مطالب

In a multicultural and multilingual country like Iran, where minority languages have undergone a degree of assimilation into Persian, certain cultural aspects of these minority languages, such as the Kurdish calendar for Kurdish people, have been ignored. This descriptive study tends to revitalize the overlooked calendars of Central (Sorani) and Southern (Kalhori, Feyli, Laki) Kurdish dialects by investigating the conceptual metaphors utilized in these dialect-specific calendars. To do so, the calendars of these Kurdish dialects have been sourced from reliable references. Subsequently, the names of the Kurdish months are analyzed using Lakoff and Johnson’s (1980) conceptual metaphor model. The findings reveal that these Kurdish calendars exhibit ontological, structural, and orientational metaphors that conceptualize abstract time as a concrete entity through "physical experiences," including rituals and road blockages; "natural events"; and "spatial orientation," represented by the vertical movement of Kurdish people and leaves as well as the horizontal displacement between the months.

This article delves into the cultural invasion faced by Islamic society following the Islamic Revolution, focusing on how Western powers have strategically attempted to undermine indigenous cultures through materialism and cultural hegemony. The primary research question of this study is, what factors have contributed to the cultural penetration of Western values in Iran, and how can these influences be resisted in line with the perspectives of the Supreme Leader, Ayatollah Khamenei? The hypothesis suggests that cultural infiltration is not merely a historical issue but a modern tactic used by Western forces to weaken Islamic ideals and revolutionary movements, especially in the post-revolutionary context. Through a content analysis of Ayatollah Khamenei's speeches and writings, the study identifies the key components of cultural resistance, such as the need for a solid intellectual foundation, an in-depth understanding of the enemy's tactics, and an active presence in the digital and cyberspace spheres. The research highlights that these elements are essential for developing an effective strategy against cultural domination. Moreover, the study reveals that public participation and solidarity, while important, are less critical in countering cultural infiltration than a stronger ideological framework and intellectual empowerment. This suggests that the focus should shift towards strengthening the cultural and intellectual defenses of society, with particular attention to the role of education, media, and critical thinking in resisting foreign cultural pressure. The study concludes that in order to safeguard cultural security in Iran, it is imperative to activate public diplomacy, promote cultural assimilation based on resistance, and establish an Iranian-Islamic progress plan that emphasizes self-reliance and the preservation of indigenous cultural values. These strategies are not only crucial for maintaining cultural sovereignty but also for reinforcing the broader ideological and political independence of Iran.

Regional management and spatial planning of higher education in Iran is one of the important policy issues in the field of science, technology, and innovation. In February 2016, the Supreme Council of Cultural Revolution approved the country's spatial planning of higher education. Article 1 and 2 of this document directly refers to the regional management of higher education. In line with the implementation of the document, in October 2020, the Ministry of Science, Research and Technology approved the bylaw "Implementation of the National Spatial Planning of Higher Education - Provincial Management of Higher Education Institutions in the MSRT". In this research, by using the case study strategy, an attempt has been made to provide a policy analysis of the implementation of spatial planning of higher education documents, which led to the approval of the provincial management regulations of higher education institutions. The data used in this research are available documents, evidence, statistics, events, and narratives of 14 experts and policymakers. Based on the results of this research, the process of drafting documents, the commitment and expertise of the implementers of the document, and the integration of operational experiences and policy-making research during the implementation period have an important effect on the correct and faster implementation of national documents and macro policies related to them.

EXTENDED ABSTRACT INTRODUCTION The purpose of this study is to analyze the concept of "developed man" and determine the degree to which attention is paid in the Fundamental Transformation Document (FTD) in education in Iran approved in December 2011. This concept has been developed based on the theoretical basics of classical economics on description of "economic man" and also the Engels’s theory on the description of "modern man" and with regard to some of adapted and localized national and Islamic ideas and beliefs. What is meant by "Developed man" in this research is a person whose attitude and opinion has been developed and has the ability to turn the country's resources into wealth and prosperity for the people of society.  METHODOLOGY The instrument by which one can measure it, is a researcher-made content analysis checklist that involves 25 characteristics for developed human, and its face reliability and validity have been also verified and ranked by subject matter experts. Shannon entropy indices have been used to determine the importance and ranking of developed human components. In order to achieve a valid explanation and transparent results in this study, some important and fundamental concepts and components that were analyzed in the literature reviewing this document and their frequency was determined, were selected, and their frequency was compared with the total frequency of developed human components in the transformation document text. FINDINGS By use of word-counting the whole text of the Fundamental Transformation Document of education system, it also became evident that only about 1% (113 words out of 10914 words available) of this 64-page document are dedicated to the components of developed human and as a result it can be said that with regard to the weight and importance of the economy and its related issues in the country (such as unemployment, weak attitudes and skills of wealth creation and lack of efforts to increase production and improve public living and poverty alleviation) from the leaders and policymakers viewpoint, especially. CONCLUSION In recent decades, little emphasis and attention has been paid to developed human, and accordingly, it is worthwhile to pay close attention to these components in revision of the Transformation Document text.