جستجوی مقالات مرتبط با کلیدواژه "theory" در نشریات گروه "علوم انسانی"

The primary objective of this research is to construct a conceptual framework that facilitates the instruction of auditing theory. Historically, prior to the seminal work of Matuz and Sharaf (1961) and the recognition bestowed upon the committee on basic auditing concepts (1969), the field of auditing witnessed a dearth of attention towards theoretical development. Furthermore, as posited by Dennis (2015), there remains a pressing need for continued growth and advancement in this area. It is important to note, however, that this study does not center on the philosophical and methodological aspects of theory construction. Rather, its principal aim is to offer pedagogical support by presenting a comprehensive conceptual framework that encompasses the existing concepts and theories of auditing. To achieve this conceptual framework, a mixed research method was employed. According to this approach, four main themes, including "micro and macro concepts and theories," "utilization of other sciences in explaining auditing concepts and theories," "teaching tools and methods," and "learning approaches," were identified and substantiated. The perspectives of experts were documented through questionnaires and primary and secondary interviews, involving a total of 61 participants. These opinions were initially analyzed using two statistical techniques, namely "factor analysis" and "structural equation modeling," which facilitated the classification of concepts and theories into micro and macro categories. Additionally, the effectiveness of employing concepts from other sciences, teaching tools and methods, and learning approaches was assessed to extract the most influential explanatory components as the findings of this research. Ultimately, the conceptual framework for teaching auditing concepts and theories was formulated as a four-dimensional conceptual structure, complemented by a decision tree for selecting optimal teaching strategies for educators.

New formulations of tensions and conflicts and the targeting of civilian and vulnerable groups have become a global challenge, and this process has led to the creation of increased crime and insecurity and ultimately the link between the two categories of asylum and security. The main question is what areas of security does the presence of refugees threaten the host country? And what are the components of creating a threat environment in each sector? The aim of this study is to examine the presence of a wide range of refugees in Iran with an emphasis on Afghan citizens and their relationship with the category of security. The research method in terms of purpose, application and quality of data collection in terms of the type of documents and society studied books and studies related to the research topic. The sample size was selected based on the principle of theoretical saturation using purposive sampling method. The data collection tool is a systematic literature review. Content analysis was used to analyze the data. The research hypothesis based on the security threat of refugees in Iran is in line with a repeated international pattern in similar fields. The findings of the research show that the security threats of refugees in Iran can be studied in five areas: military, environmental, economic, cultural, social and political.

The present study was conducted with the aim of critically analyzing and comparing the views of Paynar and Eisner in the field of curriculum. To achieve this goal, comparative research method has been used. The field of research included all the sources, including the books of these scientists, articles, studies and research related to the subject. The research sample was selected purposefully so that sources with relevant and first-hand materials are selected. The desired data was collected through a note-taking list and the information was analyzed verbally, graphically and logically. Based on the findings of the research, Paynar considers the curriculum as a cultural and political structure and has paid attention to concepts such as phenomenology, neo-conceptualism and internationalization of curricula, and Eisner has paid attention to aesthetics, artistic education and the view of plurality and to the orientation in the development of curricula, with a critical and comparative look at the macro views of these two scientists in the field of curriculum. It can be concluded that the common point of view of these two scientists is to pay attention to the real world in designing curricula, but their distinction is Paynar's attention to theorizing in the field of curriculum with respect to the real world, and Eisner pays attention to the artistic and aesthetic point of view in curriculum design.

The issue of religious science is one of the most challenging issues in the field of philosophy of science and philosophy of religion. In this field, different views have been formed. Some views are immature and primitive, while others are in the structure and format of a scientific theory. Among the viewpoints that have a theory structure is "Theory of Religious Science" by Professor Ali Akbar Rashad. This theory has been formed with regard to the injuries of common sciences and their criticism, as well as the capacities of the Islamic religion , the mission and the goal of the religion.

The present article, with analytical and philosophical method, intends to criticize and Review Professor Rashad's theory in terms of principles, criteria and pillars of religious science.

In this article, In addition to explaining the theory, pointed out its strengths and weaknesses and reached the following results A) Some strengths of the theory are: relative comprehensiveness, having a theoretical framework, based on reliable and religious foundations and the like. b) Some of the ambiguities and gaps are: the difficulty of writing, ambiguities in the application of some concepts and terms, ambiguities in the definition of religious science, ambiguities in the criteria of religious science and the like.

The important challenge of internship in Farhangian University is the lack of a clear theoretical framework and its practical plan; For this purpose, the theory, its dimensions and stages are drawn. Internship is a program for the professional development of teachers, based on theory and supervision, and it aims to bridge the gap between opinion and practice. The purpose of this research also is to investigate the basis, logic and skills of internships 1 to 4 in Farhangian University. The research method is descriptive-analytical, its approach is qualitative and the type of research is also the documentary. In this survey, the headlines of each internship, lesson introduction and its logic, learning opportunities, lesson content and its structure, teaching and learning strategies, educational resources and learning evaluation strategies have been reviewed. Afterwards, the internship program manual of Farhangian University, including competencies, skills and different levels, has been analyzed. The findings of the research show that the internship of Farhangian University has strong theoretical and practical foundations and the basis of its movement is the reflection and training of reflective teachers, but the theoretical exploration is not powerful and skills necessary to do this important thing are not available.

The aim of this article is to show that theorizing in the discipline of public policy has distinctive characteristics. Like other multidisciplinary (or interdisciplinary) fields, it has various theoretical sources and feeds from other fields in social sciences. Social science disciplines are all theoretically intermingled because they all focus on human behavior, so they can have common theoretical roots. But in any case, the question is, what is the distinctive feature of theories of public policy from other disciplines of social science. In other words, what is the special field of expertise in terms of theorizing? If public policy cannot find its distinctive feature, it will suffer from identity disorder. To overcome this difficulty, we introduce three levels of theories in public policy. The first level includes two main theories, namely policy cycle theory and typology theory, which, in a sense, bring structural theories to the field of policy making. The second level of public policy theories is usually focused on the phenomenon of decision-making in the public sector such as Multiple Stream Framework, Punctuated Equilibrium Theory, Narrative Theory, Coalition Theory, Institutionalism Development Theory etc., Even though these theories cannot be considered as exclusive theories of public policy, but they are frequently used in this discipline. The third level is policy theory, or program theory, which includes a set of underlying assumptions of a program, and explains why and how planned activities should lead to predefined goals and objectives through specific variables. Policy theories provide models of intervention in different sector of government. They are indirectly and tacitly extracted from second level of theories. For example, trilaterals model of policy making in labor policy could be referred to Institutionalism Development Theory. In real world policy making in government, what is mostly used is this third level of theory.

The present article aims at presenting a model for explaining relationship between industry and University in the view of the Supreme Leader of the Islamic revolution. Due to the inadequacy of the presented models in the literature for explaining the relationship between industry and University and obtaining data tailored to the field of study, the qualitative method of grounded theory was used. This theory explains a process, an action, or an interaction on a large scale. This is an inductive and explorative method that allows researchers in various fields to make their own theory by comparing observations, rather than relying on existing theories. The date gathered through the text of the statement by the Supreme Leader of the Islamic revolution in a meeting whit university students and professors available on his site. By categorizing the concepts, sub-categories and the finding of the core category, using the open, axial and selective codification of the relationship between industry and University's forming categories and the relations between them, emerged in the form of a paradigmatic model that included the causal conditions (8 categories), the environmental conditions (1 categories). contextual conditions (4 categories), the core category (Meeting the basic needs of the country), the strategy (1 categories) and the consequences (4 categories).

 National sovereignty manifested in an inconsistent way in the Iranian Constitution of 1906-07. This paper aims to find the causes of mentioned inconsistency and considers the process of foundation (constitution-making) and integration within the related legal form. Foundation manifested in the guise of socio-political forces (the material) and ideas would be the grounds of the legal form's integrity (the theoretical). By applying the phenomenological-historical-linguistic method in the field of concrete law, this historical study, first of all, started from the illustration of the determined language in the form and observed linguistic resemblances in the material and the theoretical levels. The material level is a trend toward creating an institutionalized and collaborative language; However, double-hatting of the First Parliament as the constituent and the constituted power, and the existing imbalance between the social forces in the political institution, has caused fluctuation in that language and reduced the concept of sovereignty to its diverse characteristics. Concerning the theoretical, the lack of ideas as the unifying element of the legal form in that historical period is certain (the local) and, as a result, its breaking from the universal in the construction process of the legal form has also made this issue more problematic. In this absence, the post-form doctrine has relied on the place of ideas and sought to fix or renounce the legal form in the future. Finally, as a matter of fact, by the lack of thinking, the material forces created a form without constructing the integration of its elements.

The purpose of the current research is to analyze the one-year skill training courses of Article 28 teaching volunteers: the challenges of linking theory and practice. The qualitative research approach was implemented with interpretive phenomenology strategy. A semi-structured interview tool was used to collect data. The field of research in the present study includes all the teachers of schools in Kermanshah province who were recruited by the Education Organization through Article 28 programs. Purposive sampling method was used to select the participants and the criteria for the continuation of the research was based on the category of theoretical saturation. The findings showed that in relation to the first question of the research, the researchers finally found 5 categories about the challenges of the one-year teacher training curriculum in Article 28, which are: challenges related to university programs and policies, challenges related to curricula, challenges related to skill learners, The challenge is related to environmental factors (cultural and social environment) and the challenge is related to professors and their teaching...

The theory of questionable litigation as a result of the new economic approach to contracts, in the 2016 amendments to the French Civil Code, in three legal articles 1123, 1158, 1183 and with the aim of creating security and legal certainty about the fate of contracts for third parties or the counterparty of the contractual beneficiary, to was used and it is considered among the innovations and attractiveness of the new French contract law. This theory gives the third party or the counterparty of the definitive or possible beneficiary of the contracts the right to oblige the beneficiary to answer questions, in In case of non-response and clarification, the definite or possible beneficiary within a reasonable and conventional deadline, his right against the questioner will be considered forfeited, and legal security and certainty will prevail in the contract, and contrary to the traditional rights of contracts, the owner in a nosy contract with his original silence forced him to break the contract and file numerous lawsuits. In this theory, another right has been created for the principal. The application of this theory in Iran's contract law does not face any particular obstacle and until the amendment of Iran's civil law, the platform for the implementation of this theory is available, and due to its high economic efficiency and guarantee of legal security, its implementation will be useful and effective, and it will prevent the filing of lawsuits. It will prevent a lot, including the enforcement and rejection of transactions against the right of the beneficiary in the courts of justice.

Geologists on a global scale have called the fourth geological period the Quaternary period. The late Dr. Ahmad Motamed (1935-2016), a distinguished professor of Tehran University, is one of the scientists who have researched and studied the change of Quaternary processes in Iran. In many of his writings, coexistence with Quaternary has been recommended to his students and audiences. His scientific effort and theory can have a special aspect with elitist audiences and it is an extract of his known and intuitive knowledge. His death delayed the possibility of reaching the conclusion of his naturalistic thinking aligned with humanism and his virtuous thinking and social orientation. Criticism of thinking and ideas, epistemological criticism and practical criticism and the quality of the use of the natural environment by societies made them stronger in the Quaternary link with the policies and activities of politicians and civil engineers. Therefore, he tried to explain a theory based on a school, based on an ideal, based on a value and based on a science called "Quaternary". He saw the real needs of mankind and quaternary science as connected and related links. His systematic view is the beginning of scientific innovation in Iran's Quaternary knowledge. He tried to establish peaceful social relations of Quaternary.

The question of whether literary criticism and theory existed in Iran's literary past or not is a question that has arisen in recent decades with the spread of modern literary criticism in Iran. In response to this new question, researchers and literary critics have different orientations. These orientations go back to the motivations and thoughts of these researchers and critics. Some believe in the existence of criticism and literary theory in Iran's past, and some do not accept this. The reasons of the second group are not very convincing. Also, it cannot deal with the evidence and signs of the existence of criticism and literary theory in those days. Iran's literary past has not been without criticism and literary theory; But with the definition of literary criticism and theory that existed in those days, and that definition should not be exactly the same imported definition that is common today of literary criticism and theory. Literary criticism in its modern sense is: creative, theoretical and methodical reading of the text to understand its secondary meanings and implied meanings. It is also a meaning-making approach and a new understanding of the text that is provided by reading the text in a new frame of reference. The theories that make modern literary criticism and differentiate between its types are interdisciplinary theories (see. Culler, 2000: 14). These theories are taken from such sciences as linguistics, psychology, sociology, etc. Unfortunately, sometimes the argument about the presence or absence of modern literary criticism and theory in Iran's past has caused neglect in identifying the tradition of literary criticism in those days and analyzing its characteristics and aspects. This essay believes in the existence of criticism and literary theory in the past of Iran and analyzes the tradition of theorizing and criticism. Because it intends to examine its features and coordinates and introduce a type of theme-oriented literary theory in Iran's past and the literary criticism formed based on it. We have called this type "mystic literary theory and criticism" considering its intellectual foundation and scope.  

This article is a theoretical and developmental article. So this article is written with a descriptive-analytical method. Library sources are used in this article. First, the resources are valued and classified. Then, conclusions were drawn from the information received from them. 

So far, various models have been presented for the typology of literary theories. In our opinion, the model proposed by Raman Selden and Peter Widdowson is the most efficient model for the typology of literary theories. This model was designed with the influence of Roman Jacobsen's (1896-1982) language communication model:Theories addressed to the author: romantic-humanist theories.
Reader-oriented theories: Reader-oriented and
 phenomenological theories.
Theme-oriented theories: Marxist theories.
Text oriented theories: formalist theories and new criticism.
Theories focused on code: structuralist theories.
Koresh Safavi has exactly imitated this model and quoted it in his books, Familiarity with Linguistics in Persian Literature Studies (2019) and Familiarity with the Theory of Literary Criticism (2012).
     According to the ideas presented and the models proposed to identify the types of literary theories, mystical literary theory is considered a subject-oriented theory. Because it has the greatest tendency to the subject. In mystical literary theory, meaning and content are important. This great content and meanings are closely related to "religion". The origin of the keyword "religious poetry" in mystical literary theory is here. In the mentioned discourse, this trend towards meaning versus the trend towards the form or the trend towards the container instead of the container has found many reflections in various fields of philosophy, politics, sociology, psychology, etc That It should be checked. In the following, for example, some manifestations of this problem have been discussed only in the literary opinions of Sufis. In the mystical literary theory, "what to say" is original and more important than "how to say" and this has made the literary work, whether it is a story or a poem, in the most optimistic state, only a tool to fulfill this desire. In the mystical intellectual atmosphere, poetry and poetry have been ridiculed in at least two aspects and considered worthless:The mystics were dependent on religion, and in religion, a poet has not had a pleasant image. The Qur'an describes poets as those who lead astray; They wander in every valley and do not do what they say (Shuara/226-224). In some verses, the Prophet of Islam has been cleared of the slander of poetry and the Qur'an has been cleared of the slander of poetry, and it has been said that the dignity of the Prophet is higher than these.
Until the development of mystic poetry, according to social and economic requirements, poetry mainly belonged to praise poets and a means to praise kings and powerful people. The poet has been looking for wealth with these poems. Romantic topics and descriptions in these poems are also about earthly (worthless) loves.

D Accepting modern literary theory and criticism is necessary and correct. But not in such a way that the fascination and fascination with it leads to the idea of the ineffectiveness of our literary tradition of literary theory and criticism. In the literary past of Iran, there has been literary criticism with a special definition of literary criticism in those periods. Since literary criticism is basically a theoretical practice, then there has been a literary theory in the literary tradition. These theories, which are found in the poetic treatises of philosophers and literary critics, rhetorical books, historical books, biographies and poetry collections, can be classified Based on the models used in the classification of modern literary theories.
According to the models presented in this regard, the mystical literary theory is a theory focused on the subject and is formed on the basis of the ideas and opinions of the Sufis. In mystical literary theory, content and meaning are superior to structure and form. This problem is the center of gravity of mystical literary theory and has shown itself in various ways in the discourse of literary criticism of Sufism. In this theory, the superiority of content over form has led to the dislike of poetry as a common literary form in those days. Also, in rating poets, religious poets are superior to praise poets. When talking about the story, it is looked at as a shell whose credibility is based on the content and the brain that is placed in it.

The role of divine attitude in the theorizing process is one of the controversial issues, and of course accepting or rejecting this role can have important results. This is why this role-playing is investigated and researched from different angles. The main question is what are the ontological foundations of divine attitude and their role in scientific theorizing? In this research, with the analytical descriptive method and based on the review of library sources, some of the most important different ontological foundations of the divine attitude have been pointed out and stated that theorizing in its different stages can be influenced by the theoretician's divine attitude and be affected accordingly by this attitude. Ontological foundations, along with other foundations such as cognitive value foundations, epistemological foundations, etc., changes the spirit that dominates scientific theorizing, from the creation of subjectivity and theorizing to even the position of judgment.

 Paying attention to the temporal nature of learning and the spatial nature of the classroom shapes the geographical rhythm of education, which explains the rhythm of learning feedback. The study of this important rhythm in the geographical location will determine the pattern of teaching and learning, and according to that, the timing and location system, the arrangement and facilities of the classes will be modified to improve the level of learning. Due to its spatial nature, geography course units always require appropriate time and place allocation so that the learner can experience location-based learning at the desired time and place.The subject of the effect of space and time in the field of teaching and learning effectiveness is a subject whose time dimensions have been given more attention in the fields of educational management. Time, place of education, the effect of learning are three concepts that have a meaningful and mutual relationship with each other. The amount of time devoted to the material, the time required to present the material, the comprehensive learning capacity of time are the things that Edwards has taken into consideration. Considering that learning time is more important than teaching time, comprehensive mental division for different times of learning during the day determines the point of his mental focus of educational materials. Perhaps the learner has planned his mental time to learn theoretical lessons and other time to learn practical lessons. In fact, the point of mental focus of learning different subjects at different times produces different educational effects. Educational planning according to the comprehensive mental focus point for different lesson units determines the learning effect. It is possible that at the point of time the lesson material is reduced or not focused by the teacher, but it does not have an effective learning effect due to being out of the time point of concentration. The spatial factor moves along with the time factor and in line with it. Teaching time in its proper place increases the learning effect. The present study deals with the purpose of spatial analysis of geography courses with the application of temporal and spatial usefulness of theoretical and practical geography courses in curriculum planning. The lack of attention to the temporal and spatial model of education in lesson and class planning led this research to examine the subject in a consistent manner and introduce it to the scientific community as an innovative research. The main question of the current study is, what is the pattern of rhythmicity of location-based geography courses according to the type of course (theory and practical) and what is its feedback in the students' attitude? What is the difference between the temporal and spatial rhythm of the practical and theory courses of geography and to what extent does it affect each other?This research, with an explanatory method and an applied nature in accordance with the comparative approach, has investigated the temporal and spatial rhythm and its effect in the theoretical and practical courses of geography. The statistical population of the research includes 90 final year geography students. The method of data collection was field-library, in which the data was obtained in the field method by using the questionnaire tool and using the variables of time, place, spatial arrangement, access and facilities. Data analysis was done by spss27.1 software using change radar model, gap analysis (t-pair) and effect size.The results of the findings show that there is a significant difference between the temporal and spatial timing of practical and theoretical courses at the confidence level of 95% with a significance level of less than 0.05, and the paired effect of moderate spatial variables is favorable (strong) and temporal variables in The level is medium. The radar of changes shows a time tendency to two and three o'clock in the morning and on Sundays and Mondays and a spatial tendency to a technological, workshop, smart site with a round table and couple spatial arrangement around the radar (desirability).The weekly time variable radar (class days) is practical lessons on Sundays and Mondays based on interest and theory lessons on Sundays and Tuesdays with a slight difference from other days (except Wednesday).Daily time-varying radar changes (class hours) for practical courses in the time frame of 9/30 to 12/30 (second and third hours) and for theory courses in the time frame of 8 to 15 (first, third, second and fourth hours) It is around the radar. Radar changes, the location of the classes for practical lessons in the technology device workshop and for theory lessons in the smart classroom and technology site has been around the radar. The radar changes of the place where the class is held for practical and theoretical lessons in a virtual and normal row with a large difference compared to other places, tends towards the center of the radar. Radar changes, the layout of the classroom for the practical lessons of the round table method and pairs and for the practical lessons of the horseshoe and round table method is oriented around the radar. Radar changes of access and proximity for practical courses to the workshop and library and for theory courses, the library, site and surroundings have priority. The gap analysis of variables for practical and theory courses shows that the temporal and spatial rhythm of the variables has a significant difference according to the type of courses and they act relatively differently from each other. The effect size of spatial variables is large (strong) at the average level and medium for temporal variables. The effect sizes of the variables for theory and practical courses do not differ much from each other and are relatively similar.This research suggests that other dimensions of rhythmic studies (such as the diversity of disciplines, different educational levels, diversity of topics, diversity of resources, diversity and limitations of facilities, psychological and behavioral elements, etc.) that are not included in this research should be studied by other researchers. . 

Many researchers believe that in order to achieve urban security and better understand the areas related to security, its two conceptual and interpretive aspects, including the field of security philosophy, ontology and epistemology should be examined. Obviously, it is not possible to define a phenomenon such as urban security without understanding the concepts, because it must be seen to what extent the phenomenon is consistent with our feelings. In this area, issues such as why, what, value, purpose and the issue of security in the general sense and urban security in the specific sense should be addressed. In this regard, it is necessary to consider the dimensions and elements of research in the field of urban security. Many researchers divide the dimensions and elements of research into three general categories: philosophical elements, praxis and ethics. Undoubtedly, along with the requirements of using philosophical elements as well as ethics in the process of urban security studies, a special role should be considered for praxis and its place in these studies. At the praxis level, four elements of research are mentioned, including theory, methodology, methods and genre. Many believes that the failure to achieve acceptable results in the field of urban security studies depends on the lack of attention to the basic concepts of praxis and its subsets. A review of the literature and research background in this field indicates a deep research gap in the field of concept and methodology, so that no specific source explicitly mentions the field and position of praxis independently. Thus, the purpose of this article is to explain the position of praxis in urban security studies in order to provide a reasoned answer to these key questions: what is the meaning of praxis? What are its elements? And how its implementation and operational practices can be achieved in urban security studies.

Due to the nature of the research, the literature review method, including searching and evaluating the existing literature on the position of praxis in urban security studies has been used. In this regard, four main processes include reviewing the literature, combining and summarizing the existing literature, critical collection of resources in order to identify the existing knowledge gap by showing the limitations of theories and views; the formulation of areas for further research through organized critical review has also been emphasized. In the research process, various methods of literature review including argumentative, integrative, historical, methodological, systematic and theoretical review studied, but two methods of methodological and theoretical review used.

The elements and dimensions of research, including philosophical elements, ethics and praxis, each have important differences that affect in the research process of urban security studies. Different situations of axiology, ontology, epistemology and methodology produce different methods that ultimately lead to the production of knowledge about social phenomena. It can simply be said that the axiological or ontological position of each person, affects his epistemological position. In each of the dimensions and elements of the research praxis in the field of urban security studies, several spectrums can be identified. For example, the ontology of urban security research takes meaning of objectivism and subjectivism, or a combination of both, or in the field of methodology, the quantitative (positivist), qualitative (interpretivism), or both quantitative and qualitative methods (pragmatism). Researchers in the field of urban security studies need to pay special attention to the functional differences of each under the element of praxis.

According to each of the elements and dimensions of research in the field of urban security studies, while paying attention to the philosophical elements, ethics and praxis, it is possible to identify its most important subsets. In this regard, explaining the position of praxis and its constituent elements, including theory, methodology, method and genre or species, have a special place in urban security studies. Theory in urban security studies by providing a theoretical and conceptual framework of research provides a logical procedure and clear definitions of variables to provide a certain scope of research. In methodology, the urban researcher intends to provide a plan for combining theories and methods or an optimal combination of research elements in the field of urban security studies. Methods in the field of urban security studies are also a set of algorithms that the researcher uses during a research. These methods assist the researcher in selecting samples, collecting and analyzing data, and finding solutions. Genres are also classifications of different methods in terms of research approaches and strategies. For example, any approach to research in urban security studies depends specifically on the methods of data collection and analysis that must be carefully selected and implemented. Accordingly, the field of urban security studies, based on the idea of praxis requires the interaction of elements such as theory, methodology, method and genre and its connection with philosophical and ethics elements is inevitable.

The expedience of philosophical studies is conceptual criticism, which means critical research or critical encounter with basic and original concepts in the field of humanities. After expounding the dimensions of the functionality of humanities in society, such as: conceptualization, solving and analyzing social challenges, localization, promotion of power and the production of new knowledge, the author of the article deals with the question as to "What is the relationship between criticism and humanities?" and "Whether it is possible to talk about the precedence of the critique of the scientific theories in the realm of humanities on the production of theory?" The author, after presenting the two perspectives of "critique-centeredness" and "theory-centeredness", goes on to deal with the proportionality of the four concepts of humanities, production of science, theory, and criticism, and emphasizes the first perspective. The most important finding of the research is that criticism in the field of humanities studies can be measured from three different perspectives, and in all three perspectives, the precedence of criticism over the production of scientific theories in the realm of humanities can be mentioned. These three perspectives include criticism as a type (qism) of research, criticism as typical (qasīm) of research, and criticism as a portion (maqsam) of research, which of course in the third assumption, problem analysis, is dependent upon the analysis of the philosophy of criticism and will be in the realm of philosophy of science studies. In this article, the author has organized the framework of his discussion by using the "conceptual analysis method".

The discussion of the philosophy of the social system is beyond the level of the concerned description of conceptual analyses and theoretical explorations to establish the real foundations of reflections on society and community and reach a kind of social understanding. These discussions have mainly linked the issues to its main foundations and explained the concepts in a coherent network and can respond to what is the social system of Islam, its goals, foundations, method, and position with a comprehensive and rational view. This topic, on the one hand, considers an important philosophical category about society as an epistemic system, and on the other hand, it is considered a system that is usually implemented and applied by the government through institutions. The dos and don'ts are taken from an epistemic system and the frameworks are followed in the executive system. This article, which uses the qualitative content analysis method, tried to formulate the findings of the discussion as much as possible according to the intra-religious literature in the fields of scope, goals, foundations, sources, and methodology of discovering the system of social behaviors.

Iran and Saudi Arabia are considered important powers in the West Asian region, and each is seeking to increase its influence in these regions as well as in the Islamic world, which has caused an increasing competition between the two countries. The competition between the two countries has had a significant impact on the relationship between them and has gone through many ups and downs. In the course of these relations, sometimes these two countries have clashed over regional, cultural and religious issues, and sometimes they have cooperated on common interests. By raising the question of how the relations between the Islamic Republic of Iran and Saudi Arabia have been in line with the regional balance of power theory, this research has reached the answer that the relations between these two countries have influenced regional developments and policies and the two countries During the last three decades, they have competed in the implementation of regional policies. During the last three decades, they have competed in the implementation of regional policies

The current research discusses the jurisprudential foundations of the theory of resistance in international relations. The theory of resistance put forward by the countries opposing the current status of the international system is based on the fact that in the current international system, relations focused on "dominion" are proposed and this type of relations is not consistent with Islamic and humane principles. Therefore, they try to practice and promote "resistance" against the domination system. Opponents of the resistance theory, on the other hand, are trying to make this theory appear baseless and without foundations. From here, the problem is formulated that the theory of resistance in international relations has jurisprudential foundations or lacks them. Since the supporters of this theory consider it to have jurisprudential and theoretical foundations, now we will face the basic question, what are the jurisprudential foundations of the theory of resistance in international relations? In response to the aforementioned question, the present research tests the hypothesis that the theory of resistance has strong jurisprudential foundations, such as the rule of negation of the mustache, the principle of justice, the rule of sanctity of helping sin and aggression, the rule of harm, the principle of honor, and the theory of jihad. The goals of the research are to support the theory of resistance in jurisprudential and theoretical terms, to help its transparency in different dimensions and to explain it as much as possible in the framework of the sixth recommendation of the statement of the second step of the Islamic Revolution. The present research, using the descriptive-analytical method, while explaining and analyzing the aforementioned principles and rules, their evidence leads to the important finding that there is a strong connection between the theory of resistance and each of those principles and rules at the level of foundation and foundation. ; This is the main innovation of the current research on the theory of resistance as an example of the indigenous and Islamic theory of international relations.