In a world where written word and reading were so prized it was not uncommon to

In a world where written word and reading were so

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In a world where written word and reading were so prized, it was not uncommon to find Muslims well-educated in the fields of medicine, physics, and mathematics. Christian knowledge in the fields of science and medicine was weak and almost non-existent (Vaughan, 2003). Arab knowledge gained from Chinese, Greeks, and Hindus led to the development of Algebra and geometry, and Arabs instructed Christians on the use of the zero in multiplication and long division. Muslim knowledge of medicine was so advanced that Arab physicians had translated most of Hippocrates’ works and developed works of their own by the ninth century. They recognized the spread of infectious and contagious diseases and had knowledge of many
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UNIT 5 ESSAY 7 pharmaceutical drugs (McKay, 2017). Much of the knowledge developed during this time was the basis for medicine and sciences today. Many Christians also learned Arabic to communicate with Muslims. According to Vaughan (2003), there are many examples of Christians learning Arabic with almost widespread rejection of Latin, but few examples of Muslims who were fluent in Latin. Christians viewed the Arabic language as an art form and a more eloquent way of expressing oneself (Vaughan, 2003). Conclusion Medieval Spain from 600 to 1000 C.E. was a peaceful time, marked by coexistence and cooperation between Muslims and Christians. While each culture maintained its own identity through its beliefs, they shared many influences in art, architecture, learning, politics and government. Although not well documented outside of Medieval Spain, Islamic influences are seen throughout the early Middle Ages in Europe and beyond, leaving behind a rich history of language, understanding, and development. Historical Assumptions In order to understand how these cultures influenced each other, it was important to compare aspects of their cultures without bias. Only the evidence was examined and presented and conclusions were not drawn on the evidence itself. In this way, impartial knowledge was gained on cultural relations in this area. Using the guidelines for this assignment helped to shape the understanding of how to use historical evidence: seeking to understand the past for itself, adopting intellectual empathy to recreate the multiple points of view in past cultures, using only evidence from specific time to generate and explain insights about those times, expecting to be surprised but what was not known, and paying attention to different types of evidence.
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UNIT 5 ESSAY 8 References Beckwith, J.P. (1970). Early Christian and Byzantine Art. Retrieved from . semanticscholar.org/paper/Early-Christian-and-Byzantine-Art-Beckwith/6948dce 265a3b25289cf10a00fb2028fbb7fbe11 Browning, R.J. (1980). The Byzantine Empire. Retrieved from Gillani, A. H., & Tahir, M. (2014). The Administration of Abbasids Caliphate: A Fateful Change in the Muslim History. Pakistan Journal of Commerce & Social Sciences , 8 (2), 565–571. Retrieved from login.aspx?direct=true&db=bsu&AN=97989616&site=eds-live&scope=site
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  • Spring '12
  • Barker
  • Islam, Vaughan

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