بازنمایی کارکردهای طنز در فلسفه برای کودکان (فبک)

نوع مقاله : پژوهشی -نظری اصیل

نویسندگان
رقیه زمانپور 1
جهانگیر صفری 2
اسماعیل صادقی 3
حمید رضایی 4
1 دانشجوی دکتری
2 استاد دانشگاه شهرکرد
3 استادیار دانشگاه شهرکرد
4 دانشیار دانشگاه شهرکرد
چکیده
فلسفه برای کودکان (فبک)، از رویکردهای مهم و فراگیر در آموزش تفکر به کودکان قلمداد می‌شود که در آن از روش‌های گوناگونی همچون بازی، فیلم و انیمیشن، مباحثه و داستان در جهت تعلیم اندیشیدن به روش فلسفی به کودکان استفاده می‌شود. یکی از شگردهایی که می‌تواند به‌عنوان ابزاری کارآمد در تحقق اهداف این برنامه مورد استفاده قرار بگیرد، مقولۀ «طنز» است. طنز از سویی با مباحث مورد توجه فلسفه برای کودکان، همچون دموکراسی، فضایل اخلاقی، تفکر خلاق و انتقادی، تعامل اجتماعی، گفتمان و تجربیات روزمرۀ کودکان، پیوند برقرار می‌کند و از سویی به فرهنگ و روحیۀ‌ طنزپذیر ایرانیان نزدیک است و به این دلیل، کارکرد مثبت و تأثیرگذاری در برنامۀ فلسفه برای کودکان خواهد داشت. طنز همچنین می‌تواند با نقشی که در شخصیت‌پردازی، رهاسازی و بازرمزگردانی نشانه‌ها در داستان‌های فبک ایفا می‌کند، در بالا بردن غنای ادبی این نوع داستان‌ها، جذب کودکان مخاطب و تأثیرپذیری آن‌ها از داستان‌های فلسفی، موفق عمل کند و بدون ایجاد اختلال در کارکردهای فبک، در محقق کردن اهداف این برنامه سهیم باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Representation of Functions of Humor in Philosophy for Children

نویسندگان English

Roghayye Zamanpour 1
Gahangir safari 2
ismail sadegi 3
hamid rezaei 4
1 PhD student
2 professor
3 Assistant Professor
4 Associate proffesor
چکیده English

Philosophy for children is one of the most important and comprehensive approaches to teaching children how to think. It uses various methods such as games, movies, animations, discussions, and stories to teach children how to think philosophically. One of the tricks that can be used as an effective means to achieve the goals of this program is the category of "humor". On the one hand, humor is related to the themes of philosophy for children, such as democracy, moral virtues, creative and critical thinking, social interaction, discourse and routine experiences of children, and on the other hand, it is close to Iranian humor culture and spirit, which will have a positive and effective function in the philosophy program for children. Humor can also play a role in increasing the literary richness of such stories, attracting the children of the audience' and influencing them through philosophical stories without disturbing the functions of philosophy by playing a role in characterizing, releasing and reinterpreting signs in children's philosophical stories for children and contributing to achieving the goals of this program.

Extended Abstract

Philosophy for Children is one of the most effective new curriculum and educational approaches currently being voluntarily implemented in 150 countries around the world. In this program, various methods such as games, films and animations, discussions and stories are used to teach children how to think philosophically. The main tools used in this program are stories and the community of inquiry. The stories should be written in terms of philosophical richness and literary richness according to the standards of philosophy for children. Philosophical richness refers to the philosophical content and literary richness refers to the charm of a story to attract children's attention. In this study, the category of humor was introduced and the function it can have for the philosophical and literary richness of Fabak's stories as well as for the development of the Community of Inquiry. On the one hand, humor establishes a connection with the topics of philosophy for children, such as democracy, moral virtues, creative and critical thinking, social interaction, discourse, and daily experiences of children, because humor requires being in a group and being influenced and affected in a pleasant way. and on the other hand, it is close to the culture and humorous spirit of Iranians, and for this reason, it will have a positive and effective function in the philosophy program for children. because the alignment of the methods used in the Fabak program with the culture of the audience is one of the requirements for the successful implementation of this program. In discussing the literary richness of stories, humor, by creating philosophical characters, releasing and decoding symbols, plays an effective role in increasing the literary richness of these types of stories, attracting children and influencing them from philosophical stories. These characteristics make humor an effective element in the philosophy program for children, which effectively achieves its goals without disrupting the philosophical and literary richness of this program.

کلیدواژه‌ها English

Humor
Philosophy for Children
philosophical stories
Afshar Khan, Z. and Ziaei Mehr, A. (2016). "Investigating the Impact and Effects of Humor on Interpersonal Interactions in Social Culture" The 14th Annual Conference of the Iranian Curriculum Studies Association (Culture and Curriculum). Bu Ali Sina University of Hamadan, September 2016.
Anusheh, H. (2002). Dictionary of Persian Literature. second edition. Tehran: Ministry of Culture and Islamic Guidance.
Benoit, Allen Doe. (1999). Reflection on the Foundations of Democracy, Bozorg Naderzad's translation, Tehran: Cheshmeh.
Berger, P (1997), Redeeming laughter: The comic Dimension of human experience ,New York: walterde Gruyter.
Bergson, H. (2000). Laughter, translated by Abbas Parsi. Tehran: Shabaviz.
Bernie Fey, O. (2012). Philosophizing with Mollanasredin, translated by Ruhollah Karimi, Mehrnoosh Hedayati. Tehran: Hekmat Sina.
Bono, E (1992), serious Greativity: using the power of lateral Thinking to creat New Tdeas, New York: Harpercoliins.
Boyd, B. (2004) “ Laughter and Literature: A play Theory of Humor”, philosophy and literature 28/1, 1-22
Buchiri, L. R. and Economi, P. (2020). Storytelling for children, Tehran: Avand Danesh.
Fisher, R. (2006). Teaching thinking to children, translated by Masoud Safaei-Moghaddam, Tehran: Rasesh.
Fotuhi, M. (2011). Stylistics of Theories, Approaches and Methods, Tehran: Sokhan.
Freud, Z. (2010). Totem and Taboo, translated by Hamid Reza Ghayouri, Tehran: Rastin.
Freud, Z. (2020). Joke and its relationship with the unconscious, translated by Arash Amini, Tehran: Arjmand.
Gholam Hosseinzadeh, Gh., and Lorestani, Z. (2009). Irony in Shams Articles, Mystical Studies, Faculty of Humanities, Kashan University. 9: 69-98.
Habibi, L. (2015). A story for exploration, Tehran: Institute of Humanities and Cultural Studies.
Hashemi Moghadam, A. and Fazeli, N. (2013). A Study of Iranian Folk Humorous Texts (Typology of Characters and Functions of Fiction), Tehran: Alam.
Heydari, M. B. (1998). "Introduction to humor from the point of view of reason and narration". Journal of Communication Research, Nos. 13 and 14.
Ibn Manzur, Muhammad ibn Makram. (1993). Language of the Arabs, Beirut: Dar Sader.
Ismailzadegan, M. (2008). "What is humor and its functions?" Religion and Communication, 15(2): 129-160.
James, w. (1971), some problem of philosophy, in william James: The Essential writing, ed (Nea York1971), 20
Karimi, R. (2015). Ethical Exploration Circle, Tehran: Institute of Humanities and Cultural Studies.
Kerchley, S. (2010). About humor, translated by Soheil Sami, Tehran: Qoqnus.
Lipman, M .(2003), Thinking in Education, 2 nd edition, cambridge: cambridge university press.
Lipman, M. (1988), philosophy Goes to school, philadelphia: Temple university press.
Lippmann, M. (2009). "Philosophy for children, a new approach in the philosophy of education, culture, translated by Saeed Naji. 69: 151-176.
Lippmann, M. (2010). Philosophical exploration for children and adolescents (conversation with the pioneers of the philosophy for children program). No. 1, Tehran: Institute of Humanities and Cultural Studies.
Mojabi, J. (2016). History of Iranian Literary Comedy, Vol. 1, Tehran: Sales.
Muriel, J. (2020). Philosophy of humor: A study of humor from the perspective of knowledge, art and ethics, translated by Mahmoud Farjami, Daniel Jafari, Tehran: Ney.
Murris, K (2008), “philosophy with children, the stingary and the Educative value of Disequilibrium” Journal of philosophy of Education, 42(3-4), 667-685
Myers, Ch. (1995). Teaching critical thinking. Translated by Khodayar Abili, Tehran: Samt.
Naji, S. (2015). Stories for Philosophical Exploration, Vol. 1, Tehran, Institute of Humanities and Cultural Studies.
Okhovat, A. (1992) "A Study of the Tricks of Humor and Comparison in Iranian Folk Myths". Prose of Persian Literature. 21(44).
Rujani, L. and Economi, P. (2014). Storytelling for children, translated by Sara Kazemimanesh, Tehran: Avand Danesh.
Sadr, F. (2016). Thinking with humor, Tehran: Morvarid.
Safari, J. (2013). "A Look at Humor and Humor in Jamalzadeh's Fiction" Journal of People's Culture. 92(47 and 48).
Safarinejad, H. (2006). "Humor in the Past Literature of Iran", Book of the Month of Literature and Philosophy, August and September 2006, No. 106-108
Sharp, A. (2010). Philosophical stories and books in philosophical research for children and adolescents, by Saeed Naji, Vol. 1. Tehran: Institute of Humanities and Cultural Studies.
Shaw, R. (2010). Philosophy in the classroom: Developing students' intellectual skills and motivating them to learn, translated by Murad Yari Dehnavi and Ruhollah Heidari, Tehran: Avaye Noor.
نقد ادبی
دوره 15، شماره 58
تابستان 1401
صفحه 85-118