The University of Chlef Journals
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The Major Human Challenges and the Future of Humanity in the Age of Artificial Intelligence.
No full textتأتي هذه المداخلة في إطار النظر في مختلف التحديات والأزمات الكبرى التي تستهدف الإنسان المعاصر جراء مخرجات التقنية، وما يطرحه الذكاء الاصطناعي من مخاوف للإنسان، وهو ما يمكن أن يمثل منطلقا ودافعا لانبعاث رؤى جديدة غايتها الوقوف على مخاطر الذكاء الاصطناعي الذي من شأنه أن يشكل تحديا وجوديا يستهدف مستقبل الإنسان، خاصة إذا تعلق الأمر بإمكانية مصادرة الذكاء الاصطناعي لمهمة التفكير وتفوقهِ على العقول البشرية.
إضافة إلى تحليل مخاطره التي يمكن أن تمس المنظومة القيمية، والهوية الإنسانية، وذلك كمحاولة للإجابة عن التساؤل الذي يبحث فيما يمكن للفلسفة أن تقدمه في ظل التحديات التي يطرحها الذكاء الاصطناعي، وما إذا كانت تطبيقات الذكاء الاصطناعي بحاجة إلى قراءة فلسفية نقدية، تقف فيها الفلسفة على الممارسات الاقتصادية والاجتماعية والسياسية والأخلاقية للتقنيات المعاصرة، بهدف ضبط أخلاقيات للآلة الذكية ولاستخداماتها والحد من مخاطرها المحدقة بمستقبل الإنسان.This intervention comes within the framework of considering the various major challenges and crises targeting contemporary humans due to the outputs of technology, and what artificial intelligence poses of fears for humans. This can be a starting point and motivation for philosophizing, which aims to identify the dangers of artificial intelligence that could pose an existential challenge targeting the future of humans, especially if it comes to the possibility of artificial intelligence usurping the task of thinking and surpassing human minds.
In addition to analyzing its risks that can affect the value system and human identity, this is an attempt to answer the question of what philosophy can offer in light of the challenges posed by artificial intelligence, and whether artificial intelligence applications need a critical philosophical reading, in which philosophy stands on the economic, social, political, and ethical practices of contemporary technologies, with the aim of setting ethics for the intelligent machine and its uses and reducing its risks that threaten the future of humans
Democracy between Western rooting and Arab reception
Get PDFيعتبر التواصل المعرفي سببًا رئيسيًا في استيراد المفاهيم الأجنبية وتبيئها في مجتمعاتنا العربية؛ كمصطلح الديمقراطية وسبل تطبيقها مثلا، وبما أن تداول مصطلحات لها مضامين فكرية خاصة لا يُعدُّ محذورًا إذا كان لمفهومها دلالات أخرى قد تتسق مع ثقافة مجتمعاتنا، وبما أنه لا يمكن أيضا إنكار ما وصلت إليه الأمم الأخرى من تطور في مجال واقعهم السياسي، فإن العمل الإصلاحي في مجتمعاتنا التي تريد تغير ظروفها وعلاج أزماتها، لابد أن يقوم على بذل الكثير من الجهد في تحقيق صورة ما يمكن تبنيه مما يجب أن يُردّ، حتى نتصدى بذلك للذوبان في الآخر، أو الانكفاء والعزلة هروبًا من مواجهة مؤثرات الحضارات الأخرى، وكلاهما شر.
هنا يمكن طرح الإشكالية الآتية: هل يمكن تبيئة مفهوم الديموقراطية وتوطئته في مجتمعاتنا؟ وهل الديمقراطية من الآليات التي لجأ إليها العقل المسلم لتحقيق مبدأ الشورى؟
ولعل الموقف المطلوب هو رسم خارطة فكرية مُعِينَةٍ على الفرز لتمييز الصالح من غيره، مع إعادة تأهيل عقولنا للإنتاج والمساهمة بدلاً من الوقوف في طوابير انتظار الوافد.Cognitive communication is one of the factors contributing to the importation of foreign concepts into our societies, such as the term "democracy." The circulation of terms with specific intellectual connotations is not necessarily problematic, as long as their meanings can align with our cultural framework. Moreover, while we cannot deny the political advancements achieved by others, reform efforts in our societies must be based on a thorough examination of what can be adopted and what should be rejected. This approach is essential to prevent both assimilation into foreign influences and withdrawal into isolation.
This raises the question: Can the concept of democracy be localized within our societies? And has democracy served as a mechanism through which the Muslim intellect has sought to implement the principle of shura (consultation)?
The necessary course of action is to develop an intellectual framework that facilitates discernment while reconditioning our minds for production rather than passively waiting for external influences
Comparative Analysis of Instructional Models for Designing Effective Online Courses: ADDIE, SAM, and Dick & Carey Approaches
No full textThis study provides a comparative analysis of three instructional design models—ADDIE, SAM, and Dick & Carey in the context of online course design. The objective is to evaluate the effectiveness of these models across different learning environments, including synchronous, asynchronous, and blended learning. A meta-analysis methodology was employed, reviewing articles published between 2010 and 2023. Data were collected through a systematic literature review of studies focused on applying these models in online education, and analyzed using statistical tools such as effect size and variance analysis. Results indicate that the ADDIE model excels in asynchronous learning environments due to its structured, linear approach. In contrast, the SAM model proves more effective in synchronous settings where adaptability and rapid prototyping are crucial. The Dick & Carey model is particularly well-suited for blended learning environments due to its comprehensive and detailed instructional design process. The findings of this research offer practical insights for instructional designers and educators in selecting the most appropriate model based on course objectives and the specific learning context. The study concludes by emphasizing the need for a tailored approach to instructional design, recommending further research into emerging technologies like AI and adaptive learning
Assessing Content and Language Integrated Learning in Algerian Higher Education
No full textThis study explores the effectiveness of Content and Language Integrated Learning (CLIL) in Algerian higher education, aiming to enhance the language and content proficiency of English for specific purposes students. It targets the assessment of both language proficiencies with its constituent levels phonology, morphology, semantics, and syntax. The study focuses in parallel to assess ESP students’ content proficiency considering the Four Cs; Content, Cognition, Communication, and Culture. Using an experimental design with 50 ESP students, the research employed pre-test and post-test assessments alongside structured questionnaires and classroom observations. The findings reveal significant improvements in both language learning and subject-specific knowledge following CLIL implementation. ESP Students demonstrated enhanced critical thinking, problem-solving skills, and effective communication across the Four Cs—content, cognition, communication, and culture. Language proficiency advancements were evident in phonology, morphology, semantics, and syntax, highlighting improved pronunciation, word formation understanding, semantic comprehension, and grammatical accuracy. Despite these gains, challenges surfaced in consistent scaffolding by teachers and students\u27 application of cognitive strategies to avoid direct translation, hindering deeper language processing and complex idea expression. The study recommends ongoing professional development for teachers to refine scaffolding and cognitive strategies, and curriculum enhancements focusing on syntactical complexities and diverse communication tasks tailored to student needs. Addressing these recommendations can optimize CLIL\u27s benefits and provide students with better preparation for global academic and professional demands.
 
Unveiling the World through Stories: Fostering EFL Learners’ Intercultural Sensitivity through Storytelling Circles
No full textIn the wake of globalization, the world requires intercultural competent individuals with a heightened level of awareness and sensitivity towards others. This study addresses the effect of adopting storytelling circles on fostering students’ intercultural sensitivity in EFL classrooms. To attain this goal, the study followed a quasi-experimental mixed methods design with a single case study of 8 students assigned conveniently from the population of third year undergraduate EFL students at the University of Guelma, Algeria. The intervention which was launched in the academic year 2023-2024 adopted Chen and Starosta’s (2000) intercultural sensitivity scale as a pre and posttest, besides audio recordings of the sessions, reflection tasks, and the field notes of the researcher. The quantitative analysis of the pre and posttest using the Wilcoxon-signed ranks test revealed a significant difference between students’ intercultural sensitivity level before and after the treatment as p=0,00>0,05 in which learners moved from low to high level of intercultural sensitivity. Qualitative findings of other tools revealed that learners developed a shade of ethnorelativism, positive attitudes towards cultural diversity, and challenged their held stereotypes and prejudices. Therefore, the alternative hypothesis implying that storytelling circles foster intercultural sensitivity was retained. As a corollary, the study suggests more research on the effect of storytelling circles on intercultural sensitivity, the adaptation of critical intercultural education and a non-essentialist paradigm of culture when cultivating intercultural sensitivity, and systematic intercultural training for EFL teachers
The Effect of Letter Translation in Highlighting Acculturation in "Midaq Alley " by Naguib Mahfouz & Its English Translation by Trevor LeGassick
No full textThis paper highlights the critical role that letter translation plays in fostering cultural cross-fertilization through the process of acculturation in the novel "Zikaq Almadaq " by Naguib Mahfouz. The concept of letter translation, as developed by French critic Antoine Berman, aims to preserve the original text\u27s identity while avoiding distortion. Since language is an intrinsic aspect of identity and a representative of culture, translating a work from one language into another inevitably involves either emphasizing or distorting its identity and culture. Identity and culture are the broad psychological and intellectual frameworks that society uses to represent its existence. This study explores the potential of letter translation to highlight and create cultural cross-fertilization, as well as its ability to absorb elements of Arabic (Egyptian) culture, integrate them into the translation, and transform them into a different cultural act without distorting or compromising the original principles. We adopted a descriptive, analytical, and comparative approach to selected words and phrases from the novel that encapsulate the Egyptian cultural and identity environment. These elements were translated based on the letter translation approach, including local linguistic expressions, religious and political beliefs, proper and place names, local dress, and popular foods. The study reveals that letter translation fulfils the task of accepting the other and extending hospitality, fostering an atmosphere of cultural cross-fertilization by emphasizing linguistic differences
Autobiography and History in the Slave Narratives: The Case of Frederick Douglass’s The Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself
No full textThis article probes into the intricate interplay between autobiography and history within Frederick Douglass’s narrative, offering an in-depth exploration of how his personal experiences intersect with and sheds light on the broader sociopolitical landscape of Antebellum America. Through the use of a new historicist framework as inspired by Stephen Greenblatt’s critical approach and integrating Philippe Lejeune’s seminal concept of the “autobiographical pact,” this study foregrounds Douglass’s deliberate and strategic use of autobiography as a dual-purpose instrument, both for authentic self-expression and incisive social critique. The analysis pays particular attention to the challenges inherent in establishing a harmonious autobiographical pact between a Black writer and a predominantly white readership, especially regarding contentious issues of race, identity, and pervasive injustice. This article critically examines how Douglass grapples with the tensions between the subjective arena of personal memory and the objective realm of historical reality, demonstrating how his narrative actively shapes and is being shaped by the prevailing historical forces and power structures of his era. Through close textual analysis combined with rigorous historical contextualization, the study investigates the complex dynamics between individual agency and institutional oppression, highlighting Douglass’s narrative as a profound site where personal testimony confronts and resists established racism. Ultimately, this article sheds light on the enduring relevance and transformative power of Douglass’s storytelling, underscoring how his life story serves not only as a testament to personal resilience but also as a powerful act of historical witness and social resistance against the prevalent injustices of his time
Transmission et traduction des verbes de cognition dans le Coran: français, anglais et allemand
No full text“Transmit” is a transitive verb which requires an object which can be, among other things, “knowledge”. We transmit knowledge, sciences, traditions and many other cultural and human elements. This transmission may be intended or unintended. We will focus in this paper on the transmission of the sacred text and we will take the Quranic text as an example. The choice of this subject arose from the fact that the exegesis of the sacred text requires linguistic as well as theological and even historical knowledge. So, the sacred text is a kind of transmission from a divine author to a messenger and subsequently to a profane reader; while the exegesis of the sacred text is a second level transmission. In other words, it is a second reading of the text in order to transmit it from an exegete to a non-specialized reader. Translation is a kind of transmission and we cannot translate a sacred text without exegesis. In this research work, we try to take the verbs of cognition (to understand, to perceive, to reflect, to hear, to listen, etc.) in the Quran as examples to explain through the different translations, in French, English and German, the semantic nuances that the equivalence in the target language cannot always take into account. This could be acceptable in a normal text, but in a sacred text the faulty understanding could harm the exegesis of the text. It must be admitted that the conditions of transmission of a message surely influence its decoding by the receiver. These conditions vary in the same language and during the transmission of the message from one language to another. Decoding becomes more complicated when it comes to a religious text that neither the transmitter in the original language nor the transmitter in a foreign language has the right to modify or to grant it personal interpretations.«Transmettre» est un verbe transitif qui exige un complément d’objet qui peut être, entre autres, «savoir et connaissances ». Nous transmettons des connaissances, du savoir, des sciences, des traditions et beaucoup d’autres éléments culturels et humains. Cette transmission peut être voulue ou non-voulue. Notre problématique dans ce travail portera sur la transmission du texte sacré et nous prendrons le texte coranique comme exemple. Le choix de ce sujet est surgi du fait que l’exégèse du texte sacré exige des connaissances aussi bien linguistiques que théologiques, voire historiques. Donc, le texte sacré est une sorte de transmission d’un auteur divin à un messager et par la suite à un lecteur profane ; alors que l’exégèse du texte sacré est une transmission de deuxième niveau. Autrement dit, c’est une deuxième lecture du texte afin de le transmettre d’un exégète à un lecteur non spécialisé. La traduction est une sorte de transmission et on ne peut pas traduire un texte sacré sans exégèse. Nous essayons dans ce travail de recherche de prendre les verbes de cognition (comprendre, percevoir, réfléchir, entendre, écouter, etc) dans le Coran comme exemples pour expliciter à travers les différentes traductions, en français, en anglais et en allemand, les nuances sémantiques que l’équivalence en langue cible ne peut pas toujours prendre en considération. Cela pourrait être acceptable dans un texte normal, mais dans un texte sacré la compréhension fautive pourrait nuire à l’exégèse du texte. Il faut avouer que les conditions de transmission d’un message influencent surement son décodage par le récepteur. Ces conditions varient dans la même langue et lors de la transmission du message d’une langue à une autre. Le décodage devient plus compliqué lorsqu’il s’agit d’un texte religieux que ni l’émetteur en langue d’origine ni l’émetteur en langue étrangère n’ont le droit de modifier ou bien de lui accorder des interprétations personnelle
Entre pages lues et silences imposés: explorer les pratiques de lecture et de Non-Lecture chez les étudiants de français langue étrangère
No full textThe present study aims to examine students’ reading habits within a modern university context that is increasingly shaped by the rise of digital technologies. These technologies are gradually replacing or competing with traditional forms of reading, reshaping how students access and engage with texts. In an era where information is available almost instantaneously and digital media dominate everyday life, it has become essential to understand the factors that influence the reading practices of young adults. This research seeks to identify the key elements that shape students’ reading behaviors, with a particular focus on access to reading resources, the influence of the educational environment—namely parents and teachers—and the growing impact of digital tools such as smartphones, tablets, and laptops. The study is based on a survey conducted among 100 university students from diverse academic backgrounds, ensuring a wide range of perspectives. The investigation aims to uncover both the main barriers to reading and students’ preferences regarding reading formats and literary genres. The findings indicate that the most frequently reported obstacles include lack of time, limited interest in the themes typically addressed in academic materials, and the persistent distractions caused by digital devices. Despite these challenges, the results reveal a variety of reading habits, with a notable preference for digital formats and fictional works. These findings offer valuable insights for educators and curriculum developers. By taking into account students’ preferences and digital habits, pedagogical strategies can be adjusted to cultivate stronger reading motivation and promote a more sustained, meaningful engagement with written texts in the academic context.Cette étude examine les habitudes de lecture des étudiants dans un contexte universitaire moderne marqué par la montée en puissance des technologies numériques, lesquelles concurrencent de plus en plus les formes traditionnelles de lecture. Dans un environnement où l’accès à l’information est quasi instantané et où les supports numériques dominent, il devient essentiel de comprendre les facteurs qui influencent les pratiques de lecture des jeunes adultes. Cette recherche vise à identifier les éléments déterminants qui façonnent les comportements de lecture des étudiants, notamment en ce qui concerne l’accès aux ressources, le rôle de l’entourage éducatif (parents et enseignants) et l’influence croissante des outils numériques. L’étude repose sur une enquête menée auprès de 100 étudiants issus de diverses disciplines. Elle cherche à cerner les principaux obstacles à la lecture, ainsi que les préférences en matière de supports et de genres littéraires. Les résultats révèlent que les freins les plus fréquemment évoqués sont le manque de temps, un désintérêt pour les thématiques proposées dans le cadre académique, ainsi que les nombreuses distractions liées à l’usage des smartphones et autres appareils numériques. L’enquête met également en évidence une diversité des pratiques de lecture, avec une nette préférence pour les formats numériques et les œuvres de fiction. Ces résultats offrent des pistes de réflexion pour les enseignants et les concepteurs de programmes, qui pourraient adapter leurs approches pédagogiques afin de renforcer l’intérêt pour la lecture et encourager une relation plus active et engagée avec les textes écrits
Translating Islamic Religious Expressions: Problems And Strategies
No full textAbstract This study is an attempt to investigate the problems that face the translator when translating Islamic religious expressions from Arabic into English. It also explicates the strategies that the translators used in dealing with such problems. The study is descriptive, comparative and evaluative and focuses on how Islamic expressions drawn from the Islamic Arabic book Bidāyat al-Hidāyah are translated by two different translators namely Muhammad Abul Quasem (1979) and Mashhad Al-Allaf (2010). Since the explored religious expressions are deeply rooted in their native culture and constitute a main part of the Arabic-Islamic identity, the findings of the study show that such expressions, in many cases, do not have equivalents in the target language and culture, and translating them into English is very problematic and pose a great challenge to the translator. The findings also reveal that meaning losses and distortions are the result of a host of reasons among which are the sensitivity and peculiarity of the religious expressions and the huge differences between Arabic and English. Exploring the effect of using domesticating and foreignizing translation strategies on the quality of religious translation, its faithfulness and reception, the study shows that the most successful translations are those ones that employ foreignizing strategies. Foreignization that is supplemented with some basic rules of skopos theory helps maintain the identity of the source text and keeps it closer to the original text. It facilitates cultural understanding and communication, familiarizes and educates the TL readers, and enriches the target language and cultur