The social dilemma of the sciences: a phenomenological study of the knowledge shift from the Natural Sciences to the Social Sciences
DOI:
https://doi.org/10.36473/qe02q847Keywords:
Social Dilemma of Sciences, knowledge shift, Social Sciences, Natural SciencesAbstract
The research aims to understand the phenomenon of knowledge transformation, which means studying a social specialty after completing a university degree in a natural specialty. It also aims to deconstruct the motives of the transformation, its temporal contexts, and its challenges. The research used a qualitative, phenomenological method by interviewing 35 people from several Arab countries who went through this experience. After the data was analyzed thematically by MAXQDA. The research reached several results, the most important of which are: Social constraints, the most important of which are the family, social relations, and the market, played a fundamental role in choosing the first natural specialization after high school, while subjective factors constituted the primary motivation in the cognitive shift towards the social sciences. Most of the transition difficulties were of a social nature, and the passion for the second major played an important role in facilitating the transition. The research proposes a new theoretical approach to understanding the motivations of those switching from studying the natural sciences to the social sciences, based on the concept of the “social dilemma” as a “hidden structure” that constitutes a source of perceptions and practices associated with choosing a specialization (natural or social). The research recommends paying attention to the status of the social sciences and enhancing it socially and academically.
Downloads
References
المصادر والمراجع العربية:
ابنعوف، أمل (2011). الرضا عن التخصص الدراسي لدى طلاب بعض جامعات ولاية الخرطوم وعلاقته بالصحة النفسية، رسالة ماجستير غير منشورة، جامعة السودان للعلوم والتكنولوجيا، السودان.
الغزالي، محمد، تحقيق: سليمان دنيا. (1964). ميزان العمل. ط1. القاهرة: دار المعارف القاهرة.
بن عطية وعيدة .(2017) جودة الحياة وعلاقتها بالرضا عن التخصص الدراسي لدى طلبة العلوم الاجتماعية: دراسة ميدانية لدى عينة من طلبة العلوم الاجتماعية بجامعة زيان عاشور بالجلفة. جامعة زيان عاشور، الجزائر.
عبد الغني، يسري (2012). ابن خلدون: مصنفًا للعلوم والمعارف. ط1. جامعة النجاح. فلسطين.
محروس رسلان (2019). المسار العلمي يتصدر رغبات طلاب الثانوية. الدوحة، قطر. في:
ملكاوي، فتحي حسن (2011). منهجية التكامل المعرفي: مقدمات في المنهجية الإسلامية، فيرجينيا، الولايات المتحدة الأمريكية. المعهد العالمي للفكر الإسلامي.
-رمضان ، أحمد (2018)، مهندسون وأطباء فقط. لماذا هجر الإسلاميون دراسة العلوم الإنسانية؟ في:https://rb.gy/xobj2
-سالمان وتهامي (2021). تأثير الهابيتوس على تحديد التخصصات الأكاديمية لدى طلاب جامعة القاهرة دراسة ميدانية في الانثروبولوجيا. مجلة بحوث كلية الآداب.
-عبد الكريم وآخرون (2019). أثر العوامل الاجتماعية في اختيار الطلبة الجامعيين لتخصصاتهم الأكاديمية واتجاهاتهم نحوها: دراسة ميدانية لطلبة الجامعة الأردنية. مجلة الجامعة الإسلامية للبحوث الإنسانية.
-عبيدات، أحمد (2018). ما تعليل هامشية الاشتغال بالإنسانيات والاجتماعيات والفنون في الوطن العربي؟، مجلة تبين، 24 (6).
-مكروز، محمد (2021). علم تصنيف العلوم وتجسيد فلسفة التكامل المعرفي. مجلة قضايا معرفية، 1(7)، 26-38.
نبراس، عبيد (2022). المحددات الاجتماعية لاختيار الطلبة لتخصصاتهم الجامعة. ASJP 10، 1.
يوسف، سلامة (2007). الفينومينولوجيا: المنطق عند إدموند هوسرل. مصر: دار التنوير.
المراجع العربية مترجمة إلى الإنجليزية:
Ibn Aouf, Amal (2011). Satisfaction with academic specialization among students of some Khartoum State universities and its relationship to mental health, unpublished master’s thesis, Sudan University of Science and Technology, Sudan.
Al-Ghazali, Muhammad, edited by: Suleiman Dunia. (1964). Work balance. 1st edition. Cairo: Dar Al Maaref Cairo.
Ben Attia and Aida. (2017) Quality of life and its relationship to satisfaction with academic specialization among social sciences students: A field study among a sample of social sciences students at Zian Ashour University in Djelfa. Ziane Achour University, Algeria.
Abdel-Ghani, Yousry (2012). Ibn Khaldun: A compilation of sciences and knowledge, 1st edition. An-Najah University. Palestine.
Mahrous Raslan (2019). The scientific path tops the desires of high school students. Doha, Qatar. in:
Malkawi, Fathi Hassan (2011). Cognitive Integration Methodology: Introductions to Islamic Methodology, Virginia, USA. International Institute of Islamic Thought.
-Ramadan, Ahmed (2018), Engineers and Doctors Only. Why did Islamists abandon the study of humanities? At: https://rb.gy/xobj2
-Salman and Tohamy (2021). The effect of habitus on determining academic specializations among Cairo University students: A field study in anthropology. Faculty of Arts Research Journal.
-Abdel Karim et al. (2019). The impact of social factors on university students’ choice of academic majors and their attitudes towards them: A field study of University of Jordan students. Journal of the Islamic University for Human Research.
-Obeidat, Ahmed (2018). What is the explanation for the marginality of work in the humanities, social studies, and arts in the Arab world?, Tabyan Magazine, 24 (6).
-Makrouz, Muhammad (2021). The science of classification of sciences and the embodiment of the philosophy of cognitive integration. Journal of Cognitive Issues, 1(7), 26-38
Nebras, Obaid (2022). Social determinants of students’ choice of university majors. ASJP 10, 1.
Youssef, Salama (2007). Phenomenology: Logic according to Edmund Husserl. Egypt: Dar Al-Tanweer.
المصادر والمراجع والأجنبية:
“Academia.” (n,d.) in Merriam-Webster. Retrieved October 23, 2022, from https://www.merriam-webster.com/dictionary/academia
” Academia” (n.d.). In Collins dictionary. Retrieved May 23, 2022, from https://www.collinsdictionary.com/dictionary/english/academia.
AI-Saleem, N. E. (2018). Historical Development of the Interdisciplinary Studies. In M. Al-Suqri, A. Al-Kindi, S. AlKindi, & N. Saleem (Eds.), Promoting Interdisciplinarity in Knowledge Generation and Problem Solving (pp. 222-233). IGI Global. https://doi.org/10.4018/978-1-5225-3878-3.ch014
Berger, P. L. and T. Luckmann (1966), The Social Construction of Reality: A Treatise in the Sociology of Knowledge, Garden City, NY: Anchor Books.
Bettig, R. V. (2002). The Frankfurt School and the political economy of communications. Rethinking the Frankfurt School: Alternative legacies of cultural critique, 81-96.
Casey et.al. (2018) Academic Probation, Student Performance and Strategic Course Taking. Economic Inquiry 56(1).
Cohen, Eliel (2021). The boundary lens: theorising academic actitity. The University and its Boundaries: Thriving or Surviving in the 21st Century 1st Edition. New York, New York: Routledge.
Elfatih, A. (2015). The Arab spring: Its origins, evolution and consequences. IIUM Press, Vol, 23. No, 1.
Frank, P. (1952). The Origin of the Separation between Science and Philosophy. Proceedings of the American Academy of Arts and Sciences, 80(2), 115–139. https://doi.org/10.2307/20023644
Guthrie J. W. (2003). Encyclopedia of education (2nd ed.). Macmillan Reference USA. P 19-20.
Hammad, M. A. (2016). Future anxiety and its relationship to students' attitude toward academic specialization. Journal of Education and Practice, Vol,7. No, 15.
Hedda Lausberg & Han Sloetjes, (2016). The revised NEUROGES–ELAN system: An objective and reliable interdisciplinary analysis tool for nonverbal behavior and gesture. vol. 48, no. 5.
Herbert Blumer, (1969). Symbolic interactionism: Perspective and methods. Englewood Cliffs, NJ: Prentice Hall.
Kelly, Nesbit & Oliver. (2012). A difficult journey: Transitioning from STEM. IJSOTL, Vol. 6: No. 1.
Kisi, K. P. (2010). High school student interests in rchitecture, construction, and engineering education. No. 1482296.
Kyte & Riegle. (2017). Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields, Social Sciences. Vol 6, No. 1.
Lausberg, Hedda & Han Sloetjes. (2016). The revised NEUROGES–ELAN system: An objective and reliable interdisciplinary analysis tool for nonverbal behavior and gesture. Behavior Research Methods volume, vol. 48, no. 5.
Ledoux, Defining natural science, Behaviorology today, Volume 5, Number 1, Spring 2002 Page 34, Retrieved October 23, 2022 from: https://web.archive.org/web/20120325192047/http://www.behaviorology.org/pdf/DefineNatlSciences.pdf
Ledoux, S. F. (2002). Defining natural sciences. Behaviorology Today, 5(1).
Manheim, E. (1959). The Sociology of Knowledge: An Essay in Aid of a Deeper Understanding of the History of Ideas.
Marx, & Engels, (1932) The German Ideology. Germany: Progress Publishers.
Naseem S. (2017) Munaf S. Suicidal Ideation, Depression, Anxiety, Stress, And Life Satisfaction of Medical, Engineering, And Social Sciences Students. J Ayub Med Coll Abbottabad.
Rossi & Hersch. (2016). The private and social benefits of double majors. Cambridge: Cambridge University Press.
Suyanto et al. (2017). The study perception of social sciences and law faculty students for hoax in social media, Conf. Ser.
