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8 results

The Graeco-Arabic Translation Movement

The Graeco-Arabic Translation Movement
  • El-Hussein A Y Aly
  • Published online:
    10 June 2023
    Print publication:
    06 July 2023
  • To encompass the history of Arabic practice of translation, this Element re-defines translation as combination, a process of meaning-remaking that synthesizes multi reality. The Arabic translators of the Middle Ages did not simply find an equivalent to the source text but combined its meaning with their own knowledge and experience. Thus, part of translating a text was to add new thought to it. It implies a complex process that Homi Bhabha calls “cultural hybridity,” in which the target text combines knowledge of the source text with knowledge from the target culture, and the source text is different from the target text “without assumed or imposed hierarchy.” Arabic translations were a cultural hybridity because the translators added new thought to their target texts, and because saw their language as equal to the Greek.

  • 5 - Nationalism, Belonging and Citizenship in Official Textbooks

  • Hania Sobhy, Max Planck Institute for the Study of Religious and Ethnic Diversity (MPI-MMG), Göttingen
  • Book:
    Schooling the Nation
    Published online:
    16 March 2023
    Print publication:
    23 March 2023, pp 131-155
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  • Summary

    Because textbooks in Egypt are centrally developed and unified across all schools, they represent a critical resource for studying state-sponsored discourses directed at the majority of Egyptians enrolled in national education. This chapter explains how national belonging is articulated and justified in school textbooks, what national glories are celebrated and how the route to progress is articulated. It describes the place the figure of the leader, the army and Islam take up in these narratives and explores how neoliberalism and active citizenship are articulated in these narratives. The chapter highlights the striking ways in which textbook discourses have utilized Islam and their limited attempts at legitimizing the ideological directions of the regime in terms of privatization, austerity, the general neoliberal orientation or geopolitical alliances. In outlining differences between textbooks, it addresses the ways in which education functions as a space in which negotiations and accommodation take place between different social forces.

  • Generating Arabic TAG for syntax-semantics analysis

  • Cherifa Ben Khelil, Chiraz Ben Othmane Zribi, Denys Duchier, Yannick Parmentier
  • Journal:
    Natural Language Engineering / Volume 29 / Issue 2 / March 2023
    Published online by Cambridge University Press:
    24 March 2022, pp. 386-424
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  • Arabic presents many challenges for automatic processing. Although several research studies have addressed some issues, electronic resources for processing Arabic remain relatively rare or not widely available. In this paper, we propose a Tree-adjoining grammar with a syntax-semantic interface. It is applied to the modern standard Arabic, but it can be easily adapted to other languages. This grammar named “ArabTAG V2.0” (Arabic Tree Adjoining Grammar) is semi-automatically generated by means of an abstract representation called meta-grammar. To ensure its development, ArabTAG V2.0 benefits from a grammar testing environment that uses a corpus of phenomena. Further experiments were performed to check the coverage of this grammar as well as the syntax-semantic analysis. The results showed that ArabTAG V2.0 can cover the majority of syntactical structures and different linguistic phenomena with a precision rate of 88.76%. Moreover, we were able to semantically analyze sentences and build their semantic representations with a precision rate of about 95.63%.

  • 3 - Hybridity, Islamic Knowledge, and the Formation of Egyptian National Culture, 1882–1922

  • Hilary Kalmbach, University of Sussex
  • Book:
    Islamic Knowledge and the Making of Modern Egypt
    Published online:
    02 October 2020
    Print publication:
    22 October 2020, pp 127-163

  • Summary

    This chapter reveals how graduates of Dar al-ʿUlum contributed significantly to the creation of an authentic national culture for Egypt during the first forty years of British occupation (1882–1922). It demonstrates that projects of modernity, nationalism, and the nahda cultural renaissance, were not only advanced by Egypt’s political and intellectual elite, but also by educational experts working within lower and middle levels of state institutions and within grass-roots movements. The resistance of elite nationalists to cultural change under British occupation was selective: they fought education cutbacks and Anglocentric policies, but accepted European critiques of Islamic knowledge and pedagogies. This increased the sociocultural value not only of the civil school capital that many elite nationalists possessed, but also the hybrid civil-religious capital of the darʿamiyya. Reform of al-Azhar was driven in part by the number of talented religious school students trying to leave for Dar al-ʿUlum and its short-lived sister school, the School of Shariʿa Judges (Madrasat al-Qadaʾ al-Sharʿi). Dar al-ʿUlum teachers and graduates contributed significantly to the revival of Arabic literature, the reform of Arabic language and how it was taught, and the rejuvenation of Islamic practice through grass-roots associations (jamʿiyat).

  • Contribution of phonological and morphological information in reading Arabic: A developmental perspective

  • AMALIA BAR-ON, YASMIN SHALHOUB-AWWAD, REEM IBRAHEEM TUMA-BASILA
  • Journal:
    Applied Psycholinguistics / Volume 39 / Issue 6 / November 2018
    Published online by Cambridge University Press:
    09 October 2018, pp. 1253-1277

  • Arabic-speaking students learn to read a transparent maʃku:l script, which provides full vowel information using letters to represent long vowels and phonemic diacritics for short vowels. Gradually, they progress to an opaque ɣayr-maʃku:l script, without diacritics. In this script, internal short vowels can be retrieved using morphological information about word patterns. The current study compared the contribution of phonological information to that of morphological information in the reading acquisition process in Arabic. Four Arabic-speaking groups (2nd, 4th, 6th grades, and adults) read three lists of pseudowords aloud. Two lists included the same morphologically based pseudowords (MPW), one maʃku:l and the second ɣayr-maʃku:l. The third list comprised matched maʃku:l nonwords (NW) with no internal morphological structure. All groups read the ɣayr-maʃku:l MPW list faster than the two other maʃku:l lists, and maʃku:l NWs were read the slowest. There was an age by list type accuracy interaction: while ɣayr-maʃku:l MPWs were read more accurately with increasing age, there were no differences between the student groups with respect to either of the other two lists. However, maʃku:l MPWs were read more accurately than maʃku:l NWs. The findings suggest that from very early on, morphology exceeds phonology, playing a crucial role in supplementing missing vowel information.

  • 13(a) - PHILOSOPHY AND COSMOLOGY

  • Edited by R. N. Frye
  • Book:
    The Cambridge History of Iran
    Published online:
    28 March 2008
    Print publication:
    26 June 1975, pp 419-441

  • Summary

    This chapter discusses the philosophy and cosmology in Persia from the rise of Islam to the Saljuq period, which is almost synonymous with studying the first phase in the development of Islamic philosophy and cosmology itself. The Persian translators and the whole class of secretaries who cultivated philosophy were important in creating the new style of philosophical prose in Arabic. The early history of Islamic philosophy and theology during the 3rd/9th century is connected with the cities of Baghdad, Basra and Kufa, in all three of which the Arab and Persian elements were mixed, such that it is often difficult to separate them. The written record of Islamic philosophy begins with the "philosopher of the Arabs" Abū Ya‘qūb al-Kindī, who wrote extensive treatises in Arabic on philosophy and the sciences during the 3rd/9th century, relying most of all on the translations of Syriac scholars as well as of course on Islamic sources.