Teaching and learning the sciences in Islamicate societies (800-1700)

1. Verfasser: Brentjes, Sonja. , [VerfasserIn]
Ort/Verlag/Jahr: Turnhout, Belgium : Brepols, [2018]
Umfang/Format: 334 pages : illustrations (some color), color maps ; 21 cm.
Schriftenreihe: Studies on the faculty of arts: history and influence v. 3.
Schlagworte:
Science > Study and teaching > Islamic countries > History.
Mathematics > Study and teaching > Islamic countries > History.
Sciences > Étude et enseignement > Pays musulmans > Histoire.
Mathématiques > Étude et enseignement > Pays musulmans > Histoire.
Science > Study and teaching
Mathematics > Study and teaching
Islam
Lehre
Lernen
Wissenschaft
Islamic countries
History
Parallelausgabe: ISSN: 9782503574462
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100 1 |a Brentjes, Sonja.  |e author  |9 52008 
245 1 0 |a Teaching and learning the sciences in Islamicate societies (800-1700) /  |c by Sonja Brentjes. 
264 1 |a Turnhout, Belgium :  |b Brepols,  |c [2018] 
264 4 |c ©2018 
300 |a 334 pages :  |b illustrations (some color), color maps ;  |c 21 cm. 
336 |a text  |b txt  |2 rdacontent 
337 |a unmediated  |b n  |2 rdamedia 
338 |a volume  |b nc  |2 rdacarrier 
490 1 |a Studies on the faculty of arts, History and influence ;  |v volume 3 
504 |a Includes bibliographical references (pages 289-303) and index. 
505 0 0 |g CHAPTER 1:  |g CONTEXTUALIZING LEARNING AND TEACHING OF THE SCIENCES IN ISLAMICATE SOCIETIES --  |g 1.1.  |t The Beginnings --  |g 1.2.  |t The Early Abbasid Period --  |g 1.3.  |t A Period of Consolidation, Synthesis, and Contests --  |g 1.4.  |t Breakdown, Reorientation, and Reconfirmation in the Wake of the Mongol Conquest --  |g 1.5.  |t Change as the Norm? A Further Wave of New Empires and Dynasties --  |g 1.6.  |t Consolidation, Climax, and New Challenges --  |g 1.7.  |t Comparisons --  |g 1.8.  |t Postface --  |g CHAPTER 2:  |g TEACHERS AND STUDENTS AT COURTS AND IN PRIVATE HOMES (EIGHT-TWELFTH CENTURIES) --  |g 2.1.  |t Limited Resources --  |g 2.2.  |t Stories about the Transfer of Philosophy and Medicine from Alexandria to Baghdad --  |g 2.3.  |t Teaching the Mathematical Sciences --  |g 2.4.  |t Teachers and Students --  |g 2.5.  |t Postface --  |g CHAPTER 3:  |g SCHOOLS OF ADVANCED EDUCATION --  |g 3.1.  |t The Legal Status and Formalities of Advanced Education --  |g 3.2.  |t Teaching Non-Religious Disciplines at Religious Institutions --  |g 3.3.  |t Processes of Professionalization and Specialization, --  |g 3.4.  |t Secretaries, Animals, and Foreigners --  |g CHAPTER 4:  |g THE SCIENCES AT MADRASAS --  |g 4.1.  |t Mathematical Disciplines --  |g 4.2.  |t Medicine and Pharmacology --  |g 4.3.  |t Natural Philosophy --  |g 4.4.  |t Divination, Magic, Alchemy --  |g 4.5.  |t Postface --  |g CHAPTER 5:  |g OTHER TEACHING INSTITUTIONS --  |g 5.1.  |t Learning and Teaching at Hospitals --  |g 5.2.  |t Family Education --  |g 5.3.  |t Travel for the Sake of Knowledge --  |g 5.4.  |t Postface --  |g CHAPTER 6:  |g TEACHING AND LEARNING METHODS --  |g 6.1.  |t Meetings, Teachers, and Goals --  |g 6.2.  |t Reflections on Creativity and Professional Control --  |g 6.3.  |t Reading, Writing, Speaking, Seeing --  |g 6.4.  |t Tradition, Ingenuity, and Discursive Method --  |g 6.5.  |t "The Etiquette of Scholarly Disputation" --  |g 6.6.  |t Commentaries and Super-Commentaries --  |g 6.7.  |t Postface --  |g CHAPTER 7:  |g ENCYCLOPAEDIAS AND CLASSIFICATIONS OF THE SCIENCE --  |g 7.1.  |t Philosophical Perspectives and Works --  |g 7.2.  |t Administrators and Their Encyclopaedias and Knowledge Systems --  |g 7.3.  |t Madrasa Teachers as Writers of Summas and Divisions --  |g 7.4.  |t Postface --  |g CHAPTER 8:  |g TEACHING LITERATURE AND ITS TEMPORAL GEOGRAPHIES --  |t 8.1.  |t Euclid's Elements and the Middle Books --  |g 8.2.  |t Other School Texts for Geometry --  |g 8.3.  |t Arithmetic, Algebra, and Number Theory --  |g 8.4.  |t Astronomy and Astrology --  |g 8.5.  |t Medicine--  |g 8.6.  |t Logic and Natural Philosophy --  |g 8.7.  |t Postface. 
505 0 0 |g CHAPTER 1:  |g CONTEXTUALIZING LEARNING AND TEACHING OF THE SCIENCES IN ISLAMICATE SOCIETIES, p. 17 --  |g 1.1.  |t The Beginnings, p. 18 --  |g 1.2.  |t The Early Abbasid Period, p. 19 --  |g 1.3.  |t A Period of Consolidation, Synthesis, and Contests, p. 21 --  |g 1.4.  |t Breakdown, Reorientation, and Reconfirmation in the Wake of the Mongol Conquest, p. 24 --  |g 1.5.  |t Change as the Norm? A Further Wave of New Empires and Dynasties, p. 26 --  |g 1.6.  |t Consolidation, Climax, and New Challenges, p. 27 --  |g 1.7.  |t Comparisons, p. 30 --  |g 1.8.  |t Postface, p. 31 --  |g CHAPTER 2:  |g TEACHERS AND STUDENTS AT COURTS AND IN PRIVATE HOMES (EIGHT-TWELFTH CENTURIES), p. 33 --  |g 2.1.  |t Limited Resources, p. 35 --  |g 2.2.  |t Stories about the Transfer of Philosophy and Medicine from Alexandria to Baghdad, p. 37 --  |g 2.3.  |t Teaching the Mathematical Sciences, p. 38 --  |g 2.4.  |t Teachers and Students, p. 42 --  |g 2.5.  |t Postface, p. 65 --  |g CHAPTER 3:  |g SCHOOLS OF ADVANCED EDUCATION, p. 67 --  |g 3.1.  |t The Legal Status and Formalities of Advanced Education, p. 68 --  |g 3.2.  |t Teaching Non-Religious Disciplines at Religious Institutions, p. 70 -- 3.3.  |t Processes of Professionalization and Specialization, p. 71 --  |g 3.4.  |t Secretaries, Animals, and Foreigners, p. 75 --  |g CHAPTER 4:  |g THE SCIENCES AT MADRASAS, p. 77 --  |g 4.1.  |t Mathematical Disciplines, p. 77 --  |g 4.2.  |t Medicine and Pharmacology, p. 91 --  |g 4.3.  |t Natural Philosophy, p. 98 --  |g 4.4.  |t Divination, Magic, Alchemy, p. 107 --  |g 4.5.  |t Postface, p. 111 --  |g CHAPTER 5:  |g OTHER TEACHING INSTITUTIONS, p. 113 --  |g 5.1.  |t Learning and Teaching at Hospitals, p. 115 --  |g 5.2.  |t Family Education, p. 131 --  |g 5.3.  |t Travel for the Sake of Knowledge, p. 135 --  |g 5.4.  |t Postface, p. 144 --  |g CHAPTER 6:  |g TEACHING AND LEARNING METHODS, p. 147 --  |g 6.1.  |t Meetings, Teachers, and Goals, p. 149 --  |g 6.2.  |t Reflections on Creativity and Professional Control, p. 155 --  |g 6.3.  |t Reading, Writing, Speaking, Seeing, p. 161 --  |g 6.4.  |t Tradition, Ingenuity, and Discursive Method, p. 168 --  |g 6.5.  |t "The Etiquette of Scholarly Disputation", p. 177 --  |g 6.6.  |t Commentaries and Super-Commentaries, p. 181 --  |g 6.7.  |t Postface, p.185 --  |g CHAPTER 7:  |g ENCYCLOPAEDIAS AND CLASSIFICATIONS OF THE SCIENCE, p.187 --  |g 7.1.  |t Philosophical Perspectives and Works, p. 194 --  |g 7.2.  |t Administrators and Their Encyclopaedias and Knowledge Systems, p. 204 --  |g 7.3.  |t Madrasa Teachers as Writers of Summas and Divisions, p. 211 --  |g 7.4.  |t Postface, p. 221 --  |g CHAPTER 8:  |g TEACHING LITERATURE AND ITS TEMPORAL GEOGRAPHIES, p. 223 --  |t 8.1.  |t Euclid's Elements and the Middle Books, p. 227 --  |g 8.2.  |t Other School Texts for Geometry, p. 237 --  |g 8.3.  |t Arithmetic, Algebra, and Number Theory, p. 239 --  |g 8.4.  |t Astronomy and Astrology, p. 243 --  |g 8.5.  |t Medicine, p. 247 --  |g 8.6.  |t Logic and Natural Philosophy, p. 255 --  |g 8.7.  |t Postface, p. 262. 
650 0 |a Science  |x Study and teaching  |z Islamic countries  |x History. 
650 0 |a Mathematics  |x Study and teaching  |z Islamic countries  |x History. 
650 6 |a Sciences  |x Étude et enseignement  |z Pays musulmans  |x Histoire. 
650 6 |a Mathématiques  |x Étude et enseignement  |z Pays musulmans  |x Histoire. 
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