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.

Background and Purpose: Academic performance is a multi-dimensional element and is subtly related to metacognition and Problem solving. Therefore, the purpose of this study is to determine the relationship between metacognition and academic performance by mediating Problem solving.Method: The research method was descriptive-correlational. The statistical population included all the high school students in Khoram Darreh city in the academic year of 2016-2017 that among them 300 students were selected by stratified random sampling method. The research instruments were, the metacognitions questionnaire (MCQ), Problem solving inventory (PSI) and academic average index (AA). Data analysis was carried out using structural equations modeling using SPSS software (version 18) and AMOS software (version 20).Results: According to the structural equation model, relationships between variables had acceptable fit and the results showed that there is a significant relationship between metacognition with Problem solving (p£0.001), metacognition with academic performance (p£0.001), and Problem solving with academic performance (P=0.003).Conclusion: Using Problem solving skills and metacognition can lead to significant learning outcomes in students. Therefore, by reinforcing meta-cognitive beliefs and Problem-solving skills, while enhancing students' academic performance, the conditions for the accurate recognition of capabilities, abilities and weaknesses can be achieved.

In Kant and the Problem of Metaphysics (KPM), Heidegger shows how the initial image-making power of the imagination is pictorial in the pure image of time. He further clarifies the recognized link between the syntheses and the time-visualizing power of images which is pictorial formative power, which can visualize time. The three syntheses of imagination are replaced with the modes of existence of Dasein. Three kinds of photographs resemble the images produced when the transcendental imagination functions as Dasein. We can address the ways to visualize time by considering Dasein with a photographic preoccupation through 1. A possible look in the form of presentation (a photograph shows an immediate look of a house or person as intuitable this-here); 2. An immediate look of the thing, house, or deceased person, as well as a copy or its reproduction as a death mask; and, 3. The manner of contemplation of a likeness is an immediate look of a being present in the form of representation.

Considering the importance of solidarity as a theoretical and political structure and its connection with social harmony, acceptability and political legitimacy, the present research has conceptualized and formulated the Problem of solidarity in the context of Iran's multi-ethnic society through the mediation of existing studies. . In the current research, the hybrid method has been used. The sample and statistical population of the research includes selected qualitative studies that have investigated the issue of solidarity and its dimensions in Iran from different aspects and perspectives in the period from 1372 to 1398. After searching in different databases, 500 related articles, books and research reports were identified and finally 54 sources were selected to perform the meta-combination method. Based on the synthesis of studies, solidarity in the multi-ethnic society of Iran has found a Problematic situation. The results of the research confirm that the coordinates of solidarity in Iranian society are based on structural contexts and conditions. The main field in which the issue of solidarity in Iran should be established is the acceptance of a reality called "reliability and stability of cultural diversity". Based on the meta-combination of studies, the coordinates of solidarity in Iran's multi-ethnic society, due to "intercultural affinities", "disruption and non-inclusion in ethnic policies", "instability and imbalance of development", "inefficiency of ethnic political management" and "identification disorder". In the meantime, "cultural globalization", "taking role models from ethnic elites", "geopolitics of ethnic areas and transnational interventions" and "ethnic extension" are considered as intervening conditions. Despite the fact that ethnic and religious diversity is recognized as a central sign in the constitution, with this definition, political agents have sometimes resorted to strategies that social suffering and extroversion has formed in ethnic communities.

This paper tends to study the effect of teaching meta-cognition package (critical thinking, Problem solving and meta-cognition approaches) on the motivation and the scholastic achievement of male students of first grade high school in Korram Abad. This study was quasi-experimental and was done with the pretest-posttest design with the control group. The statistical population includes all the male students of first grade high school in Korram Abad in 2014-2015 school year out of which two classes were selected through multi-stage cluster random sampling as experimental and control groups. This study used Harter's classroom affect and motivational scale (1981). Moreover, grade point average was used to evaluate the scholastic achievement of the students. To analyze the data, we used descriptive statistics indexes (mean and standard deviation) and inferential statistics tests (multivariable analyze of covariance). Based on the obtained results, teaching meta-cognition package increases students’ internal motivation and scholastic achievement. Therefore, providing descent conditions and emphasizing on meta-cognition, critical thinking and Problem solving can increase the students’ motivation and scholastic achievement

The influential physicist Richard Feynman became interested in the relationship between religion and science during a mid-career phase. He proposed that their interface was embroiled in unresolvable difficulties. He felt that science demanded an attitude of uncertainty for its claims, while religion contrarily required certain belief in its core doctrines. Though possessing several non-contradictory dimensions, Feynman felt that the nature of the truth claims of science and religion suffered from insurmountable elemental conflicts. This was by contrast to Karl Popper, the leading critical rationalist of the 20th century, who argued that there could be no tension between science and religion. This paper will argue that the ‘Feynman Problem’ is not as insoluble as it appears. Rather, several solutions exist within critical rationalism. Two will be presented-the first revolves around the conjectural basis of knowledge and is already a well characterised critical rationalist notion. The second is a novel solution based on the separate categorisation of psychological, pragmatic, and epistemological attitudes to religion and science. Karl Popper’s view of religion-science dissimilarity was a minimalist point of departure for critical rationalists, who have developed increasingly sophisticated frameworks for investigating the relationship between faith and reason. Critical rationalism represents an equally inspirational methodology for the pursuit of scientific and religious truth. Though both Feynman and Popper’s views on religion were underdeveloped, they foreshadowed the religion-science frameworks advocated by many late 20th century scientists, especially in the form of New Atheism and Gould’s NOMA theory.

The aim of the current research was to identify the characteristics of the four elements in order to provide a Problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The Problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

cognition is one of the most fundamental concepts in complex systems. This concept concerns the soft nature of future changes. Subjective and intellectual abilities increase the manage men capabilities of the organizational and even staff operation. Ignoring the cognition will emerge weakness to confront and coordinate new changes of the future so that all the changes will interpret technologically. Therefore it is better that a part of technology budget all cost To researches on cognition and recognizing the new cultural and social changes. Investigating the history of the past events and the emergence of new phenomenon based a strong theory presents a new model of the future. So that it became very important in human and behavioral sciences, including, management, planning, policy making economy and even accounting. This article has a philosophical and theoretical to the subject. Results show that cognition has changed to a unique necessitate in the organization and future studies. So that scientists and researchers have special attention on it.