These articles discuss the appropriation of Greek science by scholars in the world of medieval Islam. After presenting the historiography of this process, the volume focuses on Ibn al-Haytham, one of the most influential figures of the 11th century, and on his contribution to the science of optics and the psychology of vision. The work then analyzes how Greek thought was developed in the Islamic world, based on studies of Euclid's geomotry and critiques of Ptolemaic astronomy. Finally, some articles consider the history of logic - Aristotelian syllogism and Avicenna's views on the subject matter of logic.
After presenting the historiography of this process, the volume focuses on Ibn al-Haytham, one of the most influential figures of the 11th century, and on his contribution to the science of optics and the psychology of vision.
This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK
Although it may seem counter intuitive that a secular government would open imam schools, they did so to create a new clergy class who was well-educated and practiced a nonextremist form of Islam. In 1928, coeducational institutions ...
concerned with the development of science education , its teaching and research , and its progress from the early days of ... but are also definitely against Islam , and develop into a healthy , civilized and educated Muslim community .
Now in its second edition, this comprehensive textbook offers an exceptionally accessible yet in-depth introduction to the philosophy of social science. Students with no previous knowledge will find themselves taken on an engaging philosophical journey: the book’s unique dialogue format anticipates their most frequently asked questions and provides clear explanations of specialised terminology and essential contextualisation of contemporary debates. Encompassing both traditional and contemporary perspectives, the book explores the questions and debates raised by all the major theoretical positions in the philosophy of social science, including positivism, empiricism, rationalism, hermeneutics, feminist epistemology, postmodernism and critical realism. The first edition of this book had a Eurocentric bias, as does virtually all other textbooks covering this subject matter. This has been corrected in the second edition and includes a new chapter on the contributions of Islam to philosophy, natural science social science including sociology. The second edition also has a newly written chapter on pragmaticism and neo-pragmaticism, as well as strengthened coverage of hermeneutics, postmodernism and critical realism. The book‘s rich pedagogic support includes: point-by-point summaries introducing the scope of every chapter; discussion questions; further reading lists; and a glossary of key terminology. This excellent textbook is designed to provide every student with a clear understanding of important and complex issues. It is essential reading for all students of philosophy of social science, whether at undergraduate or Masters level and regardless of their disciplinary background.
The first edition of this book had a Eurocentric bias, as does virtually all other textbooks covering this subject matter.
This book gives an original critique of western political philosophy and is the first book to engage in a philosophical reconstruction of Islamic political philosophy.
Muhammad Iqbal, 1877-1938, Urdu poet and philosopher.
Mufti Mohammad Abduhu ( 1849-1908 ) a great educational reformer of Egypt pinpoints the same role for Muslim Scholars and emphasised that Ulema should strive with all their might to acquire and spread knowledge of the sciences .
This collection of essays covers the classical heritage and Islamic culture, classical Arabic science and philosophy, and Muslim religious sciences, showing continuation of Greek and Persian thought as well as original Muslim contributions to the sciences, philosophy, religion, and culture of Islam.
The Fātimid dynasty was nominally made up of rulers endorsing the Šīʿī understanding of Islam but who were practically engaged in building an empire that was at once tolerant of others' views and eager to situate every skilled or ...
Nearly every science ranging from mathematics to biology as well as various fields of modern technology are ... In several parts of the Islamic world there is a sense that educational institutions must be spread out and also their ...
