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Queen Buran Podcast Outline
Queen Buran Podcast Outline Episode outline and show notes for episode 295, titled Queen Buran, Astrologer in 9th Century Baghdad, with Chris Brennan and guest Ali A. Olomi. https://theastrologypodcast.com/2021/03/12/queen-buran-astrologer-in-9th-century-baghdad/ Episode released on March 12, 2021. Most of what follows represents Chris’ outline for the episode that he wrote in preparation for the interview, integrated with some comments and changes from Ali. Outline Introduction ● Recorded on Wednesday, March 10, 2021, starting at 9:07 AM in Denver. ● This is the 295th episode of the show. ● Today I’m going to be talking with Ali A. Olomi ● Our topic is Buran of Baghdad, who lived in the 9th century. ○ She was a queen during the early Islamic Golden Age ○ Married to one of the great caliphs, al-Ma’mun. ○ She is the first woman we know of by name to have practiced astrology. Introduce Ali and talk about his work ● Ali is a Historian of Middle East & Islam ○ Focuses on politics, gender, Islamic esotericism, astrology, folklore. ● Host of the Head on History Podcast, which is available on Patreon: ○ Posts on jinn, magic, and astrology ○ https://www.patreon.com/headonhistory ● Twitter: https://twitter.com/aaolomi Background on Early Women in Astrology ● Background about previous work on women in ancient astrology. ● I have a small section on this in my book titled Hellenistic Astrology. ○ Also talked about it in episode 86 while I was writing the book. ● Women were not typically afforded the same education as men in ancient times. ● As a result we don’t know the names of any ancient women who did astrology. -
Nancy Siraisi
CHARLES HOMER HASKINS PRIZE LECTURE FOR 2010 A Life of Learning Nancy Siraisi ACLS OCCASIONAL PAPER, No. 67 ACLS The 2010 Charles Homer Haskins Prize Lecture was presented at the ACLS Annual Meeting in Philadelphia, PA, on May 7, 2010. © 2010 by Nancy Siraisi CONTENTS On Charles Homer Haskins iv Haskins Prize Lecturers v Brief Biography of vi Nancy Siraisi Introduction ix by Pauline Yu A Life of Learning 1 by Nancy Siraisi ON CHARLES HOMER HASKINS Charles Homer Haskins (1870-1937), for whom the ACLS lecture series is named, was the first chairman of the American Council of Learned Societies, from 1920 to 1926. He began his teaching career at the Johns Hopkins University, where he received the B.A. degree in 1887 and the Ph.D. in 1890. He later taught at the University of Wisconsin and at Harvard, where he was Henry Charles Lea Professor of Medieval History at the time of his retirement in 1931, and dean of the Graduate School of Arts and Sciences from 1908 to 1924. He served as president of the American Historical Association in 1922, and was a founder and the second president of the Medieval Academy of America (1926). A great American teacher, Charles Homer Haskins also did much to establish the reputation of American scholarship abroad. His distinction was recognized in honorary degrees from Strasbourg, Padua, Manchester, Paris, Louvain, Caen, Harvard, Wisconsin, and Allegheny College, where in 1883 he had begun his higher education at the age of 13. iv HASKINS PRIZE LECTURERS 2010 Nancy Siraisi 2009 William Labov 2008 Theodor Meron 2007 Linda Nochlin 2006 Martin E. -
Knowledge of Polymath Walks, Talks, Makes Waves, Turns Into Deeds
Knowledge of Polymath Walks, Talks, Makes Waves, Turns into Deeds Interviewee: Professor Hamlet Isaxanli Founder of Khazar University, Chairman, Board of Directors and Trustees Founding Member of Eurasian Academy Hamlet Isakhanli is a scientist, poet, social scientist, educator and lecturer, publisher and editor, translator, columnist, broadcaster – TV program presenter, public figure. He has published as author, co-author over 40 books and over 350 articles on a broad range of topics in mathematics and its applications; history of science and culture; poetry and creative writing; language, lexicography and literary studies; theory and history of translation; education policy and management. Interviewer: Waqas Ahmed Head of Special Projects, Global Correspondent, FIRST magazine Author of Polymathy (to be published) Waqas Ahmed: How would you define a polymath? Professor Hamlet Isaxanli:A polymath is a person who displays genuine creative activity in multiple fields that differ from one another. Despite the fact that the dictionary definition of the word “polymath” implies someone with much knowledge or varied learning, not just everyone who knows multiple fields well is called a polymath; to know and to produce are not the same. Understanding many things about physics, mathematics or biology from popular literature is absolutely not the same as being a physicist, mathematician or biologist. If a person contents himself with knowing but cannot turn his knowledge into action or some type of work, he is simply a very knowledgeable, erudite, educated person—he is not a polymath. The knowledge of a polymath does not remain passive or sit in one place. It walks, talks, makes waves, creates practical results, turns into deeds. -
House of Wisdom
House of Wisdom ,romanized: Bayt al-Ḥikmah), alsoبيت الحكمة :The House of Wisdom (Arabic known as the Grand Library of Baghdad, refers to either a major Abbasid public academy and intellectual center in Baghdad or to a large private library belonging to the Abbasid Caliphs during the Islamic Golden Age.[1][2] The House of Wisdom is the subject of an active dispute over its functions and existence as a formal academy, an issue complicated by a lack of physical evidence following the collapse of the Abbasid Caliphate and a reliance on corroboration of literary sources to construct a narrative. The House of Wisdom was founded either as a library for the collections of the Caliph Harun al-Rashid in the late 8th century (then later turned into a public academy during the reign of Al-Ma'mun) or was a private collection created by Al-Mansur (reign 754–775) to house rare books and collections of poetry in both Arabic and Persian.[1][3] The House of Wisdom and its contents were destroyed in the Siege of Baghdad in 1258, leaving very little in the way of archaeological evidence for the House of Wisdom, such that most knowledge about it is derived from the works of contemporary scholars of the era such as Al-Tabari and Ibn al-Nadim. The House of Wisdom existed as a part of the major Translation Movement taking place during the Abbasid Era, translating works from Greek and Syriac to Arabic, but it is unlikely that the House of Wisdom existed as the sole center of such work, as major translation efforts arose in Cairo and Damascus even earlier than -
The Golden Age of Islamic Achievement a Five-Part Social Studies Unit for Middle School
The Golden Age of Islamic Achievement a five-part social studies unit for middle school Created by the Middle East Studies Center at Portland State University Written by: Courtney Ferrari, Sarah Segal, Elisheva Cohen The Golden Age of Islamic Achievement a five-part social studies unit for middle school Created by the Middle East Studies Center at Portland State University Lessons: 1. History of the Abbasid and Umayyad Dynasties 2. Geography of Islamic Expansion 3. Cities of Baghdad and Cordoba 4. House of Wisdom—scholarship in the Abbasid Dynasty 5. Scholarship, Art and Architecture in Muslim Spain Unit goal: Students will understand the role of Islamic civilization in the medieval world: its geographic and historical context, its achievements, scope and impact. Curriculum framing questions for the unit: Lesson 1: ‹ What events constitute the Abbasid and Umayyad Golden Ages? ‹ How are events in distant empires related? ‹ When and how did the empires begin and end? ‹ What events constitute the Golden Age of Islamic empires? Lesson 2: ‹ What was the geographic extent of the dynasties that made up the Islamic Golden Age? ‹ How were these societies shaped by the physical geography of their empires? Lesson 3: ‹ How are events in distant empires related? ‹ In what ways were the achievements of the Abbasid and Umayyad dynasties similar? In what ways were they different? ‹ Where did the Golden Age take place and how did geography affect its character? Lesson 4: ‹ What was the House of Wisdom and why was it important? ‹ Why did Caliph al-Ma’mun create the House of Wisdom and why did he choose Baghdad for its location? Lesson 5: ‹ What can objects tell us about the people who made them? ‹ In what ways were the achievements of the Abbasid and Umayyad dynasties similar? In what ways were they different? ‹ How did the achievements of these dynasties influence the world around them? Golden Age of Islamic Achievement: Overview 2 Learning objectives for the unit: Lesson 1: ‹ Students will be able to construct a proportional, parallel timeline to compare political units. -
The Philosopher-Prophet in Avicenna's Political Philosophy
The philosopher-prophet in Avicenna's political philosophy Author: James Winston Morris Persistent link: http://hdl.handle.net/2345/4029 This work is posted on eScholarship@BC, Boston College University Libraries. Published in Political aspects of Islamic philosophy, pp. 152-198 Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-Noncommercial-No Derivative Works 3.0 United States" (http:// creativecommons.org/licenses/by-nc-nd/3.0/us/) The P~~losopher-Prophet in. AVic~nna's Political Philosophy. Chapter 4 of The PolItICal Aspects of IslamIc PhIlosophy, ed. C. Butterworth, Cambridge Harvard University Press, 1992, pp. 142-188. ' -FOUR- The Philosopher-Prophet in Avicenna~s Political Philosophy James W. Morris With time, human beings tend to take miracles for granted. Perhaps the most lasting and public of all miracles, those to which Islamic philosophers devoted so much of their reflections, were the political achievements of the prophets: how otherwise obscure figures like Moses, Jesus, and Muhammad came to shape the thoughts and actions of so much of civilized humanity. Within the high culture of Islamic civilization, the thought and writings of an itinerant Persian doctor and court administrator we know as Avicenna (370/980~28/1037) came to play a similarly central role: for almost a millenium, each of the tra ditions of Islamic thought claiming a wider, universal human validity has appealed either directly to his works or to logical and metaphysical disciplines whose Islamic forms were directly grounded in them. This study considers some of the central philosophic under pinnings of that achievement. -
The Scenography of Power in Al-Andalus and the ʿabbasid
Medieval Medieval Encounters 24 (2018) 390–434 Jewish, Christian and Muslim Culture Encounters in Confluence and Dialogue brill.com/me The Scenography of Power in Al-Andalus and the ʿAbbasid and Byzantine Ceremonials: Christian Ambassadorial Receptions in the Court of Cordoba in a Comparative Perspective Elsa Cardoso Researcher of the Centre for History, University of Lisbon Faculty of Arts of the University of Lisbon, Alameda da Universidade 1600 Lisbon, Portugal [email protected] Abstract This essay considers ceremonial features represented during Christian diplomatic re- ceptions held at the court of Cordoba, under the rule of Caliphs ʿAbd al-Raḥmān III (912‒961) and al-Ḥakam II (961‒976), in a comparative perspective. The declaration of the Umayyad Caliphate of the West by ʿAbd al-Raḥmān III marked the institution- alization of a carefully elaborated court ceremonial, reaching its greatest develop- ment under the rule of al-Ḥakam II. Detailed official ambassadorial ceremonies will be addressed, such as receptions of ambassadors from Emperor Constantine VII Porphyrogennetos, and King Otto I, or the reception and submission of Ordoño IV, deposed king of Leon, accounted by both Muslim and Christian sources. Such cer- emonies will be compared with ʿAbbasid and Byzantine similar receptions, analyzing furthermore the origin and symbology of those rituals within the framework of diplo- matic and cultural exchanges and encounters. Keywords Al-Andalus ‒ Umayyads of Cordoba ‒ ceremonial ‒ diplomacy ‒ Madīna al-Zahrāʾ ‒ ʿAbbasids ‒ Byzantium -
“There Were Tens of Thousands of Pilgrims, from All Over the World
“There were tens of thousands of pilgrims, from all over the world. They were of all colors, from blue-eyed blondes to black- skinned Africans. But we were all participating in the same ritual, displaying a spirit of unity and brotherhood that my experiences in America had led me to believe never could exist between the white and non- white. I have never before seen sincere and true brotherhood practiced by all colors together, irrespective of their color.”1 So said Malcolm X, the American black radical leader and convert to Islam, following his participation in 1964 in the hajj, or pilgrimage, to Mecca. That experience persuaded him to abandon his earlier commitment to militant black separatism, for he was now convinced that racial barriers could indeed be overcome within the context of Islam. 4 As the twenty-first century dawned, Islam had acquired a notice- 7 able presence in the United States, with more than 1,200 3 mosques and an estimated 8 million Muslims, of whom some 2 million were African Americans. Here was but one sign of the growing international influence of the Islamic world. Independence from colonial rule, the Iranian Revolution of 1979, repeated wars between Israel and its Arab neighbors, the rising price of oil—all of this focused global attention on the Islamic world in the second half of the twentieth century. Osama bin Laden and the September 11, 2001, attacks on the United States, U.S. military action in Afghanistan and Iraq, and the increasing assertiveness of Muslims in Europe likewise signaled the growing role of Islam in world affairs in the first decade of the new millennium. -
Contribution of Persians to Islam During the Abbasid Period (750 - 1258 A.D.) : a Critical Study
■ I CONTRIBUTION OF PERSIANS TO ISLAM DURING THE ABBASID PERIOD (750 - 1258 A.D.) : A CRITICAL STUDY , • X ! THESIS SUBMITTED TO GAUHATI UNIVERSITY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY SUPERVISOR DR.MAZHAR ASIF BY ABDUL KHALIQUE LASKAR 2009 CONTRIBUTION OF PERSIANS TO ISI A vi DURING THE ABBASID PERIOD (750 - 1258 \ I : A CRITICAL STUDY THESIS SUBMITTED TO GAUHATI UNIVERSITY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE FACULTY OF ARTS SUPERVISOR DR.MAZHAR ASIF BY ABDUL KHALIQUE LASKAR 2009 ProQuest Number: 10105759 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 10105759 Published by ProQuest LLC (2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 DEPARTMENT OF PERSIAN GAUHATI UNIVERSITY i v-° -' Gopinath Bardoloi Nagar, Guwahati - 781 014 Assam Residence : Qr. No. 72-B )r. Mazhar Asif. M.A.<jNU),Ph.D.(jNui Gauhati University Campus leader. G uw ahati -781 014 )eptt. of Persian « : 0 3 6 1 - 2 6 7 2 6 8 3 94351-18077 e f . N o . Date 3 1 . 0 8 . 0 9 CERTIFICATE C ertified that this thesis entitled C ontribution o f P ersians to Islam during the A bbasid P eriod (750-1258 A .D ): A C ritical Study subm itted by A bdul K halique Laskar, Lecturer in Persian , M adhab Chandra D as College, Sonaim ukh, Sonai, C achar, A ssam , em bodies the results o f his original w ork and personal investigation, carried out under m y direct supervision and guidance. -
Cultural Flourishing in Tenth Century Muslim Spain Among Muslims, Jews, and Christians
CULTURAL FLOURISHING IN TENTH CENTURY MUSLIM SPAIN AMONG MUSLIMS, JEWS, AND CHRISTIANS A Thesis submitted to the Faculty of The School of Continuing Studies and of The Graduate School of Arts and Sciences in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Studies By Marilyn Penn Allen, B.S. Georgetown University Washington D.C. December 17, 2008 Copyright 2008 by Marilyn Penn Allen All Rights Reserved ii CULTURAL FLOURISHING IN TENTH CENTURY MUSLIM SPAIN AMONG MUSLIMS, JEWS, AND CHRISTIANS Marilyn Penn Allen, B.S. Mentor: Ori Z. Soltes, Ph.D. ABSTRACT This thesis seeks to discover what made it possible for such an extraordinary cultural flourishing to occur among Muslims, Jews, and Christians in tenth century Muslim Spain during the reign of the Umayyad Muslim leader Abd al-Rahman III and his Jewish vizier (minister of state), Hasdai ibn Shaprut. What historical, societal, and personal factors made it possible for these two leaders to collaborate? My analysis primarily looks at the time of Muslim rule in Medieval Spain (called al-Andalus by the Muslims and Sepharad by the Jews) from 711 to 1031 C.E. However, in order to place that time period in context, it is important to look at what was happening in Spain before the Muslim invasion as well as what was happening in the known world, in particular the Mediterranean basin, from the first to the eleventh centuries. For example, the Muslim empire spread rapidly in the seventh and eighth centuries, eventually encompassing the territories from Spain to the Indus River and controlling all the trade routes across the Mediterranean. -
The Abbasid Dynasty: the Golden Age of Islamic Civilization The
The Abbasid Dynasty: The Golden Age of Islamic Civilization The Abbasid Caliphate, which ruled the Islamic world, oversaw the golden age of Islamic culture. The dynasty ruled the Islamic Caliphate from 750 to 1258 AD, making it one of the longest and most influential Islamic dynasties. For most of its early history, it was the largest empire in the world, and this meant that it had contact with distant neighbors such as the Chinese and Indians in the East, and the Byzantines in the West, allowing it to adopt and synthesize ideas from these cultures. The Abbasid Revolution The Abbasid Dynasty overthrew the preceding Umayyad Dynasty, which was based in Damascus, Syria. The Umayyads had become increasingly unpopular, especially in the eastern territories of the caliphate. The Umayyads favored Syrian Arabs over other Muslims and treated mawali, newly converted Muslims, as second- class citizens. The most numerous group of mawali were the Persians, who lived side- by-side with Arabs in the east who were angry at the favor shown to Syrian Arabs. Together, they were ripe for rebellion. Other Muslims were angry with the Umayyads for turning the caliphate into a hereditary dynasty. Some believed that a single family should not hold power, while Shiites believed that true authority belonged to the family of the Prophet Muhammad through his son-in-law Ali, and the Umayyads were not part of Muhammad’s family. All these various groups who were angry with the Umayyads united under the Abbasids, who began a rebellion against the Umayyads in Persia. The Abbasids built a coalition of Persian mawali, Eastern Arabs, and Shiites. -
Creativity Polymathy: What Benjamin Franklin Can Teach Your Kindergartener
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Learning and Individual Differences 20 (2010) 380–387 Contents lists available at ScienceDirect Learning and Individual Differences journal homepage: www.elsevier.com/locate/lindif Creativity polymathy: What Benjamin Franklin can teach your kindergartener James C. Kaufman a,⁎, Ronald A. Beghetto b, John Baer c, Zorana Ivcevic d a Learning Research Institute, California State University at San Bernardino, 5500 University Parkway, San Bernardino, CA 92407-2318, United States b University of Oregon, Eugene, OR 97403, United States c Rider University, 2083 Lawrenceville Road, Lawrenceville, NJ 08648-3099, United States d Tufts University, 490 Boston Ave, Medford, MA 02155, United States article info abstract Article history: Creative polymathy at the very highest levels is rare, but this is largely the result of a long period of training Received 4 February 2009 usually necessary to become proficient in any field. We explain why creative polymathy is not ruled out by Received in revised form 1 October 2009 arguments for the domain specificity of creativity and argue that consideration of multiple levels of creativity Accepted 10 October 2009 (Big-C, Pro-c, little-c, and mini-c) leads to the conclusion that creative polymathy may actually be fairly common.