Link to this article: http://journals.cambridge.org/abstract_S1356186314000601How to cite this article: DAPHNA EPHRAT and HATIM MAHAMID (2015). The Creation of Su Spheres in Medieval Damascus (mid-6th/12th to mid-8th/14th centuries). AbstractThis article explores the processes by which medieval Sufi masters and holy men established themselves through their physical and spatial settings and left their mark on the religious and sacred topography. Focusing on Damascus from the mid-6th/12th to mid-8th/14th centuries under the reign of the Zangids, Ayyubids and early Mamluks. The article offers observations on three parallel developments: the genesis and growth of a local space around masters of the Path, the spread of endowed establishments designed by their founders to support the mystics and their rituals, and the incorporation of venerated shaykhs' tombs and shrines into a growing inventory of regional and local sacred sites. Special emphasis is placed on the variations in the very nature of the local sites and spaces that came to be associated with Sufism, their patterns of development and geographical spread, the functions they served and their symbolic message. Through this investigation, the article casts light on the concrete signs of the creation of diverse Sufi spheres in pre-modern Damascus and develops an understanding of the tangible material manifestations of the overall prominent status that Sufism came to hold during a period of intense religious activity.
Since 1948, the Educational system for Palestinian Arabs in Israel was affected by political and ideological considerations of the Jewish state policy. Nurit Peled-Elhanan (2012) argues that the textbooks used in the school system in Israel are laced with a pro-Israel ideology and that they play a part in priming Israeli children for military service. She analyzes the presentation of images, maps, layouts and use of language in History, Geography and Civic Studies textbooks, and reveals how the books might be seen to marginalize Palestinians, legitimize Israeli military action and reinforce Jewish-Israeli territorial identity. Up until 1987 the Department for Arab Education was headed by a Jewish-Israeli director who was appointed by the Ministry of Education and involved in policy making for ensuring control over the Palestinians. Since then Palestinians have been appointed to lead the Department but they have been lacked of power or decision making, which remained under the direct control of the Ministry of Education. Thus the Department for Arab Education has no autonomous decision and authorities, but only meant to supervise the education of Palestinian Arabs and answer to Jewish-Israelis who continue to be in charge. Since the first years Israeli politicians saw in the state education system, an instrument to realize Zionist political objectives, and on the other hand the educational system was used to ensure weakening of Arab and Palestinian identity in the country.
This article aims to investigate the impact of neoliberalism on the trends of higher education, and on the changes in the approach of universities and colleges between traditional education and education in the service of globalization and neoliberalism. The research method was theoretical and qualitative that demonstrates the progressive impact of modern enlightenment ideas in higher education institutions and their spread in many countries in order to serve the interests of economic and technological competition, and control over the market's capabilities and requirements. Despite the increase in higher education institutions and the emergence of private colleges in different countries, which attract increasing numbers of students, there are several negative aspects in the approach of higher education, including changes in the structure of the academic institution and its scientific, cultural and administrative orientations. This liberal trend also directly affects the quality of education, in addition to the commodification of education. Moreover, contributions of the private sector have increased with the aim of providing a workforce that is professionally trained and capable of managing business, trade and the market, at the expense of the humanities, social sciences, arts and critical thinking. More importantly, the decline in the quality of education and its educational outcomes, in terms of academic efficiency and scientific research in the service of human and societal matters is evident. The goal of education has become centered on graduating generations that are not scientifically or intellectually qualified, far from their social concerns and democratic intellectual liberation.
This research focuses on criticism and praise in Arabic literature, history and poetry towards those in charge of the scientific movement in the Medieval Era. The research method was theoretical and qualitative. Many poets and scholars praised the rulers and sultans who established mosques and other educational institutions (madrasa-s) based on endowments, which had a role in sciences, intellectual and religious renaissance. They were subject to criticism or praise for their work or the educational role they followed. The topics of praise to the ulama centered on, their diligence and dissemination of science, as well as of their behavior and moral manners. On the other hand, the criticism of poetry centered on the mistakes of some scholars, their scientific stances in religious matters and criticizing scholars of the sultans for their attitudes in serving the rulers. Poets were also interested in criticizing scholars (ulama) who moved away from the path of morality, virtue, and shari'a, and who lead the teaching without qualification or mismanagement of the educational process; and therefore do not preserve the rules of morality in lessons, education or discussions, and their lack of good morals towards students.
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