نشریه تحقیقات بنیادین علوم انسانی
سال نهم شماره 1 (پیاپی 30، بهار 1402)

Theories of development has been typically regarded as value neuteral, technical and scientific. In this paper, I evaluate the way values enter in theories of economic development and progress. Due to the hypothesis of the paper, evaluated by analytical method, values enter the theories of economic development and progress by value analysis and valuation and make them different. Value analysis generally denotes  the evaluation of the role of values in the process of reaching to development and progress. In contrast, valuation is a form of value judgment in two forms of epistemological and ethical value jugments (Ideal and policymaking valuation). Epistemological valuation pays attention to the values adopted by the researcher in the formation of theories of development and progress. The most important part of ethical valuation in  development and progress economics is the ideal valuations including the definition of development, identifying its aims and targets, ranking aims, designing its indexes and identifying the ideal standards of economic behavior in form of assumptions such as economic rationality. Policymaking valuation contains suggestions for structural changes and plans for reaching to development and progress. Even though ethical values enter theories of development and progress as assumptions, they are subject to value judgment and form bases for value advices by economists. On the base of the proposed analytical framework, the distinction between theories of economic development and progress can be explained from the viewpoint of epistemological and ethical values that affect aims, behavior, structures and policies of development and progress. Differences in values in theories of development and progress economics could change research priorities, realisticness of theories, indexes, policies and plans of development and progress.

The theory of evolution was first proposed by Charles Darwin in the science of biology, but the passage of time showed that this theory was not limited to the field of biology and today it has been considered in various branches of human sciences. In the meantime, the atheistic interpretation of this theory, which has taken place today in the context of new evolutionary atheism, can be considered as one of the serious obstacles for the Islamization of human sciences. On the other hand, Allameh Misbah Yazdi can be considered one of the pioneers of the project of Islamization of Islamic sciences. The issue of the present article is to criticize and evaluate the impact of new evolutionary atheism on the foundations of human sciences, focusing on the opinions of Professor Misbah Yazdi. Data collection was done by library-documentary method and we have benefited from analytical (rational) method for judging. The findings of the research show that the claims of the new atheists are highly vulnerable in terms of epistemological, theological and theological problems.

Paying attention to the effects of language in the law in the stages of enactment, implementation and interpretation of a judicial text can be considered as one of the growth factors of any legal system; An important matter that has been neglected in our legal system. This research has explored the uses of language in law using descriptive and library methods. The proven hypothesis shows that there is a meaningful relationship between the linguistics of modern law in regard to the text, intention and social context of the understanding of the law, which can be used as an end-oriented reasoning towards disciplined evidence, systematic moral values, consequentialism and legitimate ambiguity in the interpretation of the rules of procedure or internal regulations. Parliament should be held to promote objective and practical rule of law.

Learning theories can be divided into two general philosophical and psychological parts. Despite the existence of numerous psychological theories about the learning a few people such as Christopher Winch and Peter Jarvis have also discussed learning from a philosophical perspective. Theorizing about learning, like other topics in the humanities, is based on the theorist's view of human nature. The first Imam of the Shiites in a famous statement said: "the capacity of any vessel is narrowed by placing something in it, except for the vessel of knowledge, which is further filled by knowledge." Using this expression, which implies the abstraction of the soul, we created the metaphor of the expanded vessel, and we believe that based on this metaphor, a basis for a theory of learning can be devised. According to this metaphor, mechanical perspectives such as information processing on learning - which reduce knowledge to information alone and learning to the transmission of information - are criticized. The purpose of this descriptive-analytical article is to provide a basis for theorizing about learning from an Islamic perspective, based on which existing psychological theories which are based on specific Western philosophies can be challenged. Based on the metaphor of the expanded vessel, we have criticized theories of learning from three perspectives: worldview, abstraction of the soul, and scientism. The metaphor has implications for learning, the purpose of education, and the curriculum mentioned at the end of the article.

Today, the theorization of religious texts (Qur'an and Hadith) has been seriously considered, of course, after developing the issues of possibility, necessity and foundations of religious knowledge production.In recent years, many works have been published that attempt to apply, test, and invent procedures for deriving scientific theories from religious texts.Recognizing these efforts will help all those involved in the field of Islamic theorizing to use the data and methods produced to develop this path, but despite all this, these works have been authored by many people, in different fields of human sciences, in different scientific centers, and in different scientific publications;Therefore, the knowledge of the dataset in this area requires a study in the "narrative review" method to provide a platform for better understanding and presentation of the progress made and comparison of creative or employment methods; Therefore, the present article has identified and presented the methods that lead to the scientific theorization of religious texts, or at least the presenters have designed and presented them for the purpose of theorizing religious texts.It also shows that in the articles and books published in Persian language in Iran between 1380 and the beginning of 1400, fifteen methods of theorizing religious texts were used or invented. Meanwhile, half of the theorizing was done with two methods of qualitative content analysis and grounded theory.

In the present study attempts are made to discuss the potentials of knowledge management discipline after accounting for the need for scientific support in humanities development management. To this end, the "descriptive" structure (Mosouf-Sefat) and the "Ezafi" structure (mozaf and mozafon elayh) of knowledge management and strategic knowledge management are used as a basis to offer four readings that can guarantee the paradigmatic development of knowledge. The results suggest that only an Ezafi structure of strategic knowledge management, i.e. "strategic management on knowledge", contains a meaning equivalent to "knowledge development management" and can be used to fulfill the needs of Islamic society and the humanities. In the next step, the trend of global knowledge management development is addressed and the significant need for reconstruction and transformation of the knowledge management mission (realization of strategic knowledge management) is discussed. In the "how" section, three main axes needed to transform the knowledge management mission (realization of strategic knowledge management) are introduced and finally, some strategic suggestions are presented to pave the path for scientific support of humanities development management by the strategic knowledge management discipline.