درخت حوزه‌های تخصصی

By an approach of the sociology of time, this article seeks to examine the consequences of transformations in the space-time order of society ensuing rapid modernization processes for Iranian intellectuals in the decades succeeding to the 1979 Islamic Revolution. First, it explores how certain Western thinkers and philosophers confronted the spread of “empty time,” and then turns to the works of three influential Iranian intellectuals of that period -Dariush Shayegan, Ali Shari‘ati, and Jalal Al-e Ahmad, aiming to compare their positions. It also asks: How did they during that period engage with the category of modern time? How did it touch their assessment and understanding of the West? And can a kind of relationship be discerned between their time-based assessments and their demand for political changes?This paper takes on a document-based approach, applying the theoretical sampling to analyse the primary texts of three intellectuals under studyThe findings suggest that the dominance of modern empty time constituted a these intellectuals’ discontent with the West, and that their concerns were closely tied to their dissatisfaction with modernity and autocratic modernization processes. Their dissatisfaction, in turn, promoted their estrangement from the Shah’s regime and its western-oriented social reform projects and their receptivity to a fundamental transformation of society grounded in religion and tradition as well.It concludes that while Western philosophers grappled with the hollowing out of time in modernity, seeking to reclaim meaningful moments through Diogenic temporalities or expressive dimensions of modern life. Iranian intellectuals also attempted to offset and fill the unbearable lightness of modern time with the weight of tradition. Despite the post-revolutionary slowdown of processes of modernization and a return to tradition, additionally, the problem of the emptiness of modern time has yet remained an unavoidable and open-ended challenge for Iranian thinkers and intellectuals.

Introduction: In contemporary societies, educational systems play a key role in shaping culture and transferring knowledge to future generations. The content of school textbooks not only influences students' scientific understanding but also plays a central role in shaping their identity, beliefs, and values. Given this importance, what happens if this content includes the immoral phenomenon of sexism? Therefore, the main objective of this study is to analyze the content of lower secondary school science textbooks based on the immoral category of sexism. Material and Methods: This research falls within the scope of qualitative studies and is categorized as fundamental research. The statistical population of this study consists of the science textbooks used in the lower secondary education level, which includes three volumes. The units of content analysis include images, texts, questions, and end-of-chapter tests. The study was conducted using the content analysis method. Results: Gender representation in lower secondary science textbooks significantly reinforces traditional gender stereotypes. Quantitative analysis revealed that scientific, technical, and managerial roles are predominantly assigned to men, while women are confined to domestic, supportive, and educational roles. Qualitative analysis also indicated that names and images are represented in a way that highlights men’s positions in leadership and scientific roles, while women are portrayed with limited and passive presence. Conclusion: Based on the results, it can be concluded that lower secondary school textbooks contain the immoral phenomenon of sexism. These patterns indicate the necessity of revising textbook content in order to achieve gender equality