The Journal of Social and Human Sciences proceeds with deliberate and purposeful steps, aiming to make a serious contribution to spreading culture and awareness among citizens of all segments and intellectual levels. It seeks to advance the course of culture and thought forward, despite the difficult circumstances and the forces pulling backward. Nevertheless, the belief in its true role in promoting awareness, culture, and intellectual development drives it, with determination, to persist in giving and to resume its activity. This is grounded in its wide scope and its long history that extends for no less than half a century. Throughout this period, the Journal has contributed to the dissemination of intellectual, scientific, cultural, educational, and social research and thought. It has provided researchers and scholars with vast horizons of knowledge and numerous opportunities to support and spread it. While we hope that its pioneering journey continues, we also look forward to the many additions it will bring to social life and the current reality—towards stability and active participation in cultural and intellectual development—making life more secure and less burdened by what disturbs its serenity or obscures its vision. In this issue, readers will find studies and research addressing education, culture, society, thought, economy, historical interpretation and philosophy, as well as discussions on the foundations of Islamic legislation and other topics that this Journal has regularly presented to students, researchers, readers, and thinkers—indeed to all who are interested in the pursuit of knowledge and the building of the human being in our beloved homeland, for which we hope progress, safety, and stability. In this regard, we call upon our esteemed readers to enrich us with their contributions, research, and observations, which we regard as essential foundations upon which the activity of this Journal is built. We always aspire to what they promise us of intellectual, cultural, and scientific contributions, for they are the true nourishment that fuels the knowledge and thought this Journal seeks to produce.

Abstract

The thinker Malek Bennabi (1905–1973) presents a set of issues and ideas that he sees as organically linked to our cultural and civilizational life. In this regard, he observes that the process of change must necessarily affect the world of ideas, the world of people, and the world of things, if it is to succeed, for these are what can lead us to a stage of takeoff and civilizational revival. The social reconstruction of the Arab Muslim individual is, in his view, the first step toward renewing the network of social relations among Arab and Islamic peoples, so that confidence in our past and in the effectiveness of our Islamic values may be restored. Within this framework, we seek to shed light on one of the issues that preoccupied Malek Bennabi as he searched for the best ways to develop Islamic society.

Abstract

There is no doubt that the concept of sustainable development has recently received considerable attention, not only from researchers and development experts, but also from governments and relevant international organizations. Taking into account that the concern with development issues continued after the Second World War, development thought has witnessed significant enrichment. The term sustainable development has now become familiar in our linguistic vocabulary. However, the meanings it conveys differ from one person to another. Many believe that sustainable development is the expansion of people’s choices and capabilities through the formation of social capital to meet the needs of the present generations in feasible ways, without compromising the needs of future generations. It also refers to redirecting economic activity to address the urgent developmental needs of states, individuals, and future generations; meeting the needs of the present without undermining the ability of future generations to meet theirs; and testing economic and social development models compatible with appropriate environmental concerns, while preventing negative impacts that may affect the global environment. The term sustainable development is also used to express the pursuit of justice and equity between present and future generations. This means that the processes through which people’s needs are met and satisfied should not jeopardize the ability of upcoming generations to meet and satisfy their own needs.

Abstract

History is that branch of human knowledge which aims at collecting information about the past, verifying it, recording it, and interpreting it. It documents past events in their sequence and succession, but it does not stop at mere recording; rather, it seeks, by highlighting the interconnections among these events and clarifying the causal relationships between them, to explain the development that has occurred in the lives of nations, societies, and various civilizations, and to show how and why such development took place. Among the benefits of studying history is gaining insight into the cultures of peoples and the conditions of the past in order to draw from them lessons for the present and the future. If humanity’s goal is to continue living, it must draw upon every branch of knowledge. This would not be possible if we neglected the science that teaches us how those before us lived. Thus, through history, we live many lifetimes.

Abstract

The aim of this research is to identify the reality of teacher preparation in Libya. To collect, analyze, and understand the problem under study, the researchers employed the descriptive method, conducting a survey of studies presented in the Libyan Arab society in the field of teacher preparation. The research led to a number of conclusions, the most important of which are the following: most teachers have not reached the required level of proficiency in many competencies, such as lesson planning and implementation, classroom management, communication skills, and others. This may be attributed to the weakness of their preparation process, which leads us to emphasize the necessity of focusing on teacher preparation in accordance with modern approaches that educational research has proven to be effective.

Abstract

تهدف هذه الورقة إلى توضيح طبيعة العلاقة بين النظرية والمنهج في البحث الاجتماعي، انطلاقًا من جذور التفكير العلمي التي وضع أسسها العلامة ابن خلدون في القرن الرابع عشر الميلادي، والذي يُعد المؤسس الأول لعلم الاجتماع من خلال تطويره لأسس الملاحظة ودراسة الظواهر الاجتماعية. وقد تطورت هذه الجهود لاحقًا على أيدي مفكرين غربيين مثل أوجست كونت ودوركايم وفيبر وغيرهم، حتى وصلت إلى شكلها المعاصر القائم على التفسير العلمي المنظم واستخدام أدوات إحصائية وتقنية حديثة. توضح الدراسة أن النظرية تمثل الجانب المنطقي في البحث العلمي بينما يمثل المنهج الجانب التجريبي المرتبط بالملاحظة والقياس. ومن خلال تفاعل النظرية مع المنهج تتكون المعرفة العلمية التي تُسهم في تفسير الظواهر الاجتماعية وفهم العلاقات بين متغيراتها. كما تناقش الورقة النماذج الاستنباطية والاستقرائية في البحث الاجتماعي، مؤكدة على الطبيعة التفاعلية والتكاملية بين النظرية والمنهج، حيث تُستخدم النظرية لتوليد الفروض بينما يوفر المنهج الأدوات اللازمة لاختبارها أو تطويرها. وتخلص الورقة إلى أن العلاقة بين النظرية والمنهج ليست علاقة خطية أو منفصلة، بل هي علاقة دائرية مستمرة تُثري المعرفة العلمية وتدعم التطور المنهجي في دراسة المجتمع الإنساني.