Ayoub A Unifying Philosophy For All

Free Will—Who controls you? Are you allowed to be different, or required to mimic old ways? Is your life on earth a mistake? Must you wear a certain hat or scarf? Who's hurt when you're hateful? Should you dislike people you don’t know because you are told to? Should you chant in unison, or be your unique self? The more important you are to others, the more your life will matter.

Originally published in French as "La Philosophie, une Ecole de la Liberte. Enseignement de la philosophie et apprentissage du philosopher : Etat des lieux et regards pour l'avenir." - This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow.

The Qur’an and Sunnah are the two primary sources of Muslim faith, life, law and morality. The Qur’an is for Muslims the foundation of their faith and the Sunnah is the framework of their morality. Together they constitute the two sources of the law (Shari’ah) of God, a guide to prosperity and happiness in this life and to the bliss of the hereafter. Although the Qur’an and Sunnah are materially and formally two independent sources, they are inextricably bound in a dynamic relationship. The rulings and precepts (ahkam) of the Qur’an constitute the law (shar’) of God. They are supplemented by the precepts of the authentic Sunnah, which possess authority second only to the precepts of the Qur’an. The Qur’an commands Muslims, “Whatever the Messenger gives you, that you must take, and whatever he forbids you, you must desist therefrom....” (59:7).

Recovering the forgotten discipline of Natural Philosophy for the modern world This book argues for the retrieval of 'natural philosophy', a concept that faded into comparative obscurity as individual scientific disciplines became established and institutionalized. Natural philosophy was understood in the early modern period as a way of exploring the human relationship with the natural world, encompassing what would now be seen as the distinct disciplines of the natural sciences, mathematics, music, philosophy, and theology. The first part of the work represents a critical conversation with the tradition, identifying the essential characteristics of natural philosophy, particularly its emphasis on both learning about and learning from nature. After noting the factors which led to the disintegration of natural philosophy during the nineteenth century, the second part of the work sets out the reasons why natural philosophy should be retrieved, and a creative and innovative proposal for how this might be done. This draws on Karl Popper's 'Three Worlds' and Mary Midgley's notion of using multiple maps in bringing together the many aspects of the human encounter with the natural world. Such a retrieved or 're-imagined' natural philosophy is able to encourage both human attentiveness and respectfulness towards Nature, while enfolding both the desire to understand the natural world, and the need to preserve the affective, imaginative, and aesthetic aspects of the human response to nature.

Esta publicación se basa en el estudio publicado por la UNESCO en 2007 "Filosofía, una escuela de libertad". Refleja los debates de la reunión celebrada en Milán en febrero de 2011 que permitieron avanzar sobre los retos planteados en ese estudio. Se diseñaron Recomendaciones sobre enseñanza de la filosofía a nivel regional dirigidas a los Estados Miembros, Comisiones Nacionales de la UNESCO y Comisión Europea, así como a profesores de filosofía, estudiosos y miembros de la sociedad civil. Estas Recomendaciones se incluyen en las pp. 76-83 de la publicación.

This publication assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. It addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.