هدفت الدراسة إلى بيان قادح فساد الاعتبار، والوقوف على جملة من الأقيسة التي تعقبها الإمام ابن حجر بأنها فاسدة الاعتبار، ومحاولة الجواب عنها. وقد جعلت الدراسة في مقدمة ومبحثين: الأول في التعريف بقادح فساد الاعتبار وأدلة اعتباره والجواب عنه، والثاني في تطبيقاته الفقهية من كتاب فتح الباري. واعتمدت في البحث المنهج الوصفي التحليلي لنماذج من الأقيسة التي تعقبها الإمام ابن حجر، وذكرت من الأقوال والأدلة ما يظهر معه هذا القادح وتأثيره في الخلاف الفقهي. ثم ختمت البحث بنتائج كان من أهمها: التأكيد على أن اجتهاد الأئمة الأعلام -رحمهم الله- دائرٌ مع النص الشرعي، متى ظهر لهم الدليل اتبعوه وعدلوا عن النظر، وقد سبق من كلام العلماء ما يدل على هذا المعنى. وغالب الأقيسة المذكورة -هنا- التي اُعترض عليها بأنها مخالفة للنص عند التدقيق يتبين للناظر فيها وجود أدلة أخرى غير القياس استندوا إليها؛ فيكون القياس معتضدًا بالأدلة النقلية، وحينئذٍ يُنظر في تلك الأدلة فإن صحت تقوّى بها القياس وكان ذلك جوابًا يندفع معه الاعتراض، وإن لم يصح الاستدلال بها -ثبوتًا أو دلالة- سقط القياس؛ لبقائه وحيدًا أمام النص، والقياس لا يقوى على معارضته.
History of scholarship and learning. The humanities
Following the publication of Mary Wollstonecraft’s Vindication of the Rights of Woman (1792), the women’s suffrage campaign was forged around the slogan “on the same terms as men”. The suffrage, though restricted at the time to men, was gradually extended to include some workers (1867), farm workers who were heads of households (1885) and finally all men, with the advent of universal male suffrage in 1918. In 1884, those wives who now had control over their own bodies, joined single women in demanding representation and the right to vote at local and national level. Citing their irrefutable status as citizens in their own right, British women opposed and denounced the clear injustice of biological arguments used to justify political inequality. In calling for social and political reform based on the equality of the sexes, such women asserted both their status as political subjects and their place in history. In so doing, they called on the state to provide financial assistance to poorer pregnant women and to take action in the struggle against wage inequality and the doctrine of “separate spheres”. Women’s history in the 1970s, and gender history in the 1980s, precipitated the emergence of new approaches in the vast majority of academic fields. Gender inequalities – linked to themes such as masculinities, consent or sexual violence – are thus constitutive of history.
Is it possible to bring into conversation two different traumatic legacies that occurred in the twentieth century in Europe? How can we engage in productive conversation about two totalitarian systems that repressed, incarcerated, dehumanized, and murdered people deemed enemies of the state or unworthy of living? These were some of the challenging questions addressed in the roundtable symposium “Holocaust***Gulag: Repressing, Rescuing, and Regulating Recalcitrant Legacies.” The symposium aimed at addressing specific aspects of the difficult and painful histories of the Holocaust and the Gulag, and to probe how these long-lasting legacies intrude into contemporary society, culture, religion, and politics.
With the so-called 4<sup>th</sup> Industrial Revolution, the speed of technology development is getting faster, while at rhe same time the polarization of labor market is getting worse. Therefore mid-skilled management layer is disappearing and the middle class is collapsing. There is no place to which humanities graduates to go and on the whole the humanities finds itself in crisis at university. After the modern university was established in Europe, general education had been understood as a essential device to secure criticism and universalities of university education. But with the crisis of humanities, the status of general education now stands on shaky ground. After the Korean liberation from Japan, value neutrality and marginality was strengthened and deepened in general education at university of Korea as the Japanese and American general education model was mixing together. The study of Korean history expanded tremendously in general education, when it was designated as a legal general education subject in 1974. For that reason, nationalistic nature of Korean history was strengthened and to some degree maintained after it was released from the legal ties in 1989. However the foundation of modern historiography is now fundamentally shaky. Thus we are in desperate need to seek a Korean history general education that can cultivate criticism, universality and imagination.
The aim of the article is to analyse the leading and decisive role and the position of language in a
nation`s mind. Every person belongs to a certain culture which combines national traditions, history and
literature. The economic and cultural relations of countries and their peoples actualize the themes related
to the relationship between a language and a culture by studying the linguistic identity of the intercultural
communications. A national culture defines spiritual characteristics of a nation and people. The nation may
have a right to survive only if it has an excellent culture.
It is obvious that a person becomes an adult when he masters the language together with the culture of his nation from the childhood. All the pecularities of the culture of any nation are reflected in its language, which is specific and unique, as each language reflects the world and the human in different ways.
The research is based on сomparative description method. It is concluded that language is a strong
general heritage which effectively unite and protects the nation. In other words, language is a natural and
systematic tool for understanding; a mirror and a carrier of the national culture, an effective element of
building unity and integrity as a mean of expressing the society`s cultural values.
Information about the universe comes to the person through the linguistic channel, that is why the
person lives in the world of intellectual, spiritual and social needs created by himself rather than in the
world of objects and things. The great amount of information comes to the person by means of words.
The person’s success in the society depends on how well he uses the words. It is not only about
speech culture, but also about skills to access the secrets of the language. According to philosophers, it is
easier to perceive the material world even if you accurately understand the word that indicates the name
of any object or concept.
The language emerges from the meaning into the world, and the meaning is a path that connects the
language with non-linguistic reality. There is a certain social culture behind linguistic events. And behind
the linguistic view of the world there is the socio-cultural view of the world. In order to use spoken language realistically, it is necessary to know all the non-linguistic facts behind the language.
Culture and language are the most important means of building the national identity. Everyone has
the right to call himself a member of any ethnic group, regardless of the race or the place of birth. Everyone is a bearer of the culture of the nation to which he belongs. The ethnic identity is not innate; it is the
result of a person’s free choice of a common culture
This study aims to identify the obstacles of applying e-management and the future expectations to overcome them as perceived by administrators at Balqa Applied University. To achieve the objectives of this study, a questionnaire of (55) paragraphs was conducted; it is formed of (4) areas; specifically, human, organizational, technical, and financial obstacles. In addition, an open question on the future expectations to overcome the obstacles from administrators’ point of view is set. After testing the reliability and stability of the tool, it was applied to the study sample comprised of (522) administrators selected using stratified simple random method. After applying the tool, the findings of the study revealed that the degree of obstacles of e-management application was ranked (high – very high). Human obstacles area occupied the first rank (very high degree), followed by financial obstacles (high degree), then came technical obstacles (high degree), while organizational obstacles was ranked last (high degree). Furthermore, the findings showed that the most important future expectation to overcome these obstacles is improving the infrastructure to be appropriate for applying e-management. In light of these findings, the study concludes a number of recommendations. Most important, the need to provide necessary infrastructure to apply e- management in the university departments; develop necessary strategies to rehabilitate and train the staff for the purpose of developing their skills and knowledge in the field of e- management, and conduct further studies in this field in the future.
History of scholarship and learning. The humanities, Social Sciences
La escuela, es el reflejo de la sociedad y una de sus características es la diversidad. Desde tiempos remotos, las sociedades han excluido a personas que no consideran iguales, no tienen el mismo comportamiento o no responden igual que ellos. Esta exclusión generalmente resaltaba en el ámbito educativo. Las estadísticas indican que no existen poblaciones que no tengan algún integrante discapacitado, por lo que la inclusión educativa siempre estará vigente. En tal sentido, se hace necesario revisar permanentemente las políticas relativas a la inclusión de la población de estudiantes con discapacidad. En el presente ensayo, se presenta información documental referida a este tema y se analiza desde la mirada a la población del Departamento Sucre de Colombia. Se concluye que, esta población está siendo atendida, pero aún hace falta la revisión de programas y actualización docente ya que persisten indicios de exclusión.
The paper aims to discuss how the dual educational-sanctionary objective, based on the United Nations’ Doctrine for Child Protection, is implemented in three different institutions focused on sanctioning adolescents in conflict with the law. By comparing one Brazilian institution against two French ones, we were able to observe different possibilities to operationalize the principle that understands the adolescent as a developing subject, based on different connections between security and education. The exposed data suggests a trend to emphasize the sanctioning aspect, in spite of the different configurations observed in each context
Social history and conditions. Social problems. Social reform, Sociology (General)
Advances in organizational technologies or related technologies affect the structure of an organization. Therefore, the purpose of this research is to identify the components that affect organizational architecture in higher education. The research method was applied in terms of purpose and in terms of qualitative data type. The statistical population of the study consisted of university officials and university professors who were selected as sample size using purposeful sampling method and saturation principle of 14 people. In this study, the librarian method and semi-structured interview (qualitative section) were used to collect data. The interview with the experts indicated that the interview was valid, and a reliable method was used to calculate the reliability of the two coders. The results indicated that the interview was valid and valid. The results showed that the factors affecting organizational architecture are educational and research factors (0.78), organizational support and participation (0.71), physical factor of organization (0.68), size of organization (0.78), psychological factor (74/0).
Este artigo pretende realizar uma discussão sobre problemas contemporâneos relacionados às relações entre história e mídia, destacando o papel desempenhado pela Internet na produção de memória e artefatos históricos no universo virtual. Ressalta-se assim, os paradoxos produzidos por uma espécie de - memo - história distribuída nesse veículo sublinhado a dificuldade de selecionarmos diante do excesso de informação e os desafios de preservamos o passado para o futuro. Em busca de uma chave de compreensão para problemas, realiza-se um diálogo com Paul Ricoeur e suas reflexões sobre os abusos de memória e esquecimento.
Palavras Chaves: História, Mídia, Esquecimento, Internet
A proposta deste ensaio é discutir a ascensão de Donald J. Trump, suas ideias, estratégias políticas fazendo uma análise tanto de conjuntura doméstica como seus impactos na projeção internacional dos Estados Unidos. Neste caminho discutimos conceitos como a polarização política, o populismo, a pós-verdade e a manipulação do medo especialmente contra o islã.
It is evident from this research; It is a result of the Ottoman administrative divisions through which Jabal Amel became administratively affiliated to the Beirut state, and after the Nabatiyeh District was established; Jabal Amel became of relative importance in the eyes of the authorities, especially when Rida al-Sulh was appointed there, so Jabal Amel became a center for some political activities. With the issuance of some reform laws by the Ottoman Empire, such as Sharif Humayun’s handwriting of 1856, and the Knowledge Law of 1869, this helped some religions and sects in Jabal Amel expand the establishment of reform institutions.
History of scholarship and learning. The humanities, Arts in general
Sedighe Karimi, Ahmad-Reza Nasr Esfahani, Live and Learn, Mostafa Sharif
Introduction
The growth of science and technology tend to convert society to a learning society and enjoy its profits and also cope with its challenges (Edwards, 2002; Jarvis, 2008; Unesco, 2005). In response to questions such as "what is a learning society?" And "what are features of a learning society?" researchers have noted that understanding the concept of learning society requires attention to lifelong learning objectives or outcomes (Tuomi, 2005). These goals can be obtained by individual, social and economic developments. Today, despite the differences of opinion between the professionals about the purpose of lifelong learning, all believe that in a learning society, individuals are encouraged to undertake learning in different locations to realize the above three developments. They have proposed different models about learning society. Edwards (1997) have divided these models based on their philosophical foundations into three: learning society as an educated society, as a learning market, and as learning networks. Reviewing the learning society model, many scholars have noted that there is not a single ideal model for learning society, which could be suitable for all countries. Therefore each country should supply a specific strategic model of learning society that fits the cultural and national heritage of its nation (Tuijnman, 2002, p 26). According to the notification, the present paper seeks to examine the concept and model of learning society for Iran.
Materials & Methods
This research is a developmental study to design a model based on the philosophical foundations of Islam and Iranian culture. Also, it is a descriptive qualitative survey study. The Statistical population consists of two groups. The first group includes managers, assistants and faculty members working in the public universities in the cities of Isfahan, Shiraz and Tehran in the academic year 2010-2011. The criteria for their selection were a history of teaching, management and research on issues related to the research topic. The second group includes professionals working in higher education and research institutions affiliated to the Ministry of Science, Research and Technology in Iran. Potential sample size included 98 individuals who were identified as informants based on purposive sampling strategies and chain approach. They were all invited to participate in the interview. Finally, 24 individuals (9 male and 15 female administrators and faculty experts) announced their agreement. They were all interviewed. We analyzed interviews using thematic categorization and the results were analyzed by direct and indirect quotations in the research report.
Discussion of Results & Conclusions
With the turn of the third millennium, the Iranian society has chosen a knowledge-based development as its path towards development. In this country, the community members should keep their skills up to date, not only because of the natural need but also for being able to be actively involved in generation, transmission, distribution and use of knowledge. In other words, they must become a learning society. This society must be based on the philosophical foundations of Islam. The main message of this religion is (Aqra’) which asks people to read and learn from the cradle to the grave. According to Islam, The ultimate goal of people in a learning society is to be the servants of God. Therefore, learning is considered as a duty for every Muslim at any time and at any age. And the community should provide the opportunity to perform this task. However, Iranian society is a learning society that has a balanced look to the three goals of learning throughout life (Individual development, economic development and social development). Iranian-learning society is a community with the features listed below:
This society:
• considers the right to receive education • and develops equal learning opportunities to establish social justice
• supports the collective rationality and is both critic and receptive of critic
• encourages active citizenship in a global and national level to achieve the ultimate goal of being servant of God.
• provides learning opportunities to help people feel they have reached to the learning and teaching right
• enhances learning motivations by different methods.
• fosters the ability of self-directed learning and learning how to learn.
Educational Features in this society include:
• interconnectivity among different sectors of formal education • Informal education is developed to suit the needs of all people.
• appropriate learning strategies to take non-formal learning into account.
• qualitative and quantitative developments of learning opportunities at the same time
• The potential of ICT for development of national and global learning networks is used.
Cultural features of this society include:
• citizens extracts their procedures and instructions from principles and teachings of Islam.
Economical features of this society include:
• learning opportunities are provided to help people keep up to date with their knowledge and skills and to supply their personal life and skilled manpower for economic development
The comparison between this model and other models shows that Iranian Learning Society is a Humanist Society which is based on Islamic philosophical foundations; hence this is different from Western models. It is necessary to note that the current cultural, social and educational conditions are not desirable to provide the basis for development of a learning society in Iran. Lack of belief in science and knowledge among all people, reduced learning motivation, inattention to orders of Islam, problems in the educational system are, among others, a few obstacles to realize this model.