نشریه مطالعات معرفتی در دانشگاه اسلامی
پیاپی 64 (پاییز 1394)

This paper targets at recognition of the causes and processes which have hindered the process of universities to become Islamic after the islamic revolution.
The historical process of university formation in Iran’s society has been studied using a genealogical method.
The discourse of islamic university rises and falls across a spectrum from “making islamic” to “becoming islamic” in political and social terms, under subtitles from symbol orientation and surface orientation, selectivity and discipline-baseness, overscheduledness, and supervisoryness to freedom orientation and releasing. Different debates are also existent in terms of scientific and content-based change and revolution across a spectrum from stability of knowledge in all kinds of ontology to local orientation and then to the detail-viewer alternative making and beyond that, whole-viewer alternative making. Nevertheless, the mentioned trend has always been far away from the [islamic] revolution leaders’ definitions of Islamic university.
From a genealogical viewpoint of the obstacles to universities to become islamic, the recognition of the first correct structuring for studying this phenomenon is settled in the historical entrance of modernity to the arena of religious values in the Iranian society rather than the incident of the cultural revolution after the victory of the islamic revolution. Based on this, the cultural revolution and proposal of islamic university are not regarded as extrinsic identity; rather, we have considered the identity [of] returning to the religious and cultural genuineness of iran’s society in confrontation with the incident of modernity. In summary, the main obstacles to universities to become islamic are defined based on the identification dyes remaining from the iranian period of modernity and the neglect thereof in the incompatibility of the divine ontology and teleology required for islamic university with the ontology and genealogy of the modern university and also the inefficiencies of policies and methods sticking these two contexts to each other.

The target of teaching Islamic theology lesson in universities is to strengthen belief level and university students’ religious bounding along with their scientific growth on universities and developing religious behavior and visibility of feasible characters’ could be the sign of success on teaching and education procedures.
The target of this study is to evaluate the rate of mazandaran university students’ tendency to Islamic theology lesson from recognition, sensation, practical preparedness dimensions and examining factors influential on their tendency.
This study has been conducted by measurement and quantity method by the aid of questionnaire technique among 447 university students of Mazandaran University and by multi-phase cluster sampling. Tendency measures to Islamic theology lesson do have facial credibility and enough stability coefficients (alpha coefficient: 0.77).
The mean tendency of university students to Islamic theology is equal to 3.02 and is in intermediate level. The most amounts are for sensational aspect and the least one for recognition aspect of university students. Professors performance for 40.4%of university students are strong and Islamic theology lesson quality are intermediate for 48,3% of university students view. Also, the two factors do have the most influence on university student’s tendency to Islamic theology lesson.
The author of the article concludes in order to improve educational contents, increasing university students tendency to Islamic theology lesson is required

In iranian higher education status; technological and engineering Sciences are in the top priority as various respects. Yet there arent enough studies to evaluate and examine suchone-dimensional structure which conduct young elites exclusively to engineering fields.
An Important signal to understand and study this unbalanced situation, is the very important expanding trend of elite emigration from engineering fields of study to Humanities and social sciences at graduation, who we have studied theirincentives, tendencies and implications in this research.
By qualitative method, 40 graduates have been interviewed, who were all graduated from Iran’s most prestigious Universities: Sharif, Tehran, AmirKabir and Elm-o-san’at graduations, attending Humanities or Social Sciences in M.A or Ph.Dbetween 2003-2013.
The results of the present research indicate that the trend consists of six types of immigrants which have their own different characteristics and implications: refugees, utilitarian, macro-activists, Self-Seekers, Revolutionary reformists, and modern reformists.
Survey shows resentment of studying engineering held as a common. unfulfilledtalents and humanistic premier needs, unfulfilled public and socialacting demand in higher levels of administration, being far from islamic revolution’s cultural- political tenet as well as modernism ideology, were the most important reasons to dissuasion from technological sciences, shifting into humanities and social sciences. In Reason, each one indicates one deep disease of today’s Iranian higher education.

To understand an issue well and thoroughly is superior to an attempt to investigate that. The present study is to describe the fundamental variables in Islamic University according to Supreme leader.
The present study is a qualitative one since the data is qualitative in nature. And also the study is a primary research.
The finding s of the study point out that spiritual perfection is one of the Islamic universities traits which consist of 12 components: religion-orientated God seeking, believing in God oneness, leading role of clergies, to want help of God, the holy book-the Koran- reading and interpretation, commitment to the principles. Prayers, avoiding materialism, Hejab, believing in Ghaza and Gadar( destiny and providence), promotion of good and prevention of evil , Entezar (waiting for Imam Mahdi).
The authors of the research conclude Islamic students and scientists long for knowledge, and science is an endless fact that the great creator is the highest level and the origin of that fact. Therefore, according to the Leader all the students and scientists activities should be in accordance with the origin of perfection, and this is the most important spiritual components of an Islamic university

The aim of the writing this essay, is the consideration of problem justification in epistemology of Avicenna in contemporary epistemology. For justification the beliefs in different realms two approaches are propounded; Internalism and externalism. In internalism, the justification of the beliefs is realized by means of factors inside the structure of perception and this is not resorted to no external factor of the structure of perception. But in externalism, in addition to internal factors of the structure of perception, it is also is resorted to a chain of external factors of the structure. The aim of this essay is to analyze the justification on Avicenna, s view. The aim is that to be light up that this philosopher in justification is internalist or externalist or the matter is the other manner.
The method of the present study is descriptive-analytic rational method and other methods such as narrative and experimental methods are not used.
In this essay this matter is become known that Avicenna, in the definition of truth, accept the correspondence theory and in debate of the criterion of truth, apply the foudationalist theory on the grounds of the method of justification. This philosopher, in course of foudationalist justification, govern the reason on other perception faculties such as imagination and senses. in this course, primary propositions are built over the whole structure of human and in case of absence of them, this structure has no justification. The course of justification, in a retrogradation, is settled to this proposition and the whole beliefs in the whole realms are justified by means of this evident proposition.
The results of the article shows Avicenna, in course of justification, isinternalist and of course this philosopher is attended to external factor under title of active reason. Of course, the active reason if diffuse on human reason, this diffuses change to internal factors and play the role of justification in the structure. Avicenna believes in a combination of internalism and externalism with prevalence of internalist approach.

Nowadays there are many controversial debates about the role of religion in human lives. On the other hand, critical thinking training as the most important goal of education is governed by religious orientation. Therefore, this study investigated the effect of different kinds of religious orientations on critical thinking dispositions.
The method of this study was descriptive - correlation. Participants were 352 (189 females and 163 males) students from Shiraz university. They were selected by multistage cluster sampling method. In order to examine the variables of the study, participants completed Religious Self-Regulatory Questionnaire (Ryan & others, 1993) and Critical Thinking Disposition Inventory (Ricketts, 2003). The reliabilityof instruments was determined using the alpha Cranach coefficient and their validity were determined using factor analysis method.
The findings of the study revealed that people with identification religious orientation, have high level of critical thinking disposition, and the ones with introjections religious orientation have low level of critical thinking dispositions.
The author of the survey concludes Regression analysis revealed that identification religious orientation, predicted all the critical thinking dispositions, such as innovativeness, maturity and engagement positively, though introjections religious orientation predicted them negatively

The goal of this paper is to study the islamic cultural identity in globalization situation and the interaction between islamic culture and other culture in globalization situations.
With a view to the methodology it is natural that for the reason asking this question about what is the position, the used approach is descriptive approach but in the points that discussion is about desirable policy, judgment recommendation approach is also added to description.
In theory frame after discussing the main concepts, below pivots are recognized as research pivots: 1-understanding the current situation 2- globalization culture and technology 3-rationallization, welfare and end of ideology4-policy of identity. And among studies, in addition to confirmation of globalization possibility and policy of common identity and globalization possibility in Islam point of view , two different kinds of policy of identity and at the same time complement in "environmental identity " and " philosophical identity" range was found islamic.
The conclusion is that in philosophical identity which is made, primary policy of identity " conversational policy " is under islamic trust –seeking rationalization but on the stage of second realities in frame of the principles of Islam foreign policy such as some bases like " no way" and "Islam is superior and no superiority is over it” this policy of identity is changeable.