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Showing 9 results for Justification
Volume 3, Issue 3 (9-2023)
Abstract
Nowadays, we have to rely on experts in many theoretical and practical matters. We consider them reliable and rely on them. To justify many of our beliefs, we have no other reason but the testimony of experts. Nonetheless, to trust the experts, it is necessary to recognize them and know their distinctive characteristics. In doing so, epistemologists proposed some definitions for experts and expertise. In this paper, First, we will explain the truth-based definition and then the justification-based definition and describe the criticisms of it. we show that the best definition is that S is an expert in domain D if and only if S has more understanding and ability than most people in domain D at his time. In the end At the end, we explain the five necessary conditions of belief, coherence, ability, efficiency and time.
Volume 9, Issue 36 (12-2016)
Abstract
Volume 11, Issue 0 (3-2007)
Abstract
This article has been written on the basis of critical rationality. The main purpose of the article is formulation of a epistemic apparatus for Solving Scientific Problem. Initially, the paper has posed methodological problems, then responsed to two methodological questions: “How scientific problem, is”and “How problem- finding can be done”. In response to the first questions, two kinds of problems have been distincted: social problem and theoretical problem. In response to the second question, the sources of the problems have been discussed. Source of theoretical problem is scientific knowledge and criticism from theory. Social problem arises from social reality that in a given situation leads to a problem and further creates crises in the existing system. In continuation, the logic of solving scientific problem has been formulated on the basis of two kinds of reasonings: rational reasoning and experimental reasoning. Rational reasoning is a tentative solution of the problem. This solution may be true and false. Experimental reasoning is a justifier of the rational reasoning. These two kinds of reasonings are based on the method of trial and error. This scientific approach was applied to solve democratization problem in Iran, therefore, this article has both theoretical and practical dimensions.
Hossein Etemadi, Bagher Shams Zadeh,
Volume 14, Issue 1 (2-2007)
Volume 14, Issue 1 (2-2007)
Abstract
During the past two decades business and manufacturing have observed significant and radical changes. Companies have used automation in the manufacturing, in order to improve quality and competency. It was expected that along with these changes, management accounting systems, which focus on monitoring and analyzing management decisions, should adapt with and encourage the changes. Many authors have claimed that management accounting systems have not helped the suitable business and manufacturing strategies in the new environment. Some even claim that it has hindered investing in advanced manufacturing technology and productivity. This research, by analyzing information collected from 101 Iranian business units from various industries and manufacturing settings, investigates justification basis for capital investment in advanced manufacturing technology. The study demonstrates that there is more correlation between qualitative factors such as; manufacturing capabilities, improved product quality and, competition position with investment justification than quantitative bases such as; accounting rate of return (ARR), internal rate of return (IRR) and, net present value (NPV).
Volume 14, Issue 2 (3-2023)
Abstract
Dreaming and dreaming to justify the actions and behaviors of kings and rulers to instill it in society is very important in Iranian historiography. Dream and fantasy analysis is one of the approaches to reading the text, i.e., semiotics. The main purpose of this reading is to reconstruct the function of non-linguistic signaling systems for actions and behaviors in history. Dreams and dreams are among the important semantic signs and have a special place in Iranian historiography. The application of this matter in historical sources and the attention of rulers and masters of power to it can be distinguished in the two axes of legitimacy, justification and validation of the actions and deeds of kings. The importance of the dream and its interpretation in the Holy Qur'an, religious narrations and Sufism was effective in the attention of historians to this issue as a justification against objective and rational arguments. This is more common during the Mongol rule due to the crisis in the religious legitimacy of the rulers. With this approach, the following questions can be asked: What are the reasons for expressing dreams and fantasies in the works of historians of the Mongol and Timurid periods? What was the use of dreams and justifications for the Iranian society in the eyes of the rulers of the Mongol and Timurid eras? Relying on the method of historical research and reviewing the evidence, it was concluded that: Although the expression of imagination and dreams has always existed in historiography, but in the middle history of Iran is more widespread. The result of the research shows that the user's dream and imagination had a justification for instilling the will of the kings and rulers and legitimizing the government to the Iranian society of this period.
Volume 15, Issue 2 (12-2024)
Abstract
The “epistemic climate” of a classroom can be thought of as a major determinant of classroom procedures and the learning outcome. The present ethnographic case study involved the investigation of the epistemic orientation of the instructional materials, teacher, and students of an online tenth-grade high school English language classroom in Iran, regarding the core dimensions of their L2 learning-specific epistemologies: beliefs about the nature of L2 knowledge’s simplicity, certainty, source, and justification. The researcher’s observation and reflective notes paired with semi-structured interview data were qualitatively analyzed. Nine epistemology-related themes were extracted from the interview data. The results showed the predominantly absolutist orientation of the materials and students; the teacher, on the other hand, subscribed herself to a view of L2 knowledge as context-contingent and integrated, obtainable from multiple sources and subject to contextual evaluatism; however, there was a conspicuous incongruence between her beliefs and the epistemological orientation of her teaching practice, materials, and students. She attributed this observation to the mandatory instructional materials and stakeholders’ conceptions of L2 achievement. The findings reveal the significance of investigating the epistemic orientation of L2 teaching and learning in order to better facilitate students’ epistemological development and enhance their recognition of the context-contingency of L2 knowledge and knowing.
1. Introduction
Despite ample research evidence into the significance of learners’ beliefs about language learning (Bernat & Gvozdenko, 2005; Fazilatfar et al., 2015; Ghobadi Mohebi & Khodadady, 2011; Horwitz, 1988; Mori, 1999; White, 2008), research into language learning-specific epistemological beliefs (LLEBs), i.e., developmental beliefs about the nature of L2 knowledge and L2 knowing from absolutism to contextualism, is at a premium (Mardiha & Alibakhshi, 2020; Mori, 1999; Nikitina & Furuoka, 2018; Soleimani, 2018, 2020; Ziegler, 2015; Wagner, 2019). Research has shown that the epistemic climate of educational settings, which embeds epistemological beliefs held by learners and teachers and those underlying instructional approaches and materials, significantly influences the quality and outcome of instruction (Feucht, 2010). Moreover, epistemic climates vary widely across different subject matters and disciplines (Bendixen & Rule, 2004), and there is no direct relationship between language learners’ general beliefs about language learning and their general epistemological beliefs (Mori, 1999). Accordingly, the epistemic climate of L2 classrooms, which can potentially enhance our understanding of classroom processes and LLEBs-related influences on them, is worth investigating. This gains salience when school language education in Iran is concerned, owing to its apparent failure to help learners develop communicative competence in the English language. Given this, the present study was designed to explore the epistemic climate of a 10th-grade English language classroom in Iran, with an eye to the epistemological beliefs of the teacher, the learners, and the materials.
Research Question(s)
The present study addressed the following research questions:
- What is the epistemic orientation of the students in a 10th-grade English language classroom?
- What is the epistemic orientation of the teacher in a 10th-grade English language classroom?
- What is the epistemic orientation of the 10th grade English language coursebook (second lesson) and the teachers’ guidebook?
- To what extent do the epistemic orientations of the teacher, students, and learning materials in a 10th grade English language classroom match?
2. Literature Review
The teaching and learning process is significantly influenced by the epistemological orientation of the educational environment (Ziegler, 2015). Feucht (2010) refers to five components of the classroom epistemic climate, which are: (a) the epistemological beliefs of students, (b) the epistemological beliefs of the teacher, (c) the epistemological basis of instructional approach, (d) the representation of knowledge in the discipline, course, as well as materials and curriculum, (d) the interaction of these four components. These aspects of the epistemic climate can be analyzed from the perspective of its four basic dimensions explicated by Hoffer and Pintridge (1997): simplicity, certainty, source, and justification. According to Hofer (2001), epistemic beliefs are evolutionary in nature, and a spectrum can be envisioned with absolutist beliefs on one side and critical context-oriented beliefs on the other for each of these four main dimensions.
Research has shown the relationship of teachers’ epistemological beliefs with their (a) teaching styles and management strategies (Soleimani, 2018, 2020) and (b) perceptions of teaching (Mardiha & Alibakhshi, 2020). As for language learners, Ziegler (2015) investigated epistemological beliefs about vocabulary learning. Learners were shown to hold absolutist beliefs about the source and justification of vocabulary knowledge, which Ziegler attributed to the lack of critical thinking facilitation tasks in the materials.
On the other hand, language education in Iran's official education system is marked with ignorance of communication skills, and the focus of teachers and students on the university entrance exam, the English section of which generally consists of multiple-choice vocabulary questions, grammar, and reading comprehension (Bagherkazemi & Arefkal, 2021). Against this background, the present study investigated the epistemic climate of a high school language classroom in Iran to unearth the epistemic orientations of the teacher, the students, and the materials.
The study, which deployed an ethnographic case study approach, was initiated by obtaining the consent of the high school principal, teacher, and students. The researcher participated as an outsider in 21 sessions of a 10th-grade English course, with 32 female students registered in it. The classes were held online in "Shad" application. She recorded her observations in the form of field and reflection notes in accord with the core aspects of epistemology, focusing on the teacher, the students, and the materials. Observation data were triangulated with semi-structured interviews with the teacher and 15 convenience-sampled students in the post-course period. Data coding was subsequently conducted jointly by the researcher and a colleague of hers. Firstly, interviewees’ utterances directly related to each of the four main dimensions of epistemology (simplicity and stability of knowledge, and its source and justification) were determined (N = 409) through the directed qualitative content analysis approach (DQCA). These were further categorized into nine general themes in a secondary coding phase. The inter-coder agreement was ensured through Cronbach’s alpha coefficients in both coding phases. The researchers’ field and reflection notes as well as the course content were subsequently subjected to DQCA to unearth the epistemological basis of the materials and explore the extent to which the teacher and students’ epistemological beliefs and the materials’ epistemological basis went together.
Regarding the teacher and students’ LLEBs, interview data analysis brought to the surface nine themes in relation to the four core aspects of epistemological beliefs. Beliefs about L2 knowledge certainty were categorized into those related to (a) stability/dynamicity of L2 skills and components, (b) simultaneous/spiral L2 presentation in the materials, and (c) significance of communicative tasks. Beliefs about L2 knowledge simplicity were classified into those pertaining to (a) separability/integratedness of language skills and components and (b) significance of memorization in L2 learning. Beliefs about L2 knowledge sources were divided into those associated with (a) teacher role and (b) learners’ role. Finally, beliefs about L2 knowledge justification fell into the two categories of (a) nativespeakerism/critical language awareness and (b) significance of effort/aptitude. Overall, the students proved to hold mostly absolutist beliefs in terms of the extracted themes, whereas the teacher more visibly adhered to contextual knowing beliefs.
Epistemological beliefs underlying the course book were also shown to be essentially absolutist in nature, as evident in the explicit presentation of vocabulary and grammar, sentence-based exercises, and emphasis on native-like pronunciation, among others. In addition, learners’ epistemological beliefs tended to be more clearly allied with the absolutism underlying the materials, and accordingly diverged from the teacher’s epistemologically more advanced beliefs; however, there was no congruence between the teacher’s beliefs and her teaching practice, which she attributed to the predominantly absolutist epistemology ruling school language education in Iran.
Volume 19, Issue 2 (9-2015)
Abstract
The “Harm Principle” in Anglo-American Law is frequently faced a strong challenge by the principles such as legal paternalism and legal moralism. It can, however, resist as a justified principle in the scope of state interventions, and has justified why individual’s liberty should be limited in terms of a minimal state. It is recently claimed that the “No Harm Rule” (la Darara wa la Dirar) in Islamic Jurisprudence can play a role just like “Harm Principle”, and restrict the state’s penal power. After reducing this principle and the rule to constitutive elements, it is found that the “No Harm Rule” has a different basis in comparison with the “Harm Principle”. Accordingly, it is not able to legitimize criminal intervention.
Rasoul Rasoulipour,
Volume 28, Issue 1 (1-2021)
Volume 28, Issue 1 (1-2021)
Abstract
The main argument of the book Warranted Christian Belief by Plantinga is a distinction between de facto and de jure objections to Christian belief. De facto objections, according to him, are those about the truth of Christian belief, where the claim is relatively straightforward that rge belief is false. However, Plantinga is primarily concerned with de jure objections, which are arguments or claims that Christian belief, whether or not true, is at any rate unjustifiable, or irrational, or without sufficient evidence, or in some way not intellectually respectable. While the conclusion of such objections is that there is something wrong with Christian belief, Plantinga contends that the question is never explicitly formulated of what exactly is wrong; however, he finally locates a promising candidate for the de jure question in the complaints against theistic belief by Freud and Marx. Critics, according to Plantinga, cannot simply object to the rationality or justifiability of theistic belief without presupposing that theistic belief is false. However, I will, in this paper, argue that the epistemic objection to the rationality of theism need not presuppose the falsity of theism or Christian belief, and I will show that the most important charge against Plantinga’s defense – if theism is true, it is warranted – is that it proves too much.
Mohammad Saeedimehr,
Volume 28, Issue 1 (1-2021)
Volume 28, Issue 1 (1-2021)
Abstract
Throughout the history of philosophy and theology, diverse versions of the problem of evil have raised different solutions in the form of different theodicies. In this paper, I first offer an exposition of one of these solutions developed by Shiite theologians. Since the core notion of this solution is “God’s compensation for the sufferings” I call it the “compensation theodicy.” Based on some theological principles such as rational goodness and badness and the principle of lutf (God’s grace), and some preliminary remarks about pain and its classifications, the compensation theodicy shows that since God is totally wise and just, He compensates for all undeserved (both human’s and animal’s) sufferings He is responsible for. Thus, the presence of undeserved suffering is not at odds with Divine justice. After explaining the relevant issue of God’s litigation (intisaf) and discussing some main aspects of compensation, I then make a brief comparison between the compensation theodicy and the so-called afterlife theodicy. I finally argue that the compensation theodicy is cable of providing good response to the challenge of the lack of moral justification.
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