Ṣadr al-Dīn Shīrāzī, Muḥammad ibn Ibrāhīm, -1641 -- Criticism and interpretation. ; Islamic philosophy -- Iran.

This essay looks at two young English-speaking Iraqi bloggers whose internationally recognized writings describe the chaos in post-Saddam Iraq. It examines sarcasm as a mode of resistance as employed by Salam Pax, characterized by BBC Radio in 2003 as “the most famous diarist in the world,” and Riverbend, whose blog was published as a book and translated into several languages. By subjecting the colonial discourse to ridicule, they not only successfully convey the angst their people suffer, but also mock a (...) stereotypical rhetoric that haunts the Western mentality regarding the Middle East. This essay negotiates their use of sarcasm as a means of non-violent resistance. It demonstrates how, for instance, they shift from the sarcastic to the absurd to unravel the banality of the colonial mind and the conceited position of its liberating enterprises. The aim of the paper is, therefore, to shed light on the emergence of a digitalized group of subalterns who write back to the center in the wake of the American intervention to topple the Baath regime in Iraq. Pax and Riverbend distinctively succeed in subverting the colonial and hegemonic gaze by unravelling the encroaching uncertainties of war through the deployment of sarcasm to signify resistance, and by transforming the coalition forces’ theatre of war into a theatre of the absurd. (shrink)

Islamic philosophy; civilization; philosophy; philosophy, European.

Collection of articles of a noted Muslim religious scholar published in various local newspapers.

Articles on moral and ethics according to Islamic teachings.

al-kitāb 1. al-Nasq al-ʻilmī lil-manẓūr al-ẓāhirī lil-ʻulūm al-ijtimāʻīyah -- al-kitāb 2. [Taṭbīqāt al-nasq al-ʻilmī lil-manẓūr al-ẓāhirī fī majāl al-ʻulūm al-ijtimāʻīyah].

Ṣadr al-Dīn Shīrāzī, Muḥammad ibn Ibrāhīm, -1641. Asfār al-arbaʻah fī al-ḥikmah. ; Islamic philosophy -- Iran.

On the relationship between religion, philosophy and mysticism.

Syed Abul Aʻla Maudoodi, 1903-1979, founder of Jamaat-e Islami, religio-political party of Pakistan and Abulḥasan 'Alī, Nadvī, b. 1913-1999, Islamic scholar.

Hadiths that have been discussed in this paper consist of narrations regarding divine attributes and having some problematic meanings between supporters of Bişr al-Marīsī and ʿUthmān al-Dārimī. These narrations were mostly accepted denounced (munkar) by Bişr al-Marīsī and his sopporters due to having an anthropormophist and corporealist content about God. They rejected divine attributes according to their understanding of God based on incomparability (tanzīh) which provided by Mutazilite approach towards divine attributes even though they conveyed some features of Ahl al-Ra’y. (...) They found contradicted of attributing human features to God based on their tanzīh understanding, therefore, they interpreted such this kind of narra-tions in terms of their approach or rejected at all. At the other hand, a hard Hadith scholar Uth-man al-Darimi believed that one should accept divine attributes as they are in the Qur’an and Sunna. According to his belief, he considered the explicit meanings of the narrations without interpretation of divine attributes, and based on his perpective he denied Bişr al-Marīsī and his supporters’ interpretations claiming they would cause divesting God of all attributes (ta‘tīl). He argues that these narrations should be taken into considerations based on their explicit mea-nings. The discussions on these hadiths are important due to showing different approaches of scholars from the schools of Ahl al-Ra’y and the ones from Ahl al-Hadith towards the hadith du-ring the period when the main Hadith works were collected. Discussions on the narrations stu-died in this paper reveal two schools’ understandings of divine issues, their approaches to divi-ne attributes, as well inform us their perspectives of hadith in general.Summary: The present paper examines the debates between ʿUthmān al-Dārimī (d. 280/894) and the supporters of Bishr al-Marīsī (d. 218/833) on the divine attributes mentioned in some hadiths in the period when the main hadith books were composed (i.e., III/IXth century). These debates that took place between the scholars of Ahl al-Hadith and Ahl al-Ra’y concern the un-derstanding and interpretation of the hadiths in a certain way.It could be stated that the debates focus on how the hadiths should be understood, or whether it is the explicit meaning of the words or the possible methaphorical meanings beyond them that should be considered.It is worth briefly introducing the parties who discussed the hadiths studied here. The aforementioned discussions about some hadith narrations are between the supporters of Bishr al-Marīsī and ʿUthmān al-Dārimī, one of the important figures of the Ahl al-Hadith who wrote a separate work on these hadiths. This work was written as a rejection of the views of Bishr al-Marīsī and his two students on the attributes of God and some issues regarding hadith.Bishr al-Marīsī was regarded as an important scholar of Kalam who received fiqh education from Abū Yūsuf (d. 182/798). He is a scholar of Ahl al-Ra’y who made scientific dis-cussions with many scholars including Imam al-Shafiʿī (d. 204/820). He was on the council of the Caliph Al-Mamūn (d. 218/833) and had a significant role in the adoption of the idea of the createdness of the Qurʾān (khalq al-Qurʾān).Uthmān al-Dārimī,on the other hand, was a scholar of Ahl al-Hadith who learned ha-dith from the authorities of his era such as Yaḥyā b. Maʿīn (d. 233/847), ʿAlī b. al-Madīnī (d. 234/848), Isḥāq b. Rāhawayh (d. 237/851), and Aḥmad b. Ḥanbal (d. 241/855). Having visited all the important cities for the training of hadith, he learned the hadiths and conveyed them.With the understanding of proving the divine attributes and the opposition of the misin-terpretation of the narratives related to them, the groups advocating the appropriation of these lines in accordance with the understanding of incomparability (tanzīh) have complied the works since the first period. According to ʿUthmān al-Dārimī, the rejection of the divine attributes by Mu'tazila was influential in the emergence of the criticism literature of the Ahl al-Hadith and many authors wrote works in this direction.Regarding a narration by Abū Hurayra, an opponent reports that this narration gives the impression that God has the eyes and ears as we know. ʿUthmān al-Dārimī reports that this hadith proves sight and hearing not the eyes and ear organs. He indicates that God has no like by no means. Therefore, it is slanderous to refer the claim that Allah is made of organs to the Ahl al-Hadith. Abū Dāwūd states that with this hadith the attributes of sight and hearing for God are proved and Jahmiyya’s denial of the divine attributes are rejected.The opponent also considered Abū Hurayra's narration referring to the Prophet: "Faith is from Yemen, wisdom is from Yemen! I feel the breath of your Lord from Yemen!" as denounced (munkar). Because, according to Bishr al-Marīsī and his companions, breath can only come from those with an abdominal cavity, and Allah is free from it. According to ʿUthmān al-Dārimī, the opponent misunderstood. What is meant here is the wind that blows from Yemen and comforts people. In the context of this narration, we see that supporters of Bishr al-Marīsī evaluate the narrative literally, while ʿUthmān al-Dārimī interpret the narrative.Regarding the narration, "You can not approach Allah with something more virtuous than what comes out of it (the Qur'ān)" Ibn al-Saljī reports that Mushabbiha understands this as one with an abdominal cavity and from whom speech comes out. This understanding is in-valid since God is "samad" in the sense that He has no void. With this hadith, it is meant that the Qur'ān comes out of Allah’s presence rather than Allah. According to ʿUthmān al-Dārimī, the real aim of Ibn al-Saljī is to deny God's attribute of speech. There is no doubt that the Qur'ān comes from Him, and those who do not accept it merely deny His attribute of speech.Attributed to Ibn Abbas; The meaning of "yamīn Allah" (the right hand of Allah) in narration "Black Stone (al-ḥajar al-aswad) is the right hand of Allah on earth, handshakes with the people" is not the right hand that we know according to Ibn al-Saljī, it is blessing and grace of Allah. According to ʿUthmān al-Dārimī, who acknowledges that Black Stone is not meant to be a hand, the purpose of Ibn al-Saljī is to deny the two hands mentioned in the verses and ha-diths about Allah with invalid interpretations.ʿUthmān al-Dārimī, who criticized that Ibn al-Saljī quoted from another narration which Ibn Abbās heard from the Prophet, says that such poor narrations should not be spread. In addition, he points out that Ibn al-Saljī's interpretation is ugly and he criticizes it. Because Allah who is mentioned in the narrative is depicted as a young man with curly hair in a green suit. Such a narration is also an untrustworthy narration as it contradicts the authentic narrations of the Prophet. ʿUthmān al-Dārimī, who made this assessment of the narration, rejects the com-ments that the opponent made about the narration. According to the opponent, the phrase "I have come to Allah" means "to come into the presence of Allah in the Garden of Eden." Accor-ding to ʿUthmān al-Dārimī’s understanding, such complicated hadiths should not be only narra-ted.About the narration that are based on the Prophet and he does not know the answer to what he has come to know of himself, then he feels the coolness of his fingers as he puts his hand on his back and learns everything, the opponent evaluates the following: He was not Allah who came to the Prophet, but a well-behaved angel who was being directed by Allah and he was the angel who put his hand. ʿUthmān al-Dārimī rejects this interpretation of that oppo-nent. This comment is also contrary to other authentic hadiths. After he refused to the com-ment of the opponent about relevant narration, ʿUthmān al-Dārimī stated that he could not trust this comment on the basis of the authentic narrations he mentioned.Salaf scholars have preferred to be silent in this regard, as it is seen among the most difficult subjects to talk about divine attributes. However, subsequent generations have held dif-ferent paths in this regard. The basic approaches to understanding the divine attributes can be summarized in three main titles: tafwīd, tashbīh, and ta’wīl. Tafwīd is the path adopted by the early salaf scholars and means to leaving the knowledge about Allah’s entity and attributes to His knowledge. Tashbīh means to compare Allah to the created or the created to Allah. Ta'wīl is to interpret the Qur'ānic verses and hadiths that give the impression that Allah is like the crea-tures with semantics and rational deduction. The ones who deny the adjectives are called as Muʿattila and those who prove their attributes are called as Sifatiyya. According to Ahl al-Ra’y, it is necessary to appropriately make interpretation (ta'wīl) of the attributes giving the impression of anthropomorphism in terms of the dictionary. In the divine attributes, Muʿtazila advoca-ted the incomparability (tanzīh), whereas Ashʿariyya and Māturīdiyya adopted interpretation in accordance with incomparability. Mushabbiha and the Wahhābī-Salafī understanding has also taken the expressions regarding divine attributes with their explicit meanings.The debate between the scholars who lived in the ages II/VIII and III/IX, when the most important works are composed in the science of hadith, is important in that it is the first turn. In addition to this, the debate also contains important information on the approach to the Qur'ānic verses and hadiths, in that it shows two basic approaches, one of which represents the school of Ahl al-Ra’y, and the other represents the school of Ahl al-Hadith.ʿUthmān al-Dārimī generally advocates adhering to the explicit meaning of the narra-tion, while Bishr al-Marīsī and his companions criticize the narration labeling it as denied (mun-kar) or making an interpretation. On rare occasions, the places where ʿUthmān al-Dārimī re-jects the narration and makes interpretation, or where Bishr al-Marīsī and his companions de-fend the narrative can be seen.Interpretations made by Bishr al-Marīsī on the problematic narratives have influenced on the next scholars. Alongside Muʿtazilite scholars such as al-Jubbāʾī (d. 303/916), Qāḍī ʿAbd al-Jabbār (d. 415/1024) and Abū l-Ḥusayn al-Baṣrī (d. 436/1044), his interpretations have been quoted by Sunni scholars such as al-Ghazālī (d. 505/1111), Ibn ʿAqīl (d. 513/1119) and Fakhr al-Dīn al-Rāzī (d. 606/1210).The fact that the truth can be put forward in the science of hadith, which is based on the narration, does not favor one of the "narration" and "ra’y", it should be kept in mind that both of these depend on the proper and balanced use of both. To reveal the truth, the narration is in need of the opinion and the opinion (ra’y) is in need of the narration. Narration and opinion sho-uld be seen as complementary elements, not each other's opponents. (shrink)

jild-i 1. Az ʻAbd al-Ḥamīd Kātib (59 Sh.) tā Abū al-Ḥasan Masʻūdī (336 Sh.) -- jild-i 2. Az Abū al-Ḥasan ʻĀmirī (291 Sh.) tā Abū al-Faz̤l Bayhaqī (465 Sh.) -- jild-i 3. Az Nāṣir Khusraw (383 Sh.) tā Sadīd al-Dīn ʻAwfī (616 Sh.) -- jild-i 4. Az Najm al-Dīn Rāzī (553 Sh.) tā Fakhr al-Muḥaqqiqīn (748 Sh.) -- jild-i 5. Az ʻUbayd Zākānī (670 Sh.) tā Jalāl al-Dīn Sayūṭī (884 Sh.) -- jild-i 6. Az Rūzbihān Khunjī (825 Sh.) tā Shaykh (...) Ḥurr ʻĀmilī (1071 Sh.) -- jild-i 7. Az ʻAlāmah Majlisī (1006 Sh.) tā Muḥammad Bāqir Shafaq (1223 Sh.) -- jild-i 8. Az Muḥammad Ṣādiq Marvazī (1147 Sh.) tā Mīrzā Fatḥʻalī Ākhūndzādah (1289 Sh.) -- jild-i 9. Az Mīrzā-yi Shīrāzī Avval (1194 Sh.) tā Ākhūnd Khurāsānī (1290 Sh.) -- jild-i 10. Az ʻAbd Allāh Māzandarānī (1219 Sh.) tā Saʻd Zaghlūl (1306 Sh.) -- jild-i 11. Az ʻImād al-ʻUlamāʼ Khalkhālī (1237 Sh.) tā ʻAbd al-ʻAzīz S̲aʻālibī (1323 Sh.) -- jild-i 12. Az Āyat Allāh Burūjirdī (1254 Sh.) tā Muḥammad Amīn Rasūlʹzādah (1333 Sh.) -- jild-i 13. Az ʻAbd al-Karīm Zanjānī (1263 Sh.) tā Amīn al-Ḥusaynī (1353 Sh.) -- jild-i 14. Az Jamālzādah (1274 Sh.) tā Mahdī Bāzargān (1373) -- jild-i 15. Az Muḥammad Ḥamīd Allāh (1286 Sh.) tā Muṭahharī (1358 Sh.) -- jild-i 16. Az Farīdūn Ādamīyat (1299 Sh.) tā Muṣṭafá Khumaynī (1356 Sh.) -- jild-i 17. Az Samīr Amīn (1310 Sh.) tā Ḥasan Ḥanafī -- jild-i 18. Az Sayyid Muḥammad Bāqir Ṣadr (1314 Sh.) tā Rāshid al-Ghanūshī -- jild-i 19. Az ʻAlī Awmlīl (1321 Sh.) tā Ṭāriq Ramaz̤ān. (shrink)

It was widely believed among post-classical thinkers that the classical Mutakallimūn held that the cause of dependence of an effect on a cause was its origination, or a combination of origination and contingency, or its contingency on condition of its origination. Some post-classical thinkers, led by al-Sayyid al-Sharif al-Jurjānī, went further by interpreting Abu’l-Hasan al-Ashʿarī’s denial of the persistence of accidents was a consequence of his view that origination was the cause of dependence. This is because the origination view (...) entailed that the world was no longer in need of the Creator after its origination, and thus, him and his followers sought to deflect this consequence by holding that accidents do not persist, and since the persistence of substances was dependent on those accidents, and accidents do not persist more than one moment, those substances remained in need of the Creator for those accidents after their origination. This article seeks to investigate this analysis of the Shaykh al-Ashʿarī’s view, alongside the leading scholars of his school. After examining the original sources of classical Ashʿarī thinkers, along with the Baṣran Mu’tazila, and the texts of Ibn Sina, it becomes clear that the Ashꜥarīs did not hold that accidents did not persist in order to deflect that purported consequence. Indeed, it becomes clear that they did not hold that origination was the cause of dependence, but rather, that it was contingency. As for the Mu’tazila, they are explicit that the cause of dependence is origination, and that is based on their view on the reality of the nonexistent. Since essences are real in their state of nonexistence, they are not in need of a cause; and everything that obtains for those essences after they come into exist are entailments of that essence; thus, they only stand in need of a cause in their origination, that is, going from nonexistence into existence. Indeed, they are also explicit that effects do not need the Creator after their origination, and they clarified this through a comparison with a builder and a building. Indeed, the classical Ashꜥarīs criticized them for this, just as Ibn Sina did in the Ishārāt wa’l-tanbīhāt, al-Najāt, and al-Shifā. Thus, those post-classical scholars generalized the statement that origination is the cause of dependence to all classical mutakallimūn, and then they interpreted Ashʿarī’s motivation behind the denial of the persistence of accidents in accordance with that. The truth, however, is that his view on accidents is based on contingency, and that is because a substance is possible of persistence and possible of non-persistence, and therefore, it stands in need of cause to determine its state in the subsequent moment. That determination must entail something additional to the substance itself, otherwise, the effect is redundant. That additional property must be an accident, and since it is impossible for an accident to subsist in an accident, it is not possible for an accident to persist, because it is not receptive to the property which entails persistence; meanwhile, it is possible for substances, because they can sustain accidents. (shrink)

Arabic translation Sayyid al-Sharīf al-Jurjānī'l letter on logic translated by the recipient, his son, Ibn al-Sharīf al-Jurjānī.

“Suu ulimwengu bahari tesi [This world is a tempestuous sea],” laments the poet Sayyid Abdallah bin Ali bin Nasir in his poem Al-Inkishafi, in which he seeks a stable point in the stormy ocean of historical upheavals. Al-Inkishafi has been translated as “The Soul’s Awakening”, as self-examination or revelation. Against the backdrop of a depiction of the economic decline of the Pate sultanate at the end of the seventeenth century, the poem dwells on the vanity of earthly life and (...) worldly pleasures and questions the presence of the self in the world and whether the self can withdraw itself from the world in search of a transcendent stable point. The poem arose in the context of an ongoing poetic discourse along the East African coast, where Sufism and religious asceticism found expression in poetry, and my paper reads it alongside other poems from this period as evidence of the constitution of introspection, interiority, and a new kind of self-consciousness. I will specifically examine the role of attention in this process. In addition to being a cognitive filter that removes confusion and error from thought and ensures the self—a relational construct arising from the interaction of reason, passions, and the world—constructs an adequate intellectual representation of the world, attention acquires ethical and pragmatic connotations in facilitating the self’s resistance to temptation as well as its focus on salvation. It is, effectively, only thanks to attention that the self is able to discriminate both cognitively and morally and, crucially, to maintain agency through exercising control over its desires and actions. (shrink)

In Turkish-Islamic literature, many copyright or translation nasihatnama with religious-mystical content have been written. In these works written in verse or prose form within the scope of Islamic culture and classical Turkish literature, information about the principles of Islamic belief and worship was given, and people were advised to be moral, faithful, observant of the orders and prohibitions of religion, prioritizing the hadiths of the Prophet, benevolent and tolerant. One of these nasihatnamas is Gencü’l-Esrâr, in which verses consisting of different (...) verse types and shapes are connected to each other with instrumental couplets. The author, Sayyid Muhammed Ali Riza from Gaziantep, who is a link of the Sufi tradition, tried to guide the disciples by addressing the concept of heaven from various aspects. Sometimes by quoting verses and hadiths, he used argument and proof to make his word trustworthy, and he tried to boost people's desire to attain Paradise by combining aspects of literature with the fantasy of individual paradise on occasion. In our study, in which goals and forms the notion of heaven is targeted in Gencü'l-Esrâr. For this purpose, first of all, data about the paradise in Gencü'l-Esrâr were determined by using the scanning model, which is one of the research methods. All kinds of information, comments, and narratives that can help us to make an inference about Sayyid Muhammed Ali Rıza’s vision and description of paradise has been studied under four headings: “Physical Description and Content of Paradise”, “Description of Names, Types, and Gates of Paradise”, “Description of the Inhabitants of Paradise” and “Mysterious Expression of His Desire to Reach Paradise”. In the article, it has also been tried to reveal the narrative techniques used by the author and the narrative style he exhibited in the sections where heaven is depicted and narrated. This study, which reveals that heaven is handled in detail and artistically in Gencü'l-Esrâr, which was written in 1923 by adhering to the tradition of divan literature, is important in terms of shedding light on the existence of Islamic literature in the 20th century. (shrink)

In this paper I argue that, given the way that AI models work and the way that ordinary human rationality works, it is very likely that people are anthropomorphizing AI, with potentially serious consequences. I start with the core idea, recently defended by Thomas Kelly (2022) among others, that bias involves a systematic departure from a genuine standard or norm. I briefly discuss how bias can take on different explicit, implicit, and “truly implicit” (Johnson 2021) forms such as bias by (...) proxy. I then discuss biased anthropomorphism of technology, focusing on the case of Large Language Models (LLMs) like chatGPT. As with other kinds of bias, there are importantly different kinds of anthropomorphism, some of which can persist without others, and some of which can encourage others. Anthropomorphism can take rather subtle, implicit forms, that can be difficult to detect, resist, and dislodge. Attention to these kinds of anthropomorphism can help us avoid confusing importantly different kinds of evaluation, better assess the risks, and inform strategies for bias prevention and mitigation. (shrink)

Drawing on fiqh al-aqalliyyat, this article introduces a Muslim minorities curriculum and negotiates the notion of diasporicity as a process that signifies a community’s readiness to respond to its own cultural, religious and literacy practices. More specifically, first, I propose a Muslim minorities curriculum that is informed by diasporicity and fiqh al-aqalliyyat. Second, the article makes a distinction between diaspora and diasporicity. In what ways can diasporicity itself be conceptualized to advance Muslim education and what are the pedagogical implications? Third, (...) it identifies what I call dialectical constructs within fiqh al-aqalliyyat that are conducive to diasporicity, namely, qiyas, ijtihad, istihsan, and taysir. Additionally, this article explores contingency as an overlooked philosophical and pedagogical dimension, which advances intercultural and critical thinking skills. It conceptualizes a Muslim education that is attuned to the “curriculum-as-lived”; hence it develops an educational theory that validates diasporicity. (shrink)

Mu'tazila and Shīʿa (Zaydiyya-Imāmiyya) have common views on many theological issues except the imamate. This issue has been generally accepted by other Islamic scholars rather than Shīʿa and by Western researchers. That in this interaction between the Mu‘tazila and the Shīʿa, the Shīʿa is the side mostly affected. However, it is an issue that should not be overlooked that the Shīʿa partially influenced the Mu'tazila in ʿAlī b. Abī Ṭālib, over the other Companions. In this context, some persons from the (...) Baghdad Mu’tazila School such as Bishr b. al-Muʿtamir (d. 210/825), Jaʿfar b. Mubashir (d. 234/848), Jaʿfar b. Harb (d. 236/850) and al-Iskāfī (d. 240/854) argued that the imamate of Abū Bakr, who was less virtuous, was permissible although they considered ʿAlī as the most virtuous person after the Prophet. In addition, al-ʿAllāf (d. 235/849-850), al-Naẓẓām (d. 231/845), Abū Abdullah al-Basrī (d. 369/979-80) and Qāḍī ʿAbd al-Jabbār (d. 415/1025) along with Abū ʿAlī al-Jubbāʾī (d. 303/916), one of the chiefs of the Basra Mu'tazila School, and Abū Hāshim al-Jubbāʾī (d. 321/933) did not accept the order of caliphate as the order of virtue. This study focuses on the issue of whether the aforementioned affinity between Mu'tazila and Shīʿa affected Mu'tazila, especially in the interpretation of the verses associated with ʿAlī. In the study, the aforementioned problem was examined through the tafsīr al-Kashshāf of the Muʿtazilī mufassir al-Zamakhsharī (d. 538/1144). In addition to the importance of tafsīr, the fact that al-Zamakhsharī took lessons from Shīʿīte/Zaydī persons and he wrote the tafsīr with the support of Zaydī leader al-Wahhās (d. 506/1112) is effective in handling this issue through al-Kashshāf's tafsīr. In the first part of the study, first of all, the interaction between Imāmiyya and Zaydism, which are the two most important branches of Mu‘tazila and Shīʿa, is briefly mentioned. Then, Mu'tazila’s and Al-Zamakhsharī’s view on ʿAlī's position among other caliphs is emphasized. Al-Zamakhsharī, who is from the Basra school of the Mu'tazila, does not consider ʿAlī b. Abī Ṭālib superior to Abū Bakr, unlike al-ʿAllāf, Abū ʿAlī al-Jubbāʾī, Abū Hāshim al-Jubbāʾī and Qāḍī ʿAbd al-Jabbār, who are the leading figures of this school. In fact, the fact that he always observed the order of the caliphate while talking about the merits of the four caliphs supports the possibility that, unlike his predecessors, he accepted the order of the caliphate as the order of virtue. In the second part, it is questioned whether the narrations that al-Zamakhsharī included in his tafsīr of the verses associated with ʿAlī are similar to the narrations of the Shīʿīte/Zaydī/Imāmī tradition and whether he interpreted the verses in parallel with these narrations. In this respect, the tafsīr al-Kashshāf has been examined comparatively with the Sunni and Shiite tafsīrs prior to it. Eventually, while interpreting these verses associated with the Ahl al-bayt (members of the Prophet’s household), al-Zamakhsharī highlights the narrations that appreciate the virtues of ʿAlī b. Abī Ṭālib and his child. However, he also refrains from making comments that would be in line with the Shīʿa's belief in imamate. In particular, his tafsīr of the verse al-Aḥzāb 33/33 in the context of the Prophet’s wives is the greatest indicator of this situation. It has been determined that while al-Zamakhsharī includes the narrations highlighting the virtue of ʿAlī b. Abī Ṭālib and his children, he mostly follows the Sunni commentator al-Thaʿlabī. In particular, it has been seen that al-Zamakhsharī transferred the narration material in the interpretation of the relevant verses from al-Thaʿlabī's commentary almost in the same way. However, it is noteworthy that al-Zamakhsharī differs from him in some details such as linguistically supporting these narrations in some verses such as ʾĀli ʿImrān 3/61 and al-Māʾidah 5/55. An indirect influence can be mentioned because al-Thaʿlabī frequently narrates the narrations supporting the Shīʿītes in places where there is a Sunni-Shīʿīte conflict. Therefore, although there is no evidence that al-Zamakhsharī took these narrations from Shīʿīte sources, it is seen that he brought ʿAlī b. Abī Ṭālib-based narrations in Sunni sources into the fore. Even in the commentary of al-Ḥākim al-D̲h̲us̲h̲amī, al-Zamakhsharī's teacher in the line of Zaydi/Mu'tazili, the lack of Ali emphasis in the interpretation of the aforementioned verses supports our view. (shrink)

The Intercultural, Educational, and Interdisciplinary Borderlines -- Intercultural Encounters, Discord, and Discovery: Medieval Times Amid Evil Times? -- The Dialogical Paradigm -- Al-Kindi on Education: Curriculum Theorizing and the Intercultural Minhaj -- Intercultural Farabism: Towards a Tripartite Model of Dialogical Education -- Rihla as the Sojourner's Deliverer from Error: Al-Ghazali's Interdisciplinary and Intercultural Journey of Epistemic Crisis -- The Averroesian Deliberative Pedagogy of Intercultural Education -- Concluding Thoughts and Implications.

This article critically studies coronavirus pandemic news in the press. The article attempts to study the way the news of COVID-19 is used for political and ideological purposes. In order to achieve the aim, two newspapers namely, The New York Times from the United States of America and Global Times from China are selected. Van Dijk’s news schemata framework is used for the analysis of the reports selected from the two newspapers. Van Dijk’s news schemata is crucial for the analysis (...) of any news story whether such a news story is taken from a news channel or a newspaper and whether broadcasted or printed. Based on data analysis, the article found out that the news of COVID-19 has been politicized and used for ideological interests. The article recommends that pandemics should not be politicized, instead we should work together to save our lives and live peacefully. (shrink)

This study examines the Foucauldian notion of “parrhesia” within the context of curricular practices through a renewal of scholarly interest in Islamic metaphysics as represented by the Avicennean modalities of reality: necessity, contingency, and possibility. It explores the role of contingency in advancing educational practices that generate inclusive dissemination of knowledge that captures the language of Tajdeed (legitimate renovation) in Islamic education. This article argues that contingency, as a causality-oriented modality, determines whether meaning is relative or absolute, while necessity, as (...) an acknowledgment of universal truth, slips into demagoguery that can be used to canonize strict textualism and absolutism. Contingency is defined here as a practice that stimulates synthesis and dialogical understanding of knowledge. Accordingly, the study asks the following questions: How does infusing the Avicennean concept of contingency into curriculum practices offer opportunities for inclusivity and free speech? How can revisiting Islamic cosmological modalities help Muslim educators and curriculum writers move into the broader path of inclusive pedagogies? From an educational position, the article introduces a curriculum of metaphysics that advocates the implementation of contingency, which is considered essential to parrhesia and democracy. It also draws attention to an anti-metaphysical attitude that is generally present in curriculum theorizing. Accordingly, Metaphysics is invoked to challenge a state of flux or hegemonized assumptions; hence, metaphysics validates parrhesia. (shrink)

This study examines the Foucauldian notion of “parrhesia” within the context of curricular practices through a renewal of scholarly interest in Islamic metaphysics as represented by the Avicennean modalities of reality: necessity, contingency, and possibility. It explores the role of contingency in advancing educational practices that generate inclusive dissemination of knowledge that captures the language of Tajdeed (legitimate renovation) in Islamic education. This article argues that contingency, as a causality-oriented modality, determines whether meaning is relative or absolute, while necessity, as (...) an acknowledgment of universal truth, slips into demagoguery that can be used to canonize strict textualism and absolutism. Contingency is defined here as a practice that stimulates synthesis and dialogical understanding of knowledge. Accordingly, the study asks the following questions: How does infusing the Avicennean concept of contingency into curriculum practices offer opportunities for inclusivity and free speech? How can revisiting Islamic cosmological modalities help Muslim educators and curriculum writers move into the broader path of inclusive pedagogies? From an educational position, the article introduces a curriculum of metaphysics that advocates the implementation of contingency, which is considered essential to parrhesia and democracy. It also draws attention to an anti-metaphysical attitude that is generally present in curriculum theorizing. Accordingly, Metaphysics is invoked to challenge a state of flux or hegemonized assumptions; hence, metaphysics validates parrhesia. (shrink)

This study challenges present-day dualisms and divisions, which are reflected in socio-political and intercultural dialogue. The aim of this study is to connect the philosophical discourse of the ninth-century House of Wisdom to modern conceptions of Islam by extending the dialogical rhetoric of that discourse. This study revisits the House of Wisdom, first, to invoke an inclusive, intercultural Islamic tradition that negates the circumscription of Islam by radical views. Second, it reintroduces the liberal arts as pedagogical tools that are central (...) to the Islamic wisdom tradition. Third, it explores the notions of Aql and Fitrah and how they prescribe Hikmah.Cette étude remet en cause les dualismes et divisions actuels qui se reflètent dans le dialogue socio-politique et interculturel. Le projet vise à établir un lien entre le discours philosophique de la Maison de la Sagesse du IXesiècle et les conceptions modernes de l’islam en étendant la rhétorique dialogique dudit discours. Le projet en question a également pour but de réexaminer la Maison de la Sagesse. Ce processus consiste d’abord à invoquer une tradition islamique inclusive et interculturelle qui contrecarre la vision limitée d’un islam radical. Puis, il consiste à réintroduire les arts libéraux comme outils pédagogiques au cœur de la tradition islamique de la sagesse, et finalement, à explorer les principes du Aql et de la Fitrah ainsi que la façon dont ils prescrivent la Hikmah. (shrink)

Playback studies have been used to assess whether birds recognize the calls and songs of other birds. In this experiment, contact calls were recorded from three pairs of budgerigars. These calls were then used as stimuli in playback experiments. Calls were stored on a computer and played to the birds either randomly or in response to calling. The bird’s vocal responses to these stimuli were recorded and counted. Results indicate that the birds showed a preference for particular calls. Overall, the (...) birds responded more frequently to their mate’s call than to the calls of other birds. (shrink)

The genetic code is a set of instructions that determine how the information in our genetic material is translated into amino acids. In general, it is universal for all organisms, from viruses and bacteria to humans. However, in the last few decades, exceptions to this rule have been identified both in pro‐ and eukaryotes. In this review, we discuss the 16 described alternative eukaryotic nuclear genetic codes and observe theories of their appearance in evolution. We consider possible molecular mechanisms that (...) allow codon reassignment. Most reassignments in nuclear genetic codes are observed for stop codons. Moreover, in several organisms, stop codons can simultaneously encode amino acids and serve as termination signals. In this case, the meaning of the codon is determined by the additional factors besides the triplets. A comprehensive review of various non‐standard coding events in the nuclear genomes provides a new insight into the translation mechanism in eukaryotes. (shrink)

Paulo Freire’s philosophy of education, popularized via his magnum opus, The Pedagogy of the oppressed (2000 [1970]) ‘shocked’ the world, sort of constructively, with its trenchant, au courant and futuristic meditations on the onto-epistemological lives of the marginalized in Latin America, and by elliptical extension, across the world. The central tenets of Freire’s thought as reflectively (and reflexively) acting upon the world to transform it, are as current today as these were in the late 1960s, majorly because of the subjectively (...) active ways it interacts with our onto-epistemological locations and intentions. It is in appreciating such durable temporality about his philosophy that one can sense, indeed, thickly discern it trans-spatial and transcultural connections with the humanist African philosophy of Ubuntu and it educational foundations. Ubuntu in its across-Africa readings, represents both a practical and aspirational humanization of all people (more popularly, perceiving and practicing our personhoods through the personhoods of others) with the potential outcome, in the words of Desmond Tutu (in Battle, 2009), of the cessation of inter-people conflict and oppression. With these perspectives and prospects from Freire and Ubuntu, the intersecting subsets of the two are, I argue, thickly important with analytically discernible onto-epistemological and pedagogical connections and operations. (shrink)

Sayings of Sayyid Ḥusain Aḥmad Madnī, 1878-1957, Indian Muslim religious leader.

Terrorist organisations have increased and widened in Iraq in particular and the world in general in recent years. People have suffered a lot from these terrorist organisations due to their thirst for killing innocent civilians. The study aims to convey the suffering of innocent Iraqis caused by terrorist acts to the world. In order to achieve the aim, the research adopted Barthes’s framework to analyse the selected photographs. The researchers have selected iconic photographs for the analysis. The photographs are taken (...) from the main websites of the local, Arabic, and foreign media. The study found out that terrorism is the brutal enemy of all Iraqi societies including Sunnis, Shia, Kurds, Christians, and Yazidis. This research is a clear example that shows the world the extent of the suffering, pain, and fear Iraqi people are facing because of terrorism. (shrink)

In this paper I propose a framework to understand the transition in Foucault’s work from the disciplinary model to the governmentality model. Foucault’s work on power emerges within the general context of an expression of capitalist rationality and the nature of freedom and power within it. I argue that, thus understood, Foucault’s transition to the governmentality model can be seen simultaneously as a deepening recognition of what capitalism is and how it works, but also as a recognition of the changing (...) historical nature of the actually existing capitalisms and their specifically situated historical needs. I then argue that the disciplinary model should be understood as a contingent response to the demands of early capitalism, and argue that with the maturation of the capitalist enterprise many of those responses are no longer necessary. New realities require new responses; although this does not necessarily result in the abandonment of the earlier disciplinary model, it does require their reconfiguration according to the changed situation and the new imperatives following from it. (shrink)

In this paper, I propose to look closely at certain crucial aspects of the logic of Rawls' argument in Political Liberalism and related subsequent writings. Rawls' argument builds on the notion of comprehensiveness, whereby a doctrine encompasses the full spectrum of the life of its adherents. In order to show the mutual conflict and irreconcilability of comprehensive doctrines, Rawls needs to emphasise the comprehensiveness of doctrines, as their irreconcilability to a large extent emanates from that comprehensiveness. On the other hand, (...) in order to show the possibility and plausibility of the political liberal solution he needs to emphasise that most of these doctrines are reasonable: i.e., they are willing to cede a portion of their authority to political liberalism for the right reasons. Yet, if they are willing to cede a portion of their authority to a political conception they cannot be as comprehensive as we initially thought they were. All these elements highlight the tension in the argument itself. I suggest that many of these tensions can be removed by making Rawls' account more flexible. In this context I propose certain amendments to Rawls' account, which may overcome some of the tensions mentioned above. (shrink)

BackgroundProfessional ethics refers to the use of logical and consistent communication, knowledge, clinical skills, emotions and values in nursing practice. This study aimed to explore and describe factors that affect professional ethics in nursing practice in Iran.MethodsThis qualitative study was conducted using conventional content analysis approach. Thirty nurses with at least 5 years of experience participated in the study; they were selected using purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis.ResultsAfter encoding and classifying the data, (...) five major categories were identified: individual character and responsibility, communication challenges, organizational preconditions, support systems, educational and cultural development.ConclusionsAwareness of professional ethics and its contributing factors could help nurses and healthcare professionals provide better services for patients. At the same time, such understanding would be valuable for educational administrators for effective planning and management. (shrink)