Interdisciplinary Studies in the Humanities

Abstract The present research is intended to show that ethnic policies and multicultural discussions have not been paid enough attention to in Iran so far, therefore; higher education curriculum is not based on recognized multi-cultural patterns and approaches .On the other hand, multicultural studies undertaken so far have not been properly used to design a recommended model of multiculturalism and ethnic policy in zran .These issues have deprived curriculum of qualities such as agility, variety and abundance .They have also created obstacles to Internationalisation of Curriculum (IOC) in higher education. Under these
circumstances curriculum specialists have met some kinds of epistemological challenges and as a result, it has left higher education policy makers no choice but to enter into related discussions .In order for the problem to be solved and this perceived and social need to be responded to, and to avoid one-sidedness towards the concept of multiculturalism, an interdisciplinary approach has been applied to the research and different types of multicultural curriculum integration have been recommended for designing a multicultural curriculum

Abstract In this complicated modern world, humans are in need of general views in order to solve their roblems. It is only Interdisciplinary Studies which specially promotes the integrity of Academic Ground as well as researches conducted by specialists and therefore, leading tothe dynamism of educational system and the development and reforming of culture. In addition, interfering with content, research methodology, principles and approaches have removed common scientific borders. The fact is that progress in every field is highly in need of views by scientists in interdisciplinary studies, than the researches undertaken by the scientists in that field. The interdisciplinary scientistsdo not accept the realities and needs of the new world of the ultra fields which have one-sided, narrow, limited and specific structures. They find familiarity with interdisciplinary approaches and the need to know their roots necessary for curriculum specialists. They also consider interdisciplinary specialties quite essential for faculties and institutes on the lookout for reaching new borders and creating specific necessities in the scientific field, particularly the humanities.
This paper is prepared in three sections: in the first section, the introduction, the necessity and importance of history of interdisciplinary approachesaredescribed. In the second section, interdiscipline and its types are discussed. In the third section, educational polices and their specialists and users are pointed out and the related challenges are taken on. Finally, some results and suggestions are presented which briefly follows: 1) simultaneous applying of disciplinary and interdisciplinary approaches in research domain; in other words, logic structure stands in parallel with the organization of various skills, both under equal focus. 2) Rationalization of philosophy of existing of interdiscipline among officials, and the internalization of these values in individuals. 3) Investment in this domain due to the necessity of proper education in all fields, conducting general and practicable researches and facilitating the developments in one field with the help of the other

Abstract During recent years, policy-makers of higher education in Iran have paid special attention to interdisciplinarity and as a result, many different interdisciplinary programs have been established. Assessing these programs could guide one to understand the challenges, preventives, and the points of strength and weakness which might help to make improvements in future programming. M.A. program in Mathematics Education is one of the cited programs which is the result of combining Natural Sciences with Education. The present study is focused on this program and attempts to qualify it through observing different graduated people in the field from universities of Beheshti, Bahonar (Kerman), Radjai, Islamic Azad University (Science and Research Branch, and the Kerman Branch) who had graduated before oct. 2008. The research has been conducted through questionnaire, observation, making notes, and interview which have been analyzed by data coding and classification. Results clear the challenges M.A. program in Mathematics Education encounters which could help policy-makers to improve interdisciplines, especially ones which are the result of combining Basic Sciences with Education

Abstract The goal of this paper is to offer explanations with respect to some of the less evident aspects of this policy intent. The higher education systems, it is argued, are experiencing a challenging period where the felt need in this regard does not match the level of wisdom and the extent of insight required. The paper proceeds with a review of the literature in the curriculum field which aims at providing better understanding of different genres of curriculum integration concluding that this source although vital for policy makers at the higher education, will need to be further developed in order to match the complexities peculiar to higher education. The author, then, addresses the rationale for curriculum integration at higher education which he regards as manipulation of the current knowledge and technology map to address the emergent needs. This, he contends, requires concentration on a knowledge production system to meet the standard of a new knowledge domain. Without due attention to this prerequisite, the resulting product can not be regarded as a genuine interdisciplinary science and it will rather be looked upon as a mere addition or juxtaposition of two or mote extant knowledge fields. In the final section of the paper, five policy options are discussed.

Abstract Interdisciplinarity, interdisciplinary education and interdisciplinary curricula are increasingly used in Higher Education field. These terms are used with or interchangeably with similar terms such as multi-disciplinarity, pluridisciplinarity crossdisciplinarity and transdisciplinarity. Although interdisciplinary approach to curriculum lost its significance in last decades and disciplinary approached was focused for about two decades, but the ideas of interdisciplinary and integrated curricula are not new ones and are rooted in the thoughts of the previous scholars who were famous for their concerns about unity of knowledge, forming coherence, general and all-inclusive knowledge. In this paper while offering theoric and historical views on interdaisciplinarity, interdisciplinary approach to curriculum, academic disciplines, a variety of possible combinations of disciplines across curricula, a sociological criticism about disciplinary curriculum, a biological explanation for interdisciplinary curriculum, models, strategies, advantages, and pitfalls of interdisciplinary curriculum are discussed.

Abstract The “Virtual Global University (VGU)” is a new academic concept in literature of higher education. Basically Virtual Global University has been formed and developed to meet needs and challenges of word community in different ways. Having considered as a new scenario or even a substitution of traditional university, it is based on the following components: 1. International approach Virtual Global University is internationally aligned, while simultaneously responsive to the particular context of local and national higher education policy. 2. Technological approach Virtual Global University is technological solution for internationalization of higher education It is online education using ICT and networking and access to world higher education markets is its main goal. 3. Interdisciplinary approach. Through studying the interdisciplinary curricula, Virtual Global University graduates are expected to have the capacity to confront unfamiliar problems and to emerge from their university experience with a set of flexible and transferable skills for different types of employment in world community. In this paper with respect to the above-mentioned approaches, Virtual Global University strategy for Iranian higher education society has been discussed.

Abstract Interdisciplinaries in Higher Education
 
Social problems which threaten future life of human beings and capacities of modern technologies in challenging those problems have increased the need to launch interdisciplinary course. During the past 40 years, such courses have been very useful for human societies and researchers have come up with new methods to combine scientific interest with large-scale skills. Therefore, faculty members and students have been attracted to such courses. This paper will study conceptual nature of interdisciplinary courses and explains some relevant experiences as well as their fortes and weaknesses. In conclusion, proposals will be offered for launching interdisciplinary course.
 

Abstract According to the speedy progress of science and technology during the past years, different branches of science are more dispersed. As a result, there are fewer connections between them in the whole structure of science. On the other hand, solving complicated problems in the realms of science and technology needs more comprehensive perspectives. During the past years, considerable attentions have been paid to interdisciplinary studies, and according to the corresponding needs, it has also been extended to interdisciplinary education. However, it is not an easy task to apply the concept of interdisciplinary education. However, it is not an easy task to apply the concept of interdisciplinarity to various disciplines having different systems. This uncommon situation has made it subject of controversial debates. In other words, contrary to common belief that interdisciplinarity is merely based on the process of mixing different disciplines, it is a complicated issue needing special considerations. The first step is to know different aspects of interdisciplinarity and then analyzing the subject under consideration. In the present paper, the basic concepts of interdisciplinary are described by introducing its common terminology. Furthermore, some essential requirements for performing interdisciplinary programs (in higher education level) are discussed based on solid arguments and known facts. To this aim, the most commonly accepted standpoints about interdisciplinary education are used.
 

Abstract Different developments including technological growth and increased human problems made interdisciplinary cooperation inevitable. On the other hand, traditional attitude to academic fields and specialization has prevented higher education from creating necessary capacities to confront those development and face new challenges. Therefore, one of the necessities of higher education is to foster interdisciplinary skills in both educational and research fields. This paper reviews concepts of educational courses and interdisciplinary in higher education with emphasis on the need to foster interdisciplinary thinking as prerequisite of all kinds of interdisciplinary activities. Then “issue-based learning’ has been described because this new educational method enjoys many capacities to promote interdisciplinary skills. In conclusion, a special model of issue-based learning called “interdisciplinary problem solving model” has been briefly explained as an applied model for educational courses.

Abstract Curriculum has been a matter of interest to analytical philosophers; Hurst maintains that teaching is by nature an activity which may assume many forms. Analytical philosophers believe that educational and curriculum planning is done in a wrong way and the only logical reason for many educational programs is their cultural orientation. Presumptions about knowledge, forms of knowledge and internal relations among them should be taken into consideration. Analytical philosophers maintain that more attention should be paid to philosophical aspects and people should be encouraged to work more in this regard. This issue has been discussed in educational philosophy of London school of thought and by great philosophers of that school, especially Hurst, by delineating “forms of knowledge” theory. Hurst has classified forms of knowledge and while rejecting unity of knowledge, has paid attention to its very forms. He believes that human knowledge has forms which are logical distinct from one another, He mentions mathematics, Physics, human sciences, history, religious sciences, literature, fine arts, and philosophy as seven forms of knowledge. The present paper aims to review philosophical fundaments of interdisciplinary curricula in higher education of forms of knowledge” as seen by analytical philosophers through documentary analytical methods.
 

Abstract Despite its quantitative growth, higher education system is unable to solve social problems. The Ministry of Science, Research and Technology has taken many decisions to review curricula, but they have not been useful and we still teach educational courses in the traditional way. Identifying reasons behind failure of plans, trying to reach a common understanding of interdisciplinary subjects, correcting understanding of educational courses and preparing teachers and professors to look at specialized courses in a systematic way while avoiding of concentration on a single specialty, are inevitable solutions for social problems. In this study, theoretical basis of interdisciplinary knowledge has been examined by emphasis on educational sciences and its various aspects as seen by educational experts.