مطالب

The second phase is a strategic and intelligent statement based on the model design of the self-construction levels, socialisation and civilisation-making. Emphasising the human-divine epistemology in the transcendent-oriented rationality creates a new chapter in deepening and expanding the Islamic Revolution. The modern phrase "The Great Islamic Revolution" as a meta-theory of a revolutionary system is based on Islamism, independence, popular movement and freedom that caused understanding the theory of the revolutionary system. With a qualitative method and an interpretive approach of inferential analysis, the present study aimed to answer the main question 'What are the coordinates of the rationality structure in the rational system theory?'. Another aim is to explain the conceptualisation of the revolutionary system theory, emphasising rationality. This theory emphasises the relationship between justice, rationality, spirituality and freedom. Spirituality is work spirit; justice is directer and valuator things; freedom, human choice and rationality are considered the essential work tools in the Islamic system. Paying attention to the philosophical understanding of the problem, timeology, futurism, moderation, gaining experience, and the relationship between realism and idealism is one of the characteristics of this transcendent-oriented rationality. The result of this rationality will be a logical political analysis and decision, increasing the authority of the political system and proper enemyology. Community building based on faith, science and justice has unique characteristics that believe in it wisely and effectively, leads to self-confidence, progress and authority of Islamic Iran.

Iran’s educational system has undergone new reforms during the last decades. To investigate the effectiveness of the new reform in English as the lingua franca of the world, the current study emphasizes the reading comprehension abilities of grade twelve Iranian female students in English as a foreign language. To this end, 167 students' responses per item of three tests of English reading comprehension were gathered from four different high schools of Malayer. Students' responses in three different item types (three literal, three reorganization, and three inferential comprehension items) from three different reading texts were analyzed altogether. A quantitative design was employed to descriptively analyze the students' responses. The results of the analysis revealed that grade 12 students in Malayer are stronger in literal comprehension compared to the other two comprehension levels: reorganizational and inferential items. This indicated the students' lack of skill in reading between the lines as well as the inability to synthesize and analyze different implicit information in the text that leads them to make meaning. The results can be beneficial for language institutes, English Teachers, and practitioners. Keywords: Inferential Comprehension, International Reading Comprehension Assessment,  Reorganizational Comprehension