درخت حوزه‌های تخصصی

The contemporary world observes an increasing leaning from the thinkers in various intellectual and cultural spheres towards an approach to reality, interpreting reality as something in relationship to human beings and his goals and purposes, not independent of them. Richard Rorty is among the adherents of such a thought. The present article uses an analytical-critical method to show how Rorty has defended this view and to evaluate his view. According to the present study, it is clarified that Rorty adduces the features he considers for language to negate the possibility of accessing pure and naked reality; thus, he considers the available reality as made by ourselves in cooperation with others, which has a quite lingual structure. In my view, however, despite the fact that believing in lingual structure of reality places us in a better situation for defending concepts such as activity, freedom, self-consciousness, ownership, thinking and genuine life, Rorty’s emphasis on solidarity, instead of objectivity and truth, entails a dominion of culture over the rational sciences. Consequently, we observe a leaning towards the principality of ‘will’ (including both individual and social) according to which, philosophy turns into something a posteriori and relied on will.

The ability to read fluently is a critical skill for language learners in foreign language contexts. Learning to read Arabic texts for Persian language learners is not an exception. The importance of this reading is more recognized when these learners are faced with religious texts including the holy Quran. Iranian readers of the Quran have many difficulties in uttering and pronouncing Arabic words and letters which blocks their fluency. Traditional approaches toward reading fluency such as teacher model have not been very successful. Therefore, the current research has investigated the effect of dynamic assessment on promoting learning fluency of Iranian learners of Arabic. Deeply rooted in mediated interaction and learning in zone of proximal development (ZPD), dynamic intervention is a new instructional strategy toward language learning. The current research has adopted an inventory of mediational strategies (Aljaafreh and Lantolf, 1994) of interventionist dynamic assessment to intervene learning hotspots and promote fluency of intermediate Quranic learners of teacher training centers in Qum. To this aim 20 students were selected through convenience sampling and their scores were compared in a quasi-experimental design. These students were assigned to two experimental groups where one of them underwent dynamic intervention while the other was recruited in a traditional teacher modeling course. Their scores in the post-test were analyzed through t-test. The findings showed that dynamic intervention promoted reading fluency of Iranian Quranic readers more than traditional approaches. Dynamic intervention can be replaced with traditional instructional methods by Iranian Quranic teachers and promote reading fluency significantly.