Islamic Studies Online: An Instructor's Guide to Three Courses
Notice bibliographique
Résumé
We have developed three courses: Islam and Muslim Civilizations, Shiʿi Islam, and Researching Islam: Entering the World of Scholarly Investigation. I teach these at the introductory, intermediate, and advanced levels at the University of Toronto. However, the modular approach allows any instructor to mix and match topics from any of the three courses. Instructors may rearrange the modules according to the needs of their students and repurpose them for many environments. The modules can prove valuable for museums, undergraduate and graduate school classes, high schools, religious institutions, adult learners ranging from journalists to public servants, and many others. Every course is structured as an adventure. Each module is called a “Caravan Journey” and units within the modules are “Serais.” In the Muslim world, Serais were bustling stopping-places that supported the flow of information, commerce, and people across trade routes through much of Asia, North Africa, and Southeast Europe. Writing about his experience at one such Caravanserai or funduq in China, the famous Muslim traveler Ibn Battutah observed: China is the safest and best country for the traveler. A man travels for nine months alone with great wealth and has nothing to fear. What is responsible for this is that in every post station in their country is a funduq which has a director living there with a company of horse and foot…. He sends someone with the travelers to conduct them to the next post station and he brings back a certificate from the director of the funduq confirming that they have all arrived. If he does not do this he is answerable for them. This is the procedure in every post station in their country from Sin al-Sin to Khan Baliq. In them is everything the traveler needs by way of provisions, especially hens and geese.[1] Similarly, at each of our Serais, we provide our student travelers with all they need by way of provisions, though perhaps no hens and geese. The guides and guidebooks we provide enable them to cross all their Serais to then board the next Caravan, safe and sound, certificates in hand. Caravan Journeys include readings and multimedia, pedagogical activities, and assessments. They provide rich, engaging, student-centered experiences for learners. To the extent possible, the journey represents the dynamic pluralism of Islam and Muslim Civilizations, showcasing many facets of diversity, including the following: A.Pluralism Region: The Muslim world is gigantic. The overwhelming majority of Muslims do not live in the Middle East, but the vast majority of Islamic Studies does. Students will be exposed to as many regions of the Muslim world as possible throughout the course, and the Caravan Journeys contribute to this. Time: There are over 1400 years of Muslim history, and the Caravan Journeys, as a whole, try to expose students to many different periods. Schools of Interpretation: The Caravan Journeys represent diverse communities of interpretation. Students will leave the course realizing that 1.7 billion Muslims across the world are not a monolithic bloc. B.Gender Primary sources and scholarship frequently make women invisible. We make every attempt to have female voices represented in the Caravan Journeys. C.Multimedia The Caravan Journeys include appropriate multimedia, including relevant images, sound, and video. Many living artists and musicians from around the world have contributed to the project. D.Primary and Secondary Sources The Caravan Journeys expose students to appropriately chosen primary sources, both textual and non-textual, as well as a range of secondary sources. Thus, the Caravan Journeys provide a rich, engaging, student-centered experience for learners. [1] Ibn Baṭṭūtah, Riḥlah, trans. Hamilton A.R. Gibb and Charles F. Beckingham, The Travels of Ibn Battuta: A.D. 1325-1354, 4 vols. (London: Hakluyt Society, 1994), vol. 4, 893-894.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,003 | 0,003 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,004 | 0,004 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,547 | 0,418 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».