The nature of PROPOSITIONAL KNOWLEDGE is of important issues in contemporary epistemology. The common theory of epistemologists, knows PROPOSITIONAL KNOWLEDGE as "justified true belief", but this view encountered the problem called “Gettier problem ". The contemporary epistemologists caused a fundamental rethink with the concept of KNOWLEDGE and different approaches, based on Gettier criticism on the tripartite analysis of KNOWLEDGE. This essay seeks to extract theory of PROPOSITIONAL KNOWLEDGE sadr-ol-mote’allehin to correspond to contemporary epistemology approaches through review of 'KNOWLEDGE' issue in transcendent theosophy (Hikmah Muta’liyah). Sadra's theory of PROPOSITIONAL KNOWLEDGE is multifaceted theory; an aspect of epistemic and cognitive function. He not only does not reduce KNOWLEDGE to PROPOSITIONAL KNOWLEDGE alone, but also he considers it as an aspect of cognitive function. KNOWLEDGE of recent aspect affecting on subject. He does not limit to a way achieving KNOWLEDGE by one method, rather with high attitude, knows effective in achieving KNOWLEDGE of all faculties, KNOWLEDGE and moral virtues, divine faculty even God.

The present article compares views of Avicenna and modern epistemology on the elements and sources of PROPOSITIONAL KNOWLEDGE. For this purpose, first views of Avicenna and modern epistemology are analyzed and then compared. The conclusion is that while the views of the two sides show similarities in certain respects, there are also differences between them.

Listening comprehension is a multifaceted L2 skill and its actual mastery has proved challenging for many EFL learners (Matthews, 2018). Pre-listening supports may help us change the dire situation in developing effective listening competence. Therefore, the current study tried to examine the effect of vocabulary preparation, grammar instruction and background KNOWLEDGE activation as pre-listening tasks on the listening comprehension among 95 Iranian intermediate EFL learners in three experimental groups who were randomly selected from among 142 Iranian EFL learners after administration of a paperbased TOEFL. In group A, the teacher elaborated on the difficult grammatical structures of the listening comprehension (LC) test and the students did some exercises. Group B practiced related difficult words using synonyms, antonyms, and sentence examples. In group C, some topical KNOWLEDGE about the content of the LC test was given and discussed. After the treatment, a valid researcher-made LC test was given to all groups. This procedure was followed for four more listening texts and after each treatment, a valid researcher-made LC test based on the text was administered. Data analysis using one-way ANOVA and Scheffe test revealed that background KNOWLEDGE activation and vocabulary preparation significantly improved learners’ listening performances; however, grammar preparation did not exert a significant influence on EFL listening comprehension. These results were confirmed by the experts’ attitudes in the subsequent qualitative phase of the study. These findings suggest that EFL teachers should use background KNOWLEDGE activation and lexical preparation prior to the main listening tasks.

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In Mulla Sadra's philosophy one can find evidences tend him to believe that mental existence surpasses external existence of a quiddity and also one can find evidences tend him to believe that external existence surpasses the mental existence of a quiddity. On this battleground first evidences are advantageous due to the fact that they can either completely prove or disprove the correspondence of mind and reality from an ontological point of view. It seems that giving special attention to ontological or epistemological aspects of "tele-perception" has the capacity that at the same time can consistently explain and also justify evidences of both sides and can solve the inconsistency problem.

Literary cognitivism, as I understand it, comprises two theses: (1) some literary works can convey non-trivial KNOWLEDGE to readers and (2) the cognitive value of a literary work is part and parcel of its aesthetic value. In this paper, I argue for the first thesis and elaborate upon the various mechanisms by means of which literary works produce PROPOSITIONAL and non-PROPOSITIONAL KNOWLEDGE (including perspective-based KNOWLEDGE, empathic or phenomenal KNOWLEDGE and ability KNOWLEDGE or know-how). To do so, I give a brief sketch of Plato’s anti-cognitivist epistemological objections against the epistemic status of literary works and go on to reformulate them from a modern perspective to provide a background for my epistemological inquiry. My defence of literary cognitivism welcomes different kinds of KNOWLEDGE-forming mechanisms but pace thinkers such as Noam Chomsky and Martha Nussbaum who prefer the literary discourse over the philosophical or scientific discourse in that the former might sometimes provide us with a kind of KNOWLEDGE that we may not find in the latter. My defence cautiously and deliberately averts from making such dubious claims.

This study examined the establishment of coherence relations by Persian EFL learners in their reading of stories.201 undergraduate EFL learners read narrative passages and selected appropriate coherence elements of different types necessary for the proper construction of meaning. The results demonstrated a consistent pattern of a text-specific hierarchy for the comprehension of conjunctive relations across learners with different proficiency levels. More specifically, adversatives were found to be the easiest connectors by all the three groups followed by causals as the second easiest, then sequentials as the third and more difficult, and additives as the most difficult markers. The results have both theoretical and practical applications and implications for the ‘model building’ hypotheses on the one hand, and reading comprehension and instruction on the other.

We introduce a new formal logic, called equality PROPOSITIONAL logic. It has two basic connectives, ^ (conjunction) and ≡ (equivalence). Moreover, the ⇒ (implication) connective can be derived as A ⇒ B: = (A ^ B) ≡ A. We formulate the equality PROPOSITIONAL logic and demonstrate that the resulting logic has reasonable properties such as Modus Ponens(MP) rule, Hypothetical Syllogism(HS) rule and completeness, etc. Especially, we provide two ways to prove the completeness of this logic system. We also introduce two extensions of equality PROPOSITIONAL logic. The first one is involutive equality PROPOSITIONAL logic, which is equality PROPOSITIONAL logic with double negation. The second one adds prelinearity which is rich enough to enjoy the strong completeness property. Finally, we introduce additional connective Δ (delta) in equality PROPOSITIONAL logic and demonstrate that the resulting logic holds soundness and completeness.