سعید کرمی
عنوان پایاننامه
بررسی و تحلیل وضعیت سرمایه اجتماعی روحانیت در دانشگاه های تهران(از منظر اساتید دانشگاه های علوم انسانی سطح شهر تهران)
- دانشجو
- سعید کرمی
- استاد راهنما
- عبدالمطلب عبداله
- استاد مشاور
- دانشیار علی رجب زاده آلمالو
- استاد داور
- عنایت شریفی, محسن باباپور گل افشانی, حسام الدین خلعتبری لیماکی
- رشته تحصیلی
- مدرسي معارف اسلامي-گرايش انقلاب اسلامي
- مقطع تحصیلی
- دکتری تخصصی PhD
- تاریخ دفاع
- ۳۱ شهریور ۱۴۰۴
- ساعت دفاع
- چکیده
- چکیده:
- Abstract
- AbstractFor centuries, the Shia clergy has been one of the most central social, cultural, and political institutions in Iran, playing a pivotal role in shaping and organizing social structures. With the advent of modernity during the Qajar and Pahlavi periods, policies were implemented to weaken the clergy's authority and establish parallel institutions, particularly in higher education. Nevertheless, the clergy managed to maintain its social position through redefining its functions. After the Islamic Revolution, the widespread presence of clergy in universities and the efforts to Islamize higher education marked a new chapter in the interaction between religious institutions and academia. In this context, assessing the "social capital of the clergy" among university elites provides a credible picture of the quality of this interaction and its potential for enhancement. This study, based on the conceptual framework of social capital and its components—social trust, communication networks, and overall social capital—analyzes the perspectives of faculty members from four major universities in Tehran. The research employed a survey method using Cochran’s formula and a questionnaire, and the data were analyzed through thematic analysis. The study systematically examined the relationship between damaging factors and the social capital of the clergy among university professors, yielding significant findings. Data analysis indicated that the clergy's social capital within the academic community is generally at a moderate level (۴۷%), while ۳۲% rated it high and ۲۱% low. This distribution suggests that although interactions between the clergy and faculty are relatively balanced, there is substantial potential for enhancing and rebuilding mutual trust. Results showed that across the three main dimensions of social capital—trust, communication networks, and social cohesion—the majority of respondents evaluated the status as moderate. Moreover, an examination of the threats to the clergy's social capital revealed that ۷۳% of faculty members considered these threats to be moderate to high. A key finding is the significant inverse relationship between the intensity of damaging factors and the level of clergy social capital: as political, cultural, social, religious, and economic challenges increase, the level of trust and interaction between clergy and academia decreases. Ranking the domains of vulnerability indicated that the political domain is the most susceptible, followed by religious, cultural, academic, social, and economic domains. This suggests that, from the perspective of academic elites, political actions of the clergy have the greatest impact on their social capital, and any inflexible or partisan political behavior can quickly undermine trust. Qualitative analysis of open-ended responses indicated that the gap between clergy and universities is not merely communicative but reflects a transformation in societal expectations of religious institutions. Academics assess the legitimacy of the clergy not solely based on traditional status but on efficacy, integrity, and the ability to engage in dialogue. In other words, traditional authority is being replaced by trust-based authority, which requires continuous reinforcement through tra arent behavior, impartiality, and accountability. From these findings, five essential changes are expected of contemporary clergy: Transitioning from a directive model to one of dialogue and intellectual companionship with the academic community. Enhancing communication skills, active listening, and understanding of modern human concerns. Gaining deeper familiarity with contemporary humanities and scientific paradigms. Redefining the clergy's role from "absolute authority" to "ethical advisor and intellectual mediator." Developing a better understanding of urban and academic lifestyles and concerns.