trans.). Washington Square Press.
Scheffler, Israel (2010) In praise of the cognitive emotions: And other essays in the philosophy of education. Routledge.
Statt, D. A. (2003) The concise dictionary of psychology. Routledge.
Wong, B. and L. Jackson. (2023), Fostering justice through education: A Confucian perspective. In I. Bostad, M. Papastephanou, & T. Strand (Eds.), Justice, education, and the world of today: Philosophical investigations (pp. 155-167). Routledge.
Yancy, G. and b. hooks. (2015, December 10). bell hooks: Buddhism, the Beats, and loving Blackness. The New York Times.
دوره 19، شماره 2 - شماره پیاپی 91
تابستان 1405
صفحه 101-124

  • تاریخ دریافت 21 اردیبهشت 1405
  • تاریخ بازنگری 16 خرداد 1405
  • تاریخ پذیرش 03 تیر 1405