Postmodernism represents skepticism toward metanarratives and universal ideologies that dominated the modernist era. The study focuses on three key postmodernist concepts - alternative assessment, process syllabi, and self-directed learning. Alternative assessment emphasizes evaluating the learning process over summative testing. Process syllabi focus on the learning experience rather than rigid outcomes. Self-directed learning enables student responsibility in setting learning goals and processes. This paper examined the effects of postmodernist educational concepts on improving Iranian EFL learners’ autonomy. A quasi-experimental pre-test/post-test design was utilized with 60 intermediate level Iranian EFL students divided into an experimental and control group (n=30 each). The experimental group received instruction utilizing the three postmodernist concepts over 14 weeks, while the control group received traditional modernist instruction. autonomy was measured using a validated questionnaire before and after the intervention. The results showed the experimental group demonstrated significant increases in autonomy compared to the control group. Paired sample t-tests revealed significant differences between pre-test and post-test autonomy for the experimental group across all three postmodern concepts - alternative assessment, process syllabi, and self-directed learning. This suggests postmodernist concepts that decentralize instruction and emphasize student process over outcomes can enhance Iranian EFL learners’ self-direction and responsibility for language acquisition. The study implies EFL syllabus designers and instruction should transition to postmodern models centered on individualized assessment, flexible syllabi, and student-guided learning to boost autonomy. Further research can expand sample sizes and explore additional postmodernist concepts across diverse demographics.

Kant realizes the principle of autonomy of the will as the sublime principle of morality. To him, if the principles we will are constituted by a being which poses universal laws, our "will or want" also acts autonomously and independently. Accordingly, moral laws are not only posed by humankind herself but she obliges herself to act according to the laws she herself has posed. Therefore, Kant takes autonomy into meticulous consideration in the realm of action and agency. With this in mind, the current article analyzes this principle on the basis of three extant interpretations of autonomy that is individual, moral, and political autonomies; it elucidates these three kinds of autonomy while referring to their propinquity with Kant' s. Ultimately, it comes in conclusion that whereas they have been grounded in different contexts, they do not mainly differ from Kant's autonomy of the will because of their commonality in the two meanings of "being free from dependence" and "capability to pose laws". For Kant, the autonomy of the will can be treated as some kind of moral autonomy: one must be bound/subjected to duties of morality in order to apply or act according merely to one's individual autonomy thereby the political sovereignty can also achieves its entire autonomy.

This paper examines ethics and politics. The authors have focused their research on the concept of "autonomy." Regarding philosophical or political approaches to liberalism, any discussion of ethics, politics, or justice is inextricably linked to autonomy. This article studies liberal narratives of autonomy alongside counter-approaches that have challenged liberal claims regarding the concept's political and philosophical applications. The authors conclude that the liberal conception of the autonomous individual as a metaphysical principle is the source of morality. During this investigation, it was determined that this metaphysical principle, in its border sense, produces a moral paradox in liberalism. The significance of autonomy in liberal ethics is the central question of this paper. As a working hypothesis, we examine the relationship between liberal ethics and autonomy in our search for the appropriate response. Textualism was used as a method in this paper. Unlike discourse analysis or hermeneutic methodologies, textualism focuses on the literal meaning of concepts and phrases. In other words, concepts are interpreted according to their meaning, not their authors' intentions, historical contexts, or discourse relationships. It is to interpret a concept in light of the organization of power in a society and its specific meaning in the text as it initially comes to mind. Due to this methodological requirement, the authors have attempted to provide evidence for their claims and hypotheses.

Personal autonomy is an idea that has been faced with two different reactions on behalf of educational experts: While adherents of this idea evaluate it as a positive aim that creates capacity for liberated and independent choice in the individual, opponents believe that considering personal autonomy as an educational aim can lead to isolation of individual from society and impel him toward narcissism and disobedience from collective principles and values. It seems that the origin of these oppositions return to misunderstandings and disagreements that exist about the "concept" and "degree" of personal autonomy. In this article, a model of autonomy on the basis of its "rational concept" and "week degree" has been introduced that can be accepted as a justifiable and balanced model of personal autonomy and suggested as an educational aim.

The present study aims at enhancing the efficiency of physical education classes in motivating the students toward out-of-school physical activities. For this purpose, a sample of 100 male students was taken through cluster sampling, and the students were asked to complete three questionnaires before and after a set of test practices: "Sport Motivation Scale", "Perceived autonomy Support Scale in Exercise Settings", and "Intention to Partake in Physical Activities". Conducted during a total of 10 weeks, the practices were performed simultaneously with normal physical education classes. Results of multivariate analysis of covariance showed that, compared to other students, the students who practiced the exercise protocol autonomously achieved a higher level of motivation toward exercise and further enjoyed their physical education classes. It was generally concluded that, for most part, autonomous practicing tends to maximize students’ enjoyment at physical education classes while motivating them toward partaking in out-of-school professional physical activity classes.

Reproduction is a natural inclination in human beings. Having a child has become more important for human beings, as they see their eternity and survival in child bearing. However, one may temporarily or permanently remove his natural ability to reproduce. Despite the indirect intervention of governments to enforce family planning policies through taking specific measures, there are many cases in which individuals wish to make themselves infertile due to medical, psychological, cultural, economic or social reasons. Voluntarily reducing or removing fertility potential may be done through various methods. It could be done through a mutually legal consent in a contract with a physician or an unnamed contract between couples or stated as in implied conditions included in marriage or employment contracts. A number of questions may be raised in this regard: Can human beings make themselves infertile and destroy this divine ability, or could this right be regulated? Or how can we integrate autonomy in reproduction and family planning policies? In fact, no one is legally allowed to completely remove one’s freedom to reproduction. However, a partial / a conditional permission for removal is legally possible. After all, it is necessary to clarify and distinguish between general and partial willful removal of one’s reproduction capability, according to the criteria of age and duration of removal. Finally, the aforesaid clarification and distinctions are not always an easy task to make.

"University autonomy" is considered as the cornerstone of the university system and it means that universities are to be free in the setting of their goals and priorities and implementation of them. University autonomy is significantly dependent on the university overall perspective and the degree of political interference. Despite the fact that securing the independence of universities in higher education is relative, it has not been fully realized in any higher education institution. But this concept in its lifetime, has always been faced with two major problems; misunderstanding of dimensions and indicators, and particularly, the different obstacles and barriers to it especially those that are affected by government interference. Thus, this study is aimed to assess different aspects of university autonomy and the role of government in achieving its obstacles and barriers and qualitative approach based on structuralism method and used the documentary analysis as the means for data collection. The findings suggest experts on the four dimensions of organizational autonomy, financial, academic and staffing as the main dimensions of independence, most opinions are, Political processes of countries, the rule of political thought, decision making centralized system of government, financial constraints and recruitment, particular bias or sectarian factions of the most important obstacles and barriers on the path to achieve university autonomy which in formation of all these obstacles and barriers, governments play an essential role.

The present paper examines Korsgaard's view about action and its constitutive features. Korsgaard believes that the constitutive function of action is to constitute the agent. On the other hand, autonomy and efficacy are two constitutive features of agent. Since the constitutive feature of anything is normative for that thing, every agent must act autonomously and efficiently in order to constitute his/her own agency. The procedure that Korsgaard proposes to achieve autonomy and efficacy is the Kantian categorical and hypothetical imperative. Korsgaard holds that action is not restricted to human beings and animals are somehow autonomous, though they are not bound by Kantian imperatives. But autonomy in the deeper sense is to choose the principles of action, and in this sense just human being can be regarded as autonomous.