درخت حوزه‌های تخصصی

This research explores the arguments for and against the realization of strong artificial intelligence from the perspective of Qur’anic teachings. Opponents, citing verses from the Holy Qur’an, consider strong AI an instance of polytheism in creatorship, a tool for misguidance, human deification, alteration of divine creation, transgression into the divine domain, and a violation of human dignity and divine vicegerency. In contrast, proponents, by offering more precise interpretations of the same verses and applying principles of Islamic philosophy, demonstrate that strong AI is compatible with the teachings of the Qur’an. They argue that creation in the sense of innovation ex nihilo is exclusive to God, and what humans do is the manipulation of God’s creations, which is not forbidden according to Qur’anic verses. In other cases, most of the opponents’ arguments are based on limited interpretations or specific readings of Qur’anic verses. The research results indicate that there is no inherent conflict between strong AI and Qur’anic teachings; rather, this technology can be placed in the service of humanity within the framework of Islamic values.

In this article, I briefly examine “The proclamation of the faith of St. Thomas,” where he supposedly refers to Jesus as “his Lord and his God.” The material at hand will analyze the matter through contextual and grammatical viewpoints. By the means of Biblical Greek grammar, it will be elucidated that the claim is baseless as well as contradictory to Jesus’ teachings as recorded in the Bible.

Background: Many efforts have been put into using serious games for education over the past two decades. Although there are different definitions for serious games, there is a relative agreement that the education of knowledge or skills through or by means of entertainment is at the heart of every serious game. However, educational capacities of serious games and learning strategies exploited in them require further studies.Aims: Considering the capacities of Fauconnier and Turner’s Blending theory, this paper aims to show that the learning strategies in serious games can have other dimensions.Methodology: This paper employs a conceptual and theoretical analysis methodology, drawing on Fauconnier and Turner’s Conceptual Blending Theory to examine the learning strategies embedded in serious games. Additionally, it utilizes a case study approach, analyzing the serious game FLIGBY to illustrate how structural and conceptual blending contribute to creative learning.Findings: The focus point of the paper as the source of the generation of different kinds of unconscious learning processes will be conceptual blending. In the end, the paper will also introduce the serious game FLIGBY from the perspective of Fauconnier and Turner’s blending theory at both structural and conceptual levels.Conclusions: By means of blending theory, it will be discussed that the elevation of serious games to a higher level is possible; a level that will not only reduce the tiredness of serious games but also pursue a more innovative learning, happening at two levels of structural and conceptual.