It follows from this phenomenon (tested hundreds of times) that every thing may carry around it an invisibly written history. The same thing applies to the human being. Every one of us carries around him a radiance invisible to the human eye, but perceptible to the trained mind. Inscribed in this radiance in the shape of pictures are the most important results of our thoughts and our actions. In accordance with Tradition this radiance is termed the aura, and there is an aura for every principle. Thus there will be an aura of the physical body, of very small extent, an aura of the astral body, an aura of the mind. It is this last which was recognised by religious tradition surrounding the heads of saints and divinities with halos. It is thanks to this radiance of the three principles of the human being that we can explain many seemingly strange phenomena, such as sudden sympathies or antipathies, intuitions, and so-called unconscious previsions, etc.

An expert on the thought of medieval Islamic philosopher Suhrawardi argues that philosophers have romanticized this work as a revival of “oriental” wisdom.

Islamicate Occult Sciences in Theory and Practice brings together the latest research on Islamic occult sciences from a variety of disciplinary perspectives, namely intellectual history, manuscript studies and material culture. Its aim is not only to showcase the range of pioneering work that is currently being done in these areas, but also to provide a model for closer interaction amongst the disciplines constituting this burgeoning field of study. Furthermore, the book provides the rare opportunity to bridge the gap on an institutional level by bringing the academic and curatorial spheres into dialogue. Contributors include: Charles Burnett, Jean-Charles Coulon, Maryam Ekhtiar, Noah Gardiner, Christiane Gruber, Bink Hallum, Francesca Leoni, Matthew Melvin-Koushki, Michael Noble, Rachel Parikh, Liana Saif, Maria Subtelny, Farouk Yahya, and Travis Zadeh.

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK