TY  - JOUR
A1  - Daiber, Hans
T1  - Humanism: a tradition common to both islam and Europe
T2  - Filozofija i društvo
N2  - The growing interest of the Arabs in Arabic translations from Greek since the 8th century has been interpreted as a sign of humanism in Islam. This is comparable to humanists in Europe who, since the 14th century, considered the Greek and Latin literature the foundation of spiritual and moral education. We will have to address the question of whether a similar ideal of education has been developed in harmony with religion in the Islamic cultural sphere. The perceived tension between the humanists of antiquity and Christianity has a parallel in the tensions between Islamic religiosity and a rational Islamic worldview. However, there are past and present approaches to developing an educational ideal, which is comparable to the European concept of a moral shaping of the individual. The Qur’ān and Islamic tradition do not impede the free development of personality and creative responsibility if their historicity is taken into account and if they are not elevated to an unreflected norm.

Keywords: Humanism, Islamic and European, education, individuality, solidarity, free will and subordination, Ibn al-Muqaffa’, Fārābī, Yaḥyā Ibn’Adī, Miskawayh, Rāghib al-Isfahānī, Ghazzālī, Ibn Khaldūn, Renaissance of Islam - Italian Renaissance, Pico della Mirandola, Nahda, Tāhā Husayn, Sadik J. Al-Azm, Edward W. Said, Naquib Al-Attas
N2  - Sve veće zanimanje Arapa za arapske prevode sa grčkog jezika od 8. veka interpretirano je kao znak humanizma u islamu. Ovo je uporedivo sa humanistima u Evropi koji su od 14. veka smatrali grčku i latinsku književnost osnovom duhovnog i moralnog obrazovanja. Mora se postaviti pitanje, da li je u islamskoj kulturološkoj sferi razvijan sličan ideal edukacije koji je u skladu sa islamskom religijom. Opažena tenzija između humanista antičkog razdoblja i hrišćanstva poseduje paralelu u tenzijama između islamske religioznosti i racionalnog islamskog svetonazora. Ipak, postoje prošli i sadašnji pristupi koji će razvijati obrazovni ideal, koji se može uporediti sa evropskim konceptom moralnog oblikovanja pojedinca. Kur’ān i islamska tradicija ne sprečavaju slobodni razvoj ličnosti i kreativnu odgovornost ukoliko je njihova istoričnost uzeta u obzir i ukoliko nisu uzdignuti do nepromišljene norme.
Ključne reči humanizam, islamski i evropski; edukacija; individualnost; solidarnost; slobodna volja i podređenje; Ibn al-Muqaffaʿ; Fārābī; Yaḥyā IbnʿAdī; Miskawayh; Rāghib al-Iṣfahānī; Ghazzālī; Ibn Khaldūn; islamska renesansa – italijanska renesansa; Pico della Mirandola; Nahḍa; Ṭāhā Ḥusayn; Sadik J. Al-Azm; Edward W. Said; Naquib Al-Attas.
Y1  - 2017
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/44260
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-442607
SN  - 0353-5738
N1  - Articles published in the Philosophy and Society will be Open-Access articles distributed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4. 0 International License (CC-BY-NC-ND).
VL  - 24
IS  - 1
SP  - 293
EP  - 310
PB  - Institut za Filozofiju i Drustvenu Teoriju
CY  - Belgrad
ER  -