Baqir al-Olum UniversityHistory of Islam2008-64318Issue 2920070522The Scientific Centers of Iran during the Ilkhanid PeriodThe Scientific Centers of Iran during the Ilkhanid Period7325513FAParvin-eTorkamani-ye AzarJournal Article20140430The Mongol’s lack of endorsement of a particular religion caused the growth and spread of a great number of ideological, intellectual and cultural groups in Iran. This in turn brought about a kind freedom and equality in education and study for the followers of all religions and religious creeds causing a large number of scholars and scientists to gather in the schools and scientific centers of big cities in this period. Important schools and scientific centers of this period include: Maragheh Observatory; The Center for the Education and Research of Mathematics and Astronomy; Shanb-e Ghazan Complex; The Center for the Teaching and Learning of Religious Knowledge (Hanafi and Shafi‘i); Rab‘-e Rashidi which offered education from the elementary to college levels and which in addition to religious sciences (Hanafi and Shafi‘i), was also dedicated to the education of medicine as well; Soltaniyyeh School which was dedicated to the teachings of the Ithna-‘Ashari (Twelver) Shi‘ah creed; and the Mobil School, an innovative Iranian educational center that was created to meet the educational needs of nomadic life. Each one of these educational centers offered educational and welfare services on the sidelines of their main activities such as an educational center for orphans, khanghah (house of Sufi activities), dar us-siyadat, dar ush-shifa’ (hospital), library and a publishing house as well.The Mongol’s lack of endorsement of a particular religion caused the growth and spread of a great number of ideological, intellectual and cultural groups in Iran. This in turn brought about a kind freedom and equality in education and study for the followers of all religions and religious creeds causing a large number of scholars and scientists to gather in the schools and scientific centers of big cities in this period. Important schools and scientific centers of this period include: Maragheh Observatory; The Center for the Education and Research of Mathematics and Astronomy; Shanb-e Ghazan Complex; The Center for the Teaching and Learning of Religious Knowledge (Hanafi and Shafi‘i); Rab‘-e Rashidi which offered education from the elementary to college levels and which in addition to religious sciences (Hanafi and Shafi‘i), was also dedicated to the education of medicine as well; Soltaniyyeh School which was dedicated to the teachings of the Ithna-‘Ashari (Twelver) Shi‘ah creed; and the Mobil School, an innovative Iranian educational center that was created to meet the educational needs of nomadic life. Each one of these educational centers offered educational and welfare services on the sidelines of their main activities such as an educational center for orphans, khanghah (house of Sufi activities), dar us-siyadat, dar ush-shifa’ (hospital), library and a publishing house as well.https://hiq.bou.ac.ir/article_5513_a04666f8c1f55d5f5cf1f76f6902972e.pdfBaqir al-Olum UniversityHistory of Islam2008-64318Issue 2920070522Iranian Ports of the Persian Gulf in the Middle Centuries of IslamIranian Ports of the Persian Gulf in the Middle Centuries of Islam33655514FAHasan-eHoseyn-zadeh-ye Shaneh-chiJournal Article20140430Because of being situated on the coastlines of the Persian Gulf, the southern provinces of Iran have been of great political, social and economic importance in the region throughout centuries. The seaports of these provinces in the previous centuries, especially in the 4<sup>th</sup> and 5<sup>th</sup> centuries A.H. had ranked among major centers of seafaring and sea trade for Iran and the Iranians. Mehrooban, Shiniz, Jannabeh, and Siraf are just a few important ports and harbors among many other large and small ones on the Persian Gulf. Among all these, Siraf was the most important of all because of the prominent role it played in sea trade in the area. These ports were connected to each other and to other commercial and economic centers of the southern provinces by a vast network of roads through which they were also connected with other cities and provincial centers of both Iran and its neighboring countries. The ports were also connected with one another through sea lanes which also acted as links between these ports and the open waters of the Indian Ocean. Marine trade had caused the economic boom of these ports and as a consequence the commercial growth of other cities of the southern Iranian provinces.Because of being situated on the coastlines of the Persian Gulf, the southern provinces of Iran have been of great political, social and economic importance in the region throughout centuries. The seaports of these provinces in the previous centuries, especially in the 4<sup>th</sup> and 5<sup>th</sup> centuries A.H. had ranked among major centers of seafaring and sea trade for Iran and the Iranians. Mehrooban, Shiniz, Jannabeh, and Siraf are just a few important ports and harbors among many other large and small ones on the Persian Gulf. Among all these, Siraf was the most important of all because of the prominent role it played in sea trade in the area. These ports were connected to each other and to other commercial and economic centers of the southern provinces by a vast network of roads through which they were also connected with other cities and provincial centers of both Iran and its neighboring countries. The ports were also connected with one another through sea lanes which also acted as links between these ports and the open waters of the Indian Ocean. Marine trade had caused the economic boom of these ports and as a consequence the commercial growth of other cities of the southern Iranian provinces.https://hiq.bou.ac.ir/article_5514_de9cdbd2ff95a6d3bb99f64ab7f30845.pdfBaqir al-Olum UniversityHistory of Islam2008-64318Issue 2920070522Construction Work by Safavid Kings in Atabat-e AliyatConstruction Work by Safavid Kings in Atabat-e Aliyat67805515FAMaryam-eKazemi-ye DeliganiJournal Article20140430The Shi‘ah holy shrines in Arab Iraq have been in the center of attention of all the Muslims, and in particular the Shi‘ah themselves, throughout history. Hence, most of the statesmen, rulers and governors of Muslim states paid special attention to such shrines, placing the construction, care and respect of the tombs of the Infallible Shi‘ah Imams high on their political and religious agenda.
After the establishment of the Safavid rule in Iran and the selection of the Shi‘ah creed as the official religion of the state by them, and also because of their religious, cultural and political objectives in Iran and Arab Iraq, Atabat-e Aliyat (Shi‘ah holy shrines in Iraq) were greatly improved and expanded, and construction work sponsored by them reached its peak in the holy cities of Najaf, Karbala’, Kadhimayn, and Samarra’.
This article discusses the construction and expansion work carried out in Atabat-e Aliyat by the Safavid government of Iran.The Shi‘ah holy shrines in Arab Iraq have been in the center of attention of all the Muslims, and in particular the Shi‘ah themselves, throughout history. Hence, most of the statesmen, rulers and governors of Muslim states paid special attention to such shrines, placing the construction, care and respect of the tombs of the Infallible Shi‘ah Imams high on their political and religious agenda.
After the establishment of the Safavid rule in Iran and the selection of the Shi‘ah creed as the official religion of the state by them, and also because of their religious, cultural and political objectives in Iran and Arab Iraq, Atabat-e Aliyat (Shi‘ah holy shrines in Iraq) were greatly improved and expanded, and construction work sponsored by them reached its peak in the holy cities of Najaf, Karbala’, Kadhimayn, and Samarra’.
This article discusses the construction and expansion work carried out in Atabat-e Aliyat by the Safavid government of Iran.https://hiq.bou.ac.ir/article_5515_3744fc8823ed556f663e9553cf3a8bca.pdfBaqir al-Olum UniversityHistory of Islam2008-64318Issue 2920070522Ibn-i Khaldun, Introduction, HistoryIbn-i Khaldun, Introduction, History81965516FAMonirehNaseh-SotudehJournal Article20140430One of the controversial subject matters, which is also worthy of research and study, in the realm of science, and in particular the field of humanities including history, is philosophy of science. Throughout history, numerous thinkers and theorists have stepped into this arena one of which is Ibn-i Khaldun. Through invaluable topics that he has presented in the field of philosophy of science he has attracted the attention of a large number of researchers to himself.
In this work, the writer embarks on the introduction of Ibn-i Khaldun’s personality and works, and especially his Introduction which is his most important work that embodies his thoughts and ideas. The article also takes up historiography from the Ibn-i Khaldun’s view and tries to find answers to a number of fundamental questions regarding his personality and thoughts and works.One of the controversial subject matters, which is also worthy of research and study, in the realm of science, and in particular the field of humanities including history, is philosophy of science. Throughout history, numerous thinkers and theorists have stepped into this arena one of which is Ibn-i Khaldun. Through invaluable topics that he has presented in the field of philosophy of science he has attracted the attention of a large number of researchers to himself.
In this work, the writer embarks on the introduction of Ibn-i Khaldun’s personality and works, and especially his Introduction which is his most important work that embodies his thoughts and ideas. The article also takes up historiography from the Ibn-i Khaldun’s view and tries to find answers to a number of fundamental questions regarding his personality and thoughts and works.https://hiq.bou.ac.ir/article_5516_814f179f1c98e27c973061f3a131e65e.pdfBaqir al-Olum UniversityHistory of Islam2008-64318Issue 2920070522The Conquest of ConstantinopleThe Conquest of Constantinople971295517FAMohammad-eTaheriJournal Article20140430One of the most important events in the history of Islam and even the history of the world is the conquest of Constantinople, the capital of the Byzantine Empire, by the Ottoman Sultan Mehmed II the Conqueror. This major historical event not only comprises numerous significant aspects by itself, but also requires much additional study and research because of the various effects and consequences it has had in the political and economic developments of the globe afterwards.
What you will be presented with in this article is the strategy of the Ottoman assault on Constantinople, the situation inside the city while under attack, the gradual fall of the city, and major aftermaths of the conquest of the city by the Ottomans. Considering the necessity to abridge the material in this paper, the author has tried to deal only with the most important and interesting aspects and dimensions of this historical incident and refrain from discussing details of separate events related to the fall of the city.One of the most important events in the history of Islam and even the history of the world is the conquest of Constantinople, the capital of the Byzantine Empire, by the Ottoman Sultan Mehmed II the Conqueror. This major historical event not only comprises numerous significant aspects by itself, but also requires much additional study and research because of the various effects and consequences it has had in the political and economic developments of the globe afterwards.
What you will be presented with in this article is the strategy of the Ottoman assault on Constantinople, the situation inside the city while under attack, the gradual fall of the city, and major aftermaths of the conquest of the city by the Ottomans. Considering the necessity to abridge the material in this paper, the author has tried to deal only with the most important and interesting aspects and dimensions of this historical incident and refrain from discussing details of separate events related to the fall of the city.https://hiq.bou.ac.ir/article_5517_0ab66c1d8cc743ee03e97208c3a6b00a.pdfBaqir al-Olum UniversityHistory of Islam2008-64318Issue 2920070522Khan and Its Political and Social Position in the History of IslamKhan and Its Political and Social Position in the History of Islam1311475518FASeyyed Mahdi-yeJavadiJournal Article20140430In different periods of history, the title of “khan” has had various orthographic forms such as “khaghan” or “gha'an” with meanings close to each other, however. In the 11<sup>th </sup>and 12<sup>th</sup> centuries BCE, the word “khaghan” had been in common use in China. In the 5<sup>th</sup> to 7<sup>th</sup> centuries CE, Turkic tribes also used this word to refer to their rulers and kings. In the Islamic period, this word was first used to refer to the rulers of the Ilak-Khaniyyeh dynasty (382-607 A.H.). Nevertheless, the word was also in use during the Seljuq, Khwarizmshahid, Mongol, Afsharid, and Zand periods, and even the contemporary era in Iran.In different periods of history, the title of “khan” has had various orthographic forms such as “khaghan” or “gha'an” with meanings close to each other, however. In the 11<sup>th </sup>and 12<sup>th</sup> centuries BCE, the word “khaghan” had been in common use in China. In the 5<sup>th</sup> to 7<sup>th</sup> centuries CE, Turkic tribes also used this word to refer to their rulers and kings. In the Islamic period, this word was first used to refer to the rulers of the Ilak-Khaniyyeh dynasty (382-607 A.H.). Nevertheless, the word was also in use during the Seljuq, Khwarizmshahid, Mongol, Afsharid, and Zand periods, and even the contemporary era in Iran.https://hiq.bou.ac.ir/article_5518_e936114d5143261d1584d94855afc875.pdfBaqir al-Olum UniversityHistory of Islam2008-64318Issue 2920070522The Schools of the Ottoman EmpireThe Schools of the Ottoman Empire1491745519FAAkmal - Ed-DinEhsan - OghluMahdi-yeEbadiJournal Article20140430In the Ottoman Empire, the educational system based on madrasah (school) network, which was supported by the sultans of this dynasty achieved great success and progress. In the Ottoman Empire, the establishment of madrasahs was a complementary strategy to the policy of conquest and of the acquisition of new lands and territories. Through the establishment of Madares-e Thamaniyeh and Madares-e Suleymaniyeh by Mehmed the Conqueror (1451-1481) and Suleyman Kanuni, or the Magnificent, (1520-1566), the Ottoman madrasahs reached their zenith of growth and prosperity. Since early 17<sup>th</sup> century, however, these madrasahs began to fall into oblivion because of the weakness afflicting the central government in Istanbul and disarray befalling the social and economic fabric of the Empire. <br />This paper, through its research-oriented approach, studies topics such as: the historical record of the Ottoman educational system, the curriculum of the programs and courses of study, the methods of teaching and instruction at the Ottoman schools, the educational policies and goals of the Ottoman Administration, and also reasons for the schools’ prosperity and decline. While talking about the elements that provided fertile grounds for the establishment of such schools, the author of the article provides valuable information that sheds light on the prominent role that Iranian educational institutions and scientists played in the establishment and flourish of the Ottoman schools compared with other Muslim states and nations.In the Ottoman Empire, the educational system based on madrasah (school) network, which was supported by the sultans of this dynasty achieved great success and progress. In the Ottoman Empire, the establishment of madrasahs was a complementary strategy to the policy of conquest and of the acquisition of new lands and territories. Through the establishment of Madares-e Thamaniyeh and Madares-e Suleymaniyeh by Mehmed the Conqueror (1451-1481) and Suleyman Kanuni, or the Magnificent, (1520-1566), the Ottoman madrasahs reached their zenith of growth and prosperity. Since early 17<sup>th</sup> century, however, these madrasahs began to fall into oblivion because of the weakness afflicting the central government in Istanbul and disarray befalling the social and economic fabric of the Empire. <br />This paper, through its research-oriented approach, studies topics such as: the historical record of the Ottoman educational system, the curriculum of the programs and courses of study, the methods of teaching and instruction at the Ottoman schools, the educational policies and goals of the Ottoman Administration, and also reasons for the schools’ prosperity and decline. While talking about the elements that provided fertile grounds for the establishment of such schools, the author of the article provides valuable information that sheds light on the prominent role that Iranian educational institutions and scientists played in the establishment and flourish of the Ottoman schools compared with other Muslim states and nations.https://hiq.bou.ac.ir/article_5519_3bf51e1af82cb05ae05016f3df41fa5e.pdf