درخت حوزه‌های تخصصی

This study is concerned with the effects of technology on man’s identity in the Knight Rider TV show. It investigates how the major characters of this TV show lose their human identities as a consequence of embracing technological practices which are hailed by technocratic societies as enhancing to the human race. Such an issue is knocked upon by Henri Lefebvre who sees technology as an expression of capitalist domination over humanity. In Lefebvre’s view, man’s social and cultural practices are formed by the space encompassing him reflecting a mutual relationship between man and space. With the advent of the technological age, Capitalism tends to socialize technological practices as alternatives to man’s original cultural and social practices. This issue encourages the initiation of technocratic societies which require man to cast away his human identity through annexing him to a machine. In the light of these perspectives by Lefebvre, the current study examines the effects of technology on man’s identity in Knight Rider TV show. Through tracking the phases that they pass in becoming technocratic individuals, the study reveals how the main characters give up their innate cultural and social molds to technological practices. The study argues that the characters’ own aspirations for an unlimited power, intensified by the mystification practiced by capitalist leaders about the role of technology in enhancing man’s attributes, have blinded them from noticing the gradual loss of their human identities.

L’intégration des technologies numériques dans l’enseignement des langues étrangères représente actuellement une véritable révolution pédagogique, offrant de nouvelles opportunités pour diversifier les modalités d’apprentissage. Cette étude examine l’efficacité de la plateforme Duolingo dans l’acquisition du FLE par de jeunes adultes iraniens âgés de 18 à 25 ans. En adoptant une démarche méthodologique mixte, combinant approches quantitative et qualitative, elle explore les perceptions, la motivation, ainsi que les facteurs favorisant ou entravant la persévérance des apprenants dans l’utilisation de cet outil numérique. S’appuyant sur le Modèle d’acceptation de la technologie (MAT), l’analyse met en lumière l’impact différencié en fonction du niveau linguistique, tout en soulignant ses limites en matière de compétences orales et d’interactions authentiques. Les résultats indiquent que Duolingo constitue une ressource complémentaire efficace pour l’apprentissage du français, mais demeure insuffisant pour une maîtrise complète, notamment à l’oral. Des recommandations pour une intégration pédagogique plus efficiente, en complémentarité avec d’autres dispositifs, sont proposées afin d’optimiser l’engagement et la réussite des apprenants.

This article argues that despite differences in language, setting, and cultural context, the three narratives—Siavash (from the Shahnameh), Hasanak Vazir (from the Tārīkh-i Bayhaqī), and The Lion and the Cow (from Kelileh and Demneh)—each serve as a literary criterion of their respective time and culture. Structurally, however, they revolve around the same core motif: the destructive cycle of jealousy and conspiracy orchestrated by their negative heroes (Garsīvaz, Būshal, and Demneh), who manipulate the protagonists into downfall. These villains incite the antagonistic figures (Afrasiab, Mas‘ud, and the Lion) to provoke and ultimately execute the tragic killings of the virtuous heroes—Siavash, Hasanak, and the Cow. Through this shared framework, the narratives reveal a universal archetype of betrayal and power dynamics.