Interdisciplinary Studies in the Humanities

Abstract Interdisciplinary research and education are legitimate only within a sphere that has affirmed the legitimacy of the modern age. One indication is a functional rupture with traditional forms of knowledge. The question is whether interdisciplinarity in Iran have fulfilled such a condition. It appears that two decades of interdisciplinary contributions in Iran still remain distant from the functions emerging from rupture. An examination of works that take interdisciplinarity itself as their subject, as well as works that discuss various subjects through an interdisciplinary approach, demonstrates that their authors maintain a continuity-oriented will toward tradition and the past. The resistance of Iranian writers and researchers to rupture with the past may be discussed under the category referred to as the secularization theorem. This theorem assumes that modern consciousness is the secularized form of ancient Christian or pagan consciousness. Iranian authors likewise, generally within the framework of the same theorem, seek to bring about an indigenous modernity through the rereading, transmission, and transformation of tradition. One sign of the failure of this mode of contribution is precisely the interdisciplinary arrangement of knowledge in Iran. Through a concise analysis of the secularization theorem by way of explaining the categories of substance/function and continuity/rupture, this article elucidates the pathology of continuity-oriented essentialism in the articles published in the Quarterly Journal of Interdisciplinary Studies. It then, by focusing on one rupture-oriented article among them, prepares the ground for further discussions. Without continuity being called into question, and without a will toward rupture from the essences of tradition, neither the disciplinary system of knowledge nor the interdisciplinary system can fulfill their proper function.

Abstract Despite the acknowledged importance of the undergraduate general curriculum in cultivating interdisciplinary perspectives among students, the underlying rationale behind such curricula in Iran remains unclear. This comparative study explores and evaluates the undergraduate general education curriculum within Iran’s higher education system alongside that of four international institutions: Mount Royal University ((MRU), the University of New South Wales (UNSW), the Polytechnic University (PolyU), and the National University of Singapore (NUS). This study employed a qualitative approach and the data systematically gathered and analyzed by Bereday's four stages method. The findings reveal that, in contrast to the Iranian undergraduate general education curriculum, where students do not have much freedom in choosing subject clusters or course units, the selected universities employ flexible and decentralized curricular structures. Their intended learning outcomes and course offerings encompass a broader and more diverse array of subjects—including personal and organizational development, local, national, and global identities, the natural and mathematical sciences, as well as the arts—all framed within an interdisciplinary orientation. These international curricula are more responsive to both the societal and individual needs of students. In conclusion, the study recommends a comprehensive review and needs assessment of Iran’s undergraduate general curriculum, emphasizing the integration of interdisciplinary approaches to enhance educational quality and ensure alignment with evolving societal demands and stakeholder expectations.

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.

Abstract Entrepreneurship is among the most important outcomes of university development and requires novel management approaches such as "organizational ambidexterity," which refers to the simultaneous pursuit of exploiting existing capacities and exploring knowledge for the future. This paper aims to design and validate a balanced ambidextrous university model for entrepreneurship development. The research method is mixed-methods with a sequential exploratory design. The target population in the qualitative phase consisted of higher education management experts, with whom 14 semi-structured interviews were conducted purposefully. The statistical population in the quantitative phase included managers and relevant faculty members of Iranian public universities, of whom 256 were selected through stratified random sampling and responded to a researcher-developed questionnaire. Qualitative data were analyzed using thematic analysis, while structural equation modeling was employed in the quantitative phase to validate the model. Instrument validity was confirmed using convergent (AVE>0.5) and discriminant validity indices, and reliability was confirmed through Cronbach's alpha and composite reliability. The findings in the exploitation dimension include components such as university policies and structures, university-industry interaction, education-research development, budget, and university culture. In the exploration dimension, components include needs assessment and training, forward-looking structure, financial resources, innovative policy and culture, future-oriented management, and strategic innovation. Furthermore, ambidexterity balancing strategies were identified in the form of policy and evaluation - resources and structure components. Factor analyses confirmed the validity of the components, and fit indices confirmed the overall validity of the model. The proposed ambidexterity model, by preventing unproductive stagnation and fruitless innovation, paves the way for university-centered entrepreneurship development and, through establishing an effective linkage between university and industry, lays the groundwork for the formation of entrepreneurial ecosystems within universities.

Abstract Entrepreneurship is among the most important outcomes of university development and requires novel management approaches such as "organizational ambidexterity," which refers to the simultaneous pursuit of exploiting existing capacities and exploring knowledge for the future. This paper aims to design and validate a balanced ambidextrous university model for entrepreneurship development. The research method is mixed-methods with a sequential exploratory design. The target population in the qualitative phase consisted of higher education management experts, with whom 14 semi-structured interviews were conducted purposefully. Art is one of the most dynamic domains of human life, yet artistic innovations do not share the same destiny: some attract temporary attention and disappear, while others become embedded in collective memory. Understanding the mechanisms behind this difference is particularly important in creative industries. Drawing upon institutional theory, this study investigates how innovative musical styles become institutionalized in contemporary Iran and why some innovations gain permanence while others are forgotten. The research adopts an interpretive qualitative approach using grounded theory within a multiple-case study design. Data were collected through archival sources and semi-structured interviews with members of eight innovative Iranian music groups, selected through purposive sampling with a snowball strategy, and analyzed through open, axial, and selective coding until theoretical saturation was achieved. Five major themes were identified: the organic emergence of innovation through artists' internal creative interactions; the formation of an initial niche audience through shared taste and informal channels; stylistic stabilization through authenticity and audience loyalty; negotiations for institutional support after audience consolidation; and the acceptance or rejection of that support. The findings demonstrate that audience formation precedes institutional endorsement and serves as a critical condition for the long-term survival of innovative musical styles. The study concludes that institutionalization in creative industries emerges through ongoing interactions among artists, audiences, and institutional actors rather than through formal legitimacy alone. The proposed model contributes to institutional theory by highlighting cultural identity, audience engagement, and adaptive institutional arrangements, with practical implications for artists, cultural entrepreneurs, and policymakers.

Abstract Until the late twentieth century, scientific activity was often considered independent of non-cognitive factors. However, in the last few decades, many studies have challenged this notion and shown that science is also influenced by non-cognitive factors, including values. However, the problem is that the interference of values ​​can have undesirable consequences such as weakening scientific objectivity, reducing public trust, and harming democratic ideals; therefore, providing a solution that can prevent these consequences is one of the important topics in the field of science and values. The aim of this article is to explain this problem, examine and criticize existing solutions in this field, and provide a solution for it. The proposed solution emphasizes the need for the establishment of an institution and interdisciplinary cooperation; because it is shown that this problem has scientific, philosophical, and social aspects, and the appropriate solution must be able to respond to all of them. Achieving such a response is only possible through the establishment of an institution that enables interdisciplinary collaborations and assumes responsibilities at three theoretical, executive, and supervisory levels to counter the undesirable consequences of value interference.

Abstract Abstract:

In the contemporary era, technology has evolved beyond being merely a tool at the service of humanity; it has become a force with the potential to fundamentally alter nature, society, and the destiny of mankind. Characteristics such as relentless expansion, boundless power, and long-term, often unpredictable consequences have transformed technology into a unique yet perilous phenomenon. Alongside the countless opportunities that technology has provided for human progress, it has also introduced threats such as environmental degradation, social instability, and the endangerment of future generations. In response to these transformations, Hans Jonas proposed the "Principle of Responsibility," emphasizing that humanity can no longer make decisions without considering their technological ramifications. According to Jonas, ethical responsibility entails a conscious commitment to a future that is more vulnerable than ever. The unprecedented expansion of technology forces humanity to look beyond immediate and individual interests, holding us accountable for the global and long-lasting effects of our actions. From this perspective, the relationship between technology and ethical responsibility is an inseparable and fundamental one. It is a connection that, in its essence, underscores that the survival of humanity and the Earth depends on a deeper understanding of the consequences of technological actions and a commitment to principles that prioritize the preservation of life, nature, and core human values.



Keywords: Humanity, Technology, Ethical Responsibility, Consequences, Risks

Abstract This article, adopting an interdisciplinary and transdisciplinary approach inspired by integral ecology, cultural ecology, and deep ecology, and influenced by the idea of integral education and pre-modern worldviews, delves into the fundamental assumptions, principles, and concepts of Iranian culture. When harmoniously integrated, these elements can lead to the creation of a unified and alternative educational approach, enabling an effective transition through contemporary ecological mega-crises for Iranians. This transdisciplinary harmonious integration has been endeavored by employing the methodological possibilities of problem-solving known as “design thinking.” Using “arts-based research,” this paper argues that pre-modern civilizations’ understanding of the “ongoing flow of the sacred in nature” led to a lasting relationship with the complex ecosystem network of life surrounding local communities. The primary goal of this research is to propose a “regenerative learning and education approach” that is “aligned with life.” This is achieved through recreating the profound interaction and connection between humans and the ecosystem of life, thus paving the way for the regeneration of ecosystems, with a focus on Iran’s local ecosystems.

Abstract One of the approaches that has gained attention in recent decades for embedding social values in technology is the Value-Sensitive Design (VSD) approach. This idea is based on the premise that technology is not "value-neutral," but rather "value-laden." Although this approach has generally been considered in discussions of designing and embedding values in technological systems, due to the unique characteristics of artificial intelligence, its generalization to AI-based systems and its implementation and execution have encountered various challenges.
This paper, employing an analytical-inferential method within an interdisciplinary framework, focuses on the methodology of embedding ethical and social values in artificial intelligence technology and its challenges. The research findings indicate that in the pursuit of embedding ethical-social values in AI, two of its unique features—self-learning and self-decision-making—create challenges at different levels of value-sensitive design. These challenges include ambiguity in defining and prioritizing values, implicit marginalization of some groups, lack of transparency, opacity, and unexplainability of systems, the phenomenon of value disembody, difficulty in translating ethical concepts into technical requirements, and the complexity of assessing the real-world impact of values in practice. To address these challenges, suggestions such as adopting a hybrid structure in Value Sensitive Design, developing regulatory and evaluation frameworks, enhancing AI literacy, and implementing mechanisms for monitoring intents are proposed. This research’s aim is to contribute to a deeper understanding of the obstacles and challenges in embedding values and ethics in AI by clarifying and conceptually expanding the Value-Sensitive Design approach in AI. Furthermore, by emphasizing the importance of interdisciplinary synergy, it seeks to outline practical strategies for the development of responsible AI aligned with social values.

Abstract In recent decades, interdisciplinarity has become a central concept in the organization of knowledge, the solution of complex problems, and the reconsideration of disciplinary boundaries. However, much of the existing literature has focused mainly on knowledge integration and has paid less attention to how interdisciplinary collaborations move beyond temporary interactions and become stable and legitimate discourses within the scientific field. This article addresses this missing link by introducing the concept of interdisciplinary rituals. Its central argument is that interdisciplinary rituals consist of recurring linguistic, interactive, cognitive, institutional, identity-forming, and legitimizing patterns that enable the transition from epistemic difference to knowledge integration and interdisciplinary discourse formation.
Adopting a theoretical-conceptual approach, the article revisits the relationship between knowledge, scientific practice, and discursive stabilization through the lenses of interdisciplinarity studies, discourse theory, and ritual theory. In this framework, the perspectives of Klein and Repko on interdisciplinary integration are examined alongside the works of Foucault, Laclau, Durkheim, Turner, Goffman, and Catherine Bell on rituals as mechanisms for producing order, meaning, identity, and legitimacy. The article argues that interdisciplinarity is not simply the result of combining disciplines and methods, but depends on a process of ritualization through which repetition, recognition, norm formation, and trust shape a shared epistemic community.
Accordingly, the article proposes a conceptual model that begins with epistemic difference and culminates in interdisciplinary discourse formation. Its main contribution lies in shifting the analytical focus from integration to stabilization, and from collaboration to discourse-making.

Abstract ABSTRACT
Global discourse increasingly positions Geospatial Artificial Intelligence (GeoAI) as an inevitable horizon for the smart conservation of cultural heritage. Yet this technology-centered discourse presupposes the existence of governed data infrastructures and faces substantial challenges when translated into contexts such as Iran. Drawing on an interdisciplinary and critical framework that brings together critical geography and spatial studies, public administration and public policy, and critical Science and Technology Studies (STS), this article argues that the central challenge in the management of cultural heritage in Iran lies not in the absence of sophisticated technologies, but in the lack of governed data infrastructures as the fundamental precondition for digital transformation. This study adopts a qualitative approach and employs methodological triangulation through critical discourse analysis of policy documents, particularly the National Artificial Intelligence Strategy; analysis of institutional performance data; and field observations conducted within the governmental body responsible for cultural heritage management. The findings show that the structural absence of integrated and standardized databases has reduced the discourse of heritage smartification to a “Smartification Illusion,” producing a condition conceptualized here as the “Pre-Data Stage”. In response to this structural misalignment, the article proposes a phased framework of heritage data governance in which the establishment of governance arrangements, standards, and institutional capacities is treated as a prerequisite for investment in advanced analytical tools. It concludes by emphasizing the need to redirect attention and resources away from performative technological initiatives and toward the foundational task of building robust data governance structures.