Ḥanafī jurist Burhān al-Dīn al-Nasafī is one of the most prominent names in the history of the ʿilm al-naẓar’ (Islamic Disputation Theory) particularly due to his seminal work entitled al-Fuṣūl. We have located a manuscript which we will call an Opponent-al-Fuṣūl written by a Shāfiʿī scholar. This manuscript is titled al-Risāla fī qawāʿid ʿilm al-naẓar and it highlights the importance of al-Nasafī’s al-Fuṣūl. The scribe of the manuscript attributes this Opponent-al-Fuṣūl to the famous logician Najm al-Dīn al-Kātibī. Although no mention (...) of such a book belonging to al-Kātibī has been discovered thus far, in this article we will try to demonstrate that the book does indeed belong to him. In addition, we will undertake a comparison of both works, al-Fuṣūl and the Opponent-al-Fuṣūl, with a particular focus on the concepts of talāzum (implication), tanāfī (incompatibility) and dawarān (concomitance). A critical edition of the Opponent-al-Fuṣūl is appended to the article. (shrink)

Ḥanafī jurist Burhān al-Dīn al-Nasafī is one of the most prominent names in the history of the ʿilm al-naẓar’ particularly due to his seminal work entitled al-Fuṣūl. We have located a manuscript which we will call an Opponent-al-Fuṣūl written by a Shāfiʿī scholar. This manuscript is titled al-Risāla fī qawāʿid ʿilm al-naẓar and it highlights the importance of al-Nasafī’s al-Fuṣūl. The scribe of the manuscript attributes this Opponent-al-Fuṣūl to the famous logician Najm al-Dīn al-Kātibī. Although no mention of such a (...) book belonging to al-Kātibī has been discovered thus far, in this article we will try to demonstrate that the book does indeed belong to him. In addition, we will undertake a comparison of both works, al-Fuṣūl and the Opponent-al-Fuṣūl, with a particular focus on the concepts of talāzum, tanāfī and dawarān. A critical edition of the Opponent-al-Fuṣūl is appended to the article. (shrink)

Ḥanafī jurist Burhān al-Dīn al-Nasafī is one of the most prominent names in the history of the ʿilm al-naẓar’ (Islamic Disputation Theory) particularly due to his seminal work entitled al-Fuṣūl. We have located a manuscript which we will call an Opponent-al-Fuṣūl written by a Shāfiʿī scholar. This manuscript is titled al-Risāla fī qawāʿid ʿilm al-naẓar and it highlights the importance of al-Nasafī’s al-Fuṣūl. The scribe of the manuscript attributes this Opponent-al-Fuṣūl to the famous logician Najm al-Dīn al-Kātibī. Although no mention (...) of such a book belonging to al-Kātibī has been discovered thus far, in this article we will try to demonstrate that the book does indeed belong to him. In addition, we will undertake a comparison of both works, al-Fuṣūl and the Opponent-al-Fuṣūl, with a particular focus on the concepts of talāzum (implication), tanāfī (incompatibility) and dawarān (concomitance). A critical edition of the Opponent-al-Fuṣūl is appended to the article. (shrink)

Grammar studies on Arabic started with Abu Aswad ad-Duali (d. 69/688) in Basra, the center of science and culture. Grammar studies have improved with scholars such as Khalil b. Ahmed (d. 175/791) and Sibeweyhi (d. 180/796) during the Abbasid period (750-1258). These studies, which continued in the style of commentary and annotation after the Abbasid period, reached its peak in the Ottoman period (1300-1922). One of the scholars who wrote a work in the style of commentary on the science of (...) nahw (syntax) is Ali b. Muhammed b. Mas‘ud al-Bistami al-Shahrudi (d. 875/1470). He became famous with the nickname Musannifak because he started to write books at a young age. 15th-century Ottoman scholar Alaaddin Musannifak Mas‘ud al-Bistami al-Shahrudi (d. 875/1470) grounded the nahw issues, he used the Qur’an, hadith and Arabic theology; he also applied to rational proofs such as qiyas and istishab. In this article, Musannifak’s method of applying only to narrated sources such as the Qur’an, hadith and Arabic words in order to reveal his methods of commentary is discussed. In this context, Musannifak’s method of reference to narrative sources in his commentary has been revealed with a qualitative approach by analysing his work on al-Misbah by Nasir b. Abdiseyyid b. ‘Ali al-Mutarrizi (d. 610/1213), Sharḥ al- Miṣbâḥ fi al-naḥw. (shrink)

In this study, the perception of Islam by 19th century German-Jewish orientalists is discussed. The study consists of four titles, excluding the introduction and conclusion. Firstly, general information about German orientalism is given, its relationship with imperialism and colonial activities is questioned, and attention is drawn to its connection with other orientalist traditions such as British and French. According to the researchers, the relationship of German orientalists with colonial activities was not as intense as the members of other orientalist traditions, (...) so political factors remained in the background in their research, and they were able to adopt a more objective point of view. This was explained by Germany's relatively late participation in colonial activities. Therefore, it is important to determine the religious and socio-cultural factors in their perception of Islam. The beginning of German orientalism's involvement in Middle Eastern and Islamic studies dates to the first half of the 19th century. This was mostly carried out by the hand of German-Jewish orientalists. Thanks to them, there was a boom in orientalist Islamic studies, and this situation continued until the Second World War. In other words, German-Jewish orientalists had a vital importance for both German and Western orientalism. In the second section, the religious and socio-cultural positions of German-Jewish orientalists in the 19th century were examined, and the factors behind their participation in Islamic studies were tried to be deter-mined. It has been tried to reveal that they participated in Islamic studies with some religious and socio-cultural factors as well as political factors. While participating in Islamic studies, the main starting points were determined, and in this context, their thoughts and studies on both Judaism and Christianity were pointed out. (shrink)

This is a Turkish translation (by by Necmettin Tan) of Stephen Palmquist, ‘Immanuel Kant: A Christian Philosopher?’, Faith and Philosophy 6:1 (January 1989), pp.65-75. For abstract, see the English version, located in the "Kant 2. Phil. of Religion articles" portion of this website.

Nazariyat, Journal for the History of Islamic Philosophy and Sciences, issued twice a year in English and Turkish (Nazariyat İslam Felsefe ve Bilim Tarihi Araştırmaları Dergisi), is a refereed international journal. It publishes original studies, critical editions of classical texts and book reviews on Islamic philosophy, kalām, theoretical aspects of Sufism and the history of sciences. The goal of Nazariyat is to contribute to the discovery, examination and reinterpretation of the theoretical traditions in the history of Islamic thought, by giving (...) special attention to the post-classical period of it. **ISSN: 2148-8088 E-ISBN: 2547-9415**. (shrink)

Human beings have encountered several innovations in all areas of life and have needed to adapt to them because of the changing and transforming world in the 21st century. The new lifestyle of the 21st century has forced people to acquire more than basic life skills, and the education of the 21st century person has emerged as a critical issue. For this purpose, various educational policies have been developed around the world in order to train people who will be able (...) to keep up with the demands and problems of this age. Institutions have revised the curricula to ensure that 21st century people have sufficient knowledge and skills in media, health, communication, technology, finance, etc. Higher education institutions, in particular, are expected to produce graduates who have acquired 21st century skills and are prepared for professional and social life. The same expectation arises in higher religious education, and the students in higher religious education need to graduate with the 21st century skills both for their personal and professional development and for the generations they will raise in later life. This study aims to identify the level of 21st century skills of students in higher religious education. The research reveals the competence of students in the faculty of theology in the dimensions of knowledge, skills, character and meta-learning. Mixed methods research uses sequential explanatory design. Firstly, quantitative data are collected and the general findings were detailed with qualitative data. The quantitative dimension of the study analyses the level of the 21st century skills of students at a descriptive level. The survey method is preferred in this analysis. The qualittaive data are collected through the interview method, using a semi-structured interview form developed by the researchers. The population of the study consists of the students of the Faculty of Theology and Islamic Sciences in Turkey. The sample population of the study consists of undergraduate students at the Faculty of Theology of Necmettin Erbakan University between the 2022-2023 academic years. Sequential and simultaneous mixed method sampling is used in sample selection. Quantitative data are obtained from 216 students who were randomly sampled from the population. Qualitative data are obtained from a total of 10 students (4 male and 6 female students) graduating from different high schools, representing different age groups and education types by maximum diversity sampling. As a result of the research, it is revealed that students of higher religious education are at a good level in terms of knowledge, character and meta-learning dimensions, and at a very good level in terms of 21st century skills dimension. Participants are moderately competent in the health sub-dimension, and are not moderately or poorly competent in any other dimension and sub-dimensions. It is revealed that students who graduated from Imam Hatip High School have higher finance management skills than the others, there is a differentiation in favour of males in the entrepreneurship sub-dimension, and female students are more successful than male students in terms of adaptation skills to the social system. Therefore, qualitative data are obtained from the participants regarding the differentiation in the sub-dimensions of personal finance, health, social cohesion and entrepreneurship, and the quantitative findings of this differentiation were explained through qualitative data. As a result of the interviews conducted to clarify the reasons for the differentiation in the sub-dimensions, family, upbringing environment, society, individual interest and indifference, past experiences and some theological assumptions are the reasons for these differentiations. It is thought that the research will contribute to the steps towards meeting the expectations of higher religious education in Turkey in terms of product and process. As a result, it is recommended that higher religious education programmes should be arranged in line with the goal of developing the 21st century skills, lecturers should include activities that will develop these skills in all courses, and the content of the programmes at all levels should be arranged in a way to gain these skills. (shrink)