Purpose: A teaching organization is one whose members are all teaching and learning. This study investigated the model of teaching organization for Farhangian University.Materials and Method: To this end, 35 experts and clear sighted individuals working in this university and are aware of this university function were interviewed and data were elicited. The method was the systematic plan of data- based theory. Measuring validity of data using interviewees and experts' comments and estimating reliability through experimental interviews were done.Findings: The results during 3 steps of open, axial and selective coding indicated 54 components, which were in a paradigm model including: hardware infrastructures (educational equipment, physical space and new technologies); software infrastructures (proper curriculum programming, organizational and media relations, organizational atmosphere, organizational value internalization, ideas and organizational subjective patterns, financial resources management, paving the way for mutual learning, members cooperation in mutual learning, organizational culture of teaching and scientific-social networks); thought ware infrastructures (human capitals, inter- members mutual trust, management subjective pattern, edge, members empowering, members attitude and mentality, members energy and motivation and teachable points of view); social factors, informational and technical factors, political factors, value factors, economic factors, environmental- biological factors, and team learning, common perspective, systemic thought, personal dominance, subjective models, producing knowledge and conveying knowledge.Discussion: They are reflected the model of a teaching organization for Farhangian University.

One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

This article introduces, analyzes, and criticizes the work of Lawrence M. Hinman, Ethics: A Pluralistic Approach to Moral theory. Hinman is a Philosopher of Ethics in the multimedia learning. He believes that multiculturalism is important factor of nowadays so the most important responsibility of philosophers of Ethics is prevention of moral conflict. The global communication and information in 21st century needs global tolerance and respect of various nations, cultures, and moralities together because different people and societies have a common human nature and common natural rights that obligate to justice and moral relationship between different people and various societies’ beliefs throughout the world. Moral communication in multiculturalism approach is against racial, gender, national, and ethnic prejudice. Hinman believes in moral dialogue and global learning across different cultures. The book of Ethics: A Pluralistic Approach to Moral theory has a proper category of new ethical problems, and the candid standpoint of author is considerable. He has a logical method, and in the end of every part of book there are some questions for evaluation of students learning. So this book is proper for the philosophy of ethics in universities.

This paper examines the work of Immanuel Kant in the light of a new theory on the nature of truth, knowledge and falsehood (the Inversion theory of Truth). Kant’s idea that knowledge could be absolutely certain, and that its truth must correspond with reality, is discredited by a dissection of the Correspondence theory of Truth. This examination of the nature of truth, as well as knowledge and falsehood, is conducted with reference to Sir Karl Popper’s writings on regulative ideas, the criterion of demarcation and the principle of falsifiability. It is argued that if truth is to be regarded as certain, it should be used to describe objects and events in the objective (noumenal) state, and that subjective knowledge must contain (and is improved by) falsehood. Perceptions and knowledge are obtained by the biological and evolutionary process of Active Subjectivism. Ideas we have knowledge of can be metaphysical or scientific, according to Popper’s Criterion of Demarcation. Kant’s “Copernican revolution” claim that our intellect imposes absolutely true laws on nature could not allow for the possibility that ideas might be constructed from fallible perceptions, and hence that all knowledge is uncertain. Instead, he developed a Critique of Practical Reason in which religion, though not provable through logical reasoning, could be proved by our innate moral sense, giving us a Categorical Imperative that could lead to perverse results. By rejecting the absolute certainty of a priori knowledge, and admitting a degree of essential falsehood, we arrive at a more reasonable grounding for moral behavior.

Different narratives have been offered so far of the nature of science and scientific activity. Roy Bhaskar as one of the leading critical realists seeks to set the ground for a Copernican Revolution in the philosophy of science which seems to have been handled well by him. To this end, he proceeds to highlight the ontological debates and at the same time pays attention to the social nature of science. In “, A Realist theory of Science”, , which contains original and powerful arguments in the philosophy of science, not only does he raise criticisms against some philosophical schools and explains his own theory of science, rather he does also broach significant categories in the philosophy of science. His remarks with their philosophical basis can inspire the scholar who studies Bhaskar’, s philosophy. Among the most important ones of these categories, one can refer to the mutuality of ontological realism and epistemological relativism as well as his criticism of Tarsky’, s theory of truth. This essay aims at reviewing Bhaskar’, s key work in the philosophy of natural sciences and identification of its points of weakness and strength using a descriptive-analytic method. This is undertaken through a detailed review of the whole book in view of its formal, qualitative, and content dimensions. The essay is concluded by a number of practical suggestions.

The book “, History and theory in Anthropology”,by Alan Barnard, a leading researcher and author of anthropological studies, especially anthropology in South Africa is among valuable works in the field of anthropology. In this book, he examines the theoretical nature of anthropology throughout history and the views of prominent scholars and thinkers of this science and their comparisons, as well as the rooting of theories and schools of thought presented in the field of anthropology. The purpose of this book is to examine the pioneering views of anthropological studies, evolution in all its dimensions, the theory of disseminators in cultural areas, functionalism and structural functionalism, pragmatic theories, processing, and Marxist views, various aspects of relativism, structuralism and post-structuralism, postmodernist views and recent interpretations. Although this work should be regarded as an overview of anthropological theories and related problems since it lacks the details of theorists, approaches, and ideas, its very briefness of the terms and contents, its conceptual clarity and explanation have been diminished and it requires revisions.

2The current research was conducted with the aim of compiling and validating the educational package of the 10th grade religion and life lesson based on Choice theory. The research method for the stage of designing and compiling the educational package was descriptive-analytical method mixed . The main themes of the training package and the time required for training were taken from written sources such as the model of G schools and internal and external research projects. To validate the package, while using the face validity method, the content validity method was used in a qualitative and quantitative way. It was used with a panel of 14 experts. 14 experts were considered as the statistical population, 10 of them were in the field of psychology, two were in the field of curriculum planning, and two were in the field of education. In addition, two relative coefficients of content validity and content validity index were used. The minimum and maximum relative content validity coefficients for each item of the package were calculated as 1 and 0.71, and the content validity index in most sessions reached the number (0.85) for all goals in the educational protocol. The results revealed that the educational package of the Religion and Life lesson based on Choice theory for 10th grade students have good formal and content validity and has the necessary validity for educational applications and research use.