فصلنامه مطالعات میان رشته ای در علوم انسانی
سال شانزدهم شماره 4 (پیاپی 64، پاییز 1403)

Undoubtedly, education and especially providing new and effective methods in education is one of the most important needs and concerns of any country in the contemporary world. The purpose of this paper is to show that, contrary to the fact that apparent poetry, literature and mathematics are very far from each other and unrelated, they have taste connections in different ways. In this paper, taking into account a descriptive-analytical method, while reviewing the rise and fall of this bond, the author discusses the ontology, reasons and similarities of poetry and mathematics. Also, by presenting examples, an attempt is made to show how poetry and mathematics can, to some extent, be effective and permeable in understanding and scrutinizing each other. The findings indicate that it is possible to benefit from the collaboration between of these two fields ​​in education at high schools and colleges.

Emotional feedback or the possibility of emotional sharing with every phenomenon around a person can be an indicator his liveliness. The ability of humans to interact with their surroundings has always been of great importance because its realization increases the quality of human life. In Christopher Alexander's theories, the degree of aliveness of space and the perception of it through emotion is considered important. On the other hand, the animation of space is also discussed in the empathetic domain, and the function of the mirror neurons of the brain in architectural spaces and the ability of human beings to imagine vividness in relation to it, enables them share the emotion. Given the importance of living space and human interaction with it, this research seeks to find the differences and similarities of these two perspectives so that ultimately the conceptual and practical model derived from these two theories can help design living spaces. This research is qualitative and descriptive-analytical type, which compares these two attitudes by examining the main features of living space in Alexander's "Self-Mirror Test" and "Empathetic Architecture" through inductive reasoning and logical analysis. The findings show that a living space in empathy theory can reflect a range of good and bad feelings, but in the mirror self-test, spaces with good feelings are more alive and provide the quality of innate human presence. This research can assist in designing spaces that not only meet the practical needs of individuals but also take into account the emotional and affective aspects of their lives. Considering the emotional and experiential characteristics of space, the design of empathetic and vibrant environments can have more positive effects on human psychology.

The central question of this paper is to investigate the historical conditions that enabled the emergence and formation of the discourse surrounding "Iranian civilization." In other words, what specific historical circumstances could facilitate the emergence of this particular form of discursive narrative (as opposed to others), and through which accumulations and concentrations of discourse has this new discursive system been produced and sustained up to the present moment? In this regard, the issue will be examined as an initial moment in the birth and development of discursive narratives (zero degree), focusing on the organizing cores of the knowledge-power system that led to the establishment of the theoretical foundations of "Iranian civilization." This analysis will be framed within Michel Foucault's archaeological methodology. By identifying and analyzing this zero-degree discourse, the initial and homogeneous moments of this narrative can be revealed, which are characterized by a lack of differentiation. This approach is reminiscent of Foucault's methodology in History of Madness. Following this process, a new discursive order emerges as a direct result of the accumulation and concentration of propositions surrounding this discourse. Specifically, this accumulation pertains to racially charged [Aryan], anti-Arab, and antiquarian propositions that emphasize a longing for a return to the lost grandeur and magnificence of ancient Iran as central signifiers within the discourse of "Iranian civilization. The concentration of these propositions around the narrative has generated a new discursive order that did not exist at zero degree. This discursive order is characterized by a dualistic formulation of Aryan [Iranian] and Semitic [Arab] as the theoretical foundation for Iranian civilization, thereby laying the groundwork for the emergence of this narrative. Prior to the emergence and hegemonization of Aryan nationalist and anti-Arab discourses—dominant within Iranian romantic nationalism that mourned for lost greatness—such a discursive order based on an Aryan-Semite dichotomy did not exist. This dichotomy later became established as a theoretical foundation for "Iranian civilization," specifically within contemporary narratives about Iranian civilization.

The foundation of modern sciences on absolute and fundamental philosophies, or in other words, the construction of supplementary philosophies, represents an approach that the scientific community in the West has pursued in recent decades. This pursuit is such that it attributes part of its scientific superiority and dominance to the extension of those absolute philosophies into new sciences. Among those who have successfully engaged with this extension, emphasizing the field of sociology, is Peter Winch, who has managed to philosophically enrich this discipline. The main question of this research is: What are Peter Winch's epistemological foundations in intercultural communication? The method employed in this study is qualitative, with an interpretive approach and an analytical-critical perspective. According to Winch, since rules are inherently social, understanding the actions of others and various cultures requires the comprehension of governing rules. He also asserts that there is no meta-language or meta-rule encompassing all. Winch views rationality standards as arising from diverse life forms and social contexts, thus considering rationality standards to be multiple and non-comparable. He argues that each culture possesses its own specific rational evaluation criteria, where deviation from these rules undermines rationality. In his view, standards and rules do not qualify as criteria until they are elevated to a social level. Essentially, Winch emphasizes social rules while denying private language and rejecting transcultural rationality. He believes that to understand human actions and diverse cultures, one must recognize the governing social rules. He contends that there is no overarching meta-language or meta-rule that encompasses all rules, and that rationality standards depend on varied life forms and social contexts. This implies that rationality cannot be uniformly assessed across different cultures; each culture has its unique criteria for rational evaluation. Deviating from these rules can lead to a loss of rationality. Therefore, Winch underscores the importance of social rules and rejects private language and transcultural rationality, asserting that standards and rules are only recognized as such when elevated to a social level.

Understanding social behaviors enables to understand and facilitates mutual interaction; yet sometimes deceptive tactics by the counterpart alter this understanding. Analyzing the phenomenon of deception from an interdisciplinary perspective provides better comprehension and the ability to scrutinize it. This study investigates the hidden layers of text in a social context at two girls' high schools in Tehran, examining the role of deceptive ideology in normalizing the discourse. The research is organized around two main objectives 1. Analyzing the discursive diversity formed in the deception discourse within Michel Foucault's critical discourse framework. 2. Examining the impact of ideological and power elements in shaping the deception discourse. Using an applied approach, comments from 233 high school students aged 15 to 17 about virtual cheating in exams, assignments, and educational activities in virtual education networks were collected and analyzed regarding the role and impact of ideological and power elements within Michel Foucault's theoretical framework. Findings indicate that deception discourse, supported by power in the virtual space, acts as an ideological institution, convincing students to collaborate in achieving false academic success. This process turns the discourse into a tool for deceivers, undermining academic integrity and promoting cheating. Interventions and educational efforts to increase ethical commitment among learners appear effective in reducing deceptive behaviors. These findings provide valuable insights for educational stakeholders aiming to reduce cheating in academic environments and have significant implications for ethical education.

During the Qajar to Pahlavi period , mosques with special and beautiful decorative features were built in Kermanshah , and during the Islamic Republic , many mosques were built in Kermanshah due to the existing needs , and in the Islamic Republic period , many mosques were built in Kermanshah according to the existing needs . This study seeks to classify the characteristics of mosques in Kermanshah according to their physical and spatial characteristics . This research seeks to answer two questions : What are the elements of the Qajar , Pahlavi and Islamic Republic mosques of Kermanshah ? How Qajar , Pahlavi and Islamic Republic mosques of Kermanshah are physically and spatially divided ? The method of data collection is field and documentary (library) and the research method is descriptive-analytical . According to the study of the building , 9 mosques related to the Qajar period , 3 cases related to the Pahlavi period and 7 cases of Islamic Republic mosques were selected from the studied mosques . In this research , their characteristics will be categorized and identified . The results show that Qajar mosques in Kermanshah generally have a nave and from three models of courtyard mosques with courtyards , central courtyard mosques with rooms and porches , central courtyard mosques with rooms and in the Pahlavi period nave mosques with central courtyards with rooms and porches And extroverted mosques were observed and many elements of mosques were seen in them .In addition, various decorations such as tiling , brickwork and solar and Islamic designs were observed in traditional mosques in Kermanshah in the Qajar period mosques