Interdisciplinary Studies in the Humanities

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 times, various "relational views" based on the "principle of complexity" have emerged as alternatives to essentialist approaches, collectively referred to as the "relational turn". However, the philosophical foundations of these views are often ambiguous, leading to potential confusion with "relativist perspectives" or "interactive views" informed by Habermas' Communicative Action. Contemporary scholarly concerns in the humanities and social sciences -such as new emphasis on materiality, embodied practices, affects and intuition, spatiotemporality, post-humanism, and even the co-disciplinary- to understand human-societal processes, stem from "relational thought" but lack proper elucidation of their ontological and epistemological underpinnings. The article employs the Synthesis Research Method to comprehensively analyze and categorize "relational perspectives" based on their ontological roots to address these issues. Moreover, it seeks to elaborate a "co-disciplinary and (deep) relational epistemological and methodological framework" by utilizing "general epistemic components" and "key components of the (deep) relational view based on flat ontology". From this viewpoint, knowledge possesses multiple, heterogeneous, mediated, and contextual nature, drawing from the intertwined resources of "conscious subjectivity" (conscious deliberation or reflexivity) and "objectivity" (external environment). Furthermore, unconscious mediators, such as "collective ideal" (culture and discourse) and "individual embodied" (psychophysical characteristics) mediators, play an essential role in shaping knowledge. Knowledge exhibits uncertain and contingent boundaries, and is in a perpetual state of "becoming". Drawing inspiration from Latour, the methodology is premised on developing "assemblage/deployment programs". Importantly, the epistemic framework can apply to a wide spectrum of fields, from humanities and social sciences to art, spatial planning, and public policy, with the potential to promote single disciplines into co-disciplinarity and co-disciplines into trans-disciplinarity.

Abstract Undoubtedly, education and especially providing new and effective methods in education is one of the most important needs and concerns of any country in the contemporary world. The purpose of this paper is to show that, contrary to the fact that apparent poetry, literature and mathematics are very far from each other and unrelated, they have taste connections in different ways. In this paper, taking into account a descriptive-analytical method, while reviewing the rise and fall of this bond, the author discusses the ontology, reasons and similarities of poetry and mathematics. Also, by presenting examples, an attempt is made to show how poetry and mathematics can, to some extent, be effective and permeable in understanding and scrutinizing each other. The findings indicate that it is possible to benefit from the collaboration between of these two fields ​​in education at high schools and colleges.

Abstract In recent decades, philosophers of science have focused on how science is influenced and structured by values. This view stands in contrast to the ideal of "value-free science," which views the intrinsic involvement of non-cognitive values in scientific practice as destructive. However, today, there are many criticisms of this ideal, and it is referred to as a "bad ideal." It is now widely accepted that values and value judgments are involved in various ways of scientific practice—from selecting research projects to evaluating and accepting scientific results. This issue holds even greater importance in futures studies as a value-laden science, given its humanistic and interdisciplinary/transdisciplinary nature, which seeks to shape and construct the future. Accordingly, this article examines the role and influence of values in futures studies to clarify which forms of value involvement are legitimate and which are not. To address this question, two approaches are adopted: first, proposing a typology of values based on their goals, and second, distinguishing between the direct and indirect roles of values. Then, an attempt is made to adapt these approaches to the futures studies literature. Finally, we argue that considering these aspects can provide futurists with a framework for understanding the role and structure of values, potentially enhancing the quality, credibility, and authority of futures studies.
Keywords: desert, merit, entrepreneurship, duoethnography
In recent decades, philosophers of science have focused on how science is influenced and structured by values. This view stands in contrast to the ideal of "value-free science," which views the intrinsic involvement of non-cognitive values in scientific practice as destructive. However, today, there are many criticisms of this ideal, and it is referred to as a "bad ideal." It is now widely accepted that values and value judgments are involved in various ways of scientific practice—from selecting research projects to evaluating and accepting scientific results. This issue holds even greater importance in futures studies as a value-laden science, given its humanistic and interdisciplinary/transdisciplinary nature, which seeks to shape and construct the future. Accordingly, this article examines the role and influence of values in futures studies to clarify which forms of value involvement are legitimate and which are not. To address this question, two approaches are adopted: first, proposing a typology of values based on their goals, and second, distinguishing between the direct and indirect roles of values. Then, an attempt is made to adapt these approaches to the futures studies literature. Finally, we argue that considering these aspects can provide futurists with a framework for understanding the role and structure of values, potentially enhancing the quality, credibility, and authority of futures studies.

Abstract The central question of this paper is to investigate the historical conditions that enabled the emergence and formation of the discourse surrounding "Iranian civilization." In other words, what specific historical circumstances could facilitate the emergence of this particular form of discursive narrative (as opposed to others), and through which accumulations and concentrations of discourse has this new discursive system been produced and sustained up to the present moment? In this regard, the issue will be examined as an initial moment in the birth and development of discursive narratives (zero degree), focusing on the organizing cores of the knowledge-power system that led to the establishment of the theoretical foundations of "Iranian civilization." This analysis will be framed within Michel Foucault's archaeological methodology. By identifying and analyzing this zero-degree discourse, the initial and homogeneous moments of this narrative can be revealed, which are characterized by a lack of differentiation. This approach is reminiscent of Foucault's methodology in History of Madness. Following this process, a new discursive order emerges as a direct result of the accumulation and concentration of propositions surrounding this discourse. Specifically, this accumulation pertains to racially charged [Aryan], anti-Arab, and antiquarian propositions that emphasize a longing for a return to the lost grandeur and magnificence of ancient Iran as central signifiers within the discourse of "Iranian civilization. The concentration of these propositions around the narrative has generated a new discursive order that did not exist at zero degree. This discursive order is characterized by a dualistic formulation of Aryan [Iranian] and Semitic [Arab] as the theoretical foundation for Iranian civilization, thereby laying the groundwork for the emergence of this narrative. Prior to the emergence and hegemonization of Aryan nationalist and anti-Arab discourses—dominant within Iranian romantic nationalism that mourned for lost greatness—such a discursive order based on an Aryan-Semite dichotomy did not exist. This dichotomy later became established as a theoretical foundation for "Iranian civilization," specifically within contemporary narratives about Iranian civilization.

Abstract From the Naserite era until now, the body has always been the issue of disputes, conflicts and competition between social groups, political parties and different discourses in Iran. Despite this, studies of the body, in general, the relationship between the political system and the body in Iran, in particular, is a new domain that has not received serious attention from academic circles in the country. The present article is a systematic review of the researches accomplished in this field over the last two decades. Such a study, in addition to providing an analysis of approaches, methods, issues, and findings of these studies, and reviewing the weaknesses and strengths of the existing research, can identify the neglected fields in this domain and lead to a deeper understanding of the issue of the body as a social and political construct in the contemporary Iranian society. As such, relying on the analysis of the content and themes of the available sources, we are looking for a systematic analysis of the problematic, study tradition and methodology of these studies. The findings show that the most basic problem of these researchers is to study the role and place of the body in the process of nation building and modernity in Iran, or the body as a factor of conflict between power (political sovereignty) and Iranian social groups and activists. Also, the tradition of sociology with two theoretical approaches, post-structuralist and structuralist, can be considered as the dominant approach in the studies of politics and the body in Iranian social sciences during the last two decades..

Abstract Social criticism is considered one of the most fundamental concepts in modern social sciences, which has played a pivotal role in the analysis of power structures, dominant ideologies, and social representations since the Enlightenment. The present study, relying on the documentary method and a qualitative approach, analyzes and compares four prominent schools of thought - the Frankfurt School, feminism, post-colonial studies, and post-modernism - that have been more loyal to the social critical movement than other schools of thought, in relation to social criticism. The data were collected through a systematic review of theoretical texts and previous studies and examined with an analytical approach. The results of this analysis show that although these schools differ in terms of epistemological foundations, methodology, and historical origins, they all consider criticism to be a political, revealing, and liberating act that aims to deconstruct dominant discourses and challenge the status quo.Based on these analyses, the present study extracts five key components of social criticism—politicalness, exposure, liberation, focus on the underdog, and social construction of reality—that are considered in all four schools of thought, and provides a theoretical framework for analyzing and evaluating critical discourses. The present study has attempted to present a structured picture of the nature and function of social criticism in the theoretical context of contemporary schools of thought through case analyses.
 

Abstract Emotional feedback or the possibility of emotional sharing with every phenomenon around a person can be an indicator his liveliness. The ability of humans to interact with their surroundings has always been of great importance because its realization increases the quality of human life. In Christopher Alexander's theories, the degree of aliveness of space and the perception of it through emotion is considered important. On the other hand, the animation of space is also discussed in the empathetic domain, and the function of the mirror neurons of the brain in architectural spaces and the ability of human beings to imagine vividness in relation to it, enables them share the emotion. Given the importance of living space and human interaction with it, this research seeks to find the differences and similarities of these two perspectives so that ultimately the conceptual and practical model derived from these two theories can help design living spaces. This research is qualitative and descriptive-analytical type, which compares these two attitudes by examining the main features of living space in Alexander's "Self-Mirror Test" and "Empathetic Architecture" through inductive reasoning and logical analysis. The findings show that a living space in empathy theory can reflect a range of good and bad feelings, but in the mirror self-test, spaces with good feelings are more alive and provide the quality of innate human presence. This research can assist in designing spaces that not only meet the practical needs of individuals but also take into account the emotional and affective aspects of their lives. Considering the emotional and experiential characteristics of space, the design of empathetic and vibrant environments can have more positive effects on human psychology.