مفهوم پردازی عاملیت خلاق کودک در خوانش کتابهای تصویری داستانی در پرتو بازاندیشی نظریه دریافت معنا استوارت هال و عاملیت انسان خسرو باقری

چکیده مقاله :

پژوهش حاضر با هدف مفهوم­پردازی «عاملیت خلاق» کودک به عنوان یکی از قابلیت‌های عام فلسفی­تربیتی کتاب‌های تصویری­داستانی، می‌کوشد این مفهوم را در پرتو بازاندیشی دو چارچوب نظری صورتبندی کند. پرسش اصلی این است که مفهوم «عاملیت خلاق» کودک چگونه در پرتو بازاندیشی «نظریه دریافت معنا» استوارت هال و نظریه «عاملیت انسانی» خسرو باقری تبیین و بازتعریف می‌شود؟ برای پاسخ به این پرسش، از روش تحلیل محتوا و استنتاج نظری استفاده شده است. بدین منظور، نخست مؤلفه‌های عاملیت خلاق از دل تحلیل محتوای پانزده کتاب تصویری­داستانی استخراج گردید. سپس این مؤلفه‌ها در گفتگو با نظریه دریافت معنا هال و نظریه عاملیت انسانی باقری  قرار گرفت. برای اجتناب از التقاط نظری، راهبرد «سطح‌بندی نظری» اتخاذ شد. نظریه هال در لایه فرآیندی (تبیین چگونگی تولید معنا) و نظریه باقری در لایه وجودی (تبیین ماهیت و غایت عاملیت) به کار گرفته شدند. یافته‌ها نشان می‌دهد عاملیت خلاق در خوانش کتاب­های تصویری­داستانی عبارت است از توانایی کودک در مقام «فاعل معنابخش» (باقری) برای «رمزگشایی توافقی/تقابلی» (هال) از شکاف‌های میان متن و تصویر، استعاره‌های بصری، پایان‌های باز و تنش‌های روایی، که به آفرینش معناهای نو و تحول هویتی او منجر می‌شود. این تبیین، کودک را از جایگاه مصرف‌کننده منفعل معنا به مقام «هم‌آفریننده معنا» ارتقا می‌دهد.

چکیده انگلیسی :

This study aims to conceptualize the child's "creative agency" as a key philosophical-educational capacity of picturebooks, formulating this concept through a reconsideration of two theoretical frameworks. The main research question is: How can the child's "creative agency" be explained and redefined by reconsidering Stuart Hall's "reception theory" and Khosrow Bagheri's "human agency theory"? To answer this question, content analysis and conceptual reasoning were employed. First, the components of creative agency were extracted from the qualitative content analysis of fifteen picturebooks. These components were then brought into dialogue with Hall's reception theory (emphasizing negotiated and oppositional decoding) and Bagheri's human agency theory (emphasizing meaning-giving agency, reflection and commitment, imagination and freedom, and foundational as well as existential identity formation). To avoid theoretical eclecticism, a "theoretical stratification" strategy was adopted: Hall's theory was applied at the processual level (explaining how meaning is produced), and Bagheri's theory was applied at the existential level (explaining the nature and purpose of agency). The findings reveal that creative agency in reading picturebooks is the child's capacity, as a "meaning-giving agent" (Bagheri), for "negotiated/oppositional decoding" (Hall) of gaps between text and image, visual metaphors, open endings, and narrative tensions—leading to the creation of new meanings and the existential transformation of the child. This formulation elevates the child from a passive consumer of meaning to a "co-creator of meaning." .

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