One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

In this paper, I address the issue of the possible applicability of the ideas of Karl R. Popper’s social and political philosophy in the contemporary political life of postcolonial countries. Through reference to the reception of Popper’s philosophy in Central and Eastern Europe, I argue that Popper’s writings were effective in catalysing the political wholesale transformation by undermining Marxists’ pretensions to scientific status rather than through his anti-utopian and anti-revolutionary political recommendations. In the context of attempts to apply Popper’s ideas in postcolonial countries, especially Sub-Saharan Africa, I claim that the influence of Popper’s social thought on the politics of those countries may not be as effective as expected or desired.

'Post-truth' has become a buzzword for numerous current crises: the fragmentation of the media landscape, the ongoing debate about 'fake news', the loss of trust in science, etc. Although these crises take place in society, it is claimed that the roots of post-truth can be traced back to the history of philosophy. Occasionally, it is asserted that Karl Popper's critical rationalism gave rise to post-truth: His rejection of verificationism has limited truth claims in the realm of science. Given the absence of infallible evidence and certainty, critical rationalism calls for challenging scientific authority. I argue that post-truth is compatible with critical rationalism from an epistemological point of view, considering that both positions are critical of certainty. However, in critical rationalism, fallibilism, responsibility, and the idea of criticism are combined, and in this respect, it offers a possible way to overcome the problems that are associated with post-truth. This treatment of the problems of post-truth results from the recognition of moral responsibility to take action on the basis of a hypothesis that remains open to revision.

The aim of this paper is to consider whether critical rationalism has any ideas which could usefully be applied to the internet.  Today we tend to take the internet for granted and it is easy to forget that it was only about two decades ago that it began to be used to any significant extent. Accordingly in section 1 of the paper, there is a brief consideration of the history of the internet.  At first sight this makes it looks implausible that any of Popper’s ideas could be applicable to the internet, since Popper died before the internet came into general use.  However, section 2 argues that Popper’s theory of World 3 does apply very well to the internet.  This application is significant because, as shown in section 3, it leads to the problem of misinformation, which is one of the most significant problems generated by the internet.  In section 4 there is an attempt to solve this problem using ideas taken from Popper’s epistemology. It is argued that there should be changes in education designed to prepare students for the internet age. Teaching in the internet age should focus on presenting to the students not just the accepted theories but also the evidence on which they are based. An illustration of how this might be done is given by considering an example from science teaching, namely the teaching of Newtonian mechanics in the last years of school or first years of university.

Since Critical Rationalism is considered by some more of an attitude or mindset and by others a methodological approach to philosophical thinking and practical problem-solving, its application, or more accurately, its epistemological testing grounds, should be expected to be much more wide-ranging than they have been so far. With the exception of some published anthologies on Critical Rationalism and occasional nods to the legacy of Karl Popper’s falsificationist methodology, relatively few applicaions of a critical rational approach to contemporary theoretical debates in the social sciences have been published. I wish here to critically challenge the (optimistic) Hegelian and by extension the neoliberal view of the progress of American capitalism by reframing it with the Marxian notion of expropriation as applied to enslavement on plantations. The logic of enslavement as a process by which brutal exploitation has been practiced for centuries offers a falsifying test case of the rationality of capitalism and its promise of individual freedom of choice. This essay is an explicit exercise in the potential power of a version of Popperian critical rationalism being applied to the intersection of modern liberalism and capitalism, exploring the imbrication of a critical and rational analysis.

In this article, first, the main characteristics of new critical theory (NCT) is described as a response to postmodernism and a return to the early Frankfurt School. NCT challenges pessimism and Skepticism of postmodernism and post - critical thinking and revives radical tradition. of critical theory of course NCT is also concerns about recent developments and wants to accomodate it, without assimilations with it simultaneously, NCT adheres principals and take refuge in reformism. So, NCT tries to compromise continuity and discontinuity, Finally NCT seeks for a radical solution for ills of late capitalism and for this matter goes beyond Habermasian and postmodern reconstructive approach.

Critical education is one of the less-considered perspectives of education in Iran during the recent decades. This view has been taken from the critical theory or the Frankfort School wherein education is taken to be associated with the social and political change, thus including the social and political analyses as the central part of the curriculum. Rejecting the impartiality of knowledge, the critical approach of education considers the critical proposition of issues of schools as factors revealing the relations between power and knowledge and their consequences. This theory has been developed by both American and European philosophers and educators. Many teachers, especially non-white ones, have regarded this theory in education highly.Following an introduction of the general theory, the present article reviews Freire's libratory education, Giroux's radical education, and McLaren's critical-revolutionary education, and finally outlines many challenges that critical teachers encounter in the globalization era, while evaluating this perspective in general.

"Crisis of comparative literature" has not desisted after six decades: David Damrosch substitutes world literature for comparative literature, Totosy de Zepetnek proposes the idea of a “new comparative literature, "Djelal Kadir promotes "a negotiated comparative literature,"Susan Bassnett is skeptical about the essence of comparative literature, and Gayatri Spivak has already declared the discipline’s death. Comparative literature has long allied its fate with that of critical theory. Today, subaltern, postcolonial and gender studies are among the advocated approaches in comparative literature. However, they all originate in critical theory. Besides, the two tracks of comparative literature-inter-literary and inter-disciplinary-are also similar to critical theory. In fact, comparative literature and literary theory and criticism are so intertwined that some scholars go as far as identifying them with each other. However, some comparatists are skeptical about theory. Legitimate doubts are expressed about the application of foreign theories to native cultural products. Yet, certain texts from certain cultures and literatures smoothly allow a rich application of one or more of foreign approaches or their modified and localized versions. Reading a certain cultural product within a foreign theoretical framework-as far as it is feasible-can offer rich and exciting possibilities in the study of world literature. This is actually a way to understand a literature or culture through the eyes of others. The fate of comparative literature, thus, is bound with that of critical theory. Developments in critical theory, especially recent ones, offer suggestions for new perspectives in comparative literature. Surely, the intelligent employment of theoretical prospects can prove to open new vistas in comparative literature.