كليدواژه :
دانشگاه مسئله محور , علم نافع , علم ديني , رويكرد غايتگرايانه , علم ديني
چكيده فارسي :
اﻣﺮوزه داﻧﺸﮕﺎه ﻫﺎ ﺑﻪ وﻇﯿﻔﻪ اﺻﻠﯽ ﺧﻮد ﮐﻪ ﻫﻤﺎن ﻓﻠﺴﻔﻪ وﺟﻮدي داﻧﺸﮕﺎه اﺳﺖ ﺑﻪ ﻃﻮر ﺑﺎﯾﺴﺘﻪ و ﺷﺎﯾﺴﺘﻪ ﻋﻤﻞ ﻧﻤﯽﮐﻨﻨﺪ. در ﺑُﻌﺪ آﻣﻮزش، ﻣﺤﺘﻮاي آﻣﻮزﺷﯽ ﺑﺎ ﻧﯿﺎزﻫﺎي ﻓﺮاﮔﯿﺮان و ﺟﺎﻣﻌﻪ ﻣﺘﻨﺎﺳﺐ ﻧﯿﺴﺖ، در ﺑُﻌﺪ ﭘﮋوﻫﺸﯽ ﻧﯿﺰ، ﺧﺮوﺟﯿﻬﺎ ﺑﻪ ﻣﺸﮑﻼت و ﺗﻨﮕﻨﺎﻫﺎي ﻓﻌﻠﯽ ﻣﺮدم و ﺟﺎﻣﻌﻪ ﻧﺎﻇﺮ ﻧﯿﺴﺖ. از اﯾﻦ رو ﻣﺴﺌﻠﻪﻣﺤﻮري ﻧﻪ در آﻣﻮزش و ﻧﻪ در ﭘﮋوﻫﺶ وﺟﻮد ﻧﺪارد؛ ﺑﻪ ﻫﻤﯿﻦ دﻟﯿﻞ، داﻧﺸﮕﺎه ﻣﺴﺌﻮﻟﯿﺖ اﺟﺘﻤﺎﻋﯽ ﺧﻮد را ادا ﻧﻤﯽﮐﻨﺪ. دﯾﻦ اﺳﻼم ﮐﻪ ﺑﻪ ﻓﺮاﮔﯿﺮي داﻧﺶ ﺗﺄﮐﯿﺪ زﯾﺎدي دارد و ﻋﻠﻢآﻣﻮزي را ارزش ﻣﯽداﻧﺪ، ﺑﺴﯿﺎر ﺳﻔﺎرش ﮐﺮده اﺳﺖ داﻧﺸﯽ ﮐﻪ ﻓﺮا ﮔﺮﻓﺘﻪ ﻣﯽﺷﻮد اوﻻ ﻋﻠﻢ ﻧﺎﻓﻊ ﺑﺎﺷﺪ؛ ﺛﺎًﻧﯿﺎ ﺑﻪ داﻧﺴﺘﻪﻫﺎ ﻋﻤﻞ ﺷﻮد. در اﯾﻦ ﺻﻮرت ﻃﺒﻖ ﻧﻈﺮ ﺑﺮﺧﯽ اﻧﺪﯾﺸﻤﻨﺪان ﻣﯽﺗﻮان ﺑﻪ ﭼﻨﯿﻦ داﻧﺸﯽ ﻋﻨﻮان ﻋﻠﻢ دﯾﻨﯽ اﻃﻼق ﮐﺮد و داﻧﺸﮕﺎﻫﯽ ﮐﻪ اﯾﻨﮕﻮﻧﻪ ﺑﺎﺷﺪ را ﻣﯽﺗﻮان داﻧﺸﮕﺎه اﺳﻼﻣﯽ داﻧﺴﺖ. اﯾﻦ ﭘﮋوﻫﺶ درﺻﺪد اﺳﺖ ﺑﺎﺗﻮﺟﻪ ﺑﻪ ﺗﻌﺮﯾﻒ ﻣﺴﺌﻠﻪﻣﺤﻮري، ﻣﺆﻟﻔﻪﻫﺎي داﻧﺸﮕﺎه ﻣﺴﺌﻠﻪ ﻣﺤﻮر را اﺳﺘﺨﺮاج ﮐﻨﺪ و ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﻣﻀﻤﻮن ﺑﻪ اﻟﮕﻮي داﻧﺸﮕﺎه ﻣﺴﺌﻠﻪﻣﺤﻮر دﺳﺖ ﯾﺎﺑﺪ. ﻣﻀﻤﻮﻧﻬﺎي ﻓﺮاﮔﯿﺮ ﺑﻪ دﺳﺖ آﻣﺪه درواﻗﻊ ﻣﺘﻐﯿﺮﻫﺎي اﺻﻠﯽ اﻟﮕﻮي داﻧﺸﮕﺎه ﻣﺴﺌﻠﻪﻣﺤﻮر اﺳﺖ ﮐﻪ ﻋﺒﺎرت اﺳﺖ از: ﻧﻈﺎم آﻣﻮزﺷﯽ ﻧﯿﺎزﻣﺤﻮر، ﺗﻌﺎﻣﻞ ﺑﺎ ﺧﺪﻣﺖﮔﯿﺮﻧﺪﮔﺎن، ﺗﺠﺎري ﺳﺎزي، ﻧﻈﺎم ﭘﮋوﻫﺸﯽ ﻣﺴﺌﻠﻪﻣﺤﻮر، ﻣﺪﯾﺮﯾﺖ ﻣﻨﺎﺑﻊ ﻣﺎﻟﯽ، اﻣﮑﺎﻧﺎت و ﭘﺸﺘﯿﺒﺎﻧﯽ، ﯾﺎدﮔﯿﺮي ﺳﺎزﻣﺎﻧﯽ و ﻣﺪﯾﺮﯾﺖ داﻧﺶ، ﻓﺮﻫﻨﮓ داﻧﺸﮕﺎﻫﯽ، ﻣﺪﯾﺮﯾﺖ ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﯽ و ﻧﻈﺎم ﻣﺪﯾﺮﯾﺘﯽ داﻧﺸﮕﺎه.
چكيده لاتين :
These days, universities do not carry out their own task, containing the main philosophy of universities, properly. In the educational dimension, the contents are not devoted to the real requirements of learners and the societies, and in the research aspect, the outputs do not address the current problems and blockages for the people and societies. Hence, problem-orientation neither flows in education, nor does it in research. As a result, universities are not able to carry out their social responsibilities. The religion of Islam, placing great emphasis on the acquisition of knowledge and acquiring science, highly recommends that the acquired knowledge must be first of all beneficial, and second, be put into practice. According to some thinkers, if this is the case, such knowledge can be referred to as religious science, and the university providing such knowledge is likely to be considered an Islamic university. Based on the definition of problem-orientation, this research is intended to identify the components and the model of problem-oriented university using content analysis method. The comprehensive themes obtained indeed contain the main components of the problem-oriented university model, including need-based education system, interaction with the service receivers, commercialization, problem-oriented research system, financial resource management, facilities and support, organizational learning and knowledge management, university culture, human resource management and university management system.
