The Concept of Knowledge in Islam
Author | : Mohd. Nor Wan Daud (Wan.) |
Publisher | : |
Total Pages | : 168 |
Release | : 1989 |
Genre | : Education |
ISBN | : |
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Author | : Mohd. Nor Wan Daud (Wan.) |
Publisher | : |
Total Pages | : 168 |
Release | : 1989 |
Genre | : Education |
ISBN | : |
Author | : Osman Bakar |
Publisher | : |
Total Pages | : 312 |
Release | : 1998 |
Genre | : Social Science |
ISBN | : 9780946621712 |
Dr. Richard I. Evans interviews Jung about his relationship to Freud and his differences with Freudian theory, his views of the unconscious, introversion-extroversion theories, his concept of archetypes, and his responses to some of the contemporary challenges to psychology.
Author | : Sebastian Günther |
Publisher | : BRILL |
Total Pages | : 1174 |
Release | : 2020-07-13 |
Genre | : Religion |
ISBN | : 9004413219 |
Knowledge and Education in Classical Islam: Religious Learning between Continuity and Change offers fascinating new insights into key issues of learning and human development in classical Islam, including their shared characteristics, influence, and interdependence with historical, non-Muslim educational cultures.
Author | : Franz Rosenthal |
Publisher | : BRILL |
Total Pages | : 370 |
Release | : 2007 |
Genre | : History |
ISBN | : 9004153861 |
In "Knowledge Triumphant," Franz Rosenthal observes that the Islamic civilization is one that is essentially characterized by knowledge ("'ilm"), for "ilm is one of those concepts that have dominated Islam and given Muslim civilization its distinctive shape and complexion." There is no branch of Muslim intellectual and daily life that remained untouched by the all-pervasive attitude towards 'knowledge' as something of supreme value for Muslim being. With a new foreword by Dimitri Gutas.
Author | : Franz Rosenthal |
Publisher | : BRILL |
Total Pages | : 369 |
Release | : 2006-12-01 |
Genre | : Social Science |
ISBN | : 9047410955 |
In Knowledge Triumphant, Franz Rosenthal observes that the Islamic civilization is one that is essentially characterized by knowledge ('ilm), for 'ilm is one of those concepts that have dominated Islam and given Muslim civilization its distinctive shape and complexion.' There is no branch of Muslim intellectual and daily life that remained untouched by the all-pervasive attitude towards 'knowledge' as something of supreme value for Muslim being. With a new foreword by Dimitri Gutas.
Author | : Asma Sayeed |
Publisher | : Cambridge University Press |
Total Pages | : 233 |
Release | : 2013-08-06 |
Genre | : History |
ISBN | : 1107355370 |
Asma Sayeed's book explores the history of women as religious scholars from the first decades of Islam through the early Ottoman period. Focusing on women's engagement with hadīth, this book analyzes dramatic chronological patterns in women's hadīth participation in terms of developments in Muslim social, intellectual and legal history. It challenges two opposing views: that Muslim women have been historically marginalized in religious education, and alternately that they have been consistently empowered thanks to early role models such as 'Ā'isha bint Abī Bakr, the wife of the Prophet Muhammad. This book is a must-read for those interested in the history of Muslim women as well as in debates about their rights in the modern world. The intersections of this history with topics in Muslim education, the development of Sunnī orthodoxies, Islamic law and hadīth studies make this work an important contribution to Muslim social and intellectual history of the early and classical eras.
Author | : Omid Safi |
Publisher | : Univ of North Carolina Press |
Total Pages | : 356 |
Release | : 2006-01-01 |
Genre | : History |
ISBN | : 9780807856574 |
The eleventh and twelfth centuries comprised a period of great significance in Islamic history. The Great Saljuqs, a Turkish-speaking tribe hailing from central Asia, ruled the eastern half of the Islamic world for a great portion of that time. In a far-r
Author | : Bertrand Russell |
Publisher | : Routledge |
Total Pages | : 157 |
Release | : 2013-04-15 |
Genre | : Philosophy |
ISBN | : 113585811X |
Despite the disastrous failure of his one practical attempt to create a perfect school, Russell constantly strove to invent a system of education free from repression. Here Russell dissects the motives behind much educational theory and practice - and attacks the influence of chauvanism, snobbery and money. Energetically discussed and debated are discipline, natural ability, competition, class distinction, bureaucracy, finance, religion, sex education, state versus private schools, education in Russia, indoctrination, the home environment and many other topics. Described by reviewers as 'brilliant', 'provocative', 'sane', 'stimulating', 'practical', and 'original', this book contains the essence of Russell's thought on education and society.
Author | : Ṭāhā Jābir Fayyāḍ ʻAlwānī |
Publisher | : IIIT |
Total Pages | : 50 |
Release | : 1995-01-01 |
Genre | : Religion |
ISBN | : 1565640586 |
This paper offers a number of valuable insights gained from a long engagement with Islamic as well as global issues, with traditional as well as contemporary concerns. It not only surveys the field along with the powers and challenges at work, but also charts a way out of the present impasse. More immediately, it offers an updated review of the progress of the Islamization of Knowledge project and a timely clarification of the very concept itself. Clearly, that concept, though responsible for generating worldwide debate and action, has been so often misinterpreted and/or inflated. The gradational nature of the Islamizing project is all too obvious, and was never far from the minds of the authors of the 1982 declaration. It would certainly have been juvenile to think otherwise. And yet there is a need now to stress, as the present paper does, the ambitious (but also imperative) nature of the enterprise. For, despite the highly commendable effort invested in further elaboration and, in some brave instances, attempted implementation of the concept, the process of the Islamization of Knowledge remains at an intial, some might even say, prenatal stage. Much work needs to be done, many talents galvanized and resources pooled, institutions set up or reorganized, etc., before a truly genuine and sustainable realization of the concept can be said to have begun. Such a realistic vision needs to accompany and inform every stage of the way. To be lulled into a false or premature sense of achievement is a costly setback at a time when standing idly by for a day may have serious consequences for decades to come.