Empire was never an important concept in Ottoman politics. This did not stop Ottoman rulers from laying claim to three titles that may be called imperial : halife, hakan , and kayser . Each of these pertains to different translationes imperii , or claims of descent from different empires: the Caliphate, the steppe empires of the Huns, Turks, and Mongols, and the Roman Empire. Each of the three titles was geared toward a specific audience: Muslims, Turkic (...) nomads, and Greek-Orthodox Christians, respectively. In the nineteenth century a new audience emerged as an important source of political legitimacy: European-emergent international society. With it a new political vocabulary was introduced into the Ottoman language. Among those concepts was that of empire , which found its place in Ottoman discourse by connecting it with the existing imperial claims. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 94 Heft: 2 Seiten: 566-570.

Grown up as versatile people, Ottoman intellectuals had holistic views towards science, art and literature, and wrote in a variety of disciplines. It was not uncommon for a mathematician to write in philosophy, for a ḥadīth (report of the words and deeds of the Prophet) scholar to write history books, for a statesman to be busy with calligraphy or for a Shaykh al-Islām (the highest ranking Islamic legal authority) to have a “Dīwān” (a collection of poems). However, possibly due (...) to specialization-based scientific understanding of modern researchers, one side of these people generally came to the fore and some capabilities of them remained unknown. Grown up in Istanbul, capital town of Ottoman Empire, in late 16th and early 17th centuries, Okchuzāde Mehmed Shāhī was also one of these personalities called “hezār-fan” (polymath). Mehmed Shāhī served in top level offices of the State, was busy with art and literature, and became known for inshāʾ (composition) kind of works written with elaborate prose. Mehmed Shāhī earned a deserved fame with these capabilities and he was also a poet. Indeed, due to poems he wrote in his early ages, he was noticed by some biography writers about poets and his poems were mentioned in some anthologies. In addition to poetry anthologies, he had some classical works, and some couplets, quatrains and verses included in his prose works. In the present study, a collection and evaluation of poems by Mehmed Shāhī were presented.Summary: Ottoman statesman Okchuzāde Mehmed Shāhī was born in 1562 AD (970 AH) in Istanbul. He was son of Okchuzāde Mehmed Pasha (d. 995 AH/1587 AD) and served as Kātib (scribe), Defterdār (treasurer), Reīs-ul-kuttāb (chief of the scribes), Governor General of Cyprus and Aleppo. His real name was Mehmed, but he was mentioned in different sources by names such as Mehmed Bey, Mehmed Shāh, Mehmed Shāhī, Mir Mehmed Shāhī and Okchuzāde Mehmed Shāhī. Starting at a young age, he was well educated in madrasah (college). With his vibrant character and superior genius, he came to the forefront among his peers. He was educated under the supervision of Māʿlūlzāde Nakīb Efendi (d. 993 AH/1585 AD) and graduated in 988 AH/1580 AD at the age of 18. When Nakīb Efendi became Shaykh al-Islām in the same year, he started his official duty as Dīwān-ı Humāyūn (imperial council) secretary. With the duty of Executive Assistant, he became the secretary of Damad İbrahim Pasha who started to his office in 1004 AH/1596 AD. He worked under the patronage of the Pasha until Pasha’s death in 1010 AH/1601 AD. Mehmed Shāhī succeeded Musa Chelebi as Reīs-ul-kuttāb and Basdefterdar (chief treasurer) in 1005 AH/1596 AD, and was appointed as title deed and cadastre director in 1006 AH/1597 AD. However, he was dismissed from this duty and was included among the officials to join military campaign. He was prosecuted and tried for imprisonment for the accusation of coming to Istanbul without permission. He succeeded Hamza Pasha as Nishanci (high-ranking bureaucrat) in 1007 AH/1599 AD and was assigned to military campaign. Mehmed Shāhī was dismissed from his duty in 1008 AH/1600 AD. Although he was reappointed to his duty in the same year, he was dismissed again in 1010 AH/1601 AD. While Hamza Pasha was reappointed to his office, Mehmed Shāhī was not assigned to any duty. He succeeded Murad Efendi as the Defterdar of Egypt in 1013 AH/1605 AD. After this duty, one of the vassal Sanjak (administrative district) Beyliks (principalities) in Egypt was given to him. When vassal Sanjak Beyliks were abolished by Kara Mehmed Pasha, Beylerbeyi (governor) of Egypt, in 1016 AH/1608 AD, he returned to Istanbul. He was not appointed to an office for a long time. In 1029 AH/1620 AD, he was appointed as title deed and cadastre director in 1029 AH/1620 AD, and became Nishanci again in 1030 AH/1621 AD. He served in military campaign to Poland, but was dismissed from this duty during the campaign. He was appointed as Nishanci for the fifth time during the second reign of Sultan Mustafa (1622-1623). He was dismissed in 1033 AH/1624 AD and retired. In early 1039 AH/1630 AD, he died at the age of 69 in Istanbul. His tomb is near Ekmekchioghlu tomb in the vicinity of Sunbul Efendi.What is known about his family is limited to his son named Vakʿi Ahmed Efendi (d. 1060 AH/1650 AD). Ahmet Efendi learned Naskh, Thuluth and tevkīʿi types of calligraphy styles from his father. He served as anthology writer for Shaykh al-Islām Bahāī Efendi. He died in 1060 AH/1650 AD when he was serving as teacher in Sulaymaniyah Madrasah. His tomb is around Shaykh Vefa tomb.In addition to his administrative duties, Mehmed Shāhī was also interested in poetry, prose, calligraphy, mysticism, ḥadīth and tafsīr (exegesis). Possibly also due to his dismissal of duties many times in his life, he produced many works. Among them are Aḥsan al-ḥadīth, an-Naẓm al-mubīn fī āyāt al-erbaʿīn, al-Maqām al-Maḥmūd, Tarjuma-i Tuḥfa as-ṣalavāt, Jāmiʿ al-ghāyāt, Mukhtār al-akhyār, Qānūn-i Jadīd-i Arāḍi, Munsheat ve Dīwān. Famed for his prose works, the author was also a poet. With his couplets which he wrote under pseudonym of Zaynī, he managed to get on the anthology of Kınalızāde at his twenties. He was celebrated with the expression of “Arrow of word from his bow of soul has reached the target of approval from masters; he is at a young age (at his twenties)”. Subsequently adopting pseudonym of Shāhī, the poet had some poems published within the works of Beyānī, Nevʿizāde and Mustaqimzāde as well as within his own prose works. Mustaqimzāde even mentioned that Mehmed Shāhī had a dīwān. Nevertheless, this work of him has not been found yet. A total of 30 poetry works of Mehmed Shāhī were found in various sources, except for his translations of 40 ḥadīth and 40 Qur’ān verses written in poetry. Of his 30 poetry works, 26 were written in Turkish and 4 in Persian. Various sections of ʿarūḍ (meter) were used in these works written as couplets, quatrains and verses. It could be stated that his poems rich in Persian and Arabic words had a rich rhyme frame. In his poetry works in which religious, literary, historical, legendary and mysticism themes were worked, concepts and figures such as Allah, the Lord, Messiah, Messenger, Risālet (messengership), intercession, Kāfūr al-Ikhshīdī (966-968), Mustaʿsim (d. 656 AH/1258 AD), Ibn Alkamī (d. 656 AH/1258 AD), Naṣīr-i Tūsī (d. 672 AH/1274 AD), Jamshīd, Keyumars, Uftade, Hudāyī, Majūsī, Kizilbash, Bayramī and muftī (jurist capable of giving a formal legal opinion). His poems were about intercession demand from the Messenger (PBUH), sin of serving to Persian, importance of an invention, praise of Uftade Sultan (d. 988 AH/1580 AD), effect of prayer, fate of administrator favoring his relatives, futility of envying the rich, importance of fighting with Zoroastrian, benefits of exhibition of sorrow, value of skillful people, resembling of the world to a bride with a thousand grooms, beauty of eloquence, ignominy of leaving chastity for lust, asking for forgiveness for sins, talent of understanding the words, not giving quarter to enemies, praise of Hz.ʿUmar, humbleness, value of lack of worldly things, sufferance due to the beauty of the beautiful, needing not to wonder why the beloved one is far away, evil of protecting the snot, richness of Arabic language, deeds of Anatolian fāḍils (virtuous), importance of endeavor in succeeding the closeness to God and respectability of ʿAzīz Maḥmūd Hudāyī (d. 1038 AH/1628 AD). Okchuzāde Mehmed Shāhī was an Ottoman statesman who also earned a well-deserved fame for his works written in inshāʾ (composition) genre of elaborate prose. In addition, he also had poetry works. Praised for the poems which he wrote in his early ages by anthology writers who included his poems in their anthologies, the poet also had some couplets and quatrains scattered among his own prose works. His poems in the form of couplets and quatrains within abovementioned works mostly were about religious, literary, legendary, historical and mysticism themes.Mehmed Shāhī was knowledgeable in tafsīr, ḥadīth, mysticism and calligraphy, and had good levels of Arabic and Persian. Writing poems in Persian, Mehmed Shāhī was decorated his prose works with Arabic expressions such as Qur’ān verses, ḥadīths and proverbs. It could be stated that such decorations made the language of his poems more difficult. Nevertheless, his poems are plainer and easier compared to his prose works. The poet who also had lyrical poems generally preferred ḥikamī (sapiential) style and wrote genres such as munacaat (prayer to God), shafaatnāme (intercession epistles), historical quatrain, medhiye (panegyric) and hicviye (epigram). His poems in anthologies were lyrical, those in Aḥsan al-ḥadīth and an-Naẓm al-mubīn were didactical and those in Munsheat were epic. Based on an evaluation of these poems, it could be stated that he was a poet with a style, though not a poet of first class. (shrink)

Ahmed Mâhir, who was born in Kastamonu in 1860-70, is one of the last period Ottoman scholars and is known by the penname "Ballıkızâde". He lived in the 19th century, during the Constitutional Monarchy period when the West progressed in many directions and the Ottoman Empire began to lose land alongside its reforms. After taking lessons from the scholar Ahmed Hicâbî, he also gave lectures and educated many students, and taught tafsir and theology for thirteen years at (...) Daru'l-Fünûn Faculty of Theology and Medresetü'l-Vâizîn. In addition to this, the scholar, who has served as a member of the Supreme Court, a judge, and a deputy, also appears as a political personality. Mâhir, who has four published works, is one of the important personalities that Kastamonu raised in religious, political, and literary fields. In this study, the Constitutional Era and the position of the science of tafsir in this period are discussed. Secondly, after transferring information about Ahmed Mâhir's life, his exegesis method on the works of "Mu'cizât-ı Kur'âniyye" and "al-Fâtiha fî Tefsîri'l-Fâtiha" was examined. The qualitative research method and document analysis technique wasused for this study. In addition, the data were analyzed with the help of description, sampling and association techniques. The fact that Ahmed Mâhir has both a political and religious personality and that we have four works about him today makes it important to research him. In this context, the study aims to reveal Ahmed Mâhir's exegesis based on his works. A doctoral thesis on him, in which his mystical aspect was emphasized, and an article by the same person, again, two master's theses were made about the work he wrote in the field of Sufism. Some sources provide concise information about his life and works, and brief information given in some biographical or literature studies. But his works named "Mu'cizât-ı Kur'âniyye" and "al-Fâtiha fî Tefsîri'l-Fâtiha" have not been studied academically. This situation made this study important. In addition, the existence of various interpretations on whether the author's interpretation of Surah Fâtiha is original or not has caused us to consider this issue as a problem. As a result of our analysis, Ahmed Mâhir has conveyed the negative political or religious situations of his period, especially in his work "Mu'cizât-ı Kur'âniyye". Based on the idea that the Qur'an is perfect and contains everything, he used the verses to correct these situations. His work "el-Fâtiha fî Tefsîri'l-Fâtiha" shows us both the traces of the Ottoman tafsir accumulation of that period and that this scholar has a scientific tradition on tafsir, hadith, and literature. (shrink)

The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the educational (...) system of the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period. (shrink)

Plague is one of the leading epidemic diseases affecting large masses in the history of humanity. The plague, which caused the death of millions of people, the evacuation of settlements and political, economic and cultural changes for centuries, also deeply affected the Ottoman Empire. As epidemics spread across the country, they scare and traumatize societies. As a matter of fact, the epidemic seen in a big city spreads in a short time both at the point of discourse and (...) disease. This spread rate is slower when seen in the countryside. In addition to the efforts made by the state against the epidemic or the attempts of doctors to eliminate the disease, the diversity of the society's reactions increased and had effective consequences on behaviors. In this study, the epidemics that emerged in the Ottoman Empire between the 17th and 19th centuries were emphasized. First of all, the dates of occurrence of the disease are given in order to determine how often such a disaster occurs. The subject will be examined under sub-headings such as religion-based surrender, quarantine practices and reactions to this practice, funeral procedures and attitudes towards the state during epidemics. Within the framework of these titles, the effect of taun in Ottoman society and the reaction of the people to the epidemic will be measured. These issues will be investigated by referring to the memoirs and chronicles, especially the works of the travelers who were the living witnesses of the period. Thus, it is aimed to reveal the reactions and behaviors given in the past periods in the epidemics, which are also considered as major disasters. Finally, it is thought that this study will provide historical and sociological data for the academic community investigating the reactions shown in similar epidemic disasters that have been experienced / likely to be experienced in our century. (shrink)

Tracing the history of the Ottoman and Safavid empires back to the Middle Period of Islamic history, this article focuses on their origins in the chieftaincies and the hybrid cultural formations of the Anatolian regions. While considering the inter/intracivilizational historical context of their respective rise to power, it is argued that the structural makeup of the empires differed primarily in their disparate forms of Sufi-knightly cultures, identified here as knightly-heroic (Ottoman) and millenarian-populist (Safavid), which is essentially tied to (...) two distinctive types of tribal political organizations: frontierchieftaincy (Ottoman) and sectarian-chieftaincy (Safavid). Although the original Ottoman and Safavid chieftaincies, based on the militant Ghazi and Qizilbash orders, dissolved once the roaming bands of warriors were replaced by more settled military formations in the course of long-term state-building processes, the influence of their Sufi-knightly cultural heritages is still manifest in modern Iranian and Turkish societies. (shrink)

Focusing upon a region in Southern Bulgaria, a region that has been the crossroads between Europe and Asia for many centuries, this book describes how former Ottoman Empire Muslims were transformed into citizens of Balkan nation-states. This is a region marked by shifting borders, competing Turkish and Bulgarian sovereignties, rival nationalisms, and migration. Problems such as these were ultimately responsible for the disintegration of the dynastic empires into nation-states. Land that had traditionally belonged to Muslims—individually or communally—became a (...) symbolic and material resource for Bulgarian state building and was the terrain upon which rival Bulgarian and Turkish nationalisms developed in the wake of the dissolution of the late Ottoman Empire and the birth of early republican Turkey and the introduction of capitalism. By the outbreak of World War II, Turkish Muslims had become a polarized national minority. Their conflicting efforts to adapt to post-Ottoman Bulgaria brought attention to the increasingly limited availability of citizenship rights, not only to Turkish Muslims, but to Bulgarian Christians as well. (shrink)

About Antiquities: Politics of Archaeology in the Ottoman Empire. By Zeynep Çelik. Austin: University of Texas Press, 2016. Pp. xi + 268, illus. $27.95.

The transition from empire to nation-state poses challenges in managing religious and ethnic pluralism. Empires, characterized by hierarchical structures and diversity, contrast with nation-states, which aim for uniformity and unity. As empires modernize administratively, they grapple with different approaches to pluralism. While Habsburgs were more in favor of a federal plurality, the Romanovs pushed for centralization and assimilation. Throughout the nineteenth century, the Ottomans vacillated between these two alternative paths. This vacillation is most evident in their approach to millet (...) system which simultaneously followed the contradictory policies of undermining millet boundaries in order to promote a sense of unity across the multi-faith society and policies of promoting and safeguarding the privileges and group-specific rights of non-Muslim communities. Ottoman nationalism eventually shifted towards a homogenizing model, akin to the Romanov approach, leading to the exclusion of religious minorities. This process of homogenization continued in the nationalist policies of modern Turkey and resulted in the secular Turkish Republic being less tolerant towards non-Muslims than the Islamic Ottoman Empire. (shrink)

Aim: The purpose of this study is to evaluate the Ottoman Empire's first experienced quarantine and the Turkey Republic's used compartmental models within quarantine. Method: This study was conducted as a review to explore quarantine procedures applied from Ottoman Empire to the present time in the Turkey Republic. For this purpose, we collected pieces of evidence from historical texts, articles, online reports, and books to websites. The reviews findings were assessed chronologically. Results: There were findings about (...) the Ottoman Empire and Turkish Republic. The first data was included in the quarantine directives of the Sultan II. Mahmud (1808-1839) for cholera. Moreover, the Ottoman Empire continued to fight epidemics such as the plague, cholera, smallpox, malaria, and Spanish flu. After founded, the Turkish Republic state (1923) has also encountered some infectious diseases (cholera, COVID-19) and used compartmental models within quarantine with medical measures. However, while quarantine applications were made more effective with technology, COVID-19 was held back with the old quarantine application principles at short intervals. On the other hand "compartmental models within quarantine" concepts and practices were carried out in many countries instead of only quarantine and after a while implicitly followed by many countries for economic reasons; this system was introduced, which caused controversy for economic reasons, including Turkey. Conclusion: Infectious diseases not only threaten the health of people but also threatens socio-economic life and even cultural and religious practices. For this reason, its area of influence covers a wider area, the world in all other disasters. In spite of all scientific and technological developments, infectious diseases can still not be brought under control in a short time and measures have started to evolve from quarantine, social distance practice, and herd immunity system. This study offers the opportunity to reconsider and think of quarantine practices from past to present. (shrink)

This study examines the emergence and evolution of madrasa as a specific organizational form of higher learning from a comparative-historical perspective. The article begins by discussing how the madrasa emerged and which factors contributed to its rise and spread among the Islamicate political regimes during the Middle Ages and afterwards. Then, it provides a comparison between the medieval European university and the madrasa, with particular attention to the characteristics of the legal systems on which they were founded and the influences (...) of the political environment on the respective institutions. It is argued that the differences in the legal tradition and the political authority structures may help us to grasp why madrasa and university produced different outcomes in terms of internal governance and institutional autonomy. The short discussion of the Ottoman case, where madrasas functioned as the main higher learning institutions at least until the adoption of the Western-style educational institutions from the 18th century, is presented as an illustrative case to test these assumptions. (shrink)

A pioneering study that illuminates the connection of music, poetry, mystical praxis and social history underlying the ceremony of the Mevlevi Dervishes. Mevlana Jalaluddin Rumi, whose life and mystical poetry provided the inspiration for the Mevlevi Sufi order, is one of the world's best-known poets, yet the centuries-long musical tradition cultivated by the Mevleviye remains much less known. In this deeply researched book, renowned scholar Walter Feldman traces the historical development of Mevlevi music and brings to light the remarkable musical (...) and mystical aesthetics of the Mevlevi ayin - the instrumental and vocal accompaniment to the sublime ceremony of the 'Whirling' Dervishes. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 94 Heft: 2 Seiten: 496-526.

Cet article retrace le succès précoce d’une artiste grecque ottomane, Eleni Iliadis, dans le monde artistique d’Istanbul pendant la Première Guerre mondiale et son éviction de l’histoire de l’art turque après la fondation de la République en 1923. En s’inspirant des nouvelles approches féministes de l’histoire de l’art, cet article rend visible l’histoire cachée d’Iliadis : son éducation artistique à Munich, les expositions auxquelles elle participe, les récompenses et le patronage de l’État qu’elle reçoit pendant la guerre à Istanbul, en (...) particulier pour sa peinture récemment redécouverte, Le Joueur de Guitare. J’examine les politiques genrées d’éducation artistique, de production et de réception dans le monde de l’art des débuts des années 1920 et analyse en quoi l’identité d’Iliadis en tant qu’artiste femme et non-musulmane a représenté un défi pour la nouvelle histoire nationale de l’art turque, dominée par les hommes, qui l’a finalement éradiquée de la mémoire culturelle. (shrink)

(2013). An Empirical Study: To What Extent and In What Ways Does Social Foundations of Education Inform Four Teachers’ Educational Beliefs and Classroom Practices? Educational Studies: Vol. 49, No. 6, pp. 540-563.

Deux images vont servir de support à notre réflexion. Parues toutes deux à onze ans de distance dans des magazines humoristiques publiés à Istanbul, elles traitent du même thème : le regard porté par les habitants de la capitale ottomane, et notamment les hommes, sur les femmes – en l’occurrence les femmes « modernes ». La première (fig. 1) est extraite du magazine humoristique Cem qui doit son nom à son fondateur, Cemil Cem. Né en 1882 à Istanbul, celui-ci a (...) fait ses études au lycée franco-... (shrink)

A relation ≺ϕ between noncommuting 1-0 quantum observables (i.e., projections) is introduced, ϕ being the state vector of the system. This relation extends the empirical implication between commuting projections. An operational interpretation of the new relation is given, which can be expressed also in counterfactual terms. It is shown that a relation proposed some years ago by Hardegree, namely the Sasaki arrow ↪ϕ, can be interpreted in terms of the relation ≺ϕ; furthermore, this new relation turns out to be successful (...) also in cases in which the Sasaki arrow fails. (shrink)

Eşrefoğlu Rumi and Ümmî Kemal are prominent practitioners of Ottoman Sufi poetry—literature that emerged from the environment of Anatolian Sufi orders. The parallel histories of the transmission of their two divans help clarify details of the poets’ lives. Conversely, biographical facts may help explain details and oddities of those transmission histories, which themselves may also illuminate features of the late fifteenth- and sixteenth-century Ottoman religious and political landscape of increasing theological rigidity in the face of Safavid pressure and (...) probable persecution of those deemed beyond the pale, features that are still poorly understood. In light of a recent essay by Walter Andrews on prevailing editing practices in Ottoman literature, I offer a critique of the recent handling of both divans. After noting previously unrecognized copies of each, I also make suggestions for further study of their poems. (shrink)

This paper examines the role of ideology in the emergence of the empirical sciences and the evolution of philosophy. It argues that the orientation of the religious ideology, Christianity, at the epistemological and ontological levels was very instrumental in the emergence of the empirical sciences in the area dominated by the culture of the Western (Latin) church. This claim is demonstrated by an analysis of the theoretical and methodological orientation of pre-Christian Europe, the epistemological and other philo- sophical values sponsored (...) by Christianity, as well as a comparative analysis of other cultural regions where such philosophical values did not exist. The paper then explores the evolution of philosophy after the emergence of the empirical sciences. It points out that the progress of philosophy along rational lines and the generation of knowledge thereof is not equivalent to embracing the method of the empirical sciences (scientism), but rather is a rediscovery of the rational attitude bearing in mind the context in which it has to operate. (shrink)

Hardt and Negri’s Empire series has inspired twenty years of debate and experimentation across the social sciences and humanities in fields as divergent as international re...

This article presents a novel perspective, arguing for a virtue-based weak version of political realism in Ottoman political thought (OPT). By recognizing realist elements in human nature and poli- tics in OPT tradition, we can gain a deeper understanding of the place of morality in politics. Challeng- ing the common sense understanding of morality that pervades all areas of politics, this paper provides compelling evidence to show how the understanding of the nature of politics in OPT was ever-chang- ing, (...) singular, and, to a certain extent, free of morality. This unique framing of politics and human na- ture in the OPT tradition makes it a realist one. Finally, I delve into the role of universals in explaining the intricate relationship between politics and morality through various analytical distinctions. (shrink)

Functionalism, the philosophical theory that defines mental states in terms of their causal relations to stimuli, overt behaviour, and other inner mental states, has often been accused of being unable to account for the qualitative character of our experimential states. Many times such objections to functionalism take the form of conceivability arguments. One is asked to imagine situations where organisms who are in a functional state that is claimed to be a particular experience either have the qualitative character of that (...) experience altered or absent altogether. Many of these arguments are surprisingly advanced by materialist philosophers. I argue that if the conceivability arguments were successful against functionalism, then they would be successful against their alternative materialist views as well. So the conceivability arguments alone do not provide a good reason for materialists to abandon functionalism. I further argue that functionalism is best understood to be an empirical theory, and if it is so understood then the conceivability arguments have no force against it at all. A further consequence that emerges is that on an empirical functionalist view, qualia, if real, are properties in the domain of psychology. (shrink)

Empirical Aesthetics Empirical aesthetics is a research area at the intersection of psychology and neuroscience that aims to understand how people experience, evaluate, and create objects aesthetically. Its central two questions are: How do we experience beauty? How do we experience art? In practice, this means that empirical aesthetics studies prototypically aesthetic responses, such … Continue reading Aesthetics, Empirical →.