پژوهش نامه انتقادی متون و برنامه های علوم انسانی
پیاپی 27 (تابستان 1392)

In line with the second national conference on humanities and the second pre-conference of the economic group on explaining modernization of the subjects in the field of economics at undergraduate and graduate levels، the following points are discussed in this paper. In order to modernize the contents and titles، the subjects in the taught in the field of economics in some top universities in the world are first investigated. These subjects are then compared with the subjects approved by the High Council of Cultural Revolution in the past thirty years and the ones implemented in recent years in some top universities in Iran. The viewpoints of the colleagues mentioned in the previous pre-conference are also compared and discussed in this paper. The result indicates that the compositions and contents of the subjects in the field of economics need to be reviewed fundamentally.

In line with the second national conference on humanities and the second pre-conference of the economic group on explaining modernization of the subjects in the field of economics at undergraduate and graduate levels، the following points are discussed in this paper. In order to modernize the contents and titles، the subjects in the taught in the field of economics in some top universities in the world are first investigated. These subjects are then compared with the subjects approved by the High Council of Cultural Revolution in the past thirty years and the ones implemented in recent years in some top universities in Iran. The viewpoints of the colleagues mentioned in the previous pre-conference are also compared and discussed in this paper. The result indicates that the compositions and contents of the subjects in the field of economics need to be reviewed fundamentally.

This paper aims to systemically review the book “The Study of Political Movements in Iran”. The main part of the paper reviews the form، methodology، and content of the book، focusing mainly on method and content review. A number of constructive proposals and suggestions have been made in the text aiming at improving the method and content dimensions of the book. These points include the necessity to critically investigate the subject literature، the importance of historical investigation of the notion of “movements studies” in Iran’s political literature، the introduction of scientific research and major works used for writing studies of political movements، and in general، the appropriate attention and systematic adherence to methodology standards in human sciences research، which unfortunately have not been attended properly in this text.

Teaching “Nahj al-Balaghah” as one of the major branches of Islamic literature has been considered in Iranian universities for more than three decades in form of compulsory and optional course. One of the common and almost traditional teaching methods of this great text is to express its religious teachings and the underlying wisdom، faith and educational points. Nahj al-Balaghah is known as an important branch of the Arabic literature in classification of the texts، so paying attention to the literary aspects of “Nahj al-Balaghah” is essential in its teaching. This is because with the help of efficient and modern teaching methods، the professors can increase the student’s skills like proper text reading، semantic understanding، literary taste and recognizing stylistic features of Imam Ali’s (pbuh) speech. Today، theorists and specialists in the field of literature teaching have offered effective strategies for teaching “Nahj al-Balaghah”، which both consider teaching its content and cover the literature of this great text. Thus، the present study seeks to introduce these strategies and find out to what extent they have been implemented in Tehran universities. The main tool in this descriptive-analytical research is a questionnaire. Some of the most important findings of the present research show that “Nahj al-Balaghah” is not taught as a literary text in the universities، but rather its contents are considered and paid attention to.

The aim of this study is to discuss the method of teaching economics with a localization and modernization approach. Since the field of economics is constantly evolving and progressing، achieving this goal requires continuous modernization. Therefore، teaching economics with localization and modernization approach is inevitable. The localization of economics in all societies requires much attention to the structure، conditions and realities of the economy as well as the norms and values ​​of the societies. In Islamic societies، such requirement means that economics has to be thought with an Islamic approach. The key to succeed in this matter is the availability of economists who are well aware of Islamic economics with great experiences in teaching and conducting research and also the availability of relevant materials and textbooks in this field. According to the findings of the study، the first step in teaching economics is to begin with critical evaluation of the concept of economic man and to continue with investigation of some methodological considerations. To this end، it is need the scientific theories should be considered as a set of explanatory propositions explaining the causal relationship between the variables involved. These propositions consist of presumptions، normative propositions and positive propositions. Religious beliefs and moral values are highly effective in structuring the presumptions and creating and developing the scientific theories. The study indicates that the education system should give a great priority to the way of thinking about economics and using creative approaches. Likewise، blind promotion of economic theories should be avoided. We should not give any ideological importance to the presumptions and the dominant analytical approaches، and one must avoid acceptance of these presumptions and theories without adequate attention. Unlike the dominant claim in the economic literature، the actual behavior of people is severely affected by moral considerations and consists of a very rich set of values and moral preferences. The empirical evidence shows that in developed societies like the United States، Germany and Russia، as well as communities such as migrating tribes of Indonesian، people’s behavior is not based on selfishness. In the present time، people show significant interest in moral and religious approaches، and the Islamic societies are faced with high demand for providing Islamic economic texts and teaching economics with Islamic approach. To this end، it is necessary to arrange and draw up economic courses with an Islamic approach for undergraduate and higher levels، particularly as regards microeconomics.

The curriculum in universities is a criterion of standardizing course resources for both teachers and students in order to teach and study in a definite framework. This study is based on the surveys of students about the latest curriculum in the field of political science at the undergraduate level approved by the Ministry of Science، Research and Technology. Except the universities that develop independent curriculum، other universities can use this curriculum. For the majority of respondents، general courses have little influence on the ability of undergraduate students of political science، and the majority of respondents believe that division of bachelor curriculum into two groups of compulsory and optional courses in political science can improve the curriculum. Other items of interest to students include low number of credits of some courses، high number of credits of some other courses، lack of some courses، presence of some unnecessary courses، repetitive discussions and the old same issues in some courses، the necessity to comply with the prerequisites of courses and the mismatch between courses for undergraduate and graduate levels and the future career of political science graduates.

In this paper، the two books called “Macroeconomics” by Rahmani and Branson are examined as textbooks for undergraduate and postgraduate courses respectively using an analytical approach and in terms of being updated. The analytical approach of both textbooks is based on the traditional framework in teaching macroeconomics and the Neoclassical-Keynesian synthesis. In order to realize whether they presented updated material، both textbooks were compared with two standard textbooks in Macroeconomics. Some of the concepts and topics not covered in Rahmani’s textbook in comparison to Blanchard’s are mentioned in this paper. The concepts and topics in Romer’s Macroeconomics which are not examined in Branson’s textbook are also discussed.

This research attempts to not only study the status quo of preparing theses at Iranian universities in the fields of Islamic banking and economy، but also explore the existing challenges in this area offer solutions to them. To this end، this study investigates a sample of theses defended at the University of Tehran، Shahid Beheshti University، Allameh Tabataba''i University، Imam Sadiq University، Tarbiat Modarres University، Mofid University، Al-Zahra University and the University of Economic Sciences. The findings of the research which have been obtained through the methods of library research and content analysis reveal that a significant number of defended theses focused on conventional economy. In the best-case scenarios، they have applied those areas on Iran’s economy. Thus، theses in which the concepts and applications of Islamic banking and economy are directly explored are few and far between. Furthermore، there appears to be a number of specific challenges and factors leading to the poor research in the area of Islamic banking and economy، which cannot be ignored. The findings of this research offer clear-cut solutions to reform the system of research in Islamic banking and economy.

Human sciences have lots of deficiency in our educational system. Educational sciences as a part of human sciences، tried to educate efficient people who their talent have to actualize as a sign of god perfection in power. Paying attention to God Commandment is required to be succeed in this affair. In addition، consequences of scientific researches in educational sciences have to be considered. In this case، three Islamic educational approaches are specified. In this article، first we discuss about human sciences، human and its nature as a basic subject of human sciences، the relation between educational sciences and religious sciences. Then we explain the role of Education in sight of Islamic and classic sciences by specifying the fields of human sciences.

Human sciences have lots of deficiency in our educational system. Educational sciences as a part of human sciences، tried to educate efficient people who their talent have to actualize as a sign of god perfection in power. Paying attention to God Commandment is required to be succeed in this affair. In addition، consequences of scientific researches in educational sciences have to be considered. In this case، three Islamic educational approaches are specified. In this article، first we discuss about human sciences، human and its nature as a basic subject of human sciences، the relation between educational sciences and religious sciences. Then we explain the role of Education in sight of Islamic and classic sciences by specifying the fields of human sciences.