مجتبی آقاجانی

From past to present, there have been many differences among Islamic thinkers about the quiddity of Mutashābih and its Ta’wīl in the Qur'an. Each of these thinkers has spoken on this subject according to their profession and method. In the meantime, the view of "Shari’at Sanglaji" is remarkable. Sanglaji, who is known for his modern thinking and inclination towards the Qur'an-sufficiency, believes that Qur'anic similarities mean the end of the matter and include only occult concepts. The general public is unable to comprehend similarities due to its preoccupation with tangibility. Leading research with a descriptive-analytical method tries to discuss some aspects of Sanglaji’s theory while accurately reporting his point of view. The result of the research shows that Sanglaji’s view does not have the necessary accuracy and credibility, because Mutashābih i.e. the similarity does not only include occult concepts but also material concepts. The result of this research is used in the field of Qur’anic research and interpretation.

Through the implementation of the multiple intelligences, teachers and practitioners will see an increase in their students’ performance and ability to learn languages. The application of multiple intelligences theory is suggested as a structured way to address and understand the holistic nature of learners’ diversity. It is a favorable tool for teachers to increase the attractiveness of language learning tasks and, therefore, create motivational conditions. Intelligence is not just a single construct which traditionally was assumed to be constant throughout a person’s life; individual’s profiles of intelligence differ in terms of encouragement, training, and circumstances to enquire materials eliciting particular intelligences. The present study was an attempt to investigate types of intelligences (linguistic, logical-mathematical, visual, kinesthetic, musical, interpersonal, and intrapersonal) as predictors of self-efficacy (generalized self-efficacy, academic self- efficacy, and self-regulatory efficacy). The participants were 148 male and female Iranian B.A. students majoring in TEFL and Translation at the Islamic Azad University in Malayer. The instruments included a 100-item Michigan test, Gardner’s MI questionnaire, a 12-item general self-efficacy scale, an 8-item academic self-efficacy, and an 11-item self-efficacy for self-regulated learning. Data were analyzed through multiple regression analyses. Results indicated that musical and linguistic intelligences were predictors of general self-efficacy and spatial /visual intelligence made a significant contribution to predicting self-efficacy for self-regulated learning while academic self- efficacy could not be predicted by any of the intelligence types.