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With a rational reflection on possible beings, Farabi presents an analysis of the relationship between existence and essence, which requires a new philosophical system distinct from Greek philosophy. In his view, all possible beings are composed of two metaphysical aspects, i.e. existence and essence. By distinguishing constituents (muqawwamāt) from accidental things (‘araḍiyyāt) and using terms such as ‘āriḍ and lāzim, Farabi explores the structure of possible beings. In possible beings, existence is not the same or a part of essence; rather, it is an accident of essence, and since any accidental thing is subject to causality (mu‘allal), thus the possible things require something out of themselves for their existence. The main point is that the container of this distinction is not merely the world of the mind or the objective world; rather, it is the product of rational analysis. In other words, the distinction of existence and essence is neither a mental distinction nor a physical one; rather, it is a rational distinction which is called, in today’s metaphysics, metaphysical distinction. In metaphysical distinction, the existence and essence of the possible beings are two ontological principles and two metaphysical modes of the being that compose its identity. The metaphysical distinction designs the foundation of the non-Greek philosophical system based on which one can explain, from the theological viewpoint, proving the existence of the Necessary Being, the evolution of the ultimate causality, natural agency with the agentive causality and divine agency; from the cosmological viewpoint, proving the essential contingency of the universe and the philosophical explanation of the creation; from the ontological viewpoint, dividing beings into necessary and possible, and explaining the structure of possible beings; and from the epistemological viewpoint, evolution in dividing knowledge. This article is an applied study that attempts, by relying on the descriptive-analytical method with an exploration of the metaphysical distinction between existence and essence, to deal with applying that distinction in Farabi’s philosophical system and its products and results.

In the decade of 1979-1988, there was no development plan in Iran. During 1989-2022, six development plans implemented in Iran’s economy. The assessment of development plans conducted based on the performance and the results of economic indicators over the period. Economic Growth over the course of development plans was volatile. There has been a double-digit inflation rate over the course of the development plans and Productivity and the distribution of income indices were volatile. The challenges of planning in Iran include lack of common understanding on basic concepts of development plans, challenges of comprehensive plan, essential change due to external shocks, time span, parallel initiatives, coordination failure and lack of independent evaluation entity.

Reading education and reading affective factors significantly affect school-age students’ academic achievement. Nevertheless, most teachers disregard scientific strategy-based reading instructions and scholars have recently regarded L2 reading affective factors, namely reading motivation and anxiety. Moreover, technology-aided EFL reading courses for primary schoolers have been neglected. Accordingly, the current study aimed to implement seven L2 reading strategies suggested by Yapp et al. (2021a), and evaluate the effect of these strategies on English reading comprehension, motivation, and anxiety at virtual environment by using online team-teaching. The EFL fifth graders and pre-service teachers of the study were selected via volunteer sampling. The students (n = 28) were randomly assigned to two groups (n = 14 for each group) and the teachers (n = 4) were randomly assigned to two groups (n = 2 for each group) as well. One group was given Traditional Instruction (TI) and taught by two instructors whereas the other group received Strategy-Based Instruction (SBI) and was taught by the other two instructors. To assess L2 reading motivation and anxiety, the questionnaires by Dhanapala (2008) and Saito et al. (1999) were administered. The within- and between-group analyses using paired-sample t-tests and ANCOVAs indicated that although both groups’ reading comprehension, motivation, and anxiety were enhanced, the SBI participants outperformed the TI participants. Moreover, the interview with the SBI group demonstrated their positive attitudes toward the SBI course. The current study would encourage EFL teachers to base reading instruction upon reading strategies when teaching young EFL learners.