MORTIMER ADLER FALSAFASIDA “BILIM” VA “TUSHUNISH” FARQI:ZAMONAVIY TA’LIMDAGI EPISTEMOLOGIK INQIROZ MANBAI SIFATIDA
DOI:
https://doi.org/10.5281/zenodo.17994511Keywords:
Mortimer Adler, bilim, tushunish, epistemologik inqiroz, zamonaviy ta’lim, pedagogika, tanqidiy tafakkur, epistemologik refleksiya.Abstract
Ushbu tezis Mortimer Adlerning epistemologik qarashlariga asoslanib, “bilim” va “tushunish” tushunchalarining zamonaviy ta’lim tizimidagi epistemologik ahamiyatini tahlil qiladi (Adler, 1984). Adlerga ko‘ra, bilim oddiy ma’lumotga ega bo‘lishni anglatadi, tushunish esa ushbu ma’lumotni tanqidiy tafakkur orqali ichki mantiqiy tizimga joylashtirishni talab qiladi (Adler, 1982). Zamonaviy ta’limda bilimga berilgan urg‘u, tushunish jarayonining yetarlicha rivojlanmasligi bilan bog‘liq epistemologik inqirozga olib keladi (Gutek, 2014). Maqolada bu farqning pedagogik, epistemologik va falsafiy asoslari tahlil qilinadi, ta’lim jarayonini modernizatsiya qilish bo‘yicha Adlerning konsepsiyalari orqali tavsiyalar beriladi (Bruner, 1996; Brookfield, 2012).
References
Adler, M. (1982). The Paideia Proposal: An Educational Manifesto. New York: Macmillan.
Adler, M. (1984). How to Read a Book. New York: Simon and Schuster.
Adler, M. (1990). Six Great Ideas. New York: Macmillan.
Gutek, G. L. (2014). Philosophical and Ideological Perspectives on Education. Boston: Pearson.
Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
Brookfield, S. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. San Francisco: Jossey-Bass.
Paul, R., and Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Boston: Pearson.
