4. The Book of Knowledge by al-GhazaliAl-Ghazali (1058-111) begins his monumental forty volume Ihya Ulum al-Din (The Revival of Religious Knowledge') with The Book of Knowledge. It is the first book of the first quarter on the Acts of Worship proceeding The Articles Purity'. In other words, knowledge is supreme worship for al-Ghazali. Peppered with hadith (not all particularly authentic it has to be said), aphorisms, and pearls of wisdoms from pious sages, The Book of Knowledge offers a discussion on the value of knowledge, the praiseworthy and objectionable branches of knowledge, the qualities needed in teachers and students and ends with a blistering praise of the 'noble nature' of the intellect. Al-Ghazali was perhaps the first to note that knowledge has a downside too it could be 'evil' designed to Faith' and The Mysteries of perpetuate injustice and suffering. And there is nothing worse than the 'learned hypocrite'. 'Knowledge is not the prolific retention of tradition, but the fear of God'.

5. Knowledge Triumphant by Franz Rosenthal

It would be reasonable to assumed that thinkers and scholars such as al-Ghazali, ibn Jammah, al-Zarnuji and Miskawayh were obsessed by the concept of knowledge. Or, more appropriately, ilm, which is normally translated as knowledge. But the term knowledge' does not fully express the factual and emotional content of ilm, which has a deeper and wider meaning. Given that it was a central concept for Muslim civilisation, the delineation of its full meaning was seen as paramount. At the zenith of Muslim civilisation, over 500 definitions of ilm were being discussed and debated and most are explored in this meticulously researched classic by Franz Rosenthal (1914-2003), a renowned German scholar of Islam and Arabic literature, who taught at Yale University for some decades. There is no branch of intellectual, religious, political and daily life of the 'average Muslim' that remained untouched by the all- pervasive concept of ilm, notes Rosenthal. What does it mean for a civilization, and beyond it, for the history of mankind, if knowledge is made its central concern'? he asks. His answer: 'a great deal can be achieved by the fusion of intellectual and spiritual values in one dominant concept' but there are 'drawbacks' most notably, the danger of the spiritual subsuming the intellectual.

6. The Rise of Colleges by George Makdisi

What use is knowledge if it cannot be transmitted to the next generation? Institutions devoted to thought, learning and education were needed to perform this task. The Rise of College, subtitled 'Institutions of Learning in Islam and the West', tells us everything we need to know about the emergence of colleges and universities in the Muslim world, from their organisational and administrative structure to how they were funded, their curriculum, the methods of teaching and learning, the designation of professors and the classification of students, the intellectual ferment of the scholastic community to how the Muslim system of education was transmitted to the West. George Makdisi (1920-2002), who was Professor of Arabic and Islamic Studies at University of Pennsylvania, is rightly acknowledged as one of the greatest Arabists of his generation The Rise of Colleges provides ample evidence of this fact.

Tentukan main idea dan supporting detailsnya dari setiap nomor 4-6!

mohon dibantu ​