Order Description 2. Within Islamic scholarship. In the following sections, key ideas that emerged from Islamic scholarship literature will be discussed in relation to gifted education. The major themes that derived from Islamic scholarship literature, (1) Knowledge, (2) Intellect and Intelligence, (3) Wisdom, (4) Spiritual and education, (5) Emotional and education, (6) Moral and education. Interpreter analysis: œUse a long discussion, to discuss, the following major themes that derived from Islamic scholarship literature view: (1) Knowledge (2) Intellect and Intelligence, (3) Wisdom, in Islamic context, especially from Al-Ghazali thought. (4) Spiritual and education. (5) Emotional and education. (6) Moral and education. Discussion way, for example: Regarding to the theme concepts, are the scholars thought about that theme similar or deferent, if they deferent why they deferent? What we learn from that to gifted education? Note, the constructions of writing with each theme should be like the following: 1. Introduction First, one or 2 paragraphs introduction about the theme will be discussing. 2. Discussion: the discussion 4 pages. 3.Conclusion: one up to 2 paragraphs about the out comes from this the discussion, for gifted education in Islamic context time. 70% of the information you will need for the discussion you will find in the œIslamic scholar literature view, also you need to find another information from other sources, for the analyzing, reasons, link¦. etc Throw the Interpreter analysis remember, to stay within these circles only: 1. Trying to explain why their opinions, thought about gifted education similar or different, what we learn from that to gifted education now, using historical lens. 2. The interest of most of the themes: knowledge, intelligence, wisdom¦etc have been started at Greek scholars, and developed over time up to Modern time, considering two shifting time: 2.1. From Greek era to Islamic scholars, Farabi, Alghazali ¦.etc mention this shifting in one paragraph only in this section. 2.2. From Islamic scholars to western scholars, Thomas Aquinas, mention this shifting in one paragraph only in this section. 3. Always refer and related to the literature view, and to the thesis objective which is œgifted education. ___________________________ Dear support, I want to do section 3 not 2 , section 1 and section 2 already done, so my task here is section 3 in the same chapter, please read the following information, and find the new documents attached, if you can do it let me know. 25 pages in 5 days many thanks Topic: Gifted Education in Western and Islamic Scholarship: Converging for Islamic Education The purpose of this thesis: The purpose of the study is therefore to explore the balance of influences (Western and Islamic) that education policy and implementation strategy in the area of gifted education needs. In addition, it will explore the contribution of Islamic scholarship generally in Western scholarship in order to illustrate that there is a history of interface between the two scholarships. In order to achieve the objectives, the thesis hopes to find a measure of parity and a mutual relationship between the two scholarships, at the same time, re-discover some of the roots of its own Islamic scholarship around the issue of giftedness (e.g. Al-Ghazali). The study will employ qualitative methodology, specifically document and conceptual analysis, and forms of historiography in order to achieve its goals. Chapter 3 Examining the historical lens of gifted education Introduction This chapter examines the fundamental ideas regarding major themes in relation to gifted education across time. The extended discussion will be divided into three sections: within Western scholarship; within Islamic scholarship; and, across the two approaches. The chapter will use œinterpreter analysis in order to identify the key concepts which emerged from the literature. These concepts are being discussed and understood to establish an argument from an historical lens in order to identify the major educational themes between Western scholarship and traditional Islamic scholarship. 1. Within the Western scholarship. Done. 2. Within Islamic scholarship. Done. 3. Across the two approaches. This task! The section will use interpret analysis œhistorical hermeneutic in order to identify key concepts that emerged from literature view of the two approaches to establish argument from a historical lens in order to identify the major educational themes between western scholarship and traditional Islamic scholarship. In this section I will discuss the Western and Islamic scholarship view concerning gifted education with an emphasis on the major themes, which emerged over time across the two approaches. Also will follow an examination of the theories of relevant scholars and philosophers. I will also compare and contrast their thoughts around similar themes and offer reasons why their opinions differed despite their addressing the same issue. This section will also consider the contribution of these views to gifted education and the influence they have brought to bear on the study of gifted education. The major themes that will be discussed in this section in relation to Westernand Islamic scholarship are Interpreter analysis: œUse a long discussion, argument analyzing interpreter to discuss, the following major themes that derived from the two approaches literature view: (1) Knowledge, (2) Intellect and Intelligence, (3) Spiritual and Education, (4) Emotional and Education, (5) Moral and Education Discussion way, for example: Regarding to the theme concepts, are the scholars thought about that theme similar or deferent, why they similar? or why they deferent? What we learn from that to gifted education? Note, the constructions of writing with each theme should be like the following: 1. Introduction First, one or 2 paragraphs introduction about the theme will be discussing. 2. Discussion: the discussion 5 pages. 3.Conclusion: one up to 2 paragraphs about the out comes from this the discussion, for gifted education in Islamic context time. 60% of the information you will need for the discussion you will find in the œIslamic scholar literature view and Western Scholar literature view and from the Chapter 3 , also you need to find another information from other sources, for the analyzing, reasons, link, connections.. etc Throw the Interpreter analysis remember, to stay within these circles only: 1. Trying to explain why their opinions œthe scholars , thought about these concepts similar or different, what we learn from that to gifted education now, using historical lens, reasons, links, connections. 2. Have to mention that the interest of the themes: knowledge, intelligence, wisdom¦etc have been started at Greek scholars, and developed over time up to Modern time, considering two shifting time: 2.1. From Greek era to Islamic scholars, AlKindi, Farabi, Alghazali ¦.etc mention this shifting and the influences and contributions of Islamic scholars. 2.2. From Islamic scholars to western scholars, then to modern time. by Thomas Aquinas, mention this shifting. 3. Always refer and related to the literature view, and to the thesis objective which is œgifted education. Analyzing interpreting questions and guide: For the influences and the contributions between Greek philosophers and Islamic scholars œAlKindi, Farabi, Alghazali..etc œand Mediaeval time scholars such œThomas Aquinas and others, AlKindi, Farabi, Alghazali ¦. I attached an a very important chapter from this reference: Russell, B. (2008). The History of Western Philosophy. Routledge: New York. Please read it and use the information for this important links, connections, influences and the contributions between the scholars. It is only 9 pages. Note there are deference about writing Islamic Scholars Names in this reference such œAlghazali, written there as œAlgazel So, should be Alghazali. After reading chapter 3 ¦. Start writing from page 45 in chapter 3 file Currently 1 writers are viewing this order Additional Files Owner Type Name Size Plagiarism Upload date Client Additional file 0.05 Mb None 08:17 24 Jan 2015 Client Additional file 0.16 Mb None 08:17 24 Jan 2015 Client Additional file 3.56 Mb None 17:57 14 Jan 2015 Client Additional file 0.08 Mb None 17:53 14 Jan 2015 Client Additional file 0.17 Mb None 17:53 14 Jan 2015