نشریه اخلاق پژوهی
پیاپی 11 (تابستان 1400)

With regard to the importance and prevalence of internalism/externalism debates in metaethics, and the absence of sufficiently illuminating Persian works on the distinction of the different types of internalism/externalism, and the need for introducing classical literature in this field, this article seeks to present and distinguish certain accounts of three kinds of internalism/externalism, to explain their positions in metaethical discussions, and finally to highlight some achievements of the classic works as providing the grounds for more recent disputes. These three kinds of internalism/externalism are internalism/externalism about moral truths reasons internalism/externalism and motivational internalism/externalism. The internalist in these debates maintains that there is a necessary (though defeasible) connection respectively between moral truths and reasons for action, or between having reason and having a preceding desire, or between moral judgment and motivation while the externalist denies the necessary connection in each case. The internalism/externalism distinction about moral truths sets moral rationalists like Kantians apart from others. Werner Falk and William Frankena started the initial debate on motivational internalism/externalism. Thomas Nagel and Philippa Foot paid special attention to reasons internalism/externalism. The achievements of these philosophers in their classical works formulated considerable theories in terms of which some following critical debates would be framed.

In teaching ethics, it is highly emphasized that teachers and instructors control and manage their feelings and emotions and pay attention to their feelings and emotions in their relations with teachers and learners in the educational environment and outside. But in this regard, there are many moral challenges facing teachers. One of the appropriate solutions to face various ethical challenges in this regard and increase the quality and effectiveness of education is to increase the emotional intelligence competencies of teachers and educators, which increases their performance in the educational environment and regulates interpersonal ethical behavior and interpersonal communication. It happens with learners. The present study analytically examines the competencies of emotional intelligence in the teaching profession. And according to the analysis of the combined model "Gelman" and its application in the teaching profession, it is led to the conclusion that the competencies of emotional intelligence and their promotion with increasing emotional intelligence of teachers, has a kind of convergence and direct relationship. In a way that by increasing the dimensions of this intelligence, emotional intelligence among teachers can be improved.

Although jurisprudential issues in the field of transactions are areas of pursuit of rational intentions at the level of livelihood and in order to provide individual and social financial benefits, at first glance it is thought that everything is a function of human commercial interests and only the limitation of legal propositions Chapter is the principle of balance in exchanges, but with a deep look at the subject, a wide range of jurisprudence and ethics can be found in this area.The present research intends to be descriptive-analytical method, and has been collected using library and Internet resources. By pondering on the moral principles and rules of jurisprudence, transactions will find various types of moral influence in jurisprudence and identify and categorize a set of rules of transactions that have a moral aspect, and through this, provide a delicate picture of the legal propositions of jurisprudence. And remove the suspicion of the contradiction between jurisprudence and ethics.

One of the most important human crises throughout the history of war is its adverse consequences in various societies. Ethics of war as one of the important topics of applied ethics, while analyzing the issue of ethics of war and behavioral ethics during war, to express the necessary rules and norms to control violent actions between hostile forces and provide solutions to resolve challenges between military principles and Morality happens, it pays.Contrary to realists who see war as completely unrelated to morality, the author believes that it is necessary to observe moral standards in this area, and this can help reduce the violence and negative consequences of war.Therefore, this article tries to enumerate some of the most widely used guiding principles in solving the moral challenges of war, which can be learned by relying on reason and narration. These principles include the originality of morality, dignity, honor, justice, segregation, proportionality, limitation and peace.Keywords: War, War Ethics, Challenge, Guiding Principles.

On the eve of the rise of Islam, the practice of slavery, according to which one man was the subject of another man's property, was common in Saudi Arabia. The expansion of Islamic territory and the conquest of parts of Asia and North Africa in the first and second centuries AH and the arrival of slaves and captives provided the ground for the strengthening of slavery in Arab societyIn this study, the character and behavioral pattern of the Imams (AS) towards slaves using historical and non-historical writings for social understanding of the subject has been studied and studied using descriptive-analytical method has been analyzed. The results of this study show that in a situation where slaves and slave girls bought in the Arab society were in a position of humiliation and were discriminated against and prejudiced, the Imams (AS), having a humane view based on the principles of Islam, while providing legal support And the morality of slaves, by freeing them, educating them, practically provided a model of correct and Islamic behavior in society, and promoted the status and dignity of slaves, and adopted a practical solution to combat slavery

Philosophers have offered many meanings and descriptions for morality. Morality is not an alien factor to the world, in fact it is interweaved with every aspect of the world. This becomes apparent in metaphor and materialization of moral deeds in word views. The purpose of this research is to use analytical and literature review methods to compare and analyze the “Badness” metaphor in two famous Persian texts, . We also aim to understand the source domains of this metaphor based on the contemporary metaphor theory. Lakoff and Johnson (2003) believe that metaphors are cognitive tools that humans use to make abstract concepts more comprehendible. Our analysis showed that the "Badness is a thing" name-of-mapping n both Mēnōg- ī- Xrad (with 60%) and Golestan (with 67%) has the highest occurrence frequncy. This shows that even although Mēnōg- ī- Xrad is a pre-Islamic text and Golestan post-Islamic, their moral content are in fact two aspects of a singular world view when looked through a philosophical lens. Both texts believe that the world has multiple orders (the material life and the after life) and the materialization of each moral act will manifest itself in th next order of being (after life)