In this paper, I address the issue of the possible applicability of the ideas of Karl R. Popper’s social and political philosophy in the contemporary political life of postcolonial countries. Through reference to the reception of Popper’s philosophy in Central and Eastern Europe, I argue that Popper’s writings were effective in catalysing the political wholesale transformation by undermining Marxists’ pretensions to scientific status rather than through his anti-utopian and anti-revolutionary political recommendations. In the context of attempts to apply Popper’s ideas in postcolonial countries, especially Sub-Saharan Africa, I claim that the influence of Popper’s social thought on the politics of those countries may not be as effective as expected or desired.

'Post-truth' has become a buzzword for numerous current crises: the fragmentation of the media landscape, the ongoing debate about 'fake news', the loss of trust in science, etc. Although these crises take place in society, it is claimed that the roots of post-truth can be traced back to the history of philosophy. Occasionally, it is asserted that Karl Popper's CRITICAL rationalism gave rise to post-truth: His rejection of verificationism has limited truth claims in the realm of science. Given the absence of infallible evidence and certainty, CRITICAL rationalism calls for challenging scientific authority. I argue that post-truth is compatible with CRITICAL rationalism from an epistemological point of view, considering that both positions are CRITICAL of certainty. However, in CRITICAL rationalism, fallibilism, responsibility, and the idea of criticism are combined, and in this respect, it offers a possible way to overcome the problems that are associated with post-truth. This treatment of the problems of post-truth results from the recognition of moral responsibility to take action on the basis of a hypothesis that remains open to revision.

The aim of this paper is to consider whether CRITICAL rationalism has any ideas which could usefully be applied to the internet.  Today we tend to take the internet for granted and it is easy to forget that it was only about two decades ago that it began to be used to any significant extent. Accordingly in section 1 of the paper, there is a brief consideration of the history of the internet.  At first sight this makes it looks implausible that any of Popper’s ideas could be applicable to the internet, since Popper died before the internet came into general use.  However, section 2 argues that Popper’s THEORY of World 3 does apply very well to the internet.  This application is significant because, as shown in section 3, it leads to the problem of misinformation, which is one of the most significant problems generated by the internet.  In section 4 there is an attempt to solve this problem using ideas taken from Popper’s epistemology. It is argued that there should be changes in education designed to prepare students for the internet age. Teaching in the internet age should focus on presenting to the students not just the accepted theories but also the evidence on which they are based. An illustration of how this might be done is given by considering an example from science teaching, namely the teaching of Newtonian mechanics in the last years of school or first years of university.

One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical THEORY of test score measurement and the graduated question-answer THEORY. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer THEORY and the assumption of being one-dimensional based on the analysis of multidimensional question-answer THEORY. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer THEORY was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

Since CRITICAL Rationalism is considered by some more of an attitude or mindset and by others a methodological approach to philosophical thinking and practical problem-solving, its application, or more accurately, its epistemological testing grounds, should be expected to be much more wide-ranging than they have been so far. With the exception of some published anthologies on CRITICAL Rationalism and occasional nods to the legacy of Karl Popper’s falsificationist methodology, relatively few applicaions of a CRITICAL rational approach to contemporary theoretical debates in the social sciences have been published. I wish here to CRITICALly challenge the (optimistic) Hegelian and by extension the neoliberal view of the progress of American capitalism by reframing it with the Marxian notion of expropriation as applied to enslavement on plantations. The logic of enslavement as a process by which brutal exploitation has been practiced for centuries offers a falsifying test case of the rationality of capitalism and its promise of individual freedom of choice. This essay is an explicit exercise in the potential power of a version of Popperian CRITICAL rationalism being applied to the intersection of modern liberalism and capitalism, exploring the imbrication of a CRITICAL and rational analysis.

عملکرد مبتنی بر شواهد (evidence base practice) فرایندی شامل پنج مرحله است: 1- ایجاد یک سوال بالینی ساختاریافته به طوری که بتواند جواب داده شود، 2- جستجوی بهترین شواهد در دسترس، 3- ارزشیابی نقادانه شواهد از لحاظ روایی و اهمیت، 4- کاربرد شواهد در عمل، 5- ارزشیابی عملکرد افراد بر اساس شواهد. ارزشیابی نقادانه به عنوان مرحله سوم این فرایند عبارت است از فرایند بررسی سیستمیک و دقیق تحقیقات برای قضاوت درباره موثق بودن آن و ارزش و ارتباط آن در یک زمینه خاص. ارزشیابی نقادانه یک مهارت ضروری برای عملکرد مبتنی بر شواهد است زیرا به کارکنان بالینی اجازه می دهد که شواهد تحقیقات پایا و کارآمد را پیدا کنند و مورد استفاده قرار دهند. ارزشیابی نقادانه را می توان به عنوان فرایندی جهت مرور یک مطالعه به منظور یافتن اطلاعات با ارزش موجود در آن تعریف کرد؛ یا ارزشیابی نقادانه را می توان فرایندی منظم در جهت مرور میزان صحت نتایج یک مطالعه پژوهشی دانست تا بر اساس آن بتوان تصمیمی مناسب در جهت کاربرد نتایج آن مطالعه اتخاذ نمود.

در این مقاله درباره نظریه انتقادی جدید بحث شده است. این رویکرد در پاسخ به شبهه های پست مدرنیسم بر تفکر انتقادی و به منظور بازگشت به سنت اولیه مکتب فرانکفورت مطرح شده است. هدف اصلی صاحبان این نظریه، به چالش کشیدن شکاکیت و بدبینی نگرش پسا انتقادی پست مدرنیسم و احیای تفکر رادیکال است. نظریه انقادی جدید، اهمیت و ضرورت انطباق با شرایط جدید را تشخیص داده است. این نظریه می خواهد به اصول پایبند بماند، بی آنکه ضرورت بازنگری در نظریه های مکتب فرانکفورت را نایده بگیرد. این طرز تلقی، نظریه انتقادی جدید را به سمت دفاع از اصل «تداوم در عین تغییر» سوق داده است. این دیدگاه از ارایه یک راه حل رادیکال برای نقد سرمایه داری متاخر، فراسوی تفکر پسا انتقادی و پست مدرنیسم، دفاع می کند و در عین حال ملاحظات جدیدی را در برنامه خود گنجانده است.

Artifacts are ubiquitous and influential in our world, but their nature and existence are controversial. Several theories have been proposed to explain the ontology of artifacts. Drawing on Popper's THEORY of three worlds, this paper suggests a metaphysics for artifacts along the line of a CRITICAL rationalist (CR) approach. This THEORY distinguishes between three realms of reality: the physical world (World 1), the mental world (World 2), and the world of objective knowledge (World 3). The paper argues that artifacts have different ontological components that correspond to these three realms, and that each component is real and causal. The paper shows how this perspective can account for the intentional and functional aspects of artifacts, as well as their dependence on plans that influence different realms of reality. The paper explains how this pluralistic ontology, compared to the rival theories, enables one to explain the relevant ontological problems of artifacts. The paper also explores how this proposal can lead to a research program encompassing a broader range of technologies, such as social artifacts. In sum, the paper suggests that Popper's three worlds THEORY provides a rich and comprehensive framework for understanding the metaphysics of artifacts.

از رویکردهای اندیشه در زمینه آموزش و پرورش در دهه های گذشته که در ایران کمتر بدان نگریسته شده، پرورش انتقادی است. این رویکرد که بیشتر از دهه 80 در کانون نگرش اندیشه مندان بوده، برگرفته از نگره انتقادی یا مکتب فرانکفورت است. در این دیدگاه، پرورش وابسته به دگرگونی های اجتماعی و سیاسی دانسته شده است و از این رو، در آن برنامه های درسی بر بررسی های اجتماعی و سیاسی پایه گذاری می شود. نگره انتقادی آموزش و پرورش، بی طرفی دانش را نمی پذیرد و طرح انتقادی مسایل را در مدرسه ها، آشکار سازنده پیوند قدرت و دانش، و پی آمدهای آن می داند.پرورش انتقادی که در سال های گذشته بسیاری از آموزش گران و به ویژه رنگین پوستان بدان نگاهی ویژه داشته اند، برآیند نگره پردازی برخی از اندیشه مندان و فیلسوفان انتقادی در کشورهای گوناگون، به ویژه اروپا و امریکا است. این نوشتار، در کنار روشن ساختن پرورش انتقادی، به بررسی پرورش رهایی بخش فریره، پرورش بنیادی ژیرو، و پرورش انقلابی مک لارن می پردازد. هم چنین، چالش هایی که آموزش گران انتقادی در دوران جهانی شدن با آن رو به رو اند بررسی و این دیدگاه به کوتاهی ارزیابی می شود.