نوع مقاله : علمی - پژوهشی
نویسنده
استادیار پژوهشگاه علوم انسانی و مطالعات فرهنگی
چکیده
: تلقینْ عملِ القا و انتقالِ عقاید به دیگری است که موجب میشود شخصی که به او تلقی شده آرا و ایدههای ابرازشده را مصون از خطا و بازنگری بپندارد. نادیدهانگاشتنِ شواهد و ادلۀ مخالف موجبِ تضعیفِ قوۀ استدلال و عقلانیت و بروز جزماندیشی خواهد شد. اما رویکردهای ضدتلقین نیز در ترویج و بسط دیدگاههای بنیادین خود از روشهای تلقینی بهره میبرند. این وضعیت به بروز پدیدهای با نام «پارادوکس تلقین» منجر میشود. پرسش این است که آیا میتوان از تلقین اجتناب کرد و اگر پاسخ منفی است کدام نوع تلقین نهتنها ضروری بلکه مفید است؟ کسانی که تلقین را مفهومی یکسره منفی ندانسته و به ابعاد مثبت و غیراختیاری آن اشاره کردهاند، برای پاسخ به پارادوکس فوق، به راهحلهایی مانند جهان - تصویر، تقویت عقلانیت و آغازگری متوسل شدهاند. این پژوهشِ کیفی، با شیوۀ تحلیل مفهومی و روش تطبیقی، پس از نقادی راهِحلهای مطرحشده، رویکردی بدیل برای درک بهتر ضرورت تلقین و جایگاه آن در اندیشه و حیات آدمی معرفی کرده است. مدعای پژوهش این است که با توسل به شناختشناسی و تمایز میان دو گونۀ دانشِ صریح و ضمنی میتوان از تلقین ضمنی سخن گفت. درواقع، بخش منفی و زدودنی تلقین مربوط به جنبۀ صریح و قابلِبیانِ تلقین در قالب گزارهها و آموزههای صریح است، حالآنکه تلقینِ ضمنی، بهواسطۀ ماهیتِ زمینهای، رویهای، روایی و پیروی خاص از قواعد، مؤلفه حیاتی برای به اشتراک گذاشتن و انتقال تجربههای زیسته و درک شهودی افراد از جامعه و فرهنگ خود میباشد.
کلیدواژهها
عنوان مقاله [English]
Critique and Analysis of the Paradox of Indoctrination
نویسنده [English]
- Mohsen Bohlooli Faskhoodi
Assistant Professor Institute for Humanities and Cultural Studies
چکیده [English]
Indoctrination is the act of inducing and transmitting ideas to another, which causes the person indoctrinated with the opinions and ideas expressed to be immune from error and revision. Ignoring the evidence and arguments to the contrary will weaken the power of reason and rationality and cause dogmatism. But anti-indoctrination approaches also use inductive methods in promoting and expanding their fundamental views. This situation leads to a phenomenon called “the paradox of indoctrination”. The question is whether indoctrination can be avoided and if not, what kind of indoctrination is not only necessary but also useful? Those who do not consider indoctrination as a completely negative concept and point to its positive and involuntary dimensions have resorted to solutions such as world-picture, strengthening rationality, and initiation to respond to the above paradox. This qualitative research by using conceptual analysis and comparative methods after critiquing the proposed solutions introduces an alternative approach to better understand the necessity of indoctrination and its place in human thought and life. The research claims that by resorting to epistemology and distinguishing between two types of explicit and implicit knowledge, we can speak of implicit indoctrination. The negative and removable part of indoctrination is related to the explicit and expressive aspect of indoctrination in the form of explicit propositions and teachings. Implicit indoctrination, on the other hand, is a vital component in sharing and transmitting lived experiences and individuals’ intuitive perceptions of their community and culture due to their contextual, procedural, narrative, and rule-following.
کلیدواژهها [English]
- Indoctrination
- paradox
- world-picture
- initiation
- tacit
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