Postmodernism

Modernism is one of the most significant and informative books written in the field of literary theory and criticism. It is an easy-access, wide-ranging and efficient book that tries to explore different aspects of Modernism and its neighboring concepts. Despite its limited space, it has fully rendered the humongous burden of Modernism and demonstrating its various aspects. The book comprises an introduction and three main chapters. It starts off with a set of definitions for Romance, Realism, Modernism, and Postmodernism. Childs endeavors to approach the discussion in a comparative light, particularly the comparison between Modernism and Postmodernism in the introduction. The book is more concerned with the close analysis of movements in contexts and literary works rather than entangling with pure abstract definitions. The discussion about Modernism is accompanied by adjacent movements such as Postmodernism and Realism and marginalized points are included as well. Instead of coming up with rock-solid definitions, Childs seeks to look for traces of each movement in the other and how these terms are overlapped and intertwined.

Kiarostami’s unfinished cinema emphasizes the importance of audiences’ involvement in a movie by using postmodern images. Some essential points of critically reading his, so-called half-created cinema, could be summarized as self-reflexive style, diagrammatical perspectives, in-between narratives,and Individual minimalism. The main postmodern achievement of this cinema is focusing on the process of creating meaning through the experience of film. Furthermore, the close-ups function as separate independent units that are constantly generating their implicit affections. In this respect, Kiarostami’s unusual works are interpretable by Deleuze’ some neologism like affection-image. The films are some affective micro-dramas formed in a gap between the audiences’ receptions and the close-ups. Despite their postmodern reflections, unfinished movies have no strict disciplines that may limit the process of creating meaning. This paper attempts to present a new approach of reading Kiarostami as an increasing global interest.

During the struggle against the Qajar tyranny, struggling leaders went to the Shah Abdul Azim Shrine to hold a sit-in against the Shah Mosque Case and foot whipping of Tehran sugar merchants. The demonstrators in Paragraph 4 of their demands, as mentioned by Nazem al-Islam Kermani, the initial demands of refugees , called for the establishment of a justice system. According to this report, and many other evidences, justice, always has been a lasting and permanent matter for the Iranian society. Recent surveys show that justice should still be considered as one of the main demands of the Iranian society. The debate about justice and social movements is constantly changing, and thinkers in this area are constantly revising their ideas. The aim of this study is to elaborate these changes and to discuss the place of justice in new social movements that refers to a range of collective actions with purpose of changing in one or all of the institutions. The emergence of new social movements brought about new ways of expressing demands and protests, and a wide range of collective behavior forms, which, in terms of goals, nature and method of struggle, had a fundamental difference with earlier movements. In fact, with the advent of modernity, the calculations of traditional society were collapsed and, with the advent of postmodernity, new demands were created largely due to development of higher education and autonomy of individuals. Accordingly, new social movements emerged in a broader context of discourses, subcultures, ideological straggle, and identity diversity, and were spread in the form of new discourses.

In this essay I present a new and empirically-testable strategy for completing quantum mechanics. In recent decades, urban design and architecture disciplines witnessed plenty of theories and school development. Primarily, those disciplines are inspired by philosophical perspectives. Thus, it is required to have a good deal of perception on the philosophical roots. Contextualism theory and approach is considered one of the most important controversial approaches in urban design and architecture. The present study intends to elaborate contextualism and explicate its difference with other similar philosophical ideas. Subsequently, it tends to explain the epistemological and philosophical foundations of contextualism in postmodernism and Gestalt school and subsequently to elucidate its position in the postmodern art and specifically in postmodern urban design and architecture. Contextualism is an idea based on the epistemology that the meaning perceived from an epistemological sentence would differ according to the epistemological standards. The idea has three distinct uses in philosophical views, primarily, the truth condition of the sentences is come to be assessed; in the second use, the language meaning is dependent on the context. The paper indicates the first and second uses of contextualism are mostly seen in urban design and architecture contextualism theory.

Overviewing the current literature on Western and Islamic orientations to English language education and illuminating the advantages and challenges of each orientation, this study endeavored to critically examine English language teaching in the context of Iran. In effect, this study elaborated on modernist, postmodernist, and Islamic orientations to language teaching. In tandem, this critical examination initiated from the modernist orientation because this orientation constituted the basis of contemporary academic disciplines. The findings revealed that there exists a strong similarity between postmodernist and Islamic orientations, when Islam is studied as an educational paradigm rather than a political issue. Moreover, the critical examination of the relevant studies on the context of Iran showed the prevalence of the native speaker ideology, systematicity, and standardisation as manifestations of the modernist orientation leading to unequal Englishes. In reality, unequal Englishes can be considered as a colonial enterprise illegitimizing non-native speakers and downplaying local varieties. Analyzing the concept of unequal Englishes, we have also argued that there is a real need to establish a dialogue across postmodernist and Islamic orientations to challenge power relations and foreground knowing as an act of identity. Accordingly, we called for an ontological turn in English language education in Iran, which revolves around super-diversity and perceives language as a practice situated in a social-cultural-historical context.

Background and Aim: Derrida's Deconstruction has key elements in the schema that affect current realms of environmental graphics. The challenges in current urban life require that graphic science gets involved, at some level, in the architecture and the environment. Therefore, the purpose of the current study was to examine the effects of using key elements of environmental graphics based on Derrida's Deconstruction in the schemata of tourists in Isfahan. Methods: library archives and field surveys were employed for data collection in this study. As such, the visual, emotional evidence and documents in the library archives were used to evaluate the criteria involved. Considering the nature of the study, the statistical population consisted of two groups of citizens of Isfahan. The first group includes 18 experts, and the second includes 213 domestic tourists in Isfahan in 2019. Findings: The results of the study indicated that there is a strong and significant relationship between the variables of balance, continuity in the environment, creating unity in the environment, diversity in the environment, texture and light. Furthermore, the findings revealed that the variable of light is extremely strong in correlation, the variable of emphasis in the environment has a very weak correlation, and the variable of proportionality is negatively correlated. Also, based on the beta coefficient obtained from regression, the greatest impact pertained to the components of light, diversity, texture, balance, continuity, unity in the environment, proportionality and emphasis. Conclusion: This study showed a significant relationship between the schemata of tourists and context, diversity, light, unity in the environment, proportionality, continuity, balance and emphasis, among which the variable of light was determined to have the greatest effect.

Postmodernism represents skepticism toward metanarratives and universal ideologies that dominated the modernist era. The study focuses on three key postmodernist concepts - alternative assessment, process syllabi, and self-directed learning. Alternative assessment emphasizes evaluating the learning process over summative testing. Process syllabi focus on the learning experience rather than rigid outcomes. Self-directed learning enables student responsibility in setting learning goals and processes. This paper examined the effects of postmodernist educational concepts on improving Iranian EFL learners’ autonomy. A quasi-experimental pre-test/post-test design was utilized with 60 intermediate level Iranian EFL students divided into an experimental and control group (n=30 each). The experimental group received instruction utilizing the three postmodernist concepts over 14 weeks, while the control group received traditional modernist instruction. Autonomy was measured using a validated questionnaire before and after the intervention. The results showed the experimental group demonstrated significant increases in autonomy compared to the control group. Paired sample t-tests revealed significant differences between pre-test and post-test autonomy for the experimental group across all three postmodern concepts - alternative assessment, process syllabi, and self-directed learning. This suggests postmodernist concepts that decentralize instruction and emphasize student process over outcomes can enhance Iranian EFL learners’ self-direction and responsibility for language acquisition. The study implies EFL syllabus designers and instruction should transition to postmodern models centered on individualized assessment, flexible syllabi, and student-guided learning to boost autonomy. Further research can expand sample sizes and explore additional postmodernist concepts across diverse demographics.