فصلنامه مطالعات میان رشته ای در علوم انسانی
سال پانزدهم شماره 2 (پیاپی 58، بهار 1402)

This research was conducted with the aim of investigating the current role of education system in helping the process of political development. The research method is descriptive and quantitative content analysis with practical approach. The research population includes textbooks in the field of educating and learning humanities as well as special objectives and programs of secondary school in the first academic year of 2020-2021. Due to the nature of the research and limitation of the statistical population, the entire research population is considered as a sample. The measurement tool was a researcher-made content analysis checklist and the research results were analyzed using descriptive and inferential statistics indicators through SPSS software. In a summary and based on frequencies obtained from this research and data analysis, it can be concluded that: the textbooks in the field of educating and learning humanities and the goal and special curricula in terms of creating and cultivating the examined concepts and components for political development to students have been inappropriate and very weak and therefore it can be said that they do not provide the necessary ground for the political development of students. Also, studies showed that even with this minimal attention, a logical trend was not followed while distributing the components. This means that the authors of these textbooks and policymakers have not paid special or targeted attention to the issue of political development whether in terms of conceptualization or in terms of knowing the components mentioned in this study.

This research focuses on the expansion of educational spaces compatible with the teacher-centered method that has caused the lack of improvement of these spaces with the student-oriented instruction methods. The hypothesis is that by applying constructivist approaches and theories of social production of space, school environments can be designed to enhance students’ interactions and active participation in learning that ultimately increases their motivation for education. The research is descriptive-analytical in nature and follows a qualitative and interdisciplinary approach as well as uses a developmental method. The educational spaces of three purposefully selected schools are analyzed using various theories. The analysis results in the identification of five types of educational spaces that can support the application of constructivist methods of instruction and promote students' social interactions. The proposed spatial structure includes classroom sets, public spaces, and common areas, aiming to create a spatial convergence and fluidity that prevent spatial disarray. The intention is to move away from teacher-oriented spaces and towards more flexible and open environments that foster social interactions and student engagement. Overall, this research contributes to the understanding of how educational spaces can be adapted to facilitate the student-oriented instruction and promote constructivist learning approaches. The findings offer insights into the design principles that can enhance students' motivation and active participation in the education process.

It is not simple at all to answer as why some people become entrepreneurs while others don't. Most researchers have accepted this puzzle and defined entrepreneurship in various ways, thus, making it a controversial term to develop theories around it. In the midst of contradictory ideas in the field of entrepreneurship, the contribution of social sciences such as sociology and economics is significant. However, their perspectives on the subject differ. Sociology sees individual agency as more significant than social factors, while economics assumes the opposite. This has led to the dual perception of under-socialized and over-socialized, with both being incomplete. This duality can be compared to the blind description of an elephant in the dark - each person touches the elephant from different angles and presents own point of view to refute the other. This article aims to explain this duality and approaches of sociology and economics towards the issue of entrepreneurship. It is theoretical in nature and explores the path that flows between the two opposite poles, using the new economic sociological paradigm. This approach aims to go beyond the duality of under-socialized and over-socialized perceptions, allowing for a better understanding of entrepreneurship in its social and historical contexts.

Architecture, as a knowledge that provides a suitable space for human life, is so intertwined with the various dimensions of human existence that any creativity in it due to its vastness and complexity, inevitably pay attention to a wide range of disciplines and fields of knowledge. Thus, creativity in architecture is inherently an interdisciplinary category, and any analysis and evaluation will be inefficient and ineffective without considering this feature. This descriptive-analytical research aims to provide an interdisciplinary model for measuring the architectural creativity using the logical reasoning process. According to its findings, measuring the creativity of architecture with an interdisciplinary approach is the application of different sciences to achieve an integrated knowledge in order to evaluate the novelty of solutions offered by architecture to meet different human needs to live in that space. Accordingly, creativity has two basic dimensions of innovation and usefulness. According to the model proposed in this article, in order to measure architectural creativity, first the human needs and desires of an architecture with a specific use should be determined, then the level of satisfaction with its responses should be measured according to the needs. In the next stage, architectural innovation is evaluated to meet these needs in a 7-step range of materials used (minimum innovation) to create a new function (maximum innovation).

The purpose of this study is to provide a sociological analysis of abortion occurrences with the aim of investigating factors cited by insurance companies about pregnant women. A qualitative research method has been used to gather field information and its tools are based on documents and files of interviews conducted with a number of women swindlers and their accomplices as well as experts and traffic police. The statistical population is 138 files of related documents, of which 15 were selected by a simple random sampling. There are also 58 women swindlers, gang associates, experts and traffic police officers who were purposefully selected to saturate the data and in-depth semi-structured interviews were conducted with them. Validity and reliability were obtained based on the views of Marshall and Rasuman (1998). Due to the quality of the work, the analysis method was performed simultaneously with data collection, open and axial coding and compression by designing basic and mediating themes and then the main themes by using Max Qioda software. The results showed that individual, family, social, economic, political and cultural aspects are influential and motivating factors for criminals, but the most important can be economic and poverty. Also, fraudsters, by knowing and exploiting the weaknesses and legal gaps and sometimes using non-Iranians (Afghans), poor families, forged and prepared identity cards and obtained them through responsible people and infiltrating government agencies and insurance companies.

The current paper examines and conceptually analyzes the issue of academic text and writing through an interdisciplinary approach. It also takes into account various models and theories in conceptualizing text, writing and literacy in the academic writing domain, with an special emphasis on meaning-making and social approaches. The complexity and the extent of existing conceptualizations, in the first place, bring the studies of writing and literacy out of the scope of single-disciplinary studies and present it as interdisciplinary ones. As such, the nature and essence of writing, text, academic writing and literacy identities and models as well as multisensory and multimodal literacy models, which in this paper are contrasted with the stereotyped concept of "writing ability", reveal the fact that writing and literacy, whether in addressing the problem or providing answers to it, possess an interdisciplinary nature. Thus, to emphasize more on the nature of text and the process involved in creating academic writing from an interdisciplinary viewpoint, the paper tries to get the semantic aspect of writing in the light of linguistic and sociological perspectives of the text and knowledge production and consider this type of writing not as a single-discipline and skillful activity but a complex and multifaceted one. Understanding this approach will probably respond to inadequacies of the analysis of each of "writing" discourses with a broader insight, and at the same time, provide more possibilities in the production and exchange of knowledge.