B. Dariush; S. Jalili Sadrabad; N. Taghavian; Sh. Mohammadi Oujan
Abstract
Artificial space and environment play important roles in the formation of identity, intellectual and cultural structure and the lifestyle of the individuals and can influence the creation, intensification and/or reduction of their psychological and social problems. The present study has been prepared ...
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Artificial space and environment play important roles in the formation of identity, intellectual and cultural structure and the lifestyle of the individuals and can influence the creation, intensification and/or reduction of their psychological and social problems. The present study has been prepared and produced with the objective of attaining solutions to the facilitation of identification process and reduction of intellectual, social and cultural stresses of the university students in academic educational space(s). The study is originally drawn on a field research. The research has been conducted herein on five selected state universities in Tehran based on a mixed survey method and the data have been collected using interviews and questionnaires. The findings of the interviews with the university professors, officials and cultural experts of the ministry of sciences, research and technology have been obtained based on snowball Delphi method and the findings of the questionnaires and interviews for performing students’ need assessment have been obtained based on cluster sampling method and this section’s findings have been analyzed using SPSS software. To analyze the current social-spatial status of the studied universities, as well, interviews were made with the academic cultural activists. The study results are indicative of the idea that two scales, namely creation of a sense of attachment and sociability, are of a greater importance as viewed by the academic experts, in contrast to the other factors. The university students, as well, were found believing that the cultural and social as well as the contextual spaces existent in the universities do not respond to their needs and such problems as shortage of sufficient space, facilities and appropriate equipment, inflexibility, inadequate lighting in these spaces were pointed out. In the end, suggestions will be presented in a classified manner based on the study findings.
Interdisciplinary
N. Taghavian
Abstract
Is identity a heritage inherited from the past or a choice for the future? In this question, the concept of ‘time’ is presupposed. Thus, my point of departure is analyzing the concept of time. Then the relation between the concept of time and social theory will be examined to maintain ...
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Is identity a heritage inherited from the past or a choice for the future? In this question, the concept of ‘time’ is presupposed. Thus, my point of departure is analyzing the concept of time. Then the relation between the concept of time and social theory will be examined to maintain that ‘sociology’ is the science of ‘space’ rather than the science of ‘time. ‘History’, however, is the science of ‘time’ which, in its Hegelian version, has a strong connection with the paradigm of the ‘philosophy of consciousnesses’. This paradigm would not allow sociology to be established, because sociology is the theory of action rather than the theory of consciousness. For this very reason, the establishment of sociology in the late nineteenth century was contemporaneous with the crisis of the philosophy of consciousness. The focal point of this crisis was the concept of ‘subject’, which itself was both the base of modern philosophy and the focus of modern society. But Marx, Nietzsche, Freud and Romanticist Movement radically criticized the concept of ‘subject’ and thus brought about crisis for modern society. The establishment of sociology was a response to such a crisis. It was a turning point by which we became aware of the heaviness and harmfulness of ‘tempocentrism’ and instead point to the usefulness of ‘topocentrism’. After this theoretical discussion, some problems of tempocentristic approach to ‘identity’ in Iranian social science will be referred to show how this approach is laden with the past, and therefore, unable to regard the future. The Iranian social science’s inability to develop an ‘action theory’ seems to be rooted in its tempocentrism. In order to find a way out of this dead-end and open some new horizons in the sphere of theory and practice, the Iranian sociology need to throw down the approach to identity ‘as a heritage from the past’ and adopt it ‘as a choice for the future’. Finally, I will discuss ‘rational identity’ and its relation to social science.
Nasser Taghavian; Yahya Ghaedi; Said Zarghami; Javad Gholami
Abstract
In this article, on the basis of Habermas’ universal pragmatics, we have tried to indicate that empirical pragmatics in linguistics, suffers from ‘normativity deficit’ in the field of foreign language education. What we mean by ‘normativity deficit’, is the lack of normative ...
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In this article, on the basis of Habermas’ universal pragmatics, we have tried to indicate that empirical pragmatics in linguistics, suffers from ‘normativity deficit’ in the field of foreign language education. What we mean by ‘normativity deficit’, is the lack of normative resources required for judging the validity claims inherent in social interactions. Since agreement on the validity claims is fundamental for reaching mutual understanding and establishing linguistic communications, empirical-pragmatic approach, due to its ‘normativity deficit’ would not be able to give proper moral-educational thread to the field of foreign language education.
Naseraldin ali Taghavian
Abstract
The major problem in conducting interdisciplinary research projects is that in these projects two methodological model deploy against each other: quantitative method used in natural sciences on the one hand, and qualitative method used in human and social sciences on the other hand. As a result of such ...
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The major problem in conducting interdisciplinary research projects is that in these projects two methodological model deploy against each other: quantitative method used in natural sciences on the one hand, and qualitative method used in human and social sciences on the other hand. As a result of such a problem, useful and constructive dialogue among the experts of different scientific fields seems to have reached a deadlock. The problem of ‘translatability’, too, has emerged out of the above problem. So, paying attention to language and its communicative criteria has come to focus. In this article, firstly, by considering the roots of such a problem and mentioning the theoretical foundations of the both methodological models, the deadlock of communication between scientific fields have been analyzed. Then, from the perspective of the theory of communicative action and universal pragmatics based on the critical theory, it is proposed that applying the method of ‘critical hermeneutics’ can break the deadlock. Not to mention that the methodological model of this article itself is based on Habermas’s communicative research method.