مطالب

The process of self-awareness and awareness of the surrounding world for Muslim scholars has been categorized into divisions such as experiential and acquired awareness. However, the ontology of awareness, meaning the discussion of whether awareness is immaterial or material, as well as the material or immaterial nature of the origin and end of awareness, has been a particularly challenging topic among Muslim theologians. Some Muslim scholars, denying the existence of a factor beyond the human body for his movement and life, considered both awareness and the process of awareness-formation in humans and the factor-shaping awareness in humans to be within the same body. They engaged in critiquing the perspectives and foundations of philosophers, especially Avicenna on this matter and, utilizing specific principles in their philosophical physicalist psychology, regarded awareness as a material entity. In this discussion, after examining the foundations of this group of Muslim theologians regarding the material nature of awareness and their criticisms of considering awareness as immaterial, wewill focus on the philosophical and epistemological consequences arising from the materialistic view of awareness in their thought.

The aim of this paper is to dissociate Metaphysics and Theology. In Metaphysics, I propose a Neutral Monist foundation of the Being of Reality, which is, therefore, not material or ideal, but a cosmic field of possibilities that generates both domains. God is conceived as one possibility embedded in the Being of Reality that may or may not become actual, depending on conditions established by the evolution of the Cosmos.As far as we know, the conditions for the actualization of God are satisfied by human consciousness. The relation between the Being of Reality and its outcomes, as the realization of God in human society, is one of actualization of potentialities, as in Aristotelian philosophy. This approach leads to a Feuerbachian view of God as emergent in social conscious experience, achieving embodied expression in human social practices, from the legitimate symbolic message of prophets, in sacred texts, rituals, images, buildings, and social institutions implemented by religious organizations.

Teacher assessment identity (TAI) is an integral element of quality assessment practice and professionalism, which has been widely overlooked in teacher education research. To bridge this gap, the present study explored the dynamism of TAI through an explicit training course. To do so, 22 novice and experienced Iranian EFL teachers completed a questionnaire on TAI before and after the course. Then both novice and experienced teachers attended a 16-hour treatment in which various assessment dimensions were taught. The participants also completed tasks reflecting TAI components. Moreover, five novice and five experienced EFL teachers were interviewed. The results of the independent samples t-test indicated that novice and experienced Iranian EFL teachers did not significantly differ regarding their assessment identity before and after the treatment despite improvements in their mean scores. However, the results of paired samples t-test revealed that the formal intervention has developed the TAI of both novice and experienced groups. This was substantiated by qualitative findings which demonstrated that, owing to the training, novice teachers manifested TAI in 16 domains while experienced teachers showed their identity as assessors in five domains. The study offers promising implications for EFL teachers and trainers, who can realize the dynamism of TAI and its core dimensions in light of instruction.

As a formative assessment procedure, self-assessment aims to converge learners’ and teachers’ views in assessment. Hence, reducing the perceptual mismatches between the learners’ and the teachers’ assessment would positively affect the learning process. For this aim, the present study investigated to what extent the learners’ assessment of their writing before and after being provided with a list of rating criteria, agrees that of their teachers. Therefore, a body of 6 EFL writing teachers and 27 EFL learners participated in this study. The learners were asked to rate their writing before and after being provided with rating criteria developed by the researchers. The teachers also rated the students’ writings following the same criteria. The obtained results showed a significant difference between the students' scores on the first and second assessment occasions. The teachers’ and the students’ assessment on the second time also were found to significantly correlate. Moreover, the analysis of the students’ comments showed that while they rated their writing on some limited aspects of writing in the first rating occasion, they assessed their essays using more components in the second assessment phase. Overall, the findings revealed that providing the learners with rating criteria would not only reduce the perceptual mistaches between the students’ and the teachers’ assessment but through involving the students’ voices in their assessment would promote democratic classroom assessment. Pedagogical implications of the study are discussed.

This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of 220 language learners from different universities in Iran were recruited as the participants and randomly assigned to the gamification-enhanced (n= 114) and control groups (n= 106). Over the eight weeks of treatment, the experimental group members were taught using various gamified tasks and activities through the gamified Moodle LMS. A motivational orientation scale was administered before and after the intervention. The results of ANCOVAs demonstrated a significant boost in the extrinsic motivation of language learners, including external, introjected, and identified regulation. Furthermore, the study confirmed that the integration of gamification has resulted in a higher level of intrinsic motivation for the participants in the areas of knowledge, accomplishment, and stimulation. The relevant pedagogical implications and directions for future studies are discussed.

Objective: Recent literature emphasizing the importance of income distribution for pollution. The GINI index is the most common indicator for measuring income inequality in previous studies. The new literature has focused on relative redistribution, which is quantified by the GINI coefficientis defined as the difference between the GINI based on market income and GINI based on disposable income. Thus, this study relies on the redistributive effect of taxes and transfers and its impact on carbon dioxide emissions.Methods: The study is conducted using aggregated data from oil-exporting countries including Canada, the United States, the UK, Mexico, the Netherlands, Russia, and China between 2010 and 2020 by using a simultaneous equations system consisting of two equations so that economic growth and pollution emission are as endogenous variables. Elative redistribution, good governance, oil income, trade openness, and CO2 emission are the exogenous variables. Results: Based on model estimates, income inequality, good governance, and oil income have a positive and significant impact on economic growth over the years studied, while inequalities in human development and population growth rates have a negative impact. Economic growth and trade openness also have a negative and significant impact on the spread of pollutionConclusion: Taxes and transfer payments, as redistribution tools can stimulate economic growth. Relative redistribution as a more equitable way can lead to increased economic growth and economic growth reduces carbon dioxide emissions. Therefore, providing an appropriate standard of income inequality can help to better understand and formulate effective policies for income equality.