Knowledge

The study aimed to investigate the Iranian EFL teachers’ knowledge of educational ethical codes in academic settings through the employment of a newly-designed questionnaire, developed by the researchers. To this end, six university professors as experts were invited to participate in an unstructured interview related to the issue under study. The preliminary themes were extracted from the relevant literature and the experts’ opinions through qualitative analysis. Next, the initial questionnaire items were generated and approved by three experts. The reliability of the constructed questionnaire was calculated using Cronbach's alpha. Afterwards, the 40-item questionnaire was administered to 400 EFL teachers resulting in the elimination of eleven items through exploratory factor analysis. Five factors were drawn from the responses of teachers through EFA representing their knowledge of educational ethical codes. Additionally, the confirmatory factor analysis revealed that the five extracted components of the newly developed questionnaire including educational, affective, socio-cultural, behavioral, and professional ethics factors were all acceptably loaded on their constructs at an acceptable level, and the scale can successfully determine EFL teachers’ knowledge of ethical codes in educational settings. The findings of the study have valuable implications for teachers, students, teacher trainers, educational policymakers and administrators.

Epistemologists have widely accepted that truth, justification, and belief are necessary conditions for knowledge. This article challenges the necessity of the two components, “belief” and “justification”, in the definition of knowledge. It argues that belief is distinct from knowledge; belief is an act of will, whereas knowledge is acquired automatically. One may possess knowledge without being actively willing to believe it, and conversely, one may will to believe something without actually knowing it. Additionally, justification should be seen as a method of validating knowledge, not a fundamental part of its definition. Therefore, knowledge without justification remains knowledge, even though its truth cannot be proven. Building on this perspective, the proposed definition of knowledge shifts to “awareness or recognition of facts.” According to this definition, the Gettier problem and the lottery paradox find alternative solutions.

The tripartite V3SK model, integrating values, skills, and knowledge, has been explored in various educational contexts but remains underutilized in English language teaching. This study aimed to investigate the effect of the V3SK model on Iranian high school students’ grammar achievement using an explanatory mixed-methods design. Participants included 43 high school teachers and 452 pre-intermediate level students, selected based on standardized placement tests. Teachers were randomly divided into groups of experimental (N = 22) and control (N = 21). The experimental group participated in 15 training sessions focused on the V3SK model dimensions. Subsequently, students from both groups completed a researcher-designed grammar pretest and received 20 sessions of instruction over three months, followed by a posttest. Quantitative data were analyzed using Mann-Whitney U tests, revealing significantly higher grammar achievement in the experimental group. Qualitative thematic analysis of interviews with 15 experimental group teachers identified 11 themes that explain the model's contributions, including enhanced motivation, innovative teaching, and differentiated instruction. These findings underscore the V3SK model's potential for improving grammar instruction in English as a Foreign Language (EFL) settings, offering valuable insights for teacher education and curriculum development.

Ameri believes that knowledge is formed through matter and form. This matter either originates from religion or does not. If the matter comes from a religious source, it constitutes religious sciences in the specific sense, including disciplines such as hadith studies and similar fields. However, since religion requires not only matter but also form, and since the general form of all sciences is shaped by the universal intellect that is the source of religion—namely, the intellect of the Prophet—while their details are discovered by ordinary human intellects, it can be said that the true form of all sciences is religion and knowledge takes shape under a form called religion. In this sense, all real sciences,inasmuch as they correspond to reality,are religious, and it is religion, through its teachings, that leads to the existence of real sciences. In other words, since the combination of religion and human intellect, which is called wisdom, forms the structure of real sciences, it can be said that the main paradigm for the formation of real sciences is wisdom.

This study explores the analogy between Ralph Waldo Emerson’s Transcendentalism and his mystical experience through a phenomenological lens, emphasizing cross-cultural cognitive dimensions and their impact on the concept of universality. The research addresses the contemporary relevance of this analogy in an era marked by scientific advancements that, while clarifying many misconceptions, fail to provide existential reassurance or answer all human inquiries. This reflective inquiry seeks to understand reality and the rational linkage of events by engaging with life’s forces, which are integral to human wonderment. The methodology involves a comparative analysis of Emerson’s themes of intuition, light and knowledge alongside Tymieniecka’s Phenomenology of Life. The study does not aim to offer practical solutions but rather provides a philosophical account of intuition’s role in human experience, addressing fundamental challenges at their core. The findings suggest that Emerson’s mystical experiences, when analyzed through his themes of light, intuition and knowledge, align with phenomenological signification on an intuitive basis. Emerson’s Transcendentalism reflects life’s ontopoietic dynamism, perceiving universal structures akin to eidetic intuition essential for mental functionality. This study underscores the philosophical potential inherent in merging transcendental thought with phenomenological inquiry, offering new insights into understanding universality across literary contexts.

INTRODUCTION: The modular curriculum system is a powerful tool for empowerment in the labor market, due to the strengthening of certain specific skills for employed individuals or individuals who intend to work in jobs with special skills. this study was conducted to investigate the effect of single-module educational system on the knowledge and skills of first aid in the IRCS rapid response teams in northwestern provinces, Iran. METHODS: In this descriptive-analytical study, data collection was done through pre and post-test scores as a measure of first aid knowledge in the study group. All aid workers of rapid response teams in the mentioned provinces (63 people) were examined and selected. The knowledge and skills of the participants before and after training were assessed using questions designed by expert trainers. FINDINGS: The findings showed that the total information of the selected aid workers from four northwestern provinces of the country including Ardabil (16 people), West Azerbaijan (17 people), East Azerbaijan (15 people) and Zanjan (15 people) was analyzed after the first aid modular curriculum training. The participants were all male with a mean age of 31.6±5.3 years. The mean theoretical scores of aid workers in all provinces increased significantly after the training (p<0.001). CONCLUSION: According to the results, the comparison of theoretical scores before training among the four provinces indicates a significant difference between the average knowledge of aid workers before training; so that East Azerbaijan and West Azerbaijan provinces have the lowest and highest average theoretical scores, respectively, which is a significant difference. The difference in the average skill scores in the four provinces after training is significant, so that Ardabil and East Azerbaijan provinces have the highest and lowest average skill scores, respectively.

INTRODUCTION: This study evaluates the effectiveness of the public education courses (first aid and emergency preparedness) of Red Crescent Society (RCS) on attitude, knowledge, and performance of conscripted personnel of the Iranian armed forces towards first aid and facing of hazards and disasters. METHODS: In this descriptive and quasi-experimental study, a total of 680 armed forces conscripts across the country were evaluated using a multi-stage cluster sampling method. Based on Cochran's formula, 340 individuals were assigned to the experimental group (trained by RCS trainers) and 340 to the control group (not trained). A researcher-made questionnaire contains two sections and main components (attitude, knowledge, and performance), was developed using the Kirkpatrick evaluation model. Its content validity (CVR=0.86) and reliability (Cronbach’s alpha=0.89) were confirmed. Data analyzed using SPSS-22 included Kolmogorov-Smirnov, independent t-test, Mann-Whitney U, and chi-square tests. FINDINGS: According to the results, the RCS public education courses had a statistically significant positive effect on participants’ attitude (mean score 4.1, p<0.05), knowledge (4.0, p<0.05), and performance (3.6, p<0.05); also, total score (3.8, p<0.05) in the experimental group are lower compared to the control group (attitude 2.8, knowledge 3.7, performance 3.3, total score 3.2). CONCLUSION: The RCS public education training courses significantly improved the attitude, knowledge, and performance of conscripted armed forces personnel which these results support the continuation and potential expansion of such training initiatives to enhance military preparedness and response capability.

This article aims to identify and prioritize the components of public culture that are effective in the political development of Iran; It has been considered using Analytic Hierarchy Process (AHP). In the first step, based on the studies and literature on public culture and political development, a researcher-made questionnaire with 5 options on the Likert scale was created, distributed, and collected among experts. These factors were identified and categorized in the three dimensions of the government, civil socie-ty, and citizens separately. In the next step, in the form of a paired questionnaire and with the help of Expert Choice software, these dimensions and components were prior-itized and weighted. According to the results of the second questionnaire, the bulk of civil society with a weight of (0.413); The government with a weight of (0.327), and citizens with a weight of (0.260) respectively have the most importance in the political development of Iran. Therefore, it is suggested that officials, decision-makers, and policy-makers strongly pay weight and rank to each of the dimensions and components in order to be able to make the most of the results of the uncle's culture in political de-velopment.