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This chapter traces the ways in which Islamic educational institutions from mosque schools to the madrasas, were shaped by Islamic religious imperatives. The result was a clear labeling of the “foreign” or ancient sciences which were to be kept out of the curriculum of the madrasas, thereby imposing institutional limits on philosophical inquiry. The chapter reviews the scientific achievements of Arabs and Muslims in medicine, optics, astronomy and mathematics made by Middle Eastern scholars despite these legal and institutional restrictions
Chapter 6 describes the very different religious, philosophical and legal commitments made by medieval Europeans and how these enabled the creation of the university - an entirely new educational institution in the history of education - and how universities made possible the unfettered study of natural science from that time to this.
Chapter 9 describes China’s different path of scientific development, based as it was on a much less rich legacy of scientific inquiry. After reviewing Chinese scientific assets and deficits, the chapter discusses the impact of the seventeenth century Jesuit mission on China. The conclusion reached is that the missionaries transmitted to China almost all the scientific background needed to fuse Chinese science, especially astronomy, with Western benchmarks, but Chinese scholars and officials ejected the adoption of the new scientific worldview. An appendix lists the comprehensive efforts of the missionaries to explain all aspects of seventeenth century astronomy, arguing against the “imperfect transmission” thesis