Interdisciplinary Studies in the Humanities

Abstract Due to its inherently interdisciplinary nature, the field of urban planning has consistently faced various knowledge gaps, the resolution of which requires the application of approaches, foundations, methods, and tools from other disciplines. One of the most critical of these gaps is the absence of a coherent methodological framework to guide research in this field, particularly in relation to theory development. This article aims to address this gap to some extent. Based on the conducted analyses, a precise application of the foundations developed within the interdisciplinary studies domain can substantially mitigate this challenge. This domain aligns strongly with the interdisciplinary nature of urban planning and offers clear and reliable research methods and strategies for theory building Utilizing a qualitative interdisciplinary research process and adapting the process and methods of interdisciplinary studies to the context of foundational studies in urban planning, this study introduces a novel process for urban theory development in the country. According to the analyses and findings, interdisciplinary research that is qualitative, issue-/problem-driven, open-ended, and integrative holds the greatest potential for theory construction. Such research, if conducted through a four-stage process—namely:1-Defining the issue/problem and its interdisciplinary context, 2-Conducting disciplinary studies, 3-Integrating disciplinary insights to form an interdisciplinary understanding, and 4- Validating/establishing the credibility of the resulting interdisciplinary insight can lead to foundational theorization in urban studies and planning. The use of meta-synthesis methods, systematic reviews, and grounded theory within disciplinary research, along with redefinition or generalization techniques during the integration phase, plays a critical role in achieving this outcome.

Abstract The article defines and identifies features of the ecological humanities, understood as a symptom of the emergence of a new scientific paradigm. It focuses on ecoposthumanities—a tendency that has been developing since the late nineties within the framework of posthumanist criticism of anthropocentrism, Eurocentrism, and Western science. The article highlights the role of traditional ecological knowledge, as well as the development of biohumanities (an inclusive type of knowledge that connects human, social sciences, and life sciences) as important aspects of ecoposthumanities. The ecological humanities offer a utopian vision of meta-communities of humans and non-humans based on symbiotic relations, co-evolution, and co-dependency, and anticipate future knowledge building in terms of extended mind, distributed cognition, biocommunication, and empathy.

Abstract Interdisciplinary research has been developing dramatically in the recent two decades. Reviewing the related literature shows that such research is very important in terms of its methodology and typology. This study aims to compare, describe, and determine different categories of interdisciplinary research considering their historical trends through a documentary research approach in a way other than the ones which have been done so far. This research applies a genealogical perspective to find roots of different categorizations of interdisciplinary research despite all the existing consistency and inconsistency. It also seeks to propose a new dialogue in this regard. The study indicates an overlap between different categories of research. In addition, interdisciplinary research along with changes in the role of universities has emphasized on a structural-practical categorization rather than a structural one in the late 20th century till recent decades. In the same way, the nature of knowledge has changed from an academic one to a post-academic one.

Abstract The aim of this article is explanation of the interdisciplinary research based on ontological assumptions in Roy Bhaskar’s view. According to the research that has been done by description- inductive method, research in Bhaskar’s view is due to transcendental argument, complexity logic, scientific explanation, methodological naturalism and explanatory critic, has interdisciplinary nature. This explanation of interdisciplinary research has an ontological base and is against epistemological approach in interdisciplinary research. According to assumptions of critical realism interdisciplinary research is in the meaning of studying a complex phenomenon at different levels of reality and explanation of its structures and external and internal mechanisms. This explanation of interdisciplinary research criticizes and reforms epistemological interdisciplinary approach. Critics involve: actualism, problem of integration and transdisciplinary. Ontological interdisciplinary research instead of actualism, focuses on explanation of structures and mechanisms that are in the real level. It considers integration as achieving knowledge based on explanation of structures and mechanisms and not as an eclectic approach and instead of transdisciplinary research focuses on keeping and interaction of disciplines. Steps of this research involve: description of an unclear phenomenon, transcendental question, redescription, resolution, integration and praxis. Principles of this research are involve investigate concrete, investigate abstract, explanatory adequacy, elimination and reform, giving alternative, education of interdisciplinary researcher , and attention to minor problems.

Abstract Introduction: Specialized discipline is debated to inductive method & experimental observation. At first science of philosophy pattern Descartes had governed in the late 20 era. Critical analytical in the area of research to make background for forming interdisciplinary research. Interdisciplinary research to exist in reaction to disciplinary research & gap between research & decision making in social living. Questions in this research discussed were: what is the interdisciplinary research? What is the interdisciplinary paradigm? & what are the Interdisciplinary research educational implications? Method: The kind of this research was qualitative research that was used from descriptive –analytical method & documental method for to collect information. Findings have showed that Interdisciplinary researches were reconciling two & many disciplinary science for solving a human problem. This area of research was based on procedural pluralist. Destination of interdisciplinary research is solving two essentials needs. This two essentials needs were: Needs to Solving problems that disciplinary science can not solved in & needs to unify knowledge. The essentials aims interdisciplinary researches are integrating of science & critical thinking. Paradigm that dominated on this area is kind of integrating paradigm Implications this research are to develop critical thinking , social responsibility &skills of analytical

Abstract Different developments in recent years have provided protection for participative and interdisciplinary research from research and educational institutes and other organizations which invest in research. Because of the need for having a comprehensive look in solving problems and understanding complexities and also multidimensionality of problems which societies encounter some special ideas have evolved. Based on these ideas if researchers who are involved in one discipline, without being helped from experts of other disciplines, may come to ineffective solutions without sufficient consideration in all aspects of the problems. So research policy makers have come to these conclusions that: first, researches relating to social problems should be conducted with helps of researchers from other scientific fields. Second, researchers should work cooperatively and having interaction with each other. Third, their research finding should be so integrated that as much as possible a comprehensive and agreeable solution could be advanced. And finally, all above said will be achieved through interdisciplinary research.
In this paper, based on validated scientific texts, authors have tried to provide a comprehensive look at the nature of interdisciplinary research in higher education. The basic subjects offered are: development of the ways of conducting academic research, moving of academic research to interdisciplinarity, consideration of academic disciplines for understanding interdisciplinary research, considering the nature of interdisciplinary research, early and late interdisciplinarity, and the motives of reflection of interdisciplinarity in policy making.
 

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.