مطالب

Within the confessional approach to comparative theology, epistemic recourse to engagement with other religious traditions aims at attaining a deeper understanding of the home tradition while maintaining fidelity to the boundaries of its orthodoxy and orthopraxy. In this framework, the religious data of other traditions are consulted, examined, and brought into comparison with those of one’s own tradition. From the standpoint of Islamic orthodoxy, however, such engagement requires theoretical justification. This foundational epistemological concern constitutes the central problem addressed in the present study. The guiding question is therefore: within Islamic comparative theology, how can engagement with and benefit from the religious data of other traditions be justified? The study employs a descriptive‑analytical and comparative method. Its findings suggest that the legitimacy of such engagement may be inferred through the cumulative force and mutual corroboration of evidences derived from the Qurʾan, the hadith, and reason. Elements of truth present in other religious traditions may be understood as vestiges of humanity’s historical and prehistorical encounters with the Sacred Source, as well as products of human reason and fiṭrah (the primordial human disposition). Such elements are dispersed across diverse times and places, yet remain accessible to discerning theological inquiry. Furthermore, interreligious learning is not limited to drawing upon the object of comparison—that is, appropriating religious data from another tradition. The act of comparison itself also possesses intrinsic epistemic fecundity. Accordingly, this study concentrates on establishing the justificatory grounds for such engagement, while leaving the systematic articulation of the methodological and inferential frameworks required for interreligious learning to future research.

The problem of moral self-deception has always been one of the complex puzzles in the philosophy of mind and ethics due to its entanglement with epistemic paradoxes—a phenomenon that seemingly requires the simultaneous acceptance of two incompatible cognitive states, meaning that the agent believes in a proposition while possessing strong evidence to the contrary. Focusing on the cognitive-analytic approach, this article demonstrates that within this framework, the problem transcends mere explanation of neurobiological mechanisms and centers on evaluating the logical possibility of self-deception and the endeavor to escape static and dynamic paradoxes. In the first step, while distinguishing self-deception from similar phenomena such as wishful thinking, the current research emphasizes the central role of motivational components in the formation of beliefs contrary to evidence. In the main section, two prominent models of this approach—the Canfield-Gustafson linguistic model and the Jeffrey Foss epistemological model—are formulated and critiqued. Examinations show that the former, despite attempting to dissolve the paradox through the dissection of ordinary language, falls into reductionism and reduces the phenomenon merely to a belief contrary to evidence. Furthermore, by applying thought experiments such as the swimmers' scenario, it is argued that the evidence-based criterion of Foss also leads to unreasonable and counter-intuitive epistemic consequences. The final conclusion of the article indicates that the cognitive-analytic approach, despite its conceptual precision and logical sensitivity, faces inherent limitations in providing a comprehensive explanation of moral self-deception; because resolving the paradox solely at the cognitive level, while neglecting the normative and phenomenological layers of the agent’s moral experience, leads to overlooking the fundamental dimensions of self-deception.

این پژوهش به بررسی دشواری هایی می پردازد که زبان آموزان ایرانی در نوشتن به زبان فرانسه به عنوان زبان خارجی با آن روبه رو هستند. همچنین، عوامل زمینه ای و آموزشی مؤثر بر عملکرد آن ها را تحلیل می کند. برخلاف مطالعات پیشین که فقط بر تحلیل متن ها تمرکز داشتند، این تحقیق از رویکردی ترکیبی استفاده کرده است. در این پژوهش، ده متن نوشته شده توسط دانشجویان، پاسخ های چهل زبان آموز به پرسش نامه و دیدگاه های دوازده استاد بررسی شده است. نتایج نشان می دهد که اصلی ترین مشکلات مربوط به کمبود واژگان، خطاهای دستوری، کمبود انگیزه و نبود منابع آموزشی مناسب است. استادان نیز بیشتر بر خطاهای زبانی تأکید کرده اند. همچنین مطالعه نشان می دهد که رابطه ی مثبتی بین نظم در تمرین ها (خواندن و انجام تکالیف) و کیفیت متن های نوشته شده وجود دارد. این نتایج بر اهمیت روش های آموزشی متنوع تأکید می کنند؛ از جمله کارگاه های نگارش، استفاده از منابع دیجیتال و فعالیت های خواندن مرتبط با نوشتن. این پژوهش در پایان راهکارهایی کاربردی برای بهبود آموزش مهارت نوشتاری در دانشگاه های ایران پیشنهاد می کند.

Objective : This research was conducted in two studies with the aim of investigating the mental health of adolescent girls who have relationships with opposite sex. Methods : The first study used a qualitative approach and a phenomenological method, and the second study used a quantitative approach and a causal-comparative method. In the first study, 12 adolescent girls aged 12 to 18 years old from Amlash city in 2025 who had a regular, daily, and at least one-year emotional relationship with the opposite sex were selected through purposive sampling and subjected to semi-structured interviews. In the second study, 30 adolescent girls who were in a romantic relationship with the opposite sex were selected and compared with 30 girls who were not in such a relationship. The research instruments in the second study were the Ryff Scale Psychological Wellbeing–Short Form (RSPWB-SF) and the Mental Health Questionnaire (GHQ-12). Finding : The coding of the interviews in the first study revealed 3 main themes and 27 sub-themes. In the second study, the findings showed that girls who have an emotional relationship with a opposite sex partner experience a significantly lower level of mental health and psychological well-being than girls who do not have such a relationship (P < 0.05). Conclusion : According to the findings, it can be concluded that adolescent girls have their own concerns, fantasies, and worries about emotional relationships with an opposite sex partner, which requires the attention of families, schools, and culture-building in society to prevent psychological harm and reduce their mental health.