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Giles, Goat-Boy is a black comedy to bite everyone. Embodied in a postmodern fabulation, Barth’s sense of humor allows him to create a political allegory on any structure of power that claims to save humanity. GILES, a hybrid of a machine and a goat, is tasked with the mission to lead the so-called academic society through instrumental intellect. But he can only go so far as not to create a conflict of interest between the ruling powers. The pattern used in creating Giles is an imitation of the classic patterns in creation and journey of a hero, except that Giles is destined to appear as a scapegoat against the positivist Sphinx of Time. Such an approach begs the main question of the research: How ideological systems sacrifice their heroes to secure their interests? This hypothesis is also in line with Frankfurt School’s critical theory, which considers the capitalist system to be a violation of freedom and social values. The intellectuals such as Horkheimer and Adorno consider man to be a victim of objectification and alienation arising from social and political conflicts. They also believe that hegemonic systems have humiliated man with false pleasures. Just as Giles fails to reform the most powerful ruling system, WESCAC, so Barth symbolically paints a bleak picture of human destiny in modern society today. The purpose of the research is to raise human awareness about the harsh laws that are the ominous products of instrumental intellect, as one of the defining elements of capitalist system.
 

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The present article critically discusses about the relation of theory and experimentation. This text is based on rational reasoning. The problem is that dominantmethodology on the relation oftheoryandexperimentationisbasedAristotelian logic in which experimentation has Context of Discovery or context of justification. In Iran, positivism and it’s relation with critical rationalism are misunderstood. This paper attempts to solve this kind of methodological issues through critical discussion. First, we discussed about epistemic apparatuses of positivism and critical rationality. Then, after critical discussion about the two epistemic apparatuses, fuzzy methodology is formulated as result of criticism excised the intellectual traditions. In the end, positivism is discussed as a problem in Iran.

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The nature of law is one of the most important questions of philosophy of law. In the contemporary legal theories, two approaches can be identified about the nature of law: 1) We need to understand the general conditions which would render any putative norm that is legally valid. Is it, for example, just a matter of the source of the norms, such as its enactment by a particular political institution, or is it also a matter of the norm`s content? This is the general question about the conditions of legal validity. 2) There is the interest in the normative aspect of law. This interest is twofold: a complete philosophical account of the normativity of law that comprises both its explanatory role and normative – justificatory task. The explanatory task consists of an attempt to explain how normatively of law can give rise to the reason for action and what kinds of reason are involved. The task of justification concerns the elucidation of the reason people ought to have for acknowledging the law`s normative aspect. In other words, it is the attempt to explain the moral legitimacy of law.

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Learners’ self-efficacy (SE) is one of the vital driving forces for academic learning in general and
 English language learning in specific. Furthermore, learners’ SE can influence their self-regulated language learning (SRLL) strategy use both positively and negatively. This study, which adapted the post-positivist perspective for the research design, aims at finding out EFL students’ SE in English language skills, SRLL strategy use, and their relationship between the two mentioned variables. A cohort of 240 EFL students from a Vietnam-based high school partook in responding to the closed-ended questionnaire. The software SPSS was employed to process the gleaned data from questionnaires in terms of descriptive statistics and Pearson correlation. The findings were that high school EFL students’ SE in English language skills positively influenced their SRLL strategy use. They had a high level of SE in English language skills, resulting in the high frequency of SRLL strategy use. Pedagogical implications in relation to students’ SE in English language skills and SRLL strategy use are suggested in an attempt to leverage the quality of English language teaching and learning in the research context and other similar EFL ones.
 

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Throughout the years, philosophers and psychologists have striven to solve the mind-boggling question of learning by juxtaposing the two competing theories, namely, empiricism and rationalism. They have usually opted for one and ruled out the other on the grounds that it cannot account for learning because theoretical and empirical evidence discredits it. Since 1965, with the publication of Chomsky's Aspects of the Theory of Syntax in which, he explicitly introduces the notion of Universal Grammar and implicitly employs the term to support Fodor's philosophical view of learning in terms of 'language of thought', the rationalistic arguments seem to have taken over this never-ending and perpetual battle. Here in this article, it is argued that despite its popularity among a good number of scholars, the rationalistic account of learning suffers from serious flaws. A conglomerate of empirical and theoretical evidence challenges the notion of 'language of thought'. Self-interpretive power of the language of thought, inaccessibility of cognitive theories to truth conditional meaning, meaningful experiences, inability to test memory, problems with modularity and regulation are simply some of the arguments that might be raised against the idea of 'language of thought'. Finally, a framework for the acquisition of language is presented.

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Following the emergence of transnational phenomena, societies and norms, these relatively new phenomena organized and articulated by a group of theoreticians under the  term of "theory of transnational law". The theory of transnational law as a theory with not a long history has raised many issues.  While evaluatting  the results of this theory pursuant the presenting the concept of transnational law, one of the most important issues, and perhaps earliest one is to study the theoretical basis which are necessary and  help the scholars in describing how to face the normative products of transnational law in existing legal orders.
The theoretical foundations that explain how transnational law is conceptualized can be regarded as the most recent theoretical achievements of law, an attempt to wear the law new camouflage by transnational law.The richest and most powerful of these theoretical foundations can be considered in two schools of legal philosophy- legal positivism and legal sociology. In this paper, while examining the views of these two schools on how to transpose international law into the existing legal order, it has been attempted to determine the status of each in the field of study of transnational law by extracting the distinct aspects and achievements of these two in this regard.