In the article, it has been tried to answer a fundamental question on the political science; whether the science has been constituted through a combination of difference and diversity of sciences or that is a unique, totally independent discipline. The author endeavors to manifest that the nature of political science is INTERDISCIPLINARY. The study of the history of political KNOWLEDGE reveals that this kind of KNOWLEDGE can be understandable just by comprehending the impact of other disciplines. Basically, Politics has been a conjunction and intersection of social phenomena as well as human KNOWLEDGE. That is a constant characteristic of politics, from political KNOWLEDGE in ancient era to political science in the age of globalization. From Plato and Aristotle to Fararbi and Ibn Khaldun, and form Hobbes to Martin Albrow, Politics has been a consequence of mixture and coalition of various diversity of KNOWLEDGE. This INTERDISCIPLINARY substance of political science not only does not predicate dependency of the science, but also shows the excellence and magnificent situation of political science in the history of the world.

This article touches upon how virtual instruction، as an INTERDISCIPLINARY window، might facilitate KNOWLEDGE construction. In order to do so، an online educational platform and its capabilities are explored، and examples of collaboration are given. Then these examples are analyzed to figure out how online collaboration could set the stage for KNOWLEDGE construction. Participants included a number of preservice teachers who took a mathematics education course which was offered blended. The participants were put into groups of 6-9، and were asked to solve and discuss mathematical questions as well as how to teach them to elementary school students. Grounded theory method was applied to make sense of the data، and Vygotsky’s socio-cultural theory of learning was used as a lens to look at the social environment. Findings show that KNOWLEDGE construction is likely to happen in two forms، individual or social. When there is no reference to other postings or responses to an individual from any of the group members، individual KNOWLEDGE construction is taking place. Conversely، when preservice teachers collaborate on an issue to help each other build KNOWLEDGE of pedagogy and that of subject matter، KNOWLEDGE construction is more social in nature. Moreover، the instructor’s role، and capabilities of the platform are amongst the factors affecting KNOWLEDGE construction.

Human life and its new requirements have made the specialization of sciences a must. However, from the beginning the categories of KNOWLEDGE could not make a clear boundary among different fields of sciences. Extra specialization along with the complexity of science’s issues caused the spread of assimilation attitudes in production of KNOWLEDGE. In the first part of the paper, the present situation of KNOWLEDGE and need of unity among sciences will be explained. In the second part, the authors briefly explain the new patterns of KNOWLEDGE are discussed. The final section of paper presents a model to emphasize on necessities of unity of humanities disciplines.

Political thought is the kind of thinking which is formulated in different disciplines; political philosophy, political ideology, political theology, and political literature are some of its important examples. Although in the course of history political science was transformed to the “science of power”, once again it has returned to its origins for articulating ways to achieve “good life” and “political thinking”. Considering this epistemic turn to ethics and the normative turn in the study of development and economics, benefiting from the practical implications of political thought seems to be a historical necessity. In the present article, first we discuss the main analyses and theories concerning the nature of political thought, and then a paradigmatic-implicative narrative is presented as an alternative for the INTERDISCIPLINARY explanation of political thought.

Introducing science and religion and the relationship between them, the present study attempts to explain what “religious science” is. Then, describing the major field of religious science, the role of values in science would be addressed through explaining the value-oriented approaches to science. The main part of the study is dedicated to describing various dimensions and aspects on which writings on Islamic Management are evaluated. A brief study shows that there are at least 70 book volumes focused on the matter, from which 13 are selected for the present study. A meta-analysis applied in this study, focuses on these books from four evaluating dimensions: content analysis, methodological analysis, reference analysis, and finally author analysis.

The aim of this study is the introduction of a kind of integrative and INTERDISCIPLINARY KNOWLEDGE for university teaching. This kind of KNOWLEDGE is a special integration of pedagogical KNOWLEDGE and specific content KNOWLEDGE which university teacher supposed to teach that and it is called pedagogical content KNOWLEDGE(PCK). Although this KNOWLEDGE is known as the most influential kind of teaching KNOWLEDGE which could make the university teaching discourse more specific, the nature of that is vague in higher education curriculum. The reason of being vague is related to the interdisciplinarity nature of this kind of KNOWLEDGE. This paper would anatomy this kind of KNOWLEDGE which has an integrative nature. To this aim, the subject of mathematics has been selected as a case study. Data of this study have been collected through semi-structured interviews and observations from 27 of university mathematics teachers who were in a spectrum from beginner to the teachers with more than 30 years of experience. Data were analyzed through coding and making themes and resulted in a model with 4 main themes. This model makes a more discussable about this kind of KNOWLEDGE an university teaching. Furthermore, it could make an appropriate framework for designing INTERDISCIPLINARY fields of study which are the result of integration of two kinds of KNOWLEDGE of pedagogy and specific field like mathematics and science.

A battle of ideas on the conceptualization of producing، sharing، dissemination and application of KNOWLEDGE in universities and higher education institutions is a complex issue that a lot of attention in the academic literature and management areas has focused on. On the basis of studies، KNOWLEDGE sharing in higher education as an INTERDISCIPLINARY field of study that links between the two major "KNOWLEDGE management" and “higher education" especially in higher education management، has been emerged. Many scholars and researchers have tried to respond to these questions: What are the factors that influence people in KNOWLEDGE sharing? What are factors and possible reasons for sharing or not sharing? This paper discussed and explored the KNOWLEDGE sharing phenomenon in higher education in an INTERDISCIPLINARY field of study and، it has analyzed the factors affecting KNOWLEDGE sharing among faculty members. The article ends with this conclusion that to explore the KNOWLEDGE sharing phenomenon in higher education and theorizing in this field، understanding and analyzing the nature of KNOWLEDGE، motivation and opportunity for sharing of KNOWLEDGE are essential. The study has reviewed the results of two decades important empirical research in academic environment. Finally، with focus on current situation and potentiality of future research on KNOWLEDGE sharing in academic environment a conceptual model has presented.

Today, universities, in addition to research and education, play a part in the new mission of participating in the economic development of society. In fact, the commercialization of academic research has led to new advances in scientific progress, while INTERDISCIPLINARY studies should be taken into consideration by researchers and research institutions. Because the excess in the specialization of the researcher and the loss of relevance and solidarity between the subject of studying a discipline with the subjects of other disciplines and the peripheral world removes university disciplines from their core function. In this regard, graduates and practitioners of behavioral sciences can provide a point of attachment to the field of reflection, convergence, collaboration, and synergy with graduates of other academic disciplines. In fact, they can play a new role in contributing to the development of KNOWLEDGE commercialization processes and the development of a KNOWLEDGE-based economy. The main purpose of this research is to explore and provide a model for creating KNOWLEDGE commercialization opportunities with an INTERDISCIPLINARY capacity building approach with active activism and the use of specialized KNOWLEDGE of graduates of the field of behavioral sciences. The study approach is qualitative. The findings of the study showed that six types of organizing themes were identified and 25 themes were identified and the content network was extracted. Based on research results, KNOWLEDGE commercialization with an INTERDISCIPLINARY capacity building approach with the role of behavioral science experts has dimensions such as creation, creation, creation, co-creation and opportunity creation, as organizing themes, each of which It also has dimensions as basic themes.