Analysis and Critique of the Reflection of Islamic Humanities Discourse in High School Sociology Books

In the Islamic Republic of Iran, the Islamic Humanities, as a "paradigm" is becoming a "discourse" with the support of religious forces loyal to the government. Ministry of Education is one of the institutions exposed to the promotion of the discourse. In recent years, with the changes in school textbooks, especially in the field of Humanities, a great effort has been made to institutionalize the Islamic Humanities and turn it into the dominant discourse in these books. Evidence suggests that among the works of high school students in the field of Humanities, Sociology books in this field have undergone the greatest impact of this discourse. In these books, the principles of ontology, epistemology, and methodology of the Islamic Humanities have been discussed by criticizing the ontology, epistemology, and methodology of Western Humanities. The purpose of this study is to analyze and review the reflection of this discourse in the book, Sociology of Humanities, by implementing the method of Critical Discourse Analysis of "Theon Van Dyke". Therefore, the present study is of a descriptive-analytical type with a discourse approach that will be done in the form of content analysis. The research finding is that by applying Van Dyke's theoretical framework on the subject under study, it is possible to reflect the standing and strengths and weaknesses of the Islamic Humanities discourse in the mentioned books. Thus, the components considered by Van Dyke such as extension, attribution and using implicit reference, revealing, application of negative phrases, and especially polarization, such as "the spiritualist approach vs. the materialist approach", western man vs. divine man", and "liberal democracy vs. democracy" are found passim in that book.