The problem of Personal identity among others may stem from the following question—what does be the person that you are, from one day to the next, necessarily consist of? The diachronic problem of Personal identity raises question on the necessary and sufficient conditions for the identity of the person over time. The synchronic problem is grounded in the question of what features or traits characterize a given person at one time. To answer these questions, John Locke discarded the soul and the body as necessary and sufficient substances for Personal identity over time. He accepted consciousness as the only criterion for Personal identity; the only thing capable of remaining the same and preserving Personal identity through change. Though Locke’s argument is somewhat clear and coherent but what remains vague and incoherent is embedded in the question—what exactly is consciousness? How and why should it be the basis or criterion for the determination of Personal identity? Using the method of critical analysis, I argue that Locke’s choice of consciousness as the determinant of Personal identity, though quite novel, is incoherent and vague. Secondly, Locke had already presumed and anticipated clearly though fallaciously the very thing he wishes to substantiate. I therefore conclude that Locke’s argument is just another way of trying to escape but inadvertently prolonging the difficulty of apparently articulating a distinction between the psychological approach and physiological approach to the problem of Personal identity. However, in my submission, I propose the concept of the “other” as alternative approach— a sort of an extrinsic-intrinsic approach to the problem of Personal identity.

Active and active presence in cyberspace and social networks is subject to its rules and attributes. Today, with the communication revolution, changing the role of the audience to the user, the presence of each individual in terms of the power of cyberspace to produce content and supply it to others, has changed many of the past equations in communication. Each user must manage the elements involved in this process for their effective presence. So there is the question: Is the value of everyone in this space the same? Are there any ways for individual branding or collective use to be used? How do people describe themselves to others on social networks or how do they shape and identify themselves by identifying their identities? How can people improve their identity? Such questions appear to be natural and expected in the relationship between individual identity and identity as a result of its presence in cyberspace and social networks. This article tries to demonstrate the importance of individual real identities in social networks as well as the development of identity in cyberspace and its promotion through a descriptive and analytical method. The results indicate the importance of several elements such as profile, type of post or post, amount of interest, amount of comment, number of followers, etc. are very effective in making this identity.

The objective of this study was to validate a model for Personal development programs grounded in workplace learning components within the Iranian public education system. This research employed a mixed-methods exploratory design consisting of both qualitative and quantitative phases. In the qualitative stage, data were gathered through semi-structured interviews with 13 educational experts, selected via purposive sampling, until data saturation was achieved. Content analysis was applied to identify the dimensions and components of workplace learning. In the quantitative stage, a researcher-made questionnaire comprising 68 items across 17 components was developed based on qualitative findings. The statistical population consisted of 9, 600 first-cycle secondary school teachers in Mazandaran Province, from which 370 participants were selected through multistage cluster sampling. Data were analyzed using confirmatory factor analysis (CFA), structural equation modeling (SEM), and validity assessments including AVE and HTMT. The confirmatory factor analysis indicated a good model fit (e. g., RMSEA = 0. 059, CFI = 0. 941). Structural modeling revealed that “learning climate” had the most significant positive effects on all Personal developmentdimensions, particularly problem-solving, resilience, motivation, and creativity (all p < 0. 001). “Continuity and persistence” also had significant positive effects on job knowledge, team spirit, and learning motivation. In contrast, “structuring” and “demand orientation” showed significant negative effects on creativity and resilience. All AVE values exceeded 0. 50, and HTMT values confirmed acceptable discriminant validity among constructs. The results validate a multidimensional, context-specific model linking workplace learning components to Personal developmentoutcomes among educators. The findings underscore the critical role of a supportive learning climate and sustained engagement in fostering key Personal and professional competencies, while suggesting that overly structured or pressure-driven environments may hinder growth.

Proving eternality and the hereafter life are based on some philosophical questions such as Personal identity and the permanence of this identity in all existential levels. The Personal identity is so important that we cannot have a clear perspective of the hereafter life without it.In this paper we will discuss the essential foundation of Personal identity and answer the objections made by some scholars. Moreover we consider and criticize different criteria related to explanation of Personal identity. Finally we proceed to some viewpoints about bodily, mental, existential criteria and so on

Reflections on the contrast between the titles of Popper’ s Objective Knowledge and Polanyi’ s Personal Knowledge led Haack to explore how Polanyi’ s ideas might be used to correct some of the distortions caused by Popper’ s refusal to allow any role in epistemology to the knowing subject, and thus to throw light on such questions as the relations between the knower and the known, between epistemology and psychology and sociology of knowledge, and between subjectivity and objectivity.

The most fundamental concept in philosophical aspect of bioethics, the “Personal identity”, is being reviewed & studied in this article. After reviewing the concept of “person”, the major theories of “personhood” is being briefly expressed, then, the important point of “Personal identity in Islamic philosophy in regard of cloning from person to person” is evaluated in accordance with the acceptance or rejection of reincarnation. Furthermore, in expressing the measures of the “Personal identity”, three different theories including shared memory, casual dependence and theory of survival have been expressed and each one has been individually studied and analyzed in accordance with the Islamic philosophy. Finally, it is expressed that the “Personal identity in Muslim philosophers’ point of view” is nothing but a “Personal unity. The soul is the only element that can protect & guard the identity as well as the Personality. If cloning is not reincarnation, experiencing it tangibly shall be expected in order to be logically studied as a posterior fact, since the philosophy cannot say anything about the prior facts.