Here is a question about this article: Although Ottoman madaris had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As İnalcık mentions: "Those which aid religion are good and sciences like astrology are bad." However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all centred around religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" – key word being "divine". İnalcık also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madaris – schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heftily religious and were not religiously pluralistic, but centred around Islam. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah." Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madaris were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.
What is the answer to this question: Why was philosophy taught in Ottoman madaris?
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So... confirm the doctrines of Islam


The problem: Answer a question about this article:
In late February, large public rallies took place in Kiev to protest the election laws, on the eve of the March 26 elections to the USSR Congress of People's Deputies, and to call for the resignation of the first secretary of the Communist Party of Ukraine, Volodymyr Scherbytsky, lampooned as "the mastodon of stagnation." The demonstrations coincided with a visit to Ukraine by Soviet President Gorbachev. On February 26, 1989, between 20,000 and 30,000 people participated in an unsanctioned ecumenical memorial service in Lviv, marking the anniversary of the death of 19th Century Ukrainian artist and nationalist Taras Shevchenko.
Who visited the Ukraine while the protests were taking place?
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The answer: Gorbachev


Problem: Please answer a question about the following article about Imperial College London:
The Royal School of Mines was established by Sir Henry de la Beche in 1851, developing from the Museum of Economic Geology, a collection of minerals, maps and mining equipment. He created a school which laid the foundations for the teaching of science in the country, and which has its legacy today at Imperial. Prince Albert was a patron and supporter of the later developments in science teaching, which led to the Royal College of Chemistry becoming part of the Royal School of Mines, to the creation of the Royal College of Science and eventually to these institutions becoming part of his plan for South Kensington being an educational region.
What school was established in 1851?
A: The Royal School of Mines


Question: Read this and answer the question

French historians traditionally place the Enlightenment between 1715, the year that Louis XIV died, and 1789, the beginning of the French Revolution. Some recent historians begin the period in the 1620s, with the start of the scientific revolution. The Philosophes, the French term for the philosophers of the period, widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons and coffee houses, and through printed books and pamphlets. The ideas of the Enlightenment undermined the authority of the monarchy and the church, and paved the way for the revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage back to the Enlightenment.

In what decade did the scientific revolution begin?
Answer: 1620s


Problem: Throughout the 14th century, French kings sought to expand their influence at the expense of the territorial holdings of the nobility. They ran into difficulties when attempting to confiscate the holdings of the English kings in southern France, leading to the Hundred Years' War, waged from 1337 to 1453. Early in the war the English under Edward III (r. 1327–77) and his son Edward, the Black Prince (d. 1376),[AF] won the battles of Crécy and Poitiers, captured the city of Calais, and won control of much of France.[AG] The resulting stresses almost caused the disintegration of the French kingdom during the early years of the war. In the early 15th century, France again came close to dissolving, but in the late 1420s the military successes of Joan of Arc (d. 1431) led to the victory of the French and the capture of the last English possessions in southern France in 1453. The price was high, as the population of France at the end of the Wars was likely half what it had been at the start of the conflict. Conversely, the Wars had a positive effect on English national identity, doing much to fuse the various local identities into a national English ideal. The conflict with France also helped create a national culture in England separate from French culture, which had previously been the dominant influence. The dominance of the English longbow began during early stages of the Hundred Years' War, and cannon appeared on the battlefield at Crécy in 1346.
What was the nickname of Edward III's son Edward?
The answer is the following: the Black Prince


Input: Article: The Ottoman economic mind was closely related to the basic concepts of state and society in the Middle East in which the ultimate goal of a state was consolidation and extension of the ruler's power, and the way to reach it was to get rich resources of revenues by making the productive classes prosperous. The ultimate aim was to increase the state revenues without damaging the prosperity of subjects to prevent the emergence of social disorder and to keep the traditional organization of the society intact.

Now answer this question: What did the state economic system hope to avoid?

Output:
the emergence of social disorder