TIP: ISLAM – HISTORY DOESN”T CARE WHO’S FIRST BUT FASTEST – PRODUCING THE GREATE

TIP: ISLAM – HISTORY DOESN”T CARE WHO’S FIRST BUT FASTEST – PRODUCING THE GREATEST ADAPTIVE CONSEQUENCES FROM THAT DISCOVERY

Evolution:
Mentors (universal)
… -> I. Centers of Learning(Writing: Egypt, Mesopotamia)
… … -> II. Schools (Philosopy, Math, Natural Philosoph(science): Greece )
… … … -> III. Colleges( 10th century: Theology: Morocco, Cairo)
… … … … -> IV. Universities(Law(primarily), Philosophy, Medicine, Arts): Bologna Italy)
… … … … … -> University Systems (
… … … … … … -> Universal Education
… … … … … … … -> Majority Higher Education

Definitions:

College (Teaching): A College Issues Certifications (Degrees) In A Subject or Set of Subjects.
Size and Scope: Colleges are often smaller institutions that focus on undergraduate education. They may offer a limited range of specialized degrees.
Focus on Teaching: The primary focus in colleges is typically on teaching rather than research.
Degree Offerings: Colleges usually offer associate degrees (in some countries) and bachelor’s degrees.

University (Researching): A University Is A Collection of Colleges that offer higher degrees, in a variety of fields, and conduct research.
Larger Institutions: Universities are generally larger institutions that offer both undergraduate and graduate programs, including doctoral degrees.
Research and Academics: Universities are known for their emphasis on research and academic scholarship. They often have graduate schools, law schools, medical schools, and other professional faculties.
Variety of Programs: Universities typically offer a wide range of academic disciplines and degree programs.

I. Pre-Greek Near East Centers of Learning (Writing, Religion):

Mesopotamian and Egyptian Influences: The ancient civilizations of Mesopotamia (modern-day Iraq) and Egypt, which greatly influenced the Levant, had established centers of learning. These were primarily linked to temples and palaces and were focused on training scribes, priests, and administrators.
Early Writing and Scholarship: The invention of writing in Mesopotamia (cuneiform) and in Egypt (hieroglyphics) led to the development of scribal schools where students learned not only writing but also mathematics, astronomy, law, and theology. (Note that ME astronomy was not a study of sciences but a means of divination by astrology)

II. Ancient Greek Schools (Secular, Informal, Elites):

Intellectual Inquiry: The primary purpose was the pursuit of knowledge and intellectual inquiry. They were more focused on developing philosophical and theoretical understanding.
Exclusive Attendance: Participation in these schools was often limited to a select group of individuals, usually those from more privileged backgrounds.
Informal Beginnings: The schools of ancient Greece, such as those founded by philosophers like Plato and Aristotle, often began as informal gatherings of students around a teacher.
Philosophical Focus: These schools, including Plato’s Academy and Aristotle’s Lyceum, were primarily focused on philosophy, mathematics, and the sciences. They were more akin to gatherings of scholars and students for discussion and learning rather than structured institutions.
No Formal Degrees: There were no formal degrees or standardized curriculum. The education was more about engaging in philosophical dialogues and debates.
Foundations: These schools laid the groundwork for Western philosophy, science, and mathematics. Their emphasis on rational inquiry and discussion influenced Western intellectual tradition.

III. Early Medieval Colleges (North Africa, Italy)

Wider Availability (scale): Once populations due to trade are large enough, and the divisino of labor broad enoug, polities generate demand for professionals both in the state and in the private sector. Early medieval colleges were a response to the development of trade routes and the end of the islamic expansion and in particular piracy that had plagued mediterranean trade. In europe education was still something available to the better classes because it began with Law, philosophy, and natural philosophy (science), while in North Africa the opportunity was available to a wider because they began with religion.
Formal Beginnings: Medieval colleges like Al-Qarawiyyin and the University of Bologna were formal institutions with more structured curricula and often had legal status recognized by religious or governmental authorities.
Focus:
… In North Africa: Theological Supernatural ( … )
… vs European: Legal Rational ( … )
Degree-Granting: They were among the first to issue formal degrees to their students, signifying a certain level of mastery in a specific field of study.
Foundations: These institutions are the direct precursors of the modern university system. They formalized higher education and made it a central part of societal structure, influencing how education is delivered even today.
Origins:
1) 859 AD Al-Qarawiyyin University Morocco: Established as a mosque and then madrasa, an Islamic educational institution. It became a leading spiritual and educational center of the historic Muslim world. It evolved into a university in the modern sense in later centuries, but not academic until the 20th century.
2) 970-972 AD Al-Azhar University (Cairo, Egypt) Established in as a madrasa it is one of the oldest degree-granting universities. Al-Azhar began as a center of Islamic learning and did not broaden it’s offerngs until the 20th century.,
3) 1088 AD University of Bologna (Italy): Widely considered the oldest university in Europe and represents the model of the modern western university. It was the first place of study to use the term ‘universitas’ for the guild of its teachers and scholars.

IV. The University System

1. Medieval Origins (12th – 15th Centuries)
Early Universities: The first universities emerged in Europe during the late 11th and 12th centuries. The University of Bologna (1088) and the University of Paris (c. 1150) are often cited as the earliest examples.
Legal and Religious Education: Initially, these medieval universities focused primarily on teaching Canon (church) and Civil (Roman) law, as well as theology, philosophy, medicine, and the arts.
Student and Faculty Guilds (Independence): Universities began as guilds or corporations of students and teachers, which gave them a degree of self-governance and autonomy from local authorities.

2. Renaissance and Reformation (15th – 17th Centuries)
Humanism and Expansion of Curriculum: The Renaissance brought a renewed interest in classical knowledge and the humanistic disciplines. This led to the expansion of university curricula beyond the traditional fields.
Impact of the Printing Press: The invention of the printing press in the 15th century greatly facilitated the dissemination of knowledge and academic works, enhancing education and scholarship.

3. Enlightenment and Modern Universities (18th – 19th Centuries)
Rise of Scientific Inquiry: The Enlightenment era emphasized reason, scientific inquiry, and empirical evidence, which influenced university curricula.
The German Model: The modern research university model, with a strong emphasis on scientific research and academic freedom, began in Germany in the 19th century. The University of Berlin, founded in 1810, became a model for universities worldwide.
Professionalization of Disciplines: This period saw the professionalization and specialization of academic disciplines.

V. Expansion and Democratization (20th Century)
Mass Education: The 20th century witnessed a significant expansion of higher education. Universities began to cater to a broader demographic, moving away from serving just the elite.
Diversification of Research and Disciplines: New academic disciplines emerged, and research became increasingly interdisciplinary.
Global Spread: The university model spread globally, with institutions being established in continents outside Europe and North America.

Summary;
Minor differences in date of origin between north africa and europe, but vast differences in what was taught. After Al Gazhali when the islamic expansion is exausted, islam turns from wisdom literature to fundamentalism and

Making Islam A Backward Religion of Devolutionary Stagnation:

Imam Ahmad ibn Hanbal (780-855 CE): Ibn Hanbal was a central figure in advocating for strict adherence to the Qur’an and Hadith, rejecting theological innovations and speculative theology. He is the founder of the Hanbali school of Islamic jurisprudence.
Al-Shafi‘i (767-820 CE): Muhammad ibn Idris al-Shafi‘i, a prominent Islamic jurist, founded the Shafi’i school of Sunni jurisprudence. He is known for systematizing the principles of Islamic jurisprudence. Al-Shafi‘i emphasized the importance of the Sunnah (practices of the Prophet Muhammad) as a source of Islamic law, second only to the Qur’an. His work helped to formalize the use of Hadith in Islamic law.
Al-Ghazali (1058-1111 CE): While Al-Ghazali was a major Islamic philosopher and mystic, he is also known for his critique of the philosophers of his time. In his work “The Incoherence of the Philosophers,” Al-Ghazali argued against many of the views of philosophers such as Avicenna (Ibn Sina) and Al-Farabi, who were influenced by Greek philosophy. However, Al-Ghazali did not reject rationalism entirely but sought to integrate Sufi mysticism with orthodox Islam.
Ibn Taymiyyah (1263–1328 CE): Although he lived after the generally agreed period of the Islamic Golden Age, Ibn Taymiyyah’s influence aligns with the strict textual interpretation of Islam. He was a scholar in the Hanbali tradition and is known for his opposition to practices he viewed as innovations, such as the veneration of saints and the celebration of the Prophet Muhammad’s birthday.

Combine Devolutionary Protofundamentalism with Exhaustion of Expansion
The Exhaustion of Expansion combined with the Rejection of Reason with proto-fundamentalism in Islam, marked the end of the potential for islamic civilizatino despite having destroyed and consumed the sex great civilizations of the ancient world and reducig them to ignorance and superstition.

The Exhaustion of Expansion
The Islamic conquests, which began in the 7th century following the death of Prophet Muhammad, expanded the Islamic empire rapidly across a vast region. However, the momentum of these conquests eventually slowed down and could be said to have “petered out” at different points, depending on the region:

1. End of the Initial Islamic Expansion Phase:
8th Century: By the mid-8th century, the initial phase of rapid expansion had largely concluded. The Islamic empire at this point stretched from the Iberian Peninsula (modern-day Spain and Portugal) in the west to the Indus Valley (in modern-day Pakistan) in the east.
2. The Battle of Tours:
732 AD: A notable point in the western front was the Battle of Tours (732) in modern-day France, where Frankish forces under Charles Martel halted the northward expansion of Islam from the Iberian Peninsula.
3. Abbasid Caliphate Slowdown:
9th Century: The Abbasid Caliphate, which succeeded the Umayyad Caliphate in 750, saw a gradual slowdown in territorial expansion. The fragmentation of authority and the rise of local dynasties in various parts of the empire marked this period.
4. Mongol Invasions:
13th Century: The Mongol invasions in the 13th century were a significant blow to the Islamic world, particularly with the sack of Baghdad in 1258, which marked the end of the Abbasid Caliphate.
5. Ottoman Empire’s Expansion and Stagnation:
15th to 17th Centuries: The Ottoman Empire, which rose to prominence in the 15th century, continued Islamic expansion, notably into Southeast Europe. However, the Ottoman’s territorial expansion began to stagnate in the late 17th century, particularly after the failed Siege of Vienna in 1683.
6. Colonial and Modern Era:
19th and 20th Centuries: The advent of the modern era and the rise of European colonial powers marked the end of Islamic conquests. The dissolution of the Ottoman Empire after World War I and the subsequent redrawing of boundaries in the Middle East by colonial powers marked the end of the era of Islamic empires.

CLOSING EXPLANATION
The lesson: Islam ran out of expansion when it ran out of IQ 83 populations, where 93% of the population is not capable of learning by reading or repairing machines.

The net result is the majority of the population has to possess intelligence too low to conduct logical reasoning in order to tolerate Islamic (abrahamic) superstition.

While Islamic theology may in fact make the less intelligent and low status people in every polity comfortable in their ignorance superstion, and incompetence at both ancient world reasoning, lmedieval empiricism, and modern science and technology, it also dooms them to satisfaction with their ignorance and incompetence. And as such theyir only choise is to undermine superior civilizations in order to defend themselves from superior peoples, superior abilities, superior ideas, and superior cultures.

Peoples adopt the religion, ideology, philosophy, science that they can that is limited by the abilities they have – and habits, manners, norms, ethics, morals, traditions, and institutions must serve the majority of the population given the bell curve distribution of intelligence around the mean of their people.

So science is what it is, and Islam is for, frankly, the dim, and more than half of the population of an 83/84IQ polity is incapable of education and training necessary to participate in modern industrial and technologcial economies, nor participate in manners, ethics, morals, norms, traditions and institutions that require agency provided by intellectual ability and training in those traditions.

In other words, the oft criticized europan culture that contains it’s group strategy called “whiteness” consists of metaphysical, informal, and formal institutions that force the maximization of individual responsibility for both private and common, but as a consequence are suitable only for those with the ability to bear the responsibility for both private and common in an advanced information system, economy, society, and polity.

So no. Islam can’t spread farther without accompanied dysgenia – which would require mass immigration. Which the west, as I have explained elsewhere, will rapidly reverse over the next decade and a half. Resulting in yet another purge as we sterners have of the Muslims in the south east, in the south.

Islam can’t tolerate high IQ civilizations – because high IQ civilizations can’t tolerate islam.

Don’t blame the messenger. I do the science one way or the other I”m commiteed to truth no matter how painful. That is of course,a western ethic: truth before face. Which should, in the end, prohibit supernatural reiongion altogether.

Cheers.

Reply addressees: @SaintLaurent254 @entelechhhy @duwadh @FuryForth