Islamization of Knowledge After Thirty

2011 ◽  
Vol 28 (3) ◽  
pp. 75-91
Author(s):  
Mohamed Aslam Haneef

Critically reviews the process of the Islamization of knowledge as applied toward the discipline of economics over the last thirty years. One of the lacuna behind the not yet fully developed field of Islamic economics is the nondevelopment of its methodological aspects. This has been a result of narrowing the understanding of methodology to that of usul al-fiqh, which unfortunately has been limited to mean the legal sciences or jurisprudence. Since Islamic economics is a social/human science, the way forward is to develop an usul al-iqtisad, or methodology of social science, that may be quite different in its specific rule and criteria compared to the former. The author calls for revisiting the methodological aspect of the Faruqi work plan for the Islamization of knowledge, which has been overlooked and neglected.

Author(s):  
Sevara Khamdamovna Khakimova ◽  

This article highlights social science, the level of teacher training in globalization, its professional and personal qualities, values, attitudes and interests, professional development of one's thinking, emotional development, skills and competence, methodological aspects of teacher design culture.


2020 ◽  
pp. 33-40
Author(s):  
S. A. Filin ◽  
D. K. Balakhanova ◽  
A. A. Tleubergenov

Remuneration of labor occupies a special place in solving issues of the social and labor sphere and social policy of the organization. This is due to its significance in ensuring life sustenance, as well as the functions that it performs in the development of society and the economy. That is why it is so important to take into account the methodological aspects of its formation when using forms and systems of remuneration at the enterprise.


Author(s):  
Richard Swedberg

This chapter looks at the role of theory in theorizing. Knowing theory, in order to be good at theorizing in social science, is not the same as having a knowledge of the history of social theory. It is true that it is helpful to have some of the skills of an intellectual historian when one tries to figure out what a concept means, why a theory looks the way it does today, and similar issues. However, this is not the kind of knowledge that one basically needs to have in order to be good at theorizing. The two types of knowledge that are needed in order to theorize well are knowledge of the basics of social theory and knowledge of a number of concepts, mechanisms, and theories.


2021 ◽  
Author(s):  
Jelena Lukić ◽  

The aim of this paperis to determine the quality of TV classes World around us and Nature and Social Science,which were broadcasted on Radio Television of Serbia during the pandemic in the school year 2019/20. Although the work was indirect, so the immediate interaction between the teacher and student is missed. Therefore, teacher's questions were the way of establishing some kind of interaction in such classes organized in this manner. For this reason, we wanted to establish the types of questions that teachers were asking to students through small screens. Considering that the achievements of learning are based on Bloom's Taxonomy, we were analyzing sixteen TV classes and classified the questions the teachers asked according to cognitive area, on six educational levels. The results indicate that the most common were question within lower cognitive levels were (knowledge, understanding and application), and that there are no statistically significant differences in cognitive levels on questions asked between lower (1st and 2nd grade) and higher grades (3rd and 4th grade), on the other hand, on the classes of determination of educational content teachers were asking statistically significant quality questions compared to the classes of interpretation.


2019 ◽  
pp. 13-42
Author(s):  
Wyatt Moss-Wellington

This chapter goes into greater detail regarding the history of humanist thought and the way a narrative-based humanism might be exhumed from humanism’s philosophical lineage. It looks at the differences between Renaissance, canonical, and contemporary secular humanisms and the set of values that are conjured when a narrative is described as “humanistic.” It makes a case for humanism as both a style of storytelling, and a reading method, and thus establishes a “humanist hermeneutics” that will be carried through the remainder of the book. In so doing, this chapter sets up some core values of narrative humanism: it describes the difference between narrative and character complexity, the use of social science as a hermeneutic tool, the value of incomplete striving for understanding rather than grand theories that totalise people’s worlds, and finally describes some of the alternatives to humanism before concluding.


Author(s):  
Peter T. Manicas

The history of social science can conveniently be divided into four uneven periods, starting with the beginnings of both western science and philosophy in the ancient Greek polis (city or state). It is fair to say, with qualifications, that the debate generated by the so-called Sophists, professional teachers of rhetoric in fifth-century Athens, established what would become the central questions for the future. The fundamental issue could be put thus: is society ‘natural’ or is it ‘conventional’, a historical product of human activities which vary across time and space? The Sophists, often abused in our standard histories, supported the conventional view. They held that even if it was anthropologically necessary that Homo sapiens live in societies, nature was silent about the character and ends of society. They thus defended what might be called ‘cultural relativism’. By contrast Aristotle argued that some men were ‘naturally’ slaves and that all women were ‘naturally’ inferior; therefore slavery and patriarchy were dictated by nature, a view that prevailed well into the early modern period. Beginning in the sixteenth century we find a host of thinkers who reconceived the problem first raised by the Sophists. Many of them, for example, Hobbes, Rousseau and Adam Smith, held that ‘by nature’ humans had similar capacities and powers. Inequalities of power were ‘artificial’, wholly the result of historically established conventions. These writers also rejected the idea that society was a kind of natural community. For many of them, society existed by consent, the result of a contract. The rejection of Aristotelianism was inspired by the Copernican revolution and the new physics of Galileo and Newton. This produced a self-conscious effort by early modern writers to articulate the idea of human science, modelled on the new physics. This critical idea was well put by the physiocrat Francois Quesnay: ‘All social facts are linked together in the bond of eternal, immutable, ineluctable, inevitable laws, which individuals and government would obey if they were once known to them’ (Randall 1940: 323). The third period, roughly the nineteenth century, is then a battleground over both the idea of science and the idea of a human science. The paradigm provided by celestial mechanics was nearly overwhelming; even so, there was disagreement as regards its character, especially as regards the question of causality and explanation. Until very recently, ‘positivists’ have tended to prevail. That is, writers have followed Auguste Comte, who gave us the terms ‘positivism’ and ‘sociology’, and who held there were social laws which were to be analysed as ‘relations of invariable succession’: whenever this, then that. As regards the possibility of a human science, consciousness and the problem of a free will raised the biggest questions. Materialists found nothing special about either; idealists did. Indeed a surprising amount of the most recent debates in the philosophy of the social sciences have their roots in these issues. If, as positivists insist, activity is governed by law, then what of human freedom? On the other hand, if humans have collectively made society and thus can remake it, then what is the nature of a human science?


2017 ◽  
Vol 68 (9) ◽  
pp. 1577 ◽  
Author(s):  
Carolyn M. Rosten

Despite an obvious benefit by involving society in conservation research, interdisciplinary research remains the exception and not the norm. Integration of natural and social science into interdisciplinary conservation research poses several challenges related to (1) different perspectives and theories of knowledge, (2) mismatches in expectations of appropriate data (i.e. quantitative v. qualitative, accuracy), (3) an absence of agreed frameworks and communication issues and (4) different publishing protocols and approaches for reaching conclusions. Hence, when embarking on an interdisciplinary conservation project, there are several stereotypic challenges that may be met along the way. On the basis of experiences with an interdisciplinary sturgeon conservation project, several recommendations are presented for those considering (or considering not!) to establish interdisciplinary conservation research.


Worldview ◽  
1970 ◽  
Vol 13 (11) ◽  
pp. 5-8
Author(s):  
Cynthia H. Enloe ◽  
Mostafa Rejai

There is a curious unreality about the way in which Americans have been discussing foreign policy: they seem to lie speaking in terms having only tenuous relationship to reality. This partly explains why many people find discussions of Vietnam awkward and frustrating: their vocabulary is not equipped to cope with their country's behavior. This poverty of vocabulary stems from a more serious conceptual vacuum.Part of the responsibility for this conceptual inadequacy lies in academia, where in the last two decades foreign policy has slipped sharply in appeal. In contrast to other areas of social science, foreign policy studies have adopted a non-theoretical—almost anti-theoretical-posture.


2018 ◽  
Vol 2 (S1) ◽  
pp. 5-5
Author(s):  
Christine M. Weston ◽  
Mia S. Terkowitz ◽  
Daniel E. Ford

OBJECTIVES/SPECIFIC AIMS: The objectives of this study were to compare different methods for determining the disciplines involved in a research article. We sought to address the following questions: To what extent does the number of disciplines reported by an article’s corresponding author agree with their description of the article as unidisciplinary or interdisciplinary? (Q1) and To what extent does the corresponding author’s description of the research as unidisciplinary or interdisciplinary agree with its classification as unidisciplinary or interdisciplinary based on the affiliation of its co-authors? (Q2). METHODS/STUDY POPULATION: Using Scopus, we randomly selected 100 articles from 2010 and 2015 from science teams that had at least 1 author affiliated with Johns Hopkins. Author affiliations were grouped into common academic disciplines: Basic Science, Medicine (and all clinical specialties), Public Health, Engineering, Social Science, Computer Science, Pharmacy, Nursing, and Other. Articles with more than 1 discipline were considered, interdisciplinary. We then sent an online Qualtrics survey to the corresponding author of each article and asked them to indicate (1) all of the disciplines that contributed to the research article at hand, and (2) to indicate whether they considered the research to be “unidisciplinary” or “interdisciplinary” based on definitions that we provided. RESULTS/ANTICIPATED RESULTS: For Q1, we asked corresponding authors to indicate the number of disciplines involved in their research and then to choose the definition that best described their research. Among 76 respondents, 42 indicated that their research consisted of 1 discipline, and 34 indicated that their research consisted of more than 1 discipline. Of the 42 respondents who indicated that their research consisted of one discipline, 21 (50%) respondents described their research as “unidisciplinary” and 21 (50%) described their research as “interdisciplinary.” However, of the 34 respondents who indicated that their research consisted of more than 1 discipline, all but 1 (97%) described their research as “interdisciplinary.” For Q2, we assigned a discipline to each co-author based on his/her affiliation and counted the number of disciplines involved. Among 76 respondents, of the 22 who described their research as “unidisciplinary,” 16 (73%) were categorized as “unidisciplinary” and 6 (27%) were categorized as “interdisciplinary,” using this method. Of the 54 respondents who described their research as “interdisciplinary,” 30 (56%) were categorized as “interdisciplinary” and 24 (44%) as “unidisciplinary.” DISCUSSION/SIGNIFICANCE OF IMPACT: Our results highlight that different methods for determining whether a given research article is interdisciplinary are likely to yield different results. Even when researchers indicate that their research is based within one major discipline, they may still consider it interdisciplinary. Likewise, classifying an article as either unidisciplinary or interdisciplinary based on the affiliations of its co-authors, may not be consistent with the way it is viewed by its authors. It is important to acknowledge that assessing the interdisciplinarity of research is complex and that objective and subjective views may differ.


Author(s):  
Tansif Ur Rehman

The internet is conceivably today's most innovative development as it proceeds to change everyday life for almost everyone globally. Billions of individuals are using the internet, and thousands enter the online world each day. Not merely has the internet revolutionized the way people connect and learn; it has eternally changed the way people live across the globe. As the internet and computer advances, offenders have originated ways to utilize these innovations as intended for their criminal acts. In social science research, social theories are of great significance. Without a theoretical direction, social facts are like a snuffed-out candle that cannot determine its bearer's path. Social theories contribute to the development of sound scientific foundations for resolving issues in any social inquiry. Theories guide our observations of the world. Digital technology has an impact and has numerous challenges. The respective work has its significance in helping and exploring this dilemma via a multifaceted theoretical approach.


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