Iranian Institute for Social & Cultural StudiesInterdisciplinary Studies in the Humanities2008-46411220160221University Development Planning as an Interdisciplinary AreaUniversity Development Planning as an Interdisciplinary Area124110.7508/isih.2009.02.001FAJournal Article20160221Planning is one of the human occupations in his social life but its conception has been changed along with social changes. Today, university planning is facing crisis regarding its complex situation: so liner approach in planning cant anwer to the university systems reform and perception. In most "developing countries", imitation approach from the industrial specific and unique situation. The important thing is planning thought which attend to past, present and future dynamic communication in university situation. if until now future was an important thing for the planning, after this, dialectic of past, present and future will be determine in planning. Planning thought with emphasize on university dynamic realities based on their background profit from different science and techniques for planning in university development therefore the planning for the university development has been situated in the interdisciplinary area. This article, delibrate on university complex systems and critique liner approach in higher education and universities planning; So, in this study planning thought is examining as an interdisciplinary and creative issue in the development planning of university.Planning is one of the human occupations in his social life but its conception has been changed along with social changes. Today, university planning is facing crisis regarding its complex situation: so liner approach in planning cant anwer to the university systems reform and perception. In most "developing countries", imitation approach from the industrial specific and unique situation. The important thing is planning thought which attend to past, present and future dynamic communication in university situation. if until now future was an important thing for the planning, after this, dialectic of past, present and future will be determine in planning. Planning thought with emphasize on university dynamic realities based on their background profit from different science and techniques for planning in university development therefore the planning for the university development has been situated in the interdisciplinary area. This article, delibrate on university complex systems and critique liner approach in higher education and universities planning; So, in this study planning thought is examining as an interdisciplinary and creative issue in the development planning of university.https://www.isih.ir/article_1_c4ca4238a0b923820dcc509a6f75849b.pdfIranian Institute for Social & Cultural StudiesInterdisciplinary Studies in the Humanities2008-46411220090624Interdisciplinaries in Higher EducationInterdisciplinaries in Higher Education2540210.7508/isih.2009.02.002FAHamid RezaArastehAssistant Professor, University of Tarbiat Mo'allemJournal Article20160320Interdisciplinaries in Higher Education <br /> <br />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. <br /> Interdisciplinaries in Higher Education <br /> <br />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. <br /> https://www.isih.ir/article_2_c81e728d9d4c2f636f067f89cc14862c.pdfIranian Institute for Social & Cultural StudiesInterdisciplinary Studies in the Humanities2008-46411220160320Interdisciplinary Approach in Political Sciences of Canadian Universities: Concept and ImplementationInterdisciplinary Approach in Political Sciences of Canadian Universities: Concept and Implementation4146310.7508/isih.2009.02.003FAAmir MohammadHaji YousefiUniversity of Shahid Beheshti, Department of Politics and International RelationsJournal Article20160320 Many political scientists believe that political studies are not merely possible on the basis of a single discipline, Therefore, intra-disciplinary (using a collection of specialties in political sciences like comparative politics, political theory, international relations and so on) as well as interdisciplinary studies (not only political scences, but other fields such as economics, law, international relations…) are also needed. For this reason, universities of different countries like Canada have tried to prepare their students to understand complexities of the globalization age and get suitable jobs by promoting interdisciplinary approach. This paper aims to understand definition of interdisciplinary approach in Canada universities and the methods of its implantation by emphasis on political sciences. The main question is how interdisciplinary approach has been implemented in the Canadian universities by emphasis on political sciences. <br /> Many political scientists believe that political studies are not merely possible on the basis of a single discipline, Therefore, intra-disciplinary (using a collection of specialties in political sciences like comparative politics, political theory, international relations and so on) as well as interdisciplinary studies (not only political scences, but other fields such as economics, law, international relations…) are also needed. For this reason, universities of different countries like Canada have tried to prepare their students to understand complexities of the globalization age and get suitable jobs by promoting interdisciplinary approach. This paper aims to understand definition of interdisciplinary approach in Canada universities and the methods of its implantation by emphasis on political sciences. The main question is how interdisciplinary approach has been implemented in the Canadian universities by emphasis on political sciences. <br /> https://www.isih.ir/article_3_eccbc87e4b5ce2fe28308fd9f2a7baf3.pdfIranian Institute for Social & Cultural StudiesInterdisciplinary Studies in the Humanities2008-46411220090624Interdisciplinary Sciences in Higher EducationInterdisciplinary Sciences in Higher Education6583410.7508/isih.2009.02.004FAAliEftekhariDirector and Professor of Avicenna Institute of TeachingJournal Article20160320According 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. <br /> 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. <br /> https://www.isih.ir/article_4_a87ff679a2f3e71d9181a67b7542122c.pdfIranian Institute for Social & Cultural StudiesInterdisciplinary Studies in the Humanities2008-46411220090624Interdisciplinarity and its Challenges in Higher EducationInterdisciplinarity and its Challenges in Higher Education85101510.7508/isih.2009.02.005FAAliKhorsandi TaskohResearcher and Director of the Humanities Development Department, Institute for Cultural and Social StudiesJournal Article20160320Interdisciplinary 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. <br />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. <br /> 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. <br />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. <br /> https://www.isih.ir/article_5_e4da3b7fbbce2345d7772b0674a318d5.pdfIranian Institute for Social & Cultural StudiesInterdisciplinary Studies in the Humanities2008-46411220090624Fostering Interdisciplinary Thought, Prerequisite of Interdisciplinarity in Higher Education (with Emphasis on Issue-Based Learning)Fostering Interdisciplinary Thought, Prerequisite of Interdisciplinarity in Higher Education (with Emphasis on Issue-Based Learning)103125610.7508/isih.2009.02.006FAKiyanoushMohammadi RouzbehaniPh.D Student, Tarbiat Modarres University, Tehran, IranJournal Article20161129Different 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.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.https://www.isih.ir/article_6_1679091c5a880faf6fb5e6087eb1b2dc.pdfIranian Institute for Social & Cultural StudiesInterdisciplinary Studies in the Humanities2008-46411220090624Study of Philosophical Fundamentals of Interdisciplinary Curricula in Higher Education of “Forms of Knowledge” as seen by Analytical PhilosophersStudy of Philosophical Fundamentals of Interdisciplinary Curricula in Higher Education of “Forms of Knowledge” as seen by Analytical Philosophers127150710.7508/isih.2009.02.007FAMohammad HassanMirza-MohammadiAssistant Professor, Shahed University, Tehran, Iran.AliSohbatlouM.A in History of Education Philosophy, University of Shahed, Tehran, Iran.Journal Article20160320Curriculum 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. <br /> 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. <br /> https://www.isih.ir/article_7_8f14e45fceea167a5a36dedd4bea2543.pdfIranian Institute for Social & Cultural StudiesInterdisciplinary Studies in the Humanities2008-46411220090624810.24200/isih.2009.8FAJournal Articlehttps://www.isih.ir/article_8_c9f0f895fb98ab9159f51fd0297e236d.pdf