This article examines “Taʼlim al-mutaʼallim,” the celebrated work by the Islamic scholar Burkhaniddin al-Zarnuji (12th–13th centuries AD), focusing on the essential manners, advices, and instructions for acquiring knowledge presented therein. The study analyzes how al-Zarnuji substantiates his pedagogical recommendations through reliable primary sources – including Quranic verses, prophetic hadiths, and the counsel of eminent scholars such as Imam Aʼzam Abu Hanifa. The article demonstrates that this foundational text on the path to knowledge remains highly relevant to contemporary educational discourse, addressing issues such as the education of women, financial support for students, the importance of consultation, and the ethics of intellectual perseverance.

This review examines V. Shdursky’s monograph which synthesizes research on Aldanov’s engagement with his literary predecessors, from Nilus of Sora to Chekhov. The author contends that classical literature was of fundamental importance to Aldanov as an émigré; rather than dissociating from his heritage in favour of a localized European tradition, Aldanov sought to maintain ties with the foundational texts of the metropole. The study explores his perception of authors traditionally linked to his work, specifically Tolstoy and Dostoevsky; while his stance toward the former is largely apologetic, he remains axiologically unconvinced by the latter. By contrast, his commentary on 18th- and 19th-century figures is more sporadic, reflecting a largely emblematic view of their personas and works. Although the monograph’s composite nature assembled from previously published articles results in occasional repetitive passages, Shadursky’s work represents a substantial contribution to the field of Russian émigré studies.

Background: The Caraka Saṃhitā, a foundational text of Ayurveda, presents a comprehensive approach to medical education alongside clinical knowledge. The teaching tradition of Maharṣi Ātreya reflects an integrated model combining intellectual discipline, ethical training, interactive learning, and clinical exposure. In light of ongoing reforms under the National Commission for Indian System of Medicine (NCISM), re-examining these classical pedagogical principles is both relevant and necessary. Objectives: To critically analyse the teaching–learning methods described in the Caraka Saṃhitā, with particular focus on Adhyayana, Adhyāpana, and Tadvidyā Sambhāṣā, and to evaluate their relevance in contemporary competency-based Ayurveda education. Methods: A qualitative descriptive–analytical review was conducted using primary references from Vimāna Sthāna (Chapter 8), Sūtra Sthāna (Chapters 1 and 9), and Kalpa Sthāna (Chapter 1), supported by Āyurveda Dīpikā commentary. Results: The text outlines an integrated model incorporating self-directed learning, structured teaching, dialogical exchange, Anvīkṣikī (critical reasoning), and experiential training within the Gurukula system. Conclusion: These principles demonstrate conceptual alignment with competency-based medical education and offer a valuable framework for enriching contemporary Ayurveda curricula. Keywords: Caraka Saṃhitā, Ayurveda Education, Adhyayana, Tadvidyā Sambhāṣā, Anvīkṣikī

Ayurveda, the ancient science of life, primarily aims to maintain health in individual through illness prevention and treatment. Classical Ayurvedic scholars thoroughly described various body systems in relation to Sharira kriya (physiology), Sharira Rachana (anatomy), Vikriti Vigyan (pathology), and beyond. Among these, the Mutravaha srotas— the urinary system—plays a pivotal role in mutra Utpatti (urine formation) and elimination, as detailed across foundational texts. Remarkably, these scholars elucidated the urine formation process without microscopic tools, yielding descriptions strikingly akin to modern physiology. This article reviews classical Ayurvedic perspectives on mutra with special reference (w.s.r.) to Mutra Utpatti, synthesizing key insights from Samhitas and related Granthas. It contrasts these with contemporary understanding of urine formation, highlighting synergies and potential avenues for integrated research.

The research aims to articulate the concept of intentionality as a cognitive and interpretive mechanism in the analysis of grammatical discourse, to reveal its impact on meaning construction and understanding of Sibawayh's texts. It starts from the hypothesis that Sibawayh's speech is an open discourse in which contextual clues interact to guide understanding. This is investigated through the study of interpretive strategies used by Ibn Waddah and Al-Sirafi, in light of their cognitive backgrounds and methodologies. The readings of Sibawayh's statements are varied due to their openness to interpretation and the differing cognitive horizons of the readers. Sibawayh's book is considered the foundational text for Arabic grammar and has served as a focal point for study, explanation, and interpretation for centuries. This research comes to examine one of the most prominent issues in interpreting this text by comparing two scholars from the 4th century AH: Ibn Waddah and Al-Sirafi. The research is based on the hypothesis that the differences between these two scholars are not merely disagreements over specific grammatical issues, but rather a fundamental divergence in their "horizons of interpretation" and their approach to the "intentionality" of the text. The research follows a descriptive-analytical comparative methodology, analyzing Sibawayh's statements as presented by Ibn Waddah and Al-Sirafi to uncover the intentional structure. The study concludes that the differences among grammarians in interpreting Sibawayh's intent are based on various contextual clues, including logical inference based on the combination of texts, the broadening of the discourse's significance through analogy, rhetorical subtleties, and grammatical critical references that reveal an early critical sense in the tradition. Grammarians may have been pioneers in understanding the concept of intentionality.

Mechanism of Astragali radix combined with Salviae miltiorrhizae Radix et Rhizoma in alleviating diabetic nephropathy: Focus on the AGEs/RAGE/MAPK signaling Pathway.

This article offers a discursive analysis of two contemporary Islamist 8 texts that frame violence not as a deviation from religious normativity, but as its necessary and even redemptive expression. It examines Daʿwa al-muqāwama al-islāmiyya al-ʿālamiyya ( The Call to Global Islamic Resistance ) by Abū Muṣʿab al-Ṣūrī (2004) and De l’idéologie islamique française by Aïssam Aït-Yahya (2015) , two ideologically distinct yet rhetorically potent works that articulate violence as an existential necessity. Although relatively unknown to the general public, al-Ṣūrī’s manifesto has become a foundational text within ǧihādist circles, serving as a discursive matrix for constructing violence as both theologically sanctioned and strategically necessary. Aït-Yahya’s essay, though more elliptical and less widely disseminated, plays a significant role in shaping ideological polarization within French Muslim contexts. Drawing on critical discourse analysis, the article draws on critical discourse analysis to explore how sacred language, theological references, and affective strategies produce a grammar of legitimacy. From this perspective, radicalization is not approached as a deviant behavior, but as a discursive production—embedded in language, affect, and symbolic economy—that constructs violence as morally compelling and theologically grounded. The article also discusses how discursive structures may create potential openings for disengagement by revealing the interpretive tensions at the heart of radical narratives. It argues that understanding religious violence requires not only sociopolitical analysis but a careful reading of how language constructs normative obligations, moral antagonisms, and sacred temporality.

This literature-based synthesis examines the historical and conceptual shift from Computer-Assisted Language Learning (CALL) to Artificial Intelligence-mediated approaches in Second Language Acquisition (SLA). The study aims to trace the evolution of CALL, analyze how AI transforms language learning processes, and identify the pedagogical and ethical implications of AI enhanced instruction. A structured review of scholarly work from applied linguistics, educational technology, and artificial intelligence was conducted using peer reviewed sources from 1996 to 2024, alongside foundational texts that shaped CALL and SLA theory. The synthesis integrates empirical, theoretical, and technological research, employing thematic and chronological analysis to connect CALL developments with emerging AI practices. Findings reveal that CALL laid essential pedagogical foundations centered on interaction, autonomy, and communicative authenticity, but struggled with adaptivity, contextual feedback, and cultural mediation. AI expands these foundations by enabling personalized learning pathways, intelligent tutoring, automated feedback, and data informed instructional design. However, the analysis also identifies challenges related to algorithmic bias, data privacy, teacher autonomy, learner identity, and risks of dehumanized instruction. The study concludes that AI represents not a replacement of CALL but an expansion of its principles into more adaptive and data driven environments. Future research must address ethical governance, teacher training, and equitable access to ensure that AI supports humanistic, context sensitive, and socially grounded language education.

In the nineteenth century, Ottoman intellectuals endeavored to construct alternative national narratives in order to safeguard the empire against the potentially disintegrative consequences of nationalism. Namık Kemal played a pivotal role in this endeavor, and his play Vatan Yahut Silistre became a foundational text in shaping Ottoman patriotic consciousness. Kemal’s sacralized conception of the homeland influenced Muslim communities, including the Kurds. Evdirehîm Rehmî Hekkarî, author of Memê Alan , regarded as the first modern Kurdish drama, similarly framed the defense of the homeland as a religious duty and employed literature as a means of collective mobilization. This study presents a comparative analysis of Vatan Yahut Silistre and Memê Alan , arguing that in both works the defense of the homeland is articulated as a religious obligation. This shared conceptualization demonstrates how religion and patriotism became deeply intertwined in the intellectual and literary discourse of the late Ottoman period.

Abstract The Valparaíso School in Chile is celebrated as an experiment in post–World War II educational ideas and neo-avant-garde aesthetic practices. The school’s singular collective works, such as the Open City—charged with developing an architecture cogenerated with poetry—have sought to erase the boundaries between learning, working, and living. This essay posits a reinterpretation of the Valparaíso School by foregrounding the religious framework underlying its members’ collective undertakings. It examines the 1967 Architecture School Manifesto, which called for testimonies of Christian faith, underpinned by a masculinist rhetoric, to contextualize the revolutionary impetus of the school’s practice, the relationship between poetry and theology, and the founding of the Open City in 1971. With close readings of foundational texts, archival evidence, and original interviews, this essay reveals a lay apostolate guiding the school’s philosophy, pedagogy, and practice. By challenging the secularizing logic of modernity, it highlights progressive Christians who, oriented toward a sacrificial form of masculinity, sought an ecumenical project based on their faith.

In the history of Tamil literature, the Bhakti Movement is regarded as a monumental social, religious, and literary renaissance. Specifically, within the Panniru Thirumurai—the foundational texts of Saivism—the first seven volumes, known as the Devaram, represent a pinnacle of both poetic and philosophical excellence. These hymns, graced by the Moovar Mudhaligal (St. Thirugnanasambandar, St. Thirunavukkarasar, and St. Sundaramurthi Swamigal), do not merely approach the Almighty as an abstract philosophical entity but perceive Him as the very essence of nature and the foundation of the universe. This research paper deeply analyzes how the natural descriptions recurring in the Devaram hymns illustrate the attributes of the Param-porul (Supreme Being). It explains in detail how the Saiva Thirumurais internalize the 'Ullurai Uvamam' (implied metaphor) technique inherited from Sangam literary tradition, transforming natural elements into symbols that explain spiritual truths. The study focuses on the beauty of the Lord’s form, the philosophical symbolism of His ornaments, the experience of Sivanubhava expressed through the actions of animals and birds, and the ritualistic significance of flowers. Furthermore, it describes—with supporting data—how the three core truths of Saiva Siddhanta (Pathi - God, Pasu - Soul, and Paasam - Bondage) are interwoven into descriptions of nature, and how these hymns were systematized during the Chola period to become a definitive social identity.

Abstract This article introduces and validates a framework for the computational analysis of rhetorically complex texts, moving beyond generic sentiment analysis to enable nuanced, large-scale hermeneutic inquiry. As a case study, we analyse the Greek text of Revelation, using the Gemini-2.5-Pro LLM to quantify its rhetoric against a bespoke, theologically-grounded eight-vector lexicon. The framework’s validity is established through strong correlation (mean Pearson’s r = 0.82) with a reliable human-expert baseline (Fleiss’ κ = 0.825), confirming its capacity to map the text’s salient features. The analysis provides quantifiable evidence for key exegetical claims—including the liturgical framing of divine judgment and a 12:1 deception-to-violence ratio for the Beast’s threat—and shows how AI-human divergences can map a text’s implicit theology. This study offers a reproducible and validated heuristic for mapping complex foundational texts, demonstrating a critically-aware partnership between computational analysis and expert exegesis.

This article revisits a selection of foundational Cultural Studies texts and examines their continued relevance for the contemporary teaching of English language and culture. Building on the enduring legacy of works such as Representation, Englishness, Introduzione agli Studi Culturali britannici and Time Machines, the discussion highlights how Cultural Studies debates on identity, ideology, and representation remain central to understanding today’s discursive arenas. The article then explores how these theoretical concerns can be meaningfully translated into school-level practice, where the choice of textbooks plays a crucial role in shaping students’ cultural literacy. Through a lesson plan grounded in the Presentation–Practice–Production method, the communicative approach, and culturalist analytical tools, the article demonstrates how students can be guided to engage critically with political discourse, develop appropriate vocabulary, and reflect on the cultural processes through which meanings are produced and circulated. The proposed pedagogical framework illustrates how teaching ‘with’ and ‘through’ Cultural Studies ‘classics’ can foster both linguistic competence and critical awareness in today’s English classroom.

This study critically updates Marshall McLuhan’s media theory to analyze the mental, sociological, and artistic effects of generative artificial intelligence, understood as a radical cognitive extension that reconfigures perception, identity, and cultural production. A qualitative approach based on comparative conceptual analysis is employed. Foundational texts by McLuhan are examined in dialogue with recent scholarship in neuroscience, algorithmic sociology, and computational creativity studies. McLuhan’s tetrad is systematically applied as an interpretative framework. Findings indicate that AI externalizes cognitive processes such as synthesis and writing, enhancing efficiency while activating the Law of Reversal. Risks of digital amnesia, cognitive sedentarism, and the erosion of deep reading are identified. Sociologically, the “global village” evolves into algorithmic fragmentation and a surveillance capitalism model. In the artistic domain, authorship becomes decentralized and creativity is redefined in terms of statistical recombination. AI emerges as a structural media environment whose efficiency may reverse into intellectual dependency and conformism. The study underscores the need for anticipatory governance and renewed critical media literacy to safeguard human agency.

Nonprofit organizations currently face significant challenges in achieving sustainability and efficiency within an environment characterized by resource scarcity, increasing competition for funding, and growing societal demands for visible and measurable results. This research begins by acknowledging both theoretical and practical gaps in the development of management models that effectively address the specificities of the third sector, particularly in Latin American contexts. From this problem, the general objective of the study is to analyze the evolution of nonprofit management through a systematic theoretical review of the articles published in Harvard Business Review since 1990—the year Peter Drucker published Managing the Nonprofit Organization, considered one of the foundational texts in the field, until 2024. The methodological approach follows a positivist paradigm with a quantitative orientation, using systematic bibliographic review as its central technique. Harvard Business Review articles are analyzed through data mining, thematic coding, and frequency analysis, which enabled the identification of patterns, models, and theoretical developments in nonprofit management. Bibliometric tools were used to establish relationships between key concepts such as leadership, sustainability, funding, strategic management, and social impact. The main conclusions indicate that the Harvard Business Review has provided a robust and constantly evolving theoretical body on nonprofit management, with special emphasis on strategic leadership, impact measurement, sector professionalization, and the need to apply the same level of rigor to these organizations as is applied in the business world. Furthermore, both convergences and divergences with Drucker's original postulates were observed, allowing for the formulation of new conceptual frameworks tailored to Latin America, incorporating principles of evaluative management as an emerging discipline.

Sharankumar Limbale’s The White Paper (Akkarmashi, 1984) stands as one of the most influential autobiographical narratives in Dalit literature and a foundational text in the articulation of Dalit subjectivity. The text foregrounds the existential crisis of the Akkarmashi—the “half‑caste” born of caste‑transgressive sexual exploitation—and exposes the structural violence embedded in caste society. Through a narrative that oscillates between personal anguish and collective testimony, Limbale documents the psychological fragmentation, social humiliation, and political invisibility imposed upon Dalits by Brahmanical patriarchy. This article examines The White Paper through the lenses of Dalit aesthetics, Ambedkarite thought, and subaltern studies, arguing that Limbale transforms personal trauma into a political document that indicts caste society. The narrative reveals how caste, sexuality, and illegitimacy intersect to produce a life of perpetual exclusion, while simultaneously asserting the agency of the oppressed through the act of self‑representation. Ultimately, the text functions as a counter‑archive that reclaims dignity through testimony, making it a seminal contribution to the canon of Dalit resistance literature.

Abstract Hugo Grotius’s De iure belli ac pacis libri tres was published in 1625. It was first a major statement on natural law. It soon became a foundational text within international law, particularly around the use of force. Over time, it has become a classic in the field, due in some ways to the politics of international law but in other ways because of its profound insights. In this paper, I examine Grotius’s “method”, for want of a better word. His natural law argument is based not solely on appeal to Biblical or classical texts (though it certainly does that). It also looks to historical contexts in a way that brings in practice alongside of theory. While others had done this, Grotius’s ability to base his argument on both theory and practice has something to teach us in the contemporary era. I argue that Grotius provides us with a way to argue for universal values – by drawing not only on theories but on the practices that shape those theories. At the same time, the colonial legacy of Grotius’s work (brought out by Martine van Ittersum’s foundational work in this area) highlights how our positionality should also caution us when making universalist claims. That is, while I argue for universal values, I recognize my location in the scholarly world, like Grotius’s, is a privileged one. I will continue to make those arguments, but the lesson of Grotius’s work leads me to be cautious and humble in how and where I make those arguments.

This article examines the comprehensive methodology employed in the experimental testing of an innovative pedagogical approach designed to develop critical thinking skills among philology students through engagement with national literature. The research presents a detailed framework for assessing the effectiveness of teaching methodologies that integrate literary analysis with critical thinking development. The study outlines the experimental design, participant selection criteria, assessment instruments, data collection procedures, and analytical methods used to evaluate the proposed methodology. Special attention is given to the integration of national literary works as foundational texts for fostering analytical reasoning, interpretive skills, and evaluative judgment. The article discusses both quantitative and qualitative approaches to measuring cognitive development, including pre-test and post-test comparisons, control and experimental group analyses, and longitudinal tracking of critical thinking competencies.

This study examined the performance of AI models in translating classical Arabic grammatical literature, focusing on Alfiyah Ibn Mālik and Naẓm al-Imrīṭī, two foundational texts marked by dense syntactic structures and strong pedagogical significance. ChatGPT and Gemini were evaluated in terms of translation accuracy, terminological precision, and contextual sensitivity. A panel of expert evaluators with more than fifteen years of experience in Arabic instruction assessed each model’s capacity to apply syntactic rules, preserve semantic coherence, and maintain stylistic and didactic integrity. The aim and scope of the paper centred on measuring translation quality through a combined framework of METEOR scoring and human expert judgement. Qualitative evaluation further explored the models’ adaptability to classical Arabic rhetorical patterns and instructional conventions. The results showed that ChatGPT achieved higher lexical alignment and word-level accuracy than Gemini according to METEOR scores; however, both models demonstrated notable limitations in rendering idiomatic expressions and conveying deeper grammatical and contextual meanings. Statistical analysis using the Mann–Whitney U test revealed no significant difference between the two models, underscoring the limited explanatory power of automated metrics when applied to highly structured classical texts. These findings underscored the ongoing need for expert validation beyond numerical scoring and supported the adoption of a hybrid translation framework, in which AI-generated outputs are systematically refined through scholarly review. Future research was suggested to broaden the textual corpus, incorporate additional AI models and evaluation metrics, and further strengthen expert-led validation to enhance the reliability of AI-assisted translation in advanced Arabic grammatical studies.

This study examines the systematic development and philosophical “finalization” of śamatha (止 tranquility) and vipaśyanā (觀 insight) within the foundational texts of the Yogācāra tradition. Central to the transmission of Buddhism to East Asia was the categorization of practice (修行 caryā) through the lenses of concentration (三摩地 samādhi) and wisdom (般若 prajñā). This paper focuses on two pivotal canons: the Śrāvakabhūmi 聲聞地 section of the Yogācārabhūmi-śāstra 瑜伽師地論 and the Saṃdhinirmocana-sūtra 解深密經. In the Śrāvakabhūmi, Śamatha is presented as a rigorous, self-contained psychological system. The text outlines a cognitive progression from “worldly common paths”—including impurities meditation (不淨觀 aśubhabhāvanā) and the eight liberations (八解脫 aṣṭau vimokṣāḥ)—to the sophisticated “nine stages of mental abiding” (九住心 navākārā citta-sthitiḥ). This research analyzes the psychological mechanisms of these stages, illustrating how they facilitate a metacognitive transition from distraction (散亂 vikṣepa) to absorption (禪那 dhyāna), culminating in the eradication of afflictions (煩惱 kleśa). Furthermore, the paper explores how the Saṃdhinirmocana-sūtra provides the ultimate philosophical synthesis of these practices. By framing śamatha and vipaśyanā within the Consciousness-Only (唯識 vijñaptimātratā) framework, the sūtra finalizes the meaning of Adhicitta-śikṣā (增上心學 training in higher mind). By bridging the technical rigor of the Śrāvakabhūmi with the Mahāyāna ontological depth of the Saṃdhinirmocana-sūtra, this study clarifies the evolution of buddhist bhāvanā.