Thinking and Contemplating is the Path to Knowledge
Indeed, in the creation of the heavens and the earth, and the alternation of night and day, and the [great] ships that sail through the sea with that which benefits people, and what God has sent down from the sky of water, by which He has revived the earth after its lifelessness, and has dispersed therein every [kind of] moving creature, and [in] the directing of the winds and the clouds controlled between the sky and the earth, are signs for a people who reason.
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[!The Civilization of the Arabs by Gustave Le Bon]
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The highlighted Arabic text states that Islam was among the most important religions in encouraging scientific discoveries and nurturing souls through justice, kindness, and tolerance. It argues that Islam established a lasting moral and social framework based on justice, which allowed civilization to flourish.
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Islamic_civilization Is the Religion of Knowledge
The Prophet, peace and blessings be upon him, said: When the son of Adam dies, his deeds come to an end except for three: knowledge that is beneficial.
The ceiling of the Library of Congress is decorated with the word “Islam” as one of the 12 sources of knowledge and science.
NASA names a mountain range on the surface of the planet Pluto after the Muslim scholar Al-Sharif Al-Idrisi.
The Prophet (peace be upon him) said: “Tie it and trust in God” and “You are more knowledgeable about your worldly affairs.” Who established the principle of causality that established science. Had it not been for religion, we would not have believed in the perfection of the creation of the universe with fixed laws that are subject to discovery and re-experimentation because they are implemented by a Self-Sustaining Self, unlike atheism, which claims that existence is coincidental and random, so there is no guarantee of the results.
For English SpeakersThe image is from Shifa al-‘Alil fi Masa’il al-Qada’ wa al-Qadar wa al-Hikmah wa al-Ta’lil by Ibn al-Qayyim.
The highlighted text states:
“We do not know of any book more affirming causes than the Qur’an. Rather, if Allah is the creator of the cause and the result, then He is the One who made this a cause for that. Causes and effects occur according to His will, power, and wisdom. If He wills, Allah can nullify the effect of a thing, just as He nullified the burning effect of fire for His close friend Ibrahim.”
🔷 The supernatural cause of the phenomenon does not contradict the existence of a material cause for it.
🔷 It is impossible for what is religiously certain to conflict with what is scientifically certain.
🔷 If what is conjectural in religion conflicts with what is conjectural in science, the one who has stronger evidence between them should present the alternative.
🔷 If what is conjectural in religion conflicts with what is definitive in science, then the scientific explanation is presented.
For English SpeakersThe first image is from Majmu’ al-Fatawa by Ibn Taymiyyah.
The highlighted text explains that thunder is caused by the compression and collision of clouds, while lightning comes from the fire generated by that collision. It states that these are natural causes created by Allah, while at the same time thunder, lightning, eclipses, earthquakes, and similar events are also signs through which Allah warns His servants.
For English SpeakersThe second image is from Dar’ Ta’arud al-‘Aql wa al-Naql by Ibn Taymiyyah.
The highlighted text states that if two definitive proofs appear to conflict, then one cannot truly negate the other, because real contradiction between two certain truths is impossible. If one proof is certain and the other is speculative, then the certain proof takes precedence, because speculation cannot override certainty.
For English SpeakersThe third image is from Al-Radd ‘ala al-Mantiqiyyin by Ibn Taymiyyah.
The highlighted text states that many later Muslim scholars occupied themselves with mathematics, calculation, medicine, and engineering, and praised these sciences because they are correct sciences in which error does not enter.
For English SpeakersThe fourth image is from Al-Asbab fi al-Tafsir by Ibn Taymiyyah.
The highlighted passage explains that some physical causes are linked to unseen causes. For example, the physical cause of thunder may be understood scientifically, while revelation also teaches that angels are connected to these events. Mentioning an unseen cause does not cancel the physical cause, and mentioning the physical cause does not cancel the unseen one.
Europe in the Middle Ages
It was characterized by environmental and personal filth, even among nobles and kings.
(And do not cause corruption on the earth after its reformation)
The Prophet, peace and blessings be upon him, said: Beware of the three curses: defecating in watering places, in the middle of the road, and in the shade.
The Prophet, peace and blessings be upon him, said: Removing something harmful from the road is charity.
The Prophet, may God bless him and grant him peace, said: “Removing a stone, thorn, or bone from the road is considered charity for you.
For English SpeakersThe first image is from Qissat al-Hadara by Will Durant.
The highlighted text states that London remained poorly lit for centuries, with muddy streets, little drainage, and widespread poverty and crime. It notes that poor children often grew up neglected, half-starved, and vulnerable to theft and violence.
For English SpeakersThe second image is from Qissat al-Hadara by Will Durant.
The highlighted passage explains that cleanliness was not common in medieval Europe. Public baths disappeared after the early Christian period because they were associated with immorality, while steam baths from Muslim lands were later introduced into Europe. It also notes that church authorities often opposed public baths for moral reasons.
For English SpeakersThe third image is from Madinat al-Muslimin fi Isbaniya by Muhammad Abdullah Inan.
The highlighted text states that after the fall of Muslim rule in Spain, Queen Isabella I of Castile issued decrees preventing Muslims from wearing their traditional clothing, speaking Arabic, or practicing their customs openly. It describes this as part of a broader policy of forced assimilation.
For English SpeakersThe fourth image is from Qissat al-Arab fi Isbaniya by Stanley Lane-Poole.
The highlighted text states that public baths were widespread in Muslim Spain and were viewed as a necessary part of worship and cleanliness. It contrasts this with Christian Europe, where public bathing declined, and notes that after Christian rule returned in Spain, public baths were destroyed because they were seen as traces of Muslim influence.
Christianity
Which agreed in the East and the West to reject cleanliness and science
The Prophet, peace and blessings be upon him, said: Purity is half of faith.
He said, “Tie it and trust in God.”
Trust in the Lord with all your heart and do not lean on your own understanding. (Proverbs 3:5)
(And whoever has been given wisdom has certainly been given much good)
I will destroy the wisdom of the wise and reject the understanding of the prudent. (1 Corinthians 1:19)
For English SpeakersThe first image is from Kitab Tarikh al-Ummah al-Qibtiyyah by Yuhanna al-Sayyid al-Barmuni.
The highlighted text states that public bathing was considered shameful in parts of medieval Christian society. It says that some people believed bathing too often was morally improper, and that dirt, foul smells, and rough appearance were sometimes associated with piety, humility, and asceticism.
For English SpeakersThe second image is from Qissat al-Hadara by Will Durant.
The highlighted passage states that many Egyptian monks despised secular knowledge and saw cleanliness as something contrary to faith. It notes that some monasteries reportedly went long periods without washing, and that later writers mocked this extreme rejection of hygiene.
For English SpeakersThe third image is from Al-Da’wah ila al-Islam by Thomas Walker Arnold.
The highlighted text states that many people in the Byzantine world were attracted to Islam because it offered a simpler faith, a direct relationship with God, moral clarity, and freedom from complex priestly systems. It also says that oppressed groups often saw Islam as a source of justice and hope.
For English SpeakersThe fourth image is from When the Sun of the Arabs Shone on the West by Sigrid Hunke.
The highlighted passage explains that in parts of medieval Europe, many people bathed very rarely and often wore the same clothes for long periods. It says that dirt and foul smells became normalized, while Muslim influence later helped restore practices of bathing, cleanliness, and personal hygiene in Europe.
Epidemic
The Prophet, peace and blessings be upon him, said: “Seek treatment, for God has not created a disease without also creating a cure for it.”
As for Europe, which was drowning in garbage, waste, and the rejection of personal hygiene, the Church forbade treatment, considering illness a punishment from God, and considered medicine heresy. There were no people among them like Ibn al-Nafis, Ibn Zuhr, or al-Zahrawi in medicine and surgery.
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For English SpeakersThe image is from Sexual Taboos in Christian History by Heleen Meeserie.
The highlighted text states that during major plagues in Europe, many church leaders taught that disease was divine punishment and discouraged scientific or medical approaches. It says that after the plague, church influence over medicine increased, leading to widespread use of practices such as bloodletting. The passage also claims that church teachings discouraged bathing and hygiene, contributing to poor sanitation and the spread of disease.
Unlike Islam, which respected wisdom and science, Christianity accused every scholar who violated the myths of the Bible of heresy and sentenced him to death by burning.
(And whoever has been given wisdom has certainly been given much good) (Al-Baqarah: 269)
I will destroy the wisdom of the wise and reject the understanding of the prudent. (1 Corinthians 1:19)
For English SpeakersThe first image is from History of Christianity in the Reformation Era by Will Durant.
The highlighted text states that in medieval Europe, educated people often viewed knowledge through church doctrine. It says that questions about whether the Earth moved, whether the Sun moved around the Earth, or whether the Earth was spherical were treated as religious issues rather than scientific ones.
For English SpeakersThe second image is from 30 Horrific Methods of Execution by Michel Hanna.
The highlighted text states that accusations of witchcraft in medieval Europe often led to execution. It mentions that thousands of people, especially women, were killed after being accused of sorcery, and that these persecutions continued for centuries.
For English SpeakersThe third image is from Qissat al-Hadara by Will Durant.
The highlighted passage describes the trial and punishment of Giordano Bruno. It states that he was declared a heretic, imprisoned, stripped, chained, and eventually burned alive after refusing to abandon his beliefs.
For English SpeakersThe fourth image is from Between Religion and Science by Andrew Dickson White.
The highlighted text describes the treatment of Galileo Galilei. It states that he was threatened with physical torture, forced to kneel and publicly recant his support for the idea that the Earth moves, and pressured to declare belief in the opposite view.
in believing that man has an animal mind developed only for survival, so his thought is not to be trusted. As for man, he is empty and devoid of understanding. Man is born like a foal of a wild animal (Job 12:11). Man has no advantage over the beast (Ecclesiastes 19:3). Therefore, Europe despised education
For English SpeakersThe image is from Madinat al-Muslimin fi Isbaniya by Muhammad Abdullah Inan.
The highlighted passages state that education in medieval Christian Europe was limited, expensive, and often restricted to nobles and clergy, while literacy among ordinary people remained very low.
In contrast, Muslim Spain is described as having widespread access to education, public libraries, book markets, and schools open to different social classes. The text says that even ordinary people, women, craftsmen, and farmers could often read and write, and that books were widely available.
The passage also notes that many European students traveled to Muslim Spain to study science, medicine, philosophy, literature, and engineering, because Muslim cities offered advanced schools, libraries, and intellectual life that were not available elsewhere in Europe at the time.
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For English SpeakersThe image is from The Civilization of the Arabs by Gustave Le Bon.
The highlighted text states that the Arabs were among the greatest nations in history in terms of political organization, culture, and ethics. It says that medieval European nations learned many aspects of civilization from them, and that Europe’s later advancement was built upon foundations inherited from earlier Arab achievements.
The passage also says that, compared to many earlier European societies, Arab civilization reached a higher level of refinement, knowledge, and moral development, and that medieval European universities often relied on Arab books, methods, and scholarship.
Muslims’ Rescue of the Greek Heritage
Muslims saved the ancient Greek heritage and knowledge from Christian destruction, as Europe rejected all sciences after its conversion to Christianity and destroyed them in the West and the East, such as burning the Library of Alexandria and others, while Muslims translated them. Without them, Europe would not have known its heritage.
For English SpeakersThe first image is from The Civilization of the Arabs by Gustave Le Bon.
The highlighted text states that Europe owed much of its intellectual revival to the Arabs. It says that if Arab civilization had not preserved and developed the sciences of the ancient world, Europe’s Renaissance would have been delayed for centuries.
For English SpeakersThe second image is from Mukhtasar Tarikh al-Kanisa by Andrew Miller.
The highlighted passages state that during Europe’s intellectual decline, Arabs revived classical learning, preserved Greek literature, and became teachers of philosophy, medicine, and science. It also says that European students traveled to Muslim lands, especially places like Cordoba, to study subjects that were unavailable in Europe.
For English SpeakersThe third image is from General History of Civilizations: The Middle Ages by Maurice Crouzet.
The highlighted text states that Islam gave new strength and unity to the Arabs and that Muslim civilization expanded rapidly. It says that Islamic civilization produced major achievements in science, medicine, law, literature, architecture, and trade, and that these achievements strongly influenced Europe.
For English SpeakersThe fourth image is from History of the Church by Jean Comby.
The highlighted text states that some regions became areas of cultural exchange between Islam and Christianity. It says that Islamic civilization played a major role in preserving Greek heritage and transmitting it to Europe, which later made these works central to Western academic study.
Correction and Innovation
Without Ibn Rushd and his commentaries, the West would not have known Aristotle. Muslims were not satisfied with translating the ancient sciences, but they corrected them and the mistakes of their scholars, such as the book (Doubts about Ptolemy) by Ibn al-Haytham and (Doubts about Galen) by al-Razi. Muslims invented new sciences, some of which were stolen by the West, and Arabic remained the language of science for 7 centuries.
For English SpeakersThe second image is from When the Sun of the Arabs Shone on the West by Sigrid Hunke.
The highlighted passages state that Arab scholars transformed medicine from scattered personal experience into a systematic science based on observation, experiment, and written study. It says that Muslim physicians established hospitals, trained students, wrote detailed medical texts, and used methods of diagnosis and clinical observation that later influenced Europe.
The text also states that many later European doctors relied heavily on Arab medical books, and that Arab scientific methods helped lay the foundation for modern medicine.
For English SpeakersThe third image is from How History Was Made by Sigrid Hunke.
The highlighted text states that many major discoveries usually credited to Europe were built upon earlier Arab achievements. It says that Arab scholars did not merely preserve ancient knowledge, but expanded it through experimentation, criticism, and original contributions.
The passage also states that European medicine, chemistry, astronomy, and philosophy benefited greatly from Arab scholarship, and that many books used in European universities were originally written by Muslim scholars.
The Experimental Scientific Method
The credit for discovering the modern experimental scientific method goes to Al-Hasan Ibn Al-Haytham, who preceded Bacon by 500 years, according to the West’s testimony, contrary to what some (superficial and directed)
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For English SpeakersFrom Qissat al-Hadara by Will Durant.
The highlighted text states that Ibn al-Haytham played a foundational role in optics and that later European scientists relied heavily on his work. It also says that Ibn Sina was among the greatest medical writers of the Middle Ages, Al-Razi among the greatest physicians, Al-Biruni among the greatest geographers, and Jabir ibn Hayyan among the greatest chemists.
The passage adds that Muslim scholars developed experimental methods in chemistry that later influenced Europe, and that Europe benefited from both Muslim Spain and the wider Muslim East.
Al-Hasan Ibn al-Haytham
from the book House of Wisdom
In 1109, Adelard of Bath traveled from England to the East and returned with jewels of astronomy and mathematics that transformed European science. He was followed by others, such as Michael Scotus—who was burned at the stake for witchcraft—who learned Arabic and shook the Christian world with his translations of Ibn Rushd.
For English SpeakersFrom We Owe Them by George Makdisi.
The highlighted text states that many educated Christians in medieval Spain learned Arabic, read Arab books, and preferred Arabic literature and scholarship over Latin works. It also says that European students traveled to Muslim lands to study science, philosophy, language, and methods of debate, and that Arabic intellectual culture strongly influenced medieval Europe.
International University
Europeans flocked to Muslim countries to learn modern sciences and translate their books…while the Christian Inquisition continued to persecute them and burned some of them on charges of heresy.
For English SpeakersFrom History of Modern World Literature by Jurji Zaydan.
The highlighted text states that Jewish intellectual activity in philosophy and science remained limited until the eleventh century and largely developed within the Islamic world. It says that many Jewish scholars flourished under Muslim rule, learned Arabic, and became influential in scholarship and politics.
For English SpeakersFrom History of Modern World Literature by Jurji Zaydan.
The highlighted passage states that Christian scholars translated many Arabic works into Latin during the twelfth and thirteenth centuries. It says that these translations played a major role in the growth of European learning and that many important European scientific texts were based on Arabic sources.
For English SpeakersFrom Science and Engineering in Islamic Civilization by Donald Routledge Hill.
The highlighted text states that the translation of Arabic works into Latin during the twelfth and early thirteenth centuries was one of the major factors behind the growth of European science. It also mentions figures such as Gerbert of Aurillac and Constantine the African as early transmitters of Islamic knowledge into Europe.
Taught the World
A religion that encourages knowledge, the use of reason, innovation, invention and discovery. Through its universities, it has taken the world by the hand towards civilization.
(Say: Are those who know equal to those who do not know?)
(Indeed, in the creation of the heavens and the earth and the alternation of the night and the day are signs for those of understanding.
For English SpeakersFrom Dictionary of Popes. 1st img
The highlighted text states that Pope Sylvester II studied in Cordoba and other parts of Muslim Spain, where he learned astronomy, mathematics, philosophy, and natural sciences from Muslim scholars.
For English SpeakersFrom The Mediterranean: Cradle of the Sea by Emil Ludwig. 2nd img
The highlighted text states that Muslim influence spread across the Mediterranean and that Europe adopted many practical sciences, technologies, crafts, navigation methods, agricultural techniques, and forms of architecture from Muslim civilization.
For English SpeakersFrom Qissat al-Hadara by Will Durant.3rd img
The highlighted text states that Europe absorbed many cultural influences from the Islamic world, including weapons, architecture, textiles, trade goods, artistic decoration, navigation techniques, and vocabulary. It also says that Europe adopted foods, drinks, medicines, and various forms of material culture from Muslim lands.
Early
Immediately after the mission of the Prophet, peace and blessings be upon him, in the eighth century, the world witnessed the first hospital and the first pharmacy in Baghdad during the Abbasid era. The ninth century witnessed the first university (Al-Qarawiyyin) in the city of Fez, which included the oldest library that is still operating today.
🔷 Because of the Islamic rituals, determining the times of prayer, the direction of the qibla, the holy months, Ramadan, and the knowledge of the positions of the moon and the sun that accompanies that, Muslims excelled in astronomy.
🔷 The world uses Arabic numerals, and the first to use (zero) was Al-Khwarizmi, which the Church called (Muslim magic).
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Muhammad ibn Musa al-Khwarizmi is the one who developed what is called algorithms after himself, which we use today in the form of computer programming and the like. Fetching Title#inb1
Medicine
Taking precautions is one of the most important objectives of Islam. The Prophet, peace and blessings be upon him, said: “Seek treatment, for God has not created a disease without also creating a cure for it.” As for Christian Europe, it forbade treatment because illness is a punishment from God and considered taking precautions as taking medicine, which contradicts belief in God’s power. When it gained power, it burned the books of the Muslims, as it did with the books of the Greeks
For English SpeakersThe first image is from The Sun of the Arabs Shines on the West by Sigrid Hunke.
The highlighted passage says that medieval Church teachings often discouraged reliance on medicine and promoted the idea that true healing came only through faith.
It contrasts this with the Islamic approach, which encouraged the use of herbs, remedies, and medical treatment alongside belief in God.
For English SpeakersThe second image is from Arab Civilization by Gustave Le Bon.
The highlighted text says that Arab civilization excelled in medicine, science, industry, and architecture, and that cities like Cordoba were more advanced than many European cities of the time.
It also says that Muslim physicians contributed surgical techniques, medical substances, and treatments that later influenced European medicine.
For English SpeakersThe third image is from Arab Civilization in Spain by Évariste Lévi-Provençal.
The highlighted passage says that after the fall of Muslim Spain, many Arabic manuscripts and libraries were destroyed by Spanish authorities.
It argues that this led to the loss of a major part of the intellectual heritage of Andalusia.
For English SpeakersThe fourth image is from The Antichrist by Friedrich Nietzsche.
The highlighted text says that Christianity prevented Europe from fully benefiting from the achievements of Islamic civilization.
Nietzsche describes Muslim Spain as more refined and culturally advanced than much of Christian Europe.
A Thousand and One Inventions
🔷 Map of major Islamic contributions to science, discovery and invention
Have you not seen that God sends down water from the sky, and We produce thereby fruits of varying colors? And among the mountains are streaks white and red, varying colors and [some] very black. And among people and living creatures and livestock are varying colors. Thus only those fear God, from among His servants, who have knowledge. Indeed, God is Exalted in Might and Forgiving.
NASA Names One of the Moon’s Craters “Al-Battani”
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For English SpeakersThe first image is from Kitab al-Zij al-Sabi by Al-Battani.
The highlighted passage says that astronomy is one of the noblest sciences because it leads people to reflect on the order of the heavens, the movements of the stars, the sun, the moon, and the planets.
It explains that studying the universe strengthens belief in the wisdom, power, and unity of God through observing the precision and harmony of creation.
For English SpeakersThe third image is from Story of Civilization Volume 26: Religious Reform by Will Durant and Ariel Durant.
The highlighted text says that from the 8th to the 13th century, Islamic civilization was more advanced than Europe in culture, politics, science, and military strength.
It also says that cities such as Fez and Marrakesh had major mosques, libraries, schools, and markets, and that Fez had one of the largest urban populations in the world at the time.
Atheism of Islamic Scholars?
Ahad means (deviating from the origin), while the meaning of (denying God) is a hadith.
The scholars accused of their religion are few, and they were not accused for their knowledge, but for a doctrinal error, despite their belief in Islam. None of them denied God, some of them slandered Him, and some of them repented 👇 Their books testify.
For English SpeakersThe first image is from Nihayat al-Iqdam fi Ilm al-Kalam by Al-Shahrastani.
The highlighted passage says that denying the Creator is irrational because the order and harmony of the universe point to the existence of a wise and powerful maker.
It argues that human nature instinctively recognizes the existence of God, especially in times of hardship and danger.
For English SpeakersThe second image is from Wafayat al-A’yan by Ibn Khallikan.
The highlighted text says that Ibn Sina, also known as Avicenna, became famous for medicine and philosophy and wrote many influential works.
It also notes that he authored a book on medicine and that his final words before death were: “The manager within our body is incapable of management, therefore treatment is useless.”
For English SpeakersThe third image is from Siyar A’lam al-Nubala by Al-Dhahabi.
The highlighted passage says that Ibn Rushd was highly respected in Andalusia for his knowledge, intelligence, and noble character.
It also mentions that he wrote important works in law, medicine, and philosophy, including texts on jurisprudence, logic, and the relationship between religion and philosophy.
For English SpeakersThe fourth image is from Siyar A’lam al-Nubala by Al-Dhahabi.
The highlighted text says that Al-Razi was one of the greatest scholars of his age and was especially famous for medicine.
It notes that he wrote many books, worked in hospitals, and was known for his wide knowledge and skill in medical practice.
Hadith Science
A science that studies the transmitters of news, hadiths, and athars, criticizing and modifying them, and studies the correction and weakening of narratives. It has caused a revolution in the science of history, making the weakest hadith among Muslims more reliable than the Holy Book and the books of ancient philosophers that were transmitted, cited, and attributed to Aristotle, Plato, and others.
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ISNAD Science
The accuracy and reliability of the science of isnad of hadith and narrations has been acknowledged by Western Orientalists and Eastern Christians.
For English SpeakersThe first image is from Encyclopedia of Islamic Knowledge.
The highlighted passage says that Muslim scholars developed strict methods to verify historical reports and hadith narrations.
It explains that they examined chains of transmission, checked the reliability of narrators, and studied their biographies in order to determine whether a report was authentic or false.
The second image is from The Rise and Decline of Islamism by Carl Brockelmann.
The highlighted text says that Muslims preserved very detailed records of the Prophet’s actions during the Farewell Pilgrimage.
It argues that even small details from those days were recorded carefully, making the Farewell Pilgrimage one of the best documented events in early Islamic history.
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The third image is from Terminology of History by Asad Rustum.
The highlighted passage says that Muslim scholars created rules for criticizing and verifying historical reports centuries before Europe developed similar methods.
It also says that European historians later built historical methodology on principles that Muslim scholars had already established in hadith criticism and source verification.
The fourth image is from Genealogies of the Ancient Arabs by Jurji Zaydan.
The highlighted text says that early Muslims were very careful in preserving Arab genealogies and would not accept reports without verification.
It argues that Muslim scholars preserved lineages with greater accuracy than many other ancient peoples because of their attention to transmission and documentation.
Al-Bukhari
One of the stupidities of the some ignorants is the attempt to attack the Hadith - especially Al-Bukhari - in a desperate attempt to distort the meanings of the Qur’an by denying the Sunnah that explains it, by belittling (the chain of transmission). They forgot that in doing so they are destroying most of human knowledge, since most of human knowledge was transmitted and they did not witness it.
For English SpeakersThe first image is from History of Modern Western Philosophy by Bertrand Russell.
The highlighted passage explains that many things are known through testimony rather than direct personal observation.
It says that history, geography, and even many scientific laws are accepted because people trust reports, witnesses, and transmitted knowledge.
For English SpeakersThe second image is from Testimony, Trust, and Authority by Benjamin McMyler.
The highlighted text says that much of ordinary human knowledge comes through testimony from other people.
It gives examples such as historical events, scientific facts, and news reports to show that people rely heavily on trusted sources rather than direct experience.
For English SpeakersThe third image is from Muhammad by Karen Armstrong.
The highlighted passage says that Muslim scholars collected reports about the Prophet Muhammad with unusual care and developed methods to distinguish authentic narrations from false ones.
It states that the science of hadith became an important tool for preserving the details of the Prophet’s life and teachings.
Egyptology
The ancient Egyptians enjoyed a rich civilization and knowledge, which was passed on from them to the Greeks. With the adoption of Christianity by the Roman Empire, which rejected science and civilization, all sciences were neglected and even the use of hieroglyphic letters was forbidden, which led to the loss of its heritage. The first to try to solve its symbols were the Muslims.
For English SpeakersThe first image is from History of Human Sciences by Mustafa Nazmi.
The highlighted passage says that both Mesopotamia and Egypt reached advanced levels of culture long before Greece.
It argues that the Greeks inherited much of their mathematics, astronomy, medicine, and philosophy from earlier Eastern civilizations, especially Egypt and Babylon.
For English SpeakersThe second image is from The Sun of the Arabs Shines on the West by Sigrid Hunke.
The highlighted text says that Arab civilization acted as a bridge between ancient civilizations and Europe.
It states that the Arabs transmitted the knowledge of Greek philosophers and scientists to the West, while also preserving and adding to the heritage of Egypt, Mesopotamia, Persia, and India.
For English SpeakersThe third image refers to the Rhind Mathematical Papyrus.
The highlighted material says that advanced mathematics existed in ancient Egypt long before Greece.
It notes that Egyptians used numerical calculations, fractions, geometry, and mathematical symbols centuries before later Greek developments.
For English SpeakersThe fourth image is from Treasures of the Church Fathers: Civilization, Religion and Ethics in Ancient Egypt.
The highlighted passage says that when Christianity spread in Egypt, the ancient Egyptian language began to disappear.
It explains that the Coptic alphabet was created using Greek letters with a few Demotic additions, and that this shift contributed to the decline of older Egyptian writing systems.
Hieroglyph
Today’s Christians are trying to cling to the civilization of the ancients, although the tool for destroying that civilization was the Christian religion. It worked to destroy its monuments and replace its Egyptian letters with the letters of the conquering Greek, rejecting the religion of the ancients and getting closer to the language of the Bible. The Muslims preceded Champollion in solving it.
The author of the book (Shawq Al-Mustaham fi Ma’rifat Ramuz Al-Aqlam), which was printed in London in 1806 AD, in which Ibn Wahshiya solved more than half of the hieroglyphic alphabet, dating back to the tenth century, i.e. nine centuries before Champollion.
