Philosophy; social aspects; philosophy, Arab; 21st century.

إن السماحة خلق أصـيل في ديننا الحنيف، والتيسير أصل فيه بنصوص القرآن الكريم والسُّنة النبوية المطهَّرة؛ فالسماحة في الشـريعة الإسلامية منهج رباني، ومبدأ من المبادئ التي أكرم الحق سبحانه وتعالى بها عباده، وأمرهم أن يتعاملوا بها فيما بينهم. فالدين كله قائم على اليسـر، والفقه في الدين وفي الأحكام مبنيٌّ على التيسير، ولم يقُل أحد على الإطلاق إن الفقه هو التشدد، غير أننا ابتُلِينا في العقود الماضـية القريبة بأناس جنحوا نحو التطرف والتشدد؛ بحيث صاروا يُسوّقون أن من يحسن التشدد هو العالم (...) الرباني، وأن من يفهم الفقه حقَّ الفهم؛ فييسـر للناس أمور دينهم، هو المنافق الذي لا يُستمَع إليه؛ فهؤلاء هم أجهل الناس، وأبعد ما يكونون عن شـرع الله، عَزَّ وجَلَّ، وهم بذلك منفّرون من دين الله صادُّون عنه. فما قامت - وتقوم به - هذه الجماعات وعناصـرها الضالَّة يصادم صحيح الـشـرع الحنيف ووسطيَّته، ويتطلَّب التعاون في المواجهة الشاملة لتلك الجماعات المنحرفة وأفكارها المتطرفة الشاذة. ونؤكد أننا في حاجة ماسَّة إلى تحويل قيم السماحة والتيسـير إلى واقع ملموس في حياتنا على المستوى الفردي، والمستوى المجتمعي، والمستوى الوطني، والمستوى الإنساني؛ لنكون بحقّ دعاة لديننا بسلوكنا وأخلاقنا أكثر من تنظيرنا وأقوالنا؛ فلا قيمة لأي تنظير لا تطبيق له على أرض الواقع. (shrink)

Ṣadr al-Dīn Shīrāzī, Muḥammad ibn Ibrāhīm, -1641--Criticism and interpretation. ; Ṣadr al-Dīn Shīrāzī, Muḥammad ibn Ibrāhīm, -164 Asfār al-arbaʻah fī al-ḥikmah. ; Resurrection (Islam).

Islamic philosophy and Muslim philosophers of Iṣfahān, Iran.

Classification of sciences; Moslem scholars; Africa, North.

Esta investigación intenta identificar al "muftí de Orán," bosquejando su vida y carrera a través de un análisis de los datos disponibles en las fuentes oorteafricanaa. Quisiera plantear que, ya en las fuentes biográficas del siglo XVI, se bao coofundido las biografias de dos emditoa, la del muftí, Abti l-'Abbáa Alimad b. Ahí (~um'a (m. 917/1511), y la de su hijo, Abti 'Abd Alláb Mul~ammad ~aqrtin (m. 929/1523-24). Mi investigación propone resolver esta confusión. Originario de Orán, Al~mad estudió en Tremecéo (...) y acabó por establecerse en Fez, donde cooaiguió un puesto como profesor de ley islámica. Ea probable que haya emitido su famoaafarwó de 910/1504 a los moriscos desde allá, como uno de los juristas prominentes de la ciudad, con la intención de oponerse a la opinión de su contemporáneo AlJmad b. YalJyá alWaniariai (m. 914/1508). (shrink)

Tahâvî (v. 321/ 933), hicrî üçüncü asrın sonları ile dördüncü asrın başlarında yaşamış Hanefî fakihidir. Tahâvî’nin daha çok muhaddis olarak tanınmasına rağmen hadis ve fıkha derin vukufiyeti, her iki alana da temas eden hadis-sahâbî kavlî münasebetini onun üzerinden incelemeyi daha anlamlı kılmaktadır. Müctehid fakihlerin hüküm istinbâtında başvurduğu sahâbî kavlî, Hz. Peygamber’e dayanması bakımından semâ/tevkif ihtimali bulunan bir delildir. Bu sebeple sahâbî kavlini sünnet birlikte değerlendirmenin lüzumu ortaya çıkmaktadır. Ayrıca Tahâvî’nin sahâbî kavli ile sünnet arasında net bir ayırım yapmaması, Hanefî usûlünün (...) teşekkül süreci açısından önemlidir. Tahâvî, ictihad usûlü anlayışında sahâbî kavline deliller hiyerarşisinde Kur’an, sünnet ve icmâdan sonra yer vermektedir. Eserlerindeki tercihleri dikkate alındığında Tahâvî, sahâbî kavlini tevkife hamlettiği yerlerde sünnet olarak değerlendirmektedir. Hatta sahâbî kavli ve uygulamasının icmâa dönüştüğü durumda sünneti neshedebilecek mertebede gördüğü anlaşılmaktadır. Tahâvî ictihadî olan, re’y ve te’vil ifade eden sahâbî kavlini ise mutlak delil almayıp bu durumdaki sahâbî kavli karşısında kıyasa gitmektedir. Tahâvî’nin sünnete ve sahâbî kavline bakışı birlikte değerlendirildiğinde dönemin hadis anlayışı gereği, sünnetin çerçevesini sahâbe ve tâbiûn kavillerini dahil ederek geniş kapsamda ele aldığı anlaşılmaktadır. Erken dönem Hanefî usûlünde sahâbî kavli hakkında Tahâvî’nin görüşlerinin incelendiği araştırmada metin incelemesi ve analizi yöntemi kullanılmış; Tahâvî’ye ait eserler ile erken dönem Hanefî usûl-i fıkıh eserleri mukâyeseli olarak ele alınmıştır. (shrink)

Wie manifestierte sich die Idee der Menschenrechte im Comité sur les principes philosophiques des droits de l'homme der Unesco in den Jahren 1947/48? Die vorliegende Studie rekonstruiert die Entstehung des Komitees, zeichnet seine Arbeit nach und bestimmt seine Wirkung. Dabei werden einerseits die Faktoren erarbeitet, die auf das Komitee einwirkten und seine Diskussion der Menschenrechte beeinflussten; andererseits soll die Rückwirkung des Komitees auf die internationale Politik sichtbar gemacht werden. Die Diskussion über eine philosophische Begründung der Menschenrechte unmittelbar nach dem Ende (...) des Zweiten Weltkriegs steht dabei ebenso im Mittelpunkt wie Kooperation und Konflikt zwischen dem Komitee und dem UN-Menschenrechtsausschuss, der zur gleichen Zeit über die Allgemeinen Erklärung der Menschenrechte debattierte. Gleichzeitig ist die Studie ein Beitrag zur frühen Geschichte der Unesco und zur Funktionsstruktur internationaler Regierungsorganisationen. (shrink)

This volume explores the reorganisation of knowledge taking place in the course of Galileo's research process extending over a period of more than thirty years, pursued within a network of exchanges with his contemporaries, and documented by a vast collection of research notes. It has revealed the challenging objects that motivated and shaped Galileo's thinking and closely followed the knowledge reorganization engendered by theses challenges. It has thus turned out, for example, that the problem of reducing the properties of pendulum (...) motion to the laws governing naturally accelerated motion on inclined planes was the mainspring for the formation of Galileo's comprehensive theory of naturally accelerated motion. (shrink)

al-juzʼ al-awwal. Muḥāwalāt ʻulūm al-insān wa-manahajuhā fī fahm al-insān -- al-juzʼ al-thānī. Madākhil al-fikr wa-al-thaqāfah fī fahm al-insān -- al-juzʼ al-thālith. Muqārabāt ʻilm al-insān al-mutakhaṣṣiṣ fī fahm al-insān wa-maʻālim taʼsīs al-badīl, qirāʼah fī ʻilm al-Anthrūbūlūjiyā al-ḥadīth.

In a recent issue of this journal, Vandermassen suggested that feminists should include sexual selection theory and evolutionary psychology in a unifying theory of human nature. In response, this article aims to offer some insight into the development of sexual selection theory, to caution against Vandermassen's unreserved assimilation and to promote the opposite ongoing integration — an inclusion of gender perspectives into evolutionary biology. In society today, opinions about maintaining traditional sex roles are often put forward on the basis of (...) what is natural and how animals behave. However, the natural sciences have proved to be pervaded by gendered values and interests; Darwin's theory of sexual selection has been criticized for being male biased, and partly due to the unwillingness of Darwin's scientific contemporaries to accept female choice, research has been overwhelmingly focused on males. More recently, theory has become less gender biased and research has come to include a large variety of issues not present in the first version of the theory. However, there is a need to increase the awareness of gender bias in order to develop a gender-neutral evolutionary biology. (shrink)

This study pragmatically makes a descriptive analysis of metadiscourse in academic lectures from the perspective of the relevance-adaptation theory. Based on the relevance theory and the adaptation theory, the relevance-adaptation model is constructed to explore the occurrence, the pragmatic description and the role of metadiscourse in academic lectures. The data is collected from George Lakoff’s 10 academic lectures on cognitive linguistics at Beijing University of Aeronautics and Astronautics in 2004 and some academic lectures audio-taped in classrooms. The results of the (...) study show that 1) the occurrence of metadiscourse in academic lectures is pervasive; 2) the process of choosing appropriate metadiscourse is dynamic and the result of searching for relevance and making contextual adaptations – the process of searching for relevance of metadiscourse is measured in terms of three pairs of the distinctions, namely, contextual effect and processing effort, explicature and implicature, and conceptual meaning and procedural meaning, and contextual adaptations of metadiscourse are constrained by such factors as linguistic reality, psychological motivations and social conventions; 3) the role of metadiscourse in academic lectures is an active discourse constructor. (shrink)