جستجوی مقالات مرتبط با کلیدواژه "رشته های دانشگاهی" در نشریات گروه "علوم اجتماعی"

The divergent trend of science and technology has begun almost 300 B.C. and continued until the middle of the twentieth century. The gradual separation of science from philosophy and then the creation of academic disciplines are two historical evidences of this claim. The industrial revolution and its consequences, the factory system, the professionalization approach in science and technology, and the analytic thinking, are the most important factors in creation the divergent trend of science and technology. Since the middle of the twentieth century, with the advent of two flows of "interdisciplinaries" and "emergent technologies", the convergence of science and technology has begun. The domination of "systemic thinking" instead of "analytic thinking" and as well as the "deprofessionalization" approach, instead of the "professionalization" approach, are two factors that influence this change of paradigm. In this paper, with a cultural-historical approach and the use of existing documents, we seek to explain the claim that the trend of science and technology has been diverging for several hundred years and gradually, in the mid-twentieth century, evidence of its convergence has been observed.

For more than two centuries, the social sciences have been subjected to the “irrational actor axiom" in the scientific study of religion. Religiosity and religious behavior were explained on the basis of primitive thought, neurotic impulses, and social conditioning; and the decline of religion and religiosity was also seen as the inevitable consequence of scientific enlightenment and technological advancement. From the late 20th century, and especially early 21th century, an increasing set of empirical data from social science research has shown that this traditional approach to the scientific study of religion is defective. Many of these data have seriously challenged the old but still popular social sciences scholarship on "incompatibility of science with religion”, "the gradual decline of religion" and "pathological roots of religious commitment." The research evidence presented in this paper also showed that most of the extensive literature on the relationship between university education and the reduction of students' religiosity, which was dominated by the secularization paradigm and the incompatibility of science with religion, does not have the necessary empirical support. Also, analyzing the data on the religiosity of Muslims in Iran showed that the difference in religiosity of the population was more affected by their religious background of their family rather than by studying at the university.

This paper constitutes of two main sections: the first section examines academic disciplines in the world theoretically. This section deals with issues such as what are academic disciplines، how they emerged and evolved، what functions they have had، and finally، what problems and crisis they have in terms of their functions. The second section of the paper deals with the state of academic disciplines in Iran. To examine Iranian academic disciplines I have studied social and historical context of emergence and development of academic disciplines in Iran. I have also compared similarities and differences of academic disciplines functions in Iran and the west. Finally، I tried to explain Iranian academic disciplines encounter which challenges and difficulties today. This paper examines academic disciplines from sociological and cultural studies approach. It is mainly a theoretical and conceptual analysis of the state of discipline in the academic system. Cultural studies، as Moran (Moran 2001) explains، is a kind of approach rather than a specific discipline. From this point of view، each discipline has its own interdisciplinary field and cultural studies. In addition، cultural studies approach explains and explores social and political context disciplines.