Aḥmed Cevdet Pasha (d. 1312/1895) is one of the influential and prominent Ottoman scholars in history and law. Besides history and law, he also produced works on literature, sīra (the life of the Prophet) and tafsīr (the Qur’anic exegesis). In the last years of his life, Cevdet Pasha aimed to translate the Qurʾān including short comments on the verses, but this work was remained limited to the sūrah al-Baqara. Correspondingly to this translation named Terjeme-i Sharīfa, he prepared a glossary to (...) the Qurʾān called Lāḥiqa-i Sharīfa for expressions and terms that require detailed explanation. Hereby, this work could only include the sūrah al-Baqara. After Cevdet Pasha’s death, his books passed to his daughter Ms Fāṭima ʿAliyye (d. 1936). The director of the Library of Maʿārif, Nācī Qāsim (d. 1963) gave a deed stipulating that he would take the first part of the Lāḥiqa-i Sharīfa and Terjeme-i Sharīfa from her and return them as they are. Later on, he published only the Muqaddima (introduction) and Lāḥiqa-i Sharīfa in the work named Tercemeli Ḳurʾân-ı Kerîm (İstanbul: 1927). Placing the Muqaddima at the beginning of the book and Lāḥiqa-i Sharīfa at the end misled some people by making them to think that the translation belongs entirely to Cevdet Pasha. Sulayman Tevfīq reprinted these two works together within his translation named el-Beyān fī ʾāyāti’l-Qurʾān in 1928. Terjeme-i Sharīfa has not been published anywhere else. Emine Armağan recently found and published a notepad in which Cevdet Pasha wrote Terjeme-i Sharīfa, mentioned Muqaddima and Lāḥiqa-i Sharīfa. In her book Emine Armağan printed the pages belonging to Cevdet Pasha as thumbnails, but she did not publish them in Latin. In this article, Muḳaddime and Lâḥika-i Şerîfe are Latinized and compared to the Terceme-i Şerîfe. The relevant parts of the translation are given in the footnotes. This study is an attempt to determine to what extent the translation in the manuscript form corresponds to the glossary and the soundness of relating the text to the author. In addition, many errors in the Ottoman edition of the glossary were also corrected. In the Muqaddima, Cevdet Pasha draws attention to the necessity of God’s existence, the illiteracy and the trustworthiness of his Messenger, and that the revelation is the primary source of knowledge for people. He summarizes the process of the Qurʾān’s revelation, notification and compilation. He briefly touches on the issues related to ʿUlūm al-Qurʾān. Cevdet Pasha, who passed from here to the miracle of the Qurʾān, talks about the qadim (pre-existing) nature of the divine word and teḥaddī. Cevdet Pasha emphasizes that understanding the Qurʾān is possible only by knowing the Arabic language very well and whithout this knowldege the Qurʾān cannot adequately be translated into another language. On the other hand, he also believes that the first meanings can be externally translated in order to explain the first meanings of the verses to those who do not know Arabic. Cevdet Pasha’s preface is considerably concise in structure. He shortly pointed to the crucial issues in one sentence and passed to the other subjects. While writing Terjeme-i Sharīfa, Cevdet Pasha left the extensive explanations of the polysemous words and terms that cannot be translated literally to the tafsīr and Lāḥiqa. Cevdet Pasha’s Lāḥiqa-i Sharīfa is entirely original and not merely a translation of any Qurʾānic dictionary. He compiled the meanings of a word existing in different verses, and he was very meticulous in choosing the meanings the words. He summarized very detailed informations in the sources in a simple, concise and fluent style. The arrangement of the words was based on the abbreviated versions used in the Qurʾān. In addition to the lexical meaning of the word, he sometimes mentioned the words’ roots, form, singular and plural forms, ism al-fāʿil, ism al-mefʿūl, ism al-mekān, synonym/antonym, lexical aspects, the meaning and terminology it expresses in different recitations of the Qur’an (al-qırāat). He in particular highlighted if the word is one of the al-asmāʾ al-ḥusnā. He explained the changes in the meaning of a word when it is used for Allah or for humans. He shortly touched on the legal rulings. Cevdet Pasha clearly expressed in his work the most vital issues that the community should know without tiring the general reader of scientific disputes, philosophical discussions and literary analysises. Cevdet Pasha did not refer to any sources in his work and did not mention the transmission chain of the narrations. As a result of our research, we determined that he benefited from the commentaries of al-Zamakhshari (d. 538/1144), al-Rāzī (d. 606/1210), al-Qurṭūbī (d. 671/1273) and Beyḍāvī (d. 685/1286). We have seen that there are some similarities between the explanations of the words in the Lāḥiqa-i Sharīfa and the famous Qurʾānic dictionaries such as al-Mufredāt, Umdet al-ḥuffāẓ and Beṣāir. (shrink)

Biobanks act as the custodians for the access to and responsible use of human biological samples and related data that have been generously donated by individuals to serve the public interest and scientific advances in the health research realm. Risk assessment has become a daily practice for biobanks and has been discussed from different perspectives. This paper aims to provide a literature review on risk assessment in order to put together a comprehensive typology of diverse risks biobanks could potentially face. (...) Methodologically set as a typology, the conceptual approach used in this paper is based on the interdisciplinary analysis of scientific literature, the relevant ethical and legal instruments and practices in biobanking to identify how risks are assessed, considered and mitigated. Through an interdisciplinary mapping exercise, we have produced a typology of potential risks in biobanking, taking into consideration the perspectives of different stakeholders, such as institutional actors and publics, including participants and representative organizations. With this approach, we have identified the following risk types: economic, infrastructural, institutional, research community risks and participant’s risks. The paper concludes by highlighting the necessity of an adaptive risk governance as an integral part of good governance in biobanking. In this regard, it contributes to sustainability in biobanking by assisting in the design of relevant risk management practices, where they are not already in place or require an update. The typology is intended to be useful from the early stages of establishing such a complex and multileveled biomedical infrastructure as well as to provide a catalogue of risks for improving the risk management practices already in place. (shrink)

This article argues that Mariam uses its eponymous heroine's lived and embodied experiences of veiling to explore the impact of French secular legislation on Muslim schoolgirls' everyday lives in F...

Geçmişte yazılan ve kütüphanelerimizde çoğu yazma hâlinde duran pek çok ilmî eserin isim, müellif ve mütercimlerinin tespiti konusunda ciddî hatalar yapıldığı görülmektedir. Bu da bir kısım önemli eserlerin gün yüzüne çıkmasını engelleyerek sahip olduğumuz hazineden gereği gibi istifade etme imkânını elimizden almaktadır. Bu minvalde bazı araştırma ve kütüphane kayıtlarında 15. yüzyıl Osmanlı âlimlerinden Mûsâ İznikī’nin (öl. 838/1434-35 [?]), Ali b. Muhammed el-Hâzin’in (öl. 741/1341) Lübâbü’t-teʾvîl fî meʿâni’t-Tenzîl adlı tefsirini tercüme ettiği bilgisi yer almıştır. Aynı şekilde yine 16. Yüzyılda yaşamış bir (...) Osmanlı âlimi ve divan şâiri olan Muslihuddin Mustafa Sürûrî’nin (öl. 969/1562) tam bir Türkçe tefsir yazdığı iddia edilmektedir. Bu iki iddia, sonuçta aynı mütercim üzerinde birleşmeleri sebebiyle ortak bir noktaya sahiptirler. Bu makalede, bahsedilen iki eserin asılları ve tercümeleri etrafında bir araştırma yapılarak bunların gerçekte kime ait oldukları ve isimlerinin ne olduğu ortaya çıkarılmaya çalışılacaktır. Bu tür araştırmaların kütüphanelerimizdeki binlerce eser için âcilen yapılmasının bir zaruret hâlini aldığı âşikârdır. Zira bazı araştırmacıların bu tür yanlış bilgiler üzerine yüksek lisans ve doktora tezleri binâ ettikleri ve çeşitli makaleler yazdıkları görülmektedir. Bu makalenin maksadı, yukarıda zikredilen ve haklarında yanlış bilgiler ile bazı kapalı noktalar bulunan iki eserle ilgili bir takım yeni tespitleri ortaya koyarak hem ilim dünyasına katkıda bulunmak hem de bu alanda yapılacak çalışmalara olan ihtiyaca dikkat çekmektir. Doküman tarama, veri toplama ve veri analizi yöntemi kullanılan bu araştırma neticesinde şu sonuçlara varılmıştır: Mûsâ el-İznikī’nin tercüme ederek Tefsîru’l-Lübâb ismini verdiği eser aslında Hâzin’in Lübâbü’t-te’vîl’i değil Necmeddîn-i Dâye’nin (öl. 654/1256) Baḥrü’l-ḥaḳāʾiḳ ve’l-meʿânî isimli tefsirinin muhtasarıdır. Bundan hareketle tespit edilen diğer bir nokta da şu olmuştur ki günümüzde et-Teʾvîlâtü’n-Necmiyye ismiyle meşhur olan eser Dâye’nin kaleme aldığı tefsirin orijinal hâli değildir. Dâye zâhiri ve işârî tefsîri cem eden mufassal bir tefsir telif etmiş, müridlerinden biri olan Şemseddin Muhammed es-Savcı da, zâhirî tefsir kısımlarını çıkarıp sadece işârî yorumları bırakmak sûretiyle bu eseri telhis etmiştir. İznikī de işte bu telhisi tercüme etmiş ve eserine Tefsîru’l-Lübâb ismini vermiştir. Sürûrî’ye nispet edilen tefsirin de onun tarafından telif edilmediği tespit edilmiştir. Yapılan mukayeseler neticesinde bu eserin Ebü’l-Leys Semerkandî’nin (öl. 373/983) Tefsîrü’l-Ḳurʾâni’l-Kerîm veya Tefsîru Ebi’l-Leys̱ es-Semerḳandî diye anılan ve bugün Baḥrü’l-ʿulûm ismiyle basılan kitabının tefsîrî bir tercümesi olduğu ortaya çıkmıştır. Bu tercüme bazı kaynaklar ile kütüphane kayıtlarında aynı anda hem Ahmed-i Dâî’ye (öl. 824/1421’den sonra), hem İbn Arabşah’a (öl. 854/1450) ve hem de İznikī’ye nispet edilmektedir. Farklı kişilere nispet edilen nüshalar karşılaştırıldığında hepsinin aynı eser olduğu görülmüştür. Bazı kadîm nüshalarda görülen ferağ kayıtları ile yazma nüshalar üzerinde yapılan incelemeler bu tercümenin de yine İznikī tarafından yapıldığını göstermektedir. İznikī bu ikinci tercümesine Enfesü’l-Cevâhir ismini vermiştir. İlim dünyasında bu isim konusunda da bir karışıklık olmuş, bazı araştırmacılar onun Hâzin tefsirinin tercümesine verildiğini zannetmişlerdir. Ancak ilk devir yazmalarında bu ismin Semerkandî tefsirinin tercümesine verildiği açıkça görülmektedir. Kütüphanelerimizde Enfesü’l-Cevâhir’in muhtasar nüshalarına da rastlanmış ancak bu ihtisar faaliyetinin kimin tarafından yapıldığı tespit edilememiştir. (shrink)

With agents relying more and more on information from central servers rather than their own sensors, knowledge becomes property not of a specific agent but of the data that the agents can access. The article proposes a dynamic logic of data-informed knowledge that describes an interplay between three modalities and one relation capturing the properties of this form of knowledge. The main technical results are the undefinability of two dynamic operators through each other, a sound and complete axiomatisation, and a (...) model checking algorithm. (shrink)

Ibn al-ʻArabī, 1165-1240.; Fuṣūṣ al-ḥikam; criticism and interpretation; Islamic philosophy; early works to 1800.

Drawing on Anscombe, in this essay I argue that we should not take Aristotle to be a moral philosopher, nor a virtue ethicist. This is because contemporary virtue ethics has little to do with Aristotelian ethics. While contemporary virtue ethics (or aretaic moral theory, as one may call it) operates on the level of moral and thus categorical norms, Aristotelian ethics—an aretaic life ethics—is primarily concerned with pragmatic norms. The main question for Aristotle is what a good general conduct of (...) life is. The major concern of aretaic moral theory, on the other hand, is to provide a criterion of morally right action and hence to define the concepts of the morally right, the impermissible and moral duty in aretaic terms. This shows that contemporary authors assume a primacy of virtue, while Aristotle assumes a primacy of eudaimonia. I illustrate this distinction by addressing the question of how the virtues benefit their possessor. (shrink)

Concepts, such as death, life and spirit cannot be known in their quintessential nature, but can be defined in accordance with their effects. In fact, those who think within the mode of pragmatism and Cartesian logic have ignored the metaphysical aspects of these terms. According to Islam, the entity that moves the body is named the soul. And the aliment of the soul is air. Cessation of breathing means leaving of the soul from the body. Those who agree on the (...) diagnosis of brain death may not able to agree unanimously on the rules that lay down such diagnosis. That is to say, there are a heap of suspicions regarding the diagnosis of brain death, and these suspicions are on the increase. In fact, Islamic jurisprudence does not put provisions, decisions on suspicious grounds. By virtue of these facts, it can be asserted that brain death is not absolute death according to Islamic sources; for in the patients diagnosed with brain death the soul still has not abandoned the body. Therefore, these patients suffer in every operation performed on them. (shrink)

Ethics and morality, fundamental concepts in human society, are expected to be upheld by individuals and effectively taught by teachers to new generations. This study delves into the perceptions of preservice teachers regarding ethics and good within the framework of an ethics and morality course in education. It also explores the ethical and unethical behaviors these teachers most commonly encounter in their school experiences. Utilizing a qualitative case study methodology, the research provides an in-depth analysis of ethics, the concept of (...) good, ethical and unethical behaviors within the Turkish context. Through thematic analysis of data collected over various weeks, the findings reveal that participants perceive ethics as actions, individuals, and ideas that embody values such as justice, respect, and honesty. Their decision-making is influenced by diverse ethical filters aligned with normative ethical theories. For instance, an act is deemed ethical if it does not limit freedom and harm others, conforms to societal norms, benefits others, adheres to laws and rules, instills a sense of righteousness, and stems from good intentions. Furthermore, the study identifies six key qualities defining the concept of good: evoking happiness, being beneficial, proper, pure, preferred, and encompassing both moral and ethical dimensions. The experiences of ethical and unethical acts among participants predominantly relate to themes of inequality versus justice, harshness versus love, ineffective versus effective teaching, inconsistency versus role model behaviors, undesired versus desired relationships with school stakeholders, and the breach versus balance between professional and private life. Overall, this research highlights significant aspects of how preservice teachers perceive the concepts of ethics and good along with unethical behaviors, offering valuable insights for teacher education. (shrink)

The epistemic basic structure of a society consists of those institutions that have the greatest impact on individuals’ opportunity to obtain knowledge on questions they have an interest in as citizens, individuals, and public officials. It plays a central role in the production and dissemination of knowledge and in ensuring that people have the capability to assimilate this knowledge. It includes institutions of science and education, the media, search engines, libraries, museums, think tanks, and various government agencies. This article identifies (...) two demands of justice that apply specifically to the institutions that belong to it. First, the epistemic basic structure should serve all citizens fairly and reliably. It should provide them with the opportunity to acquire knowledge they need for their deliberations about the common good, their individual good, and how to pursue them. Second, the epistemic basic structure should produce and disseminate the knowledge that various experts and public officials need to successfully pursue justice and citizens need to effectively exercise their rights. After arguing for these duties, I discuss what policies follow from them and respond to the worry that these duties have illiberal implications. (shrink)

ABSTRACT In this article I discuss Bernardine Evaristo’s Girl, Woman, Other as a transmodern narrative that gives voice to a marginalised group of black women living in Britain. Written in a hybrid style that combines prose and poetry and eschewing punctuation and long sentences, the novel interweaves sundry stories from the late nineteenth to the twenty-first century set in countries ranging from Africa, the Caribbean, and America to Britain. This networked structure exposes transtemporal and transnational patterns of diversity, connectedness and (...) relationality, as well as the distinctive genealogy of black British women and their maternal empowerment. I argue that the resilience of the characters in the face of social, racial and gender marginalisation springs from their empathic relatedness and solidarity. This emphasis on the importance of care for the other highlights the need for improving not only women’s rights and socioeconomic opportunities but of benefiting humanity on a broader scale. (shrink)

Can video games or the playing of such games be morally objectionable? Many attempts to justify our intuitions about the morality of certain games or game activities are either unsuccessful or fall short. This is mainly due to a normative gap between reality and virtuality that classical approaches to moral philosophy cannot bridge. I am investigating to what extent an accurate action analysis can help us to justify our intuitions that, in some cases, something is ethically wrong with video games. (...) To do so, I am using Frankfurt’s volition theory to show how virtual game actions can be evaluated based on virtue ethics. This virtue ethical assessment is compatible with Ostritsch’s (2017) endorsement view. Especially in light of the gamification of our surroundings, the question of the ethical status of video gaming is becoming more and more urgent. By arguing that a virtue ethical approach can tell us more about the ethical aspects of video gaming, I will also argue that virtue ethics (because of similar problems in these fields) is promising regarding the ethics of simulation, art, and literature. (shrink)

The teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the (...) most favorable outcomes. Additionally, continuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The paper details key themes and categories for successful ethics instruction and offers specific recommendations. (shrink)

This book theorizes and applies critical communication pedagogy in mediated contexts, including social justice-oriented approaches, to the use of both traditional and new media in the classroom.

Seemingly a minor part of L’Imaginaire, Sartre’s literary examples therein are of great significance especially in the way they highlight the implicit yet crucial role of linguistic signs and words in his psychology of the image. While commenting on the act of reading a novel, he views literary words practically as images, endowing them with both an affective and representative status and illustrating the word-image through the figure of a drawing or dessin. The novel’s word-images or dessins solve an important (...) problem in his phenomenology: in order to represent, they do not need an original perception as other, more typical images do. While the dessin suggests the opportune possibility of representation without presentation, it also introduces ambiguity in meaning, running counter to Sartre’s demand that linguistic signification be clear and transparent. Sartre attempts to contain such ambiguity by ascribing the image-like, representative use of words to poetry in What’s Literature? but I argue that the dessin indeed allows for a more comprehensive understanding of the linguistic sign and representation that covers both poetry and prose. (shrink)

There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its epistemological underpinnings. (...) Implications of postmodernism for the teaching and learning of history are discussed. (shrink)