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Nakosteen has drawn from German, Persian, Arabic, English, and French sources as well as his own understanding of the Eastern and Western cultures gained from living and studying in both. As a result, the reader can form an over-all picture of the contributions of Islamic scholarship to the Western world, particularly through the development of European universities during the twelfth and thirteenth centuries. Professor Nakosteen's major research examines the following basic questions: Through what channels and to what extent did classical scholarship -- Greco-Hellenistic, Syriac-Alexandrian, Zoroastrian, and Indian -- reach the Muslims? What cumulative and creative additions, modifications, or adaptations of this classical learning took place in the hands of Muslim scholars and schoolmen from the eighth through the eleventh centuries? Through what channels and to what extent did the results of classical scholarship so preserved, enriched, and enlarged by the Muslims reach the Western world, mainly during the twelfth and thirteenth centuries? Finally, what were some of the basic contributions of the transmission of Muslim learning to the expansion and reconstruction of the West European curriculum, particularly on levels of higher and professional education?
This volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
Includes Part 1, Number 2: Books and Pamphlets, Including Serials and Contributions to Periodicals July - December)
This is an analytical examination of Ibn Khaldun's epistemology, centred on Chapter Six of the Muqaddima. In this chapter, entitled The Book of Knowledge (Kitab al'Ilm), Ibn Khaldun sketched his general ideas about knowledge and science and its relationship with human social organisation and the establishment of a civilisation.