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In each one of the well-known Abrahamic religions, notably Islam, Christianity and Judaism, there are two important doctrines which seem to be inconsistent, but nonetheless some religious philosophers like Plantinga try to show that there is no conflict between them. The first doctrine is that God is Omniscient and He has foreknowledge of all that will happen in the future and thus all human actions are determined in His knowledge. The second doctrine is that human beings have free will and they are responsible for all of their voluntary actions. The problem is that if all future actions of a person are determined in divine knowledge, it is impossible for him to change his future and so he is not free. This article will assess some of the solutions given to the problem and it will focus on Plantinga's solution to the problem and then it will unravel some defects of his solution. At the end of this article, a new solution to the problem will be given, in which the free will of human being is confirmed while the nature of divine knowledge is regarded ambiguous to the extent that its changeability or unchangeability is left unknown.

Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not welcomed the 1vqy it deserves f?y the administrators of a number of disciplines. One such field o.f stucfy is the area of language teaching in ivhich philosophical concerns are left near/y intact. The present article is aimed at recapitulating the mqjor impact a partial acquaintance nitb philosopl!J can have on our general conceptualizations particular/y as it concerns Language and pedagogy. In so doing, a brief introduction is made, at the outset, to the tuo principal divisions of philosopl:y, i.e. ana/ytical and continental philosopl?J. The concept of bermeneutical thought is then presented as an issue relevant to the school of continentalphilosopl?J, and the vieivpoints of several celebrated progenitors and pioneers of this sub-branch of philosopl:y, i.e. hermeneutics are dimmed. An attempt is made, aftenaards, to introduce some traces of hermeneutics in linguistics and some of its main sub-branches inclttding pragmatics, critical discourse analysis andp.rychological studies.  In the encl  a brief account is given  of some practical  advantages  of a .familiarity  with  these philosophical concepts in pedagogical terms