Teacher factors encompass the teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language teacher immunity is one of the affective factors that determines the teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ teacher immunity philosophy. To this end, first, the researchers used convenience sampling for selecting 62 EFL teachers including 38 novice and 24 experienced teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI philosophy using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their teacher immunity philosophy. The findings of the study indicated that while the novice teachers considered external support as the main factor in their philosophy, the experienced teachers regarded their internal strength as the decisive factor that influenced their teacher immunity philosophy. The findings may have practical implications for teacher education courses in foreign language contexts.

Introduction: Education is defined as an art with scientific principle. It is described as a form of learning by which knowledge, skills and attitudes of an age group are transferred from one generation to the next through teaching, training, research and practice.Method: This is a historical review about the philosophy of medical education and its changes during the time.Results: It is unfortunate that many developing countries follow the US system rather than those with public financing pattern. Indeed, these systems are "disease care" and not "healthcare" and are mainly motivated by profit.Conclusion: The educational planners in medical schools must design a curricula for students and residents to acquire a crucial set of professional values and qualities, by which the willingness to put the needs of the patient and society first.

The diversity of philosophies can be seen, in Nietzsche’s words, as the diversity of cities in which one can reside for a while or at least visit, but eventually, one might leave them all. The one who undertakes such a journey also understands the meaning of another saying of Nietzsche: “There are many eyes, countless perspectives, and diverse truths.” Understanding such a meaning can not only free a person from the constraints in which he is either by virtue of a natural point of view or according to social inductions, but perhaps it can become a basis for entering a state of questioning and even bewilderment, which is the beginning of philosophizing. It is precisely this point, that is, turning to fundamental questions, that distinguishes philosophical criticism from other criticisms. Criticism can take place from various bases. Any point of view, any base, and any kind of criterion can become the foundation of criticism. But criticism is truly philosophical only when its foundation is reason and its context is freedom, that is, being free from adherence, prejudice, and bias. From this perspective, even criticisms that use philosophical teachings as a tool to achieve a goal other than identification are not philosophical.

Existentialism, as a philosophical movement, places great emphasis on the concepts of individual freedom, choice, and responsibility [1, 2]. In the context of nursing education, the principles of existentialism can be effectively applied by urging students to acknowledge and appreciate the unique experiences and perspectives of each patient [3].

Research in any field requires some reflection and a great deal of attention, of which religious education is not an exception. The most important reflection on this field includes critical thinking on research approach. This type of reflection can be called "meta-philosophy of religious education" that is a second order study of the nature and domain of religious education. In this way, this article attempts to distinguish various fields of religious education and study their research approach. Through this illustration, researchers can perform relative research with greater awareness.

Continental and analytic philosophies are two branches of philosophy in the contemporary west world. Whilst analytic philosophy analyses the concepts and propositions concerning human fundamental questions, continental philosophy investigates human matters and problems in history, culture, language, society and so on. Continental philosophy, grown in the non-English language countries, had influences on the philosophy of education. This paper investigates and explains the emergence and development of continental philosophy in three contexts: socialistic, individualistic, and pluralistic fields. This research shows that continental philosophy starts with Hegel ideas and continues to most recent theories in contemporary philosophy, i.e., post structuralism and post modernism. Continental philosophers have different ideas and views on human and social matters and have considered many educational subjects. This paper investigates these philosopher’s view points on philosophical educational matters and problems.

Analytic philosophy is the predominant philosophical movement of the 20thcentury in English- speaking countries. The most important characteristic of this movement is to analyze the structure of thought via linguistic analysis. In view of many of analytic philosophers, to reveal philosophical concepts and propositions is a way to solving the philosophical problems. Analytic philosophy has three important branches: Cambridge school, logical positivism, and Oxford school. Analytic philosophers's views have a deep influence on different braches of knowledge including ethics, politics, law, and education. In this essay we broadly introduce analytic philosophy and, then, consider its influence on education.

Critical rationalism faces difficulty in Karl Popper’s Socratic formulation: “I may be wrong, and you may be right, and by an effort, we may find the truth.” But the Socratic elenchus, using refutations, can only give us negative knowledge of general principles, which is not the wisdom we seek. Affirmatively, we can only find a collection of opinions to be coherent, which is one of many. Francis Bacon proposed an improved elenchus to find general truths. You must take up a limited topic to study, then cross-examine your evidence for and against its apparent nature. Experiments contrary to evidence and presumed knowledge are entered as self-contradictions in tables of opposition recorded in an “experimental and natural history.” Such an account highlights a challenging puzzle if the account is to be made coherent. With enough problematized evidence, a coherent reading, or a solution of the puzzle, will be unique. Being both coherent and unique, it will be the truth about that limited reality being investigated. Unlike the method of hypothesis (“Anticipating Nature”), deciphering a coherent model is “Interpreting Nature,” allowing us to find a general truth on a limited topic. Isaac Newton achieved great success using Robert Boyle’s mechanistic version of this method. Using the “experimental philosophy,” he discovered general principles of optics and astronomy.