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Medieval Western Philosophy: the European Emergence
Cultural Heritage and Contemporary Change Series I, Culture and Values, Volume 9 History of Western Philosophy by George F. McLean and Patrick J. Aspell Medieval Western Philosophy: The European Emergence By Patrick J. Aspell The Council for Research in Values and Philosophy 1 Copyright © 1999 by The Council for Research in Values and Philosophy Gibbons Hall B-20 620 Michigan Avenue, NE Washington, D.C. 20064 All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Aspell, Patrick, J. Medieval western philosophy: the European emergence / Patrick J. Aspell. p.cm. — (Cultural heritage and contemporary change. Series I. Culture and values ; vol. 9) Includes bibliographical references and index. 1. Philosophy, Medieval. I. Title. III. Series. B721.A87 1997 97-20069 320.9171’7’090495—dc21 CIP ISBN 1-56518-094-1 (pbk.) 2 Table of Contents Chronology of Events and Persons Significant in and beyond the History of Medieval Europe Preface xiii Part One: The Origins of Medieval Philosophy 1 Chapter I. Augustine: The Lover of Truth 5 Chapter II. Universals According to Boethius, Peter Abelard, and Other Dialecticians 57 Chapter III. Christian Neoplatoists: John Scotus Erigena and Anselm of Canterbury 73 Part Two: The Maturity of Medieval Philosophy Chronology 97 Chapter IV. Bonaventure: Philosopher of the Exemplar 101 Chapter V. Thomas Aquinas: Philosopher of the Existential Act 155 Part Three: Critical Reflection And Reconstruction 237 Chapter VI. John Duns Scotus: Metaphysician of Essence 243 Chapter -
AHMAD DIAB Assistant Professor of Modern Arabic Literature University of California, Berkeley EDUCATION HONORS, AWARDS and FELLO
AHMAD DIAB Assistant Professor of Modern Arabic Literature University of California, Berkeley 4429 Piedmont Ave. Apt # 4 – Oakland, California 94611 Tel: 646.240.2599 - Email: [email protected] EDUCATION Ph.D. Middle Eastern Studies – Arabic Literature and Cinema Fall 2015, conferred Jan 2016 New York University, Department of Middle Eastern and Islamic Studies M.A. Middle Eastern Studies – History and Literature 2011 New York University, Department of Middle Eastern and Islamic Studies M.A. English Literature 2007 City University of New York B.A. English Literature, Damascus University 2003 HONORS, AWARDS AND FELLOWSHIPS • Erasmus Mundus, Universitat de Barcelona Dec 2013 – June 2014 • MacCracken Fellowship, New York University 2008 – 2013 • Global Research Initiative, New York University – Berlin Sept – Dec 2012 • Fulbright Scholarship, U.S. Department of State – City 2005-2007 University of New York PROFESSIONAL EXPERIENCE • Assistant Professor, Department of Near Eastern Studies – UC Berkeley July 2016 – present • Acting Assistant Professor, Department of Near Eastern Studies – UC Jan – July, 2016 Berkeley • Researcher - Department of Philology – Universitat de Barcelona Jan – June, 2014 • Lecturer in Arabic – Rutgers University Fall 2013 • Teaching Assistant – New York University 2010, 2011, 2013 • Lecturer in Arabic – Columbia University 2008, 2011, 2013 • Arabic Instructor – The United Nations 2010, 2011 • Participant – Penn World Voices - Pen World Voices Festival. May 2012 • Interpreter – NYU Abu Dhabi New York Oct 2011 • Lecturer of Arabic – Queens College 2007, 2008 • Journalist – Al-Hayat newspaper 2007, 2008 PUBLICATIONS • Book review of Being Palestinian: Personal Reflections on Palestinian Identity Issue 180 – July 2016 in the Diaspora, ed. Yasir Suleiman in The Journal of Palestine Studies • Translation of poems by Najwan Darwish in Wasafiri journal Issue 80 – Nov 2014 • “Facebook Balconies over the Dark Heart of Yarmuk,” in Al-Shabaka June 2014 Ahmad Diab, CV, July 2016 p. -
Philosophy As a Path to Happiness
CORE Metadata, citation and similar papers at core.ac.uk Provided by Helsingin yliopiston digitaalinen arkisto Philosophy as a Path to Happiness Attainment of Happiness in Arabic Peripatetic and Ismaili Philosophy Janne Mattila ACADEMIC DISSERTATION To be publicly discussed, by due permission of the Faculty of Arts at the University of Helsinki in auditorium XII, University main building, on the 13th of June, 2011 at 12 o’clock. ISBN 978-952-92-9077-2 (paperback) ISBN 978-952-10-7001-3 (PDF) http://ethesis.helsinki.fi/ Helsinki University Print Helsinki 2011 2 Abstract The aim of this study is to explore the idea of philosophy as a path to happiness in medieval Arabic philosophy. The starting point is in comparison of two distinct currents within Arabic philosophy between the 10th and early 11th centuries, Peripatetic philosophy, represented by al-Fārābī and Ibn Sīnā, and Ismaili philosophy represented by al-Kirmānī and the Brethren of Purity. These two distinct groups of sources initially offer two contrasting views about philosophy. The attitude of the Peripatetic philosophers is rationalistic and secular in spirit, whereas for the Ismailis philosophy represents the esoteric truth behind revelation. Still, the two currents of thought converge in their view that the ultimate purpose of philosophy lies in its ability to lead man towards happiness. Moreover, they share a common concept of happiness as a contemplative ideal of human perfection, merged together with the Neoplatonic goal of the soul’s reascent to the spiritual world. Finally, for both happiness refers primarily to an otherworldly state thereby becoming a philosophical interpretation of the Quranic accounts of the afterlife. -
Medieval Philosophy
| 1 Course Syllabus Medieval Philosophy INSTRUCTOR INFORMATION Dr. Wm Mark Smillie, Professor, Philosophy Department 142 St Charles Hall Email: [email protected]; Ph: 447 - 5416 Office Hours Spring 2017 : MW, 3:30 - 4:30; Th, 2:30 - 4:30; Fri, 2:00 - 3:30; & by appointment. For issues about this course, students can contact me before/after class, at my office hours (posted above), by phone or email (either Carroll email or through moodle email). I will respond to email and phone inquiries within one busine ss day (Saturdays and Sundays are not business days). I will post notifications about the course in the Moodle News Forum. Students should also be aware of the Moodle Calendar that announces assignment deadlines. COURSE INFORMATION PHIL202, Medieval Phil osophy Meets: Tuesday and Thursdays, 9:30 - 10:45, 102 O’Connell; 3 credit hours Course Description This course is an introductory survey of medieval philosophical thought. We will consider some philosophical questions and issues that were central to medieval discussion, including the relationship between faith and reason, the problem of evil, our abili ty to know God’s nature and describe it in human language, the implications of believing in God as a creator, and the famous “problem of universals.” Significant medieval philosophers studied in this course include St. Augustine, Boethius, Peter Abelard, St. Anselm, Avicenna, St. Thomas Aquinas and Bonaventure. An effort will be made to convey general medieval life and values and their connection to medieval philosophy, as well as to relate the thought of the middle Ages to the philosophy of other historic al periods. -
Islamic Influences in Lull's Logic
ISLAMIC INFLUENCES IN LULL'S LOGIC CHARLES LOHR Universitat de Freiburg ilB I. IDEAS DERIVING FROM ARABIC LOGIC That Ramon Lull was, at the beginning of his career, strongly influenced by the Islamic tradition of Aristotelian logic is an incontrovertible fact. One of the very first works which Lull composed was the Compendium lo- gicae Algazelis, a compendium based on a treatise on logic written by al- Ghazáli, a Persian theologian roughly contemporary with Anselm of Canter- bury. Some years ago, I was able to show that Lull based this work on the treatise on logic from al-Ghazáli's Maqüsid al-falüsifa, an Aristotelian ency- clopedia based in turn on Avicenna's Persian Dünish nümeh. The works of Avicenna and al-Ghaziili are both made up of three treatises: logic, meta- physics, and natural philosophy. Al-Ghazáli's intention in making his adap- tation of Avicenna's work was to refute its teaching, a task he undertook in his celebrated Tahüfut al-falüsifa or <cDestructionof the Philosophers,,. We do not know whether Lull was acquainted with al-Ghazáli's intention nor whether ke knew the Tahüfut al-tahüfut or ccDestruction of the Destruc- tionn of Averroes which it called forth. His work covered, in any event, only the section on logic. His compendium was based on the Arabic original of Al-Ghazáli's work and was itself composed in Arabic. In its original form it seems to have been arranged in three sections: 1) On Universals, 2) On Pro- positions. 3) On Argumentation, following the division of logic according the three operations of the mind which had been introduced by Avicenna. -
CASA Cairo and Amman Fellows 2015-2016
CASA Fellows 2015-2016 THE AMERICAN UNIVERSITY IN CAIRO Dilyara Agisheva received an undergraduate degree from University of California, Los Angeles in the fields of Political Science and Middle Eastern studies and an MA from Columbia University. She is currently a PhD student in Arabic and Islamic studies Department at Georgetown University. After completing CASA, Dilyara plans to continue working on her doctoral research on Ottoman history and Islamic law. Mohammed Rafi Arefin is a graduate student in the Department of Geography at the University of Wisconsin-Madison. His research focuses on the relationship between waste management, urbanization and uneven urban development in Cairo. He has previously studied Arabic at the University of California, Berkeley, the American University in Cairo, the University of Arizona, and the University of Wisconsin-Madison. Henry Clements is an M.A. candidate in the department of Arab and Islamic Civilizations at the American University in Cairo. He holds a B.A. in Arabic from Washington University in St. Louis. After CASA he intends to pursue a Ph.D. in history. Clare Duncan graduated from Harvard in May 2014 with a BA in Near Eastern Languages and Civilizations with a focus on Islamic law, and spent the past year working as a Presidential Intern in the Office of the President at The American University in Cairo. After CASA, she plans to do a joint JD-PhD program in international and Islamic law. Jeff Eamon graduated from Occidental College in 2011 and worked on a federal defense team for the Oregon Federal Public Defenders. He went on to pursue an MA in Near Eastern Studies at NYU where he is currently writing his thesis on the development of Bahrain’s colonial police forces. -
1 MOHAMMAD R. SALAMA Associate Professor of Arabic Dept. of Foreign
MOHAMMAD R. SALAMA Associate Professor of Arabic Dept. of Foreign Languages and Literatures San Francisco State University (415) 338-1421 [email protected] ___________________________________________________________________________ EDUCATION Ph.D., Comparative Literature, University of Wisconsin-Madison May 2005 M.A., Comparative Literature, University of Wisconsin-Madison May 2000 M.A. with Distinction, Arabic Literary and Translation Studies, University of ‘Ayn Shams, Faculty of al-Alsun, Cairo, Egypt Dec 1995 B.A., English, University of ‘Ayn Shams, Faculty of al-Alsun, Cairo, Egypt May 1990 ACADEMIC POSITIONS Associate Professor, Dept. of Foreign Languages & Literatures, Aug 2010-present San Francisco State University Assistant Professor, Dept. of Foreign Languages & Literatures, Aug 2005-2010 San Francisco State University Arabic Program Director, Dept. of Foreign Languages & Literatures, Aug 2005-present San Francisco State University Member of Middle Eastern and Islamic Studies Faculty, Aug 2005-present San Francisco State University Lecturer, Dept. of Languages & Literatures, Aug 2003-Jun 2005 University of Wisconsin-Whitewater Teaching Assistant, Dept. of Comparative Literature, Jan 2001-Jun 2003 University of Wisconsin-Madison Instructor, English Dept., Faculty of al-Alsun, Aug 1992-Jun 1999 University of ‘Ayn Shams, Cairo, Egypt 1 RESEARCH AND TEACHING INTERESTS Modern Arabic Literature and Criticism Arab Film and Literature Classical Arabic Literature European Colonialism Qur’anic Studies Theories of Modernity Metaphor Postcolonial Arabic Literature COURSES RECENTLY TAUGHT Reading Qur’anic Arabic. Has included various readings of the Qur’ān, with emphasis on the oral quality of the text, tajwīd” vs tartīl, and basic phonological relations between sounds (e.g. iẓhār, ikhfā’, iqlāb,’idghām, and madd) through an intensive study of some selected chapters. -
Teaching Media and Culture of the Middle East to American Students
8 Muhtaseb, et al.. Teaching Media and Culture of the Middle East to American Students Ahlam Muhtaseb, Ph.D., Department of Communication Studies Ece Algan, Ph.D., Department of Communication Studies Anne Bennett, Ph.D., Department of Anthropology California State University San Bernardino Americans know very little about the Middle East in general despite the fact that the region is at the heart of American foreign policy. While no one doubts the importance of teaching the history, culture, and politics of the Middle East in the United States, lack of basic knowledge coupled with the strong antipathy toward Arabs and Muslims make classroom teaching about the region quite challenging. Given that the current Islamopho- bic discourse in mainstream media and imperialistic American foreign policy misinform students about who Middle Easterners are, the so-called “war on terror” causes educators to be uneasy about discussing the Middle East in their classrooms. A strong pro-Israel lobby and other pressure groups make it even more difficult to have an independent intellectual discussion of the Middle East because of intimidation and anti-Semitism accusations that follow discussions of the Palestinian plight or the issue of the Palestinian refugees. Ismael (2011) adds that the whole academic discipline of Middle Eastern Stud- ies is usually under both scrutiny and attack by both conservative politicians and govern- ment officials in addition to lobbyists. He states, In ideological terms, the field of Middle East Studies has been labeled a failure as an academic project, accused of being “infused with third-worldist biases”; and its preeminent organization, the Middle East Studies Association (MESA), has been branded as inordinately Arab in its composition and ideological/ intellectual “character.” Chiefly, it has been argued that the field of Middle East Studies and its scholars have “ill-served” America (e.g. -
Arab-American and Muslim-American Studies in Secondary Social Studies Curriculum
AWEJ Volume.5 Number.3, 2014 Pp.45-64 Arab-American and Muslim-American Studies in Secondary Social Studies Curriculum Monica M. Eraqi Dakota High School, Michigan United States Abstract Arabs and Muslims live within the United States surrounded by misconceptions about their culture and religion, both of which seemed foreign to most Americans. Arabs, like many immigrant groups who came to the United States, were not exempt from racist accusations. They were viewed as a backward, violent, desert-dwelling people. The media and Hollywood did their part to ensure that Arabs and Muslims on the big screen perpetuated these misconceptions through their movies, cartoons, and TV characters. After the attacks on 9/11, many Americans realized, for the first time, how little they understood Arabs and Muslims. This led many to raise questions about curricular needs concerning Arabs, Muslims, and the Middle East, as well as Arab and Muslim Americans living within U.S. borders. This article discusses the mixed methods study, which consisted of 101 surveys of secondary social studies teachers from across the U.S. and contextual analysis of five U.S. history textbooks. Keywords: Arab-Americas, Muslim-Americans, stereotypes, education, social studies curriculum, multicultural education Arab World English Journal www.awej.org 45 ISSN: 2229-9327 AWEJ Volume.5 Number.3, 2014 Arab -American and Muslim-American Studies in Secondary Eraqi Eraqi Introduction The need for Arab and Muslim-American studies was never more real than after the attacks on September 11, 2001 when millions of Americans realized for the first time how little they knew of the Middle East, Arabs, and Muslims. -
The Renaissance
PAR T T H R E E·:· EARLY MODERN EUROPE CHAPTER 9 The Renaissance THE TRIUMPH OF GALETEA, Raphael, 1513. This fresco from the Palazzo della Farnesina in Rome \.' exemplifies the Renaissance artist's elevation of the human form. The mythological subject is also I) i hu rna nistic in its evocation of the ancient Gree k tradition. (Bridqeman-GiraudonlArt Resource, N.Y.) r rom the fifteenth through the seventeenth centuries, medieval attitudes and institutions broke down, and distinctly modern cul F tural, economic, and political forms emerged. For many histori ans, the Renaissance, which originated in the city-states of Italy, marks the starting point ofthe modern era. The Renaissance was characterized by a rebirth of interest in the humanist culture and outlook of ancient Greece and Rome. Although Renaissance individuals did not repudiate Christianity, they valued worldly activities and interests to a much greater degree than did the people of the Middle Ages, whose outlook was dominated by Christian otherworldliness. Renaissance individuals were fascinated by this world and by life's possibilities; they aspired to live a rich and creative life on earth and to fulfill themselves through artistic and literary activity. Individualism was a hallmark of the Renaissance. The urban elite sought to demonstrate their unique talents, to assert their own indi viduality, and to gain recognition for their accomplishments. The most admired person during the Renaissance was the multitalented individual, the "universal man," who distinguished himself as a writer, artist, lin guist, athlete. Disdaining Christian humility, Renaissance individuals took pride in their talents and worldly accomplishments-"I can work miracles," said the great Leonardo da Vinci. -
Oxnard Course Outline
Course ID: PHIL R105 Curriculum Committee Approval Date: 11/08/2017 Catalog Start Date: Fall 2018 COURSE OUTLINE OXNARD COLLEGE I. Course Identification and Justification: A. Proposed course id: PHIL R105 Banner title: Hist of Ancient/Medival Philos Full title: History of Ancient and Medieval Philosophy Previous course id: PHIL R105 Banner title: Hist of Ancient/Medival Philos Full title: History of Ancient and Medieval Philosophy B. Reason(s) course is offered: This course offers general education in the history and contemporary use of philosophical concepts found in eastern religions, e.g. those religions that have developed in Asia. The course fulfills an AA/AS graduation requirement in General Education. Academic skills in reading primary sources, critical thinking, writing and discussion can be developed in this course. The course transfers to four year schools and is articulated on CSU and IGETC lists. C. Reason(s) for current outline revision: Five-year update with minor modifications and (technical) corrections. Slight change in catalog description. D. C-ID: 1. C-ID Descriptor: PHIL 130 2. C-ID Status: Approved E. Co-listed as: Current: None Previous: II. Catalog Information: A. Units: Current: 3.00 Previous: 3.00 B. Course Hours: 1. In-Class Contact Hours: Lecture: 52.5 Activity: 0 Lab: 0 2. Total In-Class Contact Hours: 52.5 3. Total Outside-of-Class Hours: 105 4. Total Student Learning Hours: 157.5 C. Prerequisites, Corequisites, Advisories, and Limitations on Enrollment: 1. Prerequisites Current: Previous: 2. Corequisites Current: Previous: 3. Advisories: Current: Previous: 4. Limitations on Enrollment: Current: Previous: D. Catalog description: Current: This historical introduction to philosophy traces the development of Western philosophy from early Greece through the Middle Ages, with emphasis upon works of Plato and Aristotle. -
Sumayya Ahmed University College London - Qatar | P.O
Sumayya Ahmed University College London - Qatar | P.O. Box 25256 | Education City | Doha, Qatar Tel: (+974) 5045 1503 | [email protected] Education Ph.D., Information & Library Science, August 2016, University of North Carolina-Chapel Hill Duke-UNC Graduate Certificate in Middle East Studies M.A., Arab Studies, Islamic Historiography concentration, Georgetown University 2006 B.A., Sociology & African American Studies , Wesleyan University, Middletown, CT, 1998 Semester Abroad, School for International Training (SIT) in Rabat, Morocco, Fall 1996 Professional Appointment Lecturer, Library and Information Studies, University College London - Qatar, 2016-Present Publications Ahmed, S (2019) Archives du Maroc ? The official and alternative national archives of Morocco. Archives and Manuscripts. Forthcoming. Ahmed, S. (2019). Engaging Curation: A literature review. In E. Benoit III & A. Eveleigh Participatory Archives: Theory and Practice. Facet Publishing. Forthcoming Ahmed, S. (2018). “Seeking information from the lips of people”: Oral History’s place in the archives of Qatar and the Gulf region. Archival Science. https://doi.org/10.1007/s10502- 018- 9293-8 Ahmed, S. (2016). Learned women: three generations of female Islamic scholarship in Morocco. Journal of North African Studies, doi: 10.1080/13629387.2016.1158110. Ahmed, S. (2016). For a Morocco that reads: the crisis of reading and recent initiatives to revive libraries and reading in Morocco. In A. Click, S. Ahmed, J. Hill, & J.D. Martin III (eds.), Library and Information Science in the Middle East and North Africa. Boston: De Gruyter Saur. Ahmed, S. (2016). Desert scholarship: The zawiya library of the Naṣirīyya sufi order. In T. Courau and F. Vandermarcq (eds.), Libraries at the Heart of the Dialogue of Cultures and Religions: History, Present, Future.