بررسي رمان «همنوايي شبانه اركستر چوب‌ها» براساس نظريه يادگيري شناختي - اجتماعي آلبرت بندورا

A study of the novel "Night Harmony of the Wood Orchestra" based on Albert Bandura's theory of cognitive-social learning

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ واﮐﺎوي رﻣﺎن »ﻫﻤﻨﻮاﯾﯽ ﺷﺒﺎﻧﻪ ارﮐﺴﺘﺮ ﭼﻮبﻫﺎ« از رﺿﺎ ﻗﺎﺳﻤﯽ، ﺑﺮاﺳﺎس ﻧﻈﺮﯾﻪ ﯾﺎدﮔﯿﺮي ﺷﻨﺎﺧﺘﯽ اﺟﺘﻤﺎﻋﯽ آﻟﺒﺮت ﺑﻨﺪورا اﺳﺖ. در راﺳﺘﺎي ﻧﮕﺮش ﻣﺘﻔﺎوت و ﻋﻤﯿﻖ ﺑﻪ اﺑﻌﺎد ﻣﺨﺘﻠﻒ ﻣﺘﻮن ادب ﻓﺎرﺳﯽ اﻗﺘﻀﺎ ﻣﯽﮐﻨﺪ آﺛﺎر ادﺑﯽ از ﻣﻨﻈﺮﻫﺎي ﻣﺨﺘﻠﻒ ﻣﻮرد ﻣﺪاﻗّﻪ ﻗﺮار ﮔﯿﺮد. روش ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺗﻄﺒﯿﻘﯽ از ﻧﻮع ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮي ﮐﯿﻔﯽ و روش ﺟﻤﻊآوري دادهﻫﺎ ﮐﺘﺎبﺧﺎﻧﻪاي ﺑﺎ ﺑﻬﺮهﮔﯿﺮي از ﻧﻈﺮﯾﻪ ﭘﺸﺘﯿﺒﺎن آﻟﺒﺮت ﺑﻨﺪورا اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎي ﺗﺤﻘﯿﻖ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ در اﯾﻦ اﺛﺮ ادﺑﯽ، ﺳﻪ ﭘﯿﺶﻓﺮض ﮐﻠﯿﺪي ﻧﻈﺮﯾﻪ ﺑﻨﺪورا ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪه اﺳﺖ. ﺑﺪﯾﻦ ﻣﻌﻨﯽ ﮐﻪ ﺗﻌﺎﻣﻞ ﻣﺘﻘﺎﺑﻞ ﺑﯿﻦ اﻓﺮاد، ﻋﻮاﻣﻞ ﻣﺤﯿﻄﯽ و رﻓﺘﺎر ﺷﺨﺼﯿﺖﻫﺎي داﺳﺘﺎن ﻣﺸﺎﻫﺪه ﻣﯽﺷﻮد. ﯾﺎﻓﺘﻪ ﻣﻬﻢ دﯾﮕﺮ اﯾﻦ اﺳﺖ ﮐﻪ ﻧﻮﯾﺴﻨﺪه ﻧﺸﺎن داده اﺳﺖ ﯾﺎدﮔﯿﺮي ﺷﻨﺎﺧﺘﯽ - اﺟﺘﻤﺎﻋﯽ ﺑﻪ ﻋﻠﺖ ﺗﻌﺎرض ﺳﻨﺖ ﺑﺎ ﻣﺪرﻧﯿﺴﻢ دﭼﺎر اﺧﺘﻼل ﺷﺪه و ﺷﺨﺼﯿﺖﻫﺎي داﺳﺘﺎن را ﺳﺮدرﮔﻢ ﮐﺮده اﺳﺖ. از ﻣﻨﻈﺮ ﺗﺮﺑﯿﺘﯽ، ﺗﻔﺴﯿﺮ ﺣﺎﺿﺮ ﺑﻪ درك ﻣﺎ از ﻧﻘﺶ ﺗﺤﻮﻻت اﺟﺘﻤﺎﻋﯽ و ﺗﻌﺎرض ﺳﻨﺖ و ﻣﺪرﻧﯿﺴﻢ در ﺗﺴﺮﯾﻊ ﯾﺎ اﯾﺠﺎد اﺧﺘﻼل در ﯾﺎدﮔﯿﺮيﻫﺎي ﻣﺸﺎﻫﺪهاي ﻧﺴﻞ ﺟﻮان ﯾﺎري ﻣﯽرﺳﺎﻧﺪ.

The present study is an analysis of Reza Ghasemi's novel "The Night Harmony of the Wood Orchestra" based on Albert Bandura's theory of cognitive-social learning. Psychology and literature add to each other's richness through interrelationships. Psychological theories help to understand literary characters, and the literature provides concrete examples to support the views of psychologists. Based on this idea, the aim of the present research method is a comparative type of qualitative content analysis and library data collection method using the supportive theory of Albert Bandura. The research findings show that in this literary work, three key presuppositions of Bandura theory can be seen, which means that the interaction between people, environmental factors and the behavior of the characters in the story is observed. The atmosphere of the novel and the main characters also shows how observational learning is passed down from generation to generation. Another important finding is that the author has shown that cognitive-social learning is impaired due to the conflict between tradition and modernism and has confused the characters of the story. From an educational perspective, the present interpretation contributes to our understanding of the role of social change and the conflict between tradition and modernism in accelerating or disrupting the observational learning of the younger generation.