Life

Sohrab Sepehri's poetry is a rich source of novel metaphors. As a poet deeply preoccupied with convincing us to see things differently, Sepehri redefines such key concepts as life and death in his poems. To give us a new understanding of these concepts, he creates numerous metaphors. Probing into his metaphors through a Cognitive Poetic approach helps find out how he constructs them. Cognitive Poetics is a new literary discipline which, among other things, tries to find the relationship between literary works and everyday language. This paper aims to disclose the underlying cognitive structure of Sepehri's metaphors of life and death in his "Water's Footsteps." Such an analysis reveals how the poet rejects the common way of comprehending the concepts of life and death to give them new meanings. The authors argue that the poet resorts to a kind of cognitive defamiliarization by refusing to employ the common Conceptual Metaphors for death and life. Instead, he constructs the metaphor of DEATH IS LIFE. Also discussed is wherein the poem the poet comes round to the common conceptual metaphors of death.   Keywords : Sohrab Sepehri, Conceptual Metaphor, cognitive poetics, death, life

When studying Henri Bergson's works, one can understand that as he proceeds from theoretical philosophy to applied philosophy, he criticizes deterministic view in favor of freedom and establishes foundations of this attitude. He is of the view that by obtaining true knowledge, we would achieve practical purposes including dynamic religion, open society and, more importantly, freedom. Bergson establishes his epistemological and metaphysical foundations in a way that he provides an appropriate base for the realization of freedom in open society. This study attempts to interpret Bergson's idea about freedom in light of his dualistic system, and by referring to the place of freedom within the dualistic system, it also attempts to explain Bergson's conception of freedom and show how and why freedom would be realized. Furthermore, this paper seeks to show that freedom would be realized by disregarding the wrong parts of Bergson's dualism in relation to dynamic religion, with the help of intuitive knowledge which takes duration into account and in an open society, while closed society, static religion and the epistemological attitude which rely on intelligence and have a spatial approach to time would hinder the occurrence of freedom. Thus the cognitive basis of conceiving free will is considered in the light of a dualistic approach in which the positive side (life) realizes the freedom, while the negative side (matter) causes determinism.

This article will portray Atwood’s Alias Grace (1996) from an Eco-critical viewpoint. The real concern of eco-criticism is to create an eco-literary discourse to produce an interactive approach between the language of nature and the literary language. Likewise, Gregory Garrard explored a different way between humans and environment in the area of cultural spheres in his article in 2016. Garrard wrote a well-known book, Eco-criticism, in 2004 and explored concepts of this approach like: pollution, wilderness, dwelling, animals, and the earth. This type of awareness in literature is significant because of both the current environmental crisis and possible disasters in the future. As such, nature signifies a metaphor for life in the environment. Apart from that, a rural landscape has a profound impact not only on characters, but also on humans the world over. Meanwhile, Atwood followed a creative path which identifies environmental crisis as a modern problem with eccentric human nature as a key element in global ecological concerns. Hence, the main purpose of the current article is looking for a close relationship between humans and nature in the literature which has been ignored in many criticisms.  Finding enough harmony with nature will be a plausible result of it.

This paper argues for acceptance of digniry as a concept that ne use to describe an aggregate ef values and qualities of someone or something that deserve esteem and respect. The primary value that creates the nght to have dzgniry is life. The degree of dzgniry according to a particular life form depends on its place in the evolutionary scale. Human beings are the hzghestform ef life so thry possess the highest degree ofdigniry

Meaningfulness and meaninglessness are new philosophical problems confronting philosophers. Islamic philosophy, especially Transcendent Theosophy (Hikmat Muta'aliyah), as a philosophy concerned with identifying the truths of the world, is no exception and must offer a response to this issue. The aim of the present research was to reconstruct the viewpoint of Transcendent Theosophy on this problem using a descriptive-analytical method. Based on the principles of Transcendent Theosophy, the findings of the research can be explained as follows: Transcendent Theosophy considers meaningfulness and meaninglessness as philosophical second intelligibles (ma'qūlāt-e thāniyah falsafī) that can be abstracted from human life, and the goals present in human life lead to the abstraction of these concepts. Sadraian wisdom claims that the more real and harmonious the goals are with human life, the more meaningful human life will be. The solution proposed by Transcendent Theosophy in this regard is to return to human primordial nature and to redefine monotheistic goals and eternal life for humanity, as these concepts contribute to the meaningfulness of human life.

Education in the 21st century is experiencing a steady and continuous shift. Learning is no longer confined to classrooms or outdated traditions; instead, it is shaped by technology, globalization, and the demands of modern society. Today, education is less about memorizing facts and more about helping students grow into adaptable, emotionally intelligent, and globally conscious individuals. As an educator, I have seen how digital tools, when used thoughtfully, can inspire creativity and make learning more inclusive. Yet, while technologies like artificial intelligence offer enormous potential, they also raise serious ethical concerns. This means we must prepare students not only to use these tools but also to think critically and act responsibly. The teacher’s role has also transformed. We are no longer simply transmitters of information but mentors and guides who help students navigate complexity. Emotional resilience, ethical awareness, and cultural sensitivity are now central to the learning process, not optional extras. Education today must go beyond preparing students for jobs. It should equip them with the mindset and skills needed to manage uncertainty and contribute meaningfully to their communities. In a rapidly changing world, schools and universities must serve as both a compass and a foundation, supporting personal growth and collective progress. This article, taking a descriptive approach, explores education from multiple perspectives, including curriculum, identity, technology, and the roles of teachers, students, and families. It also reflects on the strengths and weaknesses of past and present approaches, highlighting insights from well-known scholars to better understand the challenges and possibilities of modern education.

Today, it is very difficult to talk about the past and its history, let alone talk about the future, especially the philosophical future. However, since the futures studies movement has been formed in non-philosophical fields and has achieved relative success, it now seems that the time has come to address futures studies in the field of philosophy and test it in this area. This article acknowledges and addresses the availability of the objective ground and scientific background for the possibility of forming and developing a philosophical branch called the philosophy of life (of course, in a general sense and not solely focused on the purpose and meaning of life). The article's view is that life has gone beyond the limits of a scientific, social, economic, and cultural concept and has reached the level of a theoretical and philosophical concept. Also, due to the emergence of specific fields and the existence of a specific philosophical background in the last century, life has gone beyond the problematic level and has found the capacity to be at the level of a philosophical problem. Therefore, in the world of philosophy and philosophical discussion of life, it should be written with a capital L, meaning: Life, and we should wait for the emergence of a philosophical branch called philosophy of Life and also a tendency called Lifeism for it. Philosophy of Life is a reflection on life for the philosophical interpretation and expression of my life or I of life (my life/ego-life) or the subject of life, which in a way can be considered an idea for the sum of subject and Dasein. Philosophy of Life/Lifeism is distinct from realism, subjectivism, philosophy of life, vitalism, pragmatism, and existentialism. Philosophy of Life is philosophizing in the form of topics and categories such as understanding/defining life, distinguishing the subject of life from the pure subject and the dissolved Dasein in the world, important levels of life: “states”, situations, conditions”, my life among lives, interaction, language, the embodiment of life, acting and spectating in life, the authenticity and inauthenticity of life, ethics, meaning, success, model, health, livelihood, death, happiness, pleasure, style, consumption, well-being, life as a perspective, etc.