درخت حوزه‌های تخصصی

Political rights are one of the achievements of modernity that emerged in the realm of Iranian political thought concurrently with the Constitutional Movement and have been recognized as one of the components of the modern state in Iran through an evolutionary process. This article examines the historical and intellectual contexts of Iranians' confrontation with the issue of political rights on the threshold of modernity. The main question is why and under the influence of what factors were modern political rights proposed in the Iranian-Islamic tradition as a suitable strategy for transition from traditional order to the modern one. This research, utilizing Alasdair MacIntyre's perspective and referring to the documents and writings of the Constitutional Revolution era, descriptively and analytically explains the transition of the Islamic intellectual tradition based on the people's political rights. The article argues that on the threshold of constitutionalism, a combination of intertwined political crises (despotism and dominance of Western powers) and economic crises (poverty and societal backwardness), alongside the Iranian people's familiarity with new political concepts and institutions, resulted in epistemological crisis of the tradition, thereby facilitating the transition to a new political order. Indeed, the acceptance of the rights and political freedoms, and the establishment of a new political order grounded in these principles, has been regarded as an idea to overcome the epistemological crisis of the Islamic tradition, particularly in the absence of a local alternative or the inability to realize one.

Objective:After nearly three decades since the formation of the Council for the Islamicization of Universities, it is necessary to examine the policy of Islamicization of universities from various angles and dimensions. In this regard, the research question is: what theoretical and practical challenges does the policy of Islamicization of universities face in Iran?Method: To answer this question, qualitative analysis and content analysis of available sources, especially the views of policymakers and experts in this field, have been used, and the necessary investigation has been conducted by analyzing the themes of these views.Results:After nearly three decades since the formation of the Council for the Islamicization of Universities, it is necessary to examine the policy of Islamicization of universities from various angles and dimensions. The research hypothesis is that "the lack of a common understanding of the necessity and possibility of religious science and the Islamic university and its negative policy consequences, the accumulation of policies and the multiplicity and overlap of the duties of decision-making institutions in the matter of Islamicization of universities, the abstract nature of executive assignments, the weak communication between policymakers and stakeholders and actors at the operational level, and the lack of an efficient mechanism for monitoring and evaluating the policy of Islamicization" are among the most important theoretical and practical challenges of the policy of Islamicization of universities.Conclusion: The results indicate that stakeholders do not have adequate participation in decision-making related to this policy. Furthermore, five different institutions are responsible for guiding and overseeing the implementation of the policies, which this institutional multiplicity and policy density creates problems. It is also unclear exactly what guidance and oversight each of these institutions should provide. In reality, there is no clear distinction between the different natures of oversight, for example, macro oversight, executive oversight, etc. At the level of monitoring and evaluation, the Supreme Council of the Cultural Revolution, the Council for the Islamization of Universities, and the Steering Committee for the Comprehensive Scientific Map of the Country have not yet published any monitoring reports or evaluations of the policies for the Islamization of universities. This approach prevents the strengths and weaknesses from being revealed and hinders the possibility of benefiting from the corrective suggestions of researchers and scholars.