نویسندگان
1 دکتری علوم دفاعی راهبردی، دانشگاه عالی دفاع ملی، تهران، ایران.
2 دکترای جامعهشناسی، گرایش رفاه اجتماعی، دانشگاه علامه طباطبایی، تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The objective of this study is to analyze the causes and factors underlying the weakness of indigenous theorization in Iranian humanities. The findings reveal that the "core phenomenon" of weak theorization is the "establishment of a non-generative scientific system." The contextual conditions fostering this phenomenon include a "quantitative/ research-oriented educational system, lack of need-driven scientific research, underdeveloped academic polarizations, and historical contexts of thought-erasure." Intervening conditions comprise "episodic and prescriptive conceptions of theorization, disproportionate relations between seminaries and universities, misvaluation of humanities, and weak historicity in humanities," which - through strategies such as "non-recognition of science's indigenous/non-indigenous domains, time-intensive nature of theorization, and bureaucratic professionalization prioritized over public-oriented scholarship" - have ultimately resulted in consequences including a "gap between technical and social knowledge, deepened dependency/scientific consumerism, and marginalization of academic authority" within the educational system. The results demonstrate that overcoming weak theorization requires, first, institutionalizing endogenous and indigenous scientific values among humanities scholars to enable transition from subordinate positioning. Second, quantity-driven and non-generative inquiries must be replaced with locally-grounded idea-centric and problem-centric approaches to achieve robust theoretical understanding of Iranian society through education-research integration.
کلیدواژهها [English]
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