We report on the simultaneous determination of complementary wave and particle aspects of light in a double-slit type “welcher-weg” experiment beyond the limitations set by Bohr’s Principle of Complementarity. Applying classical logic, we verify the presence of sharp interference in the single photon regime, while reliably maintaining the information about the particular pinhole through which each individual photon had passed. This experiment poses interesting questions on the validity of Complementarity in cases where measurements techniques that avoid Heisenberg’s uncertainty principle and (...) quantum entanglement are employed. We further argue that the application of classical concepts of waves and particles as embodied in Complementarity leads to a logical inconsistency in the interpretation of this experiment. (shrink)

Designing a virtual environment within a digital game occupies a large part of the design procedure, requiring holistic attention and a broad arrangement of the game constituents. Considering other design disciplines, they occupy a unified design methodology; however, a comprehensive literature review reveals the lack of the intended design methodology in the digital game domain's virtual environment development, despite a currently proposed theoretical methodology trying to dissolve the issue. Hence, this research aims to determine the industry's requirements and provide a (...) set of assets included in current digital games as an initial step of providing such a design methodology for the domain. In this regard, the researchers reverse-engineered ten selected digital games, understanding the current condition of digital games via adopting the mentioned currently available design methodology. This dataset reveals a lack in the assets of the story layer in the recent digital games, despite their focus on being story-based. This dilemma leads to long text or speech conversations between game characters, disrupting the players while following the game. The current design focuses on environmental resources only, however, as a virtual landscape, the story needs to be reinforced to be a balanced and well-designed game. Hence, increasing the ratio of the assets in this layer will advance the games' interactivity. Also, as future work, this data set could pave the way for a digital game industry design tool regarding the virtual environment. (shrink)

Cultural heritage conservation has two aspects, tangible and intangible, both of which contribute greatly to the understanding of ancient inheritances. Due to the role of education in the preservation process, and the strength of the new media in the current era, serious games can play a key role in conservancy by transmitting the target culture. There is a gap in the serious game field in relation to Turkey's cultural heritage on the Silk Roads, underlining the motivation of this research. Hence, (...) this study proposes the Anatolian Journey serious game, which is developed in the Twine platform, designed to transmit Turkey's tangible and intangible cultural heritage, providing comprehensive information on the Seljuk caravanserais, located on the Silk Roads. Moreover, the research compares undergraduate and graduate students' gains in knowledge of heritage data while playing a serious game and encountering the same content in text form with an online survey. (shrink)

With the increasing population growth of human beings, the world is being threatened by the water scarcity problem, causing insecurity in water accessibility. Therefore, a deliberated water management gains fatal importance. In addition, the awareness of the issue through education, specifically in the early ages, plays a crucial role in this path. This research considers the water issue of Istanbul in its content. However, regarding the target audience, which is the kids, it uses a novel approach to tackle the problem. (...) The paper proposes a visually enriched and nonlinear, serious game for the children to teach them about the importance of water and its impact on the planet, specific to Istanbul. The game is inspired by National Geographic Turkey's documentary named 25 Liters: In Pursuit of Water, asking the players to survive in a drought situation in the future. It aims to change the kid's lifestyle to revive the country's in-danger future. (shrink)

The emergence of the need for orientation since the past times led the universities to invent innovative ways to prepare their students for the activities and courses they will face. Hence, various types of orientation have been provided during history. However, today with the outbreak of the Covid-19 and the closure of the schools, most of the students are continuing their studies as distance learning. While this situation is very disappointing for all freshmen students who do not know the university's (...) atmosphere, it is extremely disruptive, specifically for the design ones, which are passing tactile courses, demanding being held face to face. This ascertains the research's problem as a need for an interactive solution for the issue to lessen the consequent problems. Game-based orientation (GBO) is a tool, engaging the freshmen students as players with the provided data in it, which are the essentials for a novel student to know before entering the university. It allows the student to be dealt with the school services, Istanbul Technical University in this case, and use them in terms of the game's tasks. The scoring system, the ultimate certificate, the leaderboard leading them to prizes, and the game's non-linearity will attract the students to use GBO frequently to finish it and experience all the possible scenarios. (shrink)

The use of Artificial Intelligence (AI) in educational gamification marks a significant advancement, transforming traditional learning methods by offering interactive, adaptive, and personalized content. This approach makes historical content more relatable and promotes active learning and exploration. This research presents an innovative approach to heritage education, combining AI and gamification, explicitly targeting the Silk Roads. It represents a significant progression in a series of research, transitioning from basic 2D textual interactions to a 3D environment using photogrammetry, combining historical authenticity and (...) immersive gameplay. It features AI-driven characters developed in Unreal Engine, which provides heritage insights augmented by personalized interactions, highlighting the importance of collaborative tools like interactive quizzes for enriching education and promoting critical thinking and community among learners. In conclusion, this research underlines the transformative impact of AI and gamification in heritage education enhancement, integrating real-time voice conversation and interactive pedagogical methods into immersive 3D environments as a supplementary tool. (shrink)

Virtual landscape has a prominent role in digital games' virtual environment design. Since the attributes of the virtual landscape directly affect a game's characteristics, it is crucial to be explored as a design domain, apart from just being a tool for other domains' development. This study traces the gradual change of the virtual landscape in educational games and the chronological change of their carrying content, till now a gap in the literature. To examine the effect of the virtual landscape evolution (...) and the invention of the virtual reality (VR) technology on the intended topic of the education transmitted by the games, we classified all Steam games with the education tag based on KIM'S (2016) methodology. To do so, we transmitted their introductory information, whether they support VR and are simulation games or not, to an Excel database. Then we sorted them from 1992 till 2020. The virtual landscape classification methodology revealed a significant relationship between the content, VR technology, and the virtual landscape transformation. The study anticipates a future revolution in the landscape architecture domain by jumping into the digital game industry to enhance the virtual landscape for the sake of itself, not other disciplines. (shrink)

Iran is the only Muslim country that has legislation on embryo donation, adopted in 2003. With an estimated 10–15% of couples in the country that are infertile, there are not any legal or religious barriers that prohibit an infertile couple from taking advantage of Assisted Reproductive Technologies (ARTs). Although all forms of ARTs available in Iran have been legitimized by religious authorities, there is a lack of legislation in all ARTs except embryo donation. By highlighting ethical issues in embryo donation, (...) the paper presents a critical review of the Act of Embryo Donation in Iran. The paper argues that the Act does not provide enough safeguards for the future child and assurance for the safety of the donated embryos. It also does not restrict embryo donation to surplus embryos from infertile couples and is silent about the number of embryos that could be donated by each couple as well as the number of recipients for donated embryos by a couple. The Act is also silent about the issues of genetic linkage (nasab) and heritage which are challenging issues, especially in a conservative Islamic society. As a result, the future child may not inherit from their birth parents, as it is not required by the Act, or from the genetically related parents under the anonymity policy. Finally there is no standard national protocol or guidelines to evaluate the safety of the donated embryos. The paper concludes that despite its benefits, the Act lacks clarity, and it is subject to misunderstanding and confusion. (shrink)

Life is getting digital more than ever as technology improves. While the Internet is responsible for two percent of global greenhouse gas emissions, it is underestimated as a pollutant. Since public awareness is one of the most important preservation methods, it can contribute to protecting the environment from carbon emissions by raising people's understanding. In this regard, serious games, as a type of gamification transmitting educational content besides entertainment, immerse the player in enjoyment while teaching them a specific topic or (...) enhancing their skills in a field. This study proposes a serious game, taking the digital unseen carbon footprint and its effects on the landscape into the topic. The game considers SDG goals provided by the United Nations Department of Economic and Social Affairs. In this regard, the research uses SDGs 4 and 7 by providing quality education for all and access to sustainable energy by changing people's everyday habits. (shrink)

This paper presents the design, development, and potential impact of Echoes of Union Depot, a virtual reality (VR) game aimed at promoting historic preservation and raising public awareness about El Paso's Union Depot, a building listed on the National Register of Historic Places Inventory. The game leverages the immersive capabilities of VR technology and 360° images to engage players in exploring the site's rich history and architectural evolution. Players assume the role of a time-traveling detective, guiding lost spirits to resolve (...) their past and move on. The paper outlines the development process, highlighting the use of 360° panoramic images and 3D Vista Virtual Tour Pro software to create an accessible and user-friendly experience that fosters historic preservation awareness and cultural appreciation. The study also discusses limitations and areas for future research, including expanding the scope to include other heritage sites, working with historians and cultural consultants for accurate representations, and evaluating the game's effectiveness in promoting awareness and fostering a sense of community pride. (shrink)

The pandemic has brought new norms and techniques in education, emphasizing virtual and augmented realities. Through this study, an educational game was designed to provide inclusive and equitable learning using 360° images of cultural heritage. The game aims to promote quality education with easy access through mobile devices, using a low-cost 360° virtual tour of architectural heritage, specifically caravanserais of Anatolia, for a remote cultural experience.

Throughout history, education has always been essential for humanity's justice and fundamental for the creation of a free and satisfying society with the dissemination of knowledge. Hence, in addition to the life occurrences educating people, traditional higher education methods have played an important role for a long period. However, the age of technology has changed the educational system along with the people's lifestyles to meet the continuously changing conditions. During the past twenty years, the Information and Communication Technologies (ICTs) led (...) to the emergence of e-learning non-traditional educational methods bringing about an innovative dimension of virtual learning. With its beneficial features provided by the Internet and various technologies, this method passes the control of time and location from the tutors to the students during the learning process. Despite the entrance of online education into the students' life many years ago, the Covid-19 outbreak initiated in 2020 turned this method into the only possible way of education for almost two years. Afterward, plenty of studies investigated its effects on students' social and academic life, mostly considering its negative impacts on their mental health and motivation due to interaction issues. They also pointed out the specific problems of tactile learner students in the lack of face-to-face design courses. As an innovative solution able to be adopted, game technologies, increasing immersion of the learner in a real-world skill, and triggering motivation are one of the best methods integrated into educational systems. Known as serious games, these games, adopted by almost any domain, convey educational content along with entertainment, increasing interaction. They train or enhance a certain skill or topic to the player by immersing them. While serious games are more expanded nowadays, they are still not being played by the mass public due to people's immersiveness expectations of a game. Hence, the Head-Mounted Displays (HMDs), with their emergence, increased the players' engagement and immersion with all types of virtual environments in digital games. This technology, however, evolved serious games area most, among others, by enabling the opportunity to provide a riskless and low-cost learning environment for real-world skills. In the process of suggesting serious games as a replacement for the traditional educational methods, the most important factor is being aware of their effectiveness for education. Generally, digital games, one of the world's biggest and fastest-growing industries, rely heavily on the virtual landscape, a major part of its development process. Its design demands remarkable effort, and it directly affects the whole game's characteristics. Hence, serious games, as a type of digital game, carry the same attributes. With the appearance of virtual reality technology, gaming started to gain more immersiveness and engagement with artificial elements and environments. Although virtual landscapes were always being developed since the emergence of digital games, the studies taking virtual landscapes into account are mostly using them as a tool for enhancing real spaces, not as a domain for the sake of its development. While other design domains are applying various design methodologies, it is challenging to find a standard design methodology for the design and production of virtual landscapes in the gaming industry, leading to inconsistent and low-quality results. Hence, it comes to the question of what is the virtual landscapes' role in serious games and their effect on the data comprehension rate. Since the literature lacks regarding the gradual change of the virtual landscape in serious games and the content they transmit, this thesis aims to figure out the gradual chronological evolution of the virtual landscapes in serious games. It also aims to seek how this change and the virtual reality technology invention have affected the contents transmitted by digital games and its influence on the player interaction and learning rate. To do so, in the process of this thesis, we developed, tested, and evaluated various serious games, both text-based and with 360° photos. The steps taken revealed the reluctance of the players to follow the providing educational content and their inadequacy of interaction. Hence, the thesis seeks the reasons ending to this result and the ways of increasing this learning rate. Afterward, the thesis uses a currently available but not massively used digital game classification methodology. This methodology, which is based on the principles of architecture, landscape architecture, and urban planning, classifies the games based on their constituting virtual landscapes. Hence, the thesis considers all Steam games, one of the biggest video game digital distribution services, filtered with the 'education' tag, ending in 2531 digital games. Afterward, adding the 'game' tag the result reduced to 1102 games. Finally, with some manual filterings ignoring the irrelevant content, the final number decreased to 702. Sorting chronologically, we made an Excel database including the games' introductory information, the content they transmit, their release date, if they support HMD or not, and whether they are simulation games or not. Due to Steam's dating spectrum, our database includes games dating back from 1992 to 2020. Afterward, we classified all of these games using the virtual landscape classification methodology and generated their related codes based on their player scale, story, dimension, space shape, and interaction level. Investigating the results, they revealed some growth patterns relating to the content educated in the game, the VR technology, and the virtual landscape evolution. Adding the user reviews of Steam, we reverse engineered five of the best serious games on the database due to the digital game design methodology. This methodology divides the games' virtual environment into five layers, namely, player activity map (PAM), story layer, natural environment layer, virtual environment layer, and media layer. Reverse engineering the five best digital games ever, based on the IGN database, enabled us to compare the outcomes. Due to released data, we understand how the games' assets are distributed within the various layers of the virtual environment in the most successful games. Finally, the thesis aims to provide a framework based on these results for developing serious games to increase player interaction and enhance the learning rate. However, these results can be expanded to any virtual landscape other than only serious games' for their interaction enhancement. Currently, the landscape architecture domain only adopts the virtual landscape area as a tool for enhancing design in the real world. However, in the near future, landscape architects will perform in the virtual landscape area as a domain to be enhanced. Hence, that day, the results of this study will play an important role and will be a roadmap for generating highly interactive virtual landscapes. (shrink)

The pandemic brought new norms and techniques of pedagogical strategies in formal education. The synchronous/ asynchronous video streaming brought an emphasis on virtual and augmented realities, which are rapidly replacing textbooks as the main medium for learning and teaching. This transformation requires more extensive online and interactive content with simpler user interfaces. The aim of this study is to report on the design, implementation, and testing of a game based on low-cost and user-friendly content for digital cultural heritage. In this (...) project, a game aimed at inclusive and equitable education was developed using 360° images of the targeted architectural heritage geographically distributed in a pilot site. We promote lifelong learning opportunities for all, following the SDG4, aiming for quality education with the easy-to-use online platform and easy access to immersive education through mobile platforms. Towards a post-carbon future without the need for travel, computational design methods such as using 360° videos and images in combination with virtual reality (VR) headsets allow a low-cost approach to remotely experiencing cultural heritage. We propose developing and testing a GIS-based educational game using a low-cost 360° virtual tour of architectural heritage, more specifically, caravanserais of Anatolia. (shrink)

Historic preservation, which is a vital act for conveying people’s understanding of the past, such as events, ideas, and places to the future, allows people to preserve history for future generations. Additionally, since the historic properties are currently concentrated in urban areas, an urban-oriented approach will contribute to the issue. Hence, public awareness is a key factor that paves the way for this conservation. Public history, a history with a public audience and special methods of representation, can serve society in (...) this regard. Historical video games, which get their game objectives from the past, can be considered a form of public history, raising people’s awareness and letting them gain historical experience. While plenty of studies focused on this content with various approaches, this study takes the topic under consideration with a player-oriented focus. The research uses the Steam video game digital distribution service database to explore the existing historical games based on their genre, player scale, dimension, VR compatibility attributes, and player rating. The database includes 1,148 games published between 2002 and 2022, filtered as historical by Steam tags and sorted by player review. For the data collection, the study uses the Octoparse web scraping tool for data extraction, and for the data analysis, it uses RapidMiner Studio data mining software. The study aims to provide a framework applicable to the development of commercially playable historical video games contributing to heritage preservation by raising public awareness in the context of public history. (shrink)

Efforts to preserve cultural heritage have continuedthroughout history, and currently use game technology. Seriousgames, with their audio-visual features make it possible for players toabsorb and retain the often rather arid data of heritage. Furthermore,such technology facilitates the transmission of heritage globallyamongst remote people, without the need to commute personally.Exploring the literature, we noted a lack of local game culture in Iran,and in the Middle East more broadly. This region is limited in terms ofthe existing global game industry, and the introduction (...) of its culture tothe world depends on the global market. This ascertains the paper'sresearch problem: the need for more local games in the field to promote local historical culture. Hence, the paper aims to preserve anddisseminate the tangible and intangible cultural heritage of its focus area, Iran’s Silk Roads and its caravanserais, by developing and testing a serious game named The Sericum Via. It has a non-linearnarrative, engaging the player in a long journey visiting the Safavidcaravanserais on the Silk Roads, using their detailed information. Thegame's text-based and strategic environment demands decision-making skills throughout the game and is challenging enough to makethe player revisit the game frequently. (shrink)

According to a common interpretation, most explicitly defended by Onora O’Neill and Patricia Kitcher, Kant held that epistemic obligations normatively depend on moral obligations. That is, were a rational agent not bound by any moral obligation, then she would not be bound by any epistemic obligation either. By contrast, in this paper, I argue that, according to Kant, some epistemic obligations are normatively independent from moral obligations, and are indeed normatively absolute. This view, which I call epistemicism, has two parts. (...) First, it claims that in the absence of other kinds of obligations, rational agents would still be bound by these epistemic obligations, i. e., that the latter are normatively independent. Second, it claims that, no matter what other obligations are at stake, rational agents are bound by these epistemic obligations, i. e., the normativity of these epistemic obligations is absolute in that it cannot be undercut by any moral or other sort of obligation. The argument turns on an exploratory reading of Kant’s remarks in “What Is Orientation in Thinking?” (1786) about the maxim of “thinking for oneself” as the “supreme touchstone of truth”. In contrast to O’Neill and Kitcher, I argue that if we interpret this maxim as stating the unifying principle of theoretical and practical reason, then we must interpret it as stating an epistemic, and not merely practical imperative. This result, I argue, vindicates epistemicism and illuminates interesting lessons about Kant’s conception of the category of “epistemic” norms. Further, it helps us make headway with Kant’s enigmatic remarks about the unity of practical and theoretical reason in the Groundwork, the first and second Critiques, and the Lectures on Logic. On my proposal, principles of the practical and theoretical uses of reason are unified through a formal epistemic principle. (shrink)

In this paper, I offer a reconstruction of Ghazālī's encounter with scepticism in the Deliverance from Error. For Ghazālī, I argue, radical scepticism about the possibility of knowledge ensues from intellectualist assumptions about the nature of justification. On the reading that I will propose, Ghazālī holds that foundational knowledge can only be justified via actions that lead to transformative experiences.

At the intersection of social and virtue epistemology lies the important, yet so far entirely neglected, project of articulating the social dimensions of epistemic virtues. Perhaps the most obvious way in which epistemic virtues might be social is that they may be possessed by social collectives. We often speak of groups as if they could instantiate epistemic virtues. It is tempting to think of these expressions as ascribing virtues not to the groups themselves, but to their members. Adapting Margaret Gilbert's (...) arguments against individualist accounts of collective beliefs, I show that individualist accounts of group virtues are either too weak or too strong. I then formulate a non-individualist account modeled after Gilbert's influential account of collective beliefs. A crucial disanalogy between collective traits and beliefs, I argue, makes the success of this model unlikely. I conclude with some questions with which the future work on collective epistemic virtues should engage. (shrink)

As disparities and data science researchers, we write in response to Char and colleagues paper on “Identifying Ethical Considerations for Machine Learning Healthcare Applications.” While the...

I offer a reconstructive reading of Ṭūsī’s (1201-1274) account of natural goodness in the Naserian Ethics. I show that Ṭūsī’s version of Aristotelian ethics is especially well-suited to accommodate an intuition that is hard to integrate into a theory of natural goodness: human good is nobler or more elevated than animal and vegetative goods. To do this, I analyze Ṭūsī’s discussion of the relationship between different kinds of perfection from non-living material compounds to vegetative, animal, human, and divine beings. I (...) close by noting that, depending on our reading of Ṭūsī’s conception of di-vine beings and their perfection, his proposal might come at a cost to his Aristotelian naturalist ambitions for ethics. (shrink)

The current study aimed to explore effective strategies for preventing cheating in online examinations by surveying students to determine their cheating strategies. A total of 406 Iranian students at BA, MA, and PhD levels in four programs, including English language teaching, English literature, Linguistics, and English language translation, participated in this study using a convenient sampling technique. The sample was drawn from 83 universities across all 31 provinces of Iran. The researchers developed a 30-item questionnaire and a 4-item interview to (...) collect data. The results revealed that searching in PDFs and using social media groups were the most commonly used cheating strategies. To prevent this form of academic dishonesty, teachers used various strategies, the most effective being the use of conceptual questions and one-by-one oral exams with turned-on webcams. The main reason for students to cheat was their desire to perform better. The implications of this study are relevant for educational stakeholders, particularly teachers, and students, in promoting academic integrity. (shrink)

In this paper, I offer a theory of autonomous agency that relies on the re-sources of a strongly cognitivist theory of intention and intentional action. On the proposed account, intentional action is a graded notion that is ex-plained via the agent’s degree of practical knowledge. In turn, autonomous agency is also a graded notion that is explained via the agent’s degree of practical understanding. The resulting theory can synthesize insights from both the hierarchical and the cognitivist theories of autonomy with (...) at least some aspects of the reason-responsiveness theories. Moreover, by treating practical knowledge and practical understanding as gradable no-tions, the paper offers a strategy to respond to enduring objections against cognitivism about intention, control, and autonomy. (shrink)

What could Wittgenstein's body of texts contribute to the rapidly growing literature on life's meaning? This book not only examines Wittgenstein's scattered remarks about value and 'sense of life' but also argues that his philosophy and his 'way of seeing' has far reaching implications for the way current strands in the literature (naturalism, supernaturalism, and nihilism) approach the question of life's meaning. Hosseini argues that Wittgenstein's method of doing philosophy would suggest that the focus should be shifted from finding the (...) metaphysical and theoretical conditions of a meaningful life to an anthropological observation of the ways we enquire about life's meaning. Some of the ideas that Hosseini explores and examines are the relation between meaning in life and 'world-picture', the precedence of life over the intentional pursuit of meaning, the absence of doubt in everyday life, the rejection of theoretical dichotomy between the great and ordinary meaning, and the confessional nature of our enquiry into life's meaning. (shrink)

It is reasoned that mind-body is a modern issue and is not ever discussed in ancient Greek philosophy or middle Ages. The current study has reviewed these reasoning and concluded that typical categorizations of mind-body issue must be divided into general and specific. Separating the issue of mind-body from the problem of mind-body underlines the multiplicity of issues. Proofs are, then, submitted that axial issue in Sadraic psychology is soul-body rather than mind-body. Thus, the solutions and ideas from the earlier (...) cannot be generalized into the latter. Despite that, it is possible to compare mind-body issue against Sadraic philosophy and use its advantages to solve the issue. Such a comparison stands in the need of some modification in the underpinnings or the conclusions of Sadraic philosophical psychology. These findings are meta-philosophical and offer suggestions for methodology and content of Sadraic psychology. Keywords. (shrink)

Sayyid Sadr al-din Mohammad Dashtaki Shirazi is the inventor of the division of composition into unified composition and composition by join. With this division, Dashtaki has expressed a new theory about the composition of the material object from first matter and form, as well as the composition of man from soul and body, and considers these compositions as an alliance and unification, not simply the parts joining to each other. In this paper, we will present Dashtaki’s arguments on the theory (...) of unified composition. We will also examine three objections to this theory and responses to them. Finally, we will examine the background of this theory in Bahmanyar's phrases. Dashtaki believes that when the components in the compound have a real plurality, i.e. each one exists separately from the other, a composition by join is created, such as the composition of a house from numerous clays. But if the components in the compound are united and none of them are separate from the others and exists actually, the resulting composition will be an alliance and union. He believes that in the unified composition, every component is identical to any other component and is identical to the whole. Accordingly, Reza is a unique being, both human and writer. In order to achieve a composition, a plurality is needed and in order to form a single composition, there must be plural components related to each other. An important question is that, principally how is a composition possible, if unified composition comes to existence only when the components are made united with each other and with the whole? In other words, unified composition is not possible, because the first condition of the acquisition of the composition, i.e., the plurality of the constituent components, is not satisfied. Dashtaki strives to express a difference between the components in the union compound. He believes that the conditions of the realization and the survival of the components are different, and that is enough for them to be different. In Dashtaki's point of view, in the unified composition the components are analytical, not being separate and plural, in reality. In other words, the components do not have actual and "in-the-world" plurality, which means that it is our intellect that separates them and looks at them as independent objects. Therefore, unity and identity are in-the-world and plurality and discernibility are analytical and in the mind. Dashtaki's first argument for his theory in general is as follows: the three major material objects (solid, plant and animal) are undoubtedly real compounds. But in these compositions, components exist potentially, and in a unified composition, components do not exist actually. Therefore, these objects are unified compounds. The second argument is that the accuracy of predication implies unity. In the unified composition, the components are identical with the whole, and therefore, the components can be predicated to the composition. In Dashtaki's view, if A is predicated to B, then it could be concluded that they are identical and unified. The first objection to this theory is that the unity is incompatible with causality. From the perspective of the Peripatetics, form is the cause of the matter, and this is incompatible with the union of the two. Dashtaki states that in case of causality, there is no need for cause and effect to be two different and discernible entities, but a single entity may be from one aspect the cause and, from another, the effect. In other words, the foresaid causality is analytical causality. When mind analyses something, and then finds analytical components, it can see between those analytical and intellectual components, causality, and find some of them as the cause of the others. The second objection is the incorrectness of the unity in compounds with components not being similar. only in the compounds having similar parts, one can accept the unity of matter and form. For example, in compounds such as horses, it is not possible to accept the union of matter and form, because in horses, there are components with different natures, such as bones, flesh and nerves. Unity of These parts with each other and with the whole is not plausible. Dashtaki’s respond is that the horse is also a natural unit and has no actual plurality. Components having similar or different natures does not make any difference. According to the theory of unified composition, the horse's components are united with the horse's form and have only analytical plurality. Horse’s components are just analytical components, not actual, independent ones. The third objection is the incompatibility of the actual existence of components with their unity. But Dashtaki maintains that a unique actual personal entity cannot have actual plural components. He states that compounds such as horses exist objectively, but objective and real existing is divided into two kinds: dependent existence, and independent existence as a single real thing. Therefore, the two characteristics of "being a component" and "being independent" are incompatible and do not come together in a real being. Dashtaki has also quoted phrases from Bahmanyar to confirm his point of view. Bahmanyar says that the properties of an animal belong to the whole and compound, not to each component. For example, it is a horse that feels, not its bone or brain, as the eye is also a compound, but seeing is the work of the eye, not the work of any of its components. Therefore, the animal, which is something compound, has characteristics that none of its components have. So the animal is something over and above its components. Bahmanyar thinks the components in the animal are potential. Then he states a general rule: any compound in which unity is real, its components do potentially exist. Therefore, Bahmanyar considers the body parts of the living organism as a potential being and generally believes that the components of any compound that have true unity are potential. The potentiality of the components in a real compound does not that mean that the components are destroyed and a new thing is produced. The components are also available, but they do not have the effects they had separately before the composition comes into existence. In other words, the components have found a unique identity together and therefore have a new effect.. It seems that Bahmanyar has expressed the same idea that Dashtaki is looking for in the theory of unified composition. Therefore, it can be said that before Dashtaki, Bahmanyar has come up with the thought of a unity. Of course, Bahmanyar has not explained much about this, and Dashtaki is the first who has organized and completed this idea as a philosophical theory. (shrink)

Islam politik sejak peristiwa 11 September 2001 telah menjadi trend dalam wacana Islam kontemporer dan menjadi tema utama dalam ruang-ruang diskusi baik formal maupun informal. Tumpukan wacana Islam politik menyebabkan minimnya pemahaman atas historisitas yang panjang dari islamisme. Padahal dalam historisitas tersebut akan terlihat bahwa banyak pemikir-pemikir Muslim, selain Jamaluddin al-Afghani, Muhammad Abduh, Rasyid Ridha dan seterusnya, yang memikirkan tentang Islam politik. Salah satunya adalah Tan Malaka. Artikel ini mengkaji pemikiran Tan Malaka dalam konteks Islam politik. Penelitian ini menggunakan metode (...) penelitian filsafat dengan teknik studi historis-faktual tokoh yang berfokus pada pemikiran salah seorang filsuf atau tokoh, baik pada topik tertentu dalam karyanya, maupun dalam seluruh karyanya. Di samping itu juga digunakan konsep eksternalisasi sebagai pendekatan analisis. Hasilnya adalah bahwa Tan Malaka memikirkan Islam Politik dalam konteks gerakan Pan-Islamisme. Pan-Islamisme merupakan gerakan mempersatukan umat muslim di seluruh dunia untuk perjuangan kemerdekaan dari kolonialisme. Namun untuk mempersatukan umat Muslim diperlukan penyelesaian terhadap problem mistik dominasi kapitalisme. Tan Malaka mengatakan bahwa jika ingin mempersatukan umat muslim di dunia, maka harus melawan kapital dunia. (shrink)

I argue that practical knowledge can be understood as constituted by a kind of imagining. In particular, it is the knowledge of what I am doing when that knowledge is represented via extramental imagination. Two results follow. First, on this account, we can do justice both to the cognitive character and the practical character of practical knowledge. And second, we can identify a condition under which imagination becomes factive, and thus a source of ob-jective evidence. I develop this view by (...) extracting an account of self-knowledge via extramental imagination from the writings of Ibn ‘Arabi (1165-1240). (shrink)

Reza Akbari Solving moral conflicts entails a decision-making process. So any suggested approach to moral conflicts is included in the domain of practical rationality. The practical rationality is based on theoretical rationality. Both the theoretical and practical rationality have a realistic kind of approach and an idealistic kind of approach. In the theoretical rationality, the idealistic approaches demand certainty in a strict sense, following epistemic guidelines; and in the practical rationality, they demand the best possible choice. Nevertheless, there are (...) some difficulties with the idealistic approaches. Concerning the realistic approaches, we can gain access to two truths: First, each situation is an individual circumstance and each person has certain epistemic features, and so it is not possible to present general, universalizable solutions to conflicts even in a particular scope. Second, the acceptance of some propositions is a voluntary act, and so cognitive space and previous beliefs of any individual have a role in the acceptance of a belief and the following universalizations. By attention to extensive emphasis of the religion on moral doctrines, it can be said that religious education through practical patterns has a positive role in solving moral conflicts. (shrink)

The recent literature on epistemic virtues advances two general projects. The first is virtue epistemology, an attempt to explicate key epistemic notions in terms of epistemic virtue. The second is epistemic virtue theory, the conceptual and normative investigation of cognitive traits of character. While a great deal of work has been done in virtue epistemology, epistemic virtue theory still languishes in a state of neglect. Furthermore, the existing work is non-naturalistic. The present paper contributes to the development of a naturalistic (...) epistemic virtue theory by presenting a virtue-theoretic evaluation of need for cognition as informed by the relevant psychological studies. (shrink)

An inventory of his entire oeuvre provides detailed information on the extant manuscripts. The volume furthermore includes editions of nine of his writings.