مطالب

Objective observation is one of the fundamental elements for human beings to understand and learn. By objectifying reality, images convey a variety of meanings and concepts to the audience. With the help of the audience's creative mind, this conveyance is sometimes achieved through the harmonious arrangement of words and phrases depicting spiritual and intangible matters. In some cases, these images embed a line of reasoning, referred to as "argumentative images," to instill certain beliefs or convictions in the audience. These images use tangible objects and meanings to strengthen the individual's belief in the realization and possibility of intangible things. The audience's mind initially seeks connections between the objects presented, and after understanding the logical relationships, embraces a new meaning derived from the images. Using a descriptive-analytical approach, the present paper has attempted to apply this semantic process to the Surahs of al-Tīn, al-Qalam, and al-Ṭūr in order to answer the question of how the argumentative images of these three Surahs affect the beliefs of the audience. The results indicate that the logical connection of the images of objects in each surah affects the audience's certainty and belief in the wisdom and order of creation, the inevitability of divine decree, and the nature of the Day of Judgment. To inspire confidence in the fulfillment of His promises, God employs tangible elements such as the fig, the olive, the ladder, the mountain, and the sky.

This study attempted to explore to what extent each of the three techniques of culture narratives, culture capsules and culture training activities significantly affect the critical cultural awareness of Iranian EFL learners by comparing their means from pretest to post-test questionnaire after ten-session treatment. Furthermore, it investigated whether there are any differences in the effectiveness of these techniques. Regarding the participants, the testing group was 154 undergraduate English language translation students, including both male and female students, forming three experimental groups. This investigation used the quasi-experimental pretest-posttest design. The sampling method was convenience sampling. The homogeneity test and a pre-post critical cultural awareness questionnaire were used to collect data. The collected data were analyzed through Repeated Measures ANOVA and Simple Effect Analysis. Based on the obtained results, there were significant differences between the pretest and the post-test, which means that by applying the techniques mentioned above, the critical cultural awareness of learners increased. Also, there were significant differences between the three groups’ overall means on pre-post critical cultural awareness questionnaires. Considering the three groups, culture narratives, culture capsule and culture training activities, the former outperforms the others. Furthermore, between culture training activities and culture capsule groups, the culture training activities group performed better than the culture capsule group.

The position and relationship between the government and the civil society has always occupied the minds of political thinkers, especially in the modern period. In general, governments assume different roles depending on the application of different approaches. From the point of view of the relationship and the type of influence of the government on the society, there have always been two competing views, which are rooted in the thoughts of two prominent political philosophers: John Locke and Karl Marx. In John Locke's view, the government is a mediating entity, limited and conditional, based on the principle of consent and with the aim of creating peace and public welfare based on the social contract and the right of public rebellion in times of inefficiency and disobedience to the law, and ultimately independent of civil society. And in the view of Karl Marx, the concept of government is based on three different opinions. The government as a means of suppressing the working class, the government as an arbiter or mediator, and finally the government as a function of the changing economic infrastructure, and ultimately relying on classes of society.

In this article, we seek to investigate what cultural invasion is and ways to deal with it in The Supreme leader's thought, emphasizing on media invasion. The research method is descriptive-analytical, and the collection of information is done by library-document method. The findings of this research show that The Supreme leader considers the cultural invasion of the West to the foundations of Islamic beliefs and to the corruption and destruction of Islamic societies. To deal with the cultural invasion, he suggests a correct knowledge of the enemy and a rational and logical defense of the right. At the level of media attack, his emphasis is to counter Western cultural and media propaganda through satellite networks and especially Hollywood, and considers the way to counter it to be paying attention to Islamic culture, promoting religious models, and encouraging young artists and believers in the field of art. As a result, the solution to deal with the cultural invasion should be followed by policies in the cultural and media arena, which can be mentioned as follows: creating national self-confidence through the display of the country's authority, unity and security by the responsible institutions, especially the radio and television, showing convergence and solidarity as a prominent cultural characteristic of Iranians, especially against the foreign enemy, high-lighting the commonalities of ethnic identity with Iran's national identity, attention to the Iranian-Islamic style in life according to the emphasis of the Supreme Leader, providing awareness in the field of divisive satellite networks and paying special attention to Iranian art, especially music, which has a high power of attraction among young people.

In diesem Artikel geht es natürlich nicht darum, patriotische Sprache zu üben und zu verbreiten Ideologie im Namen der Etymologie, sondern vielmehr um die Problematisierung einer solchen Sprachideologie neben sprachlicher Diskriminierung als Spielart derEurozentrische, islamfeindliche Ideologie im schulischen Kontext der multikulturellen Mehrsprachigkeit Land Berlin. Der schulische Kontext bezieht sich hier nur auf diepädagogisch und fremdsprachlich fragwürdige Sprache Einstellungen und Praktiken einiger Lehrer und Erzieher und nicht der Beamten Sprach- und Mehrsprachigkeitspolitik der Landesregierung bzw. des Senats Gesamtressort für Bildung, Jugend und Familie. Mit anderen Worten, dies Text, der im Wesentlichen aus einer kriterienbasierten Auswahl von 60 englischen und Deutsche Lehnwörter persischen Ursprungs, möchte Deutschsprachige einladen Leser und insbesondere die Pädagogen unter ihnen bei der Nutzung des Alltäglichen, erweiterter und standardisierter Wortschatz zur Betrachtung der eigenen Sprache und der Englische Sprache als globale Verkehrssprache durch eine andere, relativere Sprache Linse, nämlich als Sprachen mit mehr lexikalischem Einfluss aus dem OrientalischenSprachen der alten Nachbarregion Europas, der islamischen Welt, als bisher angenommen.