نشریه عیار پژوهش در علوم انسانی
سال ششم شماره 2 (پیاپی 12، پاییز و زمستان 1394)

The consistency of any science depends on its expressed theories. In principle, one cannot find a science without a theory. However, so far no definite agreed-upon definition of the theory is provided. The analysis of the nature of the theory in any science is part of the methodology of that science, and its importance is that, in the new sciences, such as Islamic economics, it is necessary, along with the growth of science, to pursue methodological debates to prevent the diversion of that science. Using analytical-descriptive method, this paper seeks to analyze the nature of economic theory in the current economy Islamic economics and its characteristics. In addition, this paper discusses the given definitions for the theory, its function and scope as well as the features of theory in Islamic economics. Findings show that, theorizing economics involves school, system, and economic analysis. The theory can be either normative or prescriptive, also some functions such as description, explanation, forecasting, and guidance.

Action research or research in action is one of the qualitative research methods. In this approach, the researcher identifies the change, problem, or difficulty, and in order to solve it or to change it, accurately collects the information, proceeds with the appropriate action and evaluates the results of the action. For this reason, research action has been known as a method for the growth of employees at work. In this paper, at first the history of this research method, and then its definition and position among other methods of research in social sciences are investigated. Next, its similarities and differences with other methods, its capabilities and limitations as well as its process, cycle, scope and objectives are discussed.  

Muhammad ibn Ya‘qūb al-Kulaynī, is the first of those scholars who devised the book of al-Kafi's with special attention to the science of dariyah al-hadith. Given the primacy of this science, al-Kulaynī, as the author of tradition comprehension (fiqh al-hadith) in the era of the formation of the collections of narrations, applied the unwritten principles of comprehension of hadith in al-Kafi. Kulaynī's fundamental principles include, the way of responding to a request for the formation of the collections of narrations, criteria for the recognition of the true and false tradition, categorizing, naming and type of traditions, the length of the compilation, explaining the chapters, compilation of al-Kafi based on the validity of each narrations, setting the narrations based on specific topics, analysis of some narrations, explaining the difficulties of some hadiths along with the elimination of possible contradictions and analyzing the chains of hadiths. These rules can be applied as the rules of tradition comprehension in the method and context.

Providing and categorizing a set of information for achieving a framework for narrative research in educational and training experiences is the purpose of this research study. The complexities of educational experiences are rarely discussed in researches, the narrative research as a method of qualitative research makes it possible to understand these complexities and to approach theoretical and practical problems in education. Learning from the experiences and transferring them to others is essential in education, which makes it necessary to operate research base study, action research and narrative research. In the research narrative, people express their experiences of the phenomenon under study, and the researcher constructs the meanings of anecdote. Given the importance and necessity of narrative in education, this paper seeks to study the narrative study through an interpretative study to discuss about to the role of narrative study in education, and provides a framework for conducting a narrative research in education by providing two examples of narrative studies.

Ethnography is one of the qualitative research methods, which has had many usages in the humanities for too long to provide a ground for deep research in this field. Focusing on the direct involvement of the researcher with the research topics and gaining first-hand information about the topics, this paper emphasizes on the presence of a researcher in the whole process of the research. This qualitative method research i.e. ethnography method, studies the most complex cultural, social, educational-religious issues and recognition of the origins of the hidden problems in the classrooms, and the reasons behind these problems. Hence, concentrating on a classroom in a village in an African country, the researcher pursued his research concerns, and using ethnography, he analyzed the classrooms of this school and the current educational curriculum. Findings show that, a certain culture dominates this school and its surrounding villages, and show that, each school's educational culture may be heavily dependent on its particular culture.

Thesis writing is among the scientific and research activities of the students at the higher levels of the Hawza i.e. level 3 and level 4, in which the students’ ability in writing and producing new religious knowledge are expected to flourish. The seminary has drafted a model for thesis writing which is required by the seminary students. These models have multiple methodological problems. Using the descriptive-analytical method, this paper presents a critique of these models in three sections: in the form-based critique section, based on the model approved by the Academy of Persian Language and Literature, the apparent spelling errors and the problems with fonts have been addressed. The structural critique section deals with the defects in the "logical presentation of content" in these models. As the last part of this critical paper, content critique addresses the problems of these models in eight pivots, such as ambiguity in some concepts, the unwarranted insistence on the necessity of providing a hypothesis in all theses, wrong references etc.