postmodernism

The current study examines Plantinga's anti-evidentialist position through the perspective of applied philosophy of religion, illustrating how epistemological positions can have detrimental practical effects. The article's main claim is that entering the postmodern era and distancing thinkers like Plantinga from general rationality and lowering its standards, including the duty to ground claims on sufficient evidence, has eventually caused reason to be excluded from religious dialogue or to talk about a kind of regional rationality. The consequence of this transformation is the obstruction of dialogue between followers of various religions on the one hand, and believers and non-believers on the other, and lastly, the deprivation of human beings of common and agreed-upon criteria for criticizing each other's beliefs. When the issue of obstruction of dialogue and critique is combined with the fact that there is a close link between beliefs and actions, the problem becomes even worse; because without general criteria for criticizing beliefs, it will be impossible to criticize the actions resulting from them, and all groups, including extremist groups, will be able to absolve themselves of responsibility for their actions and justify their possible crimes in practice.

The current research was conducted with the aim of explaining and interpreting the approach of Reggio Emilia based on the basic assumptions and beliefs of postmodern philosophy. Analytical-inferential method was used to conduct the research. The scope of the current research was all national and international written sources in the field of postmodern education and the Reggio Emilia approach, from which the most reliable sources were selected using a targeted sampling method. To answer the research question, the basic principles and features of Reggio Emilia's approach were described, explained and interpreted based on the four core features of postmodern philosophy. The first feature of postmodern philosophy (denying the centrality of the knowing agent) based on the concept of " progettazione", and paying attention to the teacher as a partner, nurturer and guide and not an omniscient; The second feature of postmodern philosophy (attention to language) based on the idea of "one hundred languages of children"; The third feature of postmodern philosophy (negation of totalitarianism) is based on challenging the idea of the transferability of the curriculum, paying attention to children's meaning-making skills, rejecting the idea of homogenization and dualistic thinking, and being based on inclusive education; And finally, the fourth characteristic of postmodern philosophy (paying attention to the element of otherness) was analyzed and interpreted based on the two concepts of "listening pedagogy" and "pedagogical documentation". Imitating or copying, Reggio Emilia's approach is neither possible nor desirable. However, knowing and analyzing the features and values governing this approach can bring valuable lessons for the reconstruction and reform of early childhood education in our country.

Descartes, in his epistemological inquiry process, known as grammatical doubt, has chosen a kind of behavioral discipline with a provisional state. In this type of moral advice, living on the basis of common and relatively simple principles is promoted without the need for a previous philosophical basis, and regardless of the content of the belief and the degree of its coherence or strength. The question is that What is the conceivable relationship between: a) This minimalist interpretation of morality, which takes the easy preparation of acknowledging the necessity of morality and discovering its major instances, and b) The so-called postmodern morality, which in the later historical context of Descartes, and it takes a much stricter view of the possibility and value of morality? By an intertextual reading of the relationship between provisional and postmodern perceptions of ethics, it seems that Descartes's provisional behavioral strategy is a commentary on the presence of ethics in postmodern discourse and, in fact, it is the pillar of the survival of this discourse regarding to the necessity of ethics.

Beside to postmodern approaches, on the one hand, and the positivism, on the other hand, certain aspects of social epistemology is capable to both defending some type of objectivity in the realm of science and cause to dialogue between those two camp. After introducing social epistemology in brief, in this paper, we show problematic aspects of those approaches and then show what aspects of social epistemology could serve to defend some type of objectivity in the realm of science, especially, in the philosophical atmosphere of our country, this moderate approach could be fruitful. According to social epistemology, the agent neither is absolutely free from social and political obligations, neither is absolutely dependent on such obligations. In other word, based on truth conductivity, social epistemology holds a moderate approach to objectivity of science. This may serve as a means to create a new approach to objectivity. 

It is, here, presented the two conceptions of human being which are incontrast with each other: postmodern conception of contemporaryhuman being is the first one and the other is the Mulla Sadra’sconception which is based on Islamic text. In postmodern conception,human being is a spiritless body who is narcissistic charm andendeavors to accomplish his pleasures maximally. In the secondconception, man is a passenger who has an end and begins to journeyfrom mondial world enthusiastically and moves every moment towardhis end. The first conception is the actual model of modern humanbeing and the second is the model of human being as human beings.