Comprehensive study of Buddhist philosophy and other Indic philosophy.

Commentary on Śārīrakamīmāṃsābhāṣya of Śaṅkarācārya, work on Vedanta philosophy.

Historical study of the humanism in Indian thought.

Influence of the fundamentals of Sankhya and Yoga on Indic philosophy; a study.

Concept of Mokṣa (liberation) in Indian philosophy with reference to Hindu pilgrims.

On the concept of Karma with special reference to Bhagavadgītā, Hindu philosophical classic.

Study on emotions and salvation (mokṣa) in Indian philosophy.

Concept of sensuality (Kāma) in Hindu, Buddhist, and Jaina philosophy.

Study conducted with special reference to various religions.

Contributed research articles on Indic philosophy.

Comparative study of Yoga according to Patañjali and Nātha sect.

Study and significance of Yogavāśiṣṭharāmāyaṇa, classical work expounding early Vedantic approach in Hindu philosophy; includes complete Sanskrit text.

Systematic study of the fundamentals of Indian philosophy.

Articles on fundamentals of Hinduism, philosophy, and culture.

Commentary on Vijñānavidyuta, work on cosmology and five fundamentals (Pañcamahābhūta) in Hindu philosophy by Madhusudana Ojha.

Study on Vācaspatimiśra's Bhāmatī, 10th century supercommentary of Śaṅkarācārya's Śārīrakamīmāṃsābhāṣya, Advaita commentary of Bādarāyaṇa's Brahmasūtra, basic Vedanta work.

Hindu and Buddhist philosophy in Jaina canonical literature; a study.

Miqdādī Iṣfahānī, ʻAlī - Correspondence ; Islamic ethics ; Sufi poetry, Persian.

[1] Pinḳas "Aḥaron Boisḳ." Pinḳas "Rishon le-Yafo." Pinḳas 81 pisḳaʼot (Yafo). Pinḳas "Reshimot mi-London." Pinḳas Yerushalayim, 793 -- kerekh 2. Maḥberot ḳeṭanot, Boisḳ 1-2. Pinḳas ha-dapim, 1-4. Pinḳas 5.

[1] Pinḳas "Aḥaron Boisḳ." Pinḳas "Rishon le-Yafo." Pinḳas 81 pisḳaʼot (Yafo). Pinḳas "Reshimot mi-London." Pinḳas Yerushalayim, 793 -- kerekh 2. Maḥberot ḳeṭanot, Boisḳ 1-2. Pinḳas ha-dapim, 1-4. Pinḳas 5.

Study of Sanatsujātīya, portion of the Mahābhārata dealing with the fundamentals of the Vedanta school of Hindu philosophy, with special reference to the philosophy of immortality.

Modern education attaches great importance to interdisciplinary skills, among which computational thinking is a core element, and heralds a new era. IT application has shaped education in the 21st century. Computational thinking has provided further impetus for building an all-encompassing social network and fostering a DIY culture enabled by digital technologies. One empirical study used four apps to test children's development in computational thinking and fluency. The article will help students overcome their fears of coding. Peer reviews provide students with (...) an opportunity to learn from each other and become more motivated. These reviews also serve as feedback for teachers to evaluate students' performance. Experimental design is used in this study, and a peer review system is implemented. Freshmen attending a programming class in a university are used as samples. At the class, students write computer programs with f-Chart, which provides a graphical user interface for students to learn programming logic and design. Zuvio, a cloud-based interactive response system, is used to conduct the peer reviews. The data of this study are analyzed through R. The results show not only an improvement in students' learning performance but also a gap between students' peer review scores and teachers' evaluation scores. Learning feedback and evaluation is crucial to transform education between students and teachers into a sustainable cycle system. (shrink)

Critical study on Sankhya-Yoga philosophy based on Tattvayāthārthyadīpana commentary on Tattvasamāsasūtra and Bhāvāgaṇeśīyavr̥tti on Yogasūtra by Bhāvāgaṇeśa.

Abridgement of Tattvacintāmaṇi of Gaṅgeśa, 13th century, work on Hindu logic and epistemology of the Navya Nyaya school of Hindu philosophy.

Grammatical analysis of some terms used in Śrībhāṣya of Rāmānuja, 1017-1137, Vedanta text.

With the addition of the 4-6 age group to the service areas of the Presidency of Religious Affairs(PRA), the activities in this area have increased rapidly over the years. This program, which is in high demand throughout the country, needs to be evaluated in many aspects, such as the implementation process and the achievement of its goals. In this context, the aim of the study evaluation in line with the instructive views of the PRA 4-6 Ages Groub Qur’an Courses Curriculum, (...) a scale has been tried to be developed in order to determine the current situation in the field and provide data for the revision activities to be carried out to make the program more efficcient. The PRA 4-6 Ages Group curriculum evaluation scale consists of 30 questions and 4 factors. While preparing the scale questions, the stages (context, input, process, product) of Stufflebeam's CIPP model, which is one of the curriculum evaluation models, were based on, and the questions were determined based on the curriculum outcomes. This study is a descriptive study, it was utilized in the study scanning desing from quantitative methods. The research data were obtained by applying to 480 instructors working in the 4-6 Ages Groub Qur’an Courses affiliated to the Mufti of İstanbul during the 2019-2020 academic year. The result obtained by exploratory factor analysis was tested and confirmed by confirmatory factor analysis and as a result of the analyzes made, it was concluded that the scale is a valid and reliable tool. (shrink)