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"Island Disease" and Its Treatment Through "Interdisciplinary Thinking" in The Educational System | ||
| مجله پژوهش های فلسفی | ||
| دوره 20، شماره 54، بهمن 1404، صفحه 253-266 اصل مقاله (1.29 M) | ||
| نوع مقاله: مقاله علمی- پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jpiut.2026.71298.4430 | ||
| نویسنده | ||
| محمد اصغری* | ||
| استاد گروه فلسفه، دانشگاه تبریز، تبریز، ایران. | ||
| چکیده | ||
| The term “island disease” refers to the isolation and fragmentation of academic disciplines, a phenomenon prevalent in Iranian universities and research institutions. Specialization, while enhancing precision and depth within individual fields, often results in limited interdisciplinary interaction, leaving each discipline functioning as an isolated “island.” This fragmentation manifests in curricula that separate related subjects, minimal collaboration among faculty, and disciplinary languages that hinder cross-field understanding. Philosophical perspectives from Rumi, Jaspers, Heidegger, and Ortega y Gasset highlight the importance of holistic knowledge and the university’s role in integrating education, research, and culture. Globally, universities increasingly adopt interdisciplinary, multidisciplinary, and transdisciplinary approaches to address complex societal problems, foster innovation, and prepare students for the demands of the twenty-first century. In Iran, recent initiatives—including the University of Tehran’s College of Interdisciplinary Sciences and Technologies, interdisciplinary engineering programs at Amirkabir University, and national interdisciplinary journals—illustrate growing efforts to overcome the “island disease.” This study examines the origins, manifestations, and consequences of academic isolation in Iranian higher education and argues that interdisciplinary thinking is a necessary remedy for cultivating integrated knowledge, collaboration, and problem-oriented education. | ||
| کلیدواژه‌ها | ||
| Island Disease؛ Interdisciplinary؛ Higher Education & Philosophy of the University؛ Academic Fragmentation؛ Educational System | ||
| مراجع | ||
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Hatfield, G. (2003). Routledge Philosophy Guidebook to Descartes and the Meditations. London: Routledge, Jaspers, K. (1965). The Idea of the University, The University of Michigan. Kenney, L. (2003). Louis Menand: The Metaphysical Club: A Story of Ideas in America. 2001. New York: Farrar, Straus and Giroux. 546 pp. Frontiers: The Interdisciplinary Journal of Study Abroad, 9(1), 201–204. https://doi.org/10.36366/frontiers.v9i1.123 Klein, J. T. (1990). Interdisciplinarity: History, Theory, and Practice. Detroit: Wayne State University Press. Lattuca, L. R. (2001). Creating interdisciplinarity: Interdisciplinary research and teaching among college and university faculty. Vanderbilt University Press. Mohajel, N. (2025). Nel Noddings' Philosophical Analysis of the Relationship between Democracy and Education. The Quarterly Journal of Western Philosophy. Vol. 4, No. 2, pp. 123-140. https://doi.org/10.30479/wp.2025.22157.1172v/ https://wp.journals.ikiu.ac.ir/article_3820.html Newman, J. H. (1996). The Idea of a University. Edited by Frank M. Turner et al., Rethinking the Western Tradition, Yale University Press. Ortega y Gasset, J. (1944). The Mission of the University. New York: Norton. Rūmī. (1924). The Masnavī by Jalālu'd-dīn Rūmī, Edited from the Oldest Manuscripts Available, with Critical Notes, Translations and Commentary, ed. and trans. by R. A. Nicholson, E. J. W. Gibb Memorial, New Series, 4, 8 vols (London: Luzac, 1924–40) (In persian) | ||
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