On the implementation aspect of the Islamization of knowledge programme, there were also suggestions that my paper should provide readers with Al-Faruqi's ...

The book evaluates on-going ethical conversations to learn how emotional communication is received, teachings internalized, and a religious world-view brought to life. Exploring how religious values saturate people's consciousness to induce subtle shifts in moral and ethical sensibilities, this book is about people's practices that illuminate how Islam is lived. Based on fieldwork conducted in Ankara between 2010-2016, the study enquires into people's ethical, religious, and moral motivations, through the use of the ethnographic method and "thick description". Conversations and interviews (...) with officials, community leaders, students, entrepreneurs, professionals, and blue-collar workers, were subjected to close scrutiny to foreground societal change and churning. To capture perspectives absent or deliberately overlooked in mainstream public discourse and scholarship, fieldwork was conducted in locations ranging from homes, offices, university dorms, and the shrines of saints. In listening closely to how people talk about their religious practices, the book addresses the question of how Islamic subjectivities are being forged in Turkey. The study unveils how people are pushed to re-think old practices and attitudes in the process of reinterpreting Islam in the light of contemporary concerns. Filling a gap in the literature where micro-level, grounded analyses of culture and society are relatively rare, the book is a key resource for readers interested in anthropology of religion and gender, ethnography, Turkey and the Middle East. (shrink)

In "Knowledge Triumphant," Franz Rosenthal observes that the Islamic civilization is one that is essentially characterized by knowledge ("'ilm"), for "ilm is ...

Section 1; Introduction -- Section 2; Scope -- Section 3; Sources and categories of IOK -- Section 4; Rationale for IOK -- Section 5; The meaning of IOK -- Section 6; What does IOK involve -- Section 7; Reviewer and critics.

Contribution of Malay Muslims in science and modern world; proceedings of a seminar.

"أما ما نحن فيه، نحن أولاً نجعل الكتاب والسنة هي الثوابت الأصول، والمراجع التي نريد أن نستمد منها فكرنا وثقافتنا ونجعلها مرجعنا في كل شيء، نرجع إلى تراثنا الإسلامي ونقومه، ما انسجم منه مع توجيهات الكتاب والسنة ومناهجهما أخذ منه، ما صادم شيئاً من ذلك أهمل. كذلك نرجع من إيجابيه، وننبذ سليبة. إنا نتعامل مع الموجود الفكري والحضاري والثقافي من نظرة الإنسان المستنير الذي له مراجعة ومصادر هدايته يحاكم كل شيء إليها، وبالتالي فإن لدينا الحماية الكافية وعندنا الأمن الكافي الذي (...) يحمينا من أي انحراف أو ما يمكن أن يشكل خطراً على عقيدتنا وحضارتنا". (shrink)

This article documents the existence of a vibrant republic of letters stretching from Cairo to Karachi in the middle of the twentieth century. On the basis of private letters, memoirs, and modern editions of classical texts, this article recreates the scholarly and personal commitments of a new class of professional editors. These editors were responsible for the emergence of some of the most influential publishing houses in the Islamic world, and their contribution to the production and circulation of pre-modern (...) texts has had a profound impact on the intellectual development of Islam in the twentieth and twenty-first centuries. They believed that cultivating a republic of letters was necessary because it served the world of learning and scholarship. In this way was fashioned a virtual community, separated by national and political borders, but united by visions of history and a shared sense of moral and intellectual duty. (shrink)

__ _Philosophy and Rabbinic Culture_ is a study of the great, and curiously underappreciated, engagement of a Medieval European Jewish community with the philosophic tradition. This lucid description of the Languedocian Jewish community's multigenerational cultivation of - and acculturation to - scientific and philosophic teachings into Judaism fulfils a major desideratum in Jewish cultural history. In the first detailed account of this long-forgotten Jewish community and its cultural ideal, the author gives an expansive reappraisal of the role of the philosophic (...) interpretation in rabbinic culture and medieval Judaism. Looking at how the cultural ideal of Languedocian Jewry continued to develop and flourish throughout the thirteenth and fourteenth centuries, with particular reference to the literary style and religious teaching of the great Talmudist, Menahem ha-Meiri, Stern explores issues such as Meiri’s theory of "civilized religions", including Christianity and Islam, controversy over philosophy and philosophic allegory in Languedoc and Catalonia, and the cultural significance of the medical use of astrological images. This book will be of great interest to scholars and students of Religion, of Judaism in particular, and of Philosophy, History and Medieval Europe, as well as those interested in Jewish-Christian relations. (shrink)

Religion moves into the realm of the rational the moment when specific and specified texts are generated, reproduced and disseminated according to Weber. As such, the capacity to generate, reproduce and disseminate concepts from texts is shown to be consequential. In Weber’s work, the presence of women is not overt. Scholarship has explored how women are positioned in religious texts, but comparatively little scholarship has engaged with how they generate, reproduce and disseminate texts. This article interrogates the position (...) of women in relation to a religious textual generation, reproduction and dissemination within an Islamic tradition. Ethnographic data from a Deobandi-aligned education institution or madrasa was drawn on. Data were analysed with regard to how the texts used in the institution of Islamic learning are generated, reproduced and disseminated and the position of women in this regard. Contribution: Findings illustrated that women are key disseminators of particular forms of Islamic (religious) texts. As such, there are opportunities for women to generate and reproduce their own meaning of the texts. The article enhanced scholarship with regard to how women are able to maintain, extend and expand theologies. In this way, it demonstrated how women might be empowered to do so. (shrink)

Religion moves into the realm of the rational the moment when specific and specified texts are generated, reproduced and disseminated according to Weber. As such, the capacity to generate, reproduce and disseminate concepts from texts is shown to be consequential. In Weber’s work, the presence of women is not overt. Scholarship has explored how women are positioned in religious texts, but comparatively little scholarship has engaged with how they generate, reproduce and disseminate texts. This article interrogates the position (...) of women in relation to a religious textual generation, reproduction and dissemination within an Islamic tradition. Ethnographic data from a Deobandi-aligned education institution or madrasa was drawn on. Data were analysed with regard to how the texts used in the institution of Islamic learning are generated, reproduced and disseminated and the position of women in this regard. Contribution: Findings illustrated that women are key disseminators of particular forms of Islamic (religious) texts. As such, there are opportunities for women to generate and reproduce their own meaning of the texts. The article enhanced scholarship with regard to how women are able to maintain, extend and expand theologies. In this way, it demonstrated how women might be empowered to do so. (shrink)

Internet-based religious learning has presented a new face to the diversity of Muslim youth. This article aims to analyse and evaluate Muslim youth’s understanding, attitudes, and religious practices and demonstrate the impact of internet-based Islamic learning. As many as 23 Muslim youths in Jepara, Central Java, aged 17–20 years, became the informants of this study. Data were collected through in-depth interviews and observations. Further research data were analysed descriptively and interpretatively. This study found that most Muslim youths (...) who studied Islam online experienced confusion and emptiness in religion caused by an incomplete learning process. Most Muslim youths do not have solid theological views, pseudo-worship practices and weak religious ideologies. This study suggests that teenagers acquire essential Islamic knowledge from credible sources such as kyai with clear scientific credentials. This foundation enables them to discern reliable Islamic content in cyberspace, safeguarding against distortions in their understanding of Islam and spirituality.Contribution: This research provides a more comprehensive understanding of the complexities of the impact of internet-based learning on the diverse experiences of Muslim youth. Although the internet has the potential to be an invaluable source of knowledge, the challenges of integrating information with traditional understanding require serious attention. (shrink)

On the eminence of knowledge according to the teachings of various Muslim sufis and scholars.

This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic education. (...) Managerial aspect will be also included in the discussion. It further argues that the implementation of principles of multirculturalism reserves as an important element in confronting radical narratives, both from within and without Islamic tradition. It stands as an attempt to create moderate Muslim subjects who persistently uphold principles of inclusivity and transformative learning through opened-deliberation—rather than indoctrination—in education settings. (shrink)

This article takes a critical look at three conceptions of Islamic education. I argue that conceptions of Islamic education ought to be considered as existing on a minimalist–maximalist continuum, meaning that the concepts associated with Islamic education do not have a single meaning, but that meanings are shaped depending on the minimalist and maximalist conditions which constitute them, that is, tarbiyyah (nurturing), ta`lim (learning) and ta`dib (goodness). I then explore some liberal conceptions of cosmopolitanism, showing how (...) these notions connect with meanings of Islamic education. Finally, I show how maximalist views of Islamic education connect with cosmopolitanism, while minimalist views of Islamic education seem to undermine the pursuit of cosmopolitanism. (shrink)

This essay discusses the interaction of struggles for gender equality with a plurality of conceptions of freedom in Islamic feminist scholarship and activism. I discuss Islamic feminist critiques of feminism and rights, the concept of Islamic secularism, and the problematization of freedom in relation to women’s piety movements. Finally I take up Islamic feminist interpretations of the Qur’an to identify conceptions of freedom in this work. I argue, first, that there are diverse conceptions of freedom (...) at play in Islamic feminist scholarship, and second, that a plurality of conceptions of freedom can support feminist practice and goals. (shrink)

al-Mujallad al-awwal. Muqaddimāt al-taḥqīq wa-muqaddimat al-Imām al-Zubaydī lil-Itḥāf -- al-mujallad al-thānī. Kitāb al-ʻIlm ilá nihāyat al-bāb al-thālith -- al-mujallad al-thālith. Tatimmat kitāb al-ʻilm min al-bāb al-rābiʻ ilá ākhir al-kitāb -- al-mujallad al-rābiʻ. Kitāb Qawāʻid al-ʻaqāʼid -- al-mujallad al-khāmis. Kitāb Asrār al-ṭahārah -- al-mujallad al-sādis. Kitāb Asrār al-ṣalāh ilá nihāyat shurūṭ al-jumʻah min al-bāb al-khāmis -- al-mujallad al-sābiʻ. Tatimmat kitāb asrār al-ṣalāh min ādāb al-jumʻah ilá ākhir al-kitāb -- al-mujallad al-thāmin. Kitābā Asrār al-zakāh wa-asrār al-ṣawm -- al-mujallad al- tāsiʻ. Kitāb asrār (...) al-ḥajj -- al-mujallad al-ʻāshir. Kitābā ādāb tilāwat al-Qurʼān wa-al-adhkār wa-al-daʻawāt -- al-mujallad al-ḥādī ʻashar. Kitābā tartīb al-awrād wa-tafḍīl iḥyāʼ al-layl wa-ādāb al-akl -- al-mujalladal-thānī ʻashar. Kitābā ādāb al-Nikāḥ wa-ādāb al-Kasb wa-al-maʻāsh -- al-mujallad al-thālith ʻashar. Kitāb al-Ḥalāl wa-al-ḥarām -- al-mujallad al-rābiʻ ʻashar. Kitāb al-Ulfah wa-al-ukhuwwah -- al-mujallad al-khāmis ʻashar. Kitābā ādāb al-ʻUzlah wa-ādāb al-Safar -- al-mujallad al-sādis ʻashar. Kitābā ādāb al-Samāʻ wa-al-wajd wa-al-Amr bi-al-maʻrūf wa-al-nahy ʻan al-munkar -- al-mujallad al-sābiʻ ʻashar. Kitābā ādāb al-maʻīshah wa-akhlāq al-nubūwah wa-sharḥ ʻajāʼib al-qalb -- al-mujallad al-thāmin ʻashar. Kitābā riyāḍat al-nafs wa-tahdhīb al-akhlāq wa-kasr al-shahwatayn -- al-mujallad al-tāsiʻ ʻashar. Kitābā āfāt al-lisān wa-dhamm al-ghaḍab -- al-mujallad al-ʻishrūn. Kitābā dhamm al-dunyā wa-dhamm al-bukhl -- al-mujallad al-ḥādī wa-al-ʻishrūn. Kitābā dhamm al-jāh wa-dhamm al-kibr wa-al-ʻajab -- al-mujallad al-thānī wa-al-ʻishrūn. Kitābā dhamm al-ghurūr wa-al-tawbah -- al-mujallad al-thālith wa-al-ʻishrūn. Kitābā al-ṣabr wa-al-shukr -- al-mujallad al-rābiʻ wa-al-ʻishrūn. Kitābā al-rajā wa-al-khawf -- al-mujallad al-khāmis wa-al-ʻishrūn. Kitāb al-zuhd wa-al-faqr -- al-mujallad al-sādis wa-al-ʻishrūn. Kitāb al-tawḥīd wa al-tawakkul -- al-mujallad al-sābiʻ wa-al-ʻishrūn. Kitāb al-maḥabbah wa-al-shawq wa-al-uns wa-al-riḍā -- al-mujallad al-thāmin wa-al-ʻishrūn. Kutub al-ikhlāṣ wa-al-nīyah wa-al-murāqabah wa-al-muḥāsabah wa-al-tafakkur -- al-mujallad al- tāsiʻ wa-al-ʻishrūn. Kitāb dhikr al-mawt wa-mā baʻdih ilá nihāyat al-bāb al-thāmin -- al-mujallad al-thalāthūn. Kitāb dhikr al-mawt wa-mā baʻdih ilá ākhar al-kitāb wa-yalīhi maṣādir al-taḥqīq. (shrink)

Introduction -- What and how can we learn from the Quran: a critical rationalist perspective -- A critical rationalist approach to religion -- A critical assessment of the programmes of producing "Islamic science" and "Islamisation of science/knowledge" -- Faqih as engineer: a critical assessment of fiqh's epistemological status -- A critical assessment of the method of interpretation of the Quran by the Quran, in the light of Allameh Tabatabaei's Tafsir al-mizan -- The disenchantment of reason: an anti-rational trend in (...) modern Shiʻi thought- the Tafkikis -- Islamic philosophy: past, present, and future -- Doctrinal certainty: a major contributory factor to "secular" and "religious" violence in the political sphere -- Islam, Christianity, and Judaism: can they ever live peacefully together? -- The shape of the coming global civil society: suggestions for a possible Islamic perspective. (shrink)

Recent studies highlight the need for ethical and equitable digital health research that protects the rights and interests of racialized communities. We argue for practices in digital health that promote data self-determination for these communities, especially in data collection and management. We suggest that researchers partner with racialized communities to curate data that reflects their wellness understandings and health priorities, and respects their consent over data use for policy and other outcomes. These data governance approach honors and builds on Indigenous (...) Data Sovereignty (IDS) decolonial scholarship by Indigenous and non-indigenous researchers and its adaptations to health research involving racialized communities from former European colonies in the global South. We discuss strategies to practice equity, diversity, inclusion, accessibility and decolonization (EDIAD) principles in digital health. We draw upon and adapt the concept of Precision Health Equity (PHE) to emphasize models of data sharing that are co-defined by racialized communities and researchers, and stress their shared governance and stewardship of data that is generated from digital health research. This paper contributes to an emerging research on equity issues in digital health and reducing health, institutional, and technological disparities. It also promotes the self-determination of racialized peoples through ethical data management. (shrink)

This essay presents an analysis of different processes of machine learning: supervised, unsupervised, and semisupervised, through the prism of the epistemologies of several prominent Islamic philosophical schools. I discuss the way each school conceptualizes the ontological absolute (immortality, death, afterlife) and the way this shapes their respective epistemologies. I present an analysis of the different machine learning processes through the prism of the epistemological constructs of each of these philosophic traditions. I conclude with the argument that more (...) scholars from the Islamic philosophical tradition should engage in the debates about the development of artificial intelligence and its implications, given that many Muslim countries are among the leaders in this development and its application in everyday life. (shrink)

This paper aims at helping trainees to overcome the difficulties they face when dealing with Arduino platform by describing the design of a desktop based intelligent tutoring system. The main idea of this system is a systematic introduction into the concept of Arduino platform. The system shows the circuit boards of Arduino that can be purchased at low cost or assembled from freely-available plans; and an open-source development environment and library for writing code to control the board topic of Arduino (...) platform. The system is adaptive with the trainee’s individual progress. The system functions as a special tutor who deals with trainees according to their levels and skills. Evaluation of the system has been applied on professional and unprofessional trainees in this field and the results were good. (shrink)

This article offers a novel historical interpretation of the problem of jihadism through a critique of the philosophical foundations of Olivier Roy’s scholarship on Islam and jihadism. In particular, the article elucidates the consequences of the dominant positivist ontology and secular episteme of the social sciences for the analysis of jihadism. To this end, it formulates an alternative conceptualization of the main terms of analysis (namely, Islam, the ummah, the caliphate, and jihad), highlighting their political significance and disavowing thereby (...) the epistemic prejudices of Eurocentric social science. The article argues jihad designates a political phenomenon tied to Islam’s presence as a universal order and Muslims as an autonomous community. It is a signifier of the organized, collective warfare of Muslims as a distinct political group, represented by the caliphate as an ‘Islamicate great power’, and waged by its professional armies. Jihadism represents the venture to recover jihad in a world without a caliphate, its condition of possibility being the disappearance of the caliphate, and in that it signifies the fragmentation, disorganization, and de-politicization of jihad. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 189-193 [Access article in PDF] Buddhist Learning and Textual Practice in Eighteenth-Century Lankan Monastic Culture. By Anne M. Blackburn. Princeton, N.J.: Princeton University Press, 2001. x + 241 pp. Buddhist Learning is an important study of the emergence of the Siyam Nikaya (monastic order) in eighteenth-century Kandy, Sri Lanka's last Buddhist kingdom (which fell to the British only in 1815). Blackburn focuses on (...) educational institutions in her account, but frames it also to address larger issues in the study of Buddhist and non-Buddhist texts and history.An introductory chapter sets forth Blackburn's three central arguments (4): colonial and postcolonial scholarly constructions of Sri Lankan Buddhist "tradition" obscure the eighteenth-century phenomena that she reconstructs; the idea of "textual communities," developed in dialogue with contemporary scholarship on medieval European Christianity, provides a useful tool for analyzing those phenomena; [End Page 189] thus analyzed, the early Siyam Nikaya turns out to represent an innovative "reformulation" of Sri Lankan Buddhism, made possible by the establishment of the order itself, its systematization of monastic education, and the development of a bilingual commentarial genre for use within that system.Chapter 2 provides nonspecialists "at least a glimpse of the larger social context in which the emerging Siyam Nikaya participated" (23), with brief sketches of Sri Lankan Buddhist history, the structure and politics of the Kandyan court, the organization of monasticism prior to the rise of the Siyam Nikaya, and the presence of non-Buddhist religious leaders in Kandyan society. Chapter 3 begins with a discussion of Sri Lankan monastic education prior to 1730, then analyzes three stages in the emergence of distinctive Siyam Nikaya educational institutions (the early career of founder Valivita Saranamkara [1698-1778]; the late 1730s creation of a prototypical educational institution at Niyamakanda; and the 1753 importation of higher ordination [ upasampada ] from Thailand/formal establishment of the Siyam Nikaya, respectively), the history of royal patronage of these institutions, their new curriculum, its implementation and administration, its impact on monastic identity and lay-monastic relations, and the relationship of monastic erudition to prestige and patronage.Chapter 4 surveys Siyam Nikaya histories to argue that the order's rise was attended by "an innovative discourse on monasticism" that bolstered its authority by depicting its education-based interpretation of monastic virtue as "natural and desirable Buddhist practice" (105). Though these histories employed the rhetorical trope of decline and revival, their emphasis on Buddhist learning "signals a moment of profound change in Lankan Buddhism" (76-77), because they provided a charter for the new Nikaya while creating a perception that Siyam Nikaya monks practiced the best form of Buddhist monasticism. When imbibed by members of the royal court, this assured these monks steady patronage and prestige over their rivals, called ganinnanses, whom they directly and indirectly attacked. Chapter 5 zeroes in on Saranamkara and his Sararthadipani, a bilingual (Sinhala and Pali) commentary on the "four recitation sections" (catubhanavara) of protective (paritta) texts in Pali. This monumental work and the genre of bilingual commentaries (called sutra sannayas ) that it inspired, Blackburn maintains, were central to Saranamkara's claim to authority and created a distinctive monastic identity for Siyam Nikaya monks. Through close analysis of selected passages from Sararthadipani, Blackburn reveals the inner workings of bilingual commentary, particularly insofar as it allowed Saranamkara and his disciples to demonstrate their proper command of the classic Pali texts.In chapter 6 Blackburn argues that the sutra sannayas produced "a new Buddhist textual community" united in its reading and/or hearing of them. Exploring the ways in which Sararthadipani and the other sutra sannayas "constrained" readers to accept Saranamkara's vision of proper monasticism (such as direct instructions to readers and rhetorical structures), but recognizing that they also left open (in their use of simile, metaphor, and illustrative stories) the possibility of "less constrained" and "resistant" readings, Blackburn suggests that the genre extended the Siyam Nikaya's program beyond the small circle of Saranamkara's disciples to transform Sri Lankan monasticism [End Page 190] more generally. Moreover, she argues that given... (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

Learning and development are often linked in the organization studies literature. To understand the dynamics of organizational moral development, this paper utilizes the notion of organizational moral learning (OML). It is explored using three perspectives: organizational learning, Islamic and critical realist perspectives. The perspectives are then synthesized together to form a single framework, called the OML by ‘spiritual hearts’ framework. At the centre of the framework is the spiritual heart, the seat of profound understanding and moral (...) consciousness. The heart plays a central role in organizational moral development, especially with regard to its potential to be ‘purified’ and corrupted. Two extreme parameters then are created: on one side is the ‘purified hearts’ with high moral consciousness contributing towards OML, and on the other is the ‘corrupted hearts’ with high immoral consciousness contributing towards organizational immoral learning. Between the two extremes are the ‘diseased hearts’, possessing a mixture of moral and immoral consciousness to various degrees, and have the potentials to contribute to both moral and immoral developments. The paper further suggests strategies to facilitate OML and simultaneously inhibits organizational immoral learning. (shrink)

ASP.net is one of the most widely used languages in web developing of its many advantages, so there are many lessons that explain its basics, so it should be an intelligent tutoring system that offers lessons and exercises for this language.why tutoring system? Simply because it is one-one teacher, adapts with all the individual differences of students, begins gradually with students from easier to harder level, save time for teacher and student, the student is not ashamed to make mistakes, and (...) more. Therefore, in this paper, we describe the design of an Intelligent Tutoring System for teaching ASP.net to help students learn ASP.net easily and smoothly. Tutor provides beginner level in ASP.net. Finally, we evaluated our tutor and the results were excellent by students and teacher. (shrink)

Light upon Light: Essays in Islamic Thought and History in Honor of Gerhard Bowering brings together studies that explore the richness of Islamic intellectual life in the pre-modern period. Leading scholars around the world present nineteen studies that explore diverse areas of Islamic Studies, in honor of a renowned scholar and teacher: Professor Dr. Gerhard Bowering (Yale University). The volume includes contributions in four main areas: (1) Quran and Early Islam; (2) Sufism, Shiism, and Esotericism; (3) Philosophy; (...) (4) Literature and Culture. These areas reflect the enormous breadth of Professor Bowering's contributions to the field over a lifetime of scholarship, teaching, and mentoring. Contributors: Hussein Ali Abdulsater, Mushegh Asatryan, Shahzad Bashir, Jonathan Brockopp, Yousef Casewit, Jamal Elias, Janis Esots, Li Guo, Matthew Ingalls, Tariq Jaffer, Mareike Koertner, Joseph Lumbard, Matthew Melvin-Koushki, Mahan Mirza, Bilal Orfali, Gabriel Reynolds, Nada Saab, Amina Steinfels & Alexander Treiger. (shrink)

Nowadays, mobile telephony interruptions in our daily life activities are common because of the inappropriate ringing notifications of incoming phone calls in different contexts. Such interruptions may impact on the work attention not only for the mobile phone owners, but also for the surrounding people. Decision tree is the most popular machine-learning classification technique that is used in existing context-aware mobile intelligent interruption management model to overcome such issues. However, a single-decision tree-based context-aware model may cause over-fitting problem and (...) thus decrease the prediction accuracy of the inferred model. Therefore, in this paper, we propose an ensemble machine-learning-based context-aware mobile telephony model for the purpose of intelligent interruption management by taking into account multi-dimensional contexts and name it “E-MIIM”. The experimental results on individuals’ real-life mobile telephony data sets show that our E-MIIM model is more effective and outperforms existing MIIM model for predicting and managing individual’s mobile telephony interruptions based on their relevant contextual information. (shrink)

Introduces systems of knowing and learning different from the Western educational tradition. This book contains chapters on Native American Indigenous Knowledge, Confucianism, Hinduism, Islam, Buddhism, Maori, Latin American Perspectives and African Indigenous Knowledge, which acquaint readers with alternative understandings of learning.

Ramon Llull (1232-1316), born on Majorca, was one of the most remarkable lay intellectuals of the thirteenth century. He devoted much of his life to promoting missions among unbelievers, the reform of Western Christian society, and personal spiritual perfection. He wrote over 200 philosophical and theological works in Catalan, Latin, and Arabic. Many of these expound on his "Great Universal Art of Finding Truth," an idiosyncratic dialectical system that he thought capable of proving Catholic beliefs to non-believers. This study offers (...) the first full-length analysis of his theories about rhetoric and preaching, which were central to his evangelizing activities. It explains how Llull attempted to synthesize commonplace advice about courtly speech and techniques of popular sermons into a single program for secular and sacred eloquence that would necessarily promote love of God and neighbor. Llull's work is remarkable testimony to the diffusion of clerical culture among educated lay-people of his era, and to their enthusiasm for applying that knowledge in the pursuit of learning and piety. This book should find a place on the shelf of every scholar of medieval history, religion, and rhetoric. (shrink)