Causation can be regarded as one of the most important and fundamental notions in the history of philosophy. It is arguable if we consider causation is bounded with Hume. His Empiricism led him to be skeptical about modal notions. Hence, he sought to eliminate them from his ontology. His efforts paid back. By his challenge on the classical view on causation, the image of the causal relation as necessary relation was pushed aside. At present, the majority of analytic philosophers have accepted this Humean understanding of the world known as the Humean mosaic. Despite these facts, there is a minority who still defend the classical or, more accurately, the Aristotelian account of causation. In this essay, first, I try to introduce the basics of the Humean view based on Heil and Martin’s view. Then, I am going to explain the Aristotelian view with a focus on Charles Martin and John Heil’s view. Besides introducing Heil and Martin’s views on causation, this article attempts to demonstrate an Aristotelian view of the world is preferable to the Humean one, this would be possible by appealing to evaluate the distinction between categorical properties and dispositional properties. In the end, I investigate that if we find the Aristotelian view more plausible, and if we want to pick up Interactionist Substance Dualism in the philosophy of mind, the best option for us is Lowe’s Non-Cartesian Substance Dualism.

This quantitative correlational study explored the effects of different types of dynamic assessment on the writing proficiency of Iraqi female EFL learners. Fifty-four upper-intermediate female students, aged 17-25, from the Global English Institute in Baghdad, Iraq, participated in the study. The participants were selected based on their performance in the Oxford Placement Test (OPT) and were subsequently divided into three groups: interactionist experimental, interventionist experimental, and control. The study employed several instruments, including a participation consent form, the OPT, a writing pre-test and post-test, and writing practices administered during the treatment phase. The intervention covered a full semester, with each group receiving tailored instructional strategies. The interactionist group focused on the Dynamic Mediation Process, while the interventionist group employed targeted interventions based on individual needs. The results, analyzed through pre- and post-tests, demonstrated the efficacy of dynamic assessment techniques in enhancing writing skills, suggesting their potential for broader application in EFL contexts.

Narratology considers the element of character to be the drive behind roles and actions in a narrative. The sociological theory of “ symbolic interactionism” is also concerned with how actions occur. Employing this sociological approach, we can expand the critical method of narratology and introduce new aspects in sociological studies of narrative texts. Using the “ self” theory in the sociological approach of “ symbolic interactionism” , this article discusses the types of action and the types of character in Bozorg Alavi’ s Cheshmhayash (Her Eyes) and Esmael Fasih’ s Del-e Koor (The Blind Heart). Therefore, the narrative style of the two authors in the production of character is analyzed and compared. The article considers the narrative character as “ self” in the symbolic interactionist theory. The novel Cheshmhayash has two types of active and passive “ collective self” . The active “ collective self” , in a concerted effort, narrates the story in opposition to the political structure. Thus, the novel’ s “ self” is marginalized in political relations. It narrates the first and second halves of the Pahlavi period. Characterization in Del-e-koor is determined by a “ social me” and form a violent and self-serving “ collective self” at the core of the society depicted in the novel. The active characters’ individualistic opposition to this “ collective self” leads to their marginalization in the novel’ s social life.

This article provides a review of managerialist studies in management accounting, as presented in leading accounting journals within 1990-2014. The review covers both interventionist and non-interventionist studies in which at least one of the aims is to directly support or help organizational decision-making and control. Non-interventionist research reviewed is descriptive or conceptual in nature, or develops models, algorithms or frameworks of managerial relevance. Interventionist research reviewed covers both traditional action research as well as studies applying constructive research approach. Contribution of various strands of managerialist research is assessed and the potential of this kind of research in management accounting for the future is discussed. This review can increase the chance of publishing papers in valid journals

In recent years, the role of willingness to communicate (WTC) in second language acquisition has been highlighted, as it is one of the most important factors affecting learners' use of language and their general communicative competence. Knowledge of how different instructional approaches can promote WTC is necessary for the enhancement of EFL instruction. This study compared the effects of interventionist and interactionist dynamic assessment models on WTC among 75 Iranian intermediate EFL learners. The participants were assigned to two experimental groups (EG1 and EG2) and one control group (CG), with a total of 16 treatment sessions being conducted during a semester. The two experimental groups received dynamic assessment interventions,the interventionist model was used for EG1, and the interactionist model for EG2. The results indicated that both EGs significantly outperformed the CG in improving WTC, but no statistically significant differences were found between the two experimental groups. This study will contribute to an improved understanding of how different dynamic assessment approaches can effectively nurture learners' WTC in English. The result implies that either dynamic assessment model could be adopted by the teacher to improve WTC among EFL learners, though more research is still required in the area of optimal assessment strategies in language education.

This study offers a full symbolic interactionist examination of Anne Tyler’s 1970 novel A Slipping-Down Life, probing how identity is dynamically constructed, performed, destabilized, and reclaimed through symbolic gestures, emotional labor, and struggles for social recognition—centered on the protagonist Evie Decker, whose unconventional journey from passive spectator to embodied agent serves as a rich case study in the sociology of the self; guided by seven interwoven lines of inquiry, the analysis investigates identity as performance (in Goffmanian terms), the internalization and subversion of gendered expectations, the semiotics of music and strategic silence as nonverbal communication, and the complex entanglements of trauma, affective experience, and resistant subjectivity in processes of self-negotiation; theoretically grounded in the foundational frameworks of George Herbert Mead (the “I” and “Me,” role-taking), Herbert Blumer (interpretive interactionism), Charles Cooley (the looking-glass self), and Erving Goffman (dramaturgy and impression management), and extended through contemporary integrations—including Kenneth Burke’s dramatism, Jan E. Stets and Peter J. Burke’s identity theory, Kathy Charmaz’s constructivist grounded theory, and feminist reconceptualizations by Judith Butler (performativity, citationality) and Carol Gilligan (ethics of care, voice)—the study situates Evie’s arc within a multilayered sociopsychological matrix that transcends literary analysis alone; Evie’s radical acts—most notably her self-scarification of “BRAUTIGAN” on her forehead in homage to the rock star Drumstrings Casey, her prolonged silences as resistance to patriarchal interpellation, and her reimagining of maternity outside normative scripts—unfold not as isolated pathologies but as symbol-laden, socially situated responses to chronic misrecognition and structural marginality; her transformation reveals identity not as fixed essence but as an emergent, networked, and deeply emotional process, shaped dialectically through interaction, interpretive reflexivity, and the body’s inscription into discourse; notably, Evie’s voice—when it emerges—is calibrated not for compliance but for recalibration: she speaks through silence, with scars, and alongside music, turning aesthetic appropriation into agentic reclamation; the study demonstrates how Tyler’s narrative, with its psychological realism and sociological acuity, functions as a “living laboratory” of identity work, where private feeling and public meaning converge in everyday rituals, failures, and small rebellions; by tracing Evie’s navigation of familial obligation, romantic idealization, vocational uncertainty, and maternal ambivalence, the analysis exposes how gender operates as both constraint and site of tactical improvisation—particularly in scenes where Evie rewrites domesticity not through rejection but through re-signification; further, the novel’s treatment of trauma avoids clinical abstraction, instead showing how affective residues (shame, longing, numbness) become embodied dispositions that shape interactional styles and self-narratives; drawing synergistically on narrative psychology (e.g., McAdams’ life-story model), feminist standpoint theory, and cultural sociology (e.g., Alexander’s strong program), the research affirms literature—especially socio-literary realism—as a vital, underutilized archive for empirical and theoretical insight into identity formation; Tyler’s text, with its finely rendered inner monologues, dialogic tensions, and symbolic density, enables a form of sociological close reading that reveals how macro-structures (gender norms, class expectations, discursive regimes) are lived, contested, and remade at the micro-level of gesture, pause, and utterance; thus, the study argues for the methodological value of interdisciplinary bricolage—where literary analysis, when rigorously interfaced with sociological theory, yields not just interpretation but explanation—and reaffirms C. Wright Mills’ call for a “sociological imagination” that connects personal troubles to public issues, here realized through the intimate, scarred, and ultimately resilient selfhood of Evie Decker.

Herbert Blumer, the contemporary American sociologist, is one of the influential figures in the field of sociology on the micro level of individuals’ relations. Blumer’s theories on “symbolic interactionism” and “collective action” are his most important contribution to sociological studies. To him, human society consists of acting people, and the life of the society is derived from their joint action. Such relations not only determine many of the large-scale features of a society, but also are not coercive and external to it. Rather, they are created and controlled by actors and their actions. David Hare, the contemporary British playwright, is a writer who has a critical-political view on macro-level issues of human society in his works. Fanshen, a play by Hare, is the story of a Chinese village whose inhabitants, under the leadership of a communist movement viewed by Blumer as a large-scale structure, move gradually from individual action to a social-revolutionary event. The present paper aims to study this social act based on Blumer’s theories of “symbolic interactionism” and “collective action”, and renders a sociological reading of a Marxian dramatist’s reformist view in depicting a populist revolution.