بررسی عوامل زمینه ساز شکاف بین دانش و شناخت در بین نمونه‌ای از پزشکان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای تخصصی روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده ی علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران.

2 دانشجوی دکترای تخصصی مدیریت آموزشی، کارشناس برنامه‌ریزی آموزشی مرکز مطالعات و توسعه آموزشی دانشگاه علوم پزشکی لرستان، خرم آباد، ایران.

3 عضو هیأت علمی، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران

4 دانشجوی دکترای تخصصی جامعه شناسی، گروه جامعه شناسی، دانشکده علوم اجتماعی، دانشگاه یزد، یزد، ایران.

چکیده

گسترش علوم و فنون از سویی و رشد تفکر انتقادی از سوی دیگر همواره این سؤالات را به ذهن متبادر ساخته است که چگونه گاهی دانش در قالب شعار باقی می‌ماند و چگونه گاهی این دانش به بخشی از رفتار درونی تبدیل می‌شود؟ چگونه دانش و اطلاعات فراگرفته شده در محافل رسمی و دانشگاهی به شکل عمل و رفتار مولد تبدیل می‌شود؟ از این‌رو، هدف پژوهش حاضر بررسی این فرآیند با رویکرد کیفی و با روش تحلیل محتوا و مصاحبه نیمه­ساختار یافته با پزشکان است. نمونه‌ها با استفاده از نمونه‌گیری هدفمند و نمونه‌گیری نظری انتخاب شدند و تعداد نمونه‌ها با مصاحبه با 8 نفر از پزشکان متخصص به اشباع رسید. با تجزیه ‌و تحلیل مصاحبه‌ها مقولاتی به ‌عنوان عوامل دخیل در عدم تبدیل دانش به شناخت نزد پزشکان مطرح شدند که عبارت­اند از: تأمین نیازهای مالی پزشکان، تغییر نگاه افراد تحصیل‌کرده، گسترش و فراگیری علم آموزی در معنای سطحی، فاصله گرفتن از امور اخلاقی و معنوی، باز بودن بستر جامعه برای رشد زیاده‌خواهی و فردگرایی شدید، بی‌هویتی و سردرگمی تحصیل‌کرده‌ها از هدف فراگرفتن دانش، نبود الگوهای اخلاقی و علمی مناسب در دانشگاه. با توجه به این مقوله‌ها، تبدیل دانش و شناخت تنها در گرو حضور در محافل دانشگاهی و موقعیت‌های رسمی دانشگاهی نیست، بلکه مجموعه‌ای از شرایط لازم است جهت تبدیل دانش به شناخت سهیم شوند.

کلیدواژه‌ها


عنوان مقاله [English]

Investigation Underlying Factors in Gap of Knowledge and Cognition among a Sample of Physicians

نویسندگان [English]

  • Saba Hasanvandi 1
  • Shirin Ghazi 2
  • Morteza Monadi 3
  • Masoud Zamani 4
1 PhD student in educational psychology, educational psychology department, Faculty of educational sciences and psychology, AL Zahra University, Tehran, Iran.
2 Ph.D student in Educational Management, Lorestan University of Medical sciences, Khorramabad, Iran
3 Faculty member, Educational psychology department, Faculty of educational sciences and psychology, Alzahra University, Tehran, Iran.
4 Ph.D student in sociology, social sciences department, Faculty of social sciences, Yazd University, Yazd, Iran.
چکیده [English]

Developing of sciences and techniques and along with developing of critical thinking, this question had been emerge that how sometimes knowledge remains in frame of slogan and how sometimes this knowledge change as internal behavior? How educated knowledge and informations in formal and informal circles changes as productive practice and behavior? Therefore, the aim of present study was to investigate these processes with qualitative method, by content analysis and semi- structural interview with physicians. Samples were selected using purposeful and theoretical sampling, and the number of samples was saturated by interviewing 8 specialist doctors. Analysis of  interviews showed themes as involved factors in lack of changing knowledge to cognition in physicians included of providing financial needs of educated individuals, changing of attitudes of educated individuals, developing and extension of learning of sciences in surface meaning, take distance from ethical and spiritual matters, opening setting for developing severe desire and individualism, lack of identity and  frustration of educated students on the purpose of learning,  lack of ethical and academic patterns in university. Regarding to these themes, changing knowledge and cognition isn't related to be present in academic circles and formal circumstances, but also a set of conditions are necessary to change knowledge to cognition.

کلیدواژه‌ها [English]

  • Knowledge
  • cognition
  • Life style
  • Epistemiology
  • psychoanalysis
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