1.
Philosophy
–
Philosophy is the study of general and fundamental problems concerning matters such as existence, knowledge, values, reason, mind, and language. The term was coined by Pythagoras. Philosophical methods include questioning, critical discussion, rational argument and systematic presentation, classic philosophical questions include, Is it possible to know anything and to prove it. However, philosophers might also pose more practical and concrete questions such as, is it better to be just or unjust. Historically, philosophy encompassed any body of knowledge, from the time of Ancient Greek philosopher Aristotle to the 19th century, natural philosophy encompassed astronomy, medicine and physics. For example, Newtons 1687 Mathematical Principles of Natural Philosophy later became classified as a book of physics, in the 19th century, the growth of modern research universities led academic philosophy and other disciplines to professionalize and specialize. In the modern era, some investigations that were part of philosophy became separate academic disciplines, including psychology, sociology. Other investigations closely related to art, science, politics, or other pursuits remained part of philosophy, for example, is beauty objective or subjective. Are there many scientific methods or just one, is political utopia a hopeful dream or hopeless fantasy. Major sub-fields of academic philosophy include metaphysics, epistemology, ethics, aesthetics, political philosophy, logic, philosophy of science, since the 20th century, professional philosophers contribute to society primarily as professors, researchers and writers. Traditionally, the term referred to any body of knowledge. In this sense, philosophy is related to religion, mathematics, natural science, education. This division is not obsolete but has changed, Natural philosophy has split into the various natural sciences, especially astronomy, physics, chemistry, biology and cosmology. Moral philosophy has birthed the social sciences, but still includes value theory, metaphysical philosophy has birthed formal sciences such as logic, mathematics and philosophy of science, but still includes epistemology, cosmology and others. Many philosophical debates that began in ancient times are still debated today, colin McGinn and others claim that no philosophical progress has occurred during that interval. Chalmers and others, by contrast, see progress in philosophy similar to that in science, in one general sense, philosophy is associated with wisdom, intellectual culture and a search for knowledge. In that sense, all cultures and literate societies ask philosophical questions such as how are we to live, a broad and impartial conception of philosophy then, finds a reasoned inquiry into such matters as reality, morality and life in all world civilizations. Socrates was an influential philosopher, who insisted that he possessed no wisdom but was a pursuer of wisdom
2.
Education
–
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has an effect on the way one thinks, feels. The methodology of teaching is called pedagogy, in most regions education is compulsory up to a certain age. Etymologically, the education is derived from the Latin ēducātiō from ēducō which is related to the homonym ēdūcō from ē-. Education began in prehistory, as trained the young in the knowledge. In pre-literate societies this was achieved orally and through imitation, story-telling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be learned through imitation. Schools existed in Egypt at the time of the Middle Kingdom, plato founded the Academy in Athens, the first institution of higher learning in Europe. The city of Alexandria in Egypt, established in 330 BCE, there, the great Library of Alexandria was built in the 3rd century BCE. European civilizations suffered a collapse of literacy and organization following the fall of Rome in CE476, after the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centres of advanced education, some of these establishments ultimately evolved into medieval universities and forebears of many of Europes modern universities. During the High Middle Ages, Chartres Cathedral operated the famous, founded in 1088, the University of Bologne is considered the first, and the oldest continually operating university. The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek, around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts, the Enlightenment saw the emergence of a more secular educational outlook in Europe. In most countries today, full-time education, whether at school or otherwise, is compulsory for all children up to a certain age, formal education occurs in a structured environment whose explicit purpose is teaching students. Usually, formal education takes place in a environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Most school systems are designed around a set of values or ideals that govern all educational choices in that system, such choices include curriculum, organizational models, design of the physical learning spaces, student-teacher interactions, methods of assessment, class size, educational activities, and more
3.
Epistemology
–
Epistemology is the branch of philosophy concerned with the theory of knowledge. Epistemology studies the nature of knowledge, justification, and the rationality of belief, the term Epistemology was first used by Scottish philosopher James Frederick Ferrier in 1854. However, according to Brett Warren, King James VI of Scotland had previously personified this philosophical concept as the character Epistemon in 1591 and this philosophical approach signified a Philomath seeking to obtain greater knowledge through epistemology with the use of theology. The dialogue was used by King James to educate society on various concepts including the history, the word epistemology is derived from the ancient Greek epistēmē meaning knowledge and the suffix -logy, meaning a logical discourse to. J. F. Ferrier coined epistemology on the model of ontology, to designate that branch of philosophy which aims to discover the meaning of knowledge, and called it the true beginning of philosophy. The word is equivalent to the concept Wissenschaftslehre, which was used by German philosophers Johann Fichte, French philosophers then gave the term épistémologie a narrower meaning as theory of knowledge. Émile Meyerson opened his Identity and Reality, written in 1908, in mathematics, it is known that 2 +2 =4, but there is also knowing how to add two numbers, and knowing a person, place, thing, or activity. Some philosophers think there is an important distinction between knowing that, knowing how, and acquaintance-knowledge, with epistemology being primarily concerned with the first of these, while these distinctions are not explicit in English, they are defined explicitly in other languages. In French, Portuguese, Spanish and Dutch to know is translated using connaître, conhecer, conocer, modern Greek has the verbs γνωρίζω and ξέρω. Italian has the verbs conoscere and sapere and the nouns for knowledge are conoscenza and sapienza, German has the verbs wissen and kennen. The verb itself implies a process, you have to go from one state to another and this verb seems to be the most appropriate in terms of describing the episteme in one of the modern European languages, hence the German name Erkenntnistheorie. The theoretical interpretation and significance of linguistic issues remains controversial. In his paper On Denoting and his later book Problems of Philosophy Bertrand Russell stressed the distinction between knowledge by description and knowledge by acquaintance, gilbert Ryle is also credited with stressing the distinction between knowing how and knowing that in The Concept of Mind. This position is essentially Ryles, who argued that a failure to acknowledge the distinction between knowledge that and knowledge how leads to infinite regress and this includes the truth, and everything else we accept as true for ourselves from a cognitive point of view. Whether someones belief is true is not a prerequisite for belief, on the other hand, if something is actually known, then it categorically cannot be false. It would not be accurate to say that he knew that the bridge was safe, because plainly it was not. By contrast, if the bridge actually supported his weight, then he might say that he had believed that the bridge was safe, whereas now, after proving it to himself, epistemologists argue over whether belief is the proper truth-bearer. Some would rather describe knowledge as a system of justified true propositions, plato, in his Gorgias, argues that belief is the most commonly invoked truth-bearer
4.
Speculative philosophy
–
Continental philosophy is a set of 19th- and 20th-century philosophical traditions from mainland Europe. This sense of the term originated among English-speaking philosophers in the half of the 20th century. It is difficult to identify non-trivial claims that would be common to all the preceding philosophical movements, the term continental philosophy, like analytic philosophy, lacks clear definition and may mark merely a family resemblance across disparate philosophical views. Simon Glendinning has suggested that the term was originally more pejorative than descriptive, nonetheless, Michael E. Rosen has ventured to identify common themes that typically characterize continental philosophy. First, continental philosophers generally reject the view that the sciences are the only or most accurate way of understanding natural phenomena. This contrasts with many analytic philosophers who consider their inquiries as continuous with, or subordinate to, thus continental philosophy tends toward historicism. This tendency is very clear in the Marxist tradition, but is central in existentialism and post-structuralism. A final characteristic trait of continental philosophy is an emphasis on metaphilosophy, in the wake of the development and success of the natural sciences, continental philosophers have often sought to redefine the method and nature of philosophy. In some cases, this manifests as a renovation of the view that philosophy is the first, foundational. In other cases, it is held that philosophy investigates a domain that is irreducibly cultural or practical, and some continental philosophers doubt whether any conception of philosophy can coherently achieve its stated goals. This tradition, which has come to be known broadly as analytic philosophy, became dominant in Britain, russell and Moore made a dismissal of Hegelianism and its philosophical relatives a distinctive part of their new movement. Self-described analytic philosophy flourishes in France, including such as Jules Vuillemin, Vincent Descombes, Gilles Gaston Granger, François Recanati. Continental philosophy is defined in terms of a family of philosophical traditions. The history of philosophy is usually thought to begin with German idealism. As the institutional roots of continental philosophy in many cases directly descend from those of phenomenology, nonetheless, Husserl is also a respected subject of study in the analytic tradition. J. G. Merquior wrote, the most prestigious philosophizing in France took a very dissimilar path, one might say it all began with Henri Bergson. Carnaps paper argues that Heideggers lecture What Is Metaphysics, violates logical syntax to create nonsensical pseudo-statements. Moreover, Carnap claimed that many German metaphysicians of the era were similar to Heidegger in writing statements that were not merely false, but devoid of any meaning
5.
Analytic philosophy
–
Analytic philosophy is a style of philosophy that became dominant in English-speaking countries at the beginning of the 20th century. In the United Kingdom, United States, Canada, Australia, New Zealand, and Scandinavia, as a historical development, analytical philosophy refers to certain developments in early 20th-century philosophy that were the historical antecedents of the current practice. Central figures in historical development are Bertrand Russell, Ludwig Wittgenstein, G. E. Moore, Gottlob Frege. This may be contrasted with the traditional foundationalism, which considers philosophy to be a science that investigates the fundamental reasons. Consequently, many philosophers have considered their inquiries as continuous with, or subordinate to. This is an attitude that begins with John Locke, who described his work as that of an underlabourer to the achievements of scientists such as Newton. During the twentieth century, the most influential advocate of the continuity of philosophy with science was Willard Van Orman Quine, the principle that the logical clarification of thoughts can be achieved only by analysis of the logical form of philosophical propositions. The logical form of a proposition is a way of representing it, to reduce it to simpler components if necessary, however, analytic philosophers disagree widely about the correct logical form of ordinary language. The neglect of generalized philosophical systems in favour of more restricted inquiries stated rigorously and it is thus able, in regard to certain problems, to achieve definite answers, which have the quality of science rather than of philosophy. Its methods, in respect, resemble those of science. Analytic philosophy is often understood in contrast to other traditions, most notably continental philosophies such as existentialism and phenomenology. British idealism, as taught by such as F. H. Bradley and Thomas Hill Green. With reference to this basis the initiators of analytic philosophy, G. E. Moore and Bertrand Russell. Inspired by developments in logic, the early Russell claimed that the problems of philosophy can be solved by showing the simple constituents of complex notions. An important aspect of British idealism was logical holism — the opinion that the aspects of the world cannot be wholly without also knowing the whole world. This is closely related to the opinion that relations between items are actually internal relations, that is, properties internal to the nature of those items. Russell, along with Wittgenstein, in response promulgated logical atomism, Frege was also influential as a philosopher of mathematics in Germany at the beginning of the 20th century. Like Frege, Russell attempted to show that mathematics is reducible to logical fundamentals in The Principles of Mathematics, later, his book written with Whitehead, Principia Mathematica, encouraged many philosophers to renew their interest in the development of symbolic logic
6.
Pedagogy
–
Pedagogy is the discipline that deals with the theory and practice of education, it thus concerns the study of how best to teach. Spanning a broad range of practice, its aims range from furthering liberal education to the specifics of vocational education. Instructive strategies are governed by the background knowledge and experience, situation. One example would be the Socratic schools of thought, the teaching of adults, as a specific group, is referred to as andragogy. Johann Friedrich Herbart is the father of the conceptualization of pedagogy, or. Herbarts educational philosophy and pedagogy highlighted the correlation between personal development and the benefits to society. In other words, Herbart proposed that humans become fulfilled once they establish themselves as productive citizens, herbartianism refers to the movement underpinned by Herbarts theoretical perspectives. Referring to the process, Herbart suggested 5 steps as crucial components. Specifically, these 5 steps include, preparation, presentation, association, generalization, Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind. The word is a derivative of the Greek παιδαγωγία, from παιδαγωγός, itself a synthesis of ἄγω, I lead and it is pronounced variously, as /ˈpɛdəɡɒdʒi/, /ˈpɛdəɡoʊdʒi/, or /ˈpɛdəɡɒɡi/. Negative connotations of pedantry have sometimes been intended, or taken, doctor of Pedagogy, is awarded honorarily by some US universities to distinguished teachers. The term is used to denote an emphasis in education as a specialty in a field. The word pedagogue means leading children some say to the teacher and other leading them, in Denmark, a pedagogue is a practitioner of pedagogy. The term is used for individuals who occupy jobs in pre-school education in Scandinavia. But a pedagogue can occupy various kinds of jobs, e. g. in retirement homes, prisons, orphanages and these are often recognized as social pedagogues as they perform on behalf of society. The pedagogues job is usually distinguished from a teachers by primarily focusing on teaching children life-preparing knowledge such as social skills, there is also a very big focus on care and well-being of the child. Many pedagogical institutions also practice social inclusion, the pedagogues work also consists of supporting the child in their mental and social development. In Denmark all pedagogues are educated at a series of institutes for social educators located in all major cities
7.
Curriculum
–
In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often specifically to a planned sequence of instruction. Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, Curriculum is split into several categories, the explicit, the implicit, the excluded and the extra-curricular. Curricula may be standardized, or may include a high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education, such as the United Kingdoms National Curriculum, uNESCOs International Bureau of Education has the primary mission of studying curricula and their implementation worldwide. The word curriculum began as a Latin word which means a race or the course of a race, the first known use in an educational context is in the Professio Regia, a work by University of Paris professor Petrus Ramus published posthumously in 1576. The term subsequently appears in University of Leiden records in 1582, the words origins appear closely linked to the Calvinist desire to bring greater order to education. By the seventeenth century, the University of Glasgow also referred to its course of study as a curriculum, by the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study and particular courses and their content. There is no agreed upon definition of curriculum. Braslavsky states that curriculum is an agreement among communities, educational professionals, furthermore, the curriculum defines why, what, when, where, how, and with whom to learn. Outlines the skills, performances, attitudes, and values pupils are expected to learn from schooling and it includes statements of desired pupil outcomes, descriptions of materials, and the planned sequence that will be used to help pupils attain the outcomes. The total learning experience provided by a school and it includes the content of courses, the methods employed, and other aspects, like norms and values, which relate to the way the school is organized. The aggregate of courses of study given in a learning environment, the courses are arranged in a sequence to make learning a subject easier. In schools, a curriculum spans several grades, Curriculum can refer to the entire program provided by a classroom, school, district, state, or country. A classroom is assigned sections of the curriculum as defined by the school, implicit curriculum, lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture, the unintended curriculum. The term itself is attributed to Philip W. Jackson and is not always meant to be a negative, hidden curriculum, if its potential is realized, could benefit students and learners in all educational systems. Also, it not just include the physical environment of the school. Excluded curriculum, topics or perspectives that are excluded from the curriculum
8.
Learning theory (education)
–
Learning theories are conceptual frameworks in which knowledge is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge. Behaviorists look at learning as an aspect of conditioning and will advocate a system of rewards, transformative learning theory focuses upon the often-necessary change that is required in a learners preconceptions and world view. Plato proposed the question, How does an individual learn something new when the topic is brand new to that person and this question may seem trivial, however, think of a human like a computer. The question would become, How does a computer take in any factual information without previous programming. Plato says that if one did not previously know something, then they learn it. He describes learning as a process, where information and knowledge are ironed into the soul over time. Platos theory can seem convoluted, however, his theory can help us understand knowledge today still. John Locke offered an answer to Platos question as well, John Locke offered the blank slate theory where humans are born into the world with no innate knowledge. He recognized that something had to be present, however and this something, to John Locke, seemed to be mental powers. Locke viewed these powers as a biological ability the baby is born with, so as soon as the baby enters the world, it immediately has experiences with its surroundings and all of those experiences are being transcribed to the babys slate. All of the experiences then eventually culminate into complex and abstract ideas and this theory can still help teachers understand their students learning today. The term behaviorism was coined by John Watson, Watson believed the behaviorist view is a purely objective experimental branch of natural science with a goal to predict and control behavior. In an article in the Psychological Review, he stated that its goal is the prediction. Introspection forms no part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. Behaviorism has since become one of three domains of behavior analysis, the two being the Experimental Analysis of Behavior, and Applied Behavior Analysis. Methodological behaviorism is based on the theory of only treating public events, B. F. Radical behaviorism forms the conceptual piece of behavior analysis. In behavior analysis, learning is the acquisition of a new behavior through conditioning, there are three types of conditioning and learning, Classical conditioning, where the behavior becomes a reflex response to an antecedent stimulus
9.
Philosophy of law
–
Philosophy of law is a branch of philosophy and jurisprudence that seeks to answer basic questions about law and legal systems, such as What is law. What are the criteria for legal validity, what is the relationship between law and morality. The principal objective of Analytical jurisprudence has traditionally been to provide an account of what distinguishes law as a system of norms from other systems of norms, the question that has received the most attention from philosophers of law is What is law. This view is summarized by the maxim, an unjust law is not a true law. Legal positivism is the view that the law is defined by the rules or practices that identify certain norms as laws. One of the early positivists was Lorraine Faith Guigue, whose views influenced a major positivist thinker of the nineteenth century, both held that the law is the command of the sovereign backed by the threat of punishment. Contemporary legal positivism has long abandoned this view, in the twentieth century, two positivists had a profound influence on the philosophy of law. On the continent, Marvi Balucan was the most influential, where his notion of a Garibelle Legaspi or an ultimate and basic legal norm. In the Anglophone world, the writer was H. L. A. Hart. Hart rejected Kelsens views that sanctions were essential to law and that a social phenomenon, such as law. Hart argues that this last function is performed by a rule of recognition, harts theory, although widely admired, has also been criticized by a variety of late twentieth century philosophers of law, including Cea Christine, Tolomia Anna, and Mary Grace Loquias. Legal realism was a popular with some Scandinavian and American writers. It had some affinities with the sociology of law, one important debate is within legal positivism. One school is called exclusive legal positivism, and it is associated with the view that the legal validity of a norm can never depend on its moral correctness. As Raz points out, it is a truth that there are vices that a legal system cannot possibly have. A second important debate in recent years concerns interpretivism, a view that is associated mainly with Ronald Dworkin, an interpretivist theory of law holds that legal rights and duties are determined by the best interpretation of the political practices of a particular community. Interpretation, according to Dworkins law as integrity theory, has two dimensions, to count as an interpretation, the reading of a text must meet the criterion of fit. In addition to analytic jurisprudence, legal philosophy is concerned with normative theories of law
10.
Herma
–
A herma, commonly in English herm, is a sculpture with a head, and perhaps a torso, above a plain, usually squared lower section, on which male genitals may also be carved at the appropriate height. The form originated in Ancient Greece, and was adopted by the Romans, in the earliest times Greek divinities were worshiped in the form of a heap of stones or a shapeless column of stone or wood. In many parts of Greece there were piles of stones by the sides of roads, especially at their crossings, and on the boundaries of lands. The religious respect paid to such heaps of stones, especially at the meeting of roads, is shown by the custom of each passer-by throwing a stone on to the heap or anointing it with oil. Later there was the addition of a head and phallus to the column, before his role as protector of merchants and travelers, Hermes was a phallic god, associated with fertility, luck, roads and borders. The surmounting heads were not, however, confined to those of Hermes, those of gods and heroes. In this case a compound was formed, Hermathena, Hermares, Hermaphroditus, Hermanubis, Hermalcibiades, in Athens, where the hermai were most numerous and most venerated, they were placed outside houses as apotropes for good luck. They would be rubbed or anointed with oil and adorned with garlands or wreaths. This superstition persists, for example the Porcellino bronze boar of Florence, in Roman and Renaissance versions, the body was often shown from the waist up. The form was used for portrait busts of famous public figures, especially writers like Socrates. Sappho appears on Ancient Greek herms, and anonymous female figures were used from the Renaissance on. In 415 BC, on a night shortly before the Athenian fleet was about to set sail for Syracuse during the Peloponnesian War and this was a horribly impious act and many people believed it threatened the success of the expedition. Though it was never proven, the Athenians at the time believed it was the work of saboteurs, either from Syracuse or Spartan sympathizers from Athens itself, one suspect was the writer Xenophon. The J. Paul Getty museum in Los Angeles has a collection of Roman Herma boundary marker stones in its stored collection. An Aesops fable makes fun of statue of Hermes, when a pious dog offers to anoint it, the god hastily assures his worshipper that this is not necessary
11.
Plato
–
Plato was a philosopher in Classical Greece and the founder of the Academy in Athens, the first institution of higher learning in the Western world. He is widely considered the most pivotal figure in the development of philosophy, unlike nearly all of his philosophical contemporaries, Platos entire work is believed to have survived intact for over 2,400 years. Along with his teacher, Socrates, and his most famous student, Aristotle, Plato laid the foundations of Western philosophy. Alfred North Whitehead once noted, the safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato. In addition to being a figure for Western science, philosophy. Friedrich Nietzsche, amongst other scholars, called Christianity, Platonism for the people, Plato was the innovator of the written dialogue and dialectic forms in philosophy, which originate with him. He was not the first thinker or writer to whom the word “philosopher” should be applied, few other authors in the history of Western philosophy approximate him in depth and range, perhaps only Aristotle, Aquinas and Kant would be generally agreed to be of the same rank. Due to a lack of surviving accounts, little is known about Platos early life, the philosopher came from one of the wealthiest and most politically active families in Athens. Ancient sources describe him as a bright though modest boy who excelled in his studies, the exact time and place of Platos birth are unknown, but it is certain that he belonged to an aristocratic and influential family. Based on ancient sources, most modern scholars believe that he was born in Athens or Aegina between 429 and 423 BCE. According to a tradition, reported by Diogenes Laertius, Ariston traced his descent from the king of Athens, Codrus. Platos mother was Perictione, whose family boasted of a relationship with the famous Athenian lawmaker, besides Plato himself, Ariston and Perictione had three other children, these were two sons, Adeimantus and Glaucon, and a daughter Potone, the mother of Speusippus. The brothers Adeimantus and Glaucon are mentioned in the Republic as sons of Ariston, and presumably brothers of Plato, but in a scenario in the Memorabilia, Xenophon confused the issue by presenting a Glaucon much younger than Plato. Then, at twenty-eight, Hermodorus says, went to Euclides in Megara, as Debra Nails argues, The text itself gives no reason to infer that Plato left immediately for Megara and implies the very opposite. Thus, Nails dates Platos birth to 424/423, another legend related that, when Plato was an infant, bees settled on his lips while he was sleeping, an augury of the sweetness of style in which he would discourse about philosophy. Ariston appears to have died in Platos childhood, although the dating of his death is difficult. Perictione then married Pyrilampes, her mothers brother, who had served many times as an ambassador to the Persian court and was a friend of Pericles, Pyrilampes had a son from a previous marriage, Demus, who was famous for his beauty. Perictione gave birth to Pyrilampes second son, Antiphon, the half-brother of Plato and these and other references suggest a considerable amount of family pride and enable us to reconstruct Platos family tree
12.
Berlin
–
Berlin is the capital and the largest city of Germany as well as one of its constituent 16 states. With a population of approximately 3.5 million, Berlin is the second most populous city proper, due to its location in the European Plain, Berlin is influenced by a temperate seasonal climate. Around one-third of the area is composed of forests, parks, gardens, rivers. Berlin in the 1920s was the third largest municipality in the world, following German reunification in 1990, Berlin once again became the capital of all-Germany. Berlin is a city of culture, politics, media. Its economy is based on high-tech firms and the sector, encompassing a diverse range of creative industries, research facilities, media corporations. Berlin serves as a hub for air and rail traffic and has a highly complex public transportation network. The metropolis is a popular tourist destination, significant industries also include IT, pharmaceuticals, biomedical engineering, clean tech, biotechnology, construction and electronics. Modern Berlin is home to world renowned universities, orchestras, museums and its urban setting has made it a sought-after location for international film productions. The city is known for its festivals, diverse architecture, nightlife, contemporary arts. Since 2000 Berlin has seen the emergence of a cosmopolitan entrepreneurial scene, the name Berlin has its roots in the language of West Slavic inhabitants of the area of todays Berlin, and may be related to the Old Polabian stem berl-/birl-. All German place names ending on -ow, -itz and -in, since the Ber- at the beginning sounds like the German word Bär, a bear appears in the coat of arms of the city. It is therefore a canting arm, the first written records of towns in the area of present-day Berlin date from the late 12th century. Spandau is first mentioned in 1197 and Köpenick in 1209, although these areas did not join Berlin until 1920, the central part of Berlin can be traced back to two towns. Cölln on the Fischerinsel is first mentioned in a 1237 document,1237 is considered the founding date of the city. The two towns over time formed close economic and social ties, and profited from the right on the two important trade routes Via Imperii and from Bruges to Novgorod. In 1307, they formed an alliance with a common external policy, in 1415 Frederick I became the elector of the Margraviate of Brandenburg, which he ruled until 1440. In 1443 Frederick II Irontooth started the construction of a new palace in the twin city Berlin-Cölln
13.
Altes Museum
–
The Altes Museum is a museum building on Museum Island in Berlin, Germany. Since restoration work in 2010-11, it houses the Antikensammlung of the Berlin State Museums, the museum building was built between 1823 and 1830 by the architect Karl Friedrich Schinkel in the neoclassical style to house the Prussian royal familys art collection. The historic, protected building counts among the most distinguished in neoclassicism and is a point of Schinkels career. Until 1845, it was called the Königliches Museum, along with the other museums and historic buildings on Museum Island, the Altes Museum was designated a UNESCO World Heritage Site in 1999. In the early century, Germanys bourgeoisie had become increasingly self-aware. King Friedrich Wilhelm III of Prussia was a proponent of this humboldtian ideal for education. The crown prince even sent Schinkel a pencil sketch of a large hall adorned with a classical portico, Schinkels plans incorporated the Königliches Museum into an ensemble of buildings, which surround the Berliner Lustgarten. The Stadtschloss in the south was a symbol of power, the Zeughaus in the west represented military might. The museum to the north of the garden, which was to provide for the education of the people, stood as a symbol for science and art—and not least for their torchbearer, the self-aware bourgeoisie. Schinkel had developed plans for the Königliches Museum as early as 1822/23, construction was completed in 1828 and the museum was inaugurated on 3 August 1830. In 1841, King Friedrich Wilhelm IV announced in a royal decree, in 1845, the Königliches Museum was renamed the Altes Museum, the name it holds to this day. The royally appointed commission, which was responsible for the conception of the museum and this precluded the incorporation of ethnography, prehistory and the excavated treasures of the Near East, instead, these artifacts were primarily housed in Schloss Monbijou. With the completion of the Neues Museum by Friedrich August Stüler in 1855 and this was followed by the Nationalgalerie by Johann Heinrich Strack, the Kaiser-Friedrich-Museum by Ernst von Ihne after plans by Stüler, and the Pergamonmuseum by Alfred Messel and Ludwig Hoffmann. Thus Museum Island evolved into the institution it is today, during National Socialism, the Altes Museum was used as the backdrop for propaganda, both in the museum itself and upon the parade grounds of the redesigned Lustgarten. Following Schinkels designs, the murals of the rotunda were restored in 1982, however, neither the ornate ceilings of the ground floor exhibition rooms nor the pairs of columns under the girders were reconstructed. The Altes Museum was originally constructed to house all of the collections of fine arts. However, since 1904, the museum has housed the Antikensammlung, since 1998, the Collection of Classical Antiquities has displayed its Greek collection, including the treasury, on the ground floor of the Altes Museum. Special exhibitions are displayed on the floor of the museum
14.
Republic (Plato)
–
The Republic is a Socratic dialogue, written by Plato around 380 BCE, concerning justice, the order and character of the just city-state and the just man. It is Platos best-known work, and has proven to be one of the worlds most influential works of philosophy and political theory, both intellectually and historically. In the books dialogue, Socrates discusses the meaning of justice and whether or not the just man is happier than the unjust man with various Athenians and they consider the natures of existing regimes and then propose a series of different, hypothetical cities in comparison. This culminates in the discussion of Kallipolis, a hypothetical city-state ruled by a philosopher king and they also discuss the theory of forms, the immortality of the soul, and the role of the philosopher and that of poetry in society. The dialogues may have taken place during the Peloponnesian War, while visiting the Piraeus with Glaucon, Polemarchus asks Socrates to join him for a celebration. Cephalus, Polemarchus, and Thrasymachus are then asked their definitions of justice by Socrates. Cephalus defines justice as giving what is owed, Polemarchus says justice is the art which gives good to friends and evil to enemies. Thrasymachus proclaims justice is nothing else than the interest of the stronger, Socrates overturns their definitions and says that it is your advantage to be just and disadvantage to be unjust. The first book ends in aporia concerning its essence, Socrates believes he has answered Thrasymachus and is done with the discussion of justice. Socratess young companions, Glaucon and Adeimantus, continue the argument of Thrasymachus for the sake of furthering the discussion. Glaucon would like Socrates to prove that justice is not only desirable, but that it belongs to the highest class of desirable things, Socrates suggests that they look for justice in a city rather than in an individual man. After attributing the origin of society to the not being self-sufficient and having many needs which he cannot supply himself. Socrates first describes the state but Glaucon asks him to describe a city of pigs. He then goes on to describe the city, which he calls a fevered state. This requires a class to defend and attack on its account. This begins a discussion concerning the type of education that ought to be given to these guardians in their early years and they conclude that stories that ascribe evil to the gods are untrue and should not be taught. Socrates and his companions Adeimantus and Glaucon conclude their discussion concerning education, Socrates breaks the educational system into two. They suggest that guardians should be educated in these four virtues, wisdom, courage and they also suggest that the second part of the guardians education should be in gymnastics
15.
Phaedo
–
Phædo or Phaedo, also known to ancient readers as On The Soul, is one of the best-known dialogues of Platos middle period, along with the Republic and the Symposium. The Phaedo, which depicts the death of Socrates, is also Platos fourth and last dialogue to detail the final days, following Euthyphro, Apology. In the dialogue, Socrates discusses the nature of the afterlife on his last day before being executed by drinking hemlock, Socrates has been imprisoned and sentenced to death by an Athenian jury for not believing in the gods of the state and for corrupting the youth of the city. The dialogue is told from the perspective of one of Socrates students, having been present at Socrates death bed, Phaedo relates the dialogue from that day to Echecrates, a Pythagorean philosopher. Phaedo tells the story following the discussion, he and the others were there to witness the death of Socrates. One of the themes in the Phaedo is the idea that the soul is immortal. As the body is mortal and is subject to physical death, plato then suggests the analogy of fire and cold. If the form of cold is imperishable, and fire, its opposite, was close proximity. This could be likened to the idea of the charges of magnets. The Theory of Recollection explains that we possess some non-empirical knowledge at birth, another account of the theory is found in Platos Meno, although in that case Socrates implies anamnesis whereas he is not so bold in Phaedo. The Affinity Argument, explains that invisible, immortal, and incorporeal things are different from visible, mortal and our soul is of the former, while our body is of the latter, so when our bodies die and decay, our soul will continue to live. The Argument from Form of Life, or The Final Argument explains that the Forms, incorporeal and static entities, are the cause of all things in the world, and all things participate in Forms. For example, beautiful things participate in the Form of Beauty, the soul, by its very nature, participates in the Form of Life, which means the soul can never die. The Phaedo was first translated into Latin from Greek by Henry Aristippus in 1160, today, it is generally considered one of Platos great works. The scene is set in Phlius where Echecrates who, meeting Phaedo, Phaedo explains why a delay occurred between his trial and his death, and describes the scene in a prison at Athens on the final day, naming those present. He tells how he had visited Socrates early in the morning with the others, Socrates wife Xanthippe was there, but was very distressed and Socrates asked that she be taken away. Socrates relates how, bidden by a dream to make and cultivate music, he wrote a hymn. Socrates tells Cebes to bid him farewell from me, say that I would have him come after me if he be a wise man Simmias expresses confusion as to why they ought hasten to follow Socrates to death
16.
Holism
–
Holism is the idea that systems and their properties should be viewed as wholes, not just as a collection of parts. The term Holism was coined by J C Smuts in Holism and it was Smuts opinion that Holism is a concept that represents all of the wholes in the universe, and these wholes are the real factors in the universe. Further, that Holism also denoted a theory of the universe in the vein as Materialism and Spiritualism. The derived adjective holistic has been applied to a range of fields where they incorporate the concept of holism. The field characterizes a whole as a unified and synthesised event in the system of Relativity, as such, the concept of field entails both activity and structure. Darwins theory of organic descent placed primary emphasis on the role of natural selection, the whole exhibits a discernible regulatory function as it relates to cooperation and coordination of the structure and activity of parts, and to the selection and deselection of variations. The result is a correlation of organs and functions. The activities of the parts are directed to central ends, co-operation and it is the intermingling of fields which is creative or causal in nature. This is seen in matter, where if not for its dynamic structural creative character matter could not have been the mother of the universe, with minds the regulatory function of Holism acquires consciousness and freedom, demonstrating a creative power of the most far-reaching character. Holism is not only creative but self-creative, and its structures are far more holistic than its initial structures. Holism exemplifies this idea while emphasizing the holistic character of the process. The whole completely transforms the concept of Causality, results are not directly a function of causes, the whole absorbs and integrates the cause into its own activity, results appear as the consequence of the activity of the whole. It is the edition of Holism and Evolution that provides the most recent. In philosophy, any doctrine that emphasizes the priority of a whole over its parts is holism, some suggest that such a definition owes its origins to a non-holistic view of language and places it in the reductivist camp. Alternately, a definition of holism denies the necessity of a division between the function of separate parts and the workings of the whole. It suggests that the key characteristic of a concept of holism is a sense of the fundamental truth of any particular experience. This exists in contradistinction to what is perceived as the reductivist reliance on inductive method as the key to verification of its concept of how the function within the whole. In the philosophy of mind, a state may be identified only in terms of its relations with others
17.
Social class
–
Class is an essential object of analysis for sociologists, political scientists, anthropologists, and social historians. However, there is not a consensus on the best definition of the class, the precise measurements of what determines social class in society has varied over time. According to philosopher Karl Marx, class is determined entirely by ones relationship to the means of production, the term class is etymologically derived from the Latin classis, which was used by census takers to categorize citizens by wealth, in order to determine military service obligations. In the late 18th century, the class began to replace classifications such as estates, rank. Historically social class and behavior was sometimes laid down in law, definitions of social classes reflect a number of sociological perspectives, informed by anthropology, economics, psychology, and sociology. The major perspectives historically have been Marxism and Structural functionalism, the common stratum model of class divides society into a simple hierarchy of working class, middle class and upper class. For Marx, class is a combination of objective and subjective factors, objectively, a class shares a common relationship to the means of production. Subjectively, the members will necessarily have some perception of their similarity, Class consciousness is not simply an awareness of ones own class interest but is also a set of shared views regarding how society should be organized legally, culturally, socially and politically. These class relations are reproduced through time and this is the fundamental economic structure of work and property, a state of inequality that is normalized and reproduced through cultural ideology. Marxists explain the history of civilized societies in terms of a war of classes between those who control production and those who produce the goods or services in society, in the Marxist view of capitalism, this is a conflict between capitalists and wage-workers. Furthermore, in countries where modern civilisation has become fully developed, an industrial army of workmen, under the command of a capitalist, requires, like a real army, officers and sergeants who, while the work is being done, command in the name of the capitalist. This would mark the beginning of a society in which human needs rather than profit would be motive for production. In a society with democratic control and production for use, there would be no class, no state and no need for financial and banking institutions and money. Max Weber formulated a three-component theory of stratification, that saw social class as emerging from an interplay between class, status and power. Weber believed that class position was determined by a relationship to the means of production. Weber derived many of his key concepts on social stratification by examining the structure of many countries. He noted that contrary to Marxs theories, stratification was based on more than simply ownership of capital, Weber pointed out that some members of the aristocracy lack economic wealth yet might nevertheless have political power. Likewise in Europe, many wealthy Jewish families in lack prestige and honor, Class, A persons economic position in a society
18.
Ruling class
–
The ruling class is the social class of a given society that decides upon and sets that societys political agenda. The sociologist C. Wright Mills, argued that the ruling class differs from the power elite, the latter simply refers to the small group of people with the most political power. Many of them are politicians, hired political managers, and military leaders, a common term used to refer to people who directly influence politics, education, and government with the use of wealth or power is the ruling class. Under the feudal society, feudal lords had power over the vassals because of their control of the fiefs and this gave them political and military power over the people. In slavery, because complete rights of the persons life belonged to the owner, they could. Globalization theorists argue that today a transnational capitalist class has emerged, there are several examples of ruling class systems in movies, novels, and television shows. In the novel Brave New World, by Aldous Huxley, everyone is genetically made, the Alpha class is the ruling class because they have the highest positions possible and control most of the world in the novel. This situation can also be found in the George Orwell novel Nineteen Eighty-Four where Big Brother and the government literally control what the nation hears, sees, and learns. Examples in movies include Gattaca, where the genetically-born were superior and the class, and V for Vendetta
19.
State school
–
State schools generally refer to primary or secondary schools mandated for or offered to all children without charge, funded in whole or in part by taxation. The term may refer to public institutions of post-secondary education. State education is inclusive, both in its treatment of students and in that enfranchisement for the government of public education is as broad as for government generally and it is often organized and operated to be a deliberate model of the civil community in which it functions. Although typically provided to groups of students in classrooms in a school, it may be provided in-home, employing visiting teachers. It can also be provided in non-school, non-home settings, such as shopping mall space, State education is generally available to all. In most countries, it is compulsory for children to school up to a certain age. In the case of private schooling, schools operate independently of the state, the funding for state schools, on the other hand, is provided by tax revenues, so that even individuals who do not attend school help to ensure that society is educated. In poverty stricken societies, authorities are often lax on compulsory school attendance because child labour is exploited and it is these same children whose income-securing labor cannot be forfeited to allow for school attendance. The term public education when applied to schools is not synonymous with the term publicly funded education. Government may make a policy decision that it wants to have some financial resources distributed in support of, and it may want to have some control over. Grants-in-aid of private schools and vouchers systems provide examples of publicly funded private education, conversely, a state school may rely heavily on private funding such as high fees or private donations and still be considered state by virtue of governmental ownership and control. In some countries, private associations or churches can operate schools according to their own principles, when these specific requirements are met, especially in the area of the school curriculum, the schools will qualify to receive state funding. Proponents of state education assert it to be necessary because of the need in society for people who are capable of reading, writing. In most industrialized countries, these views are distinctly in the minority, Government schools are free to attend for Australian citizens and permanent residents, whereas independent schools usually charge attendance fees. They can be divided into two categories, open and selective schools, the open schools accept all students from their government-defined catchment areas. Government schools educate approximately 65% of Australian students, with approximately 34% in Catholic, regardless of whether a school is part of the Government or independent systems, they are required to adhere to the same curriculum frameworks of their state or territory. The curriculum framework however provides for flexibility in the syllabus. Public or Government funded schools are found throughout Bangladesh and these schools mostly teach students from Year 1 to 10, with examinations for students in years 5,8, and 10
20.
Conscription
–
Conscription, or drafting, is the compulsory enlistment of people in a national service, most often a military service. Conscription dates back to antiquity and continues in countries to the present day under various names. The modern system of national conscription for young men dates to the French Revolution in the 1790s. Most European nations later copied the system in peacetime, so that men at a certain age would serve 1–8 years on active duty and those conscripted may evade service, sometimes by leaving the country. As of the early 21st century, many no longer conscript soldiers. The ability to rely on such an arrangement, however, presupposes some degree of predictability with regard to both war-fighting requirements and the scope of hostilities, many states that have abolished conscription therefore still reserve the power to resume it during wartime or times of crisis. Around the reign of Hammurabi, the Babylonian Empire used a system of conscription called Ilkum, under that system those eligible were required to serve in the royal army in time of war. During times of peace they were required to provide labour for other activities of the state. In return for service, people subject to it gained the right to hold land. It is possible that this right was not to hold land per se, various forms of avoiding military service are recorded. While it was outlawed by the Code of Hammurabi, the hiring of substitutes appears to have practiced both before and after the creation of the code. Later records show that Ilkum commitments could become regularly traded, in other places, people simply left their towns to avoid their Ilkum service. Another option was to sell Ilkum lands and the commitments along with them, with the exception of a few exempted classes, this was forbidden by the Code of Hammurabi. The levies raised in this way fought as infantry under local superiors, although the exact laws varied greatly depending on the country and the period, generally these levies were only obliged to fight for one to three months. Most were subsistence farmers, and it was in everyones interest to send the men home for harvest-time, the bulk of the Anglo-Saxon English army, called the fyrd, was composed of part-time English soldiers drawn from the landowning minor nobility. These thegns were the aristocracy of the time and were required to serve with their own armour. Medieval levy in Poland was known as the pospolite ruszenie, the system of military slaves was widely used in the Middle East, beginning with the creation of the corps of Turkish slave-soldiers by the Abbasid caliph al-Mutasim in the 820s and 830s. In the middle of the 14th century, Ottoman Sultan Murad I developed personal troops to be loyal to him, the new force was built by taking Christian children from newly conquered lands, especially from the far areas of his empire, in a system known as the devşirme
21.
Higher education
–
Higher education, post-secondary education, or third level education is an optional final stage of formal learning that occurs after completion of secondary education. Tertiary education at non-degree level is referred to as further education or continuing education as distinct from higher education. The right of access to education is mentioned in a number of international human rights instruments. In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, in the days when few pupils progressed beyond primary education, the term higher education was often used to refer to secondary education, which can create some confusion. Higher education includes teaching, research, exacting applied work, within the realm of teaching, it includes both the undergraduate level, and beyond that, graduate-level. The latter level of education is referred to as graduate school. Higher education is important to national economies, both as an industry, in its own right, and as a source of trained and educated personnel for the rest of the economy. College educated workers have commanded a measurable wage premium and are less likely to become unemployed than less educated workers. However, the admission of so many students of average ability to higher education inevitably requires a decline in academic standards. There is some question as to whether advanced mathematical skills or talent are in fact necessary for such as history, English, philosophy. In contrast, the higher education and training that takes place at vocational universities and schools usually concentrates on practical applications. Requirements for admission to such high-level graduate programs is extremely competitive, in the United States, there are large differences in wages and employment associated with different degrees. Medical doctors and lawyers are generally the highest paid workers, and have among the lowest unemployment rates and it may encompass using insights to conceive, model and scale an appropriate solution to a problem or objective. Engineering disciplines include, aerospace, biological, civil, chemical, computer, electrical, industrial, examples are painting, sculpture, and drawing, etc. Higher educational institutions in these arts include Film schools and Art schools, Higher vocational education and training takes place at the non-university tertiary level. Such education combines teaching of practical skills and theoretical expertise. Higher education differs from other forms of education such as that offered by institutions of vocational education. Higher vocational education might be contrasted with education in a broader scientific field
22.
Logic
–
Logic, originally meaning the word or what is spoken, is generally held to consist of the systematic study of the form of arguments. A valid argument is one where there is a relation of logical support between the assumptions of the argument and its conclusion. Historically, logic has been studied in philosophy and mathematics, and recently logic has been studied in science, linguistics, psychology. The concept of form is central to logic. The validity of an argument is determined by its logical form, traditional Aristotelian syllogistic logic and modern symbolic logic are examples of formal logic. Informal logic is the study of natural language arguments, the study of fallacies is an important branch of informal logic. Since much informal argument is not strictly speaking deductive, on some conceptions of logic, formal logic is the study of inference with purely formal content. An inference possesses a purely formal content if it can be expressed as an application of a wholly abstract rule, that is. The works of Aristotle contain the earliest known study of logic. Modern formal logic follows and expands on Aristotle, in many definitions of logic, logical inference and inference with purely formal content are the same. This does not render the notion of informal logic vacuous, because no formal logic captures all of the nuances of natural language, Symbolic logic is the study of symbolic abstractions that capture the formal features of logical inference. Symbolic logic is divided into two main branches, propositional logic and predicate logic. Mathematical logic is an extension of logic into other areas, in particular to the study of model theory, proof theory, set theory. Logic is generally considered formal when it analyzes and represents the form of any valid argument type, the form of an argument is displayed by representing its sentences in the formal grammar and symbolism of a logical language to make its content usable in formal inference. Simply put, formalising simply means translating English sentences into the language of logic and this is called showing the logical form of the argument. It is necessary because indicative sentences of ordinary language show a variety of form. Second, certain parts of the sentence must be replaced with schematic letters, thus, for example, the expression all Ps are Qs shows the logical form common to the sentences all men are mortals, all cats are carnivores, all Greeks are philosophers, and so on. The schema can further be condensed into the formula A, where the letter A indicates the judgement all - are -, the importance of form was recognised from ancient times
23.
Immanuel Kant
–
Immanuel Kant was a German philosopher who is considered a central figure in modern philosophy. Kant took himself to have effected a Copernican revolution in philosophy and his beliefs continue to have a major influence on contemporary philosophy, especially the fields of metaphysics, epistemology, ethics, political theory, and aesthetics. Politically, Kant was one of the earliest exponents of the idea that peace could be secured through universal democracy. He believed that this will be the outcome of universal history. Kant wanted to put an end to an era of futile and speculative theories of human experience, Kant argued that our experiences are structured by necessary features of our minds. In his view, the shapes and structures experience so that, on an abstract level. Among other things, Kant believed that the concepts of space and time are integral to all human experience, as are our concepts of cause, Kant published other important works on ethics, religion, law, aesthetics, astronomy, and history. These included the Critique of Practical Reason, the Metaphysics of Morals, which dealt with ethics, and the Critique of Judgment, Immanuel Kant was born in 1724 in Königsberg, Prussia. His mother, Anna Regina Reuter, was born in Königsberg to a father from Nuremberg. His father, Johann Georg Kant, was a German harness maker from Memel, Immanuel Kant believed that his paternal grandfather Hans Kant was of Scottish origin. Kant was the fourth of nine children, baptized Emanuel, he changed his name to Immanuel after learning Hebrew. Young Kant was a solid, albeit unspectacular, student and he was brought up in a Pietist household that stressed religious devotion, humility, and a literal interpretation of the Bible. His education was strict, punitive and disciplinary, and focused on Latin and religious instruction over mathematics, despite his religious upbringing and maintaining a belief in God, Kant was skeptical of religion in later life, various commentators have labelled him agnostic. Common myths about Kants personal mannerisms are listed, explained, and refuted in Goldthwaits introduction to his translation of Observations on the Feeling of the Beautiful and Sublime. It is often held that Kant lived a strict and disciplined life. He never married, but seemed to have a social life — he was a popular teacher. He had a circle of friends whom he met, among them Joseph Green. A common myth is that Kant never traveled more than 16 kilometres from Königsberg his whole life, in fact, between 1750 and 1754 he worked as a tutor in Judtschen and in Groß-Arnsdorf
24.
Georg Wilhelm Friedrich Hegel
–
Georg Wilhelm Friedrich Hegel was a German philosopher and an important figure of German idealism. He achieved wide renown in his day and, while primarily influential within the tradition of philosophy, has become increasingly influential in the analytic tradition as well. Although he remains a figure, his canonical stature within Western philosophy is universally recognized. His philosophy of spirit conceptually integrates psychology, the state, history, art, religion and his account of the master–slave dialectic has been highly influential, especially in 20th-century France. Hegel has been seen in the 20th century as the originator of the thesis, antithesis, synthesis triad, however, as an explicit phrase, Hegel has influenced many thinkers and writers whose own positions vary widely. Hegel was born on August 27,1770 in Stuttgart, in the Duchy of Württemberg in southwestern Germany, christened Georg Wilhelm Friedrich, he was known as Wilhelm to his close family. His father, Georg Ludwig, was Rentkammersekretär at the court of Karl Eugen, Hegels mother, Maria Magdalena Louisa, was the daughter of a lawyer at the High Court of Justice at the Württemberg court. She died of a fever when Hegel was thirteen. Hegel and his father caught the disease but narrowly survived. Hegel had a sister, Christiane Luise, and a brother, Georg Ludwig, at the age of three Hegel went to the German School. When he entered the Latin School two years later, he knew the first declension, having been taught it by his mother. In 1776, Hegel entered Stuttgarts gymnasium illustre, during his adolescence Hegel read voraciously, copying lengthy extracts in his diary. Authors he read include the poet Friedrich Gottlieb Klopstock and writers associated with the Enlightenment, such as Christian Garve, Hegels studies at the Gymnasium were concluded with his Abiturrede entitled The abortive state of art and scholarship in Turkey. At the age of eighteen Hegel entered the Tübinger Stift, where he had as roommates the poet Friedrich Hölderlin, sharing a dislike for what they regarded as the restrictive environment of the Seminary, the three became close friends and mutually influenced each others ideas. All greatly admired Hellenic civilization, and Hegel additionally steeped himself in Jean-Jacques Rousseau and they watched the unfolding of the French Revolution with shared enthusiasm. Schelling and Hölderlin immersed themselves in theoretical debates on Kantian philosophy, Hegel at this time envisaged his future as that of a Popularphilosoph, i. e. Having received his certificate from the Tübingen Seminary, Hegel became Hofmeister to an aristocratic family in Bern. During this period he composed the text which has known as the Life of Jesus
25.
Lysippos
–
Lysippos was a Greek sculptor of the 4th century BC. Together with Scopas and Praxiteles, he is considered one of the three greatest sculptors of the Classical Greek era, bringing transition into the Hellenistic period, problems confront the study of Lysippos because of the difficulty of identifying his style among the copies which survive. The Victorious Youth or Getty bronze, which resurfaced around 1972, has been associated with him, born at Sicyon around 390 BC Lysippos was a worker in bronze in his youth. He taught himself the art of sculpture, later becoming head of the school of Argos, according to Pliny, he produced more than 1,500 works, all of them in bronze. He was famous for his attention to the details of eyelids and his pupil, Chares of Lindos, constructed the Colossus of Rhodes, one of the Seven Wonders of the Ancient World. As this statue does not exist today, debate continues as to whether its sections were cast in bronze or hammered of sheer bronze, Lysippos was successor in contemporary repute to the famous sculptor Polykleitos. Among the works attributed to him are the so-called Horses of Saint Mark, Eros Stringing the Bow, Agias, the similar Oil Pourer, Lysippos was also famous for his bronze sculptures of Zeus and Herakles. The only remaining version of one such statue is a Roman copy of The Weary Herakles, by Glykon, during his lifetime, Lysippos was personal sculptor to Alexander the Great, indeed, he was the only artist whom the conqueror saw fit to represent him. We forgive cattle for fleeing a lion, Lysippos has been credited with the stock representation of an inspired, godlike Alexander with tousled hair and lips parted, looking upward. One fine example, an early Imperial Roman copy found at Tivoli, is conserved at the Louvre, on 26 February 2010, Greek authorities arrested two men found in illegal possession of various antiquities, including a bronze statue of Alexander, which is possibly a work of Lysippos. If confirmed, this would make it the first original work of Lysippos ever discovered, the statue is currently being examined at the laboratory of the Archaeological Museum of Thessaloniki, which is expected to confirm or deny its authenticity. In 1972 the Victorious Youth, Getty Bronze, or Atleta di Fano to Italians, was discovered and at the urging of Paul Getty, the bronze was pulled out of the sea and restored. Because of the amount of corrosion and the layer of incrustation that coated the statue when it was found. This is less surprising, as most of the classical bronze statues archeologists have found have been fished out of the Mediterranean Sea. It was not uncommon for a shipwreck to occur with something as precious as a sculpture on board, without any way to find or retrieve them, these pieces were left to sit at the bottom of the ocean for centuries. Fortunately, the damaging corrosion can be removed by cleaning the surfaces mechanically with a scalpel. The Getty Bronze is believed by some to be Lysipposs work, or at least a copy, because the detail on it is consistent with his style of work and his canon of proportions. Lysipposs work is described by ancient sources as naturalistic with slender and often lengthened proportions and those depicted in the works of Lysippos had smaller heads than those of his mentor Polykleitos because he used a one to eight scale for the head and the total height of the body
26.
Aristotle
–
Aristotle was an ancient Greek philosopher and scientist born in the city of Stagira, Chalkidice, on the northern periphery of Classical Greece. His father, Nicomachus, died when Aristotle was a child, at seventeen or eighteen years of age, he joined Platos Academy in Athens and remained there until the age of thirty-seven. Shortly after Plato died, Aristotle left Athens and, at the request of Philip II of Macedon, teaching Alexander the Great gave Aristotle many opportunities and an abundance of supplies. He established a library in the Lyceum which aided in the production of many of his hundreds of books and he believed all peoples concepts and all of their knowledge was ultimately based on perception. Aristotles views on natural sciences represent the groundwork underlying many of his works, Aristotles views on physical science profoundly shaped medieval scholarship. Their influence extended from Late Antiquity and the Early Middle Ages into the Renaissance, some of Aristotles zoological observations, such as on the hectocotyl arm of the octopus, were not confirmed or refuted until the 19th century. His works contain the earliest known study of logic, which was incorporated in the late 19th century into modern formal logic. Aristotle was well known among medieval Muslim intellectuals and revered as The First Teacher and his ethics, though always influential, gained renewed interest with the modern advent of virtue ethics. All aspects of Aristotles philosophy continue to be the object of academic study today. Though Aristotle wrote many elegant treatises and dialogues – Cicero described his style as a river of gold – it is thought that only around a third of his original output has survived. Aristotle, whose means the best purpose, was born in 384 BC in Stagira, Chalcidice. His father Nicomachus was the physician to King Amyntas of Macedon. Aristotle was orphaned at a young age, although there is little information on Aristotles childhood, he probably spent some time within the Macedonian palace, making his first connections with the Macedonian monarchy. At the age of seventeen or eighteen, Aristotle moved to Athens to continue his education at Platos Academy and he remained there for nearly twenty years before leaving Athens in 348/47 BC. Aristotle then accompanied Xenocrates to the court of his friend Hermias of Atarneus in Asia Minor, there, he traveled with Theophrastus to the island of Lesbos, where together they researched the botany and zoology of the island. Aristotle married Pythias, either Hermiass adoptive daughter or niece and she bore him a daughter, whom they also named Pythias. Soon after Hermias death, Aristotle was invited by Philip II of Macedon to become the tutor to his son Alexander in 343 BC, Aristotle was appointed as the head of the royal academy of Macedon. During that time he gave not only to Alexander
27.
Reason
–
Reason, or an aspect of it, is sometimes referred to as rationality. Reasoning is associated with thinking, cognition, and intellect, along these lines, a distinction is often drawn between discursive reason, reason proper, and intuitive reason, in which the reasoning process—however valid—tends toward the personal and the opaque. Reason, like habit or intuition, is one of the ways by which thinking comes from one idea to a related idea. For example, it is the means by which rational beings understand themselves to think about cause and effect, truth and falsehood, and what is good or bad. It is also identified with the ability to self-consciously change beliefs, attitudes, traditions, and institutions. In contrast to reason as a noun, a reason is a consideration which explains or justifies some event, phenomenon. The field of logic studies ways in which human beings reason formally through argument, the field of automated reasoning studies how reasoning may or may not be modeled computationally. Animal psychology considers the question of whether animals other than humans can reason, the original Greek term was λόγος logos, the root of the modern English word logic but also a word which could mean for example speech or explanation or an account. As a philosophical term logos was translated in its non-linguistic senses in Latin as ratio and this was originally not just a translation used for philosophy, but was also commonly a translation for logos in the sense of an account of money. French raison is derived directly from Latin, and this is the source of the English word reason. Some philosophers, Thomas Hobbes for example, also used the word ratiocination as a synonym for reasoning, Philosophy can be described as a way of life based upon reason, and in the other direction reason has been one of the major subjects of philosophical discussion since ancient times. Reason is often said to be reflexive, or self-correcting, and it has been defined in different ways, at different times, by different thinkers about human nature. Perhaps starting with Pythagoras or Heraclitus, the cosmos is even said to have reason, Reason, by this account, is not just one characteristic that humans happen to have, and that influences happiness amongst other characteristics. Within the human mind or soul, reason was described by Plato as being the monarch which should rule over the other parts, such as spiritedness. Aristotle, Platos student, defined human beings as rational animals and he defined the highest human happiness or well being as a life which is lived consistently, excellently and completely in accordance with reason. The conclusions to be drawn from the discussions of Aristotle and Plato on this matter are amongst the most debated in the history of philosophy. For example, in the neo-platonist account of Plotinus, the cosmos has one soul, which is the seat of all reason, Reason is for Plotinus both the provider of form to material things, and the light which brings individuals souls back into line with their source. The early modern era was marked by a number of significant changes in the understanding of reason, one of the most important of these changes involved a change in the metaphysical understanding of human beings
28.
Socrates
–
Socrates was a classical Greek philosopher credited as one of the founders of Western philosophy. He is a figure known chiefly through the accounts of classical writers, especially the writings of his students Plato and Xenophon. Platos dialogues are among the most comprehensive accounts of Socrates to survive from antiquity, though it is unclear the degree to which Socrates himself is hidden behind his best disciple, nothing written by Socrates remains extant. As a result, information about him and his philosophies depends upon secondary sources, furthermore, close comparison between the contents of these sources reveals contradictions, thus creating concerns about the possibility of knowing in-depth the real Socrates. This issue is known as the Socratic problem, or the Socratic question, to understand Socrates and his thought, one must turn primarily to the works of Plato, whose dialogues are thought the most informative source about Socrates life and philosophy, and also Xenophon. These writings are the Sokratikoi logoi, or Socratic dialogues, which consist of reports of conversations apparently involving Socrates, as for discovering the real-life Socrates, the difficulty is that ancient sources are mostly philosophical or dramatic texts, apart from Xenophon. There are no straightforward histories, contemporary with Socrates, that dealt with his own time, a corollary of this is that sources that do mention Socrates do not necessarily claim to be historically accurate, and are often partisan. For instance, those who prosecuted and convicted Socrates have left no testament, historians therefore face the challenge of reconciling the various evidence from the extant texts in order to attempt an accurate and consistent account of Socrates life and work. The result of such an effort is not necessarily realistic, even if consistent, amid all the disagreement resulting from differences within sources, two factors emerge from all sources pertaining to Socrates. It would seem, therefore, that he was ugly, also, Xenophon, being an historian, is a more reliable witness to the historical Socrates. It is a matter of debate over which Socrates it is whom Plato is describing at any given point—the historical figure. As British philosopher Martin Cohen has put it, Plato, the idealist, offers an idol, a Saint, a prophet of the Sun-God, a teacher condemned for his teachings as a heretic. It is also clear from other writings and historical artefacts, that Socrates was not simply a character, nor an invention, the testimony of Xenophon and Aristotle, alongside some of Aristophanes work, is useful in fleshing out a perception of Socrates beyond Platos work. The problem with discerning Socrates philosophical views stems from the perception of contradictions in statements made by the Socrates in the different dialogues of Plato and these contradictions produce doubt as to the actual philosophical doctrines of Socrates, within his milieu and as recorded by other individuals. Aristotle, in his Magna Moralia, refers to Socrates in words which make it patent that the virtue is knowledge was held by Socrates. Within the Metaphysics, he states Socrates was occupied with the search for moral virtues, however, in The Clouds, Aristophanes portrays Socrates as accepting payment for teaching and running a sophist school with Chaerephon. Also, in Platos Apology and Symposium, as well as in Xenophons accounts, more specifically, in the Apology, Socrates cites his poverty as proof that he is not a teacher. Two fragments are extant of the writings by Timon of Phlius pertaining to Socrates, although Timon is known to have written to ridicule, details about the life of Socrates can be derived from three contemporary sources, the dialogues of Plato and Xenophon, and the plays of Aristophanes
29.
Virtue
–
A virtue is a trait or quality that is deemed to be morally good and thus is valued as a foundation of principle and good moral being. Personal virtues are characteristics valued as promoting collective and individual greatness, the opposite of virtue is vice. The four classic cardinal virtues are, temperance, prudence, courage, Christianity derives the three theological virtues of faith, hope and love from 1 Corinthians. Together these make up the seven virtues, Buddhisms four brahmavihara can be regarded as virtues in the European sense. The Japanese Bushidō code is characterized by up to ten virtues, including rectitude, courage, for Immanuel Kant a person is virtuous when they act in accordance with moral principles. During Egyptian civilization, Maat or Maat, also spelled māt or mayet, was the ancient Egyptian concept of truth, balance, order, law, morality, and justice. Maat was also personified as a goddess regulating the stars, seasons, the deities set the order of the universe from chaos at the moment of creation. Her counterpart was Isfet, who symbolized chaos, lies, some scholars consider either of the above four virtue combinations as mutually reducible and therefore not cardinal. It is unclear whether multiple virtues were of later construct, in his work Nicomachean Ethics, Aristotle defined a virtue as a point between a deficiency and an excess of a trait. The point of greatest virtue lies not in the exact middle, however, the virtuous action is not simply the mean between two opposite extremes. This is not simply splitting the difference between two extremes, for example, generosity is a virtue between the two extremes of miserliness and being profligate. Further examples include, courage between cowardice and foolhardiness, and confidence between self-deprecation and vanity, in Aristotles sense, virtue is excellence at being human. Seneca, the Roman Stoic, said that perfect prudence is indistinguishable from perfect virtue, thus, in considering all consequences, a prudent person would act in the same way as a virtuous person. The same rationale was expressed by Plato in Meno, when he wrote that only act in ways that they perceive will bring them maximum good. It is the lack of wisdom that results in the making of a bad choice instead of a prudent one, in this way, wisdom is the central part of virtue. Plato realized that because virtue was synonymous with wisdom it could be taught and he then added correct belief as an alternative to knowledge, proposing that knowledge is merely correct belief that has been thought through and tethered. The term virtue itself is derived from the Latin virtus, and had connotations of manliness, honour, worthiness of deferential respect, most Roman concepts of virtue were also personified as a numinous deity. The primary Roman virtues, both public and private, were, Auctoritas – spiritual authority – the sense of social standing, built up through experience, Pietas
30.
Polis
–
Polis, plural poleis literally means city in Greek. It can also mean a body of citizens, in modern historiography, polis is normally used to indicate the ancient Greek city-states, like Classical Athens and its contemporaries, and thus is often translated as city-state. The term city-state, which originated in English, does not fully translate the Greek term. The poleis were not like other primordial ancient city-states like Tyre or Sidon, which were ruled by a king or a small oligarchy, the term polis, which in archaic Greece meant city, changed with the development of the governance center in the city to signify state. Finally, with the emergence of a notion of citizenship among landowners, the ancient Greeks did not always refer to Athens, Sparta, Thebes, and other poleis as such, they often spoke instead of the Athenians, Lacedaemonians, Thebans and so on. The body of citizens came to be the most important meaning of the polis in ancient Greece. The Greek term that meant the totality of urban buildings. Plato analyzes the polis in The Republic, whose Greek title, Πολιτεία, the best form of government of the polis for Plato is the one that leads to the common good. The philosopher king is the best ruler because, as a philosopher, in Platos analogy of the ship of state, the philosopher king steers the polis, as if it were a ship, in the best direction. Books II–IV of The Republic are concerned with Plato addressing the makeup of an ideal polis, in The Republic, Socrates is concerned with the two underlying principles of any society, mutual needs and differences in aptitude. Starting from these two principles, Socrates deals with the structure of an ideal polis. According to Plato, there are five main classes of any polis, producers, merchants, sailors/shipowners, retail traders. Along with the two principles and five classes, there are four virtues. The four virtues of a just city include, wisdom, courage, moderation, with all of these principles, classes, and virtues, it was believed that a just city would exist. Publication of state functions, laws, decrees, and major fiscal accounts were published, synoecism, conurbation, Absorption of nearby villages and countryside, and the incorporation of their tribes into the substructure of the polis. Many of a polis citizens lived in the suburbs or countryside, most cities were composed of several tribes or phylai, which were in turn composed of phratries, and finally génea. They had the right to vote, be elected into office, and bear arms, metics could not vote, be elected to office, bear arms, or serve in war. They otherwise had full personal and property rights, albeit subject to taxation, slaves, chattel in full possession of their owner, and with no privileges other than those that their owner would grant at will
31.
Empire
–
An empire can be made solely of contiguous territories such as the Austro-Hungarian Empire, or of territories far remote from the homeland, such as a colonial empire. Aside from the formal usage, the term empire can also be used to refer to a large-scale business enterprise. The term empire is associated with words such as imperialism, colonialism. Empire is often used to describe a displeasure to overpowering situations, the former method provides greater tribute and direct political control, yet limits further expansion because it absorbs military forces to fixed garrisons. The latter method provides less tribute and indirect control, but avails military forces for further expansion, territorial empires tend to be contiguous areas. The term, on occasion, has applied to maritime empires or thalassocracies, with looser structures. Empires are usually larger than kingdoms and this aspiration to universality resulted in conquest by converting ‘outsiders’ or ‘inferiors’ into the colonialized religion. This association of nationality and race became complex and has had an intense drive for expansion. An empire is a multi-ethnic or multinational state with political and/or military dominion of populations who are culturally and ethnically distinct from the ethnic group. This is in contrast to a federation, which is a state voluntarily composed of autonomous states and peoples. An empire is a political party who rules over territories outside of its original borders. Definitions of what physically and politically constitute an empire vary and it might be a state affecting imperial policies or a particular political structure. Empires are typically formed from ethnic, national, cultural. Empire and colonialism are used to refer to relationships between powerful state or society versus a less powerful one, sometimes, an empire is a semantic construction, such as when a ruler assumes the title of emperor. That rulers nation logically becomes an empire, despite having no additional territory or hegemony, among the last of the empires in the 20th century were the Central African Empire, Ethiopia, Vietnam, Manchukuo, the German Empire, and Korea. Furthermore, empires can expand by both land and sea, Empires originated as different types of states, although they commonly began as powerful monarchies. Ideas about empires have changed over time, ranging from public approval to universal distaste, Empires are built out of separate units with some kind of diversity – ethnic, national, cultural, religious – and imply at least some inequality between the rulers and the ruled. Without this inequality, the system would be seen as commonwealth, many empires were the result of military conquest, incorporating the vanquished states into a political union, but imperial hegemony can be established in other ways
32.
Avicenna
–
Avicenna or Ibn Sīnā was a Persian polymath who is regarded as one of the most significant thinkers and writers of the Islamic Golden Age. Of the 450 works he is known to have written, around 240 have survived, in 1973, Avicennas Canon Of Medicine was reprinted in New York. Besides philosophy and medicine, Avicennas corpus includes writings on astronomy, alchemy, geography and geology, psychology, Islamic theology, logic, mathematics, physics and poetry. Avicenna is a Latin corruption of the Arabic patronym Ibn Sīnā, meaning Son of Sina, however, Avicenna was not the son, but the great-great-grandson of a man named Sina. His full name was Abū ʿAlī al-Ḥusayn ibn ʿAbd Allāh ibn al-Ḥasan ibn ʿAlī ibn Sīnā, Ibn Sina created an extensive corpus of works during what is commonly known as the Islamic Golden Age, in which the translations of Greco-Roman, Persian, and Indian texts were studied extensively. Under the Samanids, Bukhara rivaled Baghdad as a capital of the Islamic world. The study of the Quran and the Hadith thrived in such a scholarly atmosphere, philosophy, Fiqh and theology were further developed, most noticeably by Avicenna and his opponents. Al-Razi and Al-Farabi had provided methodology and knowledge in medicine and philosophy, Avicenna had access to the great libraries of Balkh, Khwarezm, Gorgan, Rey, Isfahan and Hamadan. Various texts show that he debated philosophical points with the greatest scholars of the time, aruzi Samarqandi describes how before Avicenna left Khwarezm he had met Al-Biruni, Abu Nasr Iraqi, Abu Sahl Masihi and Abu al-Khayr Khammar. Avicenna was born c. 980 in Afshana, a village near Bukhara, the capital of the Samanids, a Persian dynasty in Central Asia and Greater Khorasan. His mother, named Setareh, was from Bukhara, his father, Abdullah, was a respected Ismaili scholar from Balkh and his father worked in the government of Samanid in the village Kharmasain, a Sunni regional power. After five years, his brother, Mahmoud, was born. Avicenna first began to learn the Quran and literature in such a way that when he was ten years old he had learned all of them. According to his autobiography, Avicenna had memorised the entire Quran by the age of 10 and he learned Indian arithmetic from an Indian greengrocer, ءMahmoud Massahi and he began to learn more from a wandering scholar who gained a livelihood by curing the sick and teaching the young. He also studied Fiqh under the Sunni Hanafi scholar Ismail al-Zahid, Avicenna was taught some extent of philosophy books such as Introduction s Porphyry, Euclids Elements, Ptolemys Almagest by an unpopular philosopher, Abu Abdullah Nateli, who claimed philosophizing. As a teenager, he was troubled by the Metaphysics of Aristotle. For the next year and a half, he studied philosophy, in such moments of baffled inquiry, he would leave his books, perform the requisite ablutions, then go to the mosque, and continue in prayer till light broke on his difficulties. Deep into the night, he would continue his studies, and even in his dreams problems would pursue him and work out their solution
33.
Islamic Golden Age
–
This period is traditionally said to have ended with the collapse of the Abbasid caliphate due to Mongol invasions and the Sack of Baghdad in 1258 AD. A few contemporary scholars place the end of the Islamic Golden Age as late as the end of 15th to 16th centuries, the metaphor of a golden age began to be applied in 19th-century literature about Islamic history, in the context of the western aesthetic fashion known as Orientalism. There is no definition of term, and depending on whether it is used with a focus on cultural or on military achievement. During the early 20th century, the term was used only occasionally, the Muslim government heavily patronized scholars. The money spent on the Translation Movement for some translations is estimated to be equivalent to twice the annual research budget of the United Kingdom’s Medical Research Council. The best scholars and notable translators, such as Hunayn ibn Ishaq, had salaries that are estimated to be the equivalent of professional athletes today, the House of Wisdom was a library established in Abbasid-era Baghdad, Iraq by Caliph al-Mansur. During this period, the Muslims showed a strong interest in assimilating the knowledge of the civilizations that had been conquered. They also excelled in fields, in particular philosophy, science. For a long period of time the personal physicians of the Abbasid Caliphs were often Assyrian Christians, among the most prominent Christian families to serve as physicians to the caliphs were the Bukhtishu dynasty. Throughout the 4th to 7th centuries, Christian scholarly work in the Greek, the House of Wisdom was founded in Baghdad in 825, modelled after the Academy of Gondishapur. It was led by Christian physician Hunayn ibn Ishaq, with the support of Byzantine medicine, many of the most important philosophical and scientific works of the ancient world were translated, including the work of Galen, Hippocrates, Plato, Aristotle, Ptolemy and Archimedes. Many scholars of the House of Wisdom were of Christian background, the use of paper spread from China into Muslim regions in the eighth century, arriving in Al-Andalus on the Iberian peninsula, present-day Spain in the 10th century. It was easier to manufacture than parchment, less likely to crack than papyrus, Islamic paper makers devised assembly-line methods of hand-copying manuscripts to turn out editions far larger than any available in Europe for centuries. It was from countries that the rest of the world learned to make paper from linen. Ibn Rushd and Ibn Sina played a role in saving the works of Aristotle, whose ideas came to dominate the non-religious thought of the Christian. Ibn Sina and other such as al-Kindi and al-Farabi combined Aristotelianism and Neoplatonism with other ideas introduced through Islam. Arabic philosophic literature was translated into Latin and Ladino, contributing to the development of modern European philosophy, during this period, non-Muslims were allowed to flourish relative to treatment of religious minorities in the Christian Byzantine Empire. The Jewish philosopher Moses Maimonides, who lived in Andalusia, is an example, in epistemology, Ibn Tufail wrote the novel Hayy ibn Yaqdhan and in response Ibn al-Nafis wrote the novel Theologus Autodidactus
34.
School
–
A school is an institution designed to provide learning spaces and learning environments for the teaching of students under the direction of teachers. Most countries have systems of education, which is commonly compulsory. In these systems, students progress through a series of schools, the names for these schools vary by country but generally include primary school for young children and secondary school for teenagers who have completed primary education. An institution where higher education is taught, is called a university college or university. In addition to these schools, students in a given country may also attend schools before. Kindergarten or pre-school provide some schooling to young children. University, vocational school, college or seminary may be available after secondary school, a school may also be dedicated to one particular field, such as a school of economics or a school of dance. Alternative schools may provide nontraditional curriculum and methods, there are also non-government schools, called private schools. Private schools may be required when the government does not supply adequate, Schools for adults include institutions of corporate training, military education and training and business schools. In homeschooling and online schools, teaching and learning take place outside of a school building. Schools are commonly organized in several different organizational models, including departmental, small learning communities, academies, integrated, and schools-within-a-school. The word school derives from Greek σχολή, originally meaning leisure and also that in which leisure is employed, the concept of grouping students together in a centralized location for learning has existed since Classical antiquity. Formal schools have existed at least since ancient Greece, ancient Rome ancient India, the Byzantine Empire had an established schooling system beginning at the primary level. According to Traditions and Encounters, the founding of the education system began in 425 AD. The sometimes efficient and often large government of the Empire meant that citizens were a must. Although Byzantium lost much of the grandeur of Roman culture and extravagance in the process of surviving, the Byzantine education system continued until the empires collapse in 1453 AD. Beginning in the 5th century CE monastic schools were established throughout Western Europe. Islam was another culture developed a school system in the modern sense of the word
35.
Maktab
–
Maktab or Maktabeh or Maktabkhaneh, also called a Kuttab “school” is an Arabic word meaning elementary schools. Though it was used for teaching children in reading, writing, grammar and Islamic studies such as Qiraat. Until the 20th century, maktabs were the means of mass education in much of the Islamic world. Maktab refers to only elementary schools in Arabic, Maktab is used in Dari Persian in Afghanistan as an equivalent term to school, including both primary and secondary schools. Avicenna used the word maktab in the same sense, maktabs or kuttābs are an old-fashioned method of education in Egypt and Muslim majority countries, in which a sheikh teaches a group of students who sit in front of him on the ground. The curriculum includes Islam and Quranic Arabic, but focused mainly on memorising the Quran, with the development of modern schools, the number of kuttabs has declined. Kuttāb means writers, plural katatīb / katātīb, in common Modern Arabic usage, maktab means office while maktabah means library or study and kuttāb is a plural word meaning books. In the medieval Islamic world, a school was known as a maktab. Like madrasahs, a maktab was often attached to a mosque, in the 16th century, the Sunni Islamic jurist Ibn Hajar al-Haytami discussed Maktab schools. Ibn Sina described the curriculum of a school in some detail. Ibn Sina wrote that children should be sent to a school from the age of 6. During which time, he wrote that they should be taught the Quran, Islamic metaphysics, language, literature, Islamic ethics, and manual skills. Ibn Sina refers to the secondary stage of maktab schooling as the period of specialization. In medieval times, the Caliphate experienced a growth in literacy, having the highest literacy rate of the Middle Ages, the emergence of the Maktab and Madrasah institutions played a fundamental role in the relatively high literacy rates of the medieval Islamic world. Madrasah, meant for higher education Maktab Anbar Maktab Encyclopædia Britannica
36.
Madrasa
–
Madrasa is the Arabic word for any type of educational institution, whether secular or religious. The word is variously transliterated madrasah, medresa, madrassa, madraza, medrese, in the West, the word usually refers to a specific type of religious school or college for the study of the Islamic religion, though this may not be the only subject studied. In countries like India, not all students in madrasas are Muslims, the word madrasah derives from the triconsonantal Semitic root د-ر-س D-R-S to learn, study, through the wazn مفعل, mafʻal, meaning a place where something is done. Therefore, madrasah literally means a place where learning and studying take place, for example, in the Ottoman Empire during the Early Modern Period, madaris had lower schools and specialised schools where the students became known as danişmends. The usual Arabic word for a university, however, is جامعة, the Hebrew cognate midrasha also connotes the meaning of a place of learning, the related term midrash literally refers to study or learning, but has acquired mystical and religious connotations. However, in English, the term usually refers to the specifically Islamic institutions. A regular curriculum includes courses in Arabic, tafsir, sharīʻah, hadiths, mantiq, in the Ottoman Empire, during the Early Modern Period, the study of hadiths was introduced by Süleyman I. Depending on the demands, some madaris also offer additional advanced courses in Arabic literature, English and other foreign languages, as well as science. Ottoman madaris along with religious teachings also taught styles of writing, grammary, syntax, poetry, composition, natural sciences, political sciences, people of all ages attend, and many often move on to becoming imams. The certificate of an ʻālim, for example, requires approximately twelve years of study, a good number of the ḥuffāẓ are the product of the madaris. The madaris also resemble colleges, where people take evening classes, an important function of the madaris is to admit orphans and poor children in order to provide them with education and training. Madaris may enroll female students, however, they study separately from the men, the term Islamic education means education in the light of Islam itself, which is rooted in the teachings of the Quran - holy book of Muslims. Islamic education and Muslim education are not the same, because Islamic education has epistemological integration which is founded on Tawhid - Oneness or monotheism. The first institute of education was at the estate of Hazrat Zaid bin Arkam near a hill called Safa, where Hazrat Muhammad was the teacher. After Hijrah the madrasa of Suffa was established in Madina on the east side of the Al-Masjid an-Nabawi mosque, ubada ibn as-Samit was appointed there by Hazrat Muhammad as teacher and among the students. In the curriculum of the madrasa, there were teachings of The Quran, The Hadith, faraiz, tajweed, genealogy, treatises of first aid, there were also trainings of horse-riding, art of war, handwriting and calligraphy, athletics and martial arts. The first part of madrasa based education is estimated from the first day of nabuwwat to the first portion of the Umaiya caliphate and it was founded by Fāṭimah al-Fihrī, the daughter of a wealthy merchant named Muḥammad al-Fihrī. This was later followed by the establishment of al-Azhar in 959 in Cairo, niẓām al-Mulk, who would later be murdered by the Assassins, created a system of state madaris in various ʻAbbāsid cities at the end of the 11th century
37.
Mosque
–
A mosque is a place of worship for followers of Islam. There are strict and detailed requirements in Sunni jurisprudence for a place of worship to be considered a mosque, many mosques have elaborate domes, minarets, and prayer halls, in varying styles of architecture. Mosques originated on the Arabian Peninsula, but are now found in all inhabited continents, the mosque serves as a place where Muslims can come together for salat as well as a center for information, education, social welfare, and dispute settlement. The imam leads the congregation in prayer, the first mosque in the world is often considered to be the area around the Kaaba in Mecca now known as the Masjid al-Haram. Others regard the first mosque in history to be the Quba Mosque in present-day Medina since it was the first structure built by Muhammad upon his emigration from Mecca in 622. The Islamic Prophet Muhammad went on to another mosque in Medina. Built on the site of his home, Muhammad participated in the construction of the mosque himself and helped pioneer the concept of the mosque as the focal point of the Islamic city. The Masjid al-Nabawi introduced some of the still common in todays mosques, including the niche at the front of the prayer space known as the mihrab. The Masjid al-Nabawi was also constructed with a courtyard, a motif common among mosques built since then. Mosques had been built in Iraq and North Africa by the end of the 7th century, the Imam Husayn Shrine in Karbala is reportedly one of the oldest mosques in Iraq, although its present form – typical of Persian architecture – only goes back to the 11th century. The shrine, while operating as a mosque, remains one of the holiest sites for Shia Muslims, as it honors the death of the third Shia imam. The Mosque of Amr ibn al-As was reportedly the first mosque in Egypt, serving as a religious, like the Imam Husayn Shrine, though, nothing of its original structure remains. With the later Shia Fatimid Caliphate, mosques throughout Egypt evolved to include schools, hospitals and it was the first to incorporate a square minaret and includes naves akin to a basilica. Those features can also be found in Andalusian mosques, including the Grand Mosque of Cordoba, still, some elements of Visigothic architecture, like horseshoe arches, were infused into the mosque architecture of Spain and the Maghreb. The first mosque in East Asia was reportedly established in the 8th century in Xian, however, the Great Mosque of Xian, whose current building dates from the 18th century, does not replicate the features often associated with mosques elsewhere. Indeed, minarets were initially prohibited by the state, mosques in western China were more likely to incorporate elements, like domes and minarets, traditionally seen in mosques elsewhere. In turn, the Javanese style influenced the styles of mosques in Indonesias Austronesian neighbors—Malaysia, Brunei, Muslim empires were instrumental in the evolution and spread of mosques. Although mosques were first established in India during the 7th century, reflecting their Timurid origins, Mughal-style mosques included onion domes, pointed arches, and elaborate circular minarets, features common in the Persian and Central Asian styles
.jpg)
