مطالب

In 1985-86, the European office of World Health Organization (WHO) proposed the health promotion program under the theme “Healthy Cities Projects”. With the aim of securing individual and collective welfare, the staffs of healthy city in Tehran also began their official activities at 13th Aban Street at Rey (Tehran’s 20th municipal district) along with community participation and intersectoral coordination. Since, the “Healthy Cities Projects”, emphasised on intersectoral coordination, self-awareness and community participation; the issue of the current research is whether or not there is any specific difference of opinion among people and officials regarding this project? For this purpose, people’s viewpoints on the activities was conducted through 424 samples from 13th Aban Street coincidentally with 46 officials of the “Healthy Cities Projects” and thus analytical study was carried out keeping in view level of differences between people and officials of “Healthy Cities Projects” and their viewpoints regarding community participation in the physical and mental health, individual security, environment and utmost to sports and training. The results indicate that with reference to the satisfaction level on “Healthy Cities Projects”, there isn't a significant difference between people's and officials viewpointsBut, with respect to their viewpoints about the level of community participation, there exists significant differences between people's and officials viewpoints in the fields of “Healthy Cities Projects” physical and mental health, individual and social safety, environment and utmost sportive and educational activities. The obtained results from officials, therefore, are more than those obtained from people.

Throughout the years, philosophers and psychologists have striven to solve the mind-boggling question of learning by juxtaposing the two competing theories, namely, empiricism and rationalism. They have usually opted for one and ruled out the other on the grounds that it cannot account for learning because theoretical and empirical evidence discredits it. Since 1965, with the publication of Chomsky's Aspects of the Theory of Syntax in which, he explicitly introduces the notion of Universal Grammar and implicitly employs the term to support Fodor's philosophical view of learning in terms of 'language of thought', the rationalistic arguments seem to have taken over this never-ending and perpetual battle. Here in this article, it is argued that despite its popularity among a good number of scholars, the rationalistic account of learning suffers from serious flaws. A conglomerate of empirical and theoretical evidence challenges the notion of 'language of thought'. Self-interpretive power of the language of thought, inaccessibility of cognitive theories to truth conditional meaning, meaningful experiences, inability to test memory, problems with modularity and regulation are simply some of the arguments that might be raised against the idea of 'language of thought'. Finally, a framework for the acquisition of language is presented.