While European eclecticism is examined as a critical moment in western art history, little research has been conducted in the historicist pursuits of late Ottoman architects as they negotiated the nineteenth century’s vast inventory of styles and embarked on a revivalist/Orientalist program they identified as the ‘Ottoman Renaissance.’ Ersoy’s book examines the complex historicist discourse underlying this ‘renaissance’ through a close reading of a text conceived as the movement’s canonizing manifesto: the Usul-i Mi‘mari-i ‘Osmani.
This new rendering of the Holy Quran into the English language is the first of its kind, since it is a combination of translation and exegesis in which the author 'opens out' the verses of the Holy Book to reveal some of the layers of meaning expounded by the Prophet and transmitted through the ages by the Prophet's companions, family and the scholars who followed them. The fruit of over thirty years of research into the principles of Quranic exegesis and hadith analysis, this work matches a depth of Arabic and Islamic learning with a mastery of English that is lucid and accessible while preserving the integrity of the original text.
Early math skills are crucial to children’s math and school success in the following years. The use of storybooks as a mathematics learning method has been discussed frequently in recent years. Shared book reading allows different mathematical conversations to pass between parent or teacher and child. NCTM (1989) promotes the using of mathematics storybooks as a way of introducing mathematical ideas to children, as it offers a meaningful context for teaching mathematics concepts to children. Shared book reading improves children’s problem-solving skills, allows for an exchange of ideas, establishes logical, and may prompt discussion of abstract concepts. This chapter reviews how children learn mathematics and research on the use of storybooks for mathematics skill development. It concludes with examples of how explicit and implicit storybooks, in either paper or digital versions, may be used. Keywords: Storybooks, mathematics, children’s learning of mathematics, children’s development
Şehrengiz is an Ottoman genre of poetry written in honor of various cities and provincial towns of the Ottoman Empire from the early sixteenth century to the early eighteenth century. This book examines the urban culture of Ottoman Istanbul through Şehrengiz, as the Ottoman space culture and traditions have been shaped by a constant struggle between conflicting groups practicing political and religious attitudes at odds. By examining real and imaginary gardens, landscapes and urban spaces and associated ritualized traditions, the book questions the formation of Ottoman space culture in relation to practices of orthodox and heterodox Islamic practices and imperial politics. The study proposes that Şehrengiz was a subtext for secret rituals, performed in city spaces, carrying dissident ideals of Melâmî mysticism; following after the ideals of the thirteenth century Sufi philosopher Ibn al-‘Arabî who proposed a theory of 'creative imagination' and a three-tiered definition of space, the ideal, the real and the intermediary (barzakh). In these rituals, marginal groups of guilds emphasized the autonomy of individual self, and suggested a novel proposition that the city shall become an intermediary space for reconciling the orthodox and heterodox worlds. In the early eighteenth century, liminal expressions of these marginal groups gave rise to new urban rituals, this time adopted by the Ottoman court society and by affluent city dwellers and expressed in the poetry of Nedîm. The author traces how a tradition that had its roots in the early sixteenth century as a marginal protest movement evolved until the early eighteenth century as a movement of urban space reform.
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