آسیب شناسی دانش اکتسابی حاصل از آموزش روابط بین الملل ایرانی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
تحول پژوهشی و آسیب شناسی دانش روابط بین الملل ایرانی دچار فقر نظری است. حال آنکه دلایل عدم شکل گیری نظریه های ایرانی فراگیر جز از طریق کشف نقاط ضعف با یک نگاه تطبیقی بر اساس این پرسش که «چرا جامعه دانشگاهی روابط بین الملل امریکا و اروپا توانست و ما نتوانستیم» میسر نخواهد بود. اهمیت این موضوع تا جایی است که بدون فهم این مسئله که ضعف حاصل از دانش اکتسابی چه چالش هایی را برای دانش روابط بین الملل ایجاد کرده است نمی توان راهکاری برای برون رفت از شرایط فعلی ارائه داد. در این مسیر «سنجش دانش اکتسابی حاصل از آموزش در دانشگاه» مسئله مهمی است. بر این اساس «دانش اکتسابی» 375 دانشجو و دانش آموخته روابط بین الملل از 15 دانشگاه، ابتدا به روش «تحلیل محتوا مقوله ای» مبتنی بر کلیدواژه های نظری مورد «مفهوم سنجی» قرار گرفته و سپس نتایج حاصله با رویکرد «خودارزیابی» محک خورده و در نهایت بر مبنای مقایسه آماری نتایج هر دو سبک سنجش با واقعیت های موجود، به یک تحلیل و سنجش واقع گرای تطبیقی بدست آمد. نتایج نهایی، ضعف نظری دانش اکتسابی را تایید و فرضیه این پژوهش را به اثبات رساند. نتایج این پژوهش نشان می دهد که در وضعیت کنونی، اصلاح منطبق بر واقعیت فرآیند «دانش اکتسابی حاصل از آموزش» می بایست اولویت جامعه دانشگاهی روابط بین الملل ایران باشد.Pathology of knowledge Acquired Through Education at Iranian International Relations
Introduction Recently, several studies have examined the development of the field of international relations in Iran, focusing on the research approaches and theories used in the Iranian scientific research articles. The two prominent studies are: “Examining Research Approaches of Iranian International Relations Articles: A Review of Scientific Research Articles Published from March 21, 2021, to March 20, 2022” by Sadeghi (2024a) and “The Impact of US Foreign Policy on International Relations Theories: A Case Study of Iranian Scientific Research Articles (2019–2022)” by Sadeghi (2024b). The analyses revealed several notable trends. A significant portion of Iranian researchers primarily focuses on contemporary foreign policy as case studies, adopting paradigmatic orientations rooted in realism or liberalism. However, these studies often neglect epistemological considerations and rely heavily on the descriptive–analytical method as the declared research approach. This focus frequently excludes a critical examination of the foreign policy performance of the Islamic Republic of Iran. Additionally, the studies indicate that a considerable portion of Iranian international relations research incorporates U.S. foreign policy as a key independent variable. This reflects the widespread acknowledgment of the U.S. hegemonic power and its multiple roles in international events. Considering that over 70% of the analyzed articles (in both studies) were derived from students’ theses or dissertations, examining students’ perspectives on these topics and evaluating the educational process and knowledge acquired through university education can provide valuable insights into the subject. In this respect, the current study aimed to analyze 165 master’s and Ph.D. students of international relations, as well as 210 graduates in the field. This analysis yielded significant results that can contribute to identifying solutions to the issues highlighted in the previous two studies.Literature ReviewConcerning the research by Iranian scholars of international relations, few adopt an approach focusing on the evolution or pathology of the issue, highlighting a theoretical deficiency in this field. The limited research available can be categorized into ten main groups, reflecting varying perspectives on the subject. These include studies focused on the evolution of international relations in Iran, research analyzing articles published in Iranian scientific–research journals, studies examining theses or dissertations, and research based on questionnaires and surveys. Other categories encompass studies derived from discussion meetings with international relations and political science professors, case studies with partial analyses of one or more influential factors, and research investigating the obstacles to Iranian theorization in international relations. Additionally, there are studies analyzing the methods, content, and resources used in teaching international relations, research based on interviews with university professors, and studies addressing the pathology of scientific–research journals. This array of studies shows the diverse approaches and perspectives in the Iranian scholarship of international relations.Materials and MethodsThe present study used the targeted questionnaire method to collect the date. The stratified random sampling method was used to select the universities. The final statistical population consisted of two groups: students and graduates. Questionnaires were then distributed electronically by generating a list and applying systematic random sampling based on the pi number for computer spacing. As the focus of the research, the acquired knowledge of students and graduates was conceptualized, and the results were subsequently tested using a self-evaluation approach. Finally, a statistical comparison of the results from both knowledge acquisition styles—conceptualization and self-evaluation—was conducted against existing factual data. The analysis provided a reliable comparative realist measurement.Results and DiscussionThis research found that individuals who entered the field of international relations without prior knowledge often struggled to achieve career success in the field. Some became students or graduates of international relations due to the deterministic nature of university admissions processes. In addition, studies on the U.S. issues—particularly those focusing on the impact on the international political economy and international security, with an emphasis on China–U.S. relations—are the most popular areas of interest among Iranian international relations students and graduates. At the same time, there is a noticeable theoretical deficiency in research related to Iran’s official foreign policy, often manifesting in what is referred to as Kissinger syndrome. Based on a quantitative evaluation of the knowledge acquired through education, the average score achieved by Iranian international relations students and graduates was found to be 10 out of 20. Notably, university professors and individuals with careers directly related to the field tend to score higher. However, if tools like internet searches or superficial knowledge sources (e.g., Wikipedia) are removed, their knowledge level drops significantly. The findings also confirmed the results of two previous studies. These include the dominance of mainstream theories (realism and liberalism), a lack of familiarity with research methodologies, an inability to connect research topics to appropriate research methods, limited understanding of epistemological concepts, and a preference for regional issues without adequately considering the influence of the Islamic Republic of Iran’s foreign policy. Moreover, there is a recurring tendency to approach topics from the perspective of American foreign policy’s influence, often with a pessimistic view of the country’s official policymaking.ConclusionThe findings revealed several important points. First, common intellectual circles within the field of Iranian international relations have yet to form, primarily due to a lack of interest in collaborative work. This shortcoming is largely attributed to the limited scope of joint research, which is often confined to student theses or dissertations. Moreover, the low enthusiasm among students and graduates to join scientific and specialized associations highlights a need for further investigation into effective methods for promoting and expanding such associations. A key question remains: can the development of these associations contribute to the establishment of shared intellectual circles? Second, the quantitative analysis of acquired knowledge indicates that emigrant graduates score an average of 13, which is 30% higher than the average score of participants in this research. Notably, only 10% of these individuals are employed in fields unrelated to their studies, suggesting that the majority can be classified as part of the emigrant elite. This raises important questions about the reasons behind their migration and the extent to which their increased knowledge levels can be attributed to studying and working within scientific communities abroad. Finally, as observed in two previous studies, there remains a significant theoretical deficiency in analyzing the foreign policy of the Islamic Republic of Iran, especially its performance and influence in major regional and extra-regional events. In the topics examined, no critical perspectives on the foreign policy of the Islamic Republic were identified, further confirming the prevalence of Kissinger syndrome. This phenomenon also reflects a tendency to address issues and topics that are expected to be approved by Iran’s foreign policy apparatus.
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