Over the centuries, the concept of the self has remained a prominent subject of philosophical inquiry. However, recent years have witnessed a notable shift, with empirical investigations in fields such as psychology, neuroscience, and anthropology directing their focus toward unravelling the mysteries of the self. These multidisciplinary endeavours have yielded profound insights into the nature of the self, particularly its intricate connection to the physical body. This article centres on a prevailing theory in contemporary discourse: the concept of the embodied self. Central to this theory is the proposition that the self is not an abstract entity but is fundamentally constituted by and inseparably linked with the corporeal form. The article provides an analytical examination of the theoretical scaffolding supporting this theory, drawing substantiation from recent empirical studies spanning diverse disciplines, including philosophy, psychology, and cognitive science. Additionally, it delves into the realm of phenomenology, briefly delving into Merleau-Ponty's philosophical contributions.

The present article deals with introducing and critically studying the book Descartes embodied: Reading Cartesian Philosophy through Cartesian Science by Daniel Garber. Garber, one of the most prominent researchers of modern philosophy and contemporary Descartes-scholar, wrote the book in 1980, and it was published by Cambridge University Press. This work has been released in French, yet there is no Persian translation available. It is a collection of articles written separately by author and published in credible philosophical journals. The unifying subject of the articles is the relationship between Descartes’ philosophical and scientific areas of interest. This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content. This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content.

Objectives The purpose of this study was to investigate the psychometric properties of the Persian version of embodied Sense of self Scale (ESSS). Methods This is a psychometrics study. Participants were 215 Iranian people (160 females and 55 males with a mean age of 33. 34±10. 81) who were different based on age, education level, marital status and place of residence. They were selected from the general population by a convenience sampling method in 2020-2022. After translating the Persian version of the ESSS, it was completed by the participants online, along with the dissociative experiences scale II (DES-II) and the prosocial tendencies measure (PTM). Data were analyzed in SPSS sifwaer, version 27 and R version 4. 3. 2 Lavaan package using confirmatory factor analysis (CFA), the average variance extracted (AVE), Pearson correlation test, Cronbach’s alpha coefficient, and McDonald’s omega coefficient. Results The three-factor structure of the scale was not confirmed by the CFA but the two-factor solution (agency and narrative) had good fit. The AVE values for agency, narrative, and overall scale were 0. 45, 0. 52, and 0. 42, respectively. The correlation coefficient of narrative and agency domains with subscales of DES-II were in the range of 0. 33-0. 55. The correlation values of agency and narrative with subscales of PTM were in the range of 0. 17-0. 30. The Persian ESSS had good convergent validity but had low divergent validity. Cronbach’s alpha values for narrative and agency subscales were 0. 86 and 0. 83, respectively and McDonald’s omega values were 0. 84 for both subscales, indicating the good internal consistency of the two-factor structure of the Persian ESSS. Conclusion The Persian version of the ESSS with two subscales has acceptable validity and reliability for Iranian samples,however, exploratory factor analysis is needed to reach optimum validity.

BACKGROUND AND OBJECTIVES: The present article is carried out with the aim of measuring the components of embodied cultural capital in the book of Beyhaqi"s history. The concept of cultural capital is considered as a resource that individuals, groups and societies use to achieve desired results; Therefore, cultural capital is a set of beliefs, information, privileges, and the like that every person needs in order to be a member of a class of society. According to Pierre Bourdieu"s point of view, cultural capital can be examined in three areas: subjective or embodied, objective, and institutional. The meaning of tangible cultural capital is that type of acquired information that is internalized in the form of stable desires of the organism and is classified as one"s abilities. METHODOLOGY: This research is descriptive-analytical in terms of method and practical in terms of purpose, which library and internet sources including books and articles, theses and dissertations have been used to complete the theoretical foundations. The scope and society under study includes the book Beyhaqi"s history by Khalil Khatib Rahbar, published by Mehtab (2004). FINDINGS: Based on the findings of this research, the cultural attitudes in the book of Beyhaghi history can be classified under three main sections, which include political, religious and moral attitudes. CONCLUSION: In the political field, emphasis should be placed on prudence and avoiding unwiseness and consultation on various issues of the country; In the religious field, observing the practical rituals of Islam such as praying, giving alms, reading the Qur"an, believing in God"s judgment and destiny, and trusting in self-knowledge; And in the moral and educational part, themes such as forgiveness and trustworthiness, self-control, wisdom and kindness, study, avoiding misbehavior, greed, lying, backbiting, informant and gossip and things of this type can be observed.

Introduction Studies emphasize the possibility of cognitive and emotional controlling of creativity. Various studies indicate that emotional and behavioral harassment could be implemented independent of conscious choice and guidance, which could be applied to influence creativity. These studies use external environmental stimuli and preparation techniques to activate mental representations, often based on the theory of embodied cognition, an approach that provides a basis for turning mental states into physical ones and vice versa. In other words, physical states can affect or even induce psychological states and thus affect behavioral outcomes. Over time, the concept that creativity also has a physical foundation has gradually evolved. Research evidence has shown that embodying common verbal metaphors in a specific language, both mentally and physically, can lead to the promotion of convergent and divergent thinking. Therefore, this research raises these questions for the first time: which symbol of embodiment can be attributed to creativity? Furthermore, can such an embodied symbol replace embodied verbal metaphors related to the concept of creativity and be used as a trigger or environmental stimulus to facilitate creativity? Therefore, this innovative research aims to extract the embodied symbol of creativity (based on the embodied cognition approach) and investigate its impact on creativity. Methods This mixed-method research was carried out in two stages: 1) Qualitative-extracting the embodied symbol of creativity and 2) Quantitative-examining this symbol on the level of creativity of industrial design students. First, during a call with the aim of extracting the physical symbol of creativity, the students of theater schools in the country were invited to imagine themselves in a state as if a creative idea came to their mind and then take pictures of their performance state (facial mimicry, shoulder and hand position). Then, the set of submitted images (80 images) was judged by five experts. Next, this symbol was reevaluated and voted on 30 volunteer art students at Tabriz Islamic Art University, so the image with the most affinity for inducing the concept of creativity was selected as an embodied symbol of creativity. In the second stage, to investigate this symbol's effectiveness on creativity, a semi-experimental method was used with a pretest-posttest design along with a control group. The target population included all students in the 4th to 6th semester of Bachelor of Industrial Design at Tabriz Islamic Art University. The sample group included 30 people who volunteered to participate in the research and were randomly divided into two groups of 15 people as experimental and control groups. Before the start of the intervention, both groups took Torrance's Figural test as a pretest (Form B) and were again tested with the same test as the posttest after two weeks. During the posttest, the experimental group, at the same time, was given the embodied symbol of creativity as an intervention, but the control group received no intervention. The data obtained were analyzed using the multivariate covariance methods on SPSS-23 software. Results In the first stage of the research, the images received from 80 theater students showed that 68% of the images are closely similar in terms of facial expressions, shoulder, and hand movements (indicating the "Aha moment"). In the meantime, after the final judging by five experts and voting by 30 art students, Figure No. 1 was chosen as the embodied symbol of creativity with the most votes (13 votes), which was 43% of the total votes. In the second stage, the average age (standard deviation) of the experimental and control groups were calculated as 21.53±0.834 and 21.80±0.941, respectively. In addition, the information about the participants' gender, separated into two experimental and control groups, showed that the gender of the majority of the experimental group members was female (60%), and the gender of the majority of the control group members was male (93.3%). This study examined the impact of tangible symbols of creativity on the creativity levels of industrial design students. The descriptive findings revealed an increase in the creativity post-test scores of the experimental group. This improvement was evident in key statistics like the mean and standard deviation. Meanwhile, the control group's scores remained essentially unchanged. The mean (standard deviation) in the pre-test and post-test of the experimental group was 159.20 (69.68) and 178.73 (59.45), respectively, and the mean (standard deviation) in the control group's pre-test and post-test were 181.13 (59.11) and 180.13 (60.67), respectively. Multivariate covariance analysis tests were used to determine the effect of the embodied symbol of creativity on the level of creativity and its sub-components (initiative, flexibility, fluency, and expansion). However, before the inferential analysis, parametric assumptions were also observed. Shapiro-Wilk test to measure the normality of the distribution of the research variables, Levine's test to check the equality of error variances, M-Box test to check the homogeneity of the variances of the dependent variables, and the assumption of homogeneity of the regression slope. In order to determine the effectiveness of the embodied symbol of creativity on the creativity sub-components, the multivariate covariance analysis test was used, indicating its significant effect on the fluency sub-component of creativity in the experimental group (F=18.54, P<0.01). Moreover, the effect size (Eta square) indicates that the changes in the scores of the groups in the fluency component, as much as 0.436, were caused by the implementation of the independent variable (an embodied symbol of creativity). Conclusion The findings indicate the extraction of the embodied symbol of creativity in the innovative way of this research and its ability as a trigger (effect size 0.436) of the cognitive dimension of the creativity process based on the promotion of the fluency component (F=18.54, P<0.01). However, using this symbol has not affected the other sub-components of creativity (originality, flexibility, and elaboration). The results indicate that it is possible to consider the extraction of an embodied symbol that gives the same visual direction and reference to the mental metaphors of different people about the concept of creativity. Due to its similarity with the representational mode of "Aha Moment", it could advance beyond the boundaries of the Persian language and its mental metaphors to find a cross-cultural application. However, conclusive results in this area require more extensive neurological evidence and experiments. Ethical Consideration Compliance with ethical guidelines This article is extracted from the master’s thesis of cognitive science (design and creativity) of the first author (Thesis Code: 20431050), in compliance with ethical principles, including obtaining consent in order to participate in the research, respecting the principle of confidentiality of participants, providing adequate information about how to research to all the participants and being free to withdraw the research process. Authors' contribution In this research, Susan Dadkhah contributed to developing the initial idea and choosing the title, designing the study method, defining concepts, literature review, research implementation, collecting, analyzing, interpreting the data, and writing the initial draft of the article. Seyed Ali Faregh, as the first supervisor, contributed in title approval, consultation, supervision of implementation, scientific discussions, statement of the problem and data interpretation. Kazem Pouralvar, the secondary, supervisor contributed to scientific discussion, translation, and source support. Babak Amraee, as the research consultant, provided the operational definition of the concepts, sample group coordination, and scientific discussion for data interpretations. All research team members were actively involved in the data interpretation and editing of the final draft. Funding The present research received no funding from any financing organization. Acknowledgments The authors would like to express their grate gratitude to all the theater students participating in this research. Besides, the authors appreciate Ebrahim Nabati, Hossein Nadalizade, Mahsa Dadbud, Hossein Baghban, Mohsen Sheidaiefar, Fakhri Sadat Hasani, Reza Hamedikhah, Narges Kamrava, Azar Mahmoudi, Arezou Belarak, Fatereh Yahyaee, and Setareh Hosseini. Conflict of interest The authors declared no conflict of interest.

Vygotsky (1978) uses the example of a child's gesture, arguing that finger-pointing presents an interpersonal relationship; but an intrapersonal relationship occurs only after internalization. The purpose of this study was to investigate the discourse and corresponding gestures at a foreign language university general English course using Socio-cultural theory as a theoretical framework. This study used a qualitative research methodology. The instruments used in the current research included: a questionnaire, two video-recordings, student surveys, and a follow-up semi-structured teacher interview. Particularly, the observations were of the teacher in interaction with students concerning the subject matter. The teacher's teaching was video-recorded for the first five weeks of a sixteen-week course, meeting twice per week for one hour and thirty seconds. The teacher’ s gestures were analyzed according to the transcription conventions developed by McNeill (1992). The findings are discussed in relation to the teacher’ s embodied practices. The data revealed that the teacher gestured and mimetically illustrated in order to concretize the language. The gestures observed were organized into different linguistic categories of grammar and lexis on the basis of the lessons of the course-book. So, not only the gesture types, but also the functions, are discussed. This organization reinforces the notion that the instructor was trying to concretize the language and codify it.

Objective: The present study was conducted with the aim of effective school-based self-control skill training on increasing psychological hardiness and self-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based self-control training program, and the control group did not receive training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the self-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.Findings: The results showed that school-based self-control skill training has a significant effect on increasing students' psychological hardiness and self-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based self-control skill training can be an effective intervention in increasing psychological hardiness and self-efficacy in students.

Introduction: In new patient-training methods, the issue of patient empowerment has been presented which emphasizes the active role of patient in education and treatment. This study examined the impact of empowerment – based diabetes education (knowledge diabetes and embodied cognition) in promoting self-management behaviors in type 2 diabetic patients. Methods: This randomized clinical trial study was performed on 21 patients with type 2 diabetes. Patients referred to the Iran Diabetes Association from October to February 1395. They were assigned randomly into three groups in 2 intervention and control groups. The questionnaires were the demographic and clinical information, IPQ-R, DMSES, K-10, DSCS, DQOL, and BDI-II. Also, hemoglobin A1C and blood sugar were assessed. Empowerment program were conducted according to regulatory protocols in six sessions in each group. Hemoglobin A1C was measured before and three months after the intervention. Results: The results indicated that there was a significant difference in relation to blood sugar, illness perception (consequence, Personal and Treatment control, Illness coherence, Emotional representations), self-care and quality of life between the experimental group before and after the first intervention (P<0. 001, P<0. 05). However, it was not significant in control group (p>0. 05). Scores before and after the second intervention in testosterone levels, self-efficacy, feeling of power, self-care behaviors, K-10, blood sugar and hemoglobin A1c were significant difference (P<0. 001, P<0. 05). However it was not significant in control group (p>0. 05). Conclusion: The results showed that implementation of the empowerment program increased patients’ efficiency to self-management, change cognition and perception. The results that draw attention to the psychological factors effective in the prevention of diabetes complications and hence help in the conceptualization, planning and design of treatment policies for more effective control of type 2 diabetes.