Interdisciplinary Studies in the Humanities

Abstract The primary function of the humanities and social sciences is to understand and address societal issues and problems, a task that is increasingly complex and specialized through interdisciplinary studies and fields. Even when disciplinary expertise fails to comprehend and resolve these problems, interdisciplinary approaches assume this role with enhanced capabilities, employing multidimensional and multilevel methodologies and epistemologies. The premise of this paper is that, in contemporary Iran, there are no acceptable theories or theorists in the field of interdisciplinary studies that meet international standards. This paper aims to explore the reasons behind the lack of prominent and internationally recognized theories and theorists in Iran today, particularly within the interdisciplinary domains of the humanities and social sciences. The factors contributing to this issue are manifold and exist at various levels; this article seeks to understand some of the main and general causes. The central question is: What are the challenges and obstacles to interdisciplinary theorizing in the field of humanities and social sciences in Iran? The article identifies and discusses six general challenges and barriers to Iranian theorizing in these fields, particularly in interdisciplinary studies: populism, politicisation, binary opposition, Westoxification, Pseudo-traditionalization, and bewilderment. This research simultaneously employs both phenomenological and foundational research methods.

Abstract Humanities graduates have serious concerns about their employment status in the society. The increase in graduates in this field, especially due to the growing number of higher educational institutes in the country, requires policymakers to adopt more logical and practical measures to deal with the problem. Using future research, the current paper aims to draw a picture of the employment status of humanities graduates. The research method is qualitative, with the statistical population being professors and experts in the field of humanities. There is purposeful sampling method where the data collection tool was a semi-structured interview. After implementing the interviews, its components were identified at the level of litany, social causes, discourse/worldview and myth/metaphor. At the litany level, categories of "unemployment crisis", "abandoned and marginalized humanities", "inefficient/unskilled humanities" and "lack of independent identity" were created. At the level of systematic causes, a set of cultural-social and economic factors are marked as fundamental ones. At the level of discourse/worldview, product-oriented, post-modern, Islamic humanities and problem-oriented discourses were used. At the level of metaphor/myth, metaphorical interpretations of the boy of engineer, Professor Balthazar, the Achilles heel of national development and advanced/regressive sciences were used. Finally, with a literature review and referring to the interviews and going back and forth and asking the opinion of experts and specialists, the two driving forces of an engineering-like and top-down view against the provision of open intellectual and academic space and the policy of unifying sciences were found. In contrast to the development of interdisciplinary studies approach, four scenarios were identified and developed.

Abstract Underdevelopment is the main problem in developing countries including Iran. This problem always has been concerned of thinker and policy makers after the Islamic Revolution that has created multiple discourses and has made different relations with development planning in different periods. The Period after the Islamic Revolution until 2013 within five social situations was studied based on situational analysis method (logic of the situation) for describing obstacles of development planning. It has been tried to analyze situation of development planning, especially oriented to critical humanities in each period. Actors, institutions and main streams that effect process of planning and making decision have been evaluated. Results show that development planning and modernization processes in Iran face to fundamental challenges in two theoretical (critical rationalism) and practical (social engineering) levels. Success in development planning in terms of epistemology requires realistic understanding of problems, progress humanities and critic thoughts and also it needs gradual reforms, critic of performances and expanding social participation in policy processes in social aspect.

Abstract Interdisciplinary studies can play a pivotal role in the growth and development of sciences, especially the humanities. In the present article, through semi-structured interviews with some experts and thinkers in Iran and the content analysis of their ideas, attempt is made to answer these questions: in the view of experts, what are the main obstacles to the development of humanities in Iran? And what role can interdisciplinary studies play in the development of humanities? The results of the study show that according to experts, “interdisciplinary development”, having the twelfth place among the sixteen important factors in the development of humanities, does not have a considerable effect on the development of humanities in Iran per se, and its efficacy depends on the existence of more important conditions, such as the provision of an open intellectual climate at universities and the independence of scientific community. The development of interdisciplinary studies can play a part in the development of humanities in Iran, only if it results in scientific synergy among experts in different disciplines of humanities, improves the scientific ability of professors, students and researchers, and makes humanities more applicable in society.

Abstract The method is an essential and determining element in any action for being successful; among them, the method is of high importance in research and studying. In this respect, the study and research are not so important per se, as how it’s fulfilled. The present paper aims to introduce the general method with unlimited application in order to do the interdisciplinary research and study and also enumerate the analysis and usage of critical thinking to present it as a general method to fulfill the interdisciplinary study and research of Humanities.

Abstract Relentless efforts of scholars in humanities to strike a balance between the beliefs of human beings about the world and life on the hand, and the issue of outlook on life (world view) indicates that there is a large gap between people’s beliefs and their outlook on life (world view). Thus, it seems that any thought (however metaphysical or abstract), any experience (at any level of intuition), any point of view and belief (however intra-disciplinary or dated historically) is inevitably influenced by the social conditions. On the other hand, one of the most critical problems in humanities is the lack of paradigm. Therefore Interdisciplinary studies can fill in a portion of this gap. Interdisciplinary Studies and coordination of different specializations in the study or a single problem or various problems requires in the first place, an open, coordinated and analytical mind as well as the thought and initiative of the elite. Interdisciplinary Studies are not limited to specific discipline and cannot be limited within a specific boundary. All scholars in humanities, especially in Iran, should be actively involved in Interdisciplinary, multidisciplinary and meta-disciplinary Studies based on their deep philosophical knowledge, academic capabilities, historical background and recent political developments in the country. This is because no human social activity is one-dimensional. Interaction between different disciplines in humanities, however, has made it possible for the humanities to follow new topics in all academic areas. Therefore fallibility of human knowledge, its complimentary nature, multi originality of knowledge and moral commitment necessitate a serious approach to interdisciplinary studies in humanities. 

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 Interdisciplinary study is a type of science which has become necessary after the shortcomings of specialization were found in science. Thus, we can say one reason that today the tendency is toward interdisciplinary, is specialization. Today mankind is facing complicated and multidimensional issues and consequently he needs multidimensional and interdisciplinary understanding and approaches to solve them. The goal of this article is to study the nature of knowledge and then to analyze the necessity of interdisciplinary studies in humanities according to Habermas’s point of view, a known representative of the Frankfurt School and Critical Theory. Using reliable texts and analytical methods, this study tries to answer to its main question, namely the nature of interdisciplinary approach in humanities. In the era ofmodernity, Habermas tries to show that the entirepart of humanmind abilitieshas been overcome by some of its part under the natural sciences and that it has prevented the recognition of the real world and created contrast between qualitative and quantitative methods in humanities. By criticizing the positivist approach and in the next step by proposing the theory of Communicative Action and Communicative Rationality, he emphasizes on the multidimensional nature of human knowledge and human issues and seeks to solve complex human issues through convergence and consensus on the ideal situation.

Abstract This study indicates that essential perceptions and scholarly conceptions in social sciences are remarkably distinguished from each other. They are individualism, holism, collectivism, and systemism. It further deals with the point that socio-economic factors and institutions have a causative interrelation. An independent and isolated study of these institutions can never give a true and proper understanding of these issues. This goal is not achievable but through synthetic and interdisciplinary conceptions including holistic, and systemic methods.

Abstract Imam Sadiq University was established as a non-governmental academic institution in Iran in 1982 aiming at combining certain branches of Humanities with Islamic studies. In this article the author tries to evaluate the success and failure of declared aims of the ISU founders to make Islamic Studies not only relevant to the needs of contemporary societies but rather an integrated part of academic discipline. This paper is an attempt to introduce this innovation in combining Islamic studies with other academic subjects, namely, Political Sciences, Management, Economics, Law and Communications at ISU and tries to explore the challenges facing this endeavor.

Abstract Interdisciplinary activities are in vogue and are used in institutional fields of “knowledge” and organizational gatherings form “education” and are creditable as a new method for knowledge production and educational policymaking. Despite sporadic resistance, “interdisciplinary activities” is not a focus of attention for institutions producing and promoting knowledge as well as organizational and social entities concerned with education. However, they are practically facing complex obstacles, serious challenges and criticism.
This descriptive – analytical paper which emphasizes on interdisciplinary higher education, maintains that the most important obstacles and challenges faced by interdisciplinary activities in the past three decades can be divided into “organizational”, “professtional”, and “cultural” obstacles, In conclusion, special obstacles and challenges to interdisciplinary programs in humanities have been explained.
 

Abstract A thoughtful university is an institution that moves beyond instrumental functions and the mere transmission of knowledge, focusing instead on critical reflection, scholarly dialogue, and social responsibility. Given the structural challenges and the dominance of quantification in Iranian higher education, the present study aimed to develop a theoretical model of the thoughtful university within the context of Iranian higher education, drawing on the lived experiences of faculty members of the Faculty of Humanities at the University of Kurdistan. The study adopted a qualitative approach using grounded theory methodology based on Strauss and Corbin’s systematic design. The research population consisted of faculty members of the Faculty of Humanities at the University of Kurdistan. Using purposive sampling with a theoretical orientation, twenty faculty members were selected as the study sample. Data were collected through semi-structured interviews. Data analysis was conducted in three stages: open coding, axial coding, and selective coding. The causal conditions identified included the search for meaning, experiences of constraints, and environmental transformations. The contextual conditions comprised faculty culture, individual characteristics, and organizational conditions. The intervening conditions included evaluation policies, university management, and the climate of interaction. In response to these conditions, faculty members adopted strategies such strengthening scholarly dialogue within the university environment, rethinking teaching and research practices, drawing the collective capacities of faculty members, and managing ways compatible with structural constraints. The consequences of these strategies were categorized as strengthening intellectual life within the university, transforming students’ educational experience, improving the quality scholarly activity, and gradually redefining role the university in society. The findings indicated the realization of the thoughtful university Iran requires a transition from rigid and quantitatively oriented structures toward reflective agency among faculty members and the creation of informal spaces for dialogue.