World philosophies are gradually gaining in recognition. Today, philosophers in Southeast Asia can freely construct their regional philosophies without philosophical tyranny of the West. However, this situation has not come so easily. Many Asian and African philosophies have experienced a struggle for acceptance. And even this recognition is limited by selectivity and philosophical fashion centered in Western academia and perpetuated by Western educated eastern intellectuals. This paper attempts to show how regional philosophy in general and Southeast Asian philosophy in particular (...) can be constructed and accepted. These regional self-constructed philosophies can serve to correct the legacy of the racism and bigotry of the tradition. And the paper also promotes the idea of establishing a philosophical umbrella called ‘Southeast Asian philosophy’ under which regional philosophies can develop and thrive. (shrink)

The purpose of this article is to expose a basic flaw at the root of perennialism as a method for studying mysticism—its distinction between ‘exoteric’ and ‘esoteric’ components of mysticism and religion. Rather than being distinct, the specific ‘exoteric’ doctrines of a given mystic’s tradition penetrate the mystics’ knowledge-claims. Thus, the ‘esoteric’ dimension in a mystical tradition is permeated by that mystical tradition’s ‘exoteric’ doctrines, not by the transcultural and ahistorical perennial spine that perennialists postulate. Contrary to what the perennialists (...) suggest, there is no one underlying esoteric set of beliefs embedded in all traditional religions that all mystics share. Rather, in the different religious traditions of the world, there are genuinely different mysticisms with different beliefs, practices, values, and goals. Thus, the perennialist approach distorts the history of mysticism. It is better seen as a theology of religions than as an alleged discernment of timeless truths presented throughout the history of mysticism. (shrink)

The paper presents a cognitive, educational and philosophical strategy, sometimes called reconstructionism (as it denotes e orts to reconstruct knowledge and science), proposed by a number of Muslim authors as a proper reaction to modern science. The pre‐modern background for this reaction is highlighted. Two examples are given: the Islamic science idea by Seyyed Hossein Nasr, and the Islamization of knowledge project by Ismail Raji al‐Faruqi. Their critique of Euro‐Atlantic science is based on its perceived e ects on society and (...) morality (secularization, imperialism and colonialism, cruelty towards labora‐ tory animals, etc.) as well as on tawhid, the Islamic idea of unity. Their main postulates are to stop calling modern science objective and universal because this is a purely Western product; to produce an alternative indigenous science; to make science conform with Islamic doctrine and ethics; to reintroduce holism and sapiential aspects of knowledge into science. Critical voices, both Muslim and non‐Muslim, are quoted. All in all, reconstructionism is evaluated as a movement understandable to some extent but ine cient and idiosyncratic, unable to start objective and interesting research programmes on its own. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

The place of philosophy in Iranian society is prominent. Philosophy is discussed in popular media as well as specialized journals, and in seminaries, research centers, and universities. Philosophy in Iran is often divided into Western and Islamic. Sometimes these are taken to be rivals. The methods of instruction differ to some extent, as well as the languages needed for advanced study. The question of the nature of Islamic philosophy is itself a controversial topic in Iran, and positions on this issue (...) are often driven by ideological trends. The study of philosophy in the Islamic seminaries has its own history. Today Islamic philosophy may be considered a philosophical tradition that is being carried on with increasing interaction with the study of Western philosophy in Iran. (shrink)

2022 CHOICE Outstanding Academic Title The purpose of this book is to fill a gap in contemporary mystical studies: an overview of the basic ways to approach mystical experiences and mysticism. It discusses the problem of definitions of “mystical experiences” and “mysticism” and advances characterizations of “mystical experiences” in terms of certain altered states of consciousness and “mysticism” in terms of encompassing ways of life centered on such experiences and states. Types of mystical experiences, enlightened states, paths, and doctrines are (...) discussed, as is the relation of mystical experiences and mysticism to religions and cultures. The approaches of constructivism, contextualism, essentialism, and perennialism are presented. Themes in the history of the world’s major mystical traditions are set forth. Approaches to mystical phenomena in sociology, psychology, gender studies, and neuroscience are introduced. Basic philosophical issues related to whether mystical experiences are veridical and mystical claims valid, mystics’ problems of language, art, and morality are laid out. Older and newer comparative approaches in religious studies and in Christian theology are discussed, along with postmodernist objections. The intended audience is undergraduates and the general public interested in the general issues related to mysticism. (shrink)

In recent years, Muslim scholars have written on the need of the revival of Islamic science and its philosophical foundation. The main aim of this paper is to examine the views of Sayyed Hossein Nasr, who is considered as one of the pioneers in the area of the revival of Islamic science. Other than Nasr, Muslim scholars argued that the Islamic science is different from modern Western science in terms of its purpose and philosophical foundation and delineated their viewpoints within (...) the philosophical foundation of modern Western science. In terms of method, Islamic science may not be different from modern Western science but it differs in its philosophy and purpose. This paper uses a qualitative method employing content analysis to examine the insights of Seyyed Hossein Nasr critically and analytically with reference to other scholars such as Muzaffar Iqbal, Naquib al Attas, Osman Bakar, Alparsalan and Ziauddin Sardar. (shrink)

Seyyed Hossein Nasr, an Iranian philosopher and an exponent of traditional Islam, is considered one of the most important scholars of Islamic and religious studies in the world today. His conception of science is interesting in the sense that he strives to rejuvenate the notion of traditional science and scientia sacra, which lie at the heart of traditional civilization. He considers these two notions as antithesis to modern science. Nasr’s elaboration of traditional science and scientia sacra serves as an alternative (...) to discourses of Islamization of science which have been put forward by some scholars. This paper tries to examine the core ideas of Nasr’s construct of science, to highlight their ontological, epistemological, and axiological bases, and to trace the root of Nasr’s conception of science to living Islamic philosophical tradition. (shrink)

This article aims at contributing to the study of miracles on multiple levels. First, it provides an update on current scholarship in contemporary Muslim interpretations of miracles by summarizing and comparing some positions that, despite their originality and/or potential influence on the wider Muslim readership, are not normally taken into account in a number of recent reconstructions of the concept within Islam. Second, it proposes some complementary philosophical interpretations of those positions, interpretations that involve identifying similarities and commonalities among the (...) positions, despite deep differences and explicit mutual oppositions. As well, this article argues that these interpretations have far-reaching consequences for the philosophical debate on miracles within other traditions and cultures; at stake will be the very meaningfulness of engaging in a univocal, overarching, rationalized interpretation of miracles. (shrink)

Certain enterprises at the fringes of science, such as intelligent design creationism, claim to identify phenomena that go beyond not just our present physics but any possible physical explanation. Asking what it would take for such a claim to succeed, we introduce a version of physicalism that formulates the proposition that all available data sets are best explained by combinations of “chance and necessity”—algorithmic rules and randomness. Physicalism would then be violated by the existence of oracles that produce certain kinds (...) of noncomputable functions. Examining how a candidate for such an oracle would be evaluated leads to questions that do not admit an easy resolution. Since we lack any plausible candidate for any such oracle, however, chance-and-necessity physicalism appears very likely to be correct. (shrink)

In the present article, working from within the framework of critical rationalism and focusing mostly on the views developed by some Iranian writers, I argue that the programmes of producing ‘Islamic Science’ and ‘Islamisation of Science/Knowledge’ are doomed to failure. I develop my arguments in three parts. I start by explaining that the advocates of the programmes of producing cIS or IoK subscribe to mistaken images of science that are shaped by either a positivist or outmoded culturalist/interpretivist theories of science. (...) I shall then focus on the similarities and differences of ‘science’ and ‘technology’, arguing that despite close interconnection between the two it is of utmost importance, for analytical purposes, to keep these two socially constructed entities apart. Drawing on the above distinction, I argue that while creating ‘Islamic’ or ‘indigenous’ sciences is impossible, constructing ‘Islamic’ or ‘indigenous’ technologies is, in principle, feasible. Lastly, I turn to some of the... (shrink)

In this article, we discuss the current trend of authoritarianism in the Islamic world, especially as embodied in the institution of taqlîd, whereby a lay person blindly follows a religious scholar. We will compare this to the mystical tradition of Ibn ‘Arabî as well as the early esoteric Shî’ite tradition, where a much more “rebellious” type of Islam was offered and provided purviews of pluralism and universalism that challenge authoritarian closures of interpretation in relationship with God. By way of further (...) comparison, we will also attend to the writings of some liberal and pluralistic thinkers in the Muslim world. Maintaining cheerfulness in the midst of a gloomy task, fraught with immeasurable responsibility, is no small feat; and yet what is needed more than cheerfulness?-Nietzsche Twilight of the Idols. (shrink)

Los gināns son un corpus de literatura religiosa ismailí del sur de Asia. Su temática es muy variada e incluye cuestiones como el amor divino, la cosmología, la meditación, la práctica ritual, la escatología y el comportamiento ético. La palabra ‘ginān’ deriva en última instancia de la raíz sánscrita ‘ŷñāna’ y está relacionada etimológicamente con la palabra griega ‘γνῶσις’, o ‘gnôsis’, que tiene derivados en muchas lenguas. Varios estudiosos han señalado el doble significado del término ‘ginān’ entre los ismailíes, ya (...) que se refiere tanto a su literatura sagrada como a la gnosis. Este estudio exhaustivo explora el significado y el uso de la palabra ‘ginān’ en la propia tradición ginān. Como la mayoría de los gināns se recitan en melodías particulares, este estudio de la tradición ginān se inspira en la organización de la sinfonía tradicional. Al igual que una sinfonía, composición extensa en la música clásica occidental, suele estar dividida en cuatro movimientos, este estudio de la Sinfonía de la Gnosis se compone de cuatro secciones, cada una de las cuales explora diferentes aspectos acerca de cómo se define la tradición ginān. (shrink)

Our EcoDialogue Center is an educational space for human sustainability within the University of Veracruz. We propose that creating sustainable knowledge requires re-thinking how we conceive ourselves as human beings. This requires paying attention to what we call “the quality of being,” which means caring about and attending to the physical–emotional–mental–spiritual as the foundation of education. This way we can create a space where we can dialogue contemplatively where all dimensions of our lives interact; the physical, the emotional, the communitarian, (...) the social politic, the planetarium, and the spiritual being act with social–environmental responsibility. (shrink)