جستجوی مقالات مرتبط با کلیدواژه « سیاست گذاری علمی » در نشریات گروه « علوم اجتماعی »

Hadith, as one of the important sources of Islam, has gone through a tumultuous history and in the early centuries, with many political obstacles and oppositions such as prohibition of writing and writing, hadith burning, forgery, rivalry and intimidation and assassination of Imams and their companions. , Has been facing. In this paper, with a sociological approach and a methodological model, we seek to explain how hadith and related sciences evolved in such an inappropriate context. Achieving this explanation can be effective in contemporary scientific policy-making. The research findings indicate that the epistemological capacities of hadith and the scientific policies of the Imams, such as encouraging narration and narration, writing hadith, holding educational meetings, questioning and answering and debating, and corrective policies such as offering hadith, citation and permission to narrate hadith Epistemology, along with the characteristics and motivations of Shiite narrators as individual factors, in Medina, Mecca, Kufa, Baghdad, Qom, Rey, and Khorasan, overcame non-epistemological reason and the evolution of the science of hadith.

The preparation of the Country’s Master Plan of Science is among the major objectives of scientific and cultural centers of the country. Despite different approaches to the concept of master plan and the status and role of its different sections, the issue of education enjoys a special status in this plan. Given that many countries have already formulated their macro-policies of science and technology, a comparative study in this regard can open new vistas for the formulation of similar policies in our country. Hence, the present paper is an attempt to study the role and status of education in national plans of science and technology of nine countries, i.e. Spain, Finland, Czech Republic, Ireland, India, Japan, Taiwan, Uganda and South Africa. Although the policies of these countries are not suitable for duplication, the findings of the present study regarding their weak and strong points can offer noteworthy points for policymakers of science and technology of our country with regard to formulation of the master plan of science and technology. The most important findings of the present study are: product-based approach to education; generality of the points regarding education in this document; marginalization of education compared to economy, research and technology in particular; and necessity of integrated specific theoretical approach behind the issues related to education in the master plan. On this basis, the attention of the policymakers is drawn to the point that in their probable review of the master plan of science of the country as well as in preparation of downstream and executive documents and plans, it will be necessary to cast a new look at the status of education in plans of science and technology of the country.