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Consequences

Science, Philosophy & the Christian-Islam Ideological Crisis

Decades of research by the authors provides their insights on a wide spectrum of Words of Wisdom, from seventy-five scholars: scientists, philosophers, and theologians. They guide readers through a maze of newly discovered scientific facts, philosophical ideas and theories that led civilization to where we are today. In every heart, there are questions that transcend all differences of culture, nationality, race or religion: Who am I? Where do I come from, and where am I going? Why is there evil in the world? What will there be after this life? With the stakes of our choices in life so high, it would be prudent to make every effort to choose correctly, especially your Worldview. That takes truth and knowledge from many sources, which fortunately today is more readily available. In this dialogue on the key issues that have divided Science and Faith, such as the Creation of the Universe, the Origin of Life and Mankind, Free Will, Consciousness, and Islam vs. Christianity, these writers conclude that Science, Philosophy and the Bible are not only compatible, they are mutually supporting. There is an Ideological War raging between fanatical Islamic and Christian thinking. Muslims will represent one-third of the worlds population by 2050. We had better find a solution to this serious ideological divide. The literalist reading of the Koran and Christian reading of the Bible misconstrues the true meaning of these holy texts. An open dialogue and debate between leading Islamic and Christian scholars might be the best approach to create a reformist movement (like the Reformation in the 16th century) with the next generation of young Muslims. Whatever you do (or dont do) in life, has Eternal Consequences!

We had better find a solution to this serious ideological divide. The literalist reading of the Koran and Christian reading of the Bible misconstrues the true meaning of these holy texts.

Philosophy in the Islamic World: A Very Short Introduction

In the history of philosophy, few topics are so relevant to today's cultural and political landscape as philosophy in the Islamic world. Yet, this remains one of the lesser-known philosophical traditions. In this Very Short Introduction, Peter Adamson explores the history of philosophy among Muslims, Jews, and Christians living in Islamic lands, from its historical background to thinkers in the twentieth century. Introducing the main philosophical themes of the Islamic world, Adamson integrates ideas from the Islamic and Abrahamic faiths to consider the broad philosophical questions that continue to invite debate: What is the relationship between reason and religious belief? What is the possibility of proving God's existence? What is the nature of knowledge? Drawing on the most recent research in the field, this book challenges the assumption of the cultural decline of philosophy and science in the Islamic world by demonstrating its rich heritage and overlap with other faiths and philosophies.

Drawing on the most recent research in the field, this book challenges the assumption of the cultural decline of philosophy and science in the Islamic world by demonstrating its rich heritage and overlap with other faiths and philosophies.

Al-Kindi

The Father of Islamic Philosophy

Al-Kindi is believed by many scholars to be the first Islamic philosopher. At a time when Europe was plunged into the Dark Ages, the Islamic world was experiencing an important time of cultural growth and scientific advancement. While many considered Muslim students of ancient Greek philosophers to be infidels, al-Kindi was able to master the scholarship while interpreting it through his Muslim faith. His conclusions always supported the teachings of Islam, but the methods that he drew upon to reach these conclusions were rooted in science, math, and principles accepted by many other cultures and faiths.

Al-Kindi is believed by many scholars to be the first Islamic philosopher.

History of Islamic Philosophy

Published here for the first time in English, this highly important work by Henry Corbin, the Islamic scholar, philosopher, and historian of religion, is a definitive interpretation of traditional Islamic philosophy from the beginning to the present day.

Published here for the first time in English, this highly important work by Henry Corbin, the Islamic scholar, philosopher, and historian of religion, is a definitive interpretation of traditional Islamic philosophy from the beginning to ...

The Educational Philosophy of Elijah Muhammad

Education for a New World

This work is the first to examine the educational philosophy of Elijah Muhammad, the founder of the Nation of Islam and a pivotal leader in America's history. This timely book outlines Elijah Muhammad's educational ideas in relation to critical pedagogy, multicultural education, and critical white studies, a branch of 'critical race theory', a theory popularized in the mid-1970s that reaches across disciplines to explore the relationship among race, the justice system, and society. This is a must-read for those dedicated to creating a new paradigm that can transform individuals, schools, societies, and the world. Features new to the second edition include a foreword by Tynnetta Muhammad, wife and student of Elijah Muhammad; opening comments by world renowned mathematician Dr. Abdulalim Sahabazz; a new chapter co-authored with Dr. Dorothy Blake Fardan; plus guided questions and power point notes to stimulate discourse around Elijah Muhammad's educational ideas.

This work is the first to examine the educational philosophy of Elijah Muhammad, the founder of the Nation of Islam and a pivotal leader in America's history.

Ta’arruf as a Philosophy of Muslim Education

Extending Abu Bakr Effendi's Pragmatism

In this book, Yusef Waghid constitutes his argument in defence of ta’arruf (associational knowing) as an expanded conception of ta’dib (good education). In the first part of the book he elucidates Abu Bakr Effendi’s position on a Muslim educational philosophy which can be couched as rational, pragmatic and critical. As a backdrop to this, in the second part of the book, he argues for a notion of Muslim educational philosophy according to ta’arruf (associational knowing) on the basis that it enhances the notion of an autonomous self and its capabilities; summons different people to engage in deliberative encounters; and provokes the self to be reflectively open towards that which remains in becoming. This leads him to posit that ta’arruf (associational knowing) has the potential to cultivate humanity. His notion of ta’arruf extends practices of tarbiyyah (rearing), ta’lim (learning), and ta’dib (good education) associated with Muslim educational philosophy.

It was here that Abu Bakr Effendi was initiated into Muslim education between the ages of two and fifteen, ... calligraphic sciences, linguistic sciences such as Arabic language, grammar and syntax, spiritual sciences, Islamic theology, ...

History, Philosophy and Science Teaching: A Personal Story

This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of 'History, Philosophy and Science Teaching'. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends - Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education. "Michael Matthews has probably done more for the history and philosophy of science education than anyone else. This book is a riveting read. There are fascinating accounts about the journal Science & Education, the debates over constructivism, and fundamental conceptual issues that lie at the heart of science and science education. This is an essential read for anyone interested in science education." -- Michael J. Reiss, Professor of Science Education, University College London "The work of Michael Matthews in emphasizing the role of history and philosophy of science in science education has been truly monumental. Even more monumental is this much anticipated intellectual biography in which he recalls his early influences and subsequent intellectual encounters within diverse areas, including Catholicism, constructivism, the life and work of Joseph Priestley and the physics of the pendulum." -- Eric Scerri, Chemistry Department, University of California Los Angeles "Matthews records his intellectual maturation and career in a rich personal narrative. It is a fascinating trajectory through the major science educational ideas, trends and upheavals of the last four decades. He remains a sombre voice of reason, of Enlightenment virtues, of liberal education and of sound teacher education and science teaching." -- Roland M. Schulz, Centre for Imagination in Research, Culture and Education, Simon Fraser University.

There is no entry for the topic in the multi-hundred entry Springer Encyclopedia of Science Education (Gunstone, 2014), ... want to reaffirm an enlightenment tradition in Islam as old and even older than that in the Christian tradition, ...

Philosophy, Science, Education and Culture

Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

Hoodbhoy, P. (1991) Islam and Science: Religious Orthodoxy and the Battle for Rationality, London, Zed Books. Hospers, J. (1967) An Introduction to Philosophical Analysis, London, Routledge and Kegan Paul, second edition.

Philosophy of Education

An Encyclopedia

First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

See also AVERROES; AVICENNA; RELIGIOUS EDUCATION Bibliography Bun, Nasim. Science and Muslim Societies. London: Grey Seal, 1991. Giladi, Avner. "Islamic Educational Theories in the Middle Ages: Some Methodological Notes with Special ...

The Principles of Epistemology in Islamic Philosophy

Knowledge by Presence

This book aims to present to western philosophers the most important theme in Islamic epistemology: knowledge by presence, the knowledge that results from immediate and intuitive awarenes, advocated by the author as a viable modern philosophical position. Treating the subject in a thoroughly philosophical manner that is comprehensible to contemporary analytical philosophers, he remains faithful to the Islamic tradition.

This book aims to present to western philosophers the most important theme in Islamic epistemology: knowledge by presence, the knowledge that results from immediate and intuitive awarenes, advocated by the author as a viable modern ...