Academic literature on the topic 'Encyclopaedia of Islam (E.J'


 
 
 ABSTRACT: Character education in Islam has its own style, as well as the character values con- tained in various learning media for early childhood. This study is a follow-up study to find the effect of Movie Media with Islamic Character Values (M-ICV) in shaping "Ahlaqul Karimah" in early childhood. Using an experimental method with a control class, which involved 19 respondents of early childhood. Data shows that the ttest < t table (0.75 < 2.110), meaning that there is a significant difference in effect between the experimental class and the control class. The results conclude that M-ICV is able to form a child's "Ahlakul Karimah" slowly, because the child likes various movies with content interesting and easy to imitate. The implications of further research on movie content development for children are able to develop other aspects of children's development.
 Keywords: Early Childhood, Ahlakul karimah, Islamic Character Values Movie Media
 References:
 Al-Qardawi, Y. (1981). al-Khasais al-`ammah lil Islami [The general criteria of Islam]. Qaherah: Makatabah Wahbah.
 An-Nawawi, Y. ibn S. (2000). Imam Nawawi’s Forty Hadith Yahya ibn Sharaf an-Nawawi. Ethiopia: Gondar.
 Bae, B. (2012). Children and Teachers as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns. International Journal of Early Childhood, 44(1), 53–69. https://doi.org/10.1007/s13158-012-0052-3
 Balakrishnan, V. (2017). Making moral education work in a multicultural society with Islamic hegemony. Journal of Moral Education, 46(1), 79–87. https://doi.org/10.1080/03057240.2016.1268111
 Budiningsih, C. A. (2004). Pembelajaran Moral: Berpijak pada Karakteristik Siswa dan Budayanya. Jakarta: Rineka Cipta.
 Chalik, L., & Dunham, Y. (2020). Beliefs About Moral Obligation Structure Children’s Social Category-Based Expectations. Child Development, 91(1), e108–e119. https://doi.org/10.1111/cdev.13165
 Danby, Susan, & Farrell, A. (2005). Opening the Research Conversation. In A. Farrell (Ed.), In Ethical Research with Children (pp. 49–67). Maidenhead: Open University Press.
 Departemen Agama RI. (2007). Al-Qur’an dan Terjemahannya Al-Jumanatul’ali (pp. 1–1281). pp. 1–1281. Medinah Munawwarah: Mujamma’ Al Malik Fahd Li Thiba’ at Al Mush-haf.
 Ebrahimi, M., & Yusoff, K. (2017). Islamic Identity, Ethical Principles and Human Values. European Journal of Multidisciplinary Studies, 6(1), 325. https://doi.org/10.26417/ejms.v6i1.p325-336
 Embong, R., Bioumy, N., Abdullah, N. A., & Nawi, M. A. A. (2017). The Role of Teachers in infusing Islamic Values and Ethics. International Journal of Academic Research in Business and Social Sciences, 7(5). https://doi.org/10.6007/ijarbss/v7-i5/2980
 Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085–1108. https://doi.org/10.1037/a0028044
 Halstead, J. M. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056
 Hamdani, D. Al. (2014). The Character Education in Islamic Education Viewpoint. Jurnal Pendidikan Islam, 1(1), 97–109.
 Herwina, & Ismah. (2018). Disemination of Tematic Learning Model Based on Asmaul Husna in Improving Early Childhood’s Religious Values at Ibnu Sina Kindergarten. Indonesian Journal of Early Childhood Education Studies, 7(1). https://doi.org/10.15294/ijeces.v7i1.20186
 Ibn Anas, I. M. (1989). Al-muwatta (trans. A. A. Bewley). London: Kegan Paul International.
 Letnes, M.-A. (2019). Multimodal Media Production: Children’s Meaning Making When Producing Animation in a Play-Based Pedagogy 180–195. London: Sage. In C. Gray & I. Palaiologou (Eds.), In Early Learning in the Digital Age. London: Sage.
 Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1–15. https://doi.org/10.1080/03057240.2015.1136601
 Mahmud, A. H. (2004). khlak Mulia, terjemahan dari al-Tarbiyah al-Khuluqiyah. Jakarta: Gema Insani Press.
 McGavock, K. L. (2007). Agents of reform?: Children’s literature and philosophy. Philosophia, 35(2), 129–143. https://doi.org/10.1007/s11406-007-9048-x
 Miskawayh, I. (1938). Ta╪dhib al-Akhlāq wa Ta╢hir al-‘Araq, ed. Hasan Tamim. Bayrūt: Manshūrat Dār al-Maktabah al- ╩ayat.
 Narvaez, D., Gleason, T., Mitchell, C., & Bentley, J. (1999). Moral theme comprehension in children. Journal of Educational Psychology, 91(3), 477–487. https://doi.org/10.1037/0022-0663.91.3.477
 Plowman, L., & Stephen, C. (2007). Guided interaction in pre-school settings. Journal of Computer Assisted Learning, 23(1), 14–26. https://doi.org/10.1111/j.1365-2729.2007.00194.x
 Rahman, F. (1985). Law and ethics in Islam. In Ethics in Islam (R. G. Hova, pp. 3–15). California: Undena Publications.
 Ramli. (2003). Menguak Karakter Bangsa. Jakarta: Grasindo.
 Rhodes, M. (2012). Naïve Theories of Social Groups. Child Development, 83(6), 1900–1916. https://doi.org/10.1111/j.1467-8624.2012.01835.x
 Rossiter, G. (1996). Science, film and television: An introductory study of the “alternative” religious stories that shape the spirituality of children and adolescents. International Journal of Children’s Spirituality, 1(1), 52–67. https://doi.org/10.1080/1364436960010108
 Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati.
 Sukardi, I. (2016). Character Education Based on Religious Values: an Islamic Perspective. Ta’dib, 21(1), 41. https://doi.org/10.19109/td.v21i1.744
 Tamuri, A. H. (2007). Islamic Education teachers’ perceptions of the teaching of akhlāq in Malaysian secondary schools. Journal of Moral Education, 36(3), 371–386. https://doi.org/10.1080/03057240701553347
 udir.no/rammeplan. (2017). Framework Plan for Kindergartens (p. 64). p. 64. Norwegian: Directorate for Education and Training.
 Walzer, R., & Gibb, H. A. R. (1960). Akhlak: (i) survey of ethics in Islam. In The encyclopaedia of Islam (H. A. R. G, p. 327). London, Luzac.
 Wonderly, M. (2009). Children’s film as an instrument of moral education. Journal of Moral Education, 38(1), 1–15. https://doi.org/10.1080/03057240802601466
 
 

Charles Pellat is an orientalist scholar. He has numerous works in The Encyclopaedia of Islam which contains 11 volumes. However, there were only eight entries that fit the writings of Charles Pellat throughout his life. This study was conducted in order to analyze the issues highlighted by Charles Pellat in The Encyclopaedia of Islam. Those issues will be analyzed from the whole volumes of The Encyclopaedia of Islam. This study uses qualitative methodology, and document analysis to achieve the objectives of the study which is to identify the issues highlighted by Charles Pellat in The Encyclopaedia of Islam. The result of this study shows that his writing in The Encyclopaedia of Islam was focusing on three main issues which are Arabic literature, the history of Islam and grammar.
 Abstrak
 Charles Pellat merupakan seorang sarjana Orientalis. Penulisan beliau banyak didapati dalam Encyclopaedia of Islam yang mempunyai 11 jilid. Walau bagaimanapun, hanya lapan buah jilid yang memuatkan penulisan Charles Pellat sepanjang hayat beliau. Kajian ini dijalankan bagi mengetahui isu-isu kesusasteraan Arab yang telah diketengahkan oleh beliau dalam Encyclopaedia of Islam. Isu-isu tersebut akan dilihat dalam keseluruhan jilid Encyclopaedia of Islam. Kajian ini menggunakan metodologi kualitatif dan berbentuk analisis dokumen untuk mencapai objektif kajian iaitu mengenal pasti isu-isu yang diketengahkan oleh Charles Pellat. Dapatan kajian ini menunjukkan bahawa isu-isu yang diketengahkan oleh beliau dalam jilid pertama Encyclopaedia of Islam terbahagi kepada tiga isu utama iaitu sejarah Islam, sastera Arab dan tatabahasa.

The Encyclopaedia of the Qur’an (hereinafter EQ) is a multi-volume collectionof reference texts on the holy book of Islam that appeared in westernlanguages from 2001 until 2006. The Qur’an (lit. “the Recitation”), whichMuslims believe to be the word of God delivered to Muhammad by theangel Gabriel, is systematically analyzed by the diverse contributing writersaccording to its different layers.The different Qur’anic strata embrace numerous themes, among themtheology, Islamic jurisprudence, Biblical narratives, primary figures inIslamic history (e.g., the Prophet’s Companions and adversaries), historicalevents, rituals and customs, polemics, and the Qur’an’s literary structure andliterary language, which combines poetry with rhymed prose. Each level iscarefully examined and explored by leading scholars of Islamic studies.Therefore, this work is highly significant for those who wish to learn aboutthe Qur’an’s different aspects from a reliable objective source.Jane Dammen McAuliffe, the general editor, has focused on two parallelspheres: Muslim traditional scholarship and non-Muslim inquisitiveresearch. This approach enables the potential audience to gain Qur’anicknowledge from the scholarship of pious Muslims, although the scientificcharacter of this academic work prevails. The articles vary widely in lengthand discuss diverse themes. Both Muslim and non-Muslim approaches, aswell as traditional Islamic and modern investigative attitudes to the holytext, are introduced. Extensive reference is made to the classical and contemporaryIslamic exegetical traditions. Written in English to make the EQ ...

The second edition of The Encyclopaedia of Islam (EI/2), published since 1954 by E.J. Brill in Leiden, is well known as an unparalleled scholarly reference for the history and culture of the Islamic lands. By late summer 1994, the Encyclopaedia had reached the entry Riḍā Shāh in the middle of the eighth volume. The volumes, each approximately 1000 pages long, are lodes of information about the people, places, events and ideas of Islamic history and thought; but simply by handling the volumes, a reader would never realize that the visual arts were an important component of Islamic culture. There are very few illustrations, none of them in color. Even to the most unsophisticated eye, EI/2 is a dense, ponderous, and user-antagonistic reference tool. Nevertheless, it is a useful resource for the history of art and architecture in the Islamic lands, particularly to those who already know something about Islamic civilization, although the reader must be an experienced miner to discover the ore-bearing strata.

Une thèse très répandue postule que la guerre entre Byzance et l’Islam en Méditerranée aux VII-VIIIe siècles aurait marqué le début pour la Sardaigne de trois siècles d’isolement méditerranéen : interruption des liens politiques avec Constantinople, fermeture des ports insulaires et arrêt des échanges externes. Par le moyen du croisement de sources diverses - textes arabes, latins, grecs et données archéologiques - et à la lumière des études récentes menées sur le haut Moyen Âge méditerranéen, ce travail remet en cause cette idée d'un isolement séculaire de la Sardaigne. Gouvernée par une aristocratie byzantine et par le clergé à partir de 534, elle fut le théâtre dès 706 d'une guerre qui l'opposa à l'Ifrîqiya omeyyade jusqu'en 752/3. Parmi les effets immédiats de ce long conflit, figurent l'anéantissement des défenses byzantines, la déstabilisation de la domination militaire de Constantinople sur l'île et l'essor, dès le début du IXe siècle, d'une aristocratie locale latinophone liée à l'empire de Charlemagne et à l'Eglise de Rome. Sur le long terme, les sources permettent de retracer le renouvellement des institutions locales et des structures sociales. Dès la fin du IXe et jusqu'au début du XIe siècle, les aristocrates du Midi insulaire achètent des dignités nobiliaires à Constantinople et légitiment leur autorité en grec et dans des lieux de culte chrétiens qui eux-mêmes font construire. Avant l'an mil la Sardaigne gravite autour de trois empires. Sur l'île on emploie trois langues -le grec, le latin et l'arabe -, on professe deux religions -le christianisme et l'islam - et on commerce avec l'Italie, al-Andalus et le Maghreb.

Varron et Isidore vivent dans deux cultures tout à fait différentes : Varron, au Ier siècle avant J. C. est un des plus illustres représentants de la latinité classique ; Isidore, au contraire, vit dans le VIIe siècle, presque un siècle après la chute de l’Empire Romain, dans l’Espagne gouvernée par les Wisigoths, dans une culture où le christianisme est la religion dominante. Tous deux vivent dans un temps de passage : Varron est la dernière voix de la République et la première de l’époque impériale, Isidore vit entre la fin de la latinité et le début du Moyen Âge ; le sentiment de la perte les pousse à conserver la culture qui allait vers une irrémédiable disparition. Avec les Antiquitates, les Disciplinae et le De lingua latina Varron assurait le maintien de la culture, de l’histoire et de la langue latine ; l’évêque de Séville conserve la même culture que le Réaltin et crée, avec les Etymologiae, un produit littéraire vraiment actuel, où les travaux de Varron se mêlent dans un nouveau horizon interculturel. Malgré les analogies évidentes et l’indiscutable autorité de Varron pour Isidore (son nom, dans les Etymologiae, revient trente et une fois et il y a d’autres passages où l’évêque rapporte des théories du Réatin sans le citer explicitement), J. Fontaine pense qu’Isidore n’a pas pu lire directement les œuvres de Varron, et après lui personne n’a plus écrit sur cette question. Aujourd’hui il est donc impératif de combler cette lacune. Notre étude se propose de résoudre cette question en cherchant à comprendre si Isidore a pu lire, au moins, une partie de l’œuvre de Varron, et en considérant aussi l’importance des témoins indirects comme Servius, Augustin et Martianus Capella. Pour les spécialistes de Varron, cette recherche est nécessaire parce qu’elle est capable d’éclaircir les vicissitudes de la tradition de ses œuvres ; pour les spécialistes d’Isidore, elle pourra remplir un vide considérable et éclairer aussi l’importance des autres sources<br>Varro and Isidore live in two different contexts: Varro, during the first century b.C is one of the most famous writers; Isidore who lives during the VII century a.d., in the Visigoth Spain where the Christianity is the first religion. they both live in a moment of great changes: Varro is the last voice of the Republic and the first of the imperial age. Isidore lives the end of the latin world. With the Antiquitates, Disciplinae and the De lingua latina Varro wants to guarantee the surviving of the latin culture; the bishop of Seville, with his Etymologies, maintain the same culture of Varro. Despite the evidence analogies between Isidore and Varro, J. Fontaine thinks that Isidore couldn't read Varro's work. After Fontaine nobody talked anymore about this question. We want to fill this gap because this research is necessary for those who study Isidore and for those who study Varro and the tradition of his works

Cette thèse traite de la question de la traduction arabe du Roman d’Alexandre du Pseudo-Callisthène. Le passage du grec à l’arabe est décrit à travers l’examen philologique des différentes recensions grecques (α, β (L, λ), ε, γ) ainsi que de nombreuses sources arabes. Le Roman d’Alexandre présente un cas spécifique dans le domaine des Graeco-Arabica. A côté de la transmission écrite, que ce soit sous forme d’une traduction ou d’une réélaboration thématique, un rôle particulier doit être accordé à la transmission orale basée sur la Sourate de la Caverne du Coran. Non seulement une recension grecque du Roman d’Alexandre s’est manifestée dans les sources arabes, mais plusieurs (α, β, ε, γ), parmi lesquelles la recension β occupe une place importante dans l’Orient. Le but consiste à présenter un aperçu des chapitres du Roman qui ont fait l’objet d’une réception orientale afin de fournir une contribution à la survie de l’antiquité grecque dans l’Islam<br>This thesis deals with the issue of the Arabic translation of the Greek Alexander Romance by Pseudo-Callisthenes. By a philological study of the various Greek recensions (α, β (L, λ), ε, γ) as well as numerous Arabic sources it will be shown how the Alexander Romance, as a special example of the Graeco-Arabic translation movement, was rendered into Arabic. Apart from the written tradition, either in the form of a translation from the Greek or a paraphrase, the oral tradition based on Surah 18 of the Quran plays a central role. The influence of not just one but several recensions (α, β, ε, γ) of the Greek Alexander Romance can be traced in various Arabic sources. Especially the Byzantine β-recension must have played an important part in the East. The aim of the dissertation is to give a detailed overview of those chapters of the Alexander Romance which have been received in the Orient in order to illustrate how ancient Greek literature made its way into the Islamic world

Sahar Pakseresht¹, Manel Guàrdia Bassols¹ ¹ Department of Theory and History of Architecture. Polytechnic University of Catalonia (UPC). Av. Diagonal, 64908028 Barcelona, Tel:93-4017874&#x0D; E-mail: sahar.pakseresht@estudiant.upc.edu, manel.guardia@upc.edu Keywords: Iranian city, Kermanshah, urban morphology, Islamic city, urban transformation, Modernisation Conference topics and scale: City transformations, urban form and social use of space Pre-1920 cities in Iran are characterized by a number of features considered to be typical of the so-called “Islamic city”. A set of features are shared by traditional cities where dominated by Islam religion. The notion of “Islamic city”, often criticised for its Eurocentric nature, has guided most studies of these traditional cities. The modernisation process in so-called Islamic cities is crucial due to its serious impacts on the traditional morphology and transformation of their urban structure. We, thus, need more holistic and integrated understanding about changes of these cities derives from the modernisation process. In order to explore the broad and wide-spread changes due to modernisation process in the traditional cities in Muslim world, it is more enlightening if we study second order cities, rather than studying the transformations of major capitals such as Cairo, Istanbul or Teheran, where interventions are goal to approach a more exceptional and rhetorical characters. Therefore, the aim of this paper is to study the historic core of Kermanshah city, to understand the link between urban transformations and social due to modernisation process by tracing it historically. We will focus, particularly, on studying the stages of urban transformation and changes of urban morphology as well as conflict and differences between traditional urban features with the modern ones. For example, we are interested in understanding how traditional morphology and structure of residential and commercial zone are affected by the opening of new and wide boulevards in course of modernisation process, and how these changes influence everyday people life. References Kheirabadi, M. (2000). Iranian cities: formation and development. Syracuse University Press. Clarke, J. I., &amp;amp; Clark, B. D. (1969). Kermanshah: an Iranian provincial city (No. 10). University of Durham, Department of Geography. Bonine, M. E. (1979). THE MORPHOGENESIS OF IRANIAN CITIES∗. Annals of the Association of American Geographers, 69(2), 208-224. Stefano Bianca. (2000). Urban form in the Arab world: Past and present (Vol. 46). vdf Hochschulverlag AG. Habibi, M. (1996). Az shar ta Shahr (de la Cite a la Ville). Analytical review of the city concept and its physical image in the course of time), Tehran: University of Tehran. (In Persian)