https://hsrn.ui.ac.ir/ Human Science Research Naghsh e Jahan en daily 1 Sat, 01 Dec 2018 00:00:00 +0330 Sat, 01 Dec 2018 00:00:00 +0330 https://hsrn.ui.ac.ir/article_23100.html --- https://hsrn.ui.ac.ir/article_23893.html فرگه برای اثبات آگاهی بخش بودن این همانی های مصداقی هم چون "آب)informative( نیز می باشند. از نظر وی آگاهی بخش )sense( دارای مفهوم ، )referent( می کند که عبارات به غیر از مصداقبودن این همانی های فوق ناشی از این نکته است که اگرچه طرفین این همانی های مذکور دارای یک مصداق هستند اما دو مفهوم مختلفدارند. مدعای اصلی مقاله پیش رو آن است که توضیح فرگه برای تبیین این همانی های آگاهی بخش توضیح مناسبی نیست. چرا که بادر تعارض می باشد. برای توضیح این مطلب نوع دیگری از این همانی ) method of conceptual analysis ( روش تحلیل مفهومیها را به نام این همانی های مفهومی نام گذاری و معرفی می نماییم. استدلال خواهیم کرد که توضیح فرگه قادر به تبیین آگاهی بخشکه از پارادوکس های معروف در ادبیات (paradox of analysis) بودن آن ها نیست. برای شرح این استدلال از پارادوکس تحلیلفلسفی معاصر است استفاده می کنیم. در این استدلال بدین مطلب می پردازیم که اولا مدعای این پارادوکس غیر قابل قبول است و ثانیاطبق استدلال ما توضیح فرگه در باب این همانی های آگاهی بخش مستلزم این پارادوکس بوده و لذا راه حل مناسبی نمی باشد. https://hsrn.ui.ac.ir/article_23112.html Eidos Interactive theory or idea in Plato's philosophy has been cited And the reason is his reputation among scholars. Among the thinkers of all ages, followers, influence and opposition to the idea of Plato's theory outlined. Suhrawardi one of them is affected by the system sketched his idea in the universe is self-employed. Plato knows the nature of the universe like the idea, ie its always the same. And the idea has been far. Suhrawardi by this theory are essentially the same as the consumer knows; Light that emerge are intrinsic and far.Hence, according to those like the fact that their material could be kinds to cross the philosophy of enlightenment wisdom holds that their truth and to appreciate his talent kinds My‌Rsannd grace. The present article analyzes the methods and sources used library addition to the examination of the philosophies of Plato and Shaykh al-Ishraq idea to review and explain the structure of nature as a system dump has ideas. https://hsrn.ui.ac.ir/article_23894.html Abstract Knowledge is gained through sense, mind, and intuition, in Allameh Tabatabai’s viewpoint. This knowledge faces different obstacles, depending on the degree of its subject and/or cognitive means. Each level of understanding has its own particular error types and veils. This paper studies the obstacles of reality-reflecting knowledge in two categories: the first is what can be removed through self-pedagogy and avoiding ethical sins (ethical and pedagogical obstacles) and the second is what can be removed through exercising epistemological rules (epistemological obstacles). Inspired from the holy Quran, Allameh mentioned different ethical and pedagogical obstacles, in his various works (e.g. sinful deeds, blasphemy, bias, arrogance). He believes that errors happen in empirical knowledge either because the limitation of human senses or because of incorrect association of subject and/or Predicate to the objective reality, which is referred to as secondary error. Allameh also analyses the rational knowledge and claims that it may be erroneous for the mistakes in its form or material. Finally, the errors may find its way into intuition-based knowledge because the invalid sources of observations or incorrect interpretation of what has been observed. Allameh suggests a few approaches to recognize and correct mistakes occurred in each mean of knowledge, at the end. https://hsrn.ui.ac.ir/article_23954.html assasa asdasas dadsASA DASD ADA DSADA DSDAS ASDAda dsd asdsd sds dsdasd sads adasdas dasdasd asdas dasd asdasd asdas dsd adasd asasd as dasd asdasd sad as scdcxz xzc xzc zxc zdasd c asxasx Zx xcxz czxz xzxc zcxzc zzx c a daskc as dsacasc sac assasa asdasas dadsASA DASD ADA DSADA DSDAS ASDAda dsd asdsd sds dsdasd sads adasdas dasdasd asdas dasd asdasd asdas dsd adasd asasd as dasd asdasd sad as scdcxz xzc xzc zxc zdasd c asxasx Zx xcxz czxz xzxc zcxzc zzx c a daskc as dsacasc sacassasa asdasas dadsASA DASD ADA DSADA DSDAS ASDAda dsd asdsd sds dsdasd sads adasdas dasdasd asdas dasd asdasd asdas dsd adasd asasd as dasd asdasd sad as scdcxz xzc xzc zxc zdasd c asxasx Zx xcxz czxz xzxc zcxzc zzx c a daskc as dsacasc sacassasa asdasas dadsASA DASD ADA DSADA DSDAS ASDAda dsd asdsd sds dsdasd sads adasdas dasdasd asdas dasd asdasd asdas dsd adasd asasd as dasd asdasd sad as scdcxz xzc xzc zxc zdasd c asxasx Zx xcxz czxz xzxc zcxzc zzx c a daskc as dsacasc sac