Toraj Zainivand
Abstract
After passing the different limitations, historical-cultural limitations, an approving movement of French school, estudes transversals have been justified by Remak and R. Wellek as a novice field for comparative literature. The field produces a new region, the end of monologue, ...
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After passing the different limitations, historical-cultural limitations, an approving movement of French school, estudes transversals have been justified by Remak and R. Wellek as a novice field for comparative literature. The field produces a new region, the end of monologue, solitude, the analysis of human science, especially literature, other arts relating to human science(music ,drawing ,taking picture, cinema, philosophy, politics sociology…),therefore literature provides material for other arts, knowledge, discourse, and human mystery.The author is to examine why estudes transversals of comparative literature turns into the criticism of methological study, hence some of comparative studies have been documented in order to examine the quality and quantity.
Reza Mahdi
Abstract
Knowledge-oriented social life, society needs and problems complexity, expectation from universities for social services, innovation and academic entrepreneurship, problem-solving, and enriching education and research activities have transformed interdisciplinary activities development to strategic necessity ...
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Knowledge-oriented social life, society needs and problems complexity, expectation from universities for social services, innovation and academic entrepreneurship, problem-solving, and enriching education and research activities have transformed interdisciplinary activities development to strategic necessity in higher education. In recently half-century, interdisciplinary activities have had suitable outcomes and results for higher education system, industry and society. One of the most important interdisciplinary activities outcomes is inclination for designing and carrying out interdisciplinary activities by universities, industries, government, faculties, researchers and students. Iran's higher education and university system, the development of academic interdisciplinary towards defined goals and plan, so much success has not. With due consideration to importance and necessity of the interdisciplinary activities and existing challenges, by mixed qualitative research method, were investigated and analyzed why, what and how of interdisciplinary activities and its success factors and development requirements in universities. Finally, based on the study, six main factors and twelve key requirements for formation, growth and development of the interdisciplinary in higher education is derived and explained.