University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Place of Imagination in Moral Education based on Kant’s View The Place of Imagination in Moral Education based on Kant’s View 1 26 15353 10.22034/jpiut.2022.52650.3319 FA Milad Jamili PhD Candidate in Philosophy of Education, Tarbiat Modares University, Tehran, Iran Khosrow Bagheri Noaparast Professor of Philosophy of Education, University of Tehran. Tehran, Iran Narges Sadat Sajjadieh Assistant Professor of Philosophy of Education, University of Tehran. Tehran, Iran Journal Article 2022 07 22 In his writings and theories, Kant refers to three imaginations, each of which has a clear definition and a recognized purpose, and which can be considered in their ability for general synthesis. three types of imagination are productive, reproductive, and creative. Based on the method of transcendental analysis, it is shown that there are necessary conditions in the relationship between imagination and ethics. In the first transcendental analysis, it was found that the necessary condition for the moral action of goodwill and the necessary condition for the realization of goodwill is creative imagination. In the second analysis, it was concluded that the necessary condition for the realization of the absolute is the power of imaginative imagination, and in another statement, it was concluded that the necessary condition for the Categorical imperative is the imagination. In the third analysis, it was found that the Categorical imperative is the possibility of the absolute possibility of using the imagination by a thought experiment. Based on the Deductive method, three Deductives were obtained. In the first philosophical Deductive conclusion, it was concluded that for moral education, one must cultivate the imagination. In the second Deductive conclusion was reached that for empathy or any kind of moral education in the sense of the Categorical imperative, one must cultivate imagination. In the third Deductive conclusion, it was concluded that the method of thought experimentation should be used to cultivate the imagination for moral education (moral imagination). In his writings and theories, Kant refers to three imaginations, each of which has a clear definition and a recognized purpose, and which can be considered in their ability for general synthesis. three types of imagination are productive, reproductive, and creative. Based on the method of transcendental analysis, it is shown that there are necessary conditions in the relationship between imagination and ethics. In the first transcendental analysis, it was found that the necessary condition for the moral action of goodwill and the necessary condition for the realization of goodwill is creative imagination. In the second analysis, it was concluded that the necessary condition for the realization of the absolute is the power of imaginative imagination, and in another statement, it was concluded that the necessary condition for the Categorical imperative is the imagination. In the third analysis, it was found that the Categorical imperative is the possibility of the absolute possibility of using the imagination by a thought experiment. Based on the Deductive method, three Deductives were obtained. In the first philosophical Deductive conclusion, it was concluded that for moral education, one must cultivate the imagination. In the second Deductive conclusion was reached that for empathy or any kind of moral education in the sense of the Categorical imperative, one must cultivate imagination. In the third Deductive conclusion, it was concluded that the method of thought experimentation should be used to cultivate the imagination for moral education (moral imagination).

https://philosophy.tabrizu.ac.ir/article_15353_6cac149305293584fa361efaf9a7cb14.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 To Prepare for New Approach to Philosophy of Education: the requirement of technological developments in this age To Prepare for New Approach to Philosophy of Education: the requirement of technological developments in this age 27 39 15116 10.22034/jpiut.2022.52983.3342 FA Seyyed Mahdi Sajjadi Professor of Philosophy of Education Department, Tarbiat Modares University, Tehran, Iran Journal Article 2022 08 11 Philosophers of education today are faced with the basic question of how to speak of an efficient system of philosophy of education and how to save it from the stagnant state of inaction that it is currently in, so that this system can play a more effective role in guiding the educational system as it is expected. One of the problems that should be pointed out in this connection is the lack of attention given by philosophers of education to the developments in the current era in the field of philosophizing as well as developments emerging in the field of technology. It is a fact that today, philosophizing without considering its technological considerations, as well as dealing with technology without considering its philosophical dimensions (as is the rule in the traditional approach to philosophizing), is obsolete. It is no longer possible to deal with philosophy detached from technological realities, nor with technological researches without thinking about its philosophical considerations. Philosophers of education today are faced with the basic question of how to speak of an efficient system of philosophy of education and how to save it from the stagnant state of inaction that it is currently in, so that this system can play a more effective role in guiding the educational system as it is expected. One of the problems that should be pointed out in this connection is the lack of attention given by philosophers of education to the developments in the current era in the field of philosophizing as well as developments emerging in the field of technology. It is a fact that today, philosophizing without considering its technological considerations, as well as dealing with technology without considering its philosophical dimensions (as is the rule in the traditional approach to philosophizing), is obsolete. It is no longer possible to deal with philosophy detached from technological realities, nor with technological researches without thinking about its philosophical considerations.

https://philosophy.tabrizu.ac.ir/article_15116_b419b59d27830f3a9114e46c118fefa2.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Reggio Emilia: a postmodern approach to early childhood education Reggio Emilia: a postmodern approach to early childhood education 40 58 15145 10.22034/jpiut.2022.52571.3297 FA Seyyed Amir Ghasemtabar Assistant Professor of Education Department, Farhangian University, Tehran, Iran. Journal Article 2022 07 18 The current research was conducted with the aim of explaining and interpreting the approach of Reggio Emilia based on the basic assumptions and beliefs of postmodern philosophy. Analytical-inferential method was used to conduct the research. The scope of the current research was all national and international written sources in the field of postmodern education and the Reggio Emilia approach, from which the most reliable sources were selected using a targeted sampling method. To answer the research question, the basic principles and features of Reggio Emilia's approach were described, explained and interpreted based on the four core features of postmodern philosophy. The first feature of postmodern philosophy (denying the centrality of the knowing agent) based on the concept of " progettazione", and paying attention to the teacher as a partner, nurturer and guide and not an omniscient; The second feature of postmodern philosophy (attention to language) based on the idea of "one hundred languages of children"; The third feature of postmodern philosophy (negation of totalitarianism) is based on challenging the idea of the transferability of the curriculum, paying attention to children's meaning-making skills, rejecting the idea of homogenization and dualistic thinking, and being based on inclusive education; And finally, the fourth characteristic of postmodern philosophy (paying attention to the element of otherness) was analyzed and interpreted based on the two concepts of "listening pedagogy" and "pedagogical documentation". Imitating or copying, Reggio Emilia's approach is neither possible nor desirable. However, knowing and analyzing the features and values governing this approach can bring valuable lessons for the reconstruction and reform of early childhood education in our country. The current research was conducted with the aim of explaining and interpreting the approach of Reggio Emilia based on the basic assumptions and beliefs of postmodern philosophy. Analytical-inferential method was used to conduct the research. The scope of the current research was all national and international written sources in the field of postmodern education and the Reggio Emilia approach, from which the most reliable sources were selected using a targeted sampling method. To answer the research question, the basic principles and features of Reggio Emilia's approach were described, explained and interpreted based on the four core features of postmodern philosophy. The first feature of postmodern philosophy (denying the centrality of the knowing agent) based on the concept of " progettazione", and paying attention to the teacher as a partner, nurturer and guide and not an omniscient; The second feature of postmodern philosophy (attention to language) based on the idea of "one hundred languages of children"; The third feature of postmodern philosophy (negation of totalitarianism) is based on challenging the idea of the transferability of the curriculum, paying attention to children's meaning-making skills, rejecting the idea of homogenization and dualistic thinking, and being based on inclusive education; And finally, the fourth characteristic of postmodern philosophy (paying attention to the element of otherness) was analyzed and interpreted based on the two concepts of "listening pedagogy" and "pedagogical documentation". Imitating or copying, Reggio Emilia's approach is neither possible nor desirable. However, knowing and analyzing the features and values governing this approach can bring valuable lessons for the reconstruction and reform of early childhood education in our country.

https://philosophy.tabrizu.ac.ir/article_15145_1ab882a2c769ff5526c6a6fb6feaeca9.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Philosophical Foundations of Philosophy for Children (P4C) from Lipman's Point of View: Ontology, Anthropology and Epistemology The Philosophical Foundations of Philosophy for Children (P4C) from Lipman's Point of View: Ontology, Anthropology and Epistemology 59 77 13785 10.22034/jpiut.2021.43506.2740 FA Ali Azadi PhD Candidate of Philosophy Department, University of Tabriz, Tabriz, Iran Masoud Omid Associate Professor of Philosophy Department, University of Tabriz, Tabriz, Iran Journal Article 2020 12 23 Philosophy for Children (P4C) is a program developed by Matthew Lipman in the context of the philosophy of pragmatism and influenced by new theories of psychology, especially Vygotsky's. This program undoubtedly has philosophical presuppositions and principles about "being", "man" and "knowledge". Belief in a changing and evolving world, belief in the young rational human being, and the acceptance of dynamic knowledge in the P4C program indicate the specific worldview of this project and provide the basis for asking fundamental questions about the philosophical foundations of this program. An appropriate answer to these questions can be obtained by explaining the contexts of the emergence of P4C in the history of philosophy. With this kind of attitude, this article tries to explain the philosophical foundations of P4C in terms of "ontology", "anthropology" and "epistemology" from the point of view of the founder of this program, Matthew Lipman. it is concluded that according to Lipman, P4C 's presupposition of the world is a realistic view in which the world is evolving, and P4C 's young man has, according to John Dewey's pragmatic theory and Vygotsky's psychological theories, the capacity to philosophize, and this capacity must be nurtured from childhood, and P4C 's knowledge is true justified belief that develops as the child interacts with the world through experience and reason in the context of society. Philosophy for Children (P4C) is a program developed by Matthew Lipman in the context of the philosophy of pragmatism and influenced by new theories of psychology, especially Vygotsky's. This program undoubtedly has philosophical presuppositions and principles about "being", "man" and "knowledge". Belief in a changing and evolving world, belief in the young rational human being, and the acceptance of dynamic knowledge in the P4C program indicate the specific worldview of this project and provide the basis for asking fundamental questions about the philosophical foundations of this program. An appropriate answer to these questions can be obtained by explaining the contexts of the emergence of P4C in the history of philosophy. With this kind of attitude, this article tries to explain the philosophical foundations of P4C in terms of "ontology", "anthropology" and "epistemology" from the point of view of the founder of this program, Matthew Lipman. it is concluded that according to Lipman, P4C 's presupposition of the world is a realistic view in which the world is evolving, and P4C 's young man has, according to John Dewey's pragmatic theory and Vygotsky's psychological theories, the capacity to philosophize, and this capacity must be nurtured from childhood, and P4C 's knowledge is true justified belief that develops as the child interacts with the world through experience and reason in the context of society.

https://philosophy.tabrizu.ac.ir/article_13785_75ffba155b571d3ef0fd6b6b3998209b.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Explaining and Criticizing Lipman’s Approach in the Philosophy for Children Program of Existential Questioning Perspective Explaining and Criticizing Lipman’s Approach in the Philosophy for Children Program of Existential Questioning Perspective 78 95 14686 10.22034/jpiut.2022.50690.3146 FA Seyyed Hesam Hosseini Ph.D. Candidate of Philosophy of Educatin Department, University of Shahed, Tehran, Iran Seyyedeh Nasrin Hosseini MA Student of Educational Management Department, University of Alzahra, Tehran, Iran Journal Article 2022 03 06 The aim of this study was to explaining and criticizing lipman’s approach in the Philosophy for children program of existential questioning perspective. The type of this research is qualitative and according to the purpose of this research, descriptive-analytical method was used to achieve and explain the purpose. The statistical population of the study included Lippmann related works on existential themes and articles and researches on this subject. For this purpose, to collect information, appropriate samples from sources related to the research topic were purposefully selected and to record the data, a receipt form was used and the data obtained during the research were continuously analyzed and interpreted. Based on the findings of the research, the themes of existence's attention to meaning, originality and responsibility have been considered in the philosophy for children curriculum. It is overlooked that this contradicts the two main ideals of the Philosophy for Children Curriculum, namely the creation of a safe environment for children to question freely as well as their emotional care. The aim of this study was to explaining and criticizing lipman’s approach in the Philosophy for children program of existential questioning perspective. The type of this research is qualitative and according to the purpose of this research, descriptive-analytical method was used to achieve and explain the purpose. The statistical population of the study included Lippmann related works on existential themes and articles and researches on this subject. For this purpose, to collect information, appropriate samples from sources related to the research topic were purposefully selected and to record the data, a receipt form was used and the data obtained during the research were continuously analyzed and interpreted. Based on the findings of the research, the themes of existence's attention to meaning, originality and responsibility have been considered in the philosophy for children curriculum. It is overlooked that this contradicts the two main ideals of the Philosophy for Children Curriculum, namely the creation of a safe environment for children to question freely as well as their emotional care.

https://philosophy.tabrizu.ac.ir/article_14686_0c76defbe450b8f94e0a488deb813e0a.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Illustration as a Philosophy Training Tool for Children: analysis of image text in three works by Shell Silverstein and Wolf Erlbruch Illustration as a Philosophy Training Tool for Children: analysis of image text in three works by Shell Silverstein and Wolf Erlbruch 96 112 15119 10.22034/jpiut.2022.52604.3306 FA Firoozeh Sheibani Rezvani Assistant Professor of Art Department, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran Maryam Bakhtiarian Assistant Professor of Philosophy Department, Science and Research Branch, Islamic Azad University, Tehran, Iran. Journal Article 2022 07 20 This article qualitatively introduces the use of illustrations in children's books as a mediator of intellectual understanding and critical thinking. To show the importance of teaching philosophy with the help of illustration. A Philosophical teaching through picture books enables the development of children's cognitive abilities and it helps them to think and act according to the needs of the society in which they live. Regarding the teaching of philosophy to children, theorists such as Matthew Lipman have developed programs that have been used in recent years. In this article, in addition to the description of Lippmann's method, which emphasizes the literary text, the possibilities of teaching through illustration are examined. The data collection method of this research is based on the information obtained from the library study and internet search, which, while explaining the characteristics of imagery in teaching philosophy to children, selectively examines the relationship between concepts and images in two works by Silverstein and one by Wolff Erlbruch describes and analyzes. The findings show that the ambiguity of abstract forms in Silverstein's works, as well as the interpretability of color connotations in Erlbruch's works, can provide the possibility of questioning, thinking, and subsequently inner knowledge and, finally, the intellectual development of children and make them self-knowledge, self-improvement, and prepare a better society. In this way, it is necessary to pay special attention to all dimensions and elements of children's books so that a direct relationship between the book and the child is formed. This article qualitatively introduces the use of illustrations in children's books as a mediator of intellectual understanding and critical thinking. To show the importance of teaching philosophy with the help of illustration. A Philosophical teaching through picture books enables the development of children's cognitive abilities and it helps them to think and act according to the needs of the society in which they live. Regarding the teaching of philosophy to children, theorists such as Matthew Lipman have developed programs that have been used in recent years. In this article, in addition to the description of Lippmann's method, which emphasizes the literary text, the possibilities of teaching through illustration are examined. The data collection method of this research is based on the information obtained from the library study and internet search, which, while explaining the characteristics of imagery in teaching philosophy to children, selectively examines the relationship between concepts and images in two works by Silverstein and one by Wolff Erlbruch describes and analyzes. The findings show that the ambiguity of abstract forms in Silverstein's works, as well as the interpretability of color connotations in Erlbruch's works, can provide the possibility of questioning, thinking, and subsequently inner knowledge and, finally, the intellectual development of children and make them self-knowledge, self-improvement, and prepare a better society. In this way, it is necessary to pay special attention to all dimensions and elements of children's books so that a direct relationship between the book and the child is formed.

https://philosophy.tabrizu.ac.ir/article_15119_e12a721a78933f66aef36828a1ba8350.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Philosophy for Children and Professional Development of Teachers (qualitative study) Philosophy for Children and Professional Development of Teachers (qualitative study) 113 128 15156 10.22034/jpiut.2022.52657.3321 FA Hassan Ahmadi Assistant Professor of Educational Sciences Department,, Farhangian University, Tehran, Iran Ali Eghbali Assistant Professor,of Educational Science Department, Farhangian University, Tehran, Iran. Journal Article 2022 07 22 A review of the research literature showed that very few studies focusing on teacher development in the philosophy education approach for children have been reported. Therefore, according to the existing research gap in the country, the purpose of the present study is to investigate the role of Philosophy for Children in the professional development of teachers. The approach of this research is inductive and a qualitative method has been used to conduct it. The type of field research and case study method was used. The statistical population of the research was academic staff members and teachers who had research and teaching experience in this field. In the present study, 12 members were interviewed using the purposeful sampling method. Then the data obtained from them were analyzed through open, central and selective coding. The results of the research findings showed that teaching philosophy for children in self-knowledge, respect for others' opinions, reflection on one's own teaching, recognition of students' capacity, student-centeredness, transfer of teaching strategies learned in teaching philosophy for children to Other courses, development of thinking, development of facilitation, development of collaborative research, improvement of communication skills, development of culture, development of dialogue training, development of team work and generally have an impactful role in promoting the professional development of teachers. Considering the individual and social contributions of the method of Philosophy for Children, it is clear that the implementation of this approach will be useful in all educational levels from preschool to university. A review of the research literature showed that very few studies focusing on teacher development in the philosophy education approach for children have been reported. Therefore, according to the existing research gap in the country, the purpose of the present study is to investigate the role of Philosophy for Children in the professional development of teachers. The approach of this research is inductive and a qualitative method has been used to conduct it. The type of field research and case study method was used. The statistical population of the research was academic staff members and teachers who had research and teaching experience in this field. In the present study, 12 members were interviewed using the purposeful sampling method. Then the data obtained from them were analyzed through open, central and selective coding. The results of the research findings showed that teaching philosophy for children in self-knowledge, respect for others' opinions, reflection on one's own teaching, recognition of students' capacity, student-centeredness, transfer of teaching strategies learned in teaching philosophy for children to Other courses, development of thinking, development of facilitation, development of collaborative research, improvement of communication skills, development of culture, development of dialogue training, development of team work and generally have an impactful role in promoting the professional development of teachers. Considering the individual and social contributions of the method of Philosophy for Children, it is clear that the implementation of this approach will be useful in all educational levels from preschool to university.

https://philosophy.tabrizu.ac.ir/article_15156_6e161d03bbe76d35d664f78c514bfc58.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Approaches and methods of teaching philosophical thinking to children Approaches and methods of teaching philosophical thinking to children 129 149 15148 10.22034/jpiut.2022.52580.3313 FA Zeinolabedin Darvishi Assistant Professor of Educational Sciences Department, Farhangian University, Shahid Rajaei Campus, Urmia, Iran Ali Akbar Mohtadi Islamic Azad University, Khoi branch, Khoi, Iran. Bagher Yousefzadeh M.A. of Psychology of Exceptional Children, Urmia Branch, Islamic Azad University, Urmia, Iran. Farshid Ashrafi Salimkandi Instructor of Educational Sciences Department, Farhangian University, Shahid Rajaei Campus, Urmia, Iran. Journal Article 2022 07 21 Childhood race has a special role and importance during human life. The bred of the child's heart and mind is clean and free of any kind of writing and preoccupation; Therefore, during this period it is possible to start teaching different sciences and techniques for the child; Because any knowledge and skill will easily sit on the bred of his heart and mind. The term "philosophy for children" seeks to extract philosophy out of its abstract state and bring it to society. At the same time, wants to present a new approach for the educational system to solve the basic problems and weaknesses of the educational organization that seemed incurable a long time ago. Therefore, the aim of the present study is the present Approaches and methods of teaching philosophical thinking to children. The present research method is descriptive-analytical and based on the review of previous articles and sources, The most important approaches and methods of teaching philosophical thinking to children, such as Philosophy in the position of teaching the opinions of philosophers, Philosophy in the situation of philosophizing, elimination approach, reactive absorption approach, Localization of Program approach, Integral approach to the philosophy program for children (as approaches to teaching philosophy to children) and fiction and stories, play method, textbooks and non-textbooks, educational films and animations, controversy and debate method, observation learning and observation analysis, exploratory method, question and answer (in the form of philosophy teaching methods to children) were presented. Also, at the end, a conclusion was made from the discussed topics. Childhood race has a special role and importance during human life. The bred of the child's heart and mind is clean and free of any kind of writing and preoccupation; Therefore, during this period it is possible to start teaching different sciences and techniques for the child; Because any knowledge and skill will easily sit on the bred of his heart and mind. The term "philosophy for children" seeks to extract philosophy out of its abstract state and bring it to society. At the same time, wants to present a new approach for the educational system to solve the basic problems and weaknesses of the educational organization that seemed incurable a long time ago. Therefore, the aim of the present study is the present Approaches and methods of teaching philosophical thinking to children. The present research method is descriptive-analytical and based on the review of previous articles and sources, The most important approaches and methods of teaching philosophical thinking to children, such as Philosophy in the position of teaching the opinions of philosophers, Philosophy in the situation of philosophizing, elimination approach, reactive absorption approach, Localization of Program approach, Integral approach to the philosophy program for children (as approaches to teaching philosophy to children) and fiction and stories, play method, textbooks and non-textbooks, educational films and animations, controversy and debate method, observation learning and observation analysis, exploratory method, question and answer (in the form of philosophy teaching methods to children) were presented. Also, at the end, a conclusion was made from the discussed topics.

https://philosophy.tabrizu.ac.ir/article_15148_08483f72f0ae9b35ac235746af9613b2.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Analysis of the post-phenomenological approach in virtual education and its implications for the educational system Analysis of the post-phenomenological approach in virtual education and its implications for the educational system 150 165 14449 10.22034/jpiut.2022.49801.3104 FA Hamid Ahmadi-Hedayat Assistant Professor of Educational Sciences Department of Farhangian University, Tehran, Iran 0000-0003-0814-5696 Mohsen Farmahini Farahani Associate Professor of Educational Sciences Department of Shahed University, Tehran, Iran Saeid Zarghami_Harmrah Associate Professor of the Department of Philosophy of Education, Kharazmi University, Tehran, Iran Journal Article 2022 01 07 The purpose of this study is to investigate the post-phenomenological approach in virtual education and its implications for the educational system. Analytical and inference methods have been used to achieve this goal. The growing influence of information and communication technology in the education system; on the other hand, the large increase in the number of applicants for education has led to challenges such as the superiority of virtual education over face-to-face education and has led to changes in education and its methods. One of the latest developments in this area is virtual education. The educational system, as the official institution of education, cannot be unaware of these changes and must, along with the technical view of the development of new technologies to philosophical research and how to change the perceptions and experiences of educators and educators when using these new technologies. Post-phenomenology with a focus on technology is one of the promising qualitative approaches for transparency in this field. The research findings showed that each of the post-phenomenological concepts such as Technological relations, multistability, and transparency in virtual education had implications for the education system. As a result, simultaneous attention to both engineering and humanities approaches in designing virtual learning environments is essential in the education system. This research is an attempt in the field of humanities approach to new technologies along with its quantitative and technical development. The purpose of this study is to investigate the post-phenomenological approach in virtual education and its implications for the educational system. Analytical and inference methods have been used to achieve this goal. The growing influence of information and communication technology in the education system; on the other hand, the large increase in the number of applicants for education has led to challenges such as the superiority of virtual education over face-to-face education and has led to changes in education and its methods. One of the latest developments in this area is virtual education. The educational system, as the official institution of education, cannot be unaware of these changes and must, along with the technical view of the development of new technologies to philosophical research and how to change the perceptions and experiences of educators and educators when using these new technologies. Post-phenomenology with a focus on technology is one of the promising qualitative approaches for transparency in this field. The research findings showed that each of the post-phenomenological concepts such as Technological relations, multistability, and transparency in virtual education had implications for the education system. As a result, simultaneous attention to both engineering and humanities approaches in designing virtual learning environments is essential in the education system. This research is an attempt in the field of humanities approach to new technologies along with its quantitative and technical development.

https://philosophy.tabrizu.ac.ir/article_14449_3d8651fa52362b783364b8ef84b41b9b.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Philosophy of Education for the Future from the Point of View of Thomas De Koninck The Philosophy of Education for the Future from the Point of View of Thomas De Koninck 166 185 15177 10.22034/jpiut.2022.52938.3340 FA Vahid Nejadmohammad Associate Professor of France Language and Literature Department, University of Tabriz, Tabriz, Iran Gholchehreh Moradi Bastani MA Student of France Language and Literature, University of Tabriz, Tabriz, Iran Journal Article 2022 08 08 Thomas de Conanque is a contemporary Canadian philosopher who has published many books and treatises and has done a lot of research in the field of philosophy. What is important for De Koninck is to preserve human dignity in any field and any position. According to him, it is important, above all else, is the preservation of human value in every field, from medicine, economics, and politics to education. Many other philosophers and writers such as Aristotle, Plato, Hegel, Saint-Exupéry and Shakespeare are among the guides of De Koninck in the formation and dissemination of his philosophical ideas. He also conducts research in understanding the philosophy of education, especially about children and adolescents. What this philosopher shows us is that the philosophy of education is not only related to the present and the 21st century, but since the ancient Greek, there has been thought and investigation in this matter and it has been necessary; But it should not be forgotten that it has always been changing and the surrounding environment has challenged it many times. Multiple phenomenes are involved in the philosophy of education. From human body and biology to his soul and emotions. Also, there are various tools to teach science as best as possible, such as music or literature. In this research, an attempt is made to understand the ideas of this contemporary philosopher about the philosophy of education, to find out how to provide a deeper, more stable and more useful education. Thomas de Conanque is a contemporary Canadian philosopher who has published many books and treatises and has done a lot of research in the field of philosophy. What is important for De Koninck is to preserve human dignity in any field and any position. According to him, it is important, above all else, is the preservation of human value in every field, from medicine, economics, and politics to education. Many other philosophers and writers such as Aristotle, Plato, Hegel, Saint-Exupéry and Shakespeare are among the guides of De Koninck in the formation and dissemination of his philosophical ideas. He also conducts research in understanding the philosophy of education, especially about children and adolescents. What this philosopher shows us is that the philosophy of education is not only related to the present and the 21st century, but since the ancient Greek, there has been thought and investigation in this matter and it has been necessary; But it should not be forgotten that it has always been changing and the surrounding environment has challenged it many times. Multiple phenomenes are involved in the philosophy of education. From human body and biology to his soul and emotions. Also, there are various tools to teach science as best as possible, such as music or literature. In this research, an attempt is made to understand the ideas of this contemporary philosopher about the philosophy of education, to find out how to provide a deeper, more stable and more useful education.

https://philosophy.tabrizu.ac.ir/article_15177_01c9bc9776f5864a5558d129b3d3d71a.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Heideggerian Idea of University: The Basics of Heidegger’s Qualms with Academic Freedom The Heideggerian Idea of University: The Basics of Heidegger’s Qualms with Academic Freedom 186 207 15126 10.22034/jpiut.2022.52591.3315 FA Hossein Mesbahian Assistant Professor of Philosophy Department, University of Tehran, Tehran, Iran. Journal Article 2022 07 22 By way of a Heideggerian account of the university, this article seeks to formulate and develop a conflict been two schools of thought—one Spengler, the other Weber—on the roles and responsibilities of academia. While Spengler emphasizes the need for the education of a nation through a spiritually cultivated leader, Weber views the university as a site of rigorous scientific methodology. This article situates Heidegger’s reaction to these thinkers both before and after his Rectorate Address at the University of Freiburg. By 1937, Heidegger claims that the university has come to an end—a reality that is neither unfortunate nor delightful, but a necessity. This article ultimately seeks to go beyond the Spengler-Weber debate and in this regard makes reference to the Derridian account of the university. In particular, this article asserts a notion of the university that is founded upon responsibility—but one that cannot be absorbed into a particular ideology. By way of a Heideggerian account of the university, this article seeks to formulate and develop a conflict been two schools of thought—one Spengler, the other Weber—on the roles and responsibilities of academia. While Spengler emphasizes the need for the education of a nation through a spiritually cultivated leader, Weber views the university as a site of rigorous scientific methodology. This article situates Heidegger’s reaction to these thinkers both before and after his Rectorate Address at the University of Freiburg. By 1937, Heidegger claims that the university has come to an end—a reality that is neither unfortunate nor delightful, but a necessity. This article ultimately seeks to go beyond the Spengler-Weber debate and in this regard makes reference to the Derridian account of the university. In particular, this article asserts a notion of the university that is founded upon responsibility—but one that cannot be absorbed into a particular ideology.

https://philosophy.tabrizu.ac.ir/article_15126_c4937148b110a71bb1d6c14642b53229.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Academic Evaluation without Fraud, in Online Education: citing the two theories of Benjamin Bloom and the philosophical hermeneutics of Hans Georg Gadamer Academic Evaluation without Fraud, in Online Education: citing the two theories of Benjamin Bloom and the philosophical hermeneutics of Hans Georg Gadamer 208 219 14538 10.22034/jpiut.2022.51254.3181 FA Asadollah Khadivi Assistant Professor of Educational Sciences Department,, Farhangian University, Tabriz, Iran. Masoud Khanjarkhani Assistant Professor, of Educational Sciences Department. Sistan and Baluchestan University, Zahedan, Iran. Rasoul Rezaei Assistant Professor of Educational Sciences Department, Farhangian University, Tabriz, Iran. Journal Article 2022 04 22 The purpose of this study is to design a model for academic evaluation without fraud and at the same time nurturing, based on the ideas of Hans Georg Gadamer and Benjamin Bloom. This research, which is a inferential analysis and a type of qualitative research, intends to provide a method that estimates the mission of education both in the days when education is online, based on Bloom's learning levels, and the occurrence of understanding in Gadamer's thought. Reduce the possibility of fraud by immigrants and academic evaluation as an important part of education, remains important and fundamental. At Bloom's cognitive levels, higher levels (such as the evaluation level) require both the question and the answer to the highest level of reflection. In Gadamer's thought, understanding as an event is not limited to recreation and occurs in a novel event as a result of one's reflective reflections with others. Based on these two theories and compatible combinations, a type of evaluation is defined that occurs at the highest level of thinking, reflection and creation, which is the main purpose of evaluation. In this view, the purpose of evaluation is not merely a pass, but a reason, a tool, and a technique for growth. The pattern is that the design and answer to the questions is done by the student and part of the score is allocated to the question design and the higher the level and reflection, the higher the score is received from this section. Higher level question design requires the designer to master the content and message of the text. With these all-encompassing descriptions, it is inevitable to ask such questions and ultimately find answers to them. According to the researcher, in this case, fraud is minimized and re-creation gives way to deep reflection, creation and study, which is the ultimate goal of education. The purpose of this study is to design a model for academic evaluation without fraud and at the same time nurturing, based on the ideas of Hans Georg Gadamer and Benjamin Bloom. This research, which is a inferential analysis and a type of qualitative research, intends to provide a method that estimates the mission of education both in the days when education is online, based on Bloom's learning levels, and the occurrence of understanding in Gadamer's thought. Reduce the possibility of fraud by immigrants and academic evaluation as an important part of education, remains important and fundamental. At Bloom's cognitive levels, higher levels (such as the evaluation level) require both the question and the answer to the highest level of reflection. In Gadamer's thought, understanding as an event is not limited to recreation and occurs in a novel event as a result of one's reflective reflections with others. Based on these two theories and compatible combinations, a type of evaluation is defined that occurs at the highest level of thinking, reflection and creation, which is the main purpose of evaluation. In this view, the purpose of evaluation is not merely a pass, but a reason, a tool, and a technique for growth. The pattern is that the design and answer to the questions is done by the student and part of the score is allocated to the question design and the higher the level and reflection, the higher the score is received from this section. Higher level question design requires the designer to master the content and message of the text. With these all-encompassing descriptions, it is inevitable to ask such questions and ultimately find answers to them. According to the researcher, in this case, fraud is minimized and re-creation gives way to deep reflection, creation and study, which is the ultimate goal of education.

https://philosophy.tabrizu.ac.ir/article_14538_0dd353eb3856bb9872e551f389e5f396.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Philosophy of Education in Peirce’s Pragmatist Thought The Philosophy of Education in Peirce’s Pragmatist Thought 220 234 15121 10.22034/jpiut.2022.52614.3310 FA Atieh Zandieh Assistant Professor of Islamic Philosophy and Wisdom Department, University of Shahid Motahari, Tehran, Iran Journal Article 2022 07 20 One of the philosophies of education has been developed in pragmatism. Peirce was the founder of the pragmatism. He did not directly address the philosophy of education; however, the theory of inquiry is one of the fundamental principles of his philosophy which discusses the cognition and fixation of belief based upon it. The believes that cause human’s behaviors and actions. He argues four methods of the fixation of belief. In his view, three (out of the four) methods are not acceptable and only one method is appropriate for the fixation of belief. This paper aims to understand if there is a link between Peirce’s ideas and the theories of education? If yes, whether this link is consistent with what Peirce found? The aim of the theory of education is training people to fixate believes leading to right actions. The research method applied in this study is on one hand, a descriptive-analytical-comparative, and on the other hand, a desk study. This paper compared Peirce’s methods with common theories of education and found that we can benefit from other theories, in addition to Peirce’s methods. One of the philosophies of education has been developed in pragmatism. Peirce was the founder of the pragmatism. He did not directly address the philosophy of education; however, the theory of inquiry is one of the fundamental principles of his philosophy which discusses the cognition and fixation of belief based upon it. The believes that cause human’s behaviors and actions. He argues four methods of the fixation of belief. In his view, three (out of the four) methods are not acceptable and only one method is appropriate for the fixation of belief. This paper aims to understand if there is a link between Peirce’s ideas and the theories of education? If yes, whether this link is consistent with what Peirce found? The aim of the theory of education is training people to fixate believes leading to right actions. The research method applied in this study is on one hand, a descriptive-analytical-comparative, and on the other hand, a desk study. This paper compared Peirce’s methods with common theories of education and found that we can benefit from other theories, in addition to Peirce’s methods.

https://philosophy.tabrizu.ac.ir/article_15121_d6f29e382e13ef952bdf31823ff8e7c5.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Reflection on Steiner-Waldorf’s Philosophy of Education Reflection on Steiner-Waldorf’s Philosophy of Education 235 253 14893 10.22034/jpiut.2022.52328.3271 FA Homa Rahmani Assistant Professor of Islamic Education Department,, Farhangian University, Tabriz, Iran 0000-0002-0078-6782 Journal Article 2022 06 30 The primary goal of education in 19th-century was to acquire knowledge. But Steiner-Waldorf rejected this principle and stated that knowledge is only one of the tools by which one teaches, so one of the forms of mental and moral development for the upbringing of a child's entire domain is to pay attention to the child's intellectual, emotional and voluntary dimensions. With this interpretation, the present study was conducted with the aim of analyzing and reflecting on the philosophy of Steiner-Waldorf education using qualitative method of content analysis. The study community was library documents, research reports and searches on global Internet networks. The findings indicate that the purpose of Waldorf's philosophy of education is to create balance between different aspects of the soul (thinking, feelings and desires) and the body, and therefore emphasizes on creative constructive games, story, rhythm, movement and music. Waldorf considers the nature of human beings to be based on the humanity and development of the child's spirituality and refers to three stages of growth of the head, heart and hands. The head’s approach to cognitive learning, the heart's approach to conflict and emotional learning, and the hand’s approach to practical activity emphasize that manual skill and physical strength are combined with common sense and willpower in productive action. Consequently, with regard to emphasizes the element of spirituality and morality, there can be no moral progress, both personally and socially, regardless of spirituality and morality. The primary goal of education in 19th-century was to acquire knowledge. But Steiner-Waldorf rejected this principle and stated that knowledge is only one of the tools by which one teaches, so one of the forms of mental and moral development for the upbringing of a child's entire domain is to pay attention to the child's intellectual, emotional and voluntary dimensions. With this interpretation, the present study was conducted with the aim of analyzing and reflecting on the philosophy of Steiner-Waldorf education using qualitative method of content analysis. The study community was library documents, research reports and searches on global Internet networks. The findings indicate that the purpose of Waldorf's philosophy of education is to create balance between different aspects of the soul (thinking, feelings and desires) and the body, and therefore emphasizes on creative constructive games, story, rhythm, movement and music. Waldorf considers the nature of human beings to be based on the humanity and development of the child's spirituality and refers to three stages of growth of the head, heart and hands. The head’s approach to cognitive learning, the heart's approach to conflict and emotional learning, and the hand’s approach to practical activity emphasize that manual skill and physical strength are combined with common sense and willpower in productive action. Consequently, with regard to emphasizes the element of spirituality and morality, there can be no moral progress, both personally and socially, regardless of spirituality and morality.

https://philosophy.tabrizu.ac.ir/article_14893_754605e0658646cdab0f6e000f65d3a3.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 A comparative study of Merleau-Ponty and Arnheim's views in the field of visual perception and explaining its approach in art education (with a phenomenological approach) A comparative study of Merleau-Ponty and Arnheim's views in the field of visual perception and explaining its approach in art education (with a phenomenological approach) 254 268 14953 10.22034/jpiut.2022.51713.3218 FA Somayeh Chatrayi MA of Art Research, Art University of Isfahan, Isfahan, Iran Marzieh Piravi Vanak Associate Professor of Art Research Department, Art University of Isfahan, Isfahan, Iran Nader Shayganfar Associate Professor of Art Research Department, Art University of Isfahan, Isfahan, Iran Parisa Darouei Assistant Professor of Graphics Department, Art University of Isfahan, Isfahan, Iran Journal Article 2022 05 22 Many attempts to understand the nature of perception and its phenomena have been the result of the thoughts of phenomenologists and Gestalt psychologists. Maurice Merleau-Ponty and Rudolph Arnheim are two of the prominent philosophers and theorists in this field, who’s their opinions are influenced by Gestalt school with a phenomenological approach. The present article aims at achieving a broad cognition of the nature of perception by comparing the opinions of these two philosophers and analyzes these implications in the field of art education. This research was carried out with phenomenological approach, using an analytically-comparative method and utilizing authentic documents and library resources. The findings of the study show that Merleau-Ponty and Arnheim share the same thoughts, they believe that in visual perception, contrary to the dualistic doctrines of Descartes, the essence of the inner and outer world (subject & object) takes the form of a gestalt in the interplay between different forces and it is through this intertwining of the organism with the perceived world and it,s possible to understand the real thing. Also, by relying on this overall structure, we can achieve the meanings and Visual expression that there are in vision and visual arts as communication tools of artist. Therefore, the necessity of creating and understanding an artwork is the mental ability to understand these integrated and meaningful structures, which doubles the excellent understanding of visual phenomena in art education. Many attempts to understand the nature of perception and its phenomena have been the result of the thoughts of phenomenologists and Gestalt psychologists. Maurice Merleau-Ponty and Rudolph Arnheim are two of the prominent philosophers and theorists in this field, who’s their opinions are influenced by Gestalt school with a phenomenological approach. The present article aims at achieving a broad cognition of the nature of perception by comparing the opinions of these two philosophers and analyzes these implications in the field of art education. This research was carried out with phenomenological approach, using an analytically-comparative method and utilizing authentic documents and library resources. The findings of the study show that Merleau-Ponty and Arnheim share the same thoughts, they believe that in visual perception, contrary to the dualistic doctrines of Descartes, the essence of the inner and outer world (subject & object) takes the form of a gestalt in the interplay between different forces and it is through this intertwining of the organism with the perceived world and it,s possible to understand the real thing. Also, by relying on this overall structure, we can achieve the meanings and Visual expression that there are in vision and visual arts as communication tools of artist. Therefore, the necessity of creating and understanding an artwork is the mental ability to understand these integrated and meaningful structures, which doubles the excellent understanding of visual phenomena in art education.

https://philosophy.tabrizu.ac.ir/article_14953_b55e751d4b4237975aba4af19428d924.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Domination of Quasi-Questioning instead of Questioning in Education Systems Citing the Thought of Hans Georg Gadamer The Domination of Quasi-Questioning instead of Questioning in Education Systems Citing the Thought of Hans Georg Gadamer 269 282 15146 10.22034/jpiut.2022.52587.3301 FA Masoud Khanjarkhani Assistant Professor of Educational Sciences Department, University of Sistan and Baluchistan, Zahedan, Iran Rasul Rezaei Assistant Professor of Educational Sciences Department, Farhangian University, Tabriz, Iran. Maryam Tayeri MA in Educational Psychology, Ajabshir Branch, Islamic Azad University, Ajabshir, Iran Ruhullah Bagheri Majd Assistant Professor of Educational Sciences Department, University of Sistan and Baluchistan, Zahedan Iran Journal Article 2022 07 19 The purpose of this study is to investigate the contexts of quasi-questioning domination instead of questioning by quoting the philosophical hermeneutical thought of Hans Georg Gadamer. The method of inferential analytical research is qualitative research. The focus of Hans-Georg Gadamer's thought in The Truth and Method is the event of understanding In Gadamer's view, methodical and predictable understanding is an important challenge for questioning in its philosophical sense. Because understanding is constantly occurring in the endless process, and in the context of reflective interactions, without being affected by the control of the "I" or the "thou". In fact, questions and understandings are intertwined and intertwined. Understanding is not the ability to know or the power of perception, rather, it is the abundant openness in the_world that makes Dasein enlightened, not in the sense that another being has enlightened him, but in the sense that he himself is enlightened. While educational systems are formed with the foundations of science (in the sense of science), and ideology (with an unchangeable manifesto), because they claim to understand the end of truth, thinking rests on science and ideology, and quasi-questioning on fundamental questions. He conquers. In fact, the rejection or confirmation of hypotheses, or the claim that ideology understands the end of truth, is far from the nature of questioning. The purpose of this study is to investigate the contexts of quasi-questioning domination instead of questioning by quoting the philosophical hermeneutical thought of Hans Georg Gadamer. The method of inferential analytical research is qualitative research. The focus of Hans-Georg Gadamer's thought in The Truth and Method is the event of understanding In Gadamer's view, methodical and predictable understanding is an important challenge for questioning in its philosophical sense. Because understanding is constantly occurring in the endless process, and in the context of reflective interactions, without being affected by the control of the "I" or the "thou". In fact, questions and understandings are intertwined and intertwined. Understanding is not the ability to know or the power of perception, rather, it is the abundant openness in the_world that makes Dasein enlightened, not in the sense that another being has enlightened him, but in the sense that he himself is enlightened. While educational systems are formed with the foundations of science (in the sense of science), and ideology (with an unchangeable manifesto), because they claim to understand the end of truth, thinking rests on science and ideology, and quasi-questioning on fundamental questions. He conquers. In fact, the rejection or confirmation of hypotheses, or the claim that ideology understands the end of truth, is far from the nature of questioning.

https://philosophy.tabrizu.ac.ir/article_15146_74d72cea547e3809912c25a679a64367.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Examining the Perspective of Russell's Individual Domain in Educational Literature Examining the Perspective of Russell's Individual Domain in Educational Literature 283 300 15144 10.22034/jpiut.2022.52695.3330 FA Hoseein Aflakifard Assistant Professor, of Educational Sciences Department,, Farhangian University, Shiraz,, Iran. Journal Article 2022 07 24 This research, which is practical in nature, and an analytical-descriptive method of document review (content analysis) was used to conduct it. In this research, along with the introduction of educational literature and a brief reference to its background in Iran, Bertrand Russell is mentioned as a person whose educational views are the criteria of content analysis. To analyze the content of the books, the text of the books, sentence by sentence, in all parts of each lesson (even exercises and explanations) were analyzed based on the available components. In this essay, Russell's educational components in the individual field, which include; Cultivation of intelligence, cultivation of scientific spirit, free thinking, cultivation of wisdom, avoidance of dependence, emphasis on independence of thought, strengthening of active aspect, strengthening of sense of rationality, strengthening of internal discipline and thinking have been manifested. The results of this content analysis were shown in the form of frequency distribution tables, Shannon's entropy technique, bar graphs, and importance coefficients in order to determine the level of attention of educational content designers to Russell's educational components and to determine the most and least used of them in Persian books of the first year of high school. to be In explaining and drawing conclusions from the analyzed information, the opinions of experts have been cited in the field of some components in order to increase the credibility of the researcher's statements. This research, which is practical in nature, and an analytical-descriptive method of document review (content analysis) was used to conduct it. In this research, along with the introduction of educational literature and a brief reference to its background in Iran, Bertrand Russell is mentioned as a person whose educational views are the criteria of content analysis. To analyze the content of the books, the text of the books, sentence by sentence, in all parts of each lesson (even exercises and explanations) were analyzed based on the available components. In this essay, Russell's educational components in the individual field, which include; Cultivation of intelligence, cultivation of scientific spirit, free thinking, cultivation of wisdom, avoidance of dependence, emphasis on independence of thought, strengthening of active aspect, strengthening of sense of rationality, strengthening of internal discipline and thinking have been manifested. The results of this content analysis were shown in the form of frequency distribution tables, Shannon's entropy technique, bar graphs, and importance coefficients in order to determine the level of attention of educational content designers to Russell's educational components and to determine the most and least used of them in Persian books of the first year of high school. to be In explaining and drawing conclusions from the analyzed information, the opinions of experts have been cited in the field of some components in order to increase the credibility of the researcher's statements.

https://philosophy.tabrizu.ac.ir/article_15144_8e832357bf5b027b4c53626892a3146d.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Investigating How to Learn and Analyzing Its Steps and Dimensions in Heidegger's Teaching Model Investigating How to Learn and Analyzing Its Steps and Dimensions in Heidegger's Teaching Model 301 316 15152 10.22034/jpiut.2022.51460.3197 FA Seyyed Ziya-addin Miri MA. Student of Philosophy, Collage of Farabi, University of Tehran, Qom, Iran Hassan Mehrnia Assistant professor of Philosophy Department, Collage of Farabi, University of Tehran, Qom, Iran 0000-0001-8066-1455 Ali Latifi Assistant Professor of Educational Sciences Department, Seminary and University Research Institute, Qom, Iran Journal Article 2022 05 07 The present article studies the teaching model of Martin Heidegger, as one of the most effective existential philosophers of the 20th century. Heidegger defines the teaching process as a herald of "giving opportunity for learning" and considers it necessary and at the same time difficult for the teacher to learn how to give this opportunity. Therefore, in this article, focusing on the above definition, after stating the requirements of teaching and clarifying the concept of learning in Heidegger's thought, we will analyze how to allow and examine its dimensions and stages according to Heidegger's teaching model. By studying and examining Heidegger's various works, especially the phenomenal examination of his teaching model, we will see in this article that: First, in his intellectual and educational system, he tried to provide a new definition of teaching and learning, which is completely separate from the intellectual tradition of his time and it is alien and at the same time in harmony with his own thought. Secondly, he considers teaching to have different dimensions and phenomenal stages, neglecting which will make the teaching process sterile. Among these different dimensions and stages, the following topics have been considered in this research: the interactive process of learning, the topic of interest, existential encounter, creating enthusiasm, listening, leaving the familiar territory, questioning and leaping. The present article studies the teaching model of Martin Heidegger, as one of the most effective existential philosophers of the 20th century. Heidegger defines the teaching process as a herald of "giving opportunity for learning" and considers it necessary and at the same time difficult for the teacher to learn how to give this opportunity. Therefore, in this article, focusing on the above definition, after stating the requirements of teaching and clarifying the concept of learning in Heidegger's thought, we will analyze how to allow and examine its dimensions and stages according to Heidegger's teaching model. By studying and examining Heidegger's various works, especially the phenomenal examination of his teaching model, we will see in this article that: First, in his intellectual and educational system, he tried to provide a new definition of teaching and learning, which is completely separate from the intellectual tradition of his time and it is alien and at the same time in harmony with his own thought. Secondly, he considers teaching to have different dimensions and phenomenal stages, neglecting which will make the teaching process sterile. Among these different dimensions and stages, the following topics have been considered in this research: the interactive process of learning, the topic of interest, existential encounter, creating enthusiasm, listening, leaving the familiar territory, questioning and leaping.

https://philosophy.tabrizu.ac.ir/article_15152_e84a73b8dd8db81768b1cf82cc687f87.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Belonging to and Distanciating from: reflections on Gadamer's hermeneutics, critical pedagogy, and the concept of tradition Belonging to and Distanciating from: reflections on Gadamer's hermeneutics, critical pedagogy, and the concept of tradition 317 330 15118 10.22034/jpiut.2022.52671.3324 FA Ali Vahdati Daneshmand PhD of Educational Philosophy, University of Tehran, Tehran, Iran Journal Article 2022 07 23 Discussions about the Gadamer-Habermas debate continue in philosophy. But in philosophy of education, Gadamer's philosophical hermeneutics is usually accused of conservatism by the defenders of critical pedagogy, and there are few studies in defense of the critical power of Gadamer's hermeneutics. In Iran, official education reform documents emphasize both guarding and reconstructing tradition, but in practice, this balance seems ambiguous. Through re-reading Gadamer's hermeneutics, this paper analyzes the critical elements of tradition. In this way, it provides a defense of education based on philosophical hermeneutics and a model for confronting traditions in education. The central claim of this study is that Gadamer's understanding of tradition has both a descriptive expression as an educational basis and a normative expression as an educational principle. The ground for the realization of both is learning through negativity. In this context, historically effected consciousness, considering tradition as an answer to a question, critical distanciation from tradition, and application of tradition will be the most important critical elements that distinguish Gadamer's hermeneutics from conservative and traditionalist hermeneutics. Discussions about the Gadamer-Habermas debate continue in philosophy. But in philosophy of education, Gadamer's philosophical hermeneutics is usually accused of conservatism by the defenders of critical pedagogy, and there are few studies in defense of the critical power of Gadamer's hermeneutics. In Iran, official education reform documents emphasize both guarding and reconstructing tradition, but in practice, this balance seems ambiguous. Through re-reading Gadamer's hermeneutics, this paper analyzes the critical elements of tradition. In this way, it provides a defense of education based on philosophical hermeneutics and a model for confronting traditions in education. The central claim of this study is that Gadamer's understanding of tradition has both a descriptive expression as an educational basis and a normative expression as an educational principle. The ground for the realization of both is learning through negativity. In this context, historically effected consciousness, considering tradition as an answer to a question, critical distanciation from tradition, and application of tradition will be the most important critical elements that distinguish Gadamer's hermeneutics from conservative and traditionalist hermeneutics.

https://philosophy.tabrizu.ac.ir/article_15118_79b60be026925e130f6d63c9f7964c77.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Phenomenological Explaining of the Perception of Prominent Teachers of the Dimensions and Components of Their Teacher’s Philosophy Phenomenological Explaining of the Perception of Prominent Teachers of the Dimensions and Components of Their Teacher’s Philosophy 331 349 15157 10.22034/jpiut.2022.52642.3316 FA Sayedeh Nasrin Hosseini MA Student of Educational Management, University of Alzahra, Tehran, Iran. Seyyed Hesam Hosseini PhD Candidate of Educational Philosophy, University of Shahed, Tehran, Iran Mahdi Sobhaninejad Assistant Professor of Educational Philosophy, University of Shahed, Tehran, Iran Fateh Mohamadi Nik PhD Candidate of Educational Philosophy, University of Kharazmi, Tehran, Iran Journal Article 2022 07 22 This research was done with the aim of explaining the dimensions and components of teacher's philosophy, based on the lived experiences of excellent teachers. The type of research is applied in terms of purpose and qualitative in terms of approach, and the phenomenological method was used to achieve the purpose of the research. The research community included all the teachers of Saqqez city in the academic year of 99-400, and 14 teachers, including 6 male and 8 female teachers, were selected among the best teachers. The research data was obtained through semi-structured in-depth interviews and the interviews continued until reaching theoretical saturation. Data analysis was done using the seven-step Colaizzi method and by using thematic coding, central codes from open codes and selected codes from central codes were inferred and classified based on the findings of the research from a total of 190 concepts. From the interviews, 81 concepts related to teacher's philosophy in the form of 12 components or core codes (transformative, empathetic, discoverer of the student's mind and ability, holistic and deep-thinking, encouraging in-depth observation and promoting questioning, critical spirit, tolerance, the agent and promoter of human values, the agent's moral model, the perception of the physical space, the creator of the effective learning environment, the student's perception of the world) and 9 dimensions or selected code (A model of innovation, full of human emotions, discoverer of the student's ability, an objective example of comprehensiveness, a scientist and a critical agent, patient, moral value-oriented, a scholar of time and place, has been in the world and interacts with the student) were categorized that by putting these dimensions and components together, a comprehensive description of the teachers' perception of the phenomenon The subject of investigation is obtained. This research was done with the aim of explaining the dimensions and components of teacher's philosophy, based on the lived experiences of excellent teachers. The type of research is applied in terms of purpose and qualitative in terms of approach, and the phenomenological method was used to achieve the purpose of the research. The research community included all the teachers of Saqqez city in the academic year of 99-400, and 14 teachers, including 6 male and 8 female teachers, were selected among the best teachers. The research data was obtained through semi-structured in-depth interviews and the interviews continued until reaching theoretical saturation. Data analysis was done using the seven-step Colaizzi method and by using thematic coding, central codes from open codes and selected codes from central codes were inferred and classified based on the findings of the research from a total of 190 concepts. From the interviews, 81 concepts related to teacher's philosophy in the form of 12 components or core codes (transformative, empathetic, discoverer of the student's mind and ability, holistic and deep-thinking, encouraging in-depth observation and promoting questioning, critical spirit, tolerance, the agent and promoter of human values, the agent's moral model, the perception of the physical space, the creator of the effective learning environment, the student's perception of the world) and 9 dimensions or selected code (A model of innovation, full of human emotions, discoverer of the student's ability, an objective example of comprehensiveness, a scientist and a critical agent, patient, moral value-oriented, a scholar of time and place, has been in the world and interacts with the student) were categorized that by putting these dimensions and components together, a comprehensive description of the teachers' perception of the phenomenon The subject of investigation is obtained.

https://philosophy.tabrizu.ac.ir/article_15157_143a5ad8d1bd7af6e275b35aad1f06fe.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Virtues of Critical and Moderate Rationalism in Religious Beliefs’ System Virtues of Critical and Moderate Rationalism in Religious Beliefs’ System 350 364 14476 10.22034/jpiut.2022.50841.3156 FA Qodratullah Qorbani Associate Professor of Philosophy Department, Kharazmi University, Tehran, Iran Journal Article 2022 03 18 Critical and moderate rationalism is a suitable approach instead of two fideism and extreme rationalism, since it tries to avoid their disadvantages and has its own merits. When we say it is a moderate approach, it means that it does not exaggerate about reason's ability for recognizing and assessing religious beliefs, but accepts that it has some epistemological and ontological limitations. Critical virtue of our approach means that the reason criticizes itself, and through avoiding dogmatism, and continual self - assessing can access to a new attainment of the truth. This approach, both, emphasizes on reason’s ability as the base, axis, criterion and instrument of getting and evaluation of religious beliefs’ system, and on ontological and epistemological priority of reason over revelation and transmitted teachings, so that giving authority into religious texts and primarily and universal recognizing of fundamental teachings of religion are depended on the reason. This approach has also a modest tendency to the reason’s limitations, that is, it confirms one can't know and assess all hidden realms and aspects of religion. Critical and moderate rationalism, in addition, pays more attention to the necessity and importance of self-assessing, continual evaluation, plurality and diversity of rationality, coherency of religious beliefs’ system, plurality of religion’s language and aspects, and their plural rationality. In this paper, meanwhile studying different understandings regarding critical and moderate rationalism, it is explained and analyzed its plural virtues by paying attention to the reason’s abilities and restrictions, in order to defend its merits and rationality. Critical and moderate rationalism is a suitable approach instead of two fideism and extreme rationalism, since it tries to avoid their disadvantages and has its own merits. When we say it is a moderate approach, it means that it does not exaggerate about reason's ability for recognizing and assessing religious beliefs, but accepts that it has some epistemological and ontological limitations. Critical virtue of our approach means that the reason criticizes itself, and through avoiding dogmatism, and continual self - assessing can access to a new attainment of the truth. This approach, both, emphasizes on reason’s ability as the base, axis, criterion and instrument of getting and evaluation of religious beliefs’ system, and on ontological and epistemological priority of reason over revelation and transmitted teachings, so that giving authority into religious texts and primarily and universal recognizing of fundamental teachings of religion are depended on the reason. This approach has also a modest tendency to the reason’s limitations, that is, it confirms one can't know and assess all hidden realms and aspects of religion. Critical and moderate rationalism, in addition, pays more attention to the necessity and importance of self-assessing, continual evaluation, plurality and diversity of rationality, coherency of religious beliefs’ system, plurality of religion’s language and aspects, and their plural rationality. In this paper, meanwhile studying different understandings regarding critical and moderate rationalism, it is explained and analyzed its plural virtues by paying attention to the reason’s abilities and restrictions, in order to defend its merits and rationality.

https://philosophy.tabrizu.ac.ir/article_14476_e108aa285436b82d911b07071d501f55.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Existentialist Approach to the Concept of Loneliness in Black Romantic Poetry in Iran: 1930s and 1940s Existentialist Approach to the Concept of Loneliness in Black Romantic Poetry in Iran: 1930s and 1940s 365 382 14980 10.22034/jpiut.2022.52252.3262 FA Mahmoud Bashiri Associate Professor of Persian Language and Literature Department, Allameh Tabataba'i University, Tehran, Iran , Davoud Sparham, Professor of Persian Language and Literature Department, Allameh Tabataba'i University, Tehran, Iran , Yahya Talebian, Associate Professor of Persian Language and Literature Department, Allameh Tabataba'i University, Tehran, Iran , Nasim Davoodipanah, PhD Candidate of Persian Language and Literature, Allameh Tabataba'i University, Tehran, Iran Journal Article 2022 06 25 In this article, by examining the poetry flow of black romanticism in the thirties and forties in Iran, the representation of loneliness in the poems of the poets of this flow is analyzed. The main issue is the connection between the intellectual and ideological components of the black romanticism of these two decades with the emergence of the concept of loneliness in their poetic meanings. The main reason for the emergence of the black romanticism trend is the frustration Coup D’etat of 1332 Š./1953/ 1332, which has led to dark themes and blackness in this poetic trend, and it harbors nihilistic ideas. The discussion of loneliness has strongly considered this nihilistic trend. The main poets of this trend, based on their influence from the existentialist and humanist attitude, whose works are analyzed in this article, are Hassan Honarmandi, Forough Farrokhzad and Ahmed Shamlou. The results of this research showed that although the influence of the thoughts of French thinkers about loneliness is evident in this thought stream, this is associated with the unconscious influence of the background of Iranian thought in Persian poetry and concepts such as humanism, individualism, the endlessness of life, freedom based on It has reproduced individuality. In this article, by examining the poetry flow of black romanticism in the thirties and forties in Iran, the representation of loneliness in the poems of the poets of this flow is analyzed. The main issue is the connection between the intellectual and ideological components of the black romanticism of these two decades with the emergence of the concept of loneliness in their poetic meanings. The main reason for the emergence of the black romanticism trend is the frustration Coup D’etat of 1332 Š./1953/ 1332, which has led to dark themes and blackness in this poetic trend, and it harbors nihilistic ideas. The discussion of loneliness has strongly considered this nihilistic trend. The main poets of this trend, based on their influence from the existentialist and humanist attitude, whose works are analyzed in this article, are Hassan Honarmandi, Forough Farrokhzad and Ahmed Shamlou. The results of this research showed that although the influence of the thoughts of French thinkers about loneliness is evident in this thought stream, this is associated with the unconscious influence of the background of Iranian thought in Persian poetry and concepts such as humanism, individualism, the endlessness of life, freedom based on It has reproduced individuality.

https://philosophy.tabrizu.ac.ir/article_14980_4340a2c1e678bc45cdfa5f16dfb7017b.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 A comparative Study of Aesthetics in Plato's Thought and Suhrawardi's Wisdom A comparative Study of Aesthetics in Plato's Thought and Suhrawardi's Wisdom 383 394 15153 10.22034/jpiut.2022.52041.3248 FA Maryam Imanizadeh Sharifpour PhD Candidate in Philosophy of Art, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran. Seyyed Rahmatollah Mousavi Moghaddam Associate Professor of Islamic Studies Department, Ilam University of Medical Sciences, Ilam, Iran Seyyed Sadegh Zamani Assistant Professor of Philosophy of art Department, Sanandaj Branch, Islamic azad university, Sanandaj, Iran Journal Article 2022 06 15 Throughout history, philosophers have looked at existence with a new perspective and have been able to revolutionize the history of philosophy with their theories. Among these philosophers are Plato and Suhrvardi. Plato and Suhravardi each benefited from many sources to build their intellectual system and mentioned them in their works. The reason that the theories of these two philosophers have been presented in this research is the closeness of the theories in their thought. Platonic thought is one of the important sources of Sohrvardi in reaching his philosophical system and its traces can be clearly seen in Sohrvardi's works, however, he tried to deal with those thoughts according to his own thought system and with a philosophical perspective and even to undergo change and transformation to adapt to his beliefs. The question of this research is "what place does (aesthetics) have in Plato's thought and Sohrawardi's wisdom?" Is. In line with this importance, the commonalities and differences in the views of these two philosophers have been explained from the aspect of aesthetics, so that by comparing and distinguishing these ideas, we can examine the influence of an idea or its evolution over time. The method of the current research is descriptive-analytical, and the collection of information is done using the library method by taking samples from reference books, articles and authentic manuscripts. The results showed: Plato, in analyzing and expressing the truth of beauty, does not consider it to be proportion and harmony, adaptation to Greek culture, usefulness and pleasure; Rather, he considers beauty to be an extra-sensory and objective thing that the pursuit of beauty leads to, and such beauty is eternal, absolute and in itself, and it is the same idea and source of beauty that belongs to the world of similitude, and beautiful objects are equal to Their benefits are beautiful. According to Suhrvardi, beauty is interpreted as good, which refers to beauty and perfection, both of which are the same phenomenon, so whatever is at the end of perfection is beautiful. Also, beauty is an objective thing that corresponds to the outside world. Relationships such as lights, colors and different shapes (objective representations) become the source of understanding and expression of the feeling of beauty. Therefore, it can be concluded that from the point of view of Plato and Suhrawardi, beauty is the pleasure of perception and the attainment of perfection, which manifests through love and causes movement. Throughout history, philosophers have looked at existence with a new perspective and have been able to revolutionize the history of philosophy with their theories. Among these philosophers are Plato and Suhrvardi. Plato and Suhravardi each benefited from many sources to build their intellectual system and mentioned them in their works. The reason that the theories of these two philosophers have been presented in this research is the closeness of the theories in their thought. Platonic thought is one of the important sources of Sohrvardi in reaching his philosophical system and its traces can be clearly seen in Sohrvardi's works, however, he tried to deal with those thoughts according to his own thought system and with a philosophical perspective and even to undergo change and transformation to adapt to his beliefs. The question of this research is "what place does (aesthetics) have in Plato's thought and Sohrawardi's wisdom?" Is. In line with this importance, the commonalities and differences in the views of these two philosophers have been explained from the aspect of aesthetics, so that by comparing and distinguishing these ideas, we can examine the influence of an idea or its evolution over time. The method of the current research is descriptive-analytical, and the collection of information is done using the library method by taking samples from reference books, articles and authentic manuscripts. The results showed: Plato, in analyzing and expressing the truth of beauty, does not consider it to be proportion and harmony, adaptation to Greek culture, usefulness and pleasure; Rather, he considers beauty to be an extra-sensory and objective thing that the pursuit of beauty leads to, and such beauty is eternal, absolute and in itself, and it is the same idea and source of beauty that belongs to the world of similitude, and beautiful objects are equal to Their benefits are beautiful. According to Suhrvardi, beauty is interpreted as good, which refers to beauty and perfection, both of which are the same phenomenon, so whatever is at the end of perfection is beautiful. Also, beauty is an objective thing that corresponds to the outside world. Relationships such as lights, colors and different shapes (objective representations) become the source of understanding and expression of the feeling of beauty. Therefore, it can be concluded that from the point of view of Plato and Suhrawardi, beauty is the pleasure of perception and the attainment of perfection, which manifests through love and causes movement.

https://philosophy.tabrizu.ac.ir/article_15153_803515428a9b7d0877c7535392179390.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Investigating the evolution of the theological attitude of the rule of grace to the issue of inclusivism in salvation (Allameh Tabatabai and Javadi Amoli) Investigating the evolution of the theological attitude of the rule of grace to the issue of inclusivism in salvation (Allameh Tabatabai and Javadi Amoli) 395 409 14853 10.22034/jpiut.2022.51889.3233 FA Zeinab Yousefi PhD Candidate in Islamic Philosophy and Theology, Fasa Branch, Islamic Azad University, Fasa, Iran. Mohammad Ali Akhgar Assistant Professor of Philosophy Department, Shiraz Branch, Islamic Azad University, Shiraz, Iran Abbas Ahmadi Saadi Associate Professor of Philosophy Department, Fasa Branch, Islamic Azad University, Fasa, Iran Journal Article 2022 05 31 İn this article, by analyzing the views of Allameh Tabatabai and Javadi Amoli on the theological-philosophical rule of grace in the issue of "inclusiveness in salvation", how this attitude has evolved in two contemporary thinkers and philosophers. The importance of this paper is in analyzing how the approach of these two thinkers in the discussion of the legitimacy of religions and its consequences in their inclusive discussion on the issue of salvation. In the meantime, Allameh Tabatabai is a kind of inclusiveness in legitimacy and salvation, which, according to the rule, favors the maximum salvation. But Javadi Amoli believes in exclusivism in legitimacy and in its relative minimalism. This research, which has been obtained by descriptive-analytical method and comparative study of the works of these two thinkers, has shown that despite the single interpretation of the two thinkers of the rule of grace in inclusiveness in salvation, some of their principles and approaches in presenting this interpretation, including in The subject of benefiting from the rule of grace is different and shows the evolution of the function of this rule in contemporary Islamic philosophy and theology. İn this article, by analyzing the views of Allameh Tabatabai and Javadi Amoli on the theological-philosophical rule of grace in the issue of "inclusiveness in salvation", how this attitude has evolved in two contemporary thinkers and philosophers. The importance of this paper is in analyzing how the approach of these two thinkers in the discussion of the legitimacy of religions and its consequences in their inclusive discussion on the issue of salvation. In the meantime, Allameh Tabatabai is a kind of inclusiveness in legitimacy and salvation, which, according to the rule, favors the maximum salvation. But Javadi Amoli believes in exclusivism in legitimacy and in its relative minimalism. This research, which has been obtained by descriptive-analytical method and comparative study of the works of these two thinkers, has shown that despite the single interpretation of the two thinkers of the rule of grace in inclusiveness in salvation, some of their principles and approaches in presenting this interpretation, including in The subject of benefiting from the rule of grace is different and shows the evolution of the function of this rule in contemporary Islamic philosophy and theology.

https://philosophy.tabrizu.ac.ir/article_14853_815f83bfc9321c9cbe9737aca4041541.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The importance of proportion in architecture and music with a Focus on Plato Thoughts The importance of proportion in architecture and music with a Focus on Plato Thoughts 410 421 14303 10.22034/jpiut.2022.49888.3109 FA Fattaneh Jalalkamali Assistant Professor of Art Department, Faculty of Art and architecture, Kerman Branch, Islamic Azad University, Kerman, Iran Hossein Ardalani Assistant Professor of Art and Architecture Department, Hamedan Branch, Islamic Azad University, Hamedan, Iran Journal Article 2022 01 12 The existence of rhythm, harmony and symmetry in architecture and music shows us, these two artists have a lot in common. The buildings left from ancient times to the buildings that exist today; They express a conceptual connection between music and architecture, and it can be said that both arts have been the messengers of single concepts at any point in time. This connection is so much that some have mentioned architecture as frozen music. These links have connections and points of commonality that these similarities and commonalities can be defined and categorized in these categories. Physical, visual, conceptual, epistemological, functional, aesthetic, structural, cultural, contextual... The purpose of this research is to find the connection between Plato's views and the aesthetic commonalities of music and architecture. The main research question: Is it possible to find commonalities between architecture and music according to Plato's views? There is no specific hypothesis in this research and answering the question cannot be considered as a novel hypothesis. This research has been carried out using a descriptive analytical method. The relativity of ideas and differences of opinion is one of the biggest obstacles and limitations of this research. Seyyed Baqer Hosseini in an article called "Mental pattern: the product of the interaction between music and architecture design" in Abadi magazine, year 19, number 64, page 123-125-126, deals with the proportions of music and architecture. The existence of rhythm, harmony and symmetry in architecture and music shows us, these two artists have a lot in common. The buildings left from ancient times to the buildings that exist today; They express a conceptual connection between music and architecture, and it can be said that both arts have been the messengers of single concepts at any point in time. This connection is so much that some have mentioned architecture as frozen music. These links have connections and points of commonality that these similarities and commonalities can be defined and categorized in these categories. Physical, visual, conceptual, epistemological, functional, aesthetic, structural, cultural, contextual... The purpose of this research is to find the connection between Plato's views and the aesthetic commonalities of music and architecture. The main research question: Is it possible to find commonalities between architecture and music according to Plato's views? There is no specific hypothesis in this research and answering the question cannot be considered as a novel hypothesis. This research has been carried out using a descriptive analytical method. The relativity of ideas and differences of opinion is one of the biggest obstacles and limitations of this research. Seyyed Baqer Hosseini in an article called "Mental pattern: the product of the interaction between music and architecture design" in Abadi magazine, year 19, number 64, page 123-125-126, deals with the proportions of music and architecture.

https://philosophy.tabrizu.ac.ir/article_14303_9c402b94379ee9c633cb3ed08e8e05e0.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Secular Nature of Modern Sciences The Secular Nature of Modern Sciences 422 436 14876 10.22034/jpiut.2022.51496.3204 FA Ahad Ganjalikhani PhD Candidate of Philosophy of Physics, Baqir Al-Olum University, Qom, Iran. Mahdi Meshki Assistant Professor of Philosophy Department, Imam Khomeini Educational and Research Institute, Qom, Iran Journal Article 2022 05 10 The relationship between science and its foundations and its influence on thought and worldview and how science is influenced by its foundations are important issues in the philosophy of science. In recent decades, due to serious discussions in the philosophy of science and the emphasis of some philosophers of science on the direction of science and value changes in religious societies, this question (the relationship between science and worldview) has been raised more seriously and religious science versus Secular science emerged and the role of secularism in the production of modern natural science became more apparent. Secularism, which is a kind of exclusivism in the field of existence and cognition, by entering each of the scientific fields, brings a different definition of the subject, method and purpose for that science. Undoubtedly, this school defines the principles and presuppositions of science based on its worldview. This article uses analytical-descriptive method to explain and study the role of the principles and presuppositions of secularism in the evolution of modern science and to try to express and show its secularist nature in its subject, method, nature and consequently its secular consequences. That science is not just a matter of experience, but that the thoughts of scientists influence the direction of science. The relationship between science and its foundations and its influence on thought and worldview and how science is influenced by its foundations are important issues in the philosophy of science. In recent decades, due to serious discussions in the philosophy of science and the emphasis of some philosophers of science on the direction of science and value changes in religious societies, this question (the relationship between science and worldview) has been raised more seriously and religious science versus Secular science emerged and the role of secularism in the production of modern natural science became more apparent. Secularism, which is a kind of exclusivism in the field of existence and cognition, by entering each of the scientific fields, brings a different definition of the subject, method and purpose for that science. Undoubtedly, this school defines the principles and presuppositions of science based on its worldview. This article uses analytical-descriptive method to explain and study the role of the principles and presuppositions of secularism in the evolution of modern science and to try to express and show its secularist nature in its subject, method, nature and consequently its secular consequences. That science is not just a matter of experience, but that the thoughts of scientists influence the direction of science.

https://philosophy.tabrizu.ac.ir/article_14876_55cc24140d57e4aaaf5c49d9686ebb36.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 How the relationship between the concept of "Being" and the meaning of "God" in Boethius' theological treatises How the relationship between the concept of "Being" and the meaning of "God" in Boethius' theological treatises 437 452 14459 10.22034/jpiut.2022.48649.3025 FA Seyyedeh Fatemeh Nourani Khatibani MA in Comparative Theology, Shahid Beheshti University, Tehran, Iran. Maryam Salem Assistant Professor of Wisdom and Theology Department, Shahid Beheshti University, Tehran, Iran Journal Article 2021 10 26 The central issue in this article is to understand how is the relationship between the concept of "Being" and the meaning of "God" in Boethius' theological treatises. To this end, four issues are analyzed analytically-descriptively in Theological Treatises; 1. Why did Boethius raise the issue of ontology in Theological Treatises, and what was his purpose in distinguishing between "esse" and "id quod est" in these treatises with a purely Christian and theological nature? 2. The effect of this discussion in explaining God' transcendence through the three attributes "necessity", "perfection" and "to being goodness" of being; 3. The effect of this discussion on God's "creation"; 4. Its effect on God' unity. The study of these cases led to the conclusion that Boethius, by distinguishing between "esse" and "id quod est", considers God to be a simple being in whom "esse" and "id quod est" are one, so being is necessary for Him. God' perfection is also due to His simplicity essence; because He is His own essence and substance, so any quantity and quality that is applied to God will be the carrying of substance. Boethius explains God' simplicity in terms of the originality of being and action, and equates God' being with the Goodness itself, but creatures that are not simple are something else in addition to being good. The Creator and the creature are substantial different, and His Ubiquity goes back to God' substance beyond the two categories of place and time. By distinguishing the abstract number from the concrete number, Boethius believes that the Trinity does not produces plurality, because there is no difference of merit in God and He is nothing but His own essence. The central issue in this article is to understand how is the relationship between the concept of "Being" and the meaning of "God" in Boethius' theological treatises. To this end, four issues are analyzed analytically-descriptively in Theological Treatises; 1. Why did Boethius raise the issue of ontology in Theological Treatises, and what was his purpose in distinguishing between "esse" and "id quod est" in these treatises with a purely Christian and theological nature? 2. The effect of this discussion in explaining God' transcendence through the three attributes "necessity", "perfection" and "to being goodness" of being; 3. The effect of this discussion on God's "creation"; 4. Its effect on God' unity. The study of these cases led to the conclusion that Boethius, by distinguishing between "esse" and "id quod est", considers God to be a simple being in whom "esse" and "id quod est" are one, so being is necessary for Him. God' perfection is also due to His simplicity essence; because He is His own essence and substance, so any quantity and quality that is applied to God will be the carrying of substance. Boethius explains God' simplicity in terms of the originality of being and action, and equates God' being with the Goodness itself, but creatures that are not simple are something else in addition to being good. The Creator and the creature are substantial different, and His Ubiquity goes back to God' substance beyond the two categories of place and time. By distinguishing the abstract number from the concrete number, Boethius believes that the Trinity does not produces plurality, because there is no difference of merit in God and He is nothing but His own essence.

https://philosophy.tabrizu.ac.ir/article_14459_bb9f72620f0d23d8b6c63190a804619e.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 A Comparative Study of the Subject of Metaphysics by Aristotle and Scotous A Comparative Study of the Subject of Metaphysics by Aristotle and Scotous 453 465 14718 10.22034/jpiut.2021.42825.2708 FA Asghar Fathi PhD Candidate of Philosophy, University of Isfahan, Isfahan, Iran Ali Karbasizadeh Associate Professor of Philosophy Department, University of Isfahan, Isfahan, Iran Journal Article 2020 11 14 At the beginning of the fourth book of metaphysics, Aristotle speaks of knowledge as "existing as existing and its inherent effects" and in other places he refers to this book as "the first philosophy" or "the first philosophy", "wisdom" and "theology". Which is later called metaphysics. As he has given different names to this science, he has also raised various topics for this science. The most fundamental subject in metaphysics of Aristotle is existence. In metaphysic, Aristotle has expressed the knowledge of existent in different ways and it is displayed various matter on this scale in a proper position. In the beginning of forth book of metaphysics, it is said that metaphysics is a knowledge of being as such, but metaphysics is a divine science in other parts so that its subject is an immovable and spiritual being. Also, it is a science to discuss the highest principle and elements and it is described as the knowledge of substance or primary substance too. So, the commentators of Aristotle encountered with some contradictions to identify the exact subject of metaphysics from the earlier of time. At the beginning of the fourth book of metaphysics, Aristotle speaks of knowledge as "existing as existing and its inherent effects" and in other places he refers to this book as "the first philosophy" or "the first philosophy", "wisdom" and "theology". Which is later called metaphysics. As he has given different names to this science, he has also raised various topics for this science. The most fundamental subject in metaphysics of Aristotle is existence. In metaphysic, Aristotle has expressed the knowledge of existent in different ways and it is displayed various matter on this scale in a proper position. In the beginning of forth book of metaphysics, it is said that metaphysics is a knowledge of being as such, but metaphysics is a divine science in other parts so that its subject is an immovable and spiritual being. Also, it is a science to discuss the highest principle and elements and it is described as the knowledge of substance or primary substance too. So, the commentators of Aristotle encountered with some contradictions to identify the exact subject of metaphysics from the earlier of time.

https://philosophy.tabrizu.ac.ir/article_14718_ed981b67c45df75a139da1f50c1b1fe9.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The metamorphosis of language and character in Samuel Beckett's dramatic literature The metamorphosis of language and character in Samuel Beckett's dramatic literature 466 479 15122 10.22034/jpiut.2022.52720.3332 FA Mohammad Mohammadi-Aghdash Assistant Professor, Department of French Language and Literature, University of Tabriz, Tabriz, Iran Journal Article 2022 07 25 In the early fifties of twentieth century following the deep break with traditional bourgeois theater, a (new) form of dramatic literature emerged in France which instead of representing its reality, tried to translate the exhaustion of the language expression that was the result of the loss of humanistic values which made it possible to ask this important philosophical question at the literary gatherings: Is the existence became meaningless and lifeless? Samuel Beckett with a deeply philosophical looking his dramatic works and pointed out the important issue "human degradation", also his concern is evidence for this important issue that human 'feels lonely and nothing in life'. In this study we will look at the meaningless of the existence and metamorphosis of Samuel Beckett's language drama, beyond the three famous plays, Waiting for Godot, End the game, Oh! Happy days. The literature that used from every possible language instrument and dramatic tools to convey the great concept of human condition with a ridiculous and humorous statement to the audience. In the early fifties of twentieth century following the deep break with traditional bourgeois theater, a (new) form of dramatic literature emerged in France which instead of representing its reality, tried to translate the exhaustion of the language expression that was the result of the loss of humanistic values which made it possible to ask this important philosophical question at the literary gatherings: Is the existence became meaningless and lifeless? Samuel Beckett with a deeply philosophical looking his dramatic works and pointed out the important issue "human degradation", also his concern is evidence for this important issue that human 'feels lonely and nothing in life'. In this study we will look at the meaningless of the existence and metamorphosis of Samuel Beckett's language drama, beyond the three famous plays, Waiting for Godot, End the game, Oh! Happy days. The literature that used from every possible language instrument and dramatic tools to convey the great concept of human condition with a ridiculous and humorous statement to the audience.

https://philosophy.tabrizu.ac.ir/article_15122_286f4e8eabe7766c44bd23943ed6dfab.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Hellenic and Hellenistic Origins in the Aesthetics of Pseudo-Dionysius Hellenic and Hellenistic Origins in the Aesthetics of Pseudo-Dionysius 480 494 14279 10.22034/jpiut.2021.46755.2883 FA Seyyed Mohsen Mousavi PhD Candidate of Philosophy of Religious Art, University of Religions and Denominations (URD), Qom, Iran Journal Article 2021 06 30 Text This article studies the Hellenic and Hellenistic sources of Pseudo-Dionysius on Beautiful, and its purpose is to clarify the extent of the influence of the philosophy of Plato, Aristotle, Plotinus and Proclus on aesthetics in the thought system of Dionysius. This purpose is pursued through a descriptive-comparative-analytical method and The method of collecting information is also library and documentary. The result obtained from this study shows the complete predominance of Hellenic and Hellenistic aesthetics on the thinking of this medieval thinker; Although it has used them in a new structure. Among the influences of these philosophers on Dionysius’s aesthetics can be mentioned; The Transcendent Beautiful, the difference between Beautiful and beauty, Beautiful as being cause and the ultimate cause of everything, the way and types of movement in the arc of ascent and descent, the relationship of the One with Good and Beautiful, the unity of Beautiful and being beautiful in the order of divine nature, the interplay of light and Beautiful, the role of love as a factor of connection and movement towards Beautiful, belief in beauty in the essence of matter, entanglement of light and beauty in Hierarchical system of descending arc. Text This article studies the Hellenic and Hellenistic sources of Pseudo-Dionysius on Beautiful, and its purpose is to clarify the extent of the influence of the philosophy of Plato, Aristotle, Plotinus and Proclus on aesthetics in the thought system of Dionysius. This purpose is pursued through a descriptive-comparative-analytical method and The method of collecting information is also library and documentary. The result obtained from this study shows the complete predominance of Hellenic and Hellenistic aesthetics on the thinking of this medieval thinker; Although it has used them in a new structure. Among the influences of these philosophers on Dionysius’s aesthetics can be mentioned; The Transcendent Beautiful, the difference between Beautiful and beauty, Beautiful as being cause and the ultimate cause of everything, the way and types of movement in the arc of ascent and descent, the relationship of the One with Good and Beautiful, the unity of Beautiful and being beautiful in the order of divine nature, the interplay of light and Beautiful, the role of love as a factor of connection and movement towards Beautiful, belief in beauty in the essence of matter, entanglement of light and beauty in Hierarchical system of descending arc.

https://philosophy.tabrizu.ac.ir/article_14279_c64a567ace35bf434db26e15787832e4.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Logos of Heraclitus from the phenomenological perspective of another beginning of Martin Heidegger The Logos of Heraclitus from the phenomenological perspective of another beginning of Martin Heidegger 495 513 13444 10.22034/jpiut.2021.45658.2806 FA Mohammad Javad Safian Associate Professor of Philosophy Department, University of Isfahan, Isfahan, Iran. Jamal Same PhD Candidate of Philosophy, University of Isfahan, Isfahan, Iran Journal Article 2021 04 24 Undoubtedly, Heraclitus and Parmenides are permanent sources of Heidegger's thought. What has given these two a special place in Heidegger's thought is Heidegger's special conception of the original wisdom of the two and the role of their thinking in opening another path in thought. According to Heidegger making effort to find other beginnings for thought, beginnings which, unlike the conventional beginning of metaphysical history, do not lead to subject-object formulation, is the most urgent task in advancing original thought. In his view, the unattainable nature of the thinking of these thinkers, contrary to Aristotle's picked opinion, is not due to their stuttering and inexperience. Rather, it is because the beginning in its originality has become more apparent than anywhere else in the thoughts of these thinkers. In the interim, according to Heidegger Logos of Heraclitus has a privileged situation. Thus, the correct interpretation of the Logos of Heraclitus reveals to us aspects of the original beginning of thought. In this article, we go along with Heidegger's interpretation of this fundamental concept of Heraclitus' thought in order to get closer to this fundamental research question: What is the place of the Logos in Heraclitus' thought and how can it be prologue of another beginning? Undoubtedly, Heraclitus and Parmenides are permanent sources of Heidegger's thought. What has given these two a special place in Heidegger's thought is Heidegger's special conception of the original wisdom of the two and the role of their thinking in opening another path in thought. According to Heidegger making effort to find other beginnings for thought, beginnings which, unlike the conventional beginning of metaphysical history, do not lead to subject-object formulation, is the most urgent task in advancing original thought. In his view, the unattainable nature of the thinking of these thinkers, contrary to Aristotle's picked opinion, is not due to their stuttering and inexperience. Rather, it is because the beginning in its originality has become more apparent than anywhere else in the thoughts of these thinkers. In the interim, according to Heidegger Logos of Heraclitus has a privileged situation. Thus, the correct interpretation of the Logos of Heraclitus reveals to us aspects of the original beginning of thought. In this article, we go along with Heidegger's interpretation of this fundamental concept of Heraclitus' thought in order to get closer to this fundamental research question: What is the place of the Logos in Heraclitus' thought and how can it be prologue of another beginning?

https://philosophy.tabrizu.ac.ir/article_13444_2b0249460a6dfde83130bdc7cfe15a32.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Cloak of Law on Stature of Morality: a critical view on Patrick Devlin's attitude toward legal enforcement of conventional morality Cloak of Law on Stature of Morality: a critical view on Patrick Devlin's attitude toward legal enforcement of conventional morality 514 532 14128 10.22034/jpiut.2022.48958.3050 FA Mohammad Najafi Kalyani Ph.D. Candidate of Public Law, Allmeh Tabatabaei University, Tehran, Iran Seyyed Mohammad Hosseini PhD Candidate of Public Law, Allmeh Tabatabaei University, Tehran, Iran Kaveh Behbahani Lecturer at Hafez Institute of Higher Education, Shiraz, Iran Hossein Dabbagh Lecturer at Higher Education Institute for Cognitive Science Studies, Tehran, Iran Journal Article 2021 11 13 The relationship between morality and law is one of the issues that has provoked considerable controversies. Among others, an important discussion is whether obeying “conventional morality” in public and/or private spheres should be legally enforced by legislators. In this paper, we will look at the controversies over the issue of the “legal enforcement of morality” in the well-known debate between Herbert Hart and Patrick Devlin. In light of Richard Hare's moral philosophy, we will begin by distinguishing three realms of morality. We will then clarify Deviln's view on “conventional morality”, employing the terminology derived from Hare's moral philosophy. After elaborating the implications, consequences, and roots of “conventional morality” in Devlin's view, we will turn to the relation between law and “conventional morality”. Finally, we will criticize Devlin's approach and highlight our objections to his account. By showing the flaws of Devlin's conception of “conventional morality,” we will challenge her legal view of morals. The relationship between morality and law is one of the issues that has provoked considerable controversies. Among others, an important discussion is whether obeying “conventional morality” in public and/or private spheres should be legally enforced by legislators. In this paper, we will look at the controversies over the issue of the “legal enforcement of morality” in the well-known debate between Herbert Hart and Patrick Devlin. In light of Richard Hare's moral philosophy, we will begin by distinguishing three realms of morality. We will then clarify Deviln's view on “conventional morality”, employing the terminology derived from Hare's moral philosophy. After elaborating the implications, consequences, and roots of “conventional morality” in Devlin's view, we will turn to the relation between law and “conventional morality”. Finally, we will criticize Devlin's approach and highlight our objections to his account. By showing the flaws of Devlin's conception of “conventional morality,” we will challenge her legal view of morals.

https://philosophy.tabrizu.ac.ir/article_14128_36c42c0d4f58b6ba0e11e1c6cd25f15c.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Unity as the ideal of Hegel's philosophy Unity as the ideal of Hegel's philosophy 533 545 14154 10.22034/jpiut.2022.47428.2941 FA Alireza Nasirzadeh Bbekrabad PhD Candidate of Philosophy, University of Tabriz, Tabriz. Iran. Muhammad Asghari Professor of Philosophy Department, University of Tabriz, Tabriz. Iran Journal Article 2021 08 12 The aim of this article is to consider Hegel's unity, which is "the Unity of Identity and Difference" Or to examine and explain the "unity of seemingly contradictory features in a single coherent whole" in the light of the main problem of Hegel's philosophy, that is, the overcoming of divisions or dualities, as the solution of her philosophy. Unity (Einheit) is an important ideal, goal and end for Hegel's philosophical system. Hence, in his entire philosophical system and in different periods of his intellectual life, the traces of the search for unity are always obvious, from the beautiful artistic unity in Greece to his desired unity, which is a rational, speculative, philosophical, absolute and Mediated unity. For him, the whole of philosophy is nothing but the study of the definition of unity and its realization in society. A unity that, instead of eliminating or absorbing another, tries to preserve and eliminate pluralities and differences by accepting and recognizing another in a single coherent whole. A unity in which differences and dualities do not disappear but are preserved as necessary and inevitable moments. Unity that is not the result of direct intuition but the product and result of passing through different stages and an intersubjective matter. For Hegel, it is not atomism and excessive individualism in the modern world that lead to rupture, not mere mystical and abstract unions that wipe out all differences, but the unity of the whole in which All distinctions are preserved. The aim of this article is to consider Hegel's unity, which is "the Unity of Identity and Difference" Or to examine and explain the "unity of seemingly contradictory features in a single coherent whole" in the light of the main problem of Hegel's philosophy, that is, the overcoming of divisions or dualities, as the solution of her philosophy. Unity (Einheit) is an important ideal, goal and end for Hegel's philosophical system. Hence, in his entire philosophical system and in different periods of his intellectual life, the traces of the search for unity are always obvious, from the beautiful artistic unity in Greece to his desired unity, which is a rational, speculative, philosophical, absolute and Mediated unity. For him, the whole of philosophy is nothing but the study of the definition of unity and its realization in society. A unity that, instead of eliminating or absorbing another, tries to preserve and eliminate pluralities and differences by accepting and recognizing another in a single coherent whole. A unity in which differences and dualities do not disappear but are preserved as necessary and inevitable moments. Unity that is not the result of direct intuition but the product and result of passing through different stages and an intersubjective matter. For Hegel, it is not atomism and excessive individualism in the modern world that lead to rupture, not mere mystical and abstract unions that wipe out all differences, but the unity of the whole in which All distinctions are preserved.

https://philosophy.tabrizu.ac.ir/article_14154_b7841b151fa2c97618fbf6593b97ea3e.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 A Methodological Study of the Views of Katz and Phillips about Religious Experience A Methodological Study of the Views of Katz and Phillips about Religious Experience 546 560 14968 10.22034/jpiut.2022.51633.3213 FA Ali Alamolhoda Professor of Philosophy and Theology Department, Payam Noor University, Tehran, Iran Jalal Peykani Associate Professor of Philosophy and Theology Department, Payam Noor University, Tehran, Iran Abbas Oskouiyan Assistant Professor of Philosophy Department, Payame Noor University, Tehran, Iran Bahman Akbari PhD Candidate of Philosophy of Religion, Payam Noor University, Tehran, Iran Journal Article 2022 05 17 Discussing the scope of religious experience has been one of the most important topics since the eighteenth century, and from that period until now, thinkers in various fields of study such as philosophy of religion, modern theology, theology and psychology of religion and ... Has drawn various opinions in these periods about its nature and nature, the scope of its studies, its function in human life and the essence of religion or its truth or falsity. Among other things, the phenomenologists and philosophers of religion have drawn dimensions and characteristics for religion, one of which is the empirical dimension of religion. Moral, legal, and ideological precepts may contribute to the emergence of certain emotions, such as astonishment, fear, and humility, and give rise to a wonderful and exhilarating experience, such as the presence of God or the transcendent, or the glorification of mystical beings and mystical and inner experiences. Become another, to be "quite distinct" from external experiences. Because people in many different religious traditions claim to experience God, Nirvana, or Brahman, and feel that such experiences give meaning and direction to their lives. It can be acknowledged that religious experience is one of the most important issues in the psychology of religion and the philosophy of religion. In the thought of constructivists such as Pradfoot and Katz, who mostly emphasize the explanation of religious experience in its mystical dimension, they believe that the nature of religious experience is influenced by the network of beliefs and mental concepts of the subject and there are no empty experiences of beliefs and concepts. On the other hand, in Phillips's approach, religious claims, although they do not have a cognitive and narrative aspect, but to explain the statements, one can look at their application in one's social life; In other words, in order to understand religious claims, we must know the areas of life forms and pay attention to the rules of the game of religion, which is a correct belief related to a person's way of life. In the present study, while examining the methodology of these views, we try to explain and examine the views of Katz and Phillips on religious experience. Discussing the scope of religious experience has been one of the most important topics since the eighteenth century, and from that period until now, thinkers in various fields of study such as philosophy of religion, modern theology, theology and psychology of religion and ... Has drawn various opinions in these periods about its nature and nature, the scope of its studies, its function in human life and the essence of religion or its truth or falsity. Among other things, the phenomenologists and philosophers of religion have drawn dimensions and characteristics for religion, one of which is the empirical dimension of religion. Moral, legal, and ideological precepts may contribute to the emergence of certain emotions, such as astonishment, fear, and humility, and give rise to a wonderful and exhilarating experience, such as the presence of God or the transcendent, or the glorification of mystical beings and mystical and inner experiences. Become another, to be "quite distinct" from external experiences. Because people in many different religious traditions claim to experience God, Nirvana, or Brahman, and feel that such experiences give meaning and direction to their lives. It can be acknowledged that religious experience is one of the most important issues in the psychology of religion and the philosophy of religion. In the thought of constructivists such as Pradfoot and Katz, who mostly emphasize the explanation of religious experience in its mystical dimension, they believe that the nature of religious experience is influenced by the network of beliefs and mental concepts of the subject and there are no empty experiences of beliefs and concepts. On the other hand, in Phillips's approach, religious claims, although they do not have a cognitive and narrative aspect, but to explain the statements, one can look at their application in one's social life; In other words, in order to understand religious claims, we must know the areas of life forms and pay attention to the rules of the game of religion, which is a correct belief related to a person's way of life. In the present study, while examining the methodology of these views, we try to explain and examine the views of Katz and Phillips on religious experience.

https://philosophy.tabrizu.ac.ir/article_14968_dbc3055e4386106fc31455889f9560e4.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Vico's Critique of Cartesian Thought as one of the most important beginings of the emergence of historical thinking Vico's Critique of Cartesian Thought as one of the most important beginings of the emergence of historical thinking 561 576 11088 10.22034/jpiut.2020.41232.2650 FA Maryam Darbanian PhD Candidate of philosophy, Science and Research Branch, Islamic Azad University, Tehran, Iran Bijan Abdolkarimi Associate Professor of Philosophy Department, North Tehran Branch, Islamic Azad University, Tehran, Iran Journal Article 2020 08 12 As a pioneer of historical thinkers, Vico laid out the origins of his historical thought in his critique of Cartesian mathematicalism. Descartes' effort, is not to attain the truth, but to attain certainty with the criterion of clarity and distinction. He sought to make all the sciences sure in this way. On the base of this point of view, all humanities, including history are excluded from the sphere of sciences, which means forgetting much heritage of the past. Vico considers Descartes’ unhistorical and static understanding of human nature as the most important philosophical problem of French philosopher. For Vico the nature of man and consequently his thinking and Reason have transformed throughout the history. Vico justifies this transformation in different periods of history with corresponding forms of reasoning. On the base of his epistemological rule, namely “the real is constructive”, Vico conceives making something as the condition of knowing it. Therefore, he believes that history and all human achievements, are man-made and intrinsically constructed and hence are recognizable through empathetic insight and the power of imagination. Vico believes that the outcome of Cartesian philosophy is nothing other than human being’s disconnection from history and society. For Vico, the true knowledge of everything is knowledge through its causes or, in other words, historical knowledge about it. Although Vico considers history as the result of man-made activites, he conceives divine providence as the leader and guide of history. In Vico's view, understanding history in any given period is possible through a proper understanding of the intellectual framework and principles governing that period. As a pioneer of historical thinkers, Vico laid out the origins of his historical thought in his critique of Cartesian mathematicalism. Descartes' effort, is not to attain the truth, but to attain certainty with the criterion of clarity and distinction. He sought to make all the sciences sure in this way. On the base of this point of view, all humanities, including history are excluded from the sphere of sciences, which means forgetting much heritage of the past. Vico considers Descartes’ unhistorical and static understanding of human nature as the most important philosophical problem of French philosopher. For Vico the nature of man and consequently his thinking and Reason have transformed throughout the history. Vico justifies this transformation in different periods of history with corresponding forms of reasoning. On the base of his epistemological rule, namely “the real is constructive”, Vico conceives making something as the condition of knowing it. Therefore, he believes that history and all human achievements, are man-made and intrinsically constructed and hence are recognizable through empathetic insight and the power of imagination. Vico believes that the outcome of Cartesian philosophy is nothing other than human being’s disconnection from history and society. For Vico, the true knowledge of everything is knowledge through its causes or, in other words, historical knowledge about it. Although Vico considers history as the result of man-made activites, he conceives divine providence as the leader and guide of history. In Vico's view, understanding history in any given period is possible through a proper understanding of the intellectual framework and principles governing that period.

https://philosophy.tabrizu.ac.ir/article_11088_22af243f073cf3e79c3bf064cb0f7021.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 The Evolutionary Process in Lamarckism and Darwinism: similarities and differences The Evolutionary Process in Lamarckism and Darwinism: similarities and differences 577 593 13684 10.22034/jpiut.2021.47295.2927 FA Sayyed Mojtaba Hosseini PhD of Philosophy of Science and Technology, Institute for Humanities and Cultural Studies. Tehran, Iran Alireza Mansouri Associate Professor of Philosophy of Science and Technology, Institute for Humanities and Cultural Studies, Tehran, Iran. Journal Article 2021 08 04 It is a widely held view that the inheritance of acquired characteristics plays an important role in Lamarck's ideas about evolution, and there are some counter-instances against it. As a result, his theory is called into question. This article explains that contrary to this view, the inheritance of acquired characteristics is a common ground between Lamarck and Darwin. And the contradictions could probably be resolved, as we shall see. The study shows that the main differences between the views of the two founders of evolutionary theory lie in their claims about the speed of evolution and the adoption of an individual or population approach to evolution and its purposiveness or randomness. In this commentary, we use these similarities and differences to discuss how not only is the quasi-scientific nature of Lamarck's theories unacceptable, but that maintaining Lamarck's explanatory framework is essential for a more accurate understanding of the evolutionary process. And it can in some ways complement the Darwinian and neo-Darwinian views of evolution. Therefore, using these two theoretical systems as complements will increase the explanatory power of evolutionary theories It is a widely held view that the inheritance of acquired characteristics plays an important role in Lamarck's ideas about evolution, and there are some counter-instances against it. As a result, his theory is called into question. This article explains that contrary to this view, the inheritance of acquired characteristics is a common ground between Lamarck and Darwin. And the contradictions could probably be resolved, as we shall see. The study shows that the main differences between the views of the two founders of evolutionary theory lie in their claims about the speed of evolution and the adoption of an individual or population approach to evolution and its purposiveness or randomness. In this commentary, we use these similarities and differences to discuss how not only is the quasi-scientific nature of Lamarck's theories unacceptable, but that maintaining Lamarck's explanatory framework is essential for a more accurate understanding of the evolutionary process. And it can in some ways complement the Darwinian and neo-Darwinian views of evolution. Therefore, using these two theoretical systems as complements will increase the explanatory power of evolutionary theories

https://philosophy.tabrizu.ac.ir/article_13684_7ee62cc55aaf846dbd1ab394cd392d2c.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Hegemony of Silence: a Hegelian-Lacanian reading of the relationship between silence and language in Molavi's thought Hegemony of Silence: a Hegelian-Lacanian reading of the relationship between silence and language in Molavi's thought 594 609 13801 10.22034/jpiut.2021.48663.3028 FA Ali Hassanzadeh MA Student of Philosophy, University of Tabriz, Tabriz, Iran Mahmoud Sufiani Assistant Professor of Philosophy Department, University of Tabriz, Tabriz, Iran Journal Article 2021 10 27 In the present article we try to trace back what we call the "hegemony of silence" in some of Molavi's verses and poems. The advocates of the "hegemony of silence" over-value silence at the cost of a devaluation of language and take it to have a special kind of intuition, a special kind of insight into the Thing beyond language. This attitude towards silence and language has a long-lasting history and has only been questioned recently. We will try to read this hegemonic attitude against the background of a Hegelian-Lacanian attitude, a modern attitude which highly esteems both language and silence and ultimately considers silence as a linguistic phenomenon. We will argue that these two attitudes have two different logics as their ground: the first attitude, the hegemony of silence, is grounded on Sohravardi's "Imkan-e Ashraf" and the second one, on the retroactive logic of German Idealism. After examining the epistemological and ontological consequences of these two attitudes, we will come to the conclusion that the position of the "hegemony of silence" is a contradictory and impossible position. In the present article we try to trace back what we call the "hegemony of silence" in some of Molavi's verses and poems. The advocates of the "hegemony of silence" over-value silence at the cost of a devaluation of language and take it to have a special kind of intuition, a special kind of insight into the Thing beyond language. This attitude towards silence and language has a long-lasting history and has only been questioned recently. We will try to read this hegemonic attitude against the background of a Hegelian-Lacanian attitude, a modern attitude which highly esteems both language and silence and ultimately considers silence as a linguistic phenomenon. We will argue that these two attitudes have two different logics as their ground: the first attitude, the hegemony of silence, is grounded on Sohravardi's "Imkan-e Ashraf" and the second one, on the retroactive logic of German Idealism. After examining the epistemological and ontological consequences of these two attitudes, we will come to the conclusion that the position of the "hegemony of silence" is a contradictory and impossible position.

https://philosophy.tabrizu.ac.ir/article_13801_372cd59b2f80141b3af2473677312573.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Subjectivity and Genius as Condition of Possibility and Possibility of Fine Art in Architectonic of System of Kant's philosophy Subjectivity and Genius as Condition of Possibility and Possibility of Fine Art in Architectonic of System of Kant's philosophy 610 625 14061 10.22034/jpiut.2021.49089.3060 FA Hadi Salari PhD Candidate, Department of Philosophy of art, University of Bu Ali Sina, Hamedan, Iran Ali Salmani Associate Professor, Department of Philosophy of Art, University of Bu Ali Sina, Hamedan, Iran Journal Article 2021 11 22 We argue in this paper on art as the fine art in architectonic of system of Kant's philosophy. Here be shown that Kant had unitary image from his architectonic of system of philosophy as unitary statue. He thought the unitary statue as a whole. Therefore, his critical thought is metaphysics. Kant passed traditional metaphysics and he disclosed subjectivity that is ground of critical metaphysics and it rises from critical reason. All of elements of his philosophy is based on the ground. on the other hand, in modern time art be realized as fine art; Since art before modern time includes sense of more general it. Thus, it had functional, educative, cognitive role and for understanding this attitude from philosophical view we need to back to Kant. Therefore, be shown that fine art as product of genius in modern time and in Kant's thought is based on subjectivity as its condition of possibility. We argue in this paper on art as the fine art in architectonic of system of Kant's philosophy. Here be shown that Kant had unitary image from his architectonic of system of philosophy as unitary statue. He thought the unitary statue as a whole. Therefore, his critical thought is metaphysics. Kant passed traditional metaphysics and he disclosed subjectivity that is ground of critical metaphysics and it rises from critical reason. All of elements of his philosophy is based on the ground. on the other hand, in modern time art be realized as fine art; Since art before modern time includes sense of more general it. Thus, it had functional, educative, cognitive role and for understanding this attitude from philosophical view we need to back to Kant. Therefore, be shown that fine art as product of genius in modern time and in Kant's thought is based on subjectivity as its condition of possibility.

https://philosophy.tabrizu.ac.ir/article_14061_db5b43d60a2e2e0cc732185ff3f5b0f7.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Comparing Martin Heidegger’s and Ali Shariati’s Views of Technology Comparing Martin Heidegger’s and Ali Shariati’s Views of Technology 626 642 14118 10.22034/jpiut.2021.48484.3018 FA Seyyed Javad Miri Associate Professor of Sociology Department, Institute for Humanities and Cultural Studies, Tehran, Iran. Hossein Rouhani Assistant Professor, Department of Political Science, Faculty of Administrative Sciences Economics, University of Isfahan, Isfahan, Iran Journal Article 2021 10 17 As one of the most prominent thinkers of the twentieth century, Martin Heidegger has made fundamental criticisms of the subjectivism of the modern world. He critically examines the 2,500-year history of the West as a manifestation of metaphysical rationality. Heidegger contrasts with the Cartesian and Kantian calculus thinking, the profound thinking based on the metaphysics of the carpenter. Heidegger believes that with Descartes as the creator of the paradigm of modernity, subjectivism is spreading in the world. One of the inevitable consequences of the supremacy of subjectivism is the dominance of technological rationality over the world. For Heidegger, technology is not a mere tool; instead, it is a special kind of development and way of thinking that imposes its possessive and calculating logic on everything and everyone. In other words, in the paradigm of knowledge of the modern foundation, existence is manifested technologically, which has created a special kind of rationality called technological rationality. The premise of this article is based on the fact that although Ali Shariati, as a critic of the modern world, criticizes scientism and mechanism, his critique of technology and mechanism is more political and sociological. Also, like Heidegger, he never could critique the philosophical, theological, and ontological subjectivism and technological rationality of the modern world. As one of the most prominent thinkers of the twentieth century, Martin Heidegger has made fundamental criticisms of the subjectivism of the modern world. He critically examines the 2,500-year history of the West as a manifestation of metaphysical rationality. Heidegger contrasts with the Cartesian and Kantian calculus thinking, the profound thinking based on the metaphysics of the carpenter. Heidegger believes that with Descartes as the creator of the paradigm of modernity, subjectivism is spreading in the world. One of the inevitable consequences of the supremacy of subjectivism is the dominance of technological rationality over the world. For Heidegger, technology is not a mere tool; instead, it is a special kind of development and way of thinking that imposes its possessive and calculating logic on everything and everyone. In other words, in the paradigm of knowledge of the modern foundation, existence is manifested technologically, which has created a special kind of rationality called technological rationality. The premise of this article is based on the fact that although Ali Shariati, as a critic of the modern world, criticizes scientism and mechanism, his critique of technology and mechanism is more political and sociological. Also, like Heidegger, he never could critique the philosophical, theological, and ontological subjectivism and technological rationality of the modern world.

https://philosophy.tabrizu.ac.ir/article_14118_46eeb013699d386d591292d7b1d93258.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Comparative and Critical Study of the Concept of Freedom in the thought of Kant and Heidegger Comparative and Critical Study of the Concept of Freedom in the thought of Kant and Heidegger 643 657 14719 10.22034/jpiut.2021.48246.3002 FA Issa Mousazadeh PhD Candidate of Philosophy, University of Tabriz, Tabriz, Iran Ali Aghaiepour PhD Candidate of Philosophy, University of Tabriz, Tabriz, Iran Mostafa Abedi Jigheh PhD Candidate of Philosophy, University of Tabriz, Tabriz, Iran Journal Article 2021 10 01 In a sense, freedom is one of the most important concepts in the history of philosophy, which plays a fundamental role in the thought of philosophers, but like many other concepts, it needs to be redefined in order to survive in new conditions. Based on this, this article aims to compare Kant's and Heidegger's viewpoints and take some serious criticisms into consideration in order to take a preliminary step towards redefining the concept of freedom. Kant considers freedom to be a metaphenomenal matter and a fundamental characteristic of the subject. And he introduces it as the foundation of ethics. He chooses the positive meaning of freedom that emerges in the shadow of human socialization and makes it the basis of his thought. But it must be said that firstly, it is true that moral laws are issued by us, but acting on them is optional. Secondly, a person is more a social product than the result of the pure form of the moral law and the rule of refusal of the society of contrarians. On the contrary, Heidegger believes Dasein is the essence of transcending itself and existential transcendence, and this is the basis of freedom. Therefore, the (external) existence of Dasein is essentially the essence of freedom. But first of all, Heidegger's method in describing the way of human existence is neutral towards the way of life. Second, Heidegger's view on freedom does not help to live freely, nor does it show a solution for it. Thirdly, this view shows another role and society in living freely ignores and relies only on the individual Dasein. Fourthly, freedom has no relationship with satisfaction and happiness. Therefore, freedom does not mean getting rid of causal-disabled determinism, but it means making it naked. In a sense, freedom is one of the most important concepts in the history of philosophy, which plays a fundamental role in the thought of philosophers, but like many other concepts, it needs to be redefined in order to survive in new conditions. Based on this, this article aims to compare Kant's and Heidegger's viewpoints and take some serious criticisms into consideration in order to take a preliminary step towards redefining the concept of freedom. Kant considers freedom to be a metaphenomenal matter and a fundamental characteristic of the subject. And he introduces it as the foundation of ethics. He chooses the positive meaning of freedom that emerges in the shadow of human socialization and makes it the basis of his thought. But it must be said that firstly, it is true that moral laws are issued by us, but acting on them is optional. Secondly, a person is more a social product than the result of the pure form of the moral law and the rule of refusal of the society of contrarians. On the contrary, Heidegger believes Dasein is the essence of transcending itself and existential transcendence, and this is the basis of freedom. Therefore, the (external) existence of Dasein is essentially the essence of freedom. But first of all, Heidegger's method in describing the way of human existence is neutral towards the way of life. Second, Heidegger's view on freedom does not help to live freely, nor does it show a solution for it. Thirdly, this view shows another role and society in living freely ignores and relies only on the individual Dasein. Fourthly, freedom has no relationship with satisfaction and happiness. Therefore, freedom does not mean getting rid of causal-disabled determinism, but it means making it naked.

https://philosophy.tabrizu.ac.ir/article_14719_4270a346439e2f60056a462fb23317c2.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Kundera: action as Novel issue; an Arendtian reading of Kundera's approach to novel history Kundera: action as Novel issue; an Arendtian reading of Kundera's approach to novel history 658 677 14255 10.22034/jpiut.2022.49132.3064 FA Aref Danyali Assistant Professor of Theology Department, University of GonbadKavous, GonbadKavous, Iran Journal Article 2021 11 25 A main issue in Arendt writings is impossibility of action in modern bureaucratic society. Milan Kundera argued that a novel’s fundamental problem is action. This study discusses similarity between Arendt and Kundera's readings with reference to important Novels. Transition from epic world to Novel world means going beyond action and movement territory to reaction and ineffective territory. Adventures reduces to commands. Don Quixote, contrary to Homer heroes, has suffered a defeat at all. The despair of action, makes Flaubert novel’s character (Madame bovary) seek refuge in inside world and it makes her to withdraw from reality. Bureaucratization of life is allowed to dominate impersonal and unnamed powers over Kafka’s Novels personalities and they are no longer in touch with reality. Kafka’s Novels give us some examples for lack of action in a bureaucratic society. This world isnot tragic, but it is ironic. Considering Arendt and Kundera views, in bureaucratic world, action as poetical thing is revealed; not similar to Lyric poetic that Romantics promotes, but a surrealistic poetic: poetic as an unexpected events and surprising intersections and interrupting a dominant plot. A main issue in Arendt writings is impossibility of action in modern bureaucratic society. Milan Kundera argued that a novel’s fundamental problem is action. This study discusses similarity between Arendt and Kundera's readings with reference to important Novels. Transition from epic world to Novel world means going beyond action and movement territory to reaction and ineffective territory. Adventures reduces to commands. Don Quixote, contrary to Homer heroes, has suffered a defeat at all. The despair of action, makes Flaubert novel’s character (Madame bovary) seek refuge in inside world and it makes her to withdraw from reality. Bureaucratization of life is allowed to dominate impersonal and unnamed powers over Kafka’s Novels personalities and they are no longer in touch with reality. Kafka’s Novels give us some examples for lack of action in a bureaucratic society. This world isnot tragic, but it is ironic. Considering Arendt and Kundera views, in bureaucratic world, action as poetical thing is revealed; not similar to Lyric poetic that Romantics promotes, but a surrealistic poetic: poetic as an unexpected events and surprising intersections and interrupting a dominant plot.

https://philosophy.tabrizu.ac.ir/article_14255_34bafafd0f499d526ed9eb6b7ac5028e.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Philosophical Systems of Post-Corona from Confrontation Perspectives of Realism, Liberalism and Critical Theory; Condemned Scenarios, Platform and Harriet Philosophical Systems of Post-Corona from Confrontation Perspectives of Realism, Liberalism and Critical Theory; Condemned Scenarios, Platform and Harriet 678 695 14452 10.22034/jpiut.2022.50567.3139 FA Arsalan Ghorbani Sheikhneshin Professor of International Relations Department, Kharazmi University, Tehran, Iran Hamid Ahmadinejad Postdoctoral Researcher in International Relations, Kharazmi University, Tehran, Iran Journal Article 2022 02 25 Theories based on philosophical foundations and with the capacities of ontology, epistemology and methodology can be very useful in Futures Study research. Considering this, the aim of this research is to examine the future of the post-corona order from the perspective of theoretical paradigms. The question of the article is: What type of scenario will the image of each theory of the post-corona order be? In this sense, its purpose is to show what image do the three theories of realism, liberalism and critical theory have of the post-corona order and this image of them will be in the form of what kind of scenario. The research approach is a combination of descriptive analysis and elite consensus (Delphi) based on a questionnaire. The findings of the research showed that the image of realism is the Plausible scenario, the image of liberalism is the Probable scenario, and the image of critical theory is the Preferable scenario of the post-corona order. Theories based on philosophical foundations and with the capacities of ontology, epistemology and methodology can be very useful in Futures Study research. Considering this, the aim of this research is to examine the future of the post-corona order from the perspective of theoretical paradigms. The question of the article is: What type of scenario will the image of each theory of the post-corona order be? In this sense, its purpose is to show what image do the three theories of realism, liberalism and critical theory have of the post-corona order and this image of them will be in the form of what kind of scenario. The research approach is a combination of descriptive analysis and elite consensus (Delphi) based on a questionnaire. The findings of the research showed that the image of realism is the Plausible scenario, the image of liberalism is the Probable scenario, and the image of critical theory is the Preferable scenario of the post-corona order.

https://philosophy.tabrizu.ac.ir/article_14452_5b7f139f7bcac13ce480d56d9a2772a3.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Investigating the Philosophical Basis of "Design" as a Technological Activity, considering the implicit meanings in the intertextual concept of "Techne" Investigating the Philosophical Basis of "Design" as a Technological Activity, considering the implicit meanings in the intertextual concept of "Techne" 696 711 14529 10.22034/jpiut.2022.48107.2990 FA Seyyed Ali Faregh Associate Proffesor of Industrial Design Department, Tabriz Islamic Arts University, Tabriz, Iran Yasaman Hajian Foroushani PhD Candidate in Industrial Design, Tabriz Islamic Arts University, Tabriz, Iran Journal Article 2021 09 22 According to "Design" theorists, ambiguity in essence and meaning has posed various challenges to this scientific field, and since a lack of understanding of the functions and philosophical foundations of a scientific field makes it impossible to realize the appropriate or complete version of that field, design researchers have focused on expanding their understanding of the field mentioned above. This descriptive-analytical study focuses on the theoretical field of "design philosophy" and will be valuable for furthering the discussion on design's essence. Concerning this, this research will address the following questions: "What are the philosophical underpinnings of the act of design as a technological action?" and "How can the act of design be discussed in terms of the various implications of the notion of Techne?". To answer these questions, we will first examine the discussions over the concept of "design" in the sphere of "philosophy of technology" as well as the various implications of the multidimensional concept of Techne (the Greek root word for technology). The data and findings will next be analyzed, interpreted, and integrated. The study's achievements include addressing the philosophical foundations of design as a sub-field of technology, epistemology, and methodology, and focusing on the implications of design based on the related concepts of Techne, such as Aesthetic, Logos, Mythos, Metis, Episteme, and Poiesis, for use in future studies of the science and philosophy of design. According to "Design" theorists, ambiguity in essence and meaning has posed various challenges to this scientific field, and since a lack of understanding of the functions and philosophical foundations of a scientific field makes it impossible to realize the appropriate or complete version of that field, design researchers have focused on expanding their understanding of the field mentioned above. This descriptive-analytical study focuses on the theoretical field of "design philosophy" and will be valuable for furthering the discussion on design's essence. Concerning this, this research will address the following questions: "What are the philosophical underpinnings of the act of design as a technological action?" and "How can the act of design be discussed in terms of the various implications of the notion of Techne?". To answer these questions, we will first examine the discussions over the concept of "design" in the sphere of "philosophy of technology" as well as the various implications of the multidimensional concept of Techne (the Greek root word for technology). The data and findings will next be analyzed, interpreted, and integrated. The study's achievements include addressing the philosophical foundations of design as a sub-field of technology, epistemology, and methodology, and focusing on the implications of design based on the related concepts of Techne, such as Aesthetic, Logos, Mythos, Metis, Episteme, and Poiesis, for use in future studies of the science and philosophy of design.

https://philosophy.tabrizu.ac.ir/article_14529_f48ed4045f371cbe02df0155914d754f.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Agamben and Philosophical Archaeology Agamben and Philosophical Archaeology 712 729 14528 10.22034/jpiut.2022.48852.3055 FA Hamidreza Mahboubi Arani Assistant Professor of Philosophy, Wisdom and Logic Department,, Tarbiat Modares University, Tehran, Iran Abbas Jamali MA in Philosophy, Tarbiat Modares University, Tehran. Iran Journal Article 2021 11 16 Methodology has a special place for every thinker, and this may be even more prominent in the humanities. This article seeks to examine the philosophical methodology of the contemporary Italian philosopher Giorgio Agamben. A methodology that, in his own words, owes much to Michel Foucault. The method is very important for Agamben. In fact, as we shall see, the method is not, in his view, a mere predetermined pattern, but, as is clear from the Greek word μέθοδος, method means "after the way," that is, after following the way. While Agamben has been talking about his methodology in some of his works shortly, in The Signature of All Things (2009), his main ideas could be seen. In this book, we encounter three main elements of Agamben's methodology: the paradigm, the signature, and the arche, all of which form a method that Agamben calls philosophical archeology. Agamben's methodology, or philosophical archaeology, is based on three basic elements with similar functions at different levels: paradigm, signature, and arche. In this article, these three concepts are examined, and in the last section, by examining their characteristics, it becomes clear how these three concepts form a method that Agamben calls philosophical archaeology. Methodology has a special place for every thinker, and this may be even more prominent in the humanities. This article seeks to examine the philosophical methodology of the contemporary Italian philosopher Giorgio Agamben. A methodology that, in his own words, owes much to Michel Foucault. The method is very important for Agamben. In fact, as we shall see, the method is not, in his view, a mere predetermined pattern, but, as is clear from the Greek word μέθοδος, method means "after the way," that is, after following the way. While Agamben has been talking about his methodology in some of his works shortly, in The Signature of All Things (2009), his main ideas could be seen. In this book, we encounter three main elements of Agamben's methodology: the paradigm, the signature, and the arche, all of which form a method that Agamben calls philosophical archeology. Agamben's methodology, or philosophical archaeology, is based on three basic elements with similar functions at different levels: paradigm, signature, and arche. In this article, these three concepts are examined, and in the last section, by examining their characteristics, it becomes clear how these three concepts form a method that Agamben calls philosophical archaeology.

https://philosophy.tabrizu.ac.ir/article_14528_67fe12382b2347d74d1ad06051496dc9.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Examining the Role of Practice in the Completion of Theoretical Reason in the Views of the Prophets (Al-Kindi, Farabi and Ibn Sina) Examining the Role of Practice in the Completion of Theoretical Reason in the Views of the Prophets (Al-Kindi, Farabi and Ibn Sina) 730 743 14638 10.22034/jpiut.2022.51095.3166 FA Mohammadaslam Raeisi PhD. Candidate of Islamic Philosophy and Theology, Fasa Branch, Islamic Azad University, Fasa, Iran Morteza Keshavarz Assistant Professor of Islamic Studies Department, Arsanjan branch, Islamic Azad University, Arsanjan, Iran Mohammadali Akhgar Assistant Professor of Philosophy Department, Shiraz Branch, Islamic Azad University, Shiraz, Iran Journal Article 2022 04 12 In this article, the opinions of peripatetics, such as Al-Kindi, Farabi, and Ibn Sina, are examined under the role of practice in the completion of theoretical reason.the method of this article is logical analysis. The importance of the research is due to the explanation between practice and science, which somehow clarifies the connection between metaphysics and ethics and the gap between opinion and practice in the philosophy of these thinkers. The necessity of explaining the issue in the opinions of these thinkers is to show the type of evolution and peripatetic approach, while discussing the effect of science and practice in the direction of happiness. The results of the research show that Kindi has dealt with this theory based on connecting the soul to reasonable forms in the dream. While discussing happiness and the actualization of the potential human intellect, Farabi puts forward his theory that by receiving the general forms or what God has sent to humans through revelation, he achieves his happiness, i.e. the perfection of the faculty of rationality and theoretical intellect. Ibn Sina considers the relationship between science and practice to be bilateral. According to him, the perfection of the human intellect is from the potential to the useful intellect, through the active intellect, but after the human intellect is actualized, it needs actions in order to connect at a higher intensity and higher level. it is free from material and physical affairs and has the ability to receive and unite with general forms. In this article, the opinions of peripatetics, such as Al-Kindi, Farabi, and Ibn Sina, are examined under the role of practice in the completion of theoretical reason.the method of this article is logical analysis. The importance of the research is due to the explanation between practice and science, which somehow clarifies the connection between metaphysics and ethics and the gap between opinion and practice in the philosophy of these thinkers. The necessity of explaining the issue in the opinions of these thinkers is to show the type of evolution and peripatetic approach, while discussing the effect of science and practice in the direction of happiness. The results of the research show that Kindi has dealt with this theory based on connecting the soul to reasonable forms in the dream. While discussing happiness and the actualization of the potential human intellect, Farabi puts forward his theory that by receiving the general forms or what God has sent to humans through revelation, he achieves his happiness, i.e. the perfection of the faculty of rationality and theoretical intellect. Ibn Sina considers the relationship between science and practice to be bilateral. According to him, the perfection of the human intellect is from the potential to the useful intellect, through the active intellect, but after the human intellect is actualized, it needs actions in order to connect at a higher intensity and higher level. it is free from material and physical affairs and has the ability to receive and unite with general forms.

https://philosophy.tabrizu.ac.ir/article_14638_d43ccd2c7b79d190de916a005c98768d.pdf

University of Tabriz Journal of Philosophical Investigations 2251-7960 16 39 2022 08 23 Recognition of the Broken Windows Theory in "Dwelling" of Modern City; semiotics and content analysis from "The Sacrifice" by Andrei Tarkovsky Recognition of the Broken Windows Theory in "Dwelling" of Modern City; semiotics and content analysis from "The Sacrifice" by Andrei Tarkovsky 744 765 14530 10.22034/jpiut.2022.49260.3069 FA MohammadReza Pourmohammadi Professort of Geography and Urban Planning Department, University of Tabriz, Tabriz, Iran Farhad Barandak PhD Candidate of Geography and Urban Planning, University of Tabriz, Tabriz, Iran Journal Article 2021 12 03 The basic problem of urban man today is to live in an unbalanced and alien world; A world in which many parts are formed outside the sphere of human discretion and action. Since the social world is largely subjective and individual perceptions play an important role in shaping how people view the world around them, in the present study the issue of modern urban living is represented. We cite Broken Windows as a focal point in this shared understanding of modern urban Dwelling and Tarkovsky's Sacrifice as a case study. The research question is how the representation of modern urban Dwelling is influenced by the theory of broken windows? The present study is of qualitative type that is based on an abductive approach; Also, by using Saussure's semiotics, concepts related to the subject of representation (dwelling in modern city) are extracted and using the Grounded Theory method, the theory of broken windows in modern urban dwelling is recognized. The case study is "The Sacrifice by Andrei Tarkovsky (1986)". “The broken windows" represents a sense of rupture, anomie, and uninhibitedness in modern city dwelling that is considered an "Axial phenomenon" in coding. The broken window has been created with modernity and its strategy is the objectification of absolute truth. Self-awareness is the underlying condition and spirituality is considered as the intervening condition in the present approach. The place of Human's dwelling is one of the most important forms of social organization of space, which in the present study means the spatial unity of body, mind, and soul. What can be proposed as the fundamental common point of Tarkovsky's Sacrifice and the Broken Windows and modern urban Dwelling is that: Lack of connection between the general and the particular matter leads to the emergence of dogmatism. Formal Dwelling means all the strict rules that lead to the equal viability of citizens. The basic problem of urban man today is to live in an unbalanced and alien world; A world in which many parts are formed outside the sphere of human discretion and action. Since the social world is largely subjective and individual perceptions play an important role in shaping how people view the world around them, in the present study the issue of modern urban living is represented. We cite Broken Windows as a focal point in this shared understanding of modern urban Dwelling and Tarkovsky's Sacrifice as a case study. The research question is how the representation of modern urban Dwelling is influenced by the theory of broken windows? The present study is of qualitative type that is based on an abductive approach; Also, by using Saussure's semiotics, concepts related to the subject of representation (dwelling in modern city) are extracted and using the Grounded Theory method, the theory of broken windows in modern urban dwelling is recognized. The case study is "The Sacrifice by Andrei Tarkovsky (1986)". “The broken windows" represents a sense of rupture, anomie, and uninhibitedness in modern city dwelling that is considered an "Axial phenomenon" in coding. The broken window has been created with modernity and its strategy is the objectification of absolute truth. Self-awareness is the underlying condition and spirituality is considered as the intervening condition in the present approach. The place of Human's dwelling is one of the most important forms of social organization of space, which in the present study means the spatial unity of body, mind, and soul. What can be proposed as the fundamental common point of Tarkovsky's Sacrifice and the Broken Windows and modern urban Dwelling is that: Lack of connection between the general and the particular matter leads to the emergence of dogmatism. Formal Dwelling means all the strict rules that lead to the equal viability of citizens.

https://philosophy.tabrizu.ac.ir/article_14530_7c6a400128571bb3057a58a465280611.pdf