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   The development of critical thinking by faculty members is a necessity in the higher education system. It takes on an added importance in Humanities. The purpose of the present study is to represent the approaches of critical education in humanities. To this end the present study treats the representation of critical thinking by the university professors, ways of challenging students, and teaching and assessment methods in classes. The present research has adopted a qualitative and ethnographic approach. Semi-structured interview has been used to collect data. The sample of the research consists of 9 members of the Faculty of Humanities and Social Sciences of University of Kurdistan which have been chosen using sampling method with the highest power (investigating cases which the intended phenomena are present in them to a large extent). The data … theoretical coding. To determine the codes and major topics the qualitative data analysis computer software package, NVivo 10 was used. The data have been analyzed using a comparative analysis method. To determine the validity of the research three methods have been used: credibility, transferability and confirmability.
The findings of the research showed that the faculty members having a clear understanding of critical thinking sought responsibly to develop critical thinking among the students through challenging the students, active teaching methods, giving special importance to the class processes and also using open-ended questions with analytical responses.
Therefore, it can be concluded that the faculty members having a correct understanding of critical thinking and the way it should be taught can develop it among the students resulting in great success.
 

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Faculty members are one of the important pillars of universities that play an significant role in the development of countries. Regarding the important position of faculty members in the development of the country and higher education, this research has proceeded to one of the policies that has a significant impact on faculty members' performance. This study was aimed at lesson-drawing from system of faculty members promotion in foreign universities for the system of faculty members promotion in Iran. In this study, the promotion criteria of faculty members of 14 foreign universities studied, then a summary of their criteria was provided and based on that, a questionnaire was given to 20 experts (faculty members) and data were collected in two rounds. Data collected were analyzed by Fuzzy Delphi method. Finally, based on the results of Fuzzy Delphi analysis, the system of faculty members promotion inside and outside was compared and some suggestions were provided in this content. The differences between the system of faculty members promotion inside and outside included the following: The centralization of the promotion system in Iran,  low attention in internal system of promotion to teaching factors, innovation in teaching techniques, authoring of textbooks, ability to stimulate students to further education, factors related to the quality and practical of researches, communication with industry and private section and effectiveness of executive services.

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One of the aims of the student selection system is to achieve justice. In this regard, the study was conducted to investigate the procedural justice in the student selection system for bachelor's degrees. To achieve this aim, the mixed method was used. First, data were collected through interviews with experts and analyzed by thematic analysis method, and thus, indexes for procedural justice were obtained to examine the student selection system. Then, the views of students and faculty members regarding the level of fulfillment of the mentioned indexes in the student selection system were collected through a questionnaire and were analyzed with descriptive statistics and inferential statistics and findings were obtained. These findings indicate that both groups of students and faculty members believe the student selection system is not in a good position in terms of procedural justice. Also, according to these findings, there is a significant difference between the views of students and faculty members regarding the level of fulfillment of procedural justice in the student selection system.