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Kant's Theoretical Conception Of
KANT’S THEORETICAL CONCEPTION OF GOD Yaron Noam Hoffer Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the Department of Philosophy, September 2017 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Doctoral Committee _________________________________________ Allen W. Wood, Ph.D. (Chair) _________________________________________ Sandra L. Shapshay, Ph.D. _________________________________________ Timothy O'Connor, Ph.D. _________________________________________ Michel Chaouli, Ph.D 15 September, 2017 ii Copyright © 2017 Yaron Noam Hoffer iii To Mor, who let me make her ends mine and made my ends hers iv Acknowledgments God has never been an important part of my life, growing up in a secular environment. Ironically, only through Kant, the ‘all-destroyer’ of rational theology and champion of enlightenment, I developed an interest in God. I was drawn to Kant’s philosophy since the beginning of my undergraduate studies, thinking that he got something right in many topics, or at least introduced fruitful ways of dealing with them. Early in my Graduate studies I was struck by Kant’s moral argument justifying belief in God’s existence. While I can’t say I was convinced, it somehow resonated with my cautious but inextricable optimism. My appreciation for this argument led me to have a closer look at Kant’s discussion of rational theology and especially his pre-critical writings. From there it was a short step to rediscover early modern metaphysics in general and embark upon the current project. This journey could not have been completed without the intellectual, emotional, and material support I was very fortunate to receive from my teachers, colleagues, friends, and family. -
HEIDEGGER's TRANSCENDENTALISM Author(S): DANIEL DAHLSTROM Source: Research in Phenomenology, Vol
HEIDEGGER'S TRANSCENDENTALISM Author(s): DANIEL DAHLSTROM Source: Research in Phenomenology, Vol. 35 (2005), pp. 29-54 Published by: Brill Stable URL: http://www.jstor.org/stable/24721815 Accessed: 23-01-2018 19:34 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Brill is collaborating with JSTOR to digitize, preserve and extend access to Research in Phenomenology This content downloaded from 142.58.129.109 on Tue, 23 Jan 2018 19:34:17 UTC All use subject to http://about.jstor.org/terms HEIDEGGER S TRANSCENDENTALISM by DANIEL DAHLSTROM Boston University Abstract This paper attempts to marshall some of the evidence of the transcendental character of Heidegger's later thinking, despite his repudiation of any form of transcendental think ing, including that of his own earlier project of fundamental ontology. The transcen dental significance of that early project is first outlined through comparison and contrast with the diverse transcendental turns in the philosophies of Kant and Husserl. The paper then turns to Heidegger's account of the historical source of the notion of tran scendence in Plato's thinking, its legacy in various forms of transcendental philosophy, and his reasons for attempting to think in a post-transcendental way. -
Analysis of Knowledge: the Epistemic Theories in View of Avicenna and Mulla Sadra
International Journal of Humanities, Arts and Social Sciences volume 6 issue 4 pp. 171-176 doi: https://dx.doi.org/10.20469/ijhss.6.20004-4 Analysis of Knowledge: The Epistemic Theories in View of Avicenna and Mulla Sadra Abbas Kharabi Masouleh∗ University of Gottingen, Gottingen, Germany Abstract: This paper focuses on the epistemological approach conveyed from Avicenna’s philosophy to Sadra’s transcendent theosophy. As elucidating epistemological framework in each theory helps us to clarify dark angles of that theory, this paper focuses on the epistemological approach conveyed from Avicenna’s philosophy to Sadra’s transcendent theosophy. Under the influence of Avicenna’s and Mulla Sadra’s different ontological approaches, i.e., essentialism and existentialism, their epistemic theories are transformed from the theory of abstraction into the unity of the known-object and the knower-subject. The required data for this study have been collected mainly through library research from secondary and primary sources. Library research is a method by means this research focuses on relevant sources in three languages: original works such as books, data bases, theses and articles which are mostly in Arabic and some are in English and Persian. The two scholars relying on a common base stone, realism, present two different theories to interpret the relationship between the human mind and the external world. As the border between the mind and external world determines the degree of realism in each theory, the paper examines their epistemic theories, which explain the relationship between the mind as the knower-subject and the external world as the known object. -
Transcendent Philosophy
Transcendent Philosophy An International Journal for Comparative Philosophy and Mysticism Articles William C. Chittick On the Teleology of Perception S. M. Khamenei Sense Perception Oliver Leaman Mulla Sadra, Perception and Knowledge by Presence M. Araki The Nature and Stages of Perception in Mulla Sadra’s Philosophy Cécile Bonmariage How is it possible to see Ghouls (Ghûl) in the Desert? G. E. Dinani Unification of Intelligent and Intelligible I. Kalin Knowledge as Appropriation vs. Knowledge as Reprehension S. Pazouki Sufi Knowledge in Mulla Sadra E. Wolf‐Gazo Berkeley, Whitehead, Sadra: From Sense Impressions to Intuition On the Teleology of Perception William C. Chittick, State University of New York, USA Abstract Mulla Sadra's primary philosophical project is to map out the path of achieving the soul's perfection. His several well‐known contributions to the philosophical vocabulary, such as the "systematic Ambiguity" (tashkik) of existence and "substantial motion," were all developed to explain how the soul enters into this world through corporealization and departs from it by way spiritualization. His remarkably detailed investigations of the modalities of afterworldly experience simply illustrate his desire to explain the full range of possibilities that are open to the human soul. In order to grasp the role of perception in his overall project, it is necessary to understand the end toward which perception is directed and the nature of its final fruition. The soul perceives by nature, so much so that perception enters into its very definition. In and of themselves, however, the varieties of perception possessed by the animal soul do not suffice for the achievement of human perfection, though perception remains an essential attribute of the soul. -
Transcendent Philosophy an International Journal for Comparative Philosophy and Mysticism Editor Transcendent Philosophy Is a Publication of the Seyed G
Volume 9. December 2008 Transcendent Philosophy An International Journal for Comparative Philosophy and Mysticism Editor Transcendent Philosophy is a publication of the Seyed G. Safavi London Academy of Iranian Studies and aims to SOAS, University of London, UK create a dialogue between Eastern, Western and Islamic Philosophy and Mysticism is published in Book Review Editor December. Contributions to Transcendent Sajjad H. Rizvi Philosophy do not necessarily reflect the views of the Exeter University, UK editorial board or the London Academy of Iranian Editorial Board Studies. Contributors are invited to submit papers on the G. A’awani, Iranian Institue of Philosophy, Iran following topics: Comparative studies on Islamic, A. Acikgenc, Fatih University, Turkey Eastern and Western schools of Philosophy, M. Araki, Islamic Centre England, UK Philosophical issues in history of Philosophy, Issues in contemporary Philosophy, Epistemology, S. Chan, SOAS University of London, UK Philosophy of mind and cognitive science, W. Chittick, State University of New York, USA Philosophy of science (physics, mathematics, R. Davari, Tehran University, Iran biology, psychology, etc), Logic and philosophical logic, Philosophy of language, Ethics and moral G. Dinani, Tehran University, Iran philosophy, Theology and philosophy of religion, P.S. Fosl, Transylvania University, USA Sufism and mysticism, Eschatology, Political M. Khamenei, SIPRIn, Iran Philosophy, Philosophy of Art and Metaphysics. B. Kuspinar, McGill University, Canada The mailing address of the Transcendent Philosophy is: H. Landolt, McGill University, Canada Dr S.G. Safavi O. Leaman, University of Kentucky, USA Journal of Transcendent Philosophy Y. Michot, Oxford Centre for Islamic Studies, UK 121 Royal Langford 2 Greville Road M. Mohaghegh-Damad, Beheshti University, Iran London NW6 5HT J. -
Studia Graeco-Arabica Studies Dedicated to Rüdiger Arnzen on His Sixtieth Birthday
Studia graeco-arabica Studies dedicated to Rüdiger Arnzen on His Sixtieth Birthday Edited by Yury Arzhanov 10 _______ 2020 Editorial Board Mohammad Ali Amir Moezzi, École Pratique des Hautes Études, Paris Carmela Baffioni, Istituto Universitario Orientale, Napoli Sebastian Brock, Oriental Institute, Oxford Charles Burnett, The Warburg Institute, London Hans Daiber, Johann Wolfgang Goethe-Universität Frankfurt a. M. Cristina D’Ancona, Università di Pisa Thérèse-Anne Druart, The Catholic University of America, Washington Gerhard Endress, Ruhr-Universität Bochum Richard Goulet, Centre National de la Recherche Scientifique, Paris Steven Harvey, Bar-Ilan University, Jerusalem Henri Hugonnard-Roche, École Pratique des Hautes Études, Paris Remke Kruk, Universiteit Leiden Concetta Luna, Scuola Normale Superiore, Pisa Alain-Philippe Segonds (†) Richard C. Taylor, Marquette University, Milwaukee (WI) Staff Elisa Coda, Cristina D’Ancona, Issam Marjani, Cecilia Martini Bonadeo Submissions Submissions are invited in every area of the studies on the trasmission of philosophical and scientific texts from Classical Antiquity to the Middle Ages, Renaissance, and early modern times. Papers in English, French, German, Italian, and Spanish are published. Prospective authors are invited to check the Guidelines on the website of the journal, and to address their proposals to the Editor in Chief. Peer Review Criteria Studia graeco-arabica follows a double-blind peer review process. Authors should avoid putting their names in headers or footers or refer to themselves in the body or notes of the article; the title and abstract alone should appear on the first page of the submitted article. All submitted articles are read by the editorial staff. Manuscripts judged to be of potential interest to our readership are sent for formal review to at least one reviewer. -
Walbridge, J. (2014). the Alexandrian Epitomes of Galen Vol. 1: on the Medical Nº 18, Sept.-Dec
Rodrigo Pinto de Brito - Universidade Federal de Sergipe (Brasil) [email protected] Walbridge, J. (2014). The Alexandrian Epitomes of Galen vol. 1: On the Medical nº 18, sept.-dec. 2016 Sects for Beginners; The Small art of Medicine; On the Elements According to the Opinion of Hippocrates. A parallel English-Arabic text translated, introduced, and annotated. Utah, Brigham Young University Press BRITO, R. (2016). Review: Walbridge, J. (2014). The Alexandrian Epitomes of Galen vol. 1: On the Medical Sects for Beginners; The Small art of Medicine; On the Elements According to the Opinion of Hippoc- rates. A parallel English-Arabic text translated, introduced, and anno- tated. Utah, Brigham Young University Press. Archai, nº 18, sept.-dec., p. 389-394. DOI: http://dx.doi.org/10.14195/1984‑249X_18_11 389 The book is edited, translated, introduced and an- notated by John Walbridge, who earned his PhD in 1983 from Harvard University. Nowadays, Walbridge is Professor of Near Eastern Languages and Cultures at Indiana University Bloomington, his researches are mainly in the area of Islamic Philosophy, Religion and Sciences. Walbridge has been writing books and pa- pers on the Islamic culture, especially on the Islamic reception of the Greek culture in Medieval period. As examples, in 1992 he published The Science of Mys- tic Lights: Qutb al-Din Shirazi and the Illuminationist Tradition of Islamic Philosophy: a monograph about the philosophy of Qutb al-Din Shirazi, an Iranian phi- losopher of the 13th century who was influenced by nº 18, sept.-dec. 2016 Platonism, Avicennian Neoplatonist theory of emana- tions and Iranian Mythology. -
The Should Be Goal of Education: What Should Be Taught? and How Should It Be Taught?
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.21, 2016 The Should Be Goal of Education: What should be taught? and How should it be taught? Bakare Kazeem Kayode 1* Abdulwasiu Isiaq Nasirudeen 1 Syed Mahbubul Alam Al-Hasani 2 1 Al-Madinah International University 2 University Putra Malaysia *Corresponding Author [email protected] Abstract The role of education is to be reflective (about what? Why? and how?) in preserving the civilization identity and human capability of a nation. This is particularly true because education is the cornerstone to building human capability and capacity that can develop a country. A well-formulated educational goal will serve as a moral compass for individuals in order to be fully aware of the reasons behind their existence. Education should lead a person to be reflective of his/her life, jettison vague norms or ideas and to chat the future on the right direction. Determining or articulating the goals of education have always been a challenge, be it present or in the past due to it multifaceted manifestation in a different aspect of society. This study provides a capsule representation of what should be the goal (s) of education by looking into arguments and opinions of past education philosophers and scholars. It is concluded that the goal of education is diverse along historically and civilization spectrum but the essence—as human development remains its nucleus. Keywords: keywords, Education, Goal, Hellenic, Islamic 1. Introduction Most intellectuals and decision-makers in the educational arena of the present milieu are aware of the importance of working out a strategy, anticipating the prospects of education, with a view to developing its structures, revitalizing and/or redefining its missions and goals. -
Schelling's Organic Form of Philosophy
1 Life as the Schema of Freedom Schelling’s Organic Form of Philosophy ? Subjectivism and the Annihilation of Nature In recent years, there has been a growing interest in the German philosopher F. W. J. Schelling. One major reason for this renewed atten- tion lies in the symphonic power of this thinker’s work, the expanse and complexity of which provides a robust alternative to the anemic theorizing one encounters in contemporary academic philosophy. Too far-reaching to fi t into the categories of either German Idealism or Romanticism, Schelling’s oeuvre is an example of an organic philosophy which, rooted in nature, strives to support the continuous creation of meaning within a unifying and integrated framework. Realizing that the negative force of critique can never satisfy the curiosity of the human spirit, he insists that philosophy must itself be as capable of continuous development as life itself. Advancing such an ambitious project led Schelling to break away from the conceptual current of modern subjectivism to develop a way of doing philosophy fi rmly planted in the sensual world of human experience and nature. For it was only from such an organic standpoint that he believed he would be able to overcome and integrate the dualisms that necessarily follow from modernity’s standpoint of the subject, posited as the otherworldly source of order and form required to regulate the chaotic fl ux of life. As Kant realized, the ideal of unity is the condition of possibility of employing reason systematically. For Schelling, however, Kant failed to pursue the logic of his reasoning to its necessary conclusion, thereby denying continuity between the virtual world of pure reason and the existing reality of nature. -
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. -
A. Medieval Views on Climate and Intelligence Ibn Al-Faqih Al
A. Medieval views on climate and intelligence Ibn al-Faqih al-Hamadani (tenth century): A man of discernment said: “The people of Iraq have sound minds, commendable passions, balanced natures, and high proficiency in every art, together with well-proportioned limbs, well- compounded humors, and a pale brown color, which is the most apt and proper color. They are the ones who are done to a turn in the womb. They do not come out with something between blonde, buff, blanched, and leprous coloring, such as the infants dropped from the wombs of the women of the Slavs and others of similar light complexion; nor are they overdone in the womb until they are burned, so that the child comes out something between black, murky, malodorous, stinking, and crinkly-haired, with uneven limbs, deficient minds, and depraved passions, such as the Zanj, the Ethiopians, and other blacks who resemble them. The Iraqis are neither half-baked dough nor burned crust but between the two. Concise Book of Lands [1] (pp. 45-46) Maimonides (1135–1204): The people who are abroad are all those that have no religion, neither one based on speculation nor one received by tradition. Such are the extreme Turks that wander about in the north, the Kushites who live in the south, and those in our country who are like these. I consider these as irrational beings, and not as human beings; they are below mankind, but above monkeys, since they have the form and shape of man, and a mental faculty above that of the monkey.