paradox

Open Access Article

1 - A Critical Study of Bidel’s Thoughts Reflected in One of His Sonnets
ali mohammadi

Bidel’s fame and greatness is not limited just to the manner of expressing his thoughts and its linguistic subtlety. Part of the glory of his poetry originates from his thoughts which is as mysterious and symbolic as his language. If we took it for granted that there is More

Bidel’s fame and greatness is not limited just to the manner of expressing his thoughts and its linguistic subtlety. Part of the glory of his poetry originates from his thoughts which is as mysterious and symbolic as his language. If we took it for granted that there is stylistic prominence at the semantic level of Bidel’s poetry, we could ask how the prominent features could be realized in the form of sonnet. When sonnet as a literary form is a place to express lyricism, how thought and love are put together there? Regarding the factor of thought, can Bidel’s sonnets be treated as a special kind of sonnet? At the present article, having studied one of the Bidel’s famous sonnets critically, with special focus on its content and the thoughts involved, we have come to the conclusion that just as the poetry of Hindi Style is distinguished in terms of its form, it is distinguished in terms of its content; and this fact is evident in Bidel’s sonnets as the famous exemplar of this style. Manuscript profile

Open Access Article

2 - Suffering, Action making in Marx's Political Thought
Zahra خشک جان محمدرضا تاجیک

This paper seeks to study Carl Marx’s view, as a sciologist and political philosopher concerning the objective conception of revolution occurrence requirement focusing on human suffering key concepts. In examining the requirements of revolutuion occurrence, Marx focused More

This paper seeks to study Carl Marx’s view, as a sciologist and political philosopher concerning the objective conception of revolution occurrence requirement focusing on human suffering key concepts. In examining the requirements of revolutuion occurrence, Marx focused on the suffering concept (that he defines in alineation form and objective and subjective requirements leading to its occurrence) and talks aboat the paradoxical aspect of suffering that is based on toghetherness of positive and negative aspects of proletariat social suffering. From his viewpoint, the precondition of Praxis achievment and revolutionary action, is dependent on objective and subjective existence of social suffering that can turn it from passive state to active issue of social affair along with revolutionary action infrastruture by means of proletariat awareness(objective and subjective) achievement and egression of alineation state. In this path, he as political philosopher and sociologist, is not unaware of religion’s role (that in his view it is the purposeful infrasructure of aristocrats for false informing and neutralizing the effect of existing social suffering). Therefore, Marx by acknowledging the affirmative aspect of suffering (in spite of social privative determinations), attends to it in proletariat (revolution) political action process as a vital, driving and even necessary force in the dialectic process of social and political evolution. Manuscript profile

Open Access Article

3 - Explaining and comparative critique of the paradoxes between the teachings of Immanuel Kant and Islam
seyed hashem golestani narges keshti arai

In order to educate the development of human personality and modify his behavior, philosophy of education is value-based education. In the religion of Islam, attention to values in the worldly and human wisdom has been considered both together and neglected from any one More

In order to educate the development of human personality and modify his behavior, philosophy of education is value-based education. In the religion of Islam, attention to values in the worldly and human wisdom has been considered both together and neglected from any one, in order to guarantee the happiness of his life in both physical and spiritual fields. This article is a descriptive method Provides an explanatory and comparative critique of the affinities and paradoxes between the teachings of Immanuel Kant and Islam. Findings show that Kant's education system originates from his moral philosophy. Kant considers the most important part of education as ethical education, the child should be accustomed to act in accordance with the general principles that it has found to be logical. This reflects the importance that Kant holds for man, his wisdom, and his will. Attention to Islamic education also leads to the formation of a human being that all of his existential dimensions are considered and not only considered cognitive, material or social, but all human areas have been considered. Manuscript profile

Open Access Article

4 - The Problem of Essential Oneness and its Relationship with the Representativeness of the Unity of Concept Based on the Unity of Referent
Seyyed Majid Mirdamadi

In this paper, while demonstrating the representativeness of the concept of the one based on the single referent and rejecting the possibility of abstracting the single concept from multiple referents, the writer refutes Ibn Kamuneh’s paradox regarding the argument of t More

In this paper, while demonstrating the representativeness of the concept of the one based on the single referent and rejecting the possibility of abstracting the single concept from multiple referents, the writer refutes Ibn Kamuneh’s paradox regarding the argument of the oneness of the Divine Essence and explains the essential unity of Almighty Truth. His paradox holds true based on the principiality and heterogeneity of existences and the principiality of quiddity; however, it is refuted based on the principiality and particular gradation of existence. This study was carried out following the descriptive-analytic method and a critical approach. Its most important conclusions include: 1) Concept and referent are essentially one; 2) Abstracting a single concept from multiple referents in terms of multiplicity is impossible; 3) Common truth is the origin of abstracting a single concept; 4) The unity of concept represents the unity of the referent; 5) Attributing the title of the necessity of existence to its truth is the same as attributing an essential entity to the essential thing, and the concept of the necessity of existence is derived from the innermost of the necessary existence without a determining and causal mode; 6) Ibn Kamuneh’s paradox regarding the argument of the Oneness of the Necessary being is rejected based on the impossibility of deriving a single concept from multiple referents, and 7) If the Necessary Being is considered to be pure existence or simple, no objection will be leveled. Manuscript profile

Open Access Article

5 - The Exploration of "Moral Autonomy" as an Aim of Education (With Emphasis on the Views of Kant and Peters)
masoud safaei moghadam

Moral autonomy means "self-government" and "self-rule". This paper presents the analysis and reasoning in search of answers to the following questions: first, what conditions does moral autonomy require? Second, does moral autonomy possess the requirements necessary for More

Moral autonomy means "self-government" and "self-rule". This paper presents the analysis and reasoning in search of answers to the following questions: first, what conditions does moral autonomy require? Second, does moral autonomy possess the requirements necessary for being considered as an aim of education? The theoretical framework of this study is based on Kant’s and Peters’ views that have served the theoretical sources and bases of the survey questions. The first question has been answered by referring to Kant’s ideas, whereas the answer to the second question has been derived from Peters’ sources. Kant believes that reason and free will are the fundamental bases for moral autonomy. On the other hand, Peters argues that the concept of "education" and the "educated person" provide the criteria and necessary conditions for moral autonomy. Hence, it was concluded that by recourse to conceptual analysis, and here, the analysis of the concepts of "education" and "educated person", we are able to demonstrate that moral autonomy should be one of the main aims of education because moral education implies the concepts of both education and educated person. The paradoxes between the concept of "autonomy” and “educational authority”, between "reason and habits" and "authenticity of choice and educational content" are also discussed. Manuscript profile

Open Access Article

6 - Analyzing the problem of rule-following in education with emphasis on Wittgenstein’s Paradox
Mohsen Bohlooli Fakhoodi

The rules are components of our biological experiences that shape all social institutions and human activities, including education. When we invite others to follow the rules, there is always a presupposition in our mind that we and others have a common and clear concep More

The rules are components of our biological experiences that shape all social institutions and human activities, including education. When we invite others to follow the rules, there is always a presupposition in our mind that we and others have a common and clear concept of the rules. Wittgenstein believes that one can be trained to follow the rules. But he puts forward an important paradox about the rule of law, according to which one cannot speak of a conformity or non-compliance with the rule. The logical dimensions of this paradox have attracted the attention of educational philosophers. Following the rules of education in the school and classroom space is one of the most prominent examples of compliance with the rules. But do we have enough reasons to persuade our children and students to follow the rules? The two views of rationalist and authoritarian are among the most important approaches in the area of education to the question of rule-following. Relying on Wittgenstein’s context-based approach to escaping the paradox, this paper claims that the best way to understand the category of rule-following is to form a tacit agreement between the community and educational environments, which can only be expressed in practice without being expressible. Manuscript profile

Open Access Article

7 - Resolving Zeno’s Paradoxes Based on the Theory of the “Linear Analytic Summation” and Evaluation of Evolution of Responsesa
Reza Shakeri Ali Abedi Shahroodi

Zeno challenged the problem of motion following his master Parmenides and presented his criticisms of the theory of motion based on four arguments that in fact introduced the paradoxes of this theory. These paradoxes, which contradict an evident problem (motion), provok More

Zeno challenged the problem of motion following his master Parmenides and presented his criticisms of the theory of motion based on four arguments that in fact introduced the paradoxes of this theory. These paradoxes, which contradict an evident problem (motion), provoked some reactions. This paper initially refers to two of Zeno’s paradoxes and then presents the responses provided by some thinkers of different periods. In his response to Zeno’s paradoxes, Aristotle separated the actual and potential runs of motion and, following a mathematical approach, resorted to the concept of infinitely small sizes. Kant has also referred to this problem in his antinomies. Secondly, the authors explain the theory of linear analytic summation, which consists of two elements: 1) The distance between two points of transfer can be divided infinitely; however, the absolute value of the subsequent distance is always smaller than the absolute value of the previous distance; 2) since the infinitude of the division is of an analytic rather than a synthetic nature, the summation limit of these distances will be equal to the initial distance. Based on this theory, as motion is not free of direction and continuous limits, an integral limit of distance is traversed at each moment, and the analytic, successive, and infinite limits of distance are determined. The final section of this paper is intended to evaluate the responses given to the paradoxes. Manuscript profile

Open Access Article

8 - Studying Historical Precedence of “Constancy of the Change” in the Relationship between the Changing and the Constant
Mahdi Assadi

We know that in Ṣadrian Philosophy changing of motion is usually the very constancy of it and just this explains the relationship between the constant and the changing. The important problem that here appears is whether anyone previous to Mullā Ṣadrā was the follower of More

We know that in Ṣadrian Philosophy changing of motion is usually the very constancy of it and just this explains the relationship between the constant and the changing. The important problem that here appears is whether anyone previous to Mullā Ṣadrā was the follower of constancy of the change? The main purpose of the essay is studying just this. What is certain is the fact that criticizing constancy of the change is of a long precedence in Muslim world and therefore we will show these historical criticisms in our paper based on the documents. But that many in resolving the problem of constant-changing relation have attributed constancy of the change to the previous Muslim philosophers does not seem to be so firm claim: although some thinkers previous to Ṣadrā have said about constant-changing relation that the sphere in its circular motion is permanent and constant, they have not considered this to be the final response to the constant-changing relation. Eventually, we will have a glance at the fact that Ṣadrian constancy of the change can be criticized because of, for example, the reason that if it is accepted this strange view would be required that the universal must be existent in the external world contradictorily both as one and many at the same time. Manuscript profile

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