scholarly journals Explaining the Minutes of Philosophy and Revealing its Symbols with the Arguments of Conclusive Legitimacy in the Light of AlTamez by Allama Abdulaziz

Fahm-i-Islam ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 149-190
Keyword(s):  
Middle Ground ◽  
British India ◽  
Philosophical Approach ◽  
Muslim Scholar ◽  
Philosophical Thought ◽  
Islamic Thought ◽  
New Perspective ◽  
Rational Reasoning ◽  
The Way

This article aims to explore the philosophical approach and the methods used by ‘Abdul-‘Azīz Firharvi in his valuable manuscript Al-tamyīz, which dealt with the philosophers and scholars differences about the interpretation of philosophy from Quran and Sunnah.‘Abdul-‘Azīz Firharvi was the famous Muslim scholar of British India in all over the world.He was adept in all Islamic sciences, but he is regarded as one of the greatest ever Mutakalim born in the land of Indo-Pak. He has written more valuable works on Ilm Al-Kla’m and Al-Tami’z is the part of his aims.This manuscript is infact the middle ground between the fanatical scholars and the philosophers who have the correct ideas, That is: philosophy should not be rejected outright because of prejudice, nor should any philosophical thought be adopted without weighing the criteria of thinking and the Qur'an and Sunnah.Allama Farharvi has adopted the same style in terms of occasion and place and has used Qur'anic and rational reasoning. This article is a link between philosophy and Islamic thought, which will not only eliminate violence from society, but will also pave the way for new scholars to examine philosophy and Islamic thought in a new perspective.

scholarly journals Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Corné Kruger ◽  
Ona Janse van Rensburg ◽  
Marike De Witt
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Teacher Expectations ◽  
Cost Effective ◽  
Development Programme ◽  
Teacher Competence ◽  
Philosophical Approach ◽  
Class 1 ◽  
Professional Development Programme ◽  
The Way

<p class="1">Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated portfolio and audio-visual material, aimed to support the applied competence of practising teachers in the South African context. An evaluation of the way the programme measured up to teacher expectations was deemed critical for future DL programme design. A qualitative study based on an interpretivist philosophical approach collected data of teacher expectations <em>for </em>and <em>of</em> the practical component through multiple methods. Their contributions were linked with four main themes related to applied competence as identified in the literature. Participant expectations and experiences with regards to each theme were compared by means of electronic coding through ATLASti™. The findings show a strong correlation between expectations <em>for</em> and experiences <em>of </em>the way the practical component supports the elements of applied competence. Since DL is viewed as a viable and cost effective way to improve teacher competence in developing countries, these findings serve as impetus for further investigation and refining ways to support applied competence in a distance learning professional development programme (DL PDP).</p>

scholarly journals infância, cultura visual e educação

2020 ◽  
Vol 16 (36) ◽  
pp. 01-20
Author(s):  
Adriana Hoffmann Fernandes ◽  
Helenice Mirabelli Cassino
Keyword(s):  
Elementary School ◽  
Visual Culture ◽  
Philosophical Approach ◽  
Multiple Images ◽  
The World ◽  
Visual Framing ◽  
The Media ◽  
The Relationship ◽  
The Way

This article combines thoughts about childhood, visual culture and education. It is known that we live among multiple images that shape the way we see our reality, and researchers in the visual culture field investigate how this role is played out in our culture. The goal is to make some applications those ideas, to think about the relationship between the images and education. This article tries to grasp what visual culture is and in what ways presumptions about childhood generate and are generated by this association. It also discusses the genesis of these presumptions and the images they generate through a philosophical approach, questioning the role of education in a culture tied to the media, and about how children, who are familiar with multiple screens, presage a new visual literacy. We see how images play a fundamental role in the way children give meaning to the world around them and to themselves, in the context of their local culture. Given this context, it is necessary to consider how visual culture is tied to the elementary school, and what challenges confront the generation of wider and more creative ways to approach visual framing in children’s education.

scholarly journals Al-Gazālī’s Critique against the Muslim Philosophers in Tahāfut Al-Falāsifah

ULUMUNA ◽  
2016 ◽  
Vol 20 (1) ◽  
pp. 91-118
Author(s):  
Qurratul Aini
Keyword(s):  
Content Analysis ◽  
Philosophical Tradition ◽  
Critical Thought ◽  
Muslim Scholar ◽  
Historical Method ◽  
Islamic Thought

This article discusses al-Gazālī’s critiques in his Tahāfut al-Falāsifah against the Muslim. It answers two main questions: First, what is the purpose of al-Gazālī in writing Tahāfut al-Falāsifah? Second, is it true that this work represent the conflict between philosophy and dogma, between revelation and the ratio, or between orthodoxy and hetherodoxy? Content analysis and historical method are used to elucidate the criticism of al-Gazālī against the Muslim philosophers in Tahāfut al-Falāsifah. This study shows that instead of questioning the validity of logic on philosophical reasoning and methodology, al-Gazālī wrote Tahāfut al-Falāsifah in order to contest epistemological philosophical superiority claims advanced by Muslim philosophers. The critism of al-Gazālī cannot be seen as a reaction, or let alone rejection, of orthodoxy or dogma against the philosophy. Rather, his critical thought should be viewed as his attempt as a Muslim scholar to accept and adapt Greek philosophical tradition into the framework of Islamic thought. DOI: http://dx.doi.org/10.20414/ujis.v20i1.805

Mind and World in Aristotle's De Anima

2021 ◽  
Author(s):  
Sean Kelsey
Keyword(s):  
Human Nature ◽  
Human Mind ◽  
Specific Function ◽  
De Anima ◽  
Philosophical Account ◽  
The World ◽  
New Perspective ◽  
Original Reading ◽  
The Way

Why is the human mind able to perceive and understand the truth about reality; that is, why does it seem to be the mind's specific function to know the world? Sean Kelsey argues that both the question itself and the way Aristotle answers it are key to understanding his work De Anima, a systematic philosophical account of the soul and its powers. In this original reading of a familiar but highly compressed text, Kelsey shows how this question underpins Aristotle's inquiry into the nature of soul, sensibility, and intelligence. He argues that, for Aristotle, the reason why it is in human nature to know beings is that 'the soul in a way is all beings'. This new perspective on the De Anima throws fresh and interesting light on familiar Aristotelian doctrines: for example, that sensibility is a kind of ratio (logos), or that the intellect is simple, separate, and unmixed.

The (Mis)Fortunes of Ordinary Men

2019 ◽  
pp. 194-212
Author(s):  
Patrick Inglis
Keyword(s):  
Financial Support ◽  
Work Ethic ◽  
The Other ◽  
Middle Ground ◽  
Is Success ◽  
Religious Bias ◽  
The Way

Rarely is there a middle ground in the way poor golf caddies in Bangalore analyze their situation and the plight of others similarly disadvantaged in the society. If there is success—measured in the ability of some caddies to win consistent financial support from members—then it is a matter of their remarkable work ethic and high morals. If they fail at this effort, then it is owing to bad luck or fate. Club members and the clubs where they play golf, along with structural forms of caste and religious bias in the society at large, are rarely implicated, one way or the other. Ultimately, disadvantaged golf caddies carry forward the rhetoric and ideology of individualism, while unwittingly justifying the inequality between caddies and club members, and between a select few up-and-coming caddies and the rest.

scholarly journals Probleme rondom die Bybel in die gereformeerde teologie: besinning vanuit ’n Christelike filosofie

2008 ◽  
Vol 42 (4) ◽  
Author(s):  
B. J. Van der Walt
Keyword(s):  
South Africa ◽  
Church Leaders ◽  
Reformed Theology ◽  
Philosophical Approach ◽  
Philosophical Perspective ◽  
Reformed Tradition ◽  
The Bible ◽  
God's Word ◽  
The Moment ◽  
The Way

Problems with the Bible in reformed theology: reflections from a Christian philosophical perspective The motivation for undertaking this investigation is the present tension in the reformed theology and in the reformed churches in South Africa. In spite of the fact that the reformed tradition confesses the authority of the Bible, theologians and church leaders are at the moment divided on how to view and interpret the Scriptures. They disagree about the message of God’s Word in the case of topical issues, for instance whether women should be allowed in ecclesiastical offices or on what the Bible has to say about homosexuality. The author is of the opinion that these tensions in the same church are caused, not only by different methods of interpreting the Bible but, at a much deeper level, also by the way in which one views the Bible according to different worldviews. In trying to resolve these problems and the resulting conflict of opinion, a Christian philosophical approach will be taken instead of the current theological efforts.

Clans and clanlectal contact

2016 ◽  
Vol 2 (2) ◽  
pp. 188-214
Author(s):  
Kelhouvinuo Suokhrie
Keyword(s):  
Language Learning ◽  
Linguistic Variables ◽  
Young Learners ◽  
Intergenerational Change ◽  
New Perspective ◽  
Stable Variation ◽  
The Way

Abstract This is the first variationist study of clan intermarriage and intergenerational change in Nagaland (India). The study investigates clan as a sociolinguistic variable by drawing data from the Angami (belonging to the Kuki-Chin-Naga sub-group of Tibeto-Burman languages) community of Kohima village in Nagaland. The linguistic variables examined include two alveolar fricatives and three affricates showing variable palatalization. Like many other clan-based communities (cf. Stanford, 2007, 2008, 2009), Angamis practice exogamy. Women settle down in their husband’s clans in the same village after marriage, but continue to maintain their original clanlects despite being in contact with their husband’s clanlects for many years. Exogamy practices are however weakening in Kohima, resulting in intra-clan marriages. The study examines the linguistic implications of the inter-clan and intra-clan marriages, illustrating the patterns that young learners acquire under such circumstances and the way they respond to the new changes. Labov finds evidence for an “outward orientation of the language learning faculty” (2012, 2014). The Nagaland results build on this notion but provide a new perspective: In Nagaland, children’s language learning is inwardly oriented with respect to stable variation and outwardly oriented in the case of change in progress.

No school principal is an island: From individual to school sense-making processes in reform implementation

2019 ◽  
Vol 33 (2) ◽  
pp. 77-85 ◽  
Author(s):  
Sherry Ganon-Shilon ◽  
Schechter Chen
Keyword(s):  
Educational Reform ◽  
Holistic Approach ◽  
School Principal ◽  
Sense Making ◽  
Critical Transition ◽  
Education Systems ◽  
School Contexts ◽  
Reform Implementation ◽  
New Perspective ◽  
The Way

Educational reform implementation in today’s fast changing world requires a critical transition from individual to school sense-making processes. Managing expectations from above (e.g. external demands) and below (e.g. internal school goals) while performing within multiple overlapping contexts, principals seem pulled in many different directions simultaneously. This article proposes the concept of sense-making as a collaborative framework, explaining how principals make sense with their teachers through dialogue and negotiation to improve their schools as they constantly seek to understand the unique contexts in which they operate. This holistic approach invites a new perspective on how to develop models for reforming education systems while paving the way for a collaborative sense-making process within unique school contexts.

DIVISION, DIALECTIQUE ET DÈFINITION CHEZ PLATON ET ARISTOTE

Méthexis ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 25-45
Author(s):  
SYLVAIN DELCOMMINETTE
Keyword(s):  
Cognitive State ◽  
Philosophical Thought ◽  
Perpetual Motion ◽  
The Way

In this article, I examine the way Aristotle makes use of the methods Plato labelled as "dialectic". After suggesting a unified interpretation of Plato’s dialectic, I show that Aristotle makes room for them not inside the context of demonstrative science, but at the level of the investigation concerning the principles of such a science. These principles are, for the most part, definitions; and Plato’s dialectical methods are designed to search for and obtain definitions. Although Aristotle, contrary to Plato, seems to distinguish between dialectic and philosophy, he relates both to the same capacity, and he suggests that their methods are identical up to a certain point. Moreover, the cognitive state corresponding to dialectic is, for Aristotle as for Plato, intelligence (nous). Nevertheless, there remain important differences between Plato and Aristotle on this issue: while the dialogical dimension of dialectic is for Plato constitutive of philosophy and implies that the philosophical thought is a perpetual motion, it is according to Aristotle what distinguishes dialectic from philosophy, which must for its part come to a rest; and while philosophy presupposes a rupture with sensation according to Plato, Aristotle envisages it in continuity with sensible experience.

Achieving Human Presence in Space Exploration

2013 ◽  
Vol 22 (4) ◽  
pp. 345-349 ◽  
Author(s):  
Dan Lester
Keyword(s):  
Space Exploration ◽  
Human Cognition ◽  
Speed Of Light ◽  
Human Spaceflight ◽  
Human Presence ◽  
The Earth ◽  
New Perspective ◽  
The Way

One of the primary goals of human spaceflight has been putting human cognition on other worlds. This is at the heart of the premise of what we call space exploration. But Earth-controlled telerobotic facilities can now bring human senses to other worlds and, in that respect, the historical premise of exploration, of boots on the ground, no longer clearly applies. We have ways of achieving remote presence that we never used to have. But the distances over which this must be achieved, by humans based on the Earth, is such that the speed of light seriously handicaps their awareness and cognition. The highest quality telepresence can be achieved not only by having people on site, but also by having people close, and it is that requirement that truly mandates human spaceflight. In terms of cost, safety, and survival, getting people close is easier than getting people all the way there. It is suggested here that to the extent that space exploration is best accomplished by achieving a sense of real human off-Earth presence, that presence can be best achieved by optimally combining human spaceflight to mitigate latency, with telerobotics, to keep those humans secure. This is culturally a new perspective on exploration.

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