Recent evaluation of the educational system of economics in Iran shows that different views have been presented in this regard. Lately, the view that got popular, is the segregating approach. This approach, which yet continues, believes that the lessons which are related to economics must be taught all together and the lessons that are related to Islamic Economics must be separated from these lessons and be taught as a whole. This paper criticizes this segregating approach and proves theoretically that this approach faces different philosophical, methodological and practical challenges. After that, it suggests a synthetic approach as a substitute for the segregating approach and shows that this approach has different theoretical merits. In this approach, Islamic economics is not confined to some special lessons but is widened considerably in a way to include conventional lessons, as well.
Meisami, H., & Eivazlou, H. (2010). The Use of Synthetic Approach in Teaching Humanities; with
Special Reference to Islamic Economics). Methodology of Social Sciences and Humanities, 15(61), 29-50.
MLA
Hossein Meisami; Hossein Eivazlou. "The Use of Synthetic Approach in Teaching Humanities; with
Special Reference to Islamic Economics)". Methodology of Social Sciences and Humanities, 15, 61, 2010, 29-50.
HARVARD
Meisami, H., Eivazlou, H. (2010). 'The Use of Synthetic Approach in Teaching Humanities; with
Special Reference to Islamic Economics)', Methodology of Social Sciences and Humanities, 15(61), pp. 29-50.
VANCOUVER
Meisami, H., Eivazlou, H. The Use of Synthetic Approach in Teaching Humanities; with
Special Reference to Islamic Economics). Methodology of Social Sciences and Humanities, 2010; 15(61): 29-50.
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