مطالب

This article interprets design not merely as a technical activity but as a site for the realization of ethical life in Hegel’s sense. Its theoretical framework builds on Hegel’s tripartite ethical model, right (recht), morality (moralität), and ethical Life (sittlichkeit), to show how design experience, when situated in institutional roles, mediation of value tensions, and practices of mutual recognition, contributes to the actualization of freedom and responsibility in the social sphere. Methodologically, the study adopts an interpretive–analytical approach, drawing on a close reading of Hegel’s Philosophy of Right and major commentaries, brought into dialogue with contemporary literature on design ethics. Findings indicate that the legal and institutional structuring of design, while necessary as the formal ground of freedom, remains insufficient unless complemented by the internalization of responsibility at the individual level and its further embedding within social and professional institutions. Only through this progression can design approach what Hegel conceptualized as “freedom realized in the world of human institutions.” The analysis further reveals that ethical tensions, arising from conflicting stakeholder demands or gaps between individual ideals and institutional realities, are not peripheral but constitutive drivers of moral reflection in design practice. Yet the same institutional structures that enable recognition and accountability may also impose constraints that limit the scope of freedom’s realization. The study concludes that design can serve as a formative arena of ethical life, where freedom, duty, and mutual recognition are historically and socially shaped and reinterpreted. This reframing provides a conceptual foundation for future research on how design experience both reflects and shapes moral life within diverse institutional contexts.

The aim of the study was to assess the state of academic education in sport management in Iran. A mixed methods research approach was utilized, involving the collection of documentary data from relevant websites, followed by interviews with experts in sport management education. The participants were purposefully selected using a non-random method. The findings revealed the existence of 65 doctoral programs in sport management, with a target of attracting 266 students, as well as 261 master's programs in three tracks within sport management, aiming to draw 3554 applicants. Furthermore, there are approximately 230 faculty members in sport management. The experiences of experts highlighted a decrease in the average quality and motivation of students in sport management programs. One of the reported reasons for this was the lack of legal support in attracting specialized individuals in this field to the job market.