Interdisciplinary Studies in the Humanities

Abstract Environmental problems, expanding knowledge and developing new technologies for environmental curriculum in higher education require planning environmental curriculum and developing academic thinking in relation to the dynamics of past, present and future. The purpose of present study is to analyze the interdisciplinary curriculum of environmental education in higher education. The research methodology is descriptive. The research population is composed of 759 professors and students of environmental education at Iranian universities, including 40 teachers and 719 students. The sampling of students was random; based on the proposed model by Morgan and Krejcie, 250 students were selected. However, the professors were selected using census mthod. The research data were collected using questionnaires developed by the researchers in this study. The validity was assessed 0.8, using opinions of experts and Lawshe’s Formula, and the reliability was calculated 0.806 based on Cronbach’s alpha coefficient. The SWOT matrix was used for the analysis and interpretation of the data. Considering the strengths, weaknesses, opportunities and threats, the current strategy of higher education system in the environmental curriculum, is an offensive strategy, a strategy that uses the strengths and takes advantage of opportunities to advance the goals of development and progress. This type of strategy is the optimal strategy. 

Abstract The main goal of this study was Identification integrated curriculum model (within disciplines, across several disciplines and within and across learners) in humanities based on Fogarty's view and its gap with expectedstatuses ofstudents. Research method was descriptive and population was all the humanities students in Ferdowsi University of Mashhad in the 93-92 academic year. The sample size was 216 students and selected through stratified sampling. Research tool was questionnaire that designedbased on the Fogarty's model. Results showed that: from students view, within disciplines (fragmented) model is dominated for the development and implementation of curriculum now. Studentsareexpected integration within and across learners and there is significant difference between the existing and expected conditions in the three major models of integrating the humanities curriculum based on Fogarty's view.

Abstract The purpose of this study was assessment and prioritized inter discipline of Najafabad azad and Isfahan universities. The statistical population of this study was teachers and avalable students in higher education of Najafabad azad & Isfahan universities in academic year 1388-89. 
  
Research method was descriptive survey. The sample of this study was 105 that divided in two parts: 55 of teachers and 50 of students that selected in randomic technique. The research tool was aquestioniar that made with researcher. The finding showed that there are enough motive and tendency among teachers & students about inter discipline and only for 5 inter discipline terms of information resources, Educational space feasibility, culture and management is more feasibility. The prioritized inter discipline was show: Editorial, political and addiction psychology, philosophy analysis of the language & management of international contracts are the first priority & another inter discipline are the second priority.

Abstract Ever increasing focus on interdisciplinary curricula in higher education is a sign of existing challenges which seriously criticize subject-oriented curricula. Globalization is the major player of this challenging field. Globalization has implications to the curriculum filed-except the paper's view- which the implications come from students accelerating and increasing access to academic documents through ICTs. Alongside being the world work market and new jobs and 
careers, taking new responsibilities, students call for new competencies to play their own roles as global, national and local citizens. Traditional curricula do not provide such opportunities. In line with this view, internationalization of higher education as a process is a strategy to reaction against the challenges which have rooted from globalization. This strategy is suggested and preferred by higher education experts and some world class and progressive universities.
This paper will briefly review the concept of globalization and internalization through its characteristics, and also will focus on globalizing and internationalizing of higher education curricula. Major part of the paper will stress on evidences and reasons for moving toward globalizing of higher education curricula on basis of global infrastructures and perspectives. Finally, the idea is that global citizenship competency-oriented curricula in higher education will respond to competencies of today world phenomenon and the rapid changes of the world.

Abstract The theoretical basis of interdisciplinary curriculum is found in progressive educational philosophy. The progressive movement is an approach to learning that places great emphasis on creativity, active learning, "naturalistic" learning, real world outcomes, and experience. The other more recent theoretical basis for interdisciplinary curriculum is found in constructivism theory. Constructivism is a theory of learning that states that each person must construct his or her own reality. The constructivism principle states that experience is the key to meaningful learning, not someone else's experience abstracted and condensed into textbook form, but it is based on one's own direct experience. In the interdisciplinary curriculum, the debates about themes or content development will refuse any disciplinary classification. The content will define on exist problems and this problem must to have a bases in reality. The essential and real problems of life will be a basic that must to use not only in design of curriculum bout also in the process of teaching. In the other hand, the curriculum has core elements that have not correct structure without them. In this article, we try to reviewing the literature of interdisciplinary curriculum in higher education and in other section, we will determine core element of higher education interdisciplinary curriculum and practical guideline to design an interdisciplinary curriculum.

Abstract Review and study how and type of planning system of higher education, is considered constant and serious. According to the needs and circumstances ,a variety of ideas, over time, have raised. In this article ,interdisciplinary approach including it's concepts, applications, conditions ,requirements and challenges by using of theoretical and analytic method has been studied. Results have indicated that the wide range of conceptual approaches, multiple levels and requirements .Despite of being numerous problems and complexity, it could be used in higher education ,an one effective approach , among or beside others, to address the new requirements and needs.

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 Availability of capital, manpower and substantial materials were, in the past, taken into account as the main factor for development programs in the many societies in all over the world. But since the dawn of new millennium, knowledge, spreading and usage of the knowledge has a high efficacious position on the destiny of countries. Hence, the value and position of higher education is inevitable and those kinds of the curriculum and educational planning that are compatible with the diverse and variable needs in societies, would be in priority. In the beginning of paper, first, the aim of evaluation in curriculum would be discussed. Then the evaluation criteria would be reviewed and finally four stages of evaluation of curriculum will be explained.

Abstract This paper includes discussions on the concept of interdisciplinary curriculum, interdisciplinary curriculum at different educational levels, interdisciplinary curriculum and structuralist philosophy, advantages and disadvantages of such curricula, interdisciplinary curriculum based on knowledge and process, interdisciplinary curriculum based on themes, an example of interdisciplinary curriculum, conclusion and proposals.

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.