LEADER 04929oam 2200757I 450 001 9910453793103321 005 20200520144314.0 010 $a9781136858589 010 $a0-7007-1503-7 010 $a1-136-85866-0 010 $a1-315-02902-2 010 $a1-136-85859-8 024 7 $a10.4324/9781315029023 035 $a(CKB)2550000001159641 035 $a(EBL)1539407 035 $a(OCoLC)863823330 035 $a(SSID)ssj0001174384 035 $a(PQKBManifestationID)11668088 035 $a(PQKBTitleCode)TC0001174384 035 $a(PQKBWorkID)11106559 035 $a(PQKB)10080651 035 $a(MiAaPQ)EBC1539407 035 $a(Au-PeEL)EBL1539407 035 $a(CaPaEBR)ebr10799188 035 $a(CaONFJC)MIL542845 035 $a(OCoLC)868979088 035 $a(EXLCZ)992550000001159641 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aRevelation, intellectual intuition and reason in the philosophy of Mulla Sadra $ean analysis of the al-Hikmah al-Arshiyyah /$fZailan Moris 210 1$aLondon ;$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (241 p.) 225 1 $aRoutledgeCurzon Sufi series 300 $aFirst published in 2003 by RoutledgeCurzon. 311 $a0-7007-1502-9 311 $a1-306-11594-9 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgements ; Introduction ; 1 Knowledge ('Ilm) in Islam: A General Background for Understanding Mulla Sadra's Epistemological Views; The Fundamental Principles of Islam; The Emphasis on Knowledge ('ilm) in the Quran and Hadith; The Hierarchical Structure of Reality; The Traditional Islamic Educational (Madrasah) System; 2 Revelation, Intellectual Intuition and Reason in the Quran and Hadith and in Subsequent Islamic Thought before Mulla Sadra; Revelation (wahy) and Intellect (al-'aql) in the Quran and Hadith 327 $aRevelation, Intellectual Intuition and Reason in the Mashsha'i (Peripatetic) and Ishraqi (Illuminationist) Schools of Islamic PhilosophyRevelation, Intellectual Intuition and Reason in the Perspective of the Sufis; 3 The Life and Works of Mulla Sadra; The Life of Mulla Sadra; The Works of Mulla Sadra; 4 Does There Exist a Synthesis of the Truth Claims of Revelation, Intellectual Intuition and Reason in the Philosophy of Mulla Sadra?; The Transcendent Philosophy or al-Hikmah al-muta'aliyah of Mulla Sadra; The Ontological Primacy (asalah), Unity (wahdah) and Gradation (tashkik) of Being (wujud) 327 $aTransubstantial Motion (al-harakah al-jawhariyyah)The Unity (al-ittihad) of the Knower (al-'aqil) and the Known (al-ma'qul); The Catharsis (tajrid) and Independence of the Imaginative Faculty; Does There Exist a Synthesis of the Truth Claims of Revelation, Intellectual Intuition and Reason in Mulla Sadra's Philosophy?; 5 How Does Mulla Sadra Synthesize the Truth Claims of Revelation, Intellectual Intuition and Reason in his Philosophy?; Metaphysics; Eschatology; An Analysis of Mulla Sadra's Method of Synthesis of the Truth Claims of Revelation, Intellectual Intuition and Reason 327 $a6 Is Mulla Sadra Successful in his Synthesizing Effort?An Evaluation of Mulla Sadra's Synthesis of the Three Sources of Knowledge; An Evaluation of Mulla Sadra's Synthesis of the Truth Claims of Revelation, Gnosis and Discursive Philosophy; The Impact and Influence of Mulla Sadra's Philosophy on Subsequent Islamic Philosophers; Afterword; Bibliography; Subject Index 330 $aThis book examines and analyses the legitimacy of the widely held claim that Mulla Sadra's philosophy (al-hikmah al-muta'aliyyah) is a synthesis of principles and doctrines drawn from revelation (wahy), gnosis ('irfan/ma'rifah) and discursive philosophy (al-hikmah al-bahthiyyah). In Mulla Sadra's view, these three major sources of knowledge can be brought together without contradiction and accorded their respective roles in the human quest for true and certain knowledge.

This book discusses and demonstrates how Mulla Sadra achieves this synthesis as 410 0$aRoutledge Sufi series. 606 $aRevelation 606 $aIntuition 606 $aReason 606 $aIslamic philosophy 608 $aElectronic books. 615 0$aRevelation. 615 0$aIntuition. 615 0$aReason. 615 0$aIslamic philosophy. 676 $a181.3 700 $aZailan Moris$0848136 701 $aSadr al-Din Shirazi$b Muhammad ibn Ibrahim$f-1641.$0848137 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453793103321 996 $aRevelation, intellectual intuition and reason in the philosophy of Mulla Sadra$91894232 997 $aUNINA LEADER 05431nam 2201405z- 450 001 9910595077303321 005 20220916 035 $a(CKB)5680000000080753 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/92048 035 $a(oapen)doab92048 035 $a(EXLCZ)995680000000080753 100 $a20202209d2022 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aEarly Childhood Science Education: Research Trends in Learning and Teaching 210 $aBasel$d2022 215 $a1 online resource (320 p.) 311 08$a3-0365-4788-6 311 08$a3-0365-4787-8 330 $aThis volume consists of a collection of articles that touch on very different research aspects within a broad scientific field known in recent years as Early Childhood Science Education. The field has gradually emerged from the interaction between three distinct scientific areas of theory and research: Early Childhood Education, Psychology, which is oriented towards the study of learning, and Science Education. At the center of the progress in this field are efforts to initiate children aged 4-8 years in the Physical and Biological Sciences. A wide range of research themes have developed around this main axis: children's mental representations of phenomena of the natural world and scientific concepts, the study of the implementation and effectiveness of specific teaching activities related to curricula or activities focusing on the specific characteristics of teaching processes such as reasoning, explanation, communication, interaction or argumentation, the issue of teachers' relevance to the teaching of science, the use of pecialized teaching materials, the emergence of the issue of scientific skills, the highly contemporary issue of the differentiation and inclusion of children in the world of science, important socio-scientific issues, the role of family-related factors etc. Within this context, this collective book aims to reflect contemporary research trends in the field of Early Childhood Science Education. 517 $aEarly Childhood Science Education 606 $aEducation$2bicssc 606 $aHistory$2bicssc 610 $a3rd-grade pupils 610 $aaddress 610 $aargumentation 610 $aastronomy 610 $achildren 610 $acognitive skills 610 $acollaboration 610 $acombustion 610 $acompetence 610 $aconcepts 610 $aconceptual development 610 $acultural differences 610 $adesign 610 $adiscovery demonstration and inquiry-based teaching methods 610 $adual language learners 610 $aearly childhood 610 $aearly childhood education 610 $aearly childhood science education 610 $aEarly Childhood Science Education 610 $aearly science education 610 $aEARTH2 test 610 $aengagement 610 $aepistemology 610 $aexperience 610 $aexperimental skills 610 $aexplanations 610 $agenetic epistemology 610 $ahealth 610 $aheat 610 $aideas 610 $ainfants 610 $ainquiry 610 $ainquiry-based learning 610 $aintegrated e-learning 610 $ainterpersonal meaning 610 $ainvolvement 610 $akindergarten 610 $akindergarten teacher training 610 $aknowledge-as-elements 610 $aknowledge-as-theory 610 $aliterature review 610 $alow-income 610 $amental models 610 $amental representations 610 $amultimodal texts 610 $anatural phenomena 610 $aobservation tool 610 $aparental involvement 610 $aperezhivanie 610 $aphysical sciences 610 $aprecursor models 610 $apreschool 610 $apreschool children 610 $apreschoolers 610 $apreschools 610 $aprimary school 610 $aproblem solving 610 $aproblem-solving 610 $aproject 610 $arepresentations 610 $aresearch trends 610 $aschool gardens 610 $ascience 610 $aScience 610 $ascience education 610 $ascientific competence 610 $ascientific practice 610 $aself-efficacy 610 $ashape of the Earth 610 $asocial distance 610 $asocio-cognitive perspective 610 $asocio-cultural psychology 610 $asound 610 $aSTEAM 610 $aSTEM 610 $aSTEM education 610 $asustainability education 610 $asustainable development 610 $ateacher language use 610 $ateaching interventions and activities teacher training 610 $atemperature 610 $atemperature measurement 610 $atheory of planned behavior 610 $atoddlers 610 $averbal text-image relations 610 $ayoung children 615 7$aEducation 615 7$aHistory 700 $aRavanis$b Konstantinos$4edt$01254183 702 $aRavanis$b Konstantinos$4oth 906 $aBOOK 912 $a9910595077303321 996 $aEarly Childhood Science Education: Research Trends in Learning and Teaching$93035367 997 $aUNINA