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By J. E. Murdoch, Edith D. Sylla

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Extra info for The Cultural Context of Medieval Learning

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A ma^nâ, meaning, we are through speech some other statement or judgement made before either by explanatory judgements {ahkàm) are called explanations. Both also explain told, that we grasp with the intellect either in the same discourse through specifying the meaning o f a statement containing general terms, and this the utterance or in some other discourse. , explaining that the duty ordered before is, henceforth, not be fol­ quoted above from Sextus. What the passage tells us in part is this : that lowed.

Ces conditions peuvent engager à refuser les solutions faciles de continuité. Faut-il rappeler que la continuité historique n’est pas nécessairement une continuité logique. Restituer historiquement une oeuvre c’est d’abord l’analyser, en saisir sa structure logique. Par exemple, étudier le texte de Karaji, comme algébriste, sans comprendre quelle est la contribution essentielle apportée par Karaji, engager aussitôt un travail sur les origines, comme c’est souvent le cas, c’est perdre l’essentiel, perdre l’apport de Karaji.

VICTOR : Dès que l’algèbre se fait science, ça continue comme science indépendante ; 58 R E C O M M E N C E M E N T S DE L ’ A L G È B R E R. RA S H E D là je suis complètement d’accord. Quand on invoque ces raisons pour dire qu’il n’y a jamais eu de rapport entre la répartition des héritages et le commencement de l’algèbre, je ne suis pas d’accord, parce qu’un rapport a bien existé aux débuts de l’algèbre. R. RASHED : Ceci est peut-être vrai pour l’algèbre à ses premiers commencements avec al-Khwarizmi, A bû Kâmil...

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