فصلنامه مطالعات میان رشته ای در علوم انسانی
سال نهم شماره 3 (پیاپی 35، تابستان 1396)

The emergence of the trans-disciplinary of futures studies after World War II put aside prophet-like fortune-telling and predictions. This trans-disciplinary, having undergone ups and downs during the recent decades, always tried to provide some scientific propositions about the future. Among these, different approaches and concepts were proposed in the field of futures studies, and each despite commonalities has specific futures and distinctions. One of these most important concepts is the concept of strategic foresight. This paper aims at exploring the quiddity of this concept. First, the significance and position of the strategic foresight in futures studies was defined and delineated, and then the interdisciplinary identity of this concept and its epistemological basis were analyzed. The findings indicated that strategic foresight as an interdisciplinary is progressing, and unlike some other, approaches of futures studies were not associated with failure and decline. This interdisciplinary benefits from some kind of inter-paradigm rationality, and consistent with its features it can be highly efficient in different contexts of long-term planning of the country, especially in economy. Finally, some suggestions were made to pay more attention to and apply strategic foresight in the country.

The purpose of this study is to explain the prerequisites and mechanism of interdisciplinary curriculum in order to realize comprehensive episteme. The research method in this article is analytical-deductive. Two important questions are going to be answered: "1) What are the prerequisites for interdisciplinary curriculum? 2) What is the mechanism for substantiation in the acquired episteme through interdisciplinary curriculum in higher education?" According to the findings, the most important prerequisite for interdisciplinary curriculum is understanding the importance of interdisciplinarity in learner's self-directing. It is necessary for relevant practitioners to realize that the division of subjects into separate syllabus makes it difficult to connect the concept. The current discipline-based curriculum does not provide learners to develop higher cognitive skills, which neglects dimensions of insight and skills of learning. Also, since comprehensive episteme is learning that includes cognition, insight, and skill,the academic curriculum must be conducive so that learners can reach all aspects of comprehensive episteme. The mechanism of interdisciplinary curriculum is to provide opportunity for discussion and thinking. It is also a means for professors to become acquainted with new teaching methods, make assessment of local and national needs, consider the results within the curriculum content and finally apply an appropriate evaluation method. By using interdisciplinary curriculum, it is possible to realize the comprehensive episteme of the university's prominent goals.

Geographical information system (GIS) technology has a variety of facilities and programs based on software features and functionalities. It has been increasingly used within archaeological research contexts over the last 30 years. The widespread use of this system in archaeology is a product of the proliferation and availability of geographic software programs, advances in computer technology and, abundance of spatial data in archaeology. Iranian archaeology is not an exception to this rule. In recent years many researches and thesis have appropriately used these tools in their studies. This study reviews the necessity of using spatial theories in archaeology and review the application of this system in Iranian archaeology. After reviewing applied activities based on this systems in landscape studies and intra-site applications in Iran , it was clear that archaeologists have not completely identified the capabilities and features of this system. Absence of legitimate uses by geography graduates assisting in archaeological studies are the most important difficulties in the way of GIS in Iranian archaeology. However, other factors such as difficulty of spatial models suitable for all objects and various forms from excavations; the lack of database updates; length of archaeological interpretations of excavations for printing; a great variety of objects, concepts and specific functions; mapping and image analysis; cultural and regional diversity; chronology and historical context; financial deterrents; the lack of consensus among the Iranian archaeologists and so on affect this matter as well.

The aim of this description-inductive study, is to draw forth implications for the purposes of scholarship in the social science based on critical realism with an emphasis on interdisciplinary studies. Critical realism, from an epistemological insight, is seen as the basis for scholarship references (teaching, research, application and integration) in social science. The results of this research indicate that critical realism, with its emphasis on mind-independent reality and the nature of the criticism of knowledge, focuses on an emancipator training in social science. In research, critical realism stresses philosophy and philosophical self-awareness. Therefore, social science researchers understand the hidden assumptions and outright lies in their own research better. In the field of integration, the emphasis is on understanding the reality on a large scale. Therefore, it recognizes the interdisciplinary science of knowledge and welcomes every science that can better explain and interpret the complex layers of reality. Thus, critical realism, in practice, has the potential to solve social problems thru its perspective on the science of integration. The reason for this is theorizing far from narrow-mindedness while, at the same time, in harmony with the critical realism. This is due to its critical nature which brings knowledge closer to practice.

From the perspective of the new world through criticism, education & cultural manifestation, traditionalism as a strong intellectual current in the contemporary world wants to make new order in the field of culture ,science ,& education. .In the recent decade this current, which is based on a philosophical & mystic tradition, has, found its role in the minds of many different countries & cultures. Accordingly, the educational and scientific programs related to the contemporary traditionalism which is influenced by ideas of Seyed Hossein Nasr in Iran have been valid. This paper reviews the critics of thought, especially Seyed Hossein Nasr. The content & structure of modern science and scientific system corresponding to the alternative proposal are discussed in an interdisciplinary approach. Thus on the one hand, responding to the interdisciplinary approach of traditionalisms in contemporary world and on the other hand, alternatively returning to metaphysic tradition and not just the past, provides opportunity to understand the whole system of thought that includes the sciences such as philosophy, theology, mystic, history, psychology , art, politics and the Exacts science . In this article we will try to look at the future of science according to the critical view of Seyed Hossein Nasr towards scientific system. This approach argues that this scientific system is rooted in metaphysics an inversion of modern era.

Is identity a heritage inherited from the past or a choice for the future? In this question, the concept of ‘time’ is presupposed. Thus, my point of departure is analyzing the concept of time. Then the relation between the concept of time and social theory will be examined to maintain that ‘sociology’ is the science of ‘space’ rather than the science of ‘time. ‘History’, however, is the science of ‘time’ which, in its Hegelian version, has a strong connection with the paradigm of the ‘philosophy of consciousnesses’. This paradigm would not allow sociology to be established, because sociology is the theory of action rather than the theory of consciousness. For this very reason, the establishment of sociology in the late nineteenth century was contemporaneous with the crisis of the philosophy of consciousness. The focal point of this crisis was the concept of ‘subject’, which itself was both the base of modern philosophy and the focus of modern society. But Marx, Nietzsche, Freud and Romanticist Movement radically criticized the concept of ‘subject’ and thus brought about crisis for modern society. The establishment of sociology was a response to such a crisis. It was a turning point by which we became aware of the heaviness and harmfulness of ‘tempocentrism’ and instead point to the usefulness of ‘topocentrism’. After this theoretical discussion, some problems of tempocentristic approach to ‘identity’ in Iranian social science will be referred to show how this approach is laden with the past, and therefore, unable to regard the future. The Iranian social science’s inability to develop an ‘action theory’ seems to be rooted in its tempocentrism. In order to find a way out of this dead-end and open some new horizons in the sphere of theory and practice, the Iranian sociology need to throw down the approach to identity ‘as a heritage from the past’ and adopt it ‘as a choice for the future’. Finally, I will discuss ‘rational identity’ and its relation to social science.

Based on chaos theory in today networked and interconnected world there are many driving forces which are shaping science and technology policy making (STP). It is essential to have multidisciplinary approach for understanding the relationship among diverse driving forces. The focus of this paper is studying the role of international political relations and diplomacy on science and technology development in Iran. Iran proactive engagement in this new international networked system relied on smart interactive strategies and diplomacy in global sphere to facilitate science and technology development locally. Conceptually the theoretical framework of this paper has been based on Manuel Castells Networked Society theory and Immanuel Wallerstein theory of world system. The method of gathering and analyzing data is document studies.