نوع مقاله : مقاله پژوهشی
نویسنده
گروه فیزیک و هسته پژوهشی مطالعات میان رشتهای هستیشناختی، دانشکده علوم، دانشگاه فردوسی مشهد، مشهد، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
One of the concerns, nowadays, in the country is reforming and improving the education system, both at the level of general education and at the level of higher education. In this direction, many people have conducted research in which they either criticized the country's education system or proposed systems, many of which were based on Western research. One of the reasons for this is the fact that the country's education system is imported. These researches are usually left unused because they have not been criticized and a conversation has not been formed around them. Therefore, still, there is no answer to the question of how our schools and universities should be. In the deconstruction of the university, Jacques Derrida reaches the "unconditional university" in the sense of not being affected by political and social conditions. An "unconditional university" is a university that modern humanities place in the center of attention to its foundation, it should be "unconditional". It means unconditional and absolute knowledge that can never be received. On the contrary, it is a potential thing. But, as he noticed, Derrida himself admits that "the university without conditions does not exist". In another work, the criticism of policymaking in the country's education system is made using Gilles Deleuze's deterritorialization. The author claims in his criticism of the country's education system that fundamentalism in the policy discourse of the education system prevents students from creating creativity. In this article, we will study and criticize the research conducted on Jacques Derrida's thoughts in the works of Mesbahian (2008 & 2018) and the thoughts of Gilles Deleuze in the works of Sajjadi (2019).
کلیدواژهها [English]
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