HIST 100: Engineering The Past

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Concept map

February 28, 2016 by caitlynmoyle Leave a Comment

Historical Structures

I chose to explore the influence of religion on architecture between the Buddhists, Muslims, Aztecs and Incas. After learning about the different structures from modules 4 and 5, I made sure to note the religious affiliation of these societies, what their religion has to do with the way they built their structures, and what they used them for. It seems that each religion has its own unique traditions and beliefs, but many of them are similar in certain ways. I think these similarities and differences are what set their structures apart from each other, and at times possibly resemble each other when their uses are the same. I think a few of the factors that impact these societies’ structures is the importance they place on their architecture, what their major beliefs mean to them, and what they use their structures for. For instance, I was able to infer that Muslim communities place great importance in their architecture because of their commitments to yearly repair for certain buildings. The extravagant materials that are used show me that worship was sacred to them and they constructed structures just for that specific purpose. I could also make the connection that they aligned their learning closely with religion by their use of madrasas.

Another connection I was able to make has to do with the similarity of Aztec and Inca beliefs and worship. Both religions worshiped many gods, and made sacrifices to them with humans and animals. This explains why both cultures took pride in building shrines and centering their cities around them.

Filed Under: 0.0 Concept Map Assignment, Group 4

Sacred Structure Visualization

February 5, 2016 by caitlynmoyle 2 Comments

Historical Structures (1)

Filed Under: 04.2 Other sacred structures - visualization, Group 4

Madrasa and the Hagia Sophia

February 2, 2016 by caitlynmoyle 2 Comments

Madrasa is Arabic for any type of educational institution. This can mean secular or pertaining to any religion.  In the West, the word is used to refer to a specific type of religious school or college for the study of Islam, though it may not be the only subject studied. But, not all students in madrasas are Muslims. There is also a modern curriculum. The word madrasah derives from the triconsonantal Semitic root D-R-S ‘to learn, study’, through the wazn (form/stem) mafʻal(ah), meaning “a place where something is done”. Madrasah quite literally means “a place where learning and studying take place”. (https://en.wikipedia.org/wiki/Madrasa#Definition)

A photo of a madrasa

madrasaa

https://commons.wikimedia.org/wiki/File:La_madrasa_et_la_mosqu%C3%A9e_Tilla_Kari_du_Registan_(Samarcande,_Ouzb%C3%A9kistan)_(5630693152).jpg

The madrasa has recently developed a close relation with the Hagia Sophia. The Hagia Sophia is one of the most significant historical monuments in Turkey. It is a beautiful place that has been a “World Heritage Site” for a long time. The place is highly beloved by many people in Turkey. Recently, a new debate has come about with the Ministry of Culture’s plans to build a madrasa, a school of Islamic theology and law, in the Hagia Sophia’s courtyard. The source of the debate arose when the International Council on Monuments and Sites declared that once the madrasa is built, the status of the Hagia Sophia being a “World Heritage Site” will be reassessed and possibly removed. After the declaration, the Ministry of Culture began to reevaluate and have asked for an Environmental Impact Assessment Report. The Ministry plans to make their final decision regarding the madrasa plans after this report has been completed. But, because of the declaration to reassess the status of “World Heritage Site”, a rapidly growing resistance to the madrasa plans is assembling in Turkey.  (http://www.agos.com.tr/en/article/8493/new-madrasa-controversy-at-hagia-sophia)

Filed Under: 04.1 Hagia Sophia, Group 4

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