فصلنامه مطالعات میان رشته ای در علوم انسانی
سال دهم شماره 2 (پیاپی 38، بهار 1397)

Analogy and metaphor are among figures of speech and play an important role in explaining the complexity. Even though metaphors often are considered among figures of speech but in recent modern years have been used in Scientific discoveries. So we could consider metaphors as a key instrument for removing ambiguity of complex Phenomena. Complexity is a fundamental Criterion in interdisciplinary studies. So metaphors are very efficient in resolving complexity of interdisciplinary problems. We found six metaphors, as follows, with specific functions in interdisciplinary process: Crossing boundaries, Bridge building, Restructuring, Mapping, Archipelago, and Bilingualism. The four main applications of these metaphors are: 1) Explaining the general meaning of interdisciplinarity; 2) Defining the quality of interaction of disciplines; 3) Determining how to set up a dialogue between disciplines; And 4) Supporting to extract interdisciplinary issues and problems and Research program. With this four applicants we could claim that metaphors are useful instruments throughout the interdisciplinary process.

The aim of the research is investigating the motives, amount, and affecting factors of University of Tabriz postgraduate students of scientific social networks. The method of this applied research is a descriptive survey. The gathering data tool was the researcher constructed questionnaire, and the data analyzed by descriptive and inferential tests such as chi-square. The findings showed that 67 percent of the students are familiar with scientific social networks and use them. The primary motivation of the students was being informed about news in science and knowledge, being in contact with other researchers, and tracking the activities of the other researchers. Other findings of the research showed that there is a significant correlation between grade and age with the amount and motivation of the use of scientific social networks. The results also showed that there is a statistically significant correlation between the gender and important educational groups and the amount of use of scientific social networks. The student's familiarity with scientific social networks is not satisfactory, and most of them do not use them, or their use is shallow.

Classical classification with two-value logic is the basis of most of the classification schemes, while with the emergence of interdisciplinary sciences, this has become challenging in properly determining their stance in the classification of science. The method adopted in this study is analytic consisting of document analysis and content analysis. In the first, applying the targeted sampling method, the texts and documents related to the subject are assessed and in second, 125 methods (75 science and 50 library-bibliographic classification). The information related to categories, subcategories, indicators, etc. are identified and registered in the checklists. Here, the census method is adopted. As to the 75 classification systems of science, the oldest is the Vedic classification. In relation to Bibliographic Classification Systems, 50 classification systems, they are of four categories of ancient, medieval, new and modern centuries. The study of main categories, and subcategories of classification of science systems and library-bibliographic classification systems indicate that basis of “division of science” or “division of written sources” in these systems are subject or field and interdisciplinary sciences are not considered in an independent manner. Therefore, we are faced with binary, triple, quaternary etc. in most library-bibliographic classification systems and in the classification systems of sciences, which are in fact derived from classical logic. The results of the research indicate that the interdisciplinary science fields lack an independent position in 125 classification systems. In brief, the fuzzy logic is proposed as a substitute methodology and logic in the classification of sciences and library references.

Organizations, community groups, elites, and government policies in many ways influence the process of future construction, while they are heavily influenced by various scholars. Based on the theories of social status and socialization, and the policy model for the elite of the masses, the future is continually being influenced by the individual and organizational elements that are active in the society, and these individuals and organizations, usually they formulate their actions with scientific justifications, which are taught in interaction with scientists and elites. Moreover, the scientific findings from the efforts of various scholars may be influenced by a set of theories focused on the implementation of the future world. Because these interdisciplinary sciences are the theoretical outcomes of various sciences and technologies, they affect theories and strategies of change and future transformation programs; the effect of the influence of knowledge in the general language, the logic of government agents, and the procedures Behavioral and constructive structure in the process of development of organizations and social institutions. This article discusses how the future is made. The process of constructing the future introduces the ultimate social components, linguistic facts, decision-making and active actors of actors (organizations, people, and elites). These components shape the future reality by influencing interdisciplinary sciences and their mutual influence on it.

The hard/soft as well as disciplinary/interdisciplinary divides have been interesting topics in the history and philosophy of science. In this study, these two divides will be revisited in the light of the sub-genre, "article title". The article title is the initial section of any article that readers encounter and decide whether they continue to follow the text. To conduct the study, 6000 article titles (3000 Persian and 3000 English titles) published in peer-reviewed and ISI journals in 12 disciplines and interdisciplinaries have been collected and their length as well as the frequency of three punctuation marks, i.e. colon (:), comma (,) and question mark (?) are counted. It is revealed that 72281 words make the whole corpus with 12 words as average for each title. The Persian titles are reported longer than English ones, whereas the frequency of three punctuation marks is higher in English corpus. The results indicate that the research article titles have become longer during years and decades both in Persian and English. In sum, the findings confirm that the previous scholars' position on the rigidness of hard/soft as well as disciplinary/interdisciplinary divides are also acceptable in sub-genres such as article titles.

The purpose of the this article was to explore if there were any differences between EGP and ESP teachers in terms of the way they perceived their pedagogical knowledge and teaching skills in teaching English when they were teaching in distance and regular education systems. To this aim, 84 novice teachers from a regular University and 50 teachers from a distance-study universitywere selected to participate in the survey. The survey instrument used in this study was a questionnaire developed by Choy, Lim, Chong, and Wong . (2012). It consists of 37 items, each with two Likert rating scales of 5 points which assess the self-perceived pedagogical knowledge and skills of the teachers. To compare the mean scores obtained from EGP and ESP teachers' perceptions of their knowledge and skills in distance and regular systems, MANOVA statistical technique was run on SPSS. The results showed that there was not any significant difference between distance and regular teachers of EGP in terms of their perceptions of their knowledge level and teaching skills. But, distance and regular teachers' perceptions of their pedagogical knowledge level in ESP courses were significantly different. A significant difference was also observed in the perceptions of pedagogical skills level between ESP teachers in two university systems with ESP teachers in the distance-study university perceiving their knowledge and skills at a higher level than their counterparts in regular education system. The results of this study have some implications for teacher training programs and pave the way for future studies on teachers' and learners' perceptions.

Internationalization has become a major issue and a widespread phenomenon in higher education area.. One of the aspects of policy making in this area is paying attention to the cultural dimensions of internationalization of higher education, which provides the terms of acceptance of this phenomenon and prevents conflicts. Considering the importance of cultural issues and the role of reproduction of culture in higher education, this article seeks to answer the question of what cultural requirements for internationalization of higher education are required. To answer this question, a mixed research method (qualitative and quantitative) was used. The findings showed that in order to promote the internationalization of higher education in Iran, it was necessary to consider the adoption of cultural policy at the levels of governance, the international environment, the domestic environment (national culture), and universities and higher education institutions simultaneously, and in each case it is necessary to adopt proper policies. The main suggestion of this paper is presented in the form of a comprehensive and universal model based on all levels and the far and near environment of higher education.