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Alexander W. Wiseman PhD 《Domes : digest of Middle East studies》2014,23(2):312-344
Since the terrorist attacks on September 11, 2001, the textbooks in Arab and Islamic nation‐states have been carefully critiqued for any content that Westerners view as promoting hate or violence against non‐Muslims. Very little has been said, however, about the portrayals of Islamic and Arab society in Western textbooks. This report investigates the perspectives and ideologies concerning representations of Islam and Arab societies in textbooks worldwide, and specifically in Western countries' national education systems. Seventy‐two textbooks from 15 Western countries and Israel were examined to investigate the included and excluded content related to Islam and Arab societies. This research found that those countries with either an immediate stake in the Middle East (e.g., Israel) or an immediate past stake in the region (e.g., the United Kingdom) were the most likely to include coverage of Islam and Arab societies in secondary textbooks. The major findings of this research, however, are that content related to contemporary Islam and Arab societies in Western secondary‐level textbooks is overwhelmingly related to terrorism and terrorists, the Arab/Israeli conflict, and the wars in Afghanistan and Iraq. The majority of content related to contemporary Islam and Arab societies represents Muslims and their communities as: 1) socially, politically, and economically repressed; 2) religiously and ideologically oppressed; and 3) both typically and frequently violent. 相似文献
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Ayad Al‐Qazzaz 《Domes : digest of Middle East studies》2002,11(2):34-56
Sociology textbooks play a central role in educational process of teaching Sociology. This is very obvious in an introduction course. Introduction courses tend to be very large. In major universities, sociology courses attract as many as 500 to 1000 students. The enrollees tend to be drawn from various disciplines ranging from hard core sciences to social sciences. Furthermore, many of the instructors who teach introduction to sociology tend be new, of junior ranks, and lack experience. Thus, instructors who teach introduction to sociology tend to rely heavily upon the textbook to organize their lectures and presentations in order to give an organized overview of the subject matter and present a clear picture of the essentials of the field. Diversity1 and globalization2 are two important variables that have gained popularity and importance among sociologists, and many social scientists, in recent years. Sociologists use these tools to present and analyze sociological data and information. Thus, these two variables have significantly changed both the coverage and the presentation of introductory sociology textbooks in the last decade or so. Diversity and globalization have increased the coverage of foreign cultures and societies. The purpose of this paper is to study the coverage of Islam and the Arabs in introductory sociology textbooks. The study will cover 20 textbooks published in the 1995–2000 by major publishing companies in the U.S. which are used at colleges and universities throughout the country. The choice of textbooks at the college level in a given course relies, in most cases, on the instructor who teaches the course. Therefore a given textbook may be used in different parts of the country. Content analysis techniques will be used to analyze and evaluate the coverage of both Islam and the Arabs. The introductory Sociology texts will be evaluated in terms of whether they give a balanced, measured, impartial, and an objective picture of the Arabs and Muslims. 相似文献
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古蜀王都与早期古城遗址探讨 总被引:3,自引:0,他引:3
成都平原上的考古发现揭示,早在商周时期,古代蜀人已在三星堆建立了古蜀王都,而在此之前或更早的时候就已出现了宝墩化等早期古城遗址。三星堆古城遗址为我们了解蜀国和殷商的关系提供了重要证据,说明地处内陆的蜀国在当时是一个独立发展的富饶繁荣的王国,殷商在青铜时代并不是唯一的明中心。宝墩等早期古城遗址的发现和比较研究,则显示了中华明在不同区域发展进程中的不同特点。 相似文献
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Faisal Devji 《Political Theology》2013,14(8):704-718
ABSTRACTWhile he appears to have been a relentless critic of secularism as a liberal ideal, the celebrated Indian poet and philosopher Mohammad Iqbal might also be considered among its more important non-European theorists. Globally one of the most influential Muslim thinkers of the twentieth century, Iqbal started publishing in its first decade, reaching the height of his power and popularity during the inter-war period until he died in Lahore in 1938. He studied philosophy as well as Arabic and Persian thought in Lahore, Cambridge, and Munich, and drew extensively upon European as much as Asian thinkers. I will argue here that Iqbal followed an important tradition of pre-modern philosophy by thinking about the relationship between politics and theology in esoteric terms. 相似文献
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Muhammed Haron 《Domes : digest of Middle East studies》1995,4(4):25-28
Book reviewed in this article: Islam in Africa, Nura Alkali, Adamu Adamu, Amal Yadudu, Rashid Motem, and Haruna Salihi, editors Muslim Identity and Social Change in Sub-Saharan Africa, Louis Brenner, editor 相似文献
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我国"八大古都"古都文化旅游发展战略思考 总被引:10,自引:0,他引:10
中国最著名的8个古都城市(北京、西安、南京、杭州、洛阳、开封、安阳和郑州)并没有把“八大古都”作为其城市名片,这是认识不到位和缺乏策略产生的问题。本文提出“用古都文化铸造现代旅游之魂”的构想及5个具体策略:以文化铸造古都旅游之魂、以文化丰富古都旅游内涵、以文化提升古都城市旅游的品位、以文化树立古都城市独特旅游形象、以古都文化开拓海外市场。 相似文献
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