The White Dome Journal

Abstract:
This study aims to examine the intellectual and theological transformations of the Murji'ah sect between the first and third centuries AH. It traces the group's emergence within the context of the early Islamic civil strife and analyzes the evolution of their views on faith and deeds. The research highlights the distinction between Political Irjāʼ and Theological Irjāʼ, and explores the development of the Murji'ah from a reactive political stance to a structured doctrinal system within Islamic thought. Employing a historical-analytical approach, the study draws upon classical sources on Islamic sects and early theology to uncover the intellectual and social dynamics that shaped the formation of the Murji'ah ideology during this formative period.

Abstract
This study explores the complex relationship between the classroom environment and assessment outcomes in English language teaching in Iraqi secondary schools. It focuses on three major dimensions of the classroom environment: physical, psychological, and social, and how each of these factors contributes to students’ performance in both formative and summative assessments. The research adopts a field-based design, collecting data from a sample of secondary schools in Baghdad through classroom observations, teacher questionnaires, and student surveys.
The findings indicate that the psychological climate of the classroom—particularly teacher support, encouragement, and students’ sense of motivation and confidence—emerges as the strongest predictor of successful assessment outcomes. Social interactions among peers, including collaborative learning and positive classroom relationships, also show a significant impact on students’ achievement. Meanwhile, physical aspects of the classroom, such as seating arrangements, availability of resources, lighting, and noise levels, contribute to performance but with a relatively moderate influence compared to the psychological and social dimensions.
These results underscore the importance of viewing assessment outcomes not solely as reflections of instructional strategies or student ability, but also as products of a broader learning environment. The study suggests that improvements in classroom climate—ranging from supportive teacher–student relationships to well-structured peer collaboration—are essential for enhancing English language learning outcomes. Furthermore, attention to physical infrastructure remains important, though its role is secondary to the social and psychological context. The research offers valuable implications for teachers, administrators, and policymakers in Iraq who aim to foster more effective and equitable assessment practices in secondary education.

Abstract :
This study aims to examine the effect of the analytical thinking strategy on the academic achievement of students in the Technical Education Department in the subject of Technical Arts . The research sample consisted of 70 students from the first stage of the department . To measure the dependent variable, the researcher designed an achievement test comprising 35 multiple – choice questions . The findings revealed a significant impact of the analytical thinking strategy on the mean scores in favor of the experimental group compared to the control group .

The research aims to:
1. Identify the negotiation behavior of educational counselors in middle schools.
2. Identify the significance of differences in negotiation behavior among educational counselors in middle schools according to the variables (gender and age). The research is limited to educational counselors in middle schools for the academic year (2024-2025). The research sample is limited to (120 male and female guides were selected randomly. As for the research tool, the researcher built a scale for negotiation behavior consisting of (30 paragraphs) distributed over five areas: the area of experience and (5) paragraphs, the area of self-confidence (8) paragraphs, the area of social interaction (6) paragraphs, the area of credibility (6) paragraphs, and the area of attractiveness (5) paragraphs Five alternatives were placed in front of each paragraph, which are (always applies to me, often applies to me, sometimes applies to me, rarely applies to me, never applies to me). Weights were given to the alternatives, which are (1, 2, 3, 4, 5) for the scale paragraphs, where the highest degree for negotiation behavior reached (150) degrees and the lowest degree (30). The researcher used statistical methods. The occasion to verify the validity and statistical analysis of the scale items represented by calculating the discriminatory power and the relationship of the item score to the total score of the scale and the relationship of the item score to the field. The reliability of the scale was also extracted by many methods, including the Cronbach’s alpha method (0.88), the split-half method (0.67), and it reached (0.85) after correction, and the retest method. Test (0.86) In light of the research results, the researcher concluded that educational counselors in middle schools have negotiating behavior and that (males) have a higher level of negotiating behavior than (females) and there are no statistically significant differences according to the variable (age) in negotiating behavior. In light of this, the researcher put forward a set of recommendations and proposals.

Abstract:
This research aims to analyze Shaykh al-Ṭūsī’s methodology in weakening narrators (al-ruwāt al-ḍuʿafāʾ) in his book al-Istibṣār fīmā ikhtulifa min al-akhbār, which is considered one of the most significant hadith and biographical sources in the Imāmī (Shiʿi) tradition, The study is divided into three main sections: The first explores the biography and scholarly life of Shaykh al-Ṭūsī and highlights the structure and significance of al-Istibṣār, The second examines the reasons and principles behind al-Ṭūsī’s judgments of weakness, focusing on his methodological foundations in al-jarḥ wa al-taʿdīl (criticism and accreditation), The third provides a case-based analysis of narrators weakened by al-Ṭūsī-such as ʿAmmār al-Sābāṭī, Abū Khadīja, and Abū al-ʿAbbās al-Baqbāq-along with an examination of their transmitted traditions, The research adopts an analytical, inductive, and comparative methodology, combining textual study of narrations with critical comparison of biographical evaluations by scholars such as al-Najāshī, al-Kashshī, al-Ṭūsī, al-Barqī, and al-Khūʾī, while ensuring precise documentation of all sources, The study concludes that al-Ṭūsī’s concept of weakness is methodological rather than personal; his evaluation was primarily directed at the coherence of the narration rather than the moral integrity of the narrator himself، This indicates an advanced level of critical analysis in his approach to hadith and rijāl sciences, Ultimately, the research asserts that Shaykh al-Ṭūsī’s methodology represents the foundation of the analytical school in Shiʿi isnād criticism, and that re-examining his approach opens new horizons for understanding the epistemological structure of biographical and hadith scholarship in the Islamic intellectual heritage.

Abstract:
I reviewed this article, The French Campaign and Antiquities of Upper Egypt , by Enas faris Mashali . This scholarly work deals with the impact that the French campaign had on the discovery of the antiquities of Upper Egypt, focusing on the scientific and cognitive contributions made by the French in this field. The author highlights how the Campaigns scientists contributed to the study and documentation of temples and archaeological sites in Upper Egypt, which later helped draw the worlds attention to the value of these antiquities. The author also explains that the interest was not devoid of deliberate motives or directed goals , but rather came within an intellectual and political context.

Abstract:
Reception theory is one of the most promInent modern critical approaches, paying great attention to the reader\'s role in producing meaning. The focus of understanding shifts from the author to the recipient, making the text an open space for Interpretation and interaction. Buland Al-Haidari\'s poems represent a fertile field for applying this theory, given their semantic depth and diverse expressive structures, as well as their Interplay with reality and the self. Al-Haidari interacts with the reader through poetic discourse that departs from directness and declarativeness, relying on mechanisms of expectation and Interpretation, making texts open to multiple readings. Al-Haidari\'s engagement with symbolism, complex poetic imagery, and stylistic shift activates the role of the recipient as a partner in producing meaning, prompting them to fill in the text\'s gaps based on their knowledge and experiencee. This study aims to trace the manifestations of reception theory In Buland Al-Haidari\'s poetry, through an analysis of selected texts that reveal the interactive relationship between the text and Its context. The reader, with a focus on reception mechanisms, recipient expectations, and the use of rhetorical devices such as repetition, contrast, and metaphor, as well as their relationship to the self-other duality.

Abstract
John Duns Scotus points out that there are absolute, certain, rational truths beyond doubt, including rational knowledge, logical principles, and mathematics. This was previously emphasized by Saint Augustine. Scotus believes that the human mind, through purely natural processes, is capable of attaining certain truth in four cases: First, we can have certain knowledge of first principles through their terms. Second, we can obtain certain knowledge from experience. Third, we can have certain knowledge of our actions and mental states. Fourth, we can also have certain sensory knowledge, thanks to the same a priori principle that establishes the certainty of induction.
John Duns Scotus distinguishes between intuitive knowledge and abstract knowledge. Intuitive knowledge is knowledge of a subject as it is present in its actual existence. Abstract knowledge, on the other hand, is knowledge of the essence of a subject viewed in a manner abstract from its existence or non-existence. Scott believed that there are two types of intuitive knowledge: complete intuitive knowledge, which is knowledge of what exists as it exists and is present to the senses, and incomplete intuitive knowledge, which relates either to past knowledge of the subject or to a view of the future

Abstract
John Duns Scotus points out that there are absolute, certain, rational truths beyond doubt, including rational knowledge, logical principles, and mathematics. This was previously emphasized by Saint Augustine. Scotus believes that the human mind, through purely natural processes, is capable of attaining certain truth in four cases: First, we can have certain knowledge of first principles through their terms. Second, we can obtain certain knowledge from experience. Third, we can have certain knowledge of our actions and mental states. Fourth, we can also have certain sensory knowledge, thanks to the same a priori principle that establishes the certainty of induction.
John Duns Scotus distinguishes between intuitive knowledge and abstract knowledge. Intuitive knowledge is knowledge of a subject as it is present in its actual existence. Abstract knowledge, on the other hand, is knowledge of the essence of a subject viewed in a manner abstract from its existence or non-existence. Scott believed that there are two types of intuitive knowledge: complete intuitive knowledge, which is knowledge of what exists as it exists and is present to the senses, and incomplete intuitive knowledge, which relates either to past knowledge of the subject or to a view of the future

Abstract:
This research focuses on “Constructing Methodology in the Social Sciences” as a central concept in the process of producing scientific knowledge about social and cultural phenomena. It is based on a core assumption that the relationship between “construction,” “method,” and “social sciences” is not arbitrary or superficial, but foundational—rooted in a deep epistemological understanding of social reality and the researcher’s position and role within it.
The study begins by clarifying key concepts: the notion of “construction” as both a material and conceptual act, and the “method” as an organized path toward uncovering truth. The linguistic, philosophical, and historical contexts of these concepts are explored, emphasizing that methodology in the social sciences is not merely a research tool, but a reflective system that mirrors the researcher’s worldview and perception of social reality.
The research then delves into the theoretical frameworks underpinning methodology construction, as articulated by Sotirios Sarantakos, who identified five key conceptual pillars: theoretical foundation, ontology, epistemology, methodology, and empirical application. The work also explores differing philosophical positions—positivism, interpretivism, pragmatism, and Marxism—and demonstrates how these positions influence researchers’ choices of method, formulation of questions, and the nature of knowledge they aim to produce. In this context, the interrelation between theory, methodology, and epistemology is hIn the second part, the study offers a detailed overview of the main research methods used in anthropology and sociology, placing them within their historical and epistemological evolution. These include the historical method, comparative method, descriptive method, ethnographic method, social survey, case study, structural-functional method, self-understanding and cognitive analysis method, thick description method, and the socio-anthropological approach. Each method is analyzed in terms of its theoretical basis, techniques, applications, as well as its strengths and methodological challenges.ighlighted as a foundational triad in any serious scientific endeavor. The research demonstrates that choosing a research method is not a neutral or random act; rather, it is shaped by the researcher’s perspective, the context of the phenomenon, and the objectives of the study. It also shows that methods are not necessarily conflicting but can be integrated within a multi-perspective approach. Moreover, it stresses the importance of ethical and epistemological considerations in research practice and advocates moving beyond surface-level quantitative understanding toward a more profound qualitative reading that situates phenomena within their cultural, social, and historical context.
The significance of this study lies in its ability to transcend the mere description of research methods, offering instead a philosophical and applied analysis of how methodologies are constructed in the social sciences. This makes it a valuable reference for researchers in the fields of social and human sciences, particularly those aiming to conduct field studies with strong analytical and epistemological grounding.