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 ; volume 3
Inhaltsangabe:
  • CHAPTER 1:
  • CONTEXTUALIZING LEARNING AND TEACHING OF THE SCIENCES IN ISLAMICATE SOCIETIES
  • 1.1.
  • The Beginnings
  • 1.2.
  • The Early Abbasid Period
  • 1.3.
  • A Period of Consolidation, Synthesis, and Contests
  • 1.4.
  • Breakdown, Reorientation, and Reconfirmation in the Wake of the Mongol Conquest
  • 1.5.
  • Change as the Norm? A Further Wave of New Empires and Dynasties
  • 1.6.
  • Consolidation, Climax, and New Challenges
  • 1.7.
  • Comparisons
  • 1.8.
  • Postface
  • CHAPTER 2:
  • TEACHERS AND STUDENTS AT COURTS AND IN PRIVATE HOMES (EIGHT-TWELFTH CENTURIES)
  • 2.1.
  • Limited Resources
  • 2.2.
  • Stories about the Transfer of Philosophy and Medicine from Alexandria to Baghdad
  • 2.3.
  • Teaching the Mathematical Sciences
  • 2.4.
  • Teachers and Students
  • 2.5.
  • Postface
  • CHAPTER 3:
  • SCHOOLS OF ADVANCED EDUCATION
  • 3.1.
  • The Legal Status and Formalities of Advanced Education
  • 3.2.
  • Teaching Non-Religious Disciplines at Religious Institutions
  • 3.3.
  • Processes of Professionalization and Specialization,
  • 3.4.
  • Secretaries, Animals, and Foreigners
  • CHAPTER 4:
  • THE SCIENCES AT MADRASAS
  • 4.1.
  • Mathematical Disciplines
  • 4.2.
  • Medicine and Pharmacology
  • 4.3.
  • Natural Philosophy
  • 4.4.
  • Divination, Magic, Alchemy
  • 4.5.
  • Postface
  • CHAPTER 5:
  • OTHER TEACHING INSTITUTIONS
  • 5.1.
  • Learning and Teaching at Hospitals
  • 5.2.
  • Family Education
  • 5.3.
  • Travel for the Sake of Knowledge
  • 5.4.
  • Postface
  • CHAPTER 6:
  • TEACHING AND LEARNING METHODS
  • 6.1.
  • Meetings, Teachers, and Goals
  • 6.2.
  • Reflections on Creativity and Professional Control
  • 6.3.
  • Reading, Writing, Speaking, Seeing
  • 6.4.
  • Tradition, Ingenuity, and Discursive Method
  • 6.5.
  • "The Etiquette of Scholarly Disputation"
  • 6.6.
  • Commentaries and Super-Commentaries
  • 6.7.
  • Postface
  • CHAPTER 7:
  • ENCYCLOPAEDIAS AND CLASSIFICATIONS OF THE SCIENCE
  • 7.1.
  • Philosophical Perspectives and Works
  • 7.2.
  • Administrators and Their Encyclopaedias and Knowledge Systems
  • 7.3.
  • Madrasa Teachers as Writers of Summas and Divisions
  • 7.4.
  • Postface
  • CHAPTER 8:
  • TEACHING LITERATURE AND ITS TEMPORAL GEOGRAPHIES
  • 8.1.
  • Euclid's Elements and the Middle Books
  • 8.2.
  • Other School Texts for Geometry
  • 8.3.
  • Arithmetic, Algebra, and Number Theory
  • 8.4.
  • Astronomy and Astrology
  • 8.5.
  • Medicine
  • 8.6.
  • Logic and Natural Philosophy
  • 8.7.
  • Postface.
  • CHAPTER 1:
  • CONTEXTUALIZING LEARNING AND TEACHING OF THE SCIENCES IN ISLAMICATE SOCIETIES, p. 17
  • 1.1.
  • The Beginnings, p. 18
  • 1.2.
  • The Early Abbasid Period, p. 19
  • 1.3.
  • A Period of Consolidation, Synthesis, and Contests, p. 21
  • 1.4.
  • Breakdown, Reorientation, and Reconfirmation in the Wake of the Mongol Conquest, p. 24
  • 1.5.
  • Change as the Norm? A Further Wave of New Empires and Dynasties, p. 26
  • 1.6.
  • Consolidation, Climax, and New Challenges, p. 27
  • 1.7.
  • Comparisons, p. 30
  • 1.8.
  • Postface, p. 31
  • CHAPTER 2:
  • TEACHERS AND STUDENTS AT COURTS AND IN PRIVATE HOMES (EIGHT-TWELFTH CENTURIES), p. 33
  • 2.1.
  • Limited Resources, p. 35
  • 2.2.
  • Stories about the Transfer of Philosophy and Medicine from Alexandria to Baghdad, p. 37
  • 2.3.
  • Teaching the Mathematical Sciences, p. 38
  • 2.4.
  • Teachers and Students, p. 42
  • 2.5.
  • Postface, p. 65
  • CHAPTER 3:
  • SCHOOLS OF ADVANCED EDUCATION, p. 67
  • 3.1.
  • The Legal Status and Formalities of Advanced Education, p. 68
  • 3.2.
  • Teaching Non-Religious Disciplines at Religious Institutions, p. 70
  • 3.3.
  • Processes of Professionalization and Specialization, p. 71
  • 3.4.
  • Secretaries, Animals, and Foreigners, p. 75
  • CHAPTER 4:
  • THE SCIENCES AT MADRASAS, p. 77
  • 4.1.
  • Mathematical Disciplines, p. 77
  • 4.2.
  • Medicine and Pharmacology, p. 91
  • 4.3.
  • Natural Philosophy, p. 98
  • 4.4.
  • Divination, Magic, Alchemy, p. 107
  • 4.5.
  • Postface, p. 111
  • CHAPTER 5:
  • OTHER TEACHING INSTITUTIONS, p. 113
  • 5.1.
  • Learning and Teaching at Hospitals, p. 115
  • 5.2.
  • Family Education, p. 131
  • 5.3.
  • Travel for the Sake of Knowledge, p. 135
  • 5.4.
  • Postface, p. 144
  • CHAPTER 6:
  • TEACHING AND LEARNING METHODS, p. 147
  • 6.1.
  • Meetings, Teachers, and Goals, p. 149
  • 6.2.
  • Reflections on Creativity and Professional Control, p. 155
  • 6.3.
  • Reading, Writing, Speaking, Seeing, p. 161
  • 6.4.
  • Tradition, Ingenuity, and Discursive Method, p. 168
  • 6.5.
  • "The Etiquette of Scholarly Disputation", p. 177
  • 6.6.
  • Commentaries and Super-Commentaries, p. 181
  • 6.7.
  • Postface, p.185
  • CHAPTER 7:
  • ENCYCLOPAEDIAS AND CLASSIFICATIONS OF THE SCIENCE, p.187
  • 7.1.
  • Philosophical Perspectives and Works, p. 194
  • 7.2.
  • Administrators and Their Encyclopaedias and Knowledge Systems, p. 204
  • 7.3.
  • Madrasa Teachers as Writers of Summas and Divisions, p. 211
  • 7.4.
  • Postface, p. 221
  • CHAPTER 8:
  • TEACHING LITERATURE AND ITS TEMPORAL GEOGRAPHIES, p. 223
  • 8.1.
  • Euclid's Elements and the Middle Books, p. 227
  • 8.2.
  • Other School Texts for Geometry, p. 237
  • 8.3.
  • Arithmetic, Algebra, and Number Theory, p. 239
  • 8.4.
  • Astronomy and Astrology, p. 243
  • 8.5.
  • Medicine, p. 247
  • 8.6.
  • Logic and Natural Philosophy, p. 255
  • 8.7.
  • Postface, p. 262.

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