List of Articles معرفت‌شناختی

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  1 - Disjunctivism and the Default View for Visual Experience
  Faraz Attar
  10.30495/pi.2022.20607
  Martin argues that disjunctivism is the default view for visual experience. This disjunctivism is based upon the notion of indiscriminability: An event is a visual experience if and only if it is indiscriminable through introspection from a veridical visual experience. More

  Martin argues that disjunctivism is the default view for visual experience. This disjunctivism is based upon the notion of indiscriminability: An event is a visual experience if and only if it is indiscriminable through introspection from a veridical visual experience. The argument concludes that the common kind theories, since they are committed to a substantive epistemic principle, are immodest. Thus disjunctivism, is the default view. A number of criticisms have been raised against the argument. According to the main criticism, the condition of indiscriminability is neither necessary nor sufficient condition for visual experience. I deal with the main criticism and also the others. With critically examining these and also Martin’s responses, I claim that the argument is not valid. One of my main reasons is that Martin’s responses to the main criticism aren’t clear and justified. So, until further illuminations, we cannot accept that the condition for visual experience is indiscriminability. Also I explain that the argument, if valid, only concludes that the common kind theories aren’t the default view, not that disjunctivism is the default view. In order to lead to this conclusion, there are further steps to be taken. According to one step, it should be shown that there is no other default view. I cast doubt on the legitimacy of the step. In addition, I argue that disjunctivism based upon the notion of disjunction is different from disjunctivism based upon the notion of indiscriminability. The different disjunctivism could be an alternative default view. Manuscript profile
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  2 - The Mediating Role of Study Skills in the Effect of Academic Self-Efficacy,Epistemological Beliefs and Academic Anxiety on cademic Performance of Middle School Students
  Tohid Ashrafzade Ali Issazadegan Farzane Michaeeli Manee
  10.30486/jsrp.2018.545642
  This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (n More

  This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (non-experimental) and studydesign was correlational plans type of the structural equations. Statistical population of the study formed all of first middle school students of Orumieh in 2015-2016 years of academic. Sampling was cluster random and determination the sample size for each of the sub-variable were considered 20 samples and 350 persons were selected as the study sample .The instruments were: Academic Self-Efficacy Scale (Patrick, Hicks & Ryan, 1997), Epistemological Beliefs Scale (Schommer, 1991), Academic Anxiety Scale (Alpert & Haber, 1960), Study Skills Scale (Congos, 2009) and to measure academic performance of students the grade point average in the first academic semester 2015-2016 was used. Structural equation modeling was used to assess the structural effects of academic self-efficacy, epistemological beliefs, academic anxiety and study skills onacademic performance. The results of structural equation modeling revealed that study skills and academic self-efficacy directly affect the academic performance of students (p<0/01). Also the results revealed that academic self-efficacy and epistemological beliefs indirectly and through study skills affect the academic performance of students (p<0/01). Manuscript profile
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  3 - Examine the philosophical foundations of evaluation epistemology in education in modern age
  Ghader Faraghi Mohsen Farmahini Farahani Akbar Rahnama
  10.30486/jsre.2018.543732
  Philosophical foundations of evaluation epistemology in education in modern age and outstanding approach of Epistemology of this age in the field of evaluation: positivism approaches were examined in this study. The methodology of this study was documentary analysis. In More

  Philosophical foundations of evaluation epistemology in education in modern age and outstanding approach of Epistemology of this age in the field of evaluation: positivism approaches were examined in this study. The methodology of this study was documentary analysis. In order to answer to study’s questions, data gathered using appropriate forms, and analyzed by 5 traditional approaches. According to the thesis questions the main results are: in this intellectual system and in the issue of cognition, the main emphasis is recognition of real word and there is no discussion about intellectual recognition and use inductive tools(observation and experiment)for recognition. The five senses are the main principles for cognition and they are Positivist and objective in methodology and finally these result outcomes that they don’t have comprehensive validation because they not encompass all aspect evaluation in terms of components of epistemology. Those approaches are better than rational approaches but it is better to use combinational methods like qualitative and quantitative and other pattern (combinational) in evaluation. Manuscript profile
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  4 - Examine the philosophical foundations of evaluation epistemology in education in post modern age
  Ghader Faraghi Mohsen Farmahini Farahani
  10.30486/jsre.2018.545160
  The philosophical foundations of evaluation epistemology in education in post modern age were examined in this study by four approaches (the construction oriented approach – Hermeneutics approach - Critical (Collaborative) approach and integration approach). The m More

  The philosophical foundations of evaluation epistemology in education in post modern age were examined in this study by four approaches (the construction oriented approach – Hermeneutics approach - Critical (Collaborative) approach and integration approach). The methodology of this study was documentary analysis. In order to answer to study’s questions, data gathered using appropriate forms, and analyzed by 5 traditional approaches. According to the thesis questions the main results are: post modern evaluation epistemology is based on critical and collaborative methods combined with qualitative and quantitative approaches. The result of this study is: the evaluation of this age should be combinatorial so that: all aspect of epistemology in the field of evaluation should be considered, all positive points of evaluation method should be considered, all racial, regional, cultural and personal difference should be considered with emphasis on current needs and goals, emotional and motivational and belief of learner should be considered because it will be driving factor for learning – teaching approach. Manuscript profile
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  5 - Comparison the Emotional and Social Intelligence, Academic Anxiety and Epistemological Beliefs in Internet Addicted and Non-Addicted Students
  Najibeh Akbarzadeh Vahid Fallah Seyedeh Esmat Rasooli
  This research aimed to comparison the emotional and social intelligence, academic anxiety and epistemological beliefs in internet addicted and non-addicted students. The present study was applied in terms of purpose and was comparative causal in terms of procedure metho More

  This research aimed to comparison the emotional and social intelligence, academic anxiety and epistemological beliefs in internet addicted and non-addicted students. The present study was applied in terms of purpose and was comparative causal in terms of procedure method. The study population was the second high school students of Babol city in the academic years 2018-19. Based on the Cochran's formula, the sample size was estimated 374 people, who were selected by multi-stage cluster sampling method. Data collection tools included the questionnaires of internet addiction (Young, 1998), emotional intelligence (Bradberry & Graves, 2004), social intelligence (Silvera & et al, 2001), academic anxiety (Philips, 1979) and epistemological beliefs (Schommer, 1993). To analyze the data was used from multivariate analysis of variance with using SPSS-20 software. The findings showed that internet addicted and non-addicted students were significantly different in terms of all four variables of emotional and social intelligence, academic anxiety and epistemological beliefs (p < 0.05). In the other words, internet addicted students than internet non-addicted students were at a lower level in terms of emotional intelligence, social intelligence and epistemological beliefs and higher in terms of academic anxiety. According to the results of the present study, internet addicted students in compared to internet non-addicted students were in a more unfavorable position in terms of all four variables of emotional and social intelligence, academic anxiety and epistemological beliefs. Therefore, it is necessary for education experts, school psychologists and counselors to hold courses and workshops for students and their families to understand the phenomenon of internet addiction and its consequences and thereby reducing their internet addiction. Manuscript profile
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  6 - Relationship between epistemological beliefs and attitude to help-seeking behaviors with academic achievement
  Akbar Rezaei Leila Pashaei
  The purpose of the present study was to investigate the relationship between epistemological beliefs and attitude to help-seeking behaviors with academic achievement. The statistical population of this research consists of all female high school students of Tabriz city More

  The purpose of the present study was to investigate the relationship between epistemological beliefs and attitude to help-seeking behaviors with academic achievement. The statistical population of this research consists of all female high school students of Tabriz city in the educational years 2008- 2009. For this 382 students were selected as statistical samples through the random multi-stage cluster sampling method. The Questionnaires of epistemological beliefs (schommer, 1990) and help-seeking behaviors (gadampour and sarmad, 2003) were completed by these students. In this research, cumulative point’s average was used as dependent variable and the multiple regression analysis and Pierson correlation was carried out to analyze data. The results showed that: (1) Academic achievement has a negative and significant correlation with simple/absolute knowledge and fast/fixed learning epistemological beliefs and Avoidance of help-seeking, but it has a positive and meaningful correlation with Adaptive help-seeking. (2) Adaptive help-seeking has a negative and significant correlation with simple/absolute knowledge epistemological belief and Avoidance of help-seeking, but it has a positive and meaningful correlation with simple/absolute knowledge. (3) Fast/fixed learning epistemological belief were the best predictor of student academic achievement, and simple/absolute knowledge and Adaptive help-seeking ranked thereafter. Manuscript profile
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  7 - The statistical population was 1892 people (118 gifted and 1774 normal) Using Cochran’s adjusted formula the sample size was 51 gifted and 268 normal people
  Akbar Rezaei Shabnam Khodakhah
  The present study has been undertaken with the purpose of studying the relationship between parenting styles and epistemological beliefs with students' academic achievement. The statistical population of this research was 21251 female high school students of Tabriz city More

  The present study has been undertaken with the purpose of studying the relationship between parenting styles and epistemological beliefs with students' academic achievement. The statistical population of this research was 21251 female high school students of Tabriz city in the educational years 2008- 2009. Using Cochran’s adjusted formula 380 students were selected as the statistical samples through the multi-stage cluster sampling method. Questionnaires of epistemological beliefs (schommer, 1990), Baumrind parenting styles (1967) were used to collect the data. Students cumulative point average was used as dependent measure. Multiple regression analysis and Pearson correlation was carried out to analyze the data. The results showed that students' academic achievement has a negative and significant correlation with simple/ absolute and fast/ fixed knowledge with learning epistemological beliefs. Authoritative styles has a positive and significant correlation with simple/ absolute knowledge, but negative and meaningful correlation with and fast/ fixed learning epistemological beliefs. Dictatorship or authoritarian styles has a positive and significant correlation with Simple/ absolute knowledge and fast/ fixed learning. Permissiveness styles has a positive and significant correlation with fast/ fixed learning. Parenting styles was not correlated with academic achievement. simple/absolute knowledge and fast/fixed learning epistemological beliefs were the meaningful predictors factors of students' academic achievement. Manuscript profile
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  8 - Epistemological Nihilism: The Failure of Signs in Wittgenstein's Metaphysics and Epistemology
  Ahmad Ebrahimipur Malek Hosseini
  Although Wittgenstein is known as one of the opponents of philosophical skepticism, some aspects of his epistemology in the picture theory of language and the philosophy of ordinary language have nihilistic features. According to Wittgenstein's linguistic attitude, thes More

  Although Wittgenstein is known as one of the opponents of philosophical skepticism, some aspects of his epistemology in the picture theory of language and the philosophy of ordinary language have nihilistic features. According to Wittgenstein's linguistic attitude, these features are intertwined with his semiotics and metaphysics and are inseparable. This article examines the nihilistic tendencies in Wittgenstein's semiotics and metaphysics and analyzes the nihilistic features in his epistemology. From Wittgenstein's point of view, the sign cannot refer to an extraterrestrial world, to us, to the other, or to philosophical implications. He denies the possibility of research in metaphysics: in Tractatus because of the limitations of logic, in PI because of the non-application of metaphysical expressions, and in On Certainty because of inevitability of the linguistic frameworks governing doubt and certainty. Accordingly, in a logical space, nothing is really recognizable because cognition is confined to meta-logic. Cognition is completely relative, temporal, and contextual, because our world is only a possible world, and not just the world that exists. However, Wittgenstein does not say that cognition is absolutely impossible, but that cognition is a function of our logic and linguistic play, and not directly a function of the things or facts. Now, although logic and linguistic play are not unrelated to the fact, this does not mean that they reflect reality. Manuscript profile