Interdisciplinary Studies in the Humanities

About Journal

Aims and Scope

Editorial Board

Indexing and Abstracting

Related Links

FAQ

Peer Review Process

Journal Metrics

News

Manuscript Submission Guideline

Accepted Manuscript Guideline

Guidelines and Instructions

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

Role of psychology in connecting human sciences for developing interdisciplinary institutions

Document Type : Original Research Paper

Authors

1 Professor in Personality Psychology, Kharazmi University, Institute for Educational, Psychological and Social Research, Tehran, Iran.

2 Assistant Professor in Psychology, Kharazmi University, Institute for Educational, Psychological and Social Research, Tehran, Iran.

Abstract

Psychology as a hub science has a good capacity to connect human sciences. Purposes of this article were: Reviewing historical interest among psychologist for interdisciplinary studies; Investigating common issues between psychology and other human sciences; Explaining psychological causes for failures of interdisciplinary studies in human sciences in Iran; Clarifying role of interdisciplinary institutions for higher education development; Presenting ways for integrating psychologist in interdisciplinary studies in Iran. Interdisciplinary studies need to develop interdisciplinary institutions that consider psychological, social and moral needs of human being and society. In Iran, maladaptive group process in team work, self-serving bias and shortages of interdisciplinary institutions as a social scaffolding for developing of human science may probably explain failures of interdisciplinary cooperation. Development of interdisciplinary institutions which psychology could have an active role needs to alter educational curriculums for psychology, developing new domain of psychology, and adopting discursive perspectives in psychology.

Highlights

  • Establishing interdisciplinary research centers could be one way to develop higher education in human sciences in Iran.
  • Failures of psychology curriculums, dominance of cognitivism in psychology and inattention to social constructive epistemology were the main causes of low participation of psychologists in interdisciplinary studies in Iran.
  • Social process like self-serving bias, diffusion of responsibility, social loafing and polarizing seemed have possible roles in failures of interdisciplinary collaborations in human sciences.

Keywords

Main Subjects

References
Boyack, K. W., Klavans, R., & Borner, K. (2005). Mapping the backbone of science. Scientometrics, 64(3), 351-374. http://dx.doi.org/10.1007/s11192-005-0255-6
Bruner, J. S. (1978). Learning how to do things with words. In: J. S. Bruner, & R. A. Garton, (Eds.), Human Growth and Development, Oxford: Clarendon Press.
Carr, A. (1391/2012). Ravānšenāsi-ye mosbat [Positive psychology] (H. Pasha Sharifi, J. Najafi Zand, & B. Sanaee, Trans.). Tehran, Iran:  Soxan Publication.
Clay, R. A. (2011). Interdisciplinary and inter professional teaching, research and practice. Retrieved from: http://www.apa.org/ed/about/educator/2011/12/leadership-conference.aspx
Daherti, M. (2000). Nazariye-ye zehn: Čegune kudakān afkār va ehsāsāt-e digarān rā dark mikonand? [Theory of mind: How children understand others' thoughts and feelings] (Z. Khanjani, F. Hadavandi, Trans.). Tehran, Iran: Samt.
Fumgalli, R. (2016). Economics, psychology and the unity of the decision sciences. Philosophy of the social sciences, 46(2), 103-128. http://dx.doi.org/10.1177/0048393115613490
Ghasemi, A. A., & Emami Meybodi, R. (1394/2015). Naqš va jāygāh-e motāle'āt-e miyānrešti dar rošd va towse'e-ye olum-e ensāni dar kešvar [The role and status of interdisciplinary studies in the development of the humanities in Iran]. Journal of Motāle'āt-e Miyānreštei dar Olum-e Ensāni/Interdisciplinary Studies in the Humanities Interdisciplinary Studies in the Humanities, 7(4), 1-19. http://dx.doi.org/10.7508/isih.2015.28.001
Ghasemzadeh, H. (1387/2008). Šenāxt va ātefe [Cognition and affect]. Tehran, Iran: Arjmand Publication.
Ghasemzadeh, H., Hamidpour, H. (1389/2010). Gozidehāyi az āsār-e pišgāmān-e ravānšenāsi-ye elmi dar Iran [Some masterpieces of Iranian scientific first generation psychology]. Tehran, Iran: Arjmand Publicaion.
Gidenz, A. (1991). Tajaddod va tašaxxos [Modernity and self-idntity] (N. Tofighyan, Trans.). Tehran, Iran: Ney.
Gofman, E. (1963). Dāgh-e nang [Stigma] (M. Kiyanpour, Trans.). Tehran, Iran: Markaz.
Hergenhan, R. B. (1392/2013). Tārixče va makāteb-e ravānšenāsi [An introduction to the history of psychology] (Y. Seyedmohammadi, Trans.). Tehran, Iran: Arasbārān.
Jaspers, K. (1959). Ide-ye dānešgāh [The idea of university] (M. Parsa, & M. Parsa, Trans.). Tehran, Iran: Ghoghnous Publication.
Jorgensen, M., & Phillips, L. (1394/2015). Nazariye va raveš dar tahlil-e goftemān [Discourse analysis as theory and method] (H. Jalili, Trans.). Tehran, Iran: Ney.
Kahneman, D., & Tversky, A. (1979). Prospect theory: An analysis of decision under risk. Econometrica, 47(2), 263-292. http://dx.doi.org/10.2307/1914185
Keyes, C. L. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121-140.
Kruger, J. (1998). Enhancement bias in descriptions of self and others. Personality and social psychology bulletin, 24(5), 505-517. http://dx.doi.org/10.1177/0146167298245006
Latane, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of personality and social psychology, 37(6), 822-832. http://dx.doi.org/10.1037/0022-3514.37.6.822
Lauria, A. (2007). Rošd va tahavvol-e šenāxti [Cognitive development] (H. Ghasemzadeh, Trans.). Tehran, Iran: Arjmand Publication.
Lund, N. (1391/2012). Zabān va andiše [Language and thought] (H. Ghasemzadeh, Trans.). Tehran, Iran: Arjmand Publication.
McAdams, D.P and Pals, J.L. (2006). A New Big Five, Fundamental Principles for an Integrative Science of Personality, American psychologist, 61(3), 204–217. http://dx.doi.org/10.1037/0003-066X.61.3.204
Mohseni, N. (1384/2005). Nazariyehā dar ravānšenāsi-ye rošd: Šenāxt, šenāxt-e ejtemā'i, šenāxt va avātef  [Theories in developmental psychology: Cognition, social cognition, cognition and affect]. Tehran, Iran: Pardis Publication.
Pawlik, K., Rosenzweig, M. R. (2009). The international handbook of psychology. London: Sage publication.
Schewe, P., Bell, C., Bennett, L., Goldstein, P., Gordon, R., et. al. (2011). University of illions at Chicago’s interdisciplinary center for research on violence: changing systems to prevent in Chicago and beyond. Violence against women, 17(9), 1176-1193. http://dx.doi.org/10.1177/1077801211419325
Viale, R., Rosselli, F. (2015). Description for journal of mind & Society. http://link.springer.com/journal/11299
Willge, C. (2013). Introducing qualitative research in psychology. London, Open University Press.
Send comment about this article
CAPTCHA Image
Interdisciplinary Studies in the Humanities
Volume 8, Issue 4 - Serial Number 32
December 2016
Pages 173-193
Files
History
  • Receive Date: 24 April 2016
  • Revise Date: 15 January 2017
  • Accept Date: 27 September 2016
Share
How to cite
Statistics