Verse 4:34 of the Qur'an has historically been interpreted to give husbands authority over their wives. Even today, such as in a recent case in the United Arab Emirates, Islamic courts have held that the husband has some leeway in "disciplining" wives who act in a rebellious manner to their husbands. This article challenges this interpretation through a comprehensive legal analysis, taking into account the context under which the verse came about, including the societal norms and conditions of the time; (...) the Prophet Muhammad’s profound views against violence towards women; the values of marriage emphasized in the Qur’an; the Qur’an’s incremental approach to improving social behavior and practice; and the higher objectives of Islamic law. (shrink)

On Averroes, 1126-1198; papers presented at a symposium, Cairo, 1994.

İslam hukukun temel ilkelerinin yazımında ve beyanında usûlcülerin yöntemleri farklıdır. Şîrâzî, fıkıh usûlünde birçok kitap telif etmiş, şöhreti yayılmış bir usûlcüdür. Bu çalışmada Şîrâzî’nin ve onun en önemli kitaplarından olan “el-Luma’ fî usûli’l-fıkh”ın tanıtımı yapılacak ardından yönteminin en belirleyici özellikleri ve kitabının içeriğini sunma yaklaşımı açıklanacaktır. Böylece uygulamalı bir şekilde mensup olduğu fıkhî ekolün ayırt edici özelliklerinin tesbiti yapılacaktır. Araştırmanın neticesinde Şîrâzî’nin mütekellim metodunu takip ettiği sonucuna varılmıştır. Eserinde fıkıh usûlünün bir dizi teriminin tanıtımına ve usûl kaidelerinin beyanına yer vermesi, (...) onları farklı kanıtlarla doğrulaması ve kaleme alması metodunun belirleyici özelliklerindendir. Şîrâzî, akli, nakli ve dilin delaleti olmak üzere farklı deliller kullanır. Selefin araştırdıkları konuları nakledip kapsamlı bir incelemeyle tartışmalı konuları aktarır. Furu’u fıkıh konularına veciz bir şekilde, sadece temel kaideleri açıklaması ve örnek olması açısından değinir. Eserinde fıkıh usûlü konularına ayrıntılı bir şekilde yer verir ancak kelamî konulara yer vermez. Şîrâzî’nin görüşlerinin kesin delillerle desteklenmesi fikrî bağımsızlığına işarettir. O, araştırmasında tarafsız ve bağımsızdır. Herhangi bir mezhep taassubu düşüncesi yoktur. İhtilaflı meselelerde muhaliflerin delillerini zikretmemesinden ötürü eleştirilmiştir. Eseri bazı meseleler hariç fıkıh usûlünün bütün konularını şamildir. Alanında faydalı ve ulemanın istifade ettiği bir eserdir. (shrink)

En este trabajo abordamos la cuestión de la inflación tropológica a partir de los trabajos de Hans Kellner y el debate suscitado a partir de ellos con Wallace Martin. Se trata de la proyección indefinida de los tropos desde el lenguaje hacia dominios que lo exceden, tales como la conciencia o un periodo histórico. Nuestro objetivo es revisitar los problemas que acarrea la inestabilidad y la proliferación tropológica con el fin de evaluar el estatus de la solución aportada por la (...) tropología tetrádica contemporánea. Sostenemos que la tesis de la base figurativa del lenguaje siempre debe dar cuenta de la inestabilidad que introducen los tropos en los intercambios lingüísticos. En este sentido, la tétrada tropológica debe ser evaluada a partir de su productividad heurística, de lo que permite o no hacer con el lenguaje, y no como la versión correcta o definitiva de la clasificación de los tropos. Finalmente, todo esto supone el rechazo de la clásica oposición entre lógica y retórica o tropología como una manera de estabilizar el significado. Para ello, dividimos este trabajo en tres apartados: en el primero presentamos las características de la cuestión de la inflación tropológica y lo ejemplificamos con los trabajos de R. Jakobson y H. White; en el segundo, analizamos algunos problemas implicados en la tesis de la base figurativa del lenguaje que da lugar a la inflación tropológica, especialmente el problema de la inestabilidad del significado; en el tercero, presentamos dos objeciones realizadas por Wallace Martin a los trabajos de Kellner con el fin de ilustrar algunas de las dificultades que acarrea este problema. ARK: ark:/s18537960/pmr1iax/5. (shrink)

Vacuolar ATPases (V‐ATPases, V1Vo‐ATPases) are rotary motor proton pumps that acidify intracellular compartments, and, when localized to the plasma membrane, the extracellular space. V‐ATPase is regulated by a unique process referred to as reversible disassembly, wherein V1‐ATPase disengages from Vo proton channel in response to diverse environmental signals. Whereas the disassembly step of this process is ATP dependent, the (re)assembly step is not, but requires the action of a heterotrimeric chaperone referred to as the RAVE complex. Recently, an alternative pathway (...) of holoenzyme disassembly was discovered that involves binding of Oxidation Resistance 1 (Oxr1p), a poorly characterized protein implicated in oxidative stress response. Unlike conventional reversible disassembly, which depends on enzyme activity, Oxr1p induced dissociation can occur in absence of ATP. Yeast Oxr1p belongs to the family of TLDc domain containing proteins that are conserved from yeast to mammals, and have been implicated in V‐ATPase function in a variety of tissues. This brief perspective summarizes what we know about the molecular mechanisms governing both reversible (ATP dependent) and Oxr1p driven (ATP independent) V‐ATPase dissociation into autoinhibited V1 and Vo subcomplexes. (shrink)

Bu makale, Kur’an’ın ȃ mm lafızlarının delaleti bağlamında tefsir ilmi ile fıkıh usulünün ilişkisini araştırmaktadır Esasen İslami ilimler bağlamında ȃ mm lafızların delaleti, İslam’ın temel metinlerindeki lafızlarla ilgili olduğu için sadece fıkıh usulü veya tefsir ilminin özel konusu değil, tüm İslami ilimlerin ortak konusudur. İslami ilimlerin üzerinde çalıştığı temel dini metinlerin aynılığı, bu ilimler arasında disiplinlerarası ilişkileri zorunlu hale getirmektedir. Tefsir ilmi ile fıkıh usulü arasındaki ilişkinin ȃ mm lafızlar bağlamında işlenmesinin nedeni de budur. Fıkıh usulü, bu konuyu Kur’an’ın lafızlarından (...) ve ibarelerinden hukuki normlar çıkarmak için incelemektedir. Yani lafızların vaz‘ ȋ delaleti, fıkıh usulünün hukuki normlar çıkarmak için müracaat ettiği temel istidlal yöntemlerinden biridir. Tefsir ilmi ise Arap dilinin kaide ve teamüllerine dayanan bu istidlal yöntemini, ilgili lafızlarla Allah’ın neyi murad ettiğini belirleyebilmek için konu edinmektedir. Lafızların vaz‘ ȋ delaleti konusunda tefsir ilmi ile fıkıh usulünün birbirinden ayrıldığı esas nokta da budur. Ayrıca lafızların delaletleri, İslam bilginlerine ilahi hitabı, farklı zamanlar ve mekânlardaki muhataplarının vakıalarıyla ilişkilendirme imkânını vermektedir. (shrink)

İslâmî ilimler tedvin edildikten sonra aralarındaki hiyerarşi sağlanmaya çalışılmıştır. Bu ilimler içerisinde temelde murad-ı ilahiyi ortaya koyma amacıyla Kur’an’ı araştırma konusu yaptığı için tefsir ilminin kimi sorunları, sonraki kaynaklarda olsa bile dikkate alınıp incelenmiştir. Tefsire dair meselelerin tartışılıp incelendiği kaynaklar arasında Beyzâvî’nin Envârü’t-tenzîl adlı tefsirinin mukaddimesi önemli rol oynamıştır. Zira bu tefsir üzerine yazılan şerh-hâşiyeler onun sonraki literatüre etkisini ortaya koymaktadır. Beyzâvî tefsir mukaddimesinde tefsiri dini ilimlerin en yücesi olarak sunmakta, akabinde bir taraftan şer‘î kaidelerin esasını oluşturduğu için ilimlerin (...) aslı kabul etmekte ve diğer taraftan tefsir yapabilmek için de dini ve edebi ilimlerde mahir olmayı şart koşmaktadır. Şerh ve hâşiyelerde bu yargılara bağlı olarak tefsirin nasıl üstün ilim olduğu, özel olarak da onun kelam ve hadis ilmine karşı üstünlüğü sorunu tartışılmıştır. Bunlara ilave olarak tefsirin dini ilimlerin temelini oluşturduğu için bu ilimlerden önce gelmesi ile ancak onlardan yardım alarak tefsir yapılabileceği kabulünün tefsiri o ilimlerden sonraya yerleştirmesi problemi ele alınmıştır. Bu makale mezkûr sorunların incelenmesini amaçlamaktadır. (shrink)

This article is a first step in a project to study the influence of the Rasāʾil Ikhwān al-Ṣafāʾ in the Ottoman world. We argue that, at least from the end of the fourteenth century until well into the second half of the sixteenth, the knowledge presented in the encyclopedic Rasāʾil was a conspicuous scholarly source for the Ottoman cultural milieu, especially at the dynastic court, and played a significant role in forming their epistemological perspective. This argument is developed with reference (...) to three universal histories: (1) in Turkish, the İskendernāme (Book of Alexander) of Taceddin İbrahim İbn Hızır Ahmedi (d. 1413) written between the last quarter of the fourteenth century and the first quarter of the fifteenth; (2) in Arabic, the Naẓm al-sulūk fī musāmarat al-mulūk (The ordering of ways for the conversation of kings) by ʿAbd al-Raḥmān al-Bisṭāmī (d. 1454), a prominent intellectual and expert in occult sciences, protégé of Sultan Murad II (r. 1421–44, 1446–51); (3) in Persian, the first volume of Shāhnāmā-yi Āl-i ʿUsmān (Book of kings of the house of ʿUsmān) by the Sufi intellectual and litterateur Fethullah Çelebi (d. 1561/62), better known by his pen-name ʿArif. The choice of these three histories enables us to mark the time period for the influence of the Rasāʾil, stretching it (in both directions) further than is accepted in present scholarship. These histories enable us also to draw attention to the proximity to the Ottoman dynasty of the cultural milieu attuned to the Rasāʾil, and highlight the relationship between history and knowledge that is central both for the texts under study here and the Rasāʾil. (shrink)

Antalya, which is today’s attraction center with its historical and natural beauties, was described as “a city like heaven” since ancient times. This city hosted many civilisations and states until the 13th century and became an important seaport after The Seljuks took over the region. The Seljuks applied civilization and urbanization policy also in Antalya, like other regions they ruled. The mosques, madrasahs (Islamıc theology institutions), schools, baths, caravansearis (hostels), hospices, and water cisterns in this period changed the structure of (...) the city and paved the way for improvements of public life. During the Ottomans some of these social institutions were kept active while the others no longer served to the public. However, with the construction of new social institutions, urbanization was resumed. The madrasas were generally built near or adjacent to the mosques, and had a significant role in developing the society and cultural structure. Although the madrasas in Antalya were mainly the institutions that maintain the education system, the research on these madrasas mostly focuses on their architectural features. The majority of these madrasas that are not comprehensively studied. Therefore, the functioning structures and the problems of Antalya Madrasas (Antalya, Korkuteli and Elmalı), which are reflected in the archive documents between the 17th and 20th centuries and also both individuals and institutions that had influence on these madrasas are going to be investigated in this study. Thus, this paper will shed more light on Antalya Madrasas.Summary: Antalya city, which was completely under the Seljuk sovereignty during the reign of Sultan Alaeddin Keykubat I (1219-1236), was named as Alâiyye dedicated to the Sultan's name and became an important port city of the Seljuk State after then. In the process of the fall of the Seljuk State and the beginning of the Emirates (Beylikler) period, the city became a land of Teke-Oğulları, a part of a Hamid-oğulları, and in 1390 the city became an Ottoman city after the struggle of Yıldırım Bayazid with Teke-oğuları. Antalya was home to the madrasahs, one of the formal education institutions during both the Seljuk and the Ottoman Empire. The madrasahs were built next to the mosque or in a detached area built by sometimes administrators or statesmen, sometimes by members of the dynasty or by the citizens who were wealthy. In Antalya, both single floor and second floor madrasahs were built. This study based on the documents from Prime Ministry Ottoman Archive, the travel books of İbn Bibi and Evliya Çelebi, the works on Antalya Madrasahs to be determine the madrasah in the districts of Antalya as Korkuteli and Elmalı. In addition to the Seljuk madrasahs such as Imaret Madrasah, Atabey Armagan Madrasah and Karatay Madrasah, there are also some madrasahs belonging to the Ottoman period, in Antalya. As a matter of fact, the madrasahs increased in number in the period of the Ottoman. Antalya madrasahs which are reflected in archival documents for any reason are as follows: “Süleyman Madrasah” located in Hatip Süleyman Street, “Madrasah built by Haci Mahmed” located in Elmali Street, “Hacı Abbaszâde Hacı Süleyman Madrasah” in Süleyman Street, “İsmail Efendi Madrasah” in Tahtapazarı Kızılsaray Street, Kasab Hacı Ahmed Madrasah, Hacı Cafer Ağa Madrasah, Murad Ağa Madrasah, Esir Hacı Ali Madrasah, Hacı Hasan Madrasah,“Madrasah built by Hasan Efendi” in Keçiyalar Street, in the Kadılar Street of Gediz County “Madrasah built by Yusuf Efendi”, “Madrasah built by Hızır Efendi” in Cami-i atik Street, Murat Pasha Madrasah, “Sefer Ağa Madrasah” located outside the city wall, “Büyülü Minaret Madrasah, Hatuniye Madrasah, Sheik Sinan Camii Madrasah located outside the city Wall, In addition to these madrasahs mentioned in some studies in Antalya, it is also stated that there are madrasahs such as Müsellim Madrasah, Kesik Minaret Madrasah, Karakas Madrasah, Varsakli Mehmet Efendi Madrasah, Meydan Madrasah, Surmeli Madrasah, Canmülk Madrasah, Ahi Kız Madrasah, Hacı Naim Efendi Madrasah, Susam Madrasah, Çömlekçi Madrasah, Değirmenönü Madrasah, Ak Mescid Madrasah, Âşık Doğan Madrasah and Çukur Madrasah.According to archive documents, in the sub-district of Antalya, which is used as a plateau or plateau area, some madrasahs were recorded as follows: Pınarbaşı Madrasah, Hızır Efendi Madrasah, Mustafa Efendi Madrasah, Emir Sinaneddin Madrasah, Hacı Menlü (Mevlüt) oğlu Ömer Medrese, Abu Bakr Agha Madrasah, Koca Hafız Medrese, Hacı Mollaoğlu El-Hac Ömer Madrasah, Sheikh İsmail Efendi Madrasah. However, Süleyman Fikri Erten, who works on Antalya, stated that the number of madrasahs is eight as: Haci Ahmet Madrasah of Kalkanlı, Sultan Hatun Madrasah, Koparanzade Hacı Hüseyin Madrasah, Karabayırlı Hacı Hüseyin Madrasah, Kaşlı Ali Efendi Madrasah, Hacı Hüseyin Madrasah, Şalaka Ahmet Madrasah and Oyunyeri Madrasah.The madrasahs built in Elmalı, another distict of Antalya, were as follows: Ketenci Ömer Paşa Madrasah, Esbak Mir-i Ahur Hacı Mehmet Bey Madrasah, Haydar Baba Madrasah, Arifî Ahmed Paşa Madrasah, Hüseyin Efendi Madrasah, Debbağ Baba Madrasah, Şeyh Ümmi Sinan Madrasah, Babazade Hacı Abdurrahman Madrasah, Hacı Şeyh Efendi Madrasah, Mustafa Efendi Madrasah, Hasan Efendi Madrasah, Salih Efendi Madrasah, Halil Efendi Madrasah, Çankırlı Madrasah, Osman Efendi Madrasah and “Mehmet Efendi Madrasah in Örtekiz village”. In addition, two madrasahs, except from these, were also found in the archive documents.A madrasah was built almost at every Street of Antalya and the madrasahs were usually named by the name of their builders. Madrasah students were provided with a certain amount of scholarship to continue their education according to the level of the education in the madrasahs and the level of the courses taught, salaries of the scholars, the status of the builder of the madrasah. The scholars who worked in the madrasahs worked with a document called berat-i sharif and in the case of the disappearance of this document a new berat-i sharif would be prepared by the Shaykh al-Islami. Scholars working without this document were also determined. In the scholar appointments foundation, board of trustees, müfti, and the city regents were very influential. There were also some appointments resulted from death, promotion besides leaving job with their own will. There were some problems with the appointments in Antalya and the foundation revenues to which the madrasah was attached were delivered to certain individuals until these problems were resolved.In madrasahs of Antalya, science was given a great importance and all kinds of monetary issues were tired to be eliminated with donations given to both scholars and students. However, it is observed that madrasahs were involved in some events in Antalya. As a matter of fact, among those who participated in the Şah Kulu Rebellion that took place in 1510-1511, there were also madrasah students and education training had therefore been disrupted for a long time. it is known that the state sent orders to the judges (qadi) in the region consecutively in order to prevent the rebellion. Also during this period some madrasahs were used as the activity center of armed students or people who disguised them.One of the issues that negates the education and training in the madrasahs in Antalya is that in 1890 the immigrants started to be hosted in Antalya and the guests visiting were accommodated in madrasahs as there were no other available places. This situation had been continued for a long time and even telegrams have been sent about the students living on the sidewalks.Another important issue that disrupts education was epidemic diseases. It was reported that too many people died in the district of Istanoz because of smallpox, there was no doctor and the health personnel should go to the region urgently. Despite all the problems experienced in madrasahs, they continued their activities in Antalya and while continuing their activities under the control of foundations in 1826, with the establishment of the Ministry of Foundations, they were connected to this institution. (shrink)

The COVID-19 pandemic has necessitated a rapid escalation in the use of telepsychiatry. Herein we revisit some of the ethical issues regarding its use, including patient benefice, distributive justice, privacy, and autonomy. Based on these considerations we would hold that telepsychiatry is a vital aspect of providing psychiatric care, and ethically should be offered as a format for treatment, likely beyond the pandemic period. Investigative and advocacy efforts will need to continue to determine its exact role within psychiatric care, and (...) expand its availability for those most in need. (shrink)

يتناول محمد حيان السمّان في كتابه في "تدبير القداسة: الحجابة والحجاب - أدب الدخول على السلطان في التراث العربي الإسلامي"، الصادر عن المركز العربي للأبحاث ودراسة السياسات، العلاقة بين السلطة السياسية والمجتمع في السياق العربي - الإسلامي، من خلال موضوع الحجابة والسلطان المحتجِب عن رعيته، والوقائع المتصلة بالقدوم على أصحاب السلطة من خلفاء وملوك وسلاطين ووزراء وغيرهم، وانتظار الإذن بلقائهم. يتألف الكتاب (407 صفحات بالقطع الوسط، موثقًا ومفهرسًا) من مدخل، وقسمين فيهما عشرة فصول. في المدخل، تأسيس وإضاءة، يعالج المؤلف مسألة (...) الحجابة والحاجب من حيث اللغة والاصطلاح، ومسألة الحجابة عند ابن خلدون من منطلق الحضارة الداعية إلى انتحال الألقاب وتمييزها، ومسألة الاستئذان الشرعي والحجابة والفرق بينهما. (shrink)

First published in 1962, Freedom and History expresses a deep concern about freedom and the way it is imperilled by misunderstandings. Professor Lewis examines works of T.H. Green and compares Green with Locke and Rousseau.

The development of transplantation technology increasingly places before society a multitude of diverse, complex ethical and legal problems. The subject is the more complex because of the various divergent interests involved. There are the interests of the donor of organs, who has a right to protection of his legal position, and those of the patient in need of an often lifesaving organ. There are also the interests of the donor’s relatives, after his death, and those of the transplantation surgeons. The (...) international dimension of transplantation technology makes the picture even more complicated. Though this article is devoted to the European situation, the problems are similar all over the world. (shrink)

For parents wanting their children to get a head start in reading, it can be a challenge to find something that will maintain their attention. Now, learning to read can become a fun and enter- taining thing to do with the help of an extraordinary cat. Join Cleo-cat-tra as she brings reading to life in the charming picture book Rhymes and Times with Cleo-cat-tra by Lucy T. Geringer and illustrated by Bernardita Cox Kollock. Rhymes and Times of Cleo-cat-tra is a (...) picture book about a special cat named Cleo-cat-tra. She is not an ordinary cat, as she cleverly rhymes about animals, people, and things she encounters inside and outside her house. The rhymes are silly which make learning a fun and creative pro- cess for kids and for parents to share. This delightful story makes use of colorful illustrations to heighten a child's imagination. Its simple text and brief sentences make reading easy for the early reader. It is also a great book for children who are learning English and can be enjoyed both at home and in school through lively interactive discussions between students and teachers. It is a book for all ages. (shrink)

Collected lectures of the author on Sufism and Islamic philosophy.

Collection of author's lectures on Sufism and Islamic philosophy.