Traditionalism-as a school established at 20th century by Rene Guenon, Amanda Coomaraswamy and expanding and developing by figures like Seyyed Hossein Nasr, Martin Lings, and Titus Burckhardt…- assumes human as vicegerent of God which has an important role in the universe. In this point of view Egalitarianism isn’t acceptable because human beings are different in respect of sexuality, emotions, talents and races. Differences between races and societies prove the necessity of religious plurality on one hand, and unity of the (...) Reality above the forms prove “Transcendence Unity of Religion” on the other. (shrink)

Reasons are not the same. Normative reasons need to be distinguished from non-normative reasons. Then, due to some considerations, we have to draw a distinction between explanatory reasons and motivating reasons. In this paper, I focus on a rather implicit assumption in drawing the explanatory-motivating distinction. Motivating reasons are mostly characterized as those reasons that the agent takes to be normative. This may imply that the agent always knows the reasons their motivating reasons. This I call the infallibility or transparency (...) assumption. This suggests that there is some sort of report condition on motivating reasons. In contrast, one may ask whether it is possible for the agent to be mistaken about what their motivating reasons are. I argue that we can distinguish motivating reasons and satisfy the motivations for the explanatory-motivating distinction without committing to this infallibility assumption. I briefly sketch a character-based approach to motivating reasons as an alternative. Next, I argue that, in addition to being important on its own, this account has implications for other debates. I illustrate this by mentioning cases such as recalcitrant actions as well as critically discussing one kind of counter-example presented against the guise of the good thesis. (shrink)

Materialization practices in the architecture and building industry have evolved with the advancement of manufacturing and information technologies. This evolution is evident across various design and production phases, with a pronounced impact on prototyping. Advances in design and fabrication tools have empowered prototypes, integral in any production cycle, to furnish a growing array of information and feedback for designers and manufacturers. In this context, prototypes have transformed from merely showcasing data-driven building solutions to presenting socio-environmentally conscious systems. Innovation in prototyping (...) connects the initial design and construction stages to the operational phase, creating a seamless transition throughout the project lifecycle. This chapter provides a range of definitions and prototypical case studies for smart prototyping by identifying practiced approaches in integrated design to production workflows. This chapter introduces three paradigms for smart prototyping: Digital prototyping focuses on data-driven design for mass customization, phygital prototyping involves mixed-reality-enabled design and assembly, and thirdly collaborative prototyping explores human-machine hybrid intelligence and co-production in architectural and urban contexts. The chosen case studies in this chapter and how they are categorized aim to provide a comprehensive overview of smart prototyping, covering projects conducted in both research and practice. This chapter concludes with potential future trends and the role of emerging and evolving mediums of prototyping for smart design and construction. (shrink)

The literature on the problem of evil does not draw enough upon the relevant debates in (meta)ethics, and ethical theorists (broadly understood) can engage with the problem of evil as a way of inquiry in their field. I review how the problem of evil is essentially formed based on (evaluative and deontic) ethical judgments, and how responses to it, either theistic or atheistic, are mainly based on the relevant ethical judgments. Meanwhile, though contemporary debates in metaphysics and epistemology have influenced (...) the literature on the problem of evil, the same does not hold true for ethics. This suggests that there are ways to engage with the problem of evil as doing axiology or ethical theory more generally, which may be fruitful regardless of their being theodicy. I end by briefly discussing an example focused on the idea of moral progress. (shrink)

One of the premises of the argument from design is the need for the order of a designer. This premise has been explained in various ways, one of which is the calculus of probabilities. It posits that the likelihood of an ordered thing coming into existence by chance is so low that human beings consider it nearly impossible; therefore, this order requires an intelligent designer. However, some contemporary Muslim philosophers, such as Ayatollah Jawādī Āmulī, along with certain Western philosophers, have (...) contested the validity of the calculus of probabilities. They argue that the calculus of probabilities does not reveal reality but is merely practically useful. They assert that undesigned states have the same probability as designed states. In this article, I address these objections, refute them, and ultimately demonstrate the soundness of the argument from design based on the calculus of probabilities. (shrink)

Many contemporary philosophers of mind disagree with substance dualism, saying that despite the failure of physical theories of mind, substance dualism cannot be advocated, because it faces more serious problems than physical theories, lacking compatibility with philosophical arguments and scientific evidence. Regardless of the validity of the arguments in support of substance dualism, it is demonstrated in this article that this theory is coherent, with no philosophical or scientific problems. The main arguments of opponents of substance dualism are explained and (...) criticized in this respect. Based on this, it becomes clear that the interaction of soul and body has a reasonable philosophical explanation, the problem of the pairing of soul and body, although it may not have a scientific explanation, it has a philosophical and theological solution, the principle of the physical causal closure lacks conclusive reasons and cannot reject the existence of the soul, the existence of the soul does not contradict the theory of evolution, the dependence of the soul on the brain is compatible with its independence, and finally, the principle of simplicity does not make any problem for accepting the substance dualism. (shrink)

Practical research, according to Aristotle, strives to actualize the Supreme Good as the ultimate end of life. The Final Good could be determined if preceded by an outline based on conceptual analysis. For this reason, Aristotle considers agathón (ἀγαθόν), as the universal concept of good, and clarifies its conceptual-categorical structure to explain how we can understand it. In virtue of the similarity between good and existences for their extension of senses (good has as many meanings as existences), Aristotle proceeds to (...) analyze good compared to existence as an absolute philosophical conception. Alongside his comparative study of good and existence, we can consider a metaphysics for good similar to the metaphysics of being and question its possibility. Corresponding to the metaphysics of existence that considers being qua being, one can imagine a metaphysics for good that investigates goodness qua goodness and explores its philosophical characteristics and theoretical attributes aimed at the question of its possibility. It appears, in the process of Aristotle’s analysis that there is a common meaning and central definite characteristic in several significations and different categories of being by reference to one starting point: the primary being or substance. From the categorical point of view, similarly, various categories are accidental qualities of the fundamental category of substance. Because of the one principle of the primary being or substance, a metaphysics for being which contemplates on being qua being would be possible. But good, on the contrary, is used homonymously in various different senses without any common meaning and with no reference to one principle. Of the categorical attitude, good is applied in any individual category independently with no connection with each other and by no reference to one main category. There is not, in fact, any category of primary good or substantial good which constitutes universal meaning and a single category as an appropriate subject matter for the intended knowledge of the metaphysics of good. Consequently, it is not possible to establish one primary philosophy for goodness qua goodness in the same way as the first philosophy of being as being. Knowledge, according to Aristotle, is composed of the eidos (form or essence) as a universal absolute subject and eidetic attitude as a necessary theoretical way of understanding. Eidetic view and eidos entity are based on the common meaning and single principle which are not found in the concept of good. Thus, the theoretical approach to good, which could not constitute the eidos of good and eidetic knowledge, leads to the Platonic Idea of good and the dialectical attitude. But Aristotle who does not follow dialectic, cannot obtain the eidetic path to goodness either, and, therefore, reconstructs good as the well-being which is the final good that humankind can obtain practically. So he goes on to outline good not as the good in itself which in essence necessitates theoretical cognition, but as a final good of human life that is a condition that entails practical realization. (shrink)

Various theories concerning how to speak positively about God have been proposed. One such theory, the theory of complete univocity, states that although the mode of existence between God and human beings is different, there are, in principle, ontological commonalities between God and humans in existence and His attributes. These ontological commonalities make it possible to attribute a single meaning to both God and human beings univocally. In this article, it is attempted to both explain and defend the theory of (...) complete univocity, while also critiquing the theory of partial univocity, a theory which believes solely in semantic univocity and ontologically assumes that God is absolutely different and separate from humans. Further, as the commonality of meaning between God and humans requires the existence of an ontological commonality between them, the theory of analogy is also not acceptable. Because, firstly, the denial of shared attributes between God and humans has many unsatisfactory theological implications. Secondly, there is no middle term between univocity and equivocality. Therefore, the only theologically defensible theory is that of complete univocity. (shrink)

The history of political ideas and the logic behind its development is the most complicated section of the general history of thought in the Islamic Era. The first question raised in our critical study of the history of political ideas is the Jollowing: what is the domain of Iranian civilization at the Islamic period? The answer to this question would have a philosophical coloring. The author of this article has tried to answer this question neatly. The second question raised in (...) the paper is the following: Is political discourse based on philosophical discourse? In sum, the author has dealt with different facets of the history of political ideas in the domains of Iranian civilization at the time of the Islamic Era. Preface The history of political ideas! and the logic behind its development is the most complicated and gloomy section of the general history of thought in the Islamic Era. (shrink)

Epistemologists have widely accepted that truth, justification, and belief are necessary conditions for knowledge. This article challenges the necessity of the two components, “belief” and “justification”, in the definition of knowledge. It argues that belief is distinct from knowledge; belief is an act of will, whereas knowledge is acquired automatically. One may possess knowledge without being actively willing to believe it, and conversely, one may will to believe something without actually knowing it. Additionally, justification should be seen as a method (...) of validating knowledge, not a fundamental part of its definition. Therefore, knowledge without justification remains knowledge, even though its truth cannot be proven. Building on this perspective, the proposed definition of knowledge shifts to “awareness or recognition of facts.” According to this definition, the Gettier problem and the lottery paradox find alternative solutions. (shrink)

This essay concerns a philosophical examination of the nature of mind and the relevant implications for mental health. Traditionally, realism and constructivism are regarded as two contrastive positions in explaining the nature of mind. While realists take discovery of reality as the main function of mind, constructivists regard it as creation of reality. Hence, epistemologically, realists emphasize on correspondence to reality as the criterion of validity or truth of the mind's contents, whereas constructivists regard the inner coherence of constructs as (...) the main criterion. inner coherence of constructs or resolving inner conflicts; capability of constructs for adaption to problematic situations; and correspondence to reality as an ideal in the long run are the discussions and aims of this paper. (shrink)

All previous solutions to the problem of evil have attempted to resolve the issue by showing that God permits them in order for a greater good. However, some contest that there are some instances in which there is no greater good, while in other cases good and evil have been distributed unjustly. I intend, in this paper, to show that if God compensates the harms of evil in the afterlife, any sort of good is enough to resolve the problem of (...) evil; even if the good is not greater than the evil nor distributed appropriately. To attain this end, I have divided the theory of compensation into a weak and a more effective account. The weak account alleges that the goodness of evils is merely based upon their compensation in the afterlife. I have proposed, in this article, a new, strong account of this theory, which considers both primary goods of evils and afterlife compensation as combined elements that can justify evils. After distinguishing the weak and strong versions of compensation, the idea is explained, and the advantages of the theory are pointed out. Finally, there are two chief objections raised against the validity of this theory, both have been mentioned and answered in this paper. (shrink)

Objective: Changing contour lines of the external nose following traumatic, aesthetic and tumour surgeries have become very trendy. The goal of this research is to study the several soft tissue landmarks, measurements (linear distances, ratios, angles) of the external nose and its nasal indicis using a computer program. Methods: Face region were taken a photographs of the two hundred adults. Analyses of linear (the lengths of nares, nasal bridge, and columella and nose height, nares width) and angular analyses (angles of (...) nasofrontal, nasolabial and nasal tip) were computed and averaged for gender with age. As for the shape of the nose, it was categorized as subunits: nasal tip (sharp, normal, wide, protrusive and asymmetric), nasal base (normal, wide, asymmetric) nasal alae (normal, thick, thin, asymmetric), nares (normal, horizontal and asymmetric) and columella (normal, wide, short and bifid) nasal base, nares, nasal alae, columella and classified subunit as normal, protrusive, sharp, asymmetric, and wide. Results: The nose height have to 49.05 ± 3.48 mm in young male adults, 50.37 ± 2.33 mm in young female adults. Distance lengthwise the nasal bridge have to 48.60 ± 3.24 in males, 37.09 ± 5.49 females. The two mean measured nasal lengths were significantly greater in men. At the same time, angular measurements for nasolabial and interalar were higher in males. Nasal tip angle was 127.47 ± 82.9° in males, 75.8° in females. On average, young male adults had larger nasal linear distances such as nasal bridge length, nares lengths and nares widths relation of height than young female adults (p;<0.01); No gender differences were observed for columella widths and to nose height ratio (p;<0.01). The nasofrontal, nasal tip, nasolabial and interalar angles showed statistically significant differences among young male adults and young female adults (p;<0.05). The nasolabial angle exhibited considerable variability. The shape details of nares was showed large variability. Nasal base, nasal tip and nasal alae shapes were similar, nares asymmetry was more frequently compared with other features. Conclusions: The Anatolian people’s nose exhibits wide nasal tip, has a wider nasal base, and is more thicker at the alae, with wider definition of the columella. The significant gender differences of nasal shapes were found. The wide and sharp features of nasal tip were related to an important features in men, whereas asymmetric nares were dominant in young female adults. Using digitized reference details, this study helped define the best cosmetic surgery recreate the nose and increase the success of customized therapy. Also, our findings facial alteratios, facial reconstruction, personal identification, Trauma assessments may also have data banks based on age and gender. (shrink)

The nature and characteristics of traditional art have always been controversial, and Frithjof Schuon, as one of the leading figures of the traditionalist movement, has made many claims in this regard. One of the ways to investigate philosophical issues is to clarify concepts by providing the necessary and sufficient conditions, which has been widely used in the contemporary philosophy of art. This paper, which has been done by descriptive-analytical method, tries to introduce the necessary and sufficient conditions for a supposed (...) work of art to be categorized under the category of "traditional art" by referring to Schuon's works. The results show that the three conditions of "symbolic expression of intellectual realities", "being functional and useful" and "conformity of form, raw materials, and symbolism with the rules of traditional art" can be considered as necessary conditions and together as a sufficient condition for an artwork to be "traditional" from Schuon's point of view. (shrink)

Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...) can be equated with indoctrination. We suggest an Islamic concept of education that includes three basic elements: knowledge, choice, and action. Then, we show that, according to the Islamic texts, these elements have a background of wisdom. (shrink)

There have been some suggestions concerning the subject matter of Islamic psychology. It seems that these suggestions could not overcome the theoretical barrier for providing a subject matter for psychology. Some have considered the divine Spirit (Run) within the human as the subject matter, some others have regarded the Soul (Nafs)and still others, the divine creation of the human (Fitrah) as the candidates for doing the job. However, these suggestions could be challenged in different ways on being able to provide (...) a suitable subject for scientific studies of psychology. The present essay is an introductory attempt to give an alternative. Accordingly, an alternative to the three above mentioned suggestions seems to be the important Islamic concept of Action. We can consider Action as the suitable subject matter for psychology. This is because action is so wide that it could cover all the humans whether believers or non-believers in God, whether their Fitrah is active or silent. An action, as it is used in the Islamic texts, refers to a behavior (being observable or non-observable) that is based on, at least, three kinds of foundations: cognition, emotion, and will. In addition to being a suitable subject for psychology, action is a key concept in referring to the human nature or identity. (shrink)

Globalization is regarded as a process or a project or a process/project which is most rapidly developing. Globalization, in case of occurrence, will put its impacts on all dimensions of human life including knowledge and practice. Particularly, its impact on epistemology and education would be remarkable. Given that the appearance and development of informational revolution is the most important background for globalization, the first challenge of globalization relates to the nature of knowledge. According to the information revolution, the most important (...) characteristic of knowledge is to be sought in this equation: knowledge = information. This involves reducing different facets of knowledge to quantitative information which leads to knowledge legitimacy crisis. In addition, having a communicational dimension, knowledge will be qualified by means of the shape and characteristics of community in the era of globalization. The viewpoint of virtual community calls us from another side to rethink on knowledge as well as on the problem of identity because in the consequence of virtual community, virtual identity of pupils is being claimed which involves indentity fragmentation. To deal with these challenges, education needs: a) to resist the reduction of knowledge to information and equate knowledge with wisdom rather than information; b) to extend imaginative and creative procedures; c) to develope interdisciplinary studies as an important way of extending imagination; and finally, d) to provide relationship between virtual and real communities of the pupils. (shrink)

Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views (...) as both of them avoid the mechanistic orientation and take human action into account. There are also differences between the two views regarding the distinction between fact and value, as well as the relation between means and ends in research. (shrink)

Asking about the place of religion in a democratic society refers straightforwardly to the kind of pluralism we adopt. Given that intra-societal tensions mark out a democratic pluralistic society, then it seems that there is no doubt that there should be a place for religion and religious people in it. What is crucial for a democratic society is taking a suitable view on pluralism. There could be, at least, two versions of pluralism: Incommensurable or radical and commensurable or moderate. It (...) is argued that the incommensurable account of pluralism confronts with serious problems both theoretically (like the impossibility of outer critique) and practically (like replacing persuasion with force). Rorty advocates a commensurable pluralism based on pragmatic conventions or "know-how" skills without any meta-narrative or translation manual among the doctrines of rival views. However, along with Davidson, it is stated that some kind of translation among the rival views is inevitable. In addition, it is argued that commensurable pluralism could not be limited to merely know-how skills and it needs some know-that insights. This view of pluralism not only opens the door of dialogue, but also provides a basis for removing superficial differences or conflicts between the rivals. Real differences, however, could remain and should be tolerated. (shrink)

خواجه نصيرالدين طوسي در زمرة بزرگ‌ترين و پرنفوذترين عالمان مسلمان سدة هفتم هجري به شمار مي‌رود. بخش عمده‌اي آثار وي ناظر به آثار و آراء فخرالدين رازي و در دفاع از فلسفه و ارائة كلامي درست و متين تدوين شده است. خواجه علاوه بر كلام و فلسفه، آثار عرفاني نيز دارد. مشكل مطالة آثار وي اين است كه گاه وي در كلام به مطالبي معتقد شده و در فلسفه از آنها دست برداشته است. وي همچنين با پذيرش محوري‌ترين آموزة عرفان (...) اسلامي، از سطح فلسفة رايج نيز گذشته است. برخي معتقدند كه خواجه نصير نيز مانند عده‌اي ديگر از انديشمندان، دچار تحوّل فكري شده و اين اختلاف‌ها مربوط به دوران‌هاي گوناگون فعاليت علمي و معرفتي وي بوده است. اين مقاله نشان مي‌‌دهد كه خواجه نصير هم ‌زمان همة اين سطوح انديشه را داشته است و نمي‌توان او را دچار تحوّل فكري دانست. درحقيقت، سه سطح طولي انديشه خواجه، به ترتيب عبارتند از: كلام، فلسفه و عرفان. در اين مقاله، با ارائة نمونه‌هايي، وجود اين سه سطح در كار وي، اثبات شده است. (shrink)

حقايق اندماجي مقام ذات، حيثيات، احوال و صفات آن ذات بسيط اند. ازآنجا كه اين حقايق، تفصيل نيافته و تعينات ذات نيستند، در ذات مستهلك اند. حقايق اندماجي، كثرتي بالفعل را در ذات ايجاد نمي كنند و در غيب ذات، مخفي اند؛ يعني ظهور ندارند. اين حقايق، از جهت واحد بر ذات صادق اند، يعني حيثيات جهت واحد ذات هستند. عارفان مكتب ابن عربي، از واژگاني مانند استهلاك، اندماج، استجنان، اجمال، كمون و قوه، براي اشاره به اين حقايق استفاده كرده (...) اند. آنان تبيين هايي دربارة چگونگي حضور اين حقايق در متن ذاتي كه بدان موجودند، ارائه داده و از مثال هايي نيز براي دريافت بهتر آنها استفاده كرده اند. از نظرگاه عرفاني، اين حقايق را بايد داراي نحوه اي ويژه از موجوديت مجازي يا بالعرض دانست. اين نوشتار، از حقايق اندماجي با تأكيد بر مقام ذات بحث مي كند. كمالات و شئون ذاتي مقام ذات، مهم ترين مصداق حقايق اندماجي در عرفان محيي الديني هستند. اما اصل بحث عموميت دارد و دربارة ساير مصاديق اين حقايق نيز جريان دارد. (shrink)

In this book, the words ‘science’ and ‘social science’ are used in their limited sense that refer to experience-based knowledge. This should not indicate that experience is being used in a positivistic sense. Rather, the important insights of all kinds of post-positivist views are embraced to give an extensive meaning to experience. However, the most important characteristic of experience and science that should never be excluded is its dependence on observation and observational evidence. Thus, when ‘science’ is used in combination (...) with ‘religion’, it should not be confused by religious knowledge. The latter might refer to, perhaps, a certain kind of knowledge that could be found in religious texts and might be different from other kinds of knowledge. However, when the phrase of ‘religious science’ is used, it refers to a scientific knowledge, even though because of its religious presuppositions it is called religious. And this relation between religion and science is exactly the point that is at issue in this book. On one hand, the issue of religious science raises challenges on the ground that the contemporary science has been explicitly non-religious or perhaps in some cases anti-religious. Objectivity of science is usually understood in a way that it does not permit to combine ‘science’ with ‘religion’. Thus, in the first step, the phrase of religious science is considered as nonsense. On the other hand, as far as religious people are concerned, the issue of religious science is enthusiastic. These people sometimes think that a real religion should include all scientific truths. Thus, facing the issue, they immediately verdict that there are or should be religious sciences. However, neither that strong challenge with the possibility of any religious science, nor this hot enthusiasm could be in congruence with the spirit of scientific endeavor. As far as social scientists are concerned, the possibility of religious science should not be rejected a priori. This possibility should not be necessarily considered as a threat for science, rather the plausibility of its being a chance for the development of science should also be taken into account. On the other hand, as far as the religious people are concerned, they should not necessarily consider the possibility of talking about religious sciences as a chance for spreading their religion, rather the plausibility of its being a threat for their purpose should also be considered. This is because entering of a religion into a job which is not relevant to it could be dangerous. Far from these two kinds of biases, it is attempted in this book to deal with the issue in a reflective manner. It seems that thinking about ‘religious science’ requires us to take three steps. In the first step, we need to think about the nature or characteristics of science. In the second step, we need to think about the nature or characteristics of religion. And finally, in the third step, it seem necessary to think about the combination of them. These three steps show the direction of the discussion in what follows. (shrink)

Philosophy for Children' program that Mathew Lipman and his colleagues have developed is now known in our society and has led to thinking and research in this regard. Thus, to consider the challenges that are in front of this program can lead to the richness of these researches. Three challenges are in front of this program: philosophical, psychological, and educational. The philosophical challenge is due to the point that philosophy is mainly dependent on the history of philosophy and thoughts of (...) preceding philosophers. This dependence should of course be along with critique, but this dependence cannot be denied anyway. Hence, philosophizing cannot be reduced to the methods of thinking. Psychological challenge is rooted in the approaches of developmental psychology that emphasize on phases in human thinking. Accordingly, abstract methods of philosophizing cannot be used in the period of childhood. Educational challenge is related to basic cultural values that might be shaken in the process of philosophical interrogations. The philosophical challenge requires that teaching philosophy to children emphasize on an amalgamation of method and content. The psychological challenge makes us cautious as to looking for more investigations on the periodical characteristic of thinking. And finally, the educational challenge requires that criticizing cultural values, being necessary in active education, is not started from foundational issues of culture. The period of childhood can only be fitted to interrogation of low level cultural issues and values and leave the foundational cultural issues to philosophizing in higher ages. (shrink)

The hermeneutic view, as a constructive approach in social sciences, is revived in last decades; Principles of this view are applied to educational studies as well. In this essay, the application of these principles to the area of research on evaluation of academic achievement is discussed, In this discussion the main point of the hermeneutic view, namely the Hermeneutic circle, is highlighted within the framework of Heidegger's and Gadamer’s views, Accordingly, four steps are suggested for doing research on the evaluation (...) of academic achievement. In the first step, the researcher traces to determine whether the teacher is aware of her pre-understandings in the process of evaluation, This is because evaluation, like any other cognitive activity, is not advanced with an empty mind, In the second step, the researcher deals with the question whether the teacher tries to enter into the intellectual horizon of the pupil In effect, in the third step, the researcher deals with the question whether the teacher confirms or changes the pre-understandings identified in the first step, Finally, in the fourth step, the researcher looks 10 see whether the teacher provides a 'fusion of horizons’; a fusion between the intellectual horizon of hers and that of the pupil's, This is to say that from the hermeneutic view, proper evaluation is far from being a one-directional activity of the teacher. (shrink)

It seems necessary to introduce the basic concepts used in this article i.e. formalism, anti-formalism and moderate formalism. Formalists believe that the aesthetic appreciation of an art work generally involves an attentive awareness of its sensory or conceptual qualities and does not require knowledge about its non-perceptual properties. Anti-formalists on the hand hold that noon of the aesthetic properties in the work of art are formal. A number of philosophers have recently advocated a more moderate formalism. According to this view (...) although not all aesthetic properties are formal, many are, and some artworks possess only formal aesthetic qualities. The quarrel among these three rival views concerns what sort of knowledge, if any, is required for appropriate aesthetic appreciation of an art work. In what follows, we will give a brief exposition of these three view points. Subsequently we will give our preferred position with regard to these views. (shrink)

Introduction: The aim of the present study was to explore the relationship between sophisticated view of induction and science education. Method: This study is a critical review on the relation between philosophical approaches to science and science education. Thus, an analytic method is used in investigating the theories of science and their relationship to science education. Results: Analysing the arguments against induction, we argue that the sophisticated view of induction is not only resistant against the critiques but also inspiring for (...) science education. Conclusion: This paper concludes that the sophisticated view of induction provides the merits of both positivism and falsificationism in science and science education while avoiding their disadvantages. Accordingly, to avoid positivism, science education should reinforce students' imagination and theory development and to avoid falsificationism, it should embrace observation and induction. (shrink)

Considering three philosophers – Ghazali , Hume, and Kant – we perceive that they were at grips with skepticism and each had a different attitude towards it. While Hume remains in a skeptical sphere, Ghazali and Kant offer solutions for skepticism, although their solutions differ largely. Criticizing Aristotle’s view on essential necessity, Ghazali expands Avicenna’s emphasis on experimentation and, in effect, negates the necessary relation between cause and effect. Ghazali preceded Hume in this regard for some 6 centuries and put (...) forward Hume’s main idea. In order to overcome skepticism, Kant appealed to rationality and it’s a priori backgrounds, while Ghazali put forward God’s will and put the emphasis on the inner direct experience. It will be argued that God’s deeds, rationality and faith should be compatible in principle. (shrink)

""Kelly’s constructive epistemology needs to transcend its background of instrumentalism arising from Dewey’s influence. What enables us to well avoid instrumentalism is a notion of truth that incorporates both coherence and correspondence. If we were to abandon coherence, we would have to embrace the naïve conception of realism, while by abandoning correspondence we would have to embrace instrumentalism because we would have to consider the workability of a theory or a construction system and its coherence with previously successful ones as (...) constituting the truth of a given theory or construction system. Such a realistic constructivism provides a more satisfactory conception of personal constructs. According to this view, we no longer think that personal constructs are either true or false, rather they are divided into true and false in accordance with the grasp of reality reflected in our best theories. In other words, having provided a theory of truth, we are ready to compare different personal constructs with the grasp of reality involved in the theory in terms of their correspondence with that grasp. Furthermore, this conception of constructivism makes it possible to talk of the approximation of personal constructs to reality. Having provided a conception of correspondence, not only have we avoided instrumentalism, but also talking of approximation makes more sense. This is because our best theories provide an account of the world with reference to which we can talk of more or less approximate personal constructs. In this sense, more valid personal constructs are those that are more approximate, that is, more correspondent to the reality. (shrink)

Constructive realism (CR) is an attempt to overcome the difficulties associated with naïve realism and radical constructivism. There are different versions for CR. In this paper, I defend a particular version of CR. Complexity of reality, on the one hand, and the impact of human mind, language, and culture, on the other, leads to the inevitable contribution of constructs in knowledge development. According to the CR, even if mental, linguistic and cultural side of constructs could not be avoided in principle, (...) a certain proportion of reality-contact can be considered and defended for the constructs. In this sense, human mind and culture has a constitutive role to play in knowledge acquiring instead of being an innocent means in the process of acquiring knowledge. On the other hand, the role played by the reality in this process cannot be ignored because, according to the CR, knowledge consists after all of knowing 'something' in the real world. On the whole, taking into account both the constitutive role of mind and culture, on the one hand, and the inevitable role of the reality, on the other, shows the difference between the CR and pure realism, pure constructivism, and those versions of CR that do not take the constitutive role of mind into account. There are requirements for the CR in science education. First of all, there must be a constant caution for making sure that our scientific theories have caught the proportion of reality-contact. This point shows the difference between the CR and pure constructivism. This caution should be present in our science teaching as well. Secondly, we should encourage our students to develop imaginative alternative constructs when they are learning sciences. This shows the difference between the CR with naïve realists who ignore the importance of students' imaginations in suggesting alternative constructs. Notwithstanding, while we encourage the students to develop their imaginative constructs, there should be considered a limitation for their over-justification about their constructs. In this way, we as teachers should urge them to take counter-evidence most seriously into account. This is a point in which constructive realists are distinguished from pragmatists too. Pragmatists do not give up their theories in confrontation with counter-evidence but rather look for almost limitless changes in their constructs in order for making the counterevidence compatible with their theories, whereas constructive realists will be ready to take counterevidence more serious and correct their constructs accordingly. (shrink)

In this paper Control theory alongside with reductionism purporsive behavior will be discussed. Human puposive action has been explained by the cybernectics long ago. control theory is attemping to do this task too. however, it faces problems of which one can be named as explaining an impossible goal.

What is the main characteristic of constructive explanation? In other words, what is the nature of a construct and, consequently, what kind of relationship is there between constructs and behavior? Kelly stated that a "psychological response is initially and basically the outcome of a construing act."(1955, vol. 1, p. 171) Somewhere else, he asserts it in a more clear way: "Since they construe them differently, they will anticipate them differently and will behave differently as a consequence of their anticipations." (Kelly, (...) 1963, p. 90) The relationship between constructs and "psychological response" could be considered in terms of either 'causation' or 'implication'. (shrink)

In this paper, we propose a conceptual model to improve moral sensitivity in human resource development (HRD) to assist human resource (HR) practitioners in contending with moral challenges in HRD. The literature on the relationship between ethics and HRD suggests that the organizational and employee development discipline deals with ethical issues at three different levels: Individual, organizational and communal, and international levels. In section I, we elaborate on moral challenges facing HRD. In section II, we conceptualize moral sensitive HRD, proposing (...) a conceptual model in virtue of some essential ethical theories and concepts that assist HRD in grappling with those problems. We will show how each theory and concept can help HRD to deal with relevant problems. In section III, we elaborate on practical approaches to implement moral sensitivity in HRD. We put forward some strategies that help HRD bring those theories and concepts to bear on the ethical problems facing this discipline. Finally, we discuss moral education through learning theories to cultivate moral concepts and ethical dimensions in HRD education. (shrink)

Aristotle has repeatedly stated in his works that 'being has several senses'. Is this to be regarded as his pluralistic ontology, an approach that seems to be too nascent? If so, how can this newfound approach in ontology be linked to the ideas of the father of this science, i.e. Aristotle? These are the questions that the present article seeks to answer. First, we will show that Aristotle thinks of 'being' in four senses. Then, step by step he proceeds to (...) leave different senses aside, insofar as only one sense remains: being in the sense of the figures of the categories. We argue, then, that it is better to found Aristotle's ontological pluralism upon the fourfold sorts, instead of the tenfold categories. We will provide some reasons for this preference, i.e. in defense of the fourfold sorts and against the tenfold categories. Each of these four modes of being will be discussed. Finally, a version of ontological pluralism will be provided and attributed to Aristotle: Sorting Version. According to this version of pluralism, we will demonstrate how Aristotle speaks of the ontologically fundamental structure of the world. (shrink)

The relation between science and religion has been one of the most important disturbance of scientists in recent centuries. Expressing thus issue was started in west countries since renaissance seriously and it expanded to all countries even Islamic countries. Mesbah as a philosopher and an Islamic scientist chooses completion idea which is based on his basis; e.g. philosophical foundations with reasonable relativity, paradigm acceptance which means thought basis, experience acceptance which means revelation and inspiration by innocent, monopoly on legitimacy acceptance (...) with salvations pluralism and behavioral pluralism, general rules of conversation acceptance agreement and required backgrounds and transcendent wisdom. Also, Ian Barbour as a philosopher and a western physicist chooses compilation idea which is based on his basis; e.g. science and religion methodology parallelisms, critical realism, paradigm acceptance which means mindset, religious experience, religious pluralism, philosophic hermeneutic and scanning philosophy. Mesbah leads to separate levels of knowledge in case of its value recognizing and to accept that knowledge is multilevel and is necessary to face systematically in phenomena analysis, but Barbour works on relativity. (shrink)

Resenha do livro: "Man and Nature: The Spiritual Crisis in Modern Man" é uma obra de Seyyed H. Nasr que examina a crise espiritual enfrentada pelo ser humano moderno em relação à natureza. Nasr aborda a crescente desconexão entre o homem e a natureza devido à visão mecanicista predominante na sociedade moderna. O livro propõe uma visão alternativa que busca restaurar a harmonia entre o homem e a natureza. Com sua abordagem interdisciplinar, o livro desafia as concepções convencionais e (...) convida os leitores a refletir sobre a crise espiritual contemporânea e a buscar uma reconciliação significativa com o mundo natural. É uma leitura indispensável para quem se interessa por filosofia, ciência e meio ambiente. (shrink)

The monopolistic tendency of modern science in asserting itself as the exclusive interpreter of the human psyche or mind through its psychology does so while negating the most crucial dimension that makes it a complete psychology, the metaphysical order as is found across the world in all times and places. The reductionistic turn of modern Western psychology away from its metaphysical roots has deformed the original “science of the soul” rendering it null and void. That spirituality and metaphysics have been (...) marginalized and deemed irrelevant in modern science was assumed to be the logical course of progress. Ironically, however, their fundamental absence is the reason contemporary psychology is in disarray. Numerous individuals may see this as preposterous and think that to suggest this is to turn back the clock to the dark ages of knowledge. However, if psychology is returned to its origin in metaphysics, sacred science, and spiritual principles, it can again become worthy of being called a “science of the soul.” This interview with Islamic philosopher, Seyyed Hossein Nasr, on the discipline of psychology explores the original meaning of the “science of the soul” as it is understood across the diverse cultures of the world. (shrink)

This review is about some important ideas of famous Muslim philosopher, Avicenna about science and its philosophy on base of idea and works of Dr. Seyyed Hossein Nasr.

Art among Iranian and Islamic philosophers has always been associated with moral, so that many philosophers have considered art to be synonymous with virtue. By examining Farabi's opinions, it is possible to extract his special ideas about art and artist. In Farabi's theory of Virtuous Art, the artist is on the second floor of utopia and carries religious truths and reasonable happiness. Also, the theory of Virtuous Art has all the aesthetic features and artistic creativity, and in fact, all artistic (...) values are the presupposition of being an art of Virtuous Art. By reflecting on Suhrawardi’s numerous works and intellectual foundations, we can also see that he also paid special attention to the virtuous art and the supreme aspects of art; although he did not directly theorize about the basics of art, but by examining his theories, we can infer the basics of Ishraghi's Virtuous Art. Moreover, Suhrawardi has written some of his works in allegorical and artistic language, and this is a manifestation of Suhrawardi’s Illuminating Art. Among contemporary thinkers, Seyyed Hossein Nasr and Titus Burckhardt have presented an approach with the title of Sacred Art, considering the sacred foundations of art and Traditionalism. (shrink)

Attempts to resolve the problem of evil often appeal to a greater good, according to which God’s permission of moral and natural evil is justified because (and just in case) the evil that is permitted is necessary for the realization of some greater good. In the extensive litany of greater good theodicies and defenses, the appeal to the greater good of an afterlife of infinite reward or pleasure has played a minor role in Christian thought but a more important role (...) in Islamic thought. In a recent article, Seyyed Jaaber Mousavirad invites us to reconsider a greater good theodicy of compensation. He contends that not only are all evils justified in that God compensates the sufferer in an afterlife, but because evils experienced produce some good, God has reason for bringing about or allowing evils in the first place (Mousavirad 211). In what follows I argue that this modified compensation theodicy is flawed in its premises, faces serious problems about its concept of justice, treats people as means only and not as intrinsically valuable, and ultimately fails to show that an afterlife compensation, along with some good produced here and now by evil, justify God bringing about or allowing evil. (shrink)

Alireza Bagheri supports a policy on organ procurement where individuals could choose their own definition of death between two or more socially accepted alternatives. First, we claim that such a policy, without any criterion to distinguish accepted from acceptable definitions, easily leads to the slippery slope that Bagheri tries to avoid. Second, we suggest that a public discussion about the circumstances under which the dead donor rule could be violated is more productive of social trust than constantly moving (...) the line between life and death. (shrink)

Persian translation by Seyyed Mostafa Mousavi A’zam of 'The Immortality Requirement for Life's Meaning' (Ratio 2003).

Herhangi bir şeyi, kendisi dışında başka bir şeyle belirtmek olarak tanımlanabilen metafor; İslâm coğrafyasında, özellikle tasavvuf ve sûfizm çalışmalarında, önemli bir ifade yöntemi olarak kullanılmaktadır. Spesifik olarak edebî hikâyelerin ifadelerine daha güçlü, vurgulu ve manidar bir anlatım katabilmek adına, filozoflar sembolik ya da metaforik anlatım ve ifadelerden faydalanmışlardır. İslâm filozoflarından, yoğun olarak bu ifade dilini kullananlar başta Mevlânâ Celâleddîn-i Rumî olmak üzere; İbn Sînâ, Ahmed el-Gazâlî, Şehabeddîn Sühreverdî ve bu çalışmada üzerinde duracağım Mollâ Câmî (Mevlânâ Nureddîn Abdurrahîm el-Câmî)'dir. Mollâ Câmî; (...) Leyla ile Mecnun, Yûsuf ile Züleyha, Salaman ile Absal gibi derleme mesnevîleri İranlı klasik şairlerin sonuncusu sayılmasının yanı sıra Nefâhatü'l-üns kitabıyla birlikte tasavvuf felsefesinin de önemli kaynak ve bilginlerindendir. Bu çalışmada da Mollâ Câmî'nin eserlerinde bir ifade dili niteliğinde kullandığı metaforik anlatım ve ifadelere, bunların kullanım alanlarına, örneklendirmelerle değinilecektir. (shrink)

Kant’ın (ö.1804) felsefesi eklektik bir felsefedir ve Aydınlanma felsefesinin devamı niteliğindedir. Aydınlanma felsefesine benzer şekilde felsefesinin temeli akıldır ve aklın sınırları ve kullanımı hakkında fikirler ileri sürmüştür. Kant, dini ele alırken Tanrı’nın varlığının saf akılla ispatlanamayacağı sonucuna varmıştır. Çünkü akılla yapılan ispatlarda Tanrı’nın varlığına getirilen deliller kadar yokluğuna da eşit derecede deliller getirilebilir. O nedenle Tanrı’nın varlığının ispatında saf aklın değil pratik aklın önemli olduğunu ve ahlâksal yasaların bizi Tanrı’nın varlığına götüreceğini ileri sürer. Bu görüşünü desteklemek için eserlerinde teistik delillerin (...) akla uygun olmadığını ve akılla bilinemeyeceğini ispatlamaya çalışmıştır. Ona göre ontolojik, kozmolojik, teleolojik.. vb. teistik delillerin işlevi zihni tanrıbilim için hazırlamaktan ibarettir. Fakat tek başına Tanrı’nın varlığını ispat etmekten uzaktır. Ontolojik delili Tanrı’nın varlığının ispatı ile ilgili belli bir felsefi delilin adı olarak kullanan ilk kişi 18.yy. filozoflarından Christian Wolff’tur (ö.1754). Ontolojik delil, diğer deliler gibi ‘olgulara dayalı’ değildir. Bu delil tamamen kavramsal ve a priori önermelere dayanır. Delil, Tanrı’nın doğrudan doğruya ve hiçbir vasıtaya gerek kalmadan bilineceği üzerine kurgulanmıştır. Tanrı’nın mükemmelliği, ‘Tanrı vardır’ önermesinin sadece düşünsel bir önerme mi yoksa dış varlığa karşılık gelen bir önerme mi olduğu, Tanrı’nın varlığının zorunluluğu meselesi ontolojik delil içinde tartışılan konulardır. Ontolojik delilde ‘Tanrı vardır’ önermesi a priori ve analitik bir önerme olarak kabul edilmektedir. Analitik önermeler ise Tanrı’nın varlığının zorunluluğunu gösterir. Kant’ın eleştirisine göre a priori kavramlar yoluyla her şeyi olanaklı düşünebiliriz ve bunun için zihnimizde herhangi bir sınırlama olamaz. Tanrı ve zorunlu varlık kavramlarını zihnimizde düşündüğümüz gibi Anka Kuşu, Kaf dağı, Pamuk Prenses..vb. kavramların da var olduğu düşünülebilir ve bizim düşünmemiz bunları zorunlu yapmaz, tıpkı Tanrı’yı düşündüğümüzde Tanrı’yı zorunlu var kılmadığı gibi. Bu bildiride Kant’ın düşüncesi ortaya konulduktan sonra onun düşüncesindeki tutarlılık ve tutarsızlıklara değinilecektir. Anka Kuşu, Kaf Dağı, Pamuk Prenses ..vb. gibi hayali kavramlarla Tanrı kıyaslanabilir mi? Biz hayali varlıkları zihnimizde oluştururken yine duyu verilerinden yararlanır ve dış dünyada gözlemlediğimiz canlılara benzer ‘hayali varlıklar’ üretiriz. Dış dünyada, kuş, dağ ve prenses vardır. Bizim tek yaptığımız bunu hayali adlar takmaktır. Fakat Tanrı söz konusu olduğunda dış dünyada gözlem yaparak bir Tanrı’ya şahit olmayız ve bu şahit olduğumuz Tanrı’ya benzer bir Tanrı’yı hayal ederek zihnimizde hayali bir varlık oluşturmayız. Tam tersine Tanrı kavramını zihnimizde oluştururken hiçbir şeye benzemeyen, sebebi olmayan, her şeyi varlığa getiren, mükemmel bir varlık çıkarımını akıl ve mantığımızın bizi götürdüğü sonuçla ortaya koyarız. Çünkü insan olarak biz birbirimize benzeriz, bizim bir sebebimiz vardır, hiçbir şey yaratamayız ve mükemmel değilizdir. Ve evrenin sonsuzluğu, yıldızlar, gezegenler, insanın biyolojik yapısı, matematiksel düzen bizi zorunlu olarak ‘sebebi olmayan mükemmel bir sebep’ aramaya iter. Ve Ontolojik Delil ortaya çıkar. Bu bakımdan Kant’ın eleştirisini kabul etmek mümkün değildir. (shrink)

In order to better cope with the pressures and stresses of the current day, modern psychology is anxiously seeking to find new therapies to address the increasing disorders within the human psyche. In the process new fields of research, such as humanistic and transpersonal psychology, curiously appear to borrow more and more from the wisdom of the ages. This volume, containing eighteen articles by noteworthy expositors of the perennial philosophy such as Huston Smith, Seyyed Hossein Nasr, and Frithjof Schuon, (...) presents the spiritual psychology of the wisdom traditions as a much-needed antidote to the current impasse in modern psychology. (shrink)

21. yüzyılın üçüncü on yılının şafağında, insanlığın varlığı son derece tehlikeli hale geldi. Ormanlarımızı kesiyor, tatlı su akiferlerimizi tüketiyor ve hayati önem taşıyan topraklarımızı kaybediyoruz. Okyanuslarımızdaki yaşamı sıyırıp yerine yüz milyonlarca ton plastik atık koyuyoruz. Çevremizi toksik endüstriyel kimyasallarla dolduruyoruz. Kirliliğimiz, kıtalardaki yaşamın dokusunu parçalayan ısı dalgalarına, kuraklıklara ve vahşi yangınlara neden olan iklim değişikliğini tetikliyor. Ve dünyaya yeni nesiller getiriyoruz, onurlu bir varoluşun kaynaklarına erişmeye ihtiyaç duyan milyonlarca insan. Hayata yönelik tehditlerin kapsamı ve genişliği her geçen gün artmaktadır. Bu (...) sürdürülebilir bir kalkınma şekli değildir. -/- Hastalıklarımızın temel nedeni, yanlış bir düşünce tarzından kaynaklanır. Bu tam olarak ne anlama geliyor? bu, ruhsal doğamızı inkar ederken kendimizi esas olarak maddi varlıklar olarak düşündüğümüz anlamına gelir. Maddi varlıklar olarak var olduğumuzu ve başka bir şey olmadığını düşündüğümüz için öncelikle bedenlerimizi zararlardan korumaya ve maddi varlığımızı sürdürmeye önem veririz. Manevi doğamız, eğer hiç düşünülürse, fiziksel varlığımızın ikincil bir yönü olarak ele alınır - ciddiye alınmaması gereken bir şey. Bizim için önemli olan tek şey maddi dünyada ortaya çıkan fenomenlerdir - görülebilen, duyulabilen, dokunulabilen veya ölçülebilen şeyler, ancak duyularımızın bizi aldattığını biliyoruz, duyular beynin bir yapısıdır. . Gerçek bir dünya olarak kabul ettiğimiz şey bir yanılsamadır. Pozitivist ve materyalist düşüncenin tahakkümü mantıksızlığa ve yıkıma yol açar. -/- Peki bu yaklaşım bizi nereye götürdü? Bize bir mutluluk ve tatmin duygusu getirdi mi? Her günü neşeli bir işbirliği ruhu içinde, parlak umutlar ve mutlu beklentilerle dolu kalplerimizle yaşamak yerine, kendimizi diğerlerinden soyutladık ve onları rakip veya düşman olarak gördük. Düşüncelerimiz, sonsuz bir savaş, yoksulluk, açlık ve çevresel yıkım döngüsüne yol açan şüphe, korku ve açgözlülükle dolu. Yakında uyanmadıkça ve ruhsal doğamıza dikkat etmedikçe, Dünya'da insanlık için bir gelecek olmayacak. -/- Kelimeler hayattır. Kelimeler hafiftir. Kelimeler güçtür. Kelimeler enerjidir. Sözler gerçektir. Kelimeler canlandırabilir ve kelimeler de öldürebilir. Kelimeler umut verebilir veya bizi umutsuzluğa sürükleyebilir. İnsanlar barışı inşa etmek için kelimeleri, savaşmak için kelimeleri kullanırlar. Kelimeler kültürler, dinler ve milletler arasında duvarlar oluşturabilir. Ve kelimeler de köprüler kurabilir. Bir bireyin, bir ailenin, bir topluluğun, bir ülkenin ve gezegenimizin varlığı, konuştuğumuz kelimelerin gücüyle iyiye veya kötüye yönlendirilmektedir. Konuştuğumuz kelimeler bu dünyada olan her şeyden sorumludur. Bu nedenle, konuştuğumuz kelimelerden sorumlu olmalıyız. Gelecek nesiller adına, umarım her birimiz sadece parlak, ışık dolu sözler söylemek için elimizden gelen her şeyi yaparız, böylece bir gün torunlarımız ışıkla dolu bir dünyaya doğar. Kaybedecek vakit yok. Bu andan itibaren, umarım hepimiz kullandığımız kelimelere yakından bakar ve onları parlaklık ile doldurmak için sürekli çaba gösteririz. -/- Kimse bizim için hayatımızı değiştiremez. Kimse bizim için dünyayı değiştirmeyecek. Her birimizin, konuştuğumuz her kelimenin serbest bıraktığı olağanüstü, yaratıcı gücü tanımasının ve bilinçli olarak sadece şükran, teşvik ve iyi niyetle dolu kelimeleri konuşmanın zamanı geldi. Bu andan itibaren, kendimiz ve başkaları için sevgi ve bağışlama ile rezonansa giren kelimeleri seçelim. Sadece bir adım ileri gidersek bunu kesinlikle yapabiliriz. Her seferinde bir adım, her seferinde bir kelime, bilincimizdeki trajedi ve izolasyon tohumlarını söküp onları mutluluk ve uzlaşma dalgalarına dönüştürebiliriz. Kendimiz, Toprak Ana ve gelecek nesiller adına, insanlığın Dünya üzerindeki olumlu evrimine katkıda bulunan kelimeleri kullanalım. (shrink)

Are science and religion compatible when it comes to understanding cosmology (the origin of the universe), biology (the origin of life and of the human species), ethics, and the human mind (minds, brains, souls, and free will)? Do science and religion occupy non-overlapping magisteria? Is Intelligent Design a scientific theory? How do the various faith traditions view the relationship between science and religion? What, if any, are the limits of scientific explanation? What are the most important open questions, problems, or (...) challenges confronting the relationship between science and religion, and what are the prospects for progress? These and other questions are explored in Science and Religion: 5 Questions--a collection of thirty-three interviews based on 5 questions presented to some of the world's most influential and prominent philosophers, scientists, theologians, apologists, and atheists. Contributions by Simon Blackburn, Susan Blackmore, Sean Carroll, William Lane Craig, William Dembski, Daniel C. Dennett, George F.R. Ellis, Owen Flanagan, Owen Gingerich, Rebecca Newberger Goldstein, John F. Haught, Muzaffar Iqbal, Lawrence Krauss, Colin McGinn, Alister McGrath, Mary Midgley, Seyyed Hossein Nasr, Timothy O'Connor, Massimo Pigliucci, John Polkinghorne, James Randi, Alex Rosenberg, Michael Ruse, Robert John Russell, John Searle, Michael Shermer, Victor J. Stenger, Robert Thurman, Michael Tooley, Charles Townes, Peter van Inwagen, Keith Ward, Rabbi David Wolpe. (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)