درخت حوزه‌های تخصصی

By causing a serious gap in the optimistic literature on European integration processes, Brexit has provided numerous challenges for international relations theorists. In this regard, in the present article, three influential theories that best explain Brexit will be discussed: neorealism, constructivism, and the English school of international relations. Notwithstanding that both neorealism and constructivism are able to raise important issues, it seems that there are still certain shortcomings in the two theories in explaining Brexit. Neorealism relies too much on macro-analysis and material factors, and, on the other hand, constructivism tries to account for essential factors from the domestic or secondlevel analysis. Therefore, the paper's central question is how does the English School provide a convincing explanatory framework for understanding Brexit? In response to the question, the paper adopts a theoretical perspective to analyze and explain both the micro-level and macro-level of the Brexit phenomenon by utilizing the English School’s central assumptions: institutions, the great power status, pluralist-solidarist debate, and the balance of power. It is concluded that English School is able to explain Brexit more satisfactorily. According to the school’s assumptions, Brexit is not an oddity, but a natural consequence of internal and external equations in the United Kingdom.

The academic general curriculum is of great importance alongside the specialized curriculum; this field is not only limited to the subject of human knowledge and scientific disciplines, but is also related to the development of personal capabilities, such as the creativity and intellectual abilities, transfer of cultural heritage and values, and the evaluation of committed and accountable citizens. The present study aims to investigate the various areas of the Global Citizenship Education (GCE) in the academic general curriculum in Iran. This is an applied research wherein, a qualitative content analysis method, the thematic analysis (themes), has been applied to the two levels of the selected documents (the law on the goals, duties and organizations of the Ministry of Science, the comprehensive scientific map of Iran, and Iran's sixth development plan) and syllabuses of the general courses approved by the Supreme Council of the Cultural Revolution. The data collection tools included content analysis, note-taking, and a checklist. A descriptive-analytic method was applied to interpret and analyze the data. Based on the research findings, the level of contents associated with globalization has a significant degree of severity and weakness from one course to another in terms of the qualitative aspect. It is certain that most of the contents related to the components of globalization often have indirect links and regarding the positive, negative, and neutral aspects, it can be claimed that the neutral aspect is of considerable significance compared to the other aspects. The qualitative content analysis of the documents and syllabuses of the general courses was done and subsequently, the obtained scheme indicates that the existing approach to the GCE in Iran is a combination of political and civic education approaches, cultural transfer, and the neo-liberal approach, and hence, the educational system should try to train global citizens with an Iranian–Islamic identity. Among the important points in the analysis of the documents is a lack of distinction between globalization and internationalization.

Over time and as the sun rose and set, the meaning of existence became more of a vivid concept. We are here to fill the void in this infinite universe. We grow when our hope grows or grow otherwise. When we think of this life, we find that it is a myth as an ongoing cycle. We  individuals believe that we are the center of existence, where even existence is based on our presence. We are in this world where we gradually get to know each other over time, but realistically as life passes on we hardly know who we are. Humans are unique  and wonder why they are unique. That is, our structure is one, but we all have a single arrangement from  head to our senses, two legs and two arms. But we are different, in all, in  form, in understanding, in our way of life, and even in our decisions. Therefore, the joy of our difference is that it achieves integration. Everyone has the same ingredients. However they adapt them in their own way, interacting with matter and nature, and then finds himself in a corner of life that forms a cornerstone of the basic ground. If that fails, it can create an imbalance that can only be corrected through the balance between individuals. We inherit integration through care. For example, if a doctor dies, another doctor will have to play that role.