جستجوی مقالات مرتبط با کلیدواژه « Social Knowledge » در نشریات گروه « علوم اجتماعی »

The human resources of any organization is a determining factor in its organization, and improving social intelligence in the human resources of educational organizations can improve the quality of education and learning services. Therefore, the current research was conducted with the aim of identifying and analyzing the dimensions and components of improving social intelligence among the faculty members of Farhangian University.  

The method of this study was mixed (qualitative-quantitative). The research population in the qualitative part was the experts in the fields of educational management, cultural management, human resources management and social psychology in 2021 year and in the quantitative part was the faculty members of Farhangian University of Tehran in the 2021-2022 academic years. The sample of the research in the qualitative part according to the principle of theoretical saturation were determined 20 people who these people were selected by purposeful sampling method and in the quantitative part according to Cochran's formula were determined 260 people who these people were selected by stratified random sampling method based on the field of study. Data in the qualitative part were collected by semi-structured interview and analyzed by content analysis method in MAXQDA software and in quantitative part were collected by researcher-made questionnaire and analyzed by exploratory factor analysis and structural equation modeling methods in SPSS and Smart PLS software.  

The findings of the qualitative part showed that the social intelligence among the faculty members of Farhangian University has 55 indicators, 9 components and 3 dimensions including individual characteristics (with the components of personality characteristics and evaluation), social knowledge and technology (with the components of knowledge application, information technology application and educational technology) and social skills (with the components of internal and external relations, public relations, ability in a specialized field and management skills). The findings of the quantitative part showed that the factor load, content validity, average variance extracted and reliability of dimensions and components were confirmed. In addition, the social intelligence model on all three dimensions of individual characteristics, social knowledge and technology and social skills and each of the three mentioned dimensions on its components had a direct and significant effect (P<0.001).  

Specialists and planners of the higher education system according to the identified dimensions and components through the improving social intelligence can provide the basis for promoting the education and learning of university students.

Social knowledge, which was formed in the Islamic era and is known as practical wisdom in an important part, is a system of knowledge that provides special laws, theories and concepts for social knowledge. Knowing these elements can be the way to understand the language of this knowledge. Among these theories, there are many interpretations of the original under the title of "composition" which has been interpreted with different theories. Composition as a metaphysical principle has the ability to interpret various natural and unnatural components and elements. An example of these composition is formed in the human world under the title of society. In this regard, with an analytical-historical view, we have reread the formation process of various interpretations of the theory of composition regarding social reality, and finally, an innovative point of view in explaining what society is by using the united composition of matter and form in theoretical wisdom and the concrete composition of matter and form in The strategy is presented. As a result, its concrete combination will be an interpretation of the principle of composition, which is responsible for explaining the identity of the society. Finally, the general system that can express the concepts and ideas of social sciences of the Islamic period will be the practical strategy of that period.

Ruth Barcan Marcus (Philosopher of Logic) has introduced a regulative second order principle for showing that the consistency of a set of moral codes is compatible with reality of moral dilemmas. According to the principle, moral agents have a second order obligation to avoid dilemmas and to organize her lives in such a way that it will be not necessary in future to make a choice between two obligations. Jeroen Van den hoven used the principle for engineering ethics. His solution for dilemmas is a technical (using technological innovation) and in opposition of solutions which are found in samples described by Marcus which are social in nature. In this essay by comparing Marcus’ and Van den Hoven’s ideas, I argue that the cases discussed by van den haven are not real moral dilemmas. I also argue that there are some real moral dilemmas, discussed in ethics of technology, which are real moral dilemmas but cannot be solved by technical solutions.

  This article seeks to clarify how the social knowledge transforms into the other theoretical constructs, and what factors affect the emergence of such transformations.

Theoretical Framework There is considerable literature in regard to the subject of this research. In general, from the perspective of many sociologists of knowledge, social knowledge has important links with its historical and sociological contexts as well as with its function. However, it seems that with regard to how and why social knowledge departs from the above characteristics and how its relation with its historical, social, and functional conditions is decreased, the issue is still a debate. Karl Mannheim (1976), C. Wright Mills (2015), Alvin Gouldner (1988), Abdulkarim Soroush (1996b), Michael Burawoy (2008), Mohammad Mujtahid Shabestari (1996), P. L. Berger & T. Luckmann (1966) and other thinkers and sociologists have mentioned the effects of certain variables in this regard. What matters in relation to the question of this research is that it seems that through the creation of convergence between these theories, one can outline the processes of social knowledge transformations while identifying its underlying factors. Using the library data, the study is conducted within the framework of the meta-analysis of the existing theories. Inspired by existing theoretical literature, three main pathways for the transformations of social knowledge have been drawn. Then, in order to evaluate the factors influencing the formation of these transformations, the variables involved are analyzed within the two groups of objective and subjective factors.

4-1. The process of transforming social knowledge into dogmatism
Whenever the cognitive and motivational foundations of Social knowledge evolve over time, but the statements of such knowledge remain unchanged, social knowledge transforms into dogmatism. It seems that the major causes of dogmatism are first the objective, and second the subjective ones. Objective factors include: 1) The entry of the dogmatist people into the circle of bearers of Social knowledge 2) Effect of power relations 3) Inattention of bearers of ideology to the changes of external environment. The subjective factors are: 1) Lack of verifying the correctness or the effectiveness of social knowledge during the time via rational-scientific methods 2) Mental desire towad stability and avoidance of any change.
4-2. The process of transforming social knowledge into alienation
Alienation occurs when the cognitive and motivational foundations of the social knowledge evolve in terms of the sociological status, but knowledge tends to conform to the former status rather than to a change in accordance with the changes of motivational and cognitive foundations. The contributing factors in this regard are very similar to those of the transformation of social knowledge into the dogmatism. The objective causes of this phenomenon are: 1) The effect of alienated people among the bearers of social knowledge, in regard to the reproduction of alienation 2) the impact of power relations 3) Relative disconnection of the companions of ideology from the external environment. The subjective factors include: 1) lack of a systematic and rational-scientific investigation of correctness or efficiency of social knowledge regarding new sociological status 2) Mental tendency toward stability and avoidance of probable mistakes.
4-3. The process of transforming social knowledge into instrumentalism
It seems that the purpose and function of social knowledge is the transcendence of mankind. If such an attribute of social knowledge is eliminated, this knowledge will not have one of the main and necessary indicators of its validity. It is clear, however, that at many times the goals of social knowledge are determined by the owners of power, and in the same way, in many cases, social knowledge is under the control of the interests and demands of the powerful elite. In that case, social knowledge is transformed into instrumental knowledge. The main causes of this phenomenon are the entry of the instrumentalists into the circle of the bearers of knowledge, the reproduction of instrumentalist relations in epistemological frames, the overall effect of the linkage of power and knowledge, and the irrational socialization of the scholars in the field of the ultimate purpose of knowledge production, especially in the contemporary society. Besides, the subjective causes of such phenomenon are the lack of rational judgment in the field of the ends of knowledge and the fear of the powerful elites’ reaction.

Suggestions: According to the findings of the research, the continuous assessment of historical validity, sociological validity, and functional validity of social knowledge to prevent its inadvisable transformation into dogmatism, alienation, and instrumentalism is recommended. Also, the researcher suggests doing some appropriate empirical research to measure the abovementioned theoretical results.