Ahmed Mâhir, who was born in Kastamonu in 1860-70, is one of the last period Ottoman scholars and is known by the penname "Ballıkızâde". He lived in the 19th century, during the Constitutional Monarchy period when the West progressed in many directions and the Ottoman Empire began to lose land alongside its reforms. After taking lessons from the scholar Ahmed Hicâbî, he also gave lectures and educated many students, and taught tafsir and theology for thirteen years at Daru'l-Fünûn (...) Faculty of Theology and Medresetü'l-Vâizîn. In addition to this, the scholar, who has served as a member of the Supreme Court, a judge, and a deputy, also appears as a political personality. Mâhir, who has four published works, is one of the important personalities that Kastamonu raised in religious, political, and literary fields. In this study, the Constitutional Era and the position of the science of tafsir in this period are discussed. Secondly, after transferring information about Ahmed Mâhir's life, his exegesis method on the works of "Mu'cizât-ı Kur'âniyye" and "al-Fâtiha fî Tefsîri'l-Fâtiha" was examined. The qualitative research method and document analysis technique wasused for this study. In addition, the data were analyzed with the help of description, sampling and association techniques. The fact that Ahmed Mâhir has both a political and religious personality and that we have four works about him today makes it important to research him. In this context, the study aims to reveal Ahmed Mâhir's exegesis based on his works. A doctoral thesis on him, in which his mystical aspect was emphasized, and an article by the same person, again, two master's theses were made about the work he wrote in the field of Sufism. Some sources provide concise information about his life and works, and brief information given in some biographical or literature studies. But his works named "Mu'cizât-ı Kur'âniyye" and "al-Fâtiha fî Tefsîri'l-Fâtiha" have not been studied academically. This situation made this study important. In addition, the existence of various interpretations on whether the author's interpretation of Surah Fâtiha is original or not has caused us to consider this issue as a problem. As a result of our analysis, Ahmed Mâhir has conveyed the negative political or religious situations of his period, especially in his work "Mu'cizât-ı Kur'âniyye". Based on the idea that the Qur'an is perfect and contains everything, he used the verses to correct these situations. His work "el-Fâtiha fî Tefsîri'l-Fâtiha" shows us both the traces of the Ottoman tafsir accumulation of that period and that this scholar has a scientific tradition on tafsir, hadith, and literature. (shrink)

The Scopes trial fuelled discussion in the United States on the social and political implications of Darwinism. For the defenders of the 1925 Tennessee law – which prohibited the teaching of Darwinism in schools – Darwinism was, amongst other things, responsible for the German militarism which eventually led to the First World War. This view was supported by İsmail Fennî, a late Ottoman intellectual, who authored a book immediately after the trial which aimed to debunk scientific materialism. In it, (...) he claimed that Darwinism blurred the distinction between man and beast and thus destroyed the foundations of morality. However, despite his anti-Darwinist stance, İsmail Fennî argued against laws forbidding the teaching of Darwinism in schools, and emphasized that even false theories contributed to scientific improvement. Indeed, because of his belief in science he claimed that Muslims should not reject Darwinism if it were supported by future scientific evidence. If this turned out to be the case, then religious interpretations should be revised accordingly. This article contributes to the literature on early Muslim reactions to Darwinism by examining the views of İsmail Fennî, which were notably sophisticated when compared with those of the anti-religious Darwinist and anti-Darwinist religious camps that dominated late Ottoman intellectual life. (shrink)

This chapter discusses the Ottoman presence in Arabia, from the initial conquests in the sixteenth century up to the end of the eighteenth century, before the French invasion of Egypt followed by the rise of Mehmed Ali Pasha fundamentally changed the balance of power in the region. In particular, it focuses on the evolution of the Syrian hajj route and compares it to wider developments elsewhere in the Arabian Peninsula. The first part of the chapter focuses on the expansion (...) and contraction of Ottoman rule in Arabia. The second part focuses on the Hijaz and the fortification of the hajj route linking it to Mecca. (shrink)

Empire was never an important concept in Ottoman politics. This did not stop Ottoman rulers from laying claim to three titles that may be called imperial : halife, hakan , and kayser . Each of these pertains to different translationes imperii , or claims of descent from different empires: the Caliphate, the steppe empires of the Huns, Turks, and Mongols, and the Roman Empire. Each of the three titles was geared toward a specific audience: Muslims, Turkic nomads, and (...) Greek-Orthodox Christians, respectively. In the nineteenth century a new audience emerged as an important source of political legitimacy: European-emergent international society. With it a new political vocabulary was introduced into the Ottoman language. Among those concepts was that of empire , which found its place in Ottoman discourse by connecting it with the existing imperial claims. (shrink)

The Ottoman Scramble for Africa: Empire and Diplomacy in the Sahara and the Hijaz By MinawiMostafa, xviii + 219 pp. Price PB £17.99. EAN 978–0804799270.

The two books surveyed in this review article have, despite containing quite different subject matter, two important aspects in common: they both try to push the borders of Ottoman historiography and to be truly innovative. The first does that within the challenging new topic of identity—in the first place Ottoman identity, but quite often another kind, sometimes expressed in the life of one person—and the second deals with a much more technical area, that of Ottoman law, challenging (...) several of the theoretical assumptions and conclusions of the former generation of Ottoman legal scholars. (shrink)

The northern frontiers of the Ottoman Empire lay across a swathe of lands between Hungary and Iran, arcing through the principalities of Wallachia and Moldavia, then north of the Black Sea through the steppes of southern Ukraine, and finally proceeding further east along the Caucasus Mountains as far as the Caspian Sea. In a frontier region such as the one on the northern Black Sea, where environment, human geography and historical traditions made the steppe an alien place that did (...) not readily yield to control and assimilation, the fortress was indispensable for maintaining the centre's presence. As imperial presence in such an area was anchored at and emanated from the fortress, the fortress can be seen as a prime target of a strategy aimed at learning about this frontier of the Ottoman world. (shrink)

Translations, whether in the form of text, illustration, or interpretive analysis, served knowledge-making in multiple ways. It offered a refuge, severed contexts, and concealed the various workers that created it. Over the course of the seventeenth century, European naturalists in Istanbul, such as Luigi Ferdinando Marsigli (1658–1730), procured illustrations of Ottoman nature as fundamental resources to identify, collect, and compare indigenous plants and newly bred varieties. Despite maintaining an actual mediation for cross-cultural interactions, these sources of virtual communication remain (...) largely forgotten in modern scholarship. This article argues that this curious yet invisible corpus was not a nonagentive medium in an alienated leisure of a gentleman-scholar; instead, these illustrations were designed to call upon the viewer’s constant attention in self-motivated scientific labor. Such handy tools responded and contributed to early modern scholars’ modes of working, and in exchange they determined these sources’ own function, position, and visibility – either as a by-product or as a derivative. It is therefore only when integrated into the labor history of science that the degrees of invisibility pertaining to both Ottoman nature studies and self-directed labor can come into a granular view. (shrink)

Slavery, which is thought to have existed since the appearance of mankind in stage of history, has developed in parallel with the civilization progress of mankind. The altering conditions, particularly the developments in production relations that are based on economic activities, have also shaped slavery. In the Early Ages, slaves were used only in agricultural production, but later on, they were begun to be used in various areas. The developments experienced throughout the history in slavery have followed different courses in (...) every society and every civilization. Slavery, which has possessed differences in geographical context, was shaped by social values and belief systems. Scientific and intellectual developments since 18th century, which is also known as the Age of Enlightenment, have influenced many institutions of societies and caused a change in the institution of slavery as well. The modern and libertarian ideological movements, which developed in the West, spread to the Ottoman State in the 19th century and led to significant shifts in the life of the state and society. Ottoman State followed modern developments in the slavery system and took some measures to ban slavery in its territory, particularly since the Tanzimat era. One of the regions where these measures were taken is the Middle East. Archival documents were used for this study which includes the initiatives of the Ottoman State that tried to terminate the slave trade in the region with various instructions and firmans. According to documents there was an intense effort to block this trade in the Middle East where was an important slave trade area with regard to Ottoman geography. However, despite these hard efforts, it is seen that a complete success regarding blocking slave trade in the Middle East could not be achieved. (shrink)

The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the educational system (...) of the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period. (shrink)

Along with Turkey’s changing refugee policy from the Eurocentric, secular nation-state ideology to the neo-Ottomanist one on the state level, there also exist main handicaps on the micro power level concerning the successful coordination of the refugee issue with full respect of the human rights. Economic, cultural and especially political factors play a role in the relationship between Syrians and Turkish residents. Fragmentation within the Syrian community living in Turkey is also evident. On the other hand, different from the state (...) policy, Turkish people implicitly show their reluctance towards this migration wave without creating a social turmoil. In this line, it is suggested here that Neo-Ottomanism, as a rising trend, helps a considerable majority of the society to take a moderate stance towards the immigration flux. (shrink)

Ottoman Puritanism and its Discontents: Aḥmad al-Rūmī al-Āqḥiṣārī and the Qāḍīzādelīs By SheikhMustapha, ix + 191 pp. Price HB £65.00. EAN 978–0198790761.

This chapter attempts to analyse the shift in the Adriatic policy of the Ottoman Empire in the Napoleonic period. The focus is on the formation of the Republic of the Seven United Islands — the Ionian islands of Corfu, Paxos, Leucada, Cephalonia, Ithaca, Zante and Cythera — through active Ottoman and Russian intervention. Ottoman-Russian quarrels over the status of the Republic as well as the conflict between imperial realities versus local interests are integral to the understanding of (...) the delicacies of running the Adriatic frontier in the Napoleonic period. When the Russo-Ottoman alliance shattered and the Ionian Islands were abandoned to the French together with the four coastal towns, the Ottomans once again resorted to the good old policy of cautious diplomacy; that is to say, the provisioning of the occupying force in Corfu. (shrink)

It is generally considered and widely accepted that Fakhr al-Dīn al-Rāzī School to be effective in the formation and development of Ottoman intellectual life. However, there are some ʻulamā’ such as Jalāl al-Dīn al-Dawānī, who influenced the Ottoman mindset with both their works and ideas and beyond, they create distinct traditions. Present outline aims to draw attention to this issue through Mu’ayyadzāda ʻAbd al-Raḥmān Efendi, who is a famous disciple and representative of al-Dawānī perspective in Anatolia. In this (...) respect, it introduces the two risālas belongs to him that are important in terms of his theory of nature, and by moving here it points to some questions that need to be answered here and some issues that need to be addressed. (shrink)

Grown up as versatile people, Ottoman intellectuals had holistic views towards science, art and literature, and wrote in a variety of disciplines. It was not uncommon for a mathematician to write in philosophy, for a ḥadīth (report of the words and deeds of the Prophet) scholar to write history books, for a statesman to be busy with calligraphy or for a Shaykh al-Islām (the highest ranking Islamic legal authority) to have a “Dīwān” (a collection of poems). However, possibly due (...) to specialization-based scientific understanding of modern researchers, one side of these people generally came to the fore and some capabilities of them remained unknown. Grown up in Istanbul, capital town of Ottoman Empire, in late 16th and early 17th centuries, Okchuzāde Mehmed Shāhī was also one of these personalities called “hezār-fan” (polymath). Mehmed Shāhī served in top level offices of the State, was busy with art and literature, and became known for inshāʾ (composition) kind of works written with elaborate prose. Mehmed Shāhī earned a deserved fame with these capabilities and he was also a poet. Indeed, due to poems he wrote in his early ages, he was noticed by some biography writers about poets and his poems were mentioned in some anthologies. In addition to poetry anthologies, he had some classical works, and some couplets, quatrains and verses included in his prose works. In the present study, a collection and evaluation of poems by Mehmed Shāhī were presented.Summary: Ottoman statesman Okchuzāde Mehmed Shāhī was born in 1562 AD (970 AH) in Istanbul. He was son of Okchuzāde Mehmed Pasha (d. 995 AH/1587 AD) and served as Kātib (scribe), Defterdār (treasurer), Reīs-ul-kuttāb (chief of the scribes), Governor General of Cyprus and Aleppo. His real name was Mehmed, but he was mentioned in different sources by names such as Mehmed Bey, Mehmed Shāh, Mehmed Shāhī, Mir Mehmed Shāhī and Okchuzāde Mehmed Shāhī. Starting at a young age, he was well educated in madrasah (college). With his vibrant character and superior genius, he came to the forefront among his peers. He was educated under the supervision of Māʿlūlzāde Nakīb Efendi (d. 993 AH/1585 AD) and graduated in 988 AH/1580 AD at the age of 18. When Nakīb Efendi became Shaykh al-Islām in the same year, he started his official duty as Dīwān-ı Humāyūn (imperial council) secretary. With the duty of Executive Assistant, he became the secretary of Damad İbrahim Pasha who started to his office in 1004 AH/1596 AD. He worked under the patronage of the Pasha until Pasha’s death in 1010 AH/1601 AD. Mehmed Shāhī succeeded Musa Chelebi as Reīs-ul-kuttāb and Basdefterdar (chief treasurer) in 1005 AH/1596 AD, and was appointed as title deed and cadastre director in 1006 AH/1597 AD. However, he was dismissed from this duty and was included among the officials to join military campaign. He was prosecuted and tried for imprisonment for the accusation of coming to Istanbul without permission. He succeeded Hamza Pasha as Nishanci (high-ranking bureaucrat) in 1007 AH/1599 AD and was assigned to military campaign. Mehmed Shāhī was dismissed from his duty in 1008 AH/1600 AD. Although he was reappointed to his duty in the same year, he was dismissed again in 1010 AH/1601 AD. While Hamza Pasha was reappointed to his office, Mehmed Shāhī was not assigned to any duty. He succeeded Murad Efendi as the Defterdar of Egypt in 1013 AH/1605 AD. After this duty, one of the vassal Sanjak (administrative district) Beyliks (principalities) in Egypt was given to him. When vassal Sanjak Beyliks were abolished by Kara Mehmed Pasha, Beylerbeyi (governor) of Egypt, in 1016 AH/1608 AD, he returned to Istanbul. He was not appointed to an office for a long time. In 1029 AH/1620 AD, he was appointed as title deed and cadastre director in 1029 AH/1620 AD, and became Nishanci again in 1030 AH/1621 AD. He served in military campaign to Poland, but was dismissed from this duty during the campaign. He was appointed as Nishanci for the fifth time during the second reign of Sultan Mustafa (1622-1623). He was dismissed in 1033 AH/1624 AD and retired. In early 1039 AH/1630 AD, he died at the age of 69 in Istanbul. His tomb is near Ekmekchioghlu tomb in the vicinity of Sunbul Efendi.What is known about his family is limited to his son named Vakʿi Ahmed Efendi (d. 1060 AH/1650 AD). Ahmet Efendi learned Naskh, Thuluth and tevkīʿi types of calligraphy styles from his father. He served as anthology writer for Shaykh al-Islām Bahāī Efendi. He died in 1060 AH/1650 AD when he was serving as teacher in Sulaymaniyah Madrasah. His tomb is around Shaykh Vefa tomb.In addition to his administrative duties, Mehmed Shāhī was also interested in poetry, prose, calligraphy, mysticism, ḥadīth and tafsīr (exegesis). Possibly also due to his dismissal of duties many times in his life, he produced many works. Among them are Aḥsan al-ḥadīth, an-Naẓm al-mubīn fī āyāt al-erbaʿīn, al-Maqām al-Maḥmūd, Tarjuma-i Tuḥfa as-ṣalavāt, Jāmiʿ al-ghāyāt, Mukhtār al-akhyār, Qānūn-i Jadīd-i Arāḍi, Munsheat ve Dīwān. Famed for his prose works, the author was also a poet. With his couplets which he wrote under pseudonym of Zaynī, he managed to get on the anthology of Kınalızāde at his twenties. He was celebrated with the expression of “Arrow of word from his bow of soul has reached the target of approval from masters; he is at a young age (at his twenties)”. Subsequently adopting pseudonym of Shāhī, the poet had some poems published within the works of Beyānī, Nevʿizāde and Mustaqimzāde as well as within his own prose works. Mustaqimzāde even mentioned that Mehmed Shāhī had a dīwān. Nevertheless, this work of him has not been found yet. A total of 30 poetry works of Mehmed Shāhī were found in various sources, except for his translations of 40 ḥadīth and 40 Qur’ān verses written in poetry. Of his 30 poetry works, 26 were written in Turkish and 4 in Persian. Various sections of ʿarūḍ (meter) were used in these works written as couplets, quatrains and verses. It could be stated that his poems rich in Persian and Arabic words had a rich rhyme frame. In his poetry works in which religious, literary, historical, legendary and mysticism themes were worked, concepts and figures such as Allah, the Lord, Messiah, Messenger, Risālet (messengership), intercession, Kāfūr al-Ikhshīdī (966-968), Mustaʿsim (d. 656 AH/1258 AD), Ibn Alkamī (d. 656 AH/1258 AD), Naṣīr-i Tūsī (d. 672 AH/1274 AD), Jamshīd, Keyumars, Uftade, Hudāyī, Majūsī, Kizilbash, Bayramī and muftī (jurist capable of giving a formal legal opinion). His poems were about intercession demand from the Messenger (PBUH), sin of serving to Persian, importance of an invention, praise of Uftade Sultan (d. 988 AH/1580 AD), effect of prayer, fate of administrator favoring his relatives, futility of envying the rich, importance of fighting with Zoroastrian, benefits of exhibition of sorrow, value of skillful people, resembling of the world to a bride with a thousand grooms, beauty of eloquence, ignominy of leaving chastity for lust, asking for forgiveness for sins, talent of understanding the words, not giving quarter to enemies, praise of Hz.ʿUmar, humbleness, value of lack of worldly things, sufferance due to the beauty of the beautiful, needing not to wonder why the beloved one is far away, evil of protecting the snot, richness of Arabic language, deeds of Anatolian fāḍils (virtuous), importance of endeavor in succeeding the closeness to God and respectability of ʿAzīz Maḥmūd Hudāyī (d. 1038 AH/1628 AD). Okchuzāde Mehmed Shāhī was an Ottoman statesman who also earned a well-deserved fame for his works written in inshāʾ (composition) genre of elaborate prose. In addition, he also had poetry works. Praised for the poems which he wrote in his early ages by anthology writers who included his poems in their anthologies, the poet also had some couplets and quatrains scattered among his own prose works. His poems in the form of couplets and quatrains within abovementioned works mostly were about religious, literary, legendary, historical and mysticism themes.Mehmed Shāhī was knowledgeable in tafsīr, ḥadīth, mysticism and calligraphy, and had good levels of Arabic and Persian. Writing poems in Persian, Mehmed Shāhī was decorated his prose works with Arabic expressions such as Qur’ān verses, ḥadīths and proverbs. It could be stated that such decorations made the language of his poems more difficult. Nevertheless, his poems are plainer and easier compared to his prose works. The poet who also had lyrical poems generally preferred ḥikamī (sapiential) style and wrote genres such as munacaat (prayer to God), shafaatnāme (intercession epistles), historical quatrain, medhiye (panegyric) and hicviye (epigram). His poems in anthologies were lyrical, those in Aḥsan al-ḥadīth and an-Naẓm al-mubīn were didactical and those in Munsheat were epic. Based on an evaluation of these poems, it could be stated that he was a poet with a style, though not a poet of first class. (shrink)

This chapter aims to provide an outline of the archaeological remains reflecting the Ottoman presence on the Middle Nile, with preliminary interpretation and suggestions for areas in which future research could most profitably concentrate. The Nubian frontier region of the Ottoman Empire is one of its least-known areas. It raises numerous questions relating to both Sudanese and Ottoman history, as well as the nature of relations between the Ottomans and the Funj, in which the Ottoman garrisons (...) on the Middle Nile must have played an intermediary role. While Sai is traditionally thought of as marking the southernmost extremity of Ottoman rule, the evidence of some of the sites above suggests that Ottoman rule extended further south, towards Hannek. (shrink)

Bolognese painter and printmaker Giovanni Luigi Valesio’s varied output included engravings featuring heraldic imagery coupled with allegorical figures and, in some cases, perplexing narratives. Their erudite, panegyric character is typical of thesis prints, elaborate ephemera made for the festive academic defences that flourished in early modern colleges. This essay establishes the heretofore unknown subject of one thesis print and offers a note on the dedicatee and art historical significance of another likely ‘conclusione’. Both prints were dedicated to cardinal nephews, Scipione (...) Borghese and Pietro Aldobrandini respectively, and they situate the position of the cardinal nephew as a militant force against the Ottoman world through learned allusion and consciously affective depictions of captivity. Drawing on the monumental imagery of their respective papacies and offering innovative conflations of historical and allegorical representation, they testify to a visual apologetics of nepotism as good government that permeated art and life in the Papal States. (shrink)

V. L. Ménage, who died in 2015, was Lecturer and then Professor at the University of London’s School of Oriental & African Studies from 1955 until 1983, and.

In this paper I reflect critically on the concept of pragmatism as it is used in Ottoman historiography. Pragmatism has gained increasing currency over the last ten to fifteen years as one of the defining features of the Ottoman polity. I argue that unless it is properly defined from a theoretical-philosophical perspective, and carefully contextualized from a historical perspective, pragmatism cannot be used as an explanatory or comparative category. When used as a framework of explanation for historical change, (...) pragmatism blurs more than it clarifies an essential aspect of the Ottoman polity that it seeks to define, namely, the political. It is essential to reflect on the difference between the political and politics because whereas the political refers to the configuration of the power relations that organize a society as a legitimate entity, politics refers to the strategies, practices, institutions, or discourses whose purpose is to construct and retain hegemony within a polity. Through an analysis of the concept of pragmatism in Ottoman historiography, I show that for most proponents of Ottoman pragmatism, pragmatism pertains to politics rather than to the political. From a perspective rigorously confined to political theory, I argue that much like the discourse of modern tolerance, pragmatism in Ottoman historiography posits a problematic periodization, relegates the political to the background, and depoliticizes essential power relations. (shrink)

Relief after Hardship: The Ottoman Turkish Model for The Thousand and One Days. By Ulrich Marzolph. Series in Fairy-Tale Studies. Detroit: Wayne State University Press, 2017. Pp. viii + 151. $39.99.

Eşrefoğlu Rumi and Ümmî Kemal are prominent practitioners of Ottoman Sufi poetry—literature that emerged from the environment of Anatolian Sufi orders. The parallel histories of the transmission of their two divans help clarify details of the poets’ lives. Conversely, biographical facts may help explain details and oddities of those transmission histories, which themselves may also illuminate features of the late fifteenth- and sixteenth-century Ottoman religious and political landscape of increasing theological rigidity in the face of Safavid pressure and (...) probable persecution of those deemed beyond the pale, features that are still poorly understood. In light of a recent essay by Walter Andrews on prevailing editing practices in Ottoman literature, I offer a critique of the recent handling of both divans. After noting previously unrecognized copies of each, I also make suggestions for further study of their poems. (shrink)

For most of the period during which 'Aqaba belonged to the Ottoman Empire, the precise nature of its frontier status needs to be nuanced, since, in theory at least, all of the provinces adjoining it formed part of the same political unit, and the Red Sea itself was a largely Ottoman lake. In practice, however, Ottoman political and military control in the Syrian and Arabian deserts was often tenuous and reliant on individual deals struck with Bedouin leaders, (...) often within the context of the sultan's fulfilment of his obligation to protect the pilgrimage to the Holy Places of Arabia. From this perspective, forts along the pilgrimage routes such as that at 'Aqaba, were none the less frontier places, mediating relations, whether peaceable or belligerent, between populations who regarded themselves as either belonging to or extraneous to the polity of the Ottoman state. (shrink)

This is the introductory chapter I co-authored with professor Kaya Sahin for our edited book, Political Thought in the Ottoman World (oxford University Press, 2024).