M.J. Emaeili
Abstract
Over the last forty years, experts and researchers examining "impracticability," "immodesty," and "inefficiency" regarding religious policy in universities, have pointed to multiple causes and reasons Current research with respect to the role of the causes and reasons for this are considered Insignificant. ...
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Over the last forty years, experts and researchers examining "impracticability," "immodesty," and "inefficiency" regarding religious policy in universities, have pointed to multiple causes and reasons Current research with respect to the role of the causes and reasons for this are considered Insignificant. With the help of Weber's theory, the weakness of the "Ethics of responsibility" at the policy institution is brought to light Weber’s theory suggests that there is much suspicion, dissatisfaction, and opposition to Islamization On the other hand, in application to the failures of Islamization of universities in the weakness of morality, the policy of the institution bears responsibility. The central question this article asks if religion policy in the university is based on the notion of "Responsibility Ethics.” The author, with the main question and six sub- questions, makes a qualitative analysis of the Document of the Islamic University as approved by the Supreme Council of the Cultural Revolution of 1392 and will show that Religious policy in the university is not based on "Ethics of Responsibility.” However, this requires another independent review as to whether the document is based on “Ethics of Belief” or not.
Mohammad Saeed Zokaei; Mohammad Javad Esmaili
Abstract
The empirical studies undertaken on academic culture in Iran suggest an inefficient academic acculturation and students alienation from the structure and process of a desired academic culture. A sense of powerlessness, normlessness, anomie, social isolation and in general strangement from the self, educational ...
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The empirical studies undertaken on academic culture in Iran suggest an inefficient academic acculturation and students alienation from the structure and process of a desired academic culture. A sense of powerlessness, normlessness, anomie, social isolation and in general strangement from the self, educational processes, unverrsity camp, academic staff members and also from other students is increasingly growing in the minds and feelings of a considerable number of higher education students in humanities and social sciences. Drawing on a mixed methodology, the following paper aims to reconstruct the phenomenology of academic and educational alienation based on students personal lived experience and narrativity. Apart from accounting for internal and external social factors affecting this experience, we have proposed a typology of the types of alienation experienced by different groups of students and the strategies they have adopted to counter it. Results suggest that alienation is directly affected by culture politics and involves different social, psychological, and economic consequences in their lives.
