This article examines the mentalities of “Pahlavi Hat” viewers through Q method. Some 24 viewers participated in the research and three mentalities were discovered. Around 43 sentences were employed for describing these mentalities. First and second mentalities had a positive attitude towards the series; however, the third mentality represented a critical thinking. In the first mentality, the participants considered “storytelling” and “addressing Hijab” as two of the successful characteristics of the series. The second mentality also deems Hijab as a successful element in the series. This mentality also considers the series as informative and historical. The third, the critical mentality towards the series, criticizes the series for addressing Hijab. This group of viewers believe that Hijab is not the main concern of today’s society.

History of mentalities is one of the approaches in Historiography and one of the branches of Cultural History, which seeks to understand the mentality and beliefs of ordinary people towards different issues. One can use this approach to understand the history of Iranian architecture. As the Persepolis Complex and the Tomb of Cyrus are amongst the important works of Iranian architecture, the question of this study is whether the attitude and mentality of the people of the past, for example the people of Qajar era towards them have been the same as us. To answer this question, one can use the history of mentalities approach while using interpretive-historical research method and by studying written sources of Qajar era recognize the architectural mentality of people of that era. Accordingly, it seems that the people's perception and mentality towards monuments is very different from that of the present-day mentality. In the people’s general mentality, these works have closely been linked to myths and other common beliefs of their time.

History of mentality is a novel method in Historiography which attempts to recognize the public mentality and discover the spirit of time to strive at what is known as “total history”.  Linguistic, literary, and artistic sources are filled with information among which one can identify nations’ attitudes. Hence, literary masterpieces with their widespread influence over nations’ mentality gain particular interest here.  The singular role of Shahnameh in the history of Persian mentality and formation of persistent national identity amid the Persian literary works and the related arts is worthy of attention.  Inspection of historical and cultural sources is a subject mostly overlooked in the common literary and historical researches, therefore, this article pays attention to this aspect, and by using descriptive analytic method aims to explain and analyze the instances of impact of Shahnameh over Persian mentality.  The outcome of research indicates that the theory of history of mentality can pave the way for recognition and presentation of Persian thought patterns.

Teaching English for Academic Purposes (EAP) requires specific qualifications on the part of teachers for which reconstruction of cognitions on EAP is a prerequisite. Previous studies have largely taken the quality of teachers' EAP cognitions for granted and few studies, if any, have sought to examine in-service teachers' tacitly-held cognitions on EAP. This study aimed to examine in-service teachers' cognitions on key EAP issues including EAP goals, distinction between EAP and English for General Purposes (EGP), and EAP teacher qualifications as well as roles. Data were collected through semi-structured interviews and life-history narratives from nine EAP practitioners at a state university in Iran. Results showed that the teachers' cognitions were mainly incongruent with the EAP principles. A close relationship was also found among individual teachers' cognitions on different key issues. It is concluded that despite their past practical experience, in-service EAP teachers' cognitions might be limited and in need of reconstruction. The findings may promise some implications for EAP teacher education and research.

The speeches of critical and conceptual critical thinking are extraneous in the context of my contemporary Iranian history and the writings of our predecessors. That is to say, asking about the uncertainties, thinking about the unthought-of things and the insolence with our own Iranian idolatrous essence. We encountered some kind of confrontation with the West, who were following a non-existent with a chain of knowledge and its accumulated wealth, wandered intrusiveness and intriguedness, theorizing miscellaneous theories, and, likewise, suffered the most passive and violent reactions. And today, we stand on the brink of failure in the geography of our thinking, politics and history. Since the struggle of Abbas Mirza with the northern neighbor up to the overthrow of Pahlavi II (following the crazy rage of our examined mindset), the roads were trodden one after another; nonetheless, our Persian campaign and Western modernity, our Persian being and its historical tradition, and our Persian mythology and its afflictions still continue to exist the axis of our own life every day and every time. From this perspective, Iranians are suffering from a Mystical/Bicameral Mentality since the Islamic Revolution of the last decade of the 1950s, culminating in the emergence of this mentality and domination over the whole Iranians, with the acceptance of this three-dimensional mentality (negation, virtual values, Godly sacred state) as a result of which Iranian embraced the present conditions of their land. Namely, it implies a mentality whose mercy and inspiration came from the collaboration of religious intellectuals and Iranians in search of the creation of the holy blessing nation.

The purpose of this study was to examine relationship between philosophical mentality of principals and performance of high school teachers. Using stratified sampling، a sample of 97 principals and 316 teachers were selected at random. Research instruments included the philosophical mentality questionnaire (60 items) and performance appraisal questionnaire (23 items). Multiple regression was used for data analysis. Results showed that the philosophical mentality of 73. 8% principals was rated about average. Relationship of philosophical mentality and performance of teachers was found to be significant. Multiple regression indicated that philosophical mentality could explain 14. 5% of variance of teachers'' performance. Among dimensions of philosophical mentality، flexibility and comprehensiveness had most effect on teachers'' performance.

The article provides a new and different understanding about the history of development mentality in the West. The author argues that the development mentality in any society is a product of the Great Games of Distinction and Contradiction in the history of that society. In this context, the author believes that the history of development mentality in the West, more than any case, is the product of five Great Distinction and Contradiction Games of "Greek/Non-Greek", "Christian/Non-Christian", "Premodern/Modern", "Orthodox/Radical" and "Modern/Postmodern". He explains the roles of these five Great Games of Distinction and Contradiction in the history of development mentality in the West due to the current content and form and believes that the current game of "Modern/Postmodern" instead of death of the development mentality lead to the immortality and historical incompleteness of development mentality in the west, Because “the post-development stream“ (as a product of the Distinction and Contradiction Game of "Modern/Postmodern"), is a part of development mentality feild in the West and grow of the post-developmentalism will smooth the basis of emergence of "logical literature of development" in future rethinking, at least theoretically.

The purpose of this study was to providing a model for developing philosophic-mindedness in primary school mathematics curriculum. This research was an applied research and its method was field study research. Population in this research included experts' works on philosophic-mindedness and primary school mathematics curriculum have been published in various print and electronic resources. The sample was purposely selected from among the resources available to the researcher. Data was collected by taking notes. After data was collected, they were studied, summarized and concluded. Finally, intended model was introduced. Findings showed that philosophic-mindedness consists of three components such as comprehension, penetration and flexibility that in order to develop students' philosophic-mindedness, each of four elements (objectives, content, teaching methods and evaluation) of primary school mathematics curriculum should be determined based on the dimensions of philosophic-mindedness. Accordingly, the characteristics of each of four elements of primary school mathematics curriculum were presented in the form of a model to develop students' philosophic-mindedness.

The present study has been performed with the aim of presenting a causal model of organizational intelligence relationship on classroom management with the mediating role of teachers' philosophical mindset and self-efficacy. The methodology of this study is descriptive and correlational. The statistical population included all elementary school teachers of Firozabad city in the academic year 1401-1400 (283 people), that 150 people were selected using relative stratified sampling and regarding Morgan's table.To collect data, the organizational intelligence questionnaire of Karal Albrecht (2003), the classroom management styles of Amin Yazdi and Aali (2018), the philosophical mindset of Iraj Soltani (1997) and the teacher self-efficacy scale of Aschanen, Moran and Woolfolk (2001) were used. To conduct statistical analysis, Path analysis and Amos software were used. The results showed that organizational intelligence has a direct and significant effect on self-efficacy, philosophical mindset and classroom management. On the other hand, self-efficacy and philosophical mindset have a direct and significant effect on classroom management, and also organizational intelligence through self-efficacy and philosophical mindset has an indirect and significant effect on classroom management. Therefore, it can be concluded that philosophical mindset and self-efficacy of teachers are among the variables that impact classroom management.