برنامه درسی بین‌رشته‌ای در آموزش عالی: چیستی و چگونگی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار دانشگاه کردستان

2 دانشیار دانشگاه علامه طباطبایی

چکیده

در سال‌های اخیر، حوزه بین‌رشته‌ای یا بین‌رشتگی[1]، به عنوان یکی از مهم‌ترین حوزه‌های پژوهش در زمینه آموزش به طور کلی و آموزش عالی به طور خاص، از اهمیت دوچندان برخوردار شده است. در بیشتر نظام‌های آموزش عالی دنیا، سرمایه‌گذاری در دوره‌های تلفیقی در سطوح سه گانه کارشناسی، ارشد و دکتری به امری رایج و معمول تبدیل شده است. یکی از این موارد را می‌توان تحقیقاتی مثال زد که در حوزه علوم بسیار پیچیده در مؤسسات معتبر دانشگاهی کشورهایی چون ایالات متحده آمریکا و کانادا در حال انجام است. این مؤسسات اغلب در پی تربیت متخصصان در سطوح کارشناسی ارشد و دکتری هستند. اما نتایج حاصل از گزارش‌های منتشر شده در خصوص برنامه‌های درسی بین‌رشته‌ای، کارگزاران امر آموزش عالی را با سئوال‌های جدی و نشأت گرفته از واقعیات روبه‌رو ساخته است که باید به آنها پاسخ داده شود. از جمله اینکه: ما چگونه بایستی مواد آموزشی بین‌رشته‌ای را برای گروهی از افراد تدریس نماییم که دارای پیش‌زمینه متفاوت از تحصیلات، توانایی و تجارب هستند؟ مباحث مطرح در رویکرد بین‌رشته‌ای کدامند؟ طراحی بین‌رشته‌ای در هر کدام از دوره‌های تحصیلات تکمیلی چگونه است؟ در این مقاله، سعی بر آن است که از طریق بازخوانی ادبیات مربوط به حوزه بین‌رشته‌ای در آموزش عالی، پاسخ‌های مناسب و درخور به این سئوال‌ها داده شود، ضمن اینکه، سعی خواهد شد تا به نتایج و پیامدهای حاصل از اجرای این برنامه‌ها اشاره گردد. در بخش دیگر مقاله؛ ضمن اینکه به بررسی پایه‌های تئوریک رویکرد بین‌رشته‌ای پرداخته می‌شود، سعی خواهد شد آنچه تحت عنوان «علوم پیچیده[2]» و تأثیر آن بر برنامه درسی بین‌رشته‌ای در آموزش عالی از آنها نام برده می‌شود، واکاوی و مورد بحث قرار گیرد.



[1]. Interdisciplinary or Interdisciplinarity


[2]. Complex Sciences 

کلیدواژه‌ها


عنوان مقاله [English]

Interdisciplinary curriculum in higher education: Its quiddity and modality

نویسندگان [English]

  • Jamal Salimi 1
  • Hasan Maleki 2
چکیده [English]

In recent years, interdisciplinary areas or Interdisciplinarity is of crucial importance as one of the most significant areas of research in education in general and higher education in particular. In majority of higher education systems in the world, investment in integrated courses in three levels of BS, MS and PhD has become a routine practice. A vivid example of such case is handfuls of ongoing research projects in complex areas of science at prestigious academic institutions in countries such as USA and Canada. These institutions are often seeking for training academic experts in MS and PhD levels in one hand and on the other hand, higher education experts are experiencing some serious questions that have arisen from some basic facts from investigation in the area of interdisciplinary curricula. These questions are to be answered: How should we define and train interdisciplinary educational materials for a group of people with different educational backgrounds, abilities and experiences? What are concerned Issues in interdisciplinary approaches? How is it possible to design an interdisciplinary area for different levels of academic education i.e. BS, MS and PhD? In this article, we tried to review literature in interdisciplinary fields of higher education to appropriately response to these questions and lots of others; we tried to refer to the results and outcomes of such newly-born fields of study as well. In another part of this article, we studied the theoretical principles of interdisciplinary approach. We also probed into what is called “complex sciences” with the aim of finding its impacts on interdisciplinary curriculum in higher education.

کلیدواژه‌ها [English]

  • Higher Education
  • Curriculum
  • Interdisciplinarity
  • Higher Education Curriculum
  • Interdisciplinary Higher Education Curriculum

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