Taftāzānī, Masʻūd ibn ʻUmar, 1322-1389?. Tahdhīb al-manṭiq wa-al-kalām.

The reality of globalization warrants an understanding of mission that negotiates global and local realities. This article explores the way in which the global and the local have informed Mission as Transformation, a holistic missionary movement among radical evangelicals that developed in earnest since Lausanne ’74. How have local expressions — particularly Filipino expressions — of Transformation helped to form a global understanding of Transformation? And vice versa: How does a global understanding serve local expressions? The Transformational view of the (...) global-local — or glocal — relationship as symbiotic and not antagonistic undermines both universal theologies that are imposed on all cultures and to local theologies that lack global accountability. (shrink)

Compromise (Islamic law); Islamic ethics; Qurʼanic teaching.

[1] Lev Yehudah ḥeleḳ 1, u-vo ḥidushim u-veʼurim be-ʻinyanim shonim. Lev Yehudah ḥeleḳ 2, u-vo heʻarot ṿe-heʼarot ḳetsarot. Boʼu ḥeshbon, u-vo heʻarot be-ḥeshbonot u-midot Ḥazal -- [2] Ḳunṭres Boʼu ḥeshbon ḥeleḳ 2.

Case Learning for Teachers: Strategic Knowledge for Professional Experience is a unique resource for Australian pre-service educators that draws on the author's experiences as an education researcher, lecturer and classroom teacher. This textbook uses a case stories approach to support pre-service teachers in developing the skills of observation and reflective practice necessary for professional experience placements and the transition to the classroom. Part 1 introduces the case learning approach and outlines strategies for reading and writing case stories. Part 2 is (...) structured by the Australian Professional Standards for Teachers. The text includes case stories addressing topics like knowing your students, knowing content, planning for teaching, managing behaviour, diverse learners, assessment, and developing professional relationships in the school setting. Integrating threshold concepts and the case-learning model, the innovative approach taken by Case Learning for Teachers makes it an invaluable tool for pre-service teachers. (shrink)

Islamic education; Islamic ethics; security education; culture conflict; influences; families; Saudi Arabia; intellectual life; 20th century.

BackgroundPsychological distress/morbidity is amongst the primary reason for the cause of pain at multiple sites, its progression, and recovery. Though still not very clear if physical pain in the neck or the back may predict psychological morbidities or not. Thus, we investigated the association between combined neck or back pain and psychological distress/morbidity.MethodsA cross-sectional study was conducted in Al-Kharj, Saudi Arabia, including 1,003 individuals. The questionnaire comprised of General Health Questionnaire-12 and some questions about neck and back pain. Data analysis (...) was done using statistical software SPSS version 26.0.ResultsThe results of the multivariate analysis revealed a significant positive association between neck/back pain status and total GHQ score. Having neck/back pain had almost a 2.5 times greater risk of psychological distress/morbidity. Further, females were more likely to have a higher risk of psychological distress/morbidity than males while adjusting for sociodemographic and clinical characteristics.ConclusionThe combination of neck and back pain was significantly associated with the Saudi population’s psychological problems. Therefore, the Saudi government needs to devise high-risk strategies and allocate adequate resources to the cause so that at-risk people can be shielded from the adverse complications arising from this condition in the long run. (shrink)

Islamic philosophy and creation (Islam) from early works to 1800.

Enlightenment; modernism; Arab countries.

Sociopolitical philosophies such as feminism, postcolonialism, and environmentalism can interact with traditional African cultural practices in dynamic and complex ways. This paper employs Val Plumwood's ecofeminist deconstruction of dualism to analyze the relationship between traditional and modern culture in postcolonial African literature, with a focus on the practice of bride price as depicted in the 1974 play, The Challenge of Fende by Cameroonian author Victor Musinga.

The question of providence and contingency in contemporary Western thought: a critical study from an Islamic perspective.

Calls to decolonise the curriculum gain traction across the academe. To a great extent, the movement echoes demands of the decolonisation era itself, a period from which academics draw both impetus and legitimacy. In this article, we examine the movement’s purchase when applied to the teaching of international law. We argue that the movement reinvigorates debates about the origins of international law, centring its violent foundations as well as its Eurocentric episteme. Yet, like many critical approaches toward international law, the (...) movement is smitten with itself and with the regime. As a consequence, the outcome of its activism and critique is predetermined: both must redeem the Eurocentrism of international law and its associated pedagogy. Calls to decolonise the curriculum ultimately validate the epistemological limitations inherent to a stratified, international order, failing to offer a genuine alternative framework or epistemology. (shrink)

Volume 34, Issue 4, October-December 2019, Page 262-264.

This book is a ‘curated’ anthology of what the curator considers to be witnesses to the momentous events associated with the early, Paleo-Muslim phase of the em.

The scholars agree that the Prophet did not compose even one line of poetry before revelation was given to him or thereafter. They also agree that he was prohibited from doing this as a way of closing the door to any ambiguity about the Generous Qur’an, such that no one would confuse it with poetry. Despite there being no rational or scriptural proof for the impossibility of his reciting the poetry composed by others or mentioning verses of poetry composed by (...) others, in its proper meter, the scholars differed about whether these things occurred historically. Many scholars stated that this did not occur and even blatantly said that if he wished to use a line of poetry as an example he wouldn’t complete the line. And if he did complete a line of poetry as an example, he wouldn’t say it in its proper meter. This claim spread far and wide among many of the linguists, exegetes, and historians. They cited examples of this, and they provided as proof many reports such that this became a core axiom for them. If, however, they came upon a report that indicates that the Prophet recited poetry in meter form, they sought out some type of figurative interpretation. They did all of this without having first grounded their axiom in any type of proof and without providing any evidence for the correctness of the figurative interpretations that they put forward. Due to the fact that this claim was not built upon a full and complete gathering of all of the reports related to it, nor was it based upon a proper critique according to the methodology of hadith scholars, many problems have arisen in the conceptualization of what occurred historically that are referenced in hadith literature. It is for this reason that this study pays attention to gathering all of the reports related to these incidents, so that we can reach a clear and precise historical conceptualization of this question. Beyond this, it seeks to evaluate the positions of many of the linguists, exegetes, and historians based upon the aforementioned findings and comparing their historical conceptualization with the conclusions mentioned above. Finally, it brings forth the major problems said scholars fell into based upon their not having gathered all of the hadith reports and not having analyzed them according to the methodology of hadith scholars. (shrink)

Resumo: O artigo trata da retórica na Antiguidade e na Idade Média a partir da perspectiva de onze filósofos – Platão e Aristóteles, Cícero, Sêneca e Quintiliano, a Retórica a Herênio, Agostinho, Marciano Capela e Isidoro de Sevilha, Bernardo de Claraval e Ramon Llull. Oferece, ainda, um extrato por nós traduzido da Retórica nova do filósofo catalão, a primeira tradução para a língua portuguesa.: This article deals with rhetoric in Antiquity and Middle Ages from the perspective of eleven philosophers: Plato, (...) Aristotle, Cicero, Seneca, Quintilian, the unknown author of the Rhetorica ad Herennium, Saint Augustine, Martianus Capella, Isidore of Seville, Bernard of Clairvaux, and Ramon It also offers an extract translated by us from Llull’s Retorica nova. (shrink)

This paper presents a model for integrating research ethics training into an undergraduate research program. The Undergraduate Research Scholars Program (URSP) is a five-semester training program designed to teach research methods to multidisciplinary undergraduate students at Zayed University. The main challenge for the URSP ethics training is to be relevant and broad and this is best addressed through the use of the Triplex teaching model which consists of three integrative approaches: contextualization, conceptualization and problem-centering. The Triplex model uses teaching techniques (...) such as case studies, role-plays, and discussion which enable students to examine real-world ethical problems encountered by researchers in a variety of contexts. This article discusses the URSP program at Zayed University and highlights the manner in which the Triplex model is embedded within an undergraduate research-training curriculum. Future work will assess the success of this model after additional iterations of implementation. (shrink)