Following the collapse of the
Roman Empire at the
beginning of the 5th century
man’s concern was primarily
focused upon security and
stability, whilst art and science
were neglected. For two
hundred years all progress
stagnated in the wake of
barbarian invasions and the
resulting lack of maintenance
of public works, such as dams,
aqueducts and bridges. With
the advent of Islam in the 7th
century a new type of society
emerged, which quickly
established its supremacy and
its constructive identity in
large sections of the known
world. The citizen, whether
Muslim or not, soon became
confident in the future stability
of his environment, so that
trade not only reached its
previous levels but also began
to expand.
In an empire that stretched
from the Pyrenees to India,
security of communications
was vital. The resultant priority
given to safety of travel
provided a stimulus to trade.
There followed a rapid
expansion of commerce in
which the economic strengths
of the Sassanid (1) , Byzantine,
Syrian and western
Mediterranean areas were
united. The establishment of
an efficient fiscal system
meant that the state could
now invest in large public
works projects: mosques,
schools ( madrasas), public
baths, palaces, markets and
hospitals. Princes and
merchants became patrons of
intellectual and scientific
development. Trusts ( waqf)
were created to provide better
education.
This sponsorship engendered a
creative enthusiasm and a
flowering of scientific works
and scholarly research. The
world in effect became greater
as mathematicians,
geographers, astronomers and
philosophers all contributed to
a gradual but definite
extension of the horizons of
man’s existence. The dividend
of all this expenditure on
learning made an immense
contribution to the sum of the
increase in man’s scientific
knowledge that occurred
between the 9th and the 16th
centuries.
Foremost in the achievements
of Muslim scholars was the
treatment of numbers. It is
impossible to conceive how
science could have advanced
without a sensible logical
numeric system to replace the
clumsy numerals of the Roman
Empire. Fortunately, by the 9th
century the Muslim world was
using the Arabic system of
numerals with the essential
addition of the zero. Without
the latter, it was impossible to
know what power of ten
accompanied each digit. Hence
2 3 might mean 23, 230 or
203. The introduction of this
numeric system with its zero
was thus the ‘sesame’ of
scientific advancement.
The new numeric system did
not only affect science. Its
value was manifest in many
aspects of daily life, from the
calculation of customs dues,
taxes, almsgiving ( zakat) and
transport charges, to the
complexity of divisions of
inheritance. A further useful
innovation was the mine of
separation in fractions, which
eliminated many frustrating
confusions.
Islamic civilization produced
from roughly 750 CE to 1450
CE a succession of scientists,
astronomers, geographers and
mathematicians from the
inventor of Algebra to the
discoverer of the solution of
quadratic equations. (2) The
list is far reaching, some are
well known whilst others
remain anonymous. One of the
major advances was contained
in the work of Al-Khawarizmi,
(3) who wrote a mathematical
work called “Al-Jabr wa Al-
Muqabala” (820 CE), (4) from
whose title is derived the name
“algebra”, this book may be
considered the first book
written on the topic of algebra.
Amongst the achievements
that Al Khawarizmi left to
posterity were: (1) Solutions to
first and second-degree
equations with a single
unknown, using both algebraic
and geometric methods. (2) A
method of algebraic
multiplication and division.
Al Khawarizmi(5) defined three
kinds of quantities: (1) Simple
numbers, such as 5, 17 and
131. (2) The root which is the
unknown quantity ‘shay’ in
Arabic meaning “a thing”
However, in translations made
in Toledo, (the centre for
translation of Arabic books),
the absence of a “sh ” sound in
the Spanish language meant
that a suitable letter had to be
chosen. The choice fell upon
“x”, which may well explain
why Don Quixote is often
pronounced as “Don Quishote”.
(3) “Wealth” (mal) the square
of the root (x²).
The algebraic equation
expressing the Golden Ratio
could therefore be written as:
“x:y = (x + y)/x”. Another
virtuoso of algebra was Abu
Kamil, a 10th century
mathematician nicknamed the
“Egyptian calculator”. He was
capable of rationalizing
denominators in expressions
that involved dealing with
powers of x (the unknown) as
high as the eighth and solving
quadratic equations with
irrational numbers as
coefficients. Al Biruni (9th/10th
centuries) mathematician and
physicist, worked out that the
earth rotates on its own axis
and succeeded in calculating
its circumference. Abu Bakr Al
Karaji (10th century) is known
for his arithmetization of
algebra. (6) He also drew the
attention of the Muslim world
to the intriguing properties of
triangular arrays of numbers
(Berggren 1983). Al Nasawi
(10th century) and Kushyar Ibn
Labban worked on problems of
the multiplication of two
decimals. Subsequently
Kushyar explained the
arithmetic of decimal addition,
subtraction and multiplication
and also how to calculate
square roots. Abu Al Hassan al
Uqlidisi (Damascus 10th
century) invented decimal
fractions, which proved useful
for judges ( qadis) in
inheritance decisions. Al Karkhi
(d.1019) found rational
solutions to certain equations
of a degree higher than two.
Mohamed Al Battani(7)
(Baghdad 10th century),
mathematician and
astronomer, computed sine,
tangent and cotangent tables
from 0° to 90° with great
accuracy. One of his works:
Astronomical Treatise and
Tables (Al-Zij), corrected
Ptolemy’s observations on the
motion of the planets. Al
Samaw’al Ben Yahya al
Maghribi (1171) drew up
charts of computations of long
division of polynomials; one of
the best contributions to the
history of mathematics. Ibn
Shatir Al Muwaqqit (Damascus
1375 CE) was an astronomer
and the timekeeper of the
Damascus mosque. His
treatise on making
astronomical devices and their
usage and his book on
celestial motions bear great
resemblance to the works of
Copernicus (1473-1543 CE).
Ghiyat al Din al Kashi (1427
CE) raised computational
mathematics to new heights
with the extraction of fifth
roots. He also showed how to
express the ratio of the
circumference of a circle to its
radius as
6.2831853071795865, identical
to the modern formula 2pr.

I hope u know this so called mathmatics came from the chinese, and not from muslims, take ur arrogance somewhere else

ladkud:
Following the collapse of the
Roman Empire at the
beginning of the 5th century
man’s concern was primarily
focused upon security and
stability, whilst art and science
were neglected. For two
hundred years all progress
stagnated in the wake of
barbarian invasions and the
resulting lack of maintenance
of public works, such as dams,
aqueducts and bridges. With
the advent of Islam in the 7th
century a new type of society
emerged, which quickly
established its supremacy and
its constructive identity in
large sections of the known
world. The citizen, whether
Muslim or not, soon became
confident in the future stability
of his environment, so that
trade not only reached its
previous levels but also began
to expand.
In an empire that stretched
from the Pyrenees to India,
security of communications
was vital. The resultant priority
given to safety of travel
provided a stimulus to trade.
There followed a rapid
expansion of commerce in
which the economic strengths
of the Sassanid (1) , Byzantine,
Syrian and western
Mediterranean areas were
united. The establishment of
an efficient fiscal system
meant that the state could
now invest in large public
works projects: mosques,
schools ( madrasas), public
baths, palaces, markets and
hospitals. Princes and
merchants became patrons of
intellectual and scientific
development. Trusts ( waqf)
were created to provide better
education.
This sponsorship engendered a
creative enthusiasm and a
flowering of scientific works
and scholarly research. The
world in effect became greater
as mathematicians,
geographers, astronomers and
philosophers all contributed to
a gradual but definite
extension of the horizons of
man’s existence. The dividend
of all this expenditure on
learning made an immense
contribution to the sum of the
increase in man’s scientific
knowledge that occurred
between the 9th and the 16th
centuries.
Foremost in the achievements
of Muslim scholars was the
treatment of numbers. It is
impossible to conceive how
science could have advanced
without a sensible logical
numeric system to replace the
clumsy numerals of the Roman
Empire. Fortunately, by the 9th
century the Muslim world was
using the Arabic system of
numerals with the essential
addition of the zero. Without
the latter, it was impossible to
know what power of ten
accompanied each digit. Hence
2 3 might mean 23, 230 or
203. The introduction of this
numeric system with its zero
was thus the ‘sesame’ of
scientific advancement.
The new numeric system did
not only affect science. Its
value was manifest in many
aspects of daily life, from the
calculation of customs dues,
taxes, almsgiving ( zakat) and
transport charges, to the
complexity of divisions of
inheritance. A further useful
innovation was the mine of
separation in fractions, which
eliminated many frustrating
confusions.
Islamic civilization produced
from roughly 750 CE to 1450
CE a succession of scientists,
astronomers, geographers and
mathematicians from the
inventor of Algebra to the
discoverer of the solution of
quadratic equations. (2) The
list is far reaching, some are
well known whilst others
remain anonymous. One of the
major advances was contained
in the work of Al-Khawarizmi,
(3) who wrote a mathematical
work called “Al-Jabr wa Al-
Muqabala” (820 CE), (4) from
whose title is derived the name
“algebra”, this book may be
considered the first book
written on the topic of algebra.
Amongst the achievements
that Al Khawarizmi left to
posterity were: (1) Solutions to
first and second-degree
equations with a single
unknown, using both algebraic
and geometric methods. (2) A
method of algebraic
multiplication and division.
Al Khawarizmi(5) defined three
kinds of quantities: (1) Simple
numbers, such as 5, 17 and
131. (2) The root which is the
unknown quantity ‘shay’ in
Arabic meaning “a thing”
However, in translations made
in Toledo, (the centre for
translation of Arabic books),
the absence of a “sh ” sound in
the Spanish language meant
that a suitable letter had to be
chosen. The choice fell upon
“x”, which may well explain
why Don Quixote is often
pronounced as “Don Quishote”.
(3) “Wealth” (mal) the square
of the root (x²).
The algebraic equation
expressing the Golden Ratio
could therefore be written as:
“x:y = (x + y)/x”. Another
virtuoso of algebra was Abu
Kamil, a 10th century
mathematician nicknamed the
“Egyptian calculator”. He was
capable of rationalizing
denominators in expressions
that involved dealing with
powers of x (the unknown) as
high as the eighth and solving
quadratic equations with
irrational numbers as
coefficients. Al Biruni (9th/10th
centuries) mathematician and
physicist, worked out that the
earth rotates on its own axis
and succeeded in calculating
its circumference. Abu Bakr Al
Karaji (10th century) is known
for his arithmetization of
algebra. (6) He also drew the
attention of the Muslim world
to the intriguing properties of
triangular arrays of numbers
(Berggren 1983). Al Nasawi
(10th century) and Kushyar Ibn
Labban worked on problems of
the multiplication of two
decimals. Subsequently
Kushyar explained the
arithmetic of decimal addition,
subtraction and multiplication
and also how to calculate
square roots. Abu Al Hassan al
Uqlidisi (Damascus 10th
century) invented decimal
fractions, which proved useful
for judges ( qadis) in
inheritance decisions. Al Karkhi
(d.1019) found rational
solutions to certain equations
of a degree higher than two.
Mohamed Al Battani(7)
(Baghdad 10th century),
mathematician and
astronomer, computed sine,
tangent and cotangent tables
from 0° to 90° with great
accuracy. One of his works:
Astronomical Treatise and
Tables (Al-Zij), corrected
Ptolemy’s observations on the
motion of the planets. Al
Samaw’al Ben Yahya al
Maghribi (1171) drew up
charts of computations of long
division of polynomials; one of
the best contributions to the
history of mathematics. Ibn
Shatir Al Muwaqqit (Damascus
1375 CE) was an astronomer
and the timekeeper of the
Damascus mosque. His
treatise on making
astronomical devices and their
usage and his book on
celestial motions bear great
resemblance to the works of
Copernicus (1473-1543 CE).
Ghiyat al Din al Kashi (1427
CE) raised computational
mathematics to new heights
with the extraction of fifth
roots. He also showed how to
express the ratio of the
circumference of a circle to its
radius as
6.2831853071795865, identical
to the modern formula 2pr.

Comical..
Muslims and their invention of fake and false "facts" using al taqiyya to decieve the ignorance..

Devout Muslims have brought all forms of chaos and destruction to this beautiful world while at the same time contributing almost nothing to the progress of humanity. . Christains and Jews even atheists have led the world in breakthroughs in all fields of human endeavour be it the sciences, medicine, chemistry, engineering, physics, technology etc with the exception of perhaps islamic studies.. even the Internet Muslims love to use from activities ranging from promoting islam to watching camel po.rn is a product of the non muslim "kaffirs" who Mohammed calls cattle, pigs and apes..

Three of the last four popes have been university professors, including the current one who was professor of philosophical and theological studies at the University of San Miguel in Argentina before rising in the hierarchy. Some popes, like Benedict XVI, Pius XII, Paul VI and John Paul II are known primarily as intellectuals with dazzling linguistic skills. Occasionally, one is elected—like Pope John XXIII—who rises in the ranks primarily as a “pastor” or administrator. But the history of the modern papacy is the history of smart guys who get to wear white elected to office by other smart guys who wear red.
Even if you disagree with their theology, it is hard to fault their training and intelligence. While the ‘new atheism’ has repeatedly proved its historical dumbness in relation to the preservation of culture and book learning, it would be an understatement to say that the Catholic Church has done its share of the heavy lifting.


Now to the Jews. The term ‘rabbi’ has been a mark of distinction since antiquity. Loosely, it means “master” or “teacher” and connotes competence in logic, linguistics, history, and interpretation. (One of the reasons Jesus seems to have caused offense in a synagogue when he presumed to interpret a verse of scripture is that he lacked formal education). Look at the course of study in most Jewish seminaries today and you will see that nothing has been lost of this love of learning. And as with most Christian theological schools, you have to have at least an undergraduate degree (or more) to be admitted to the course in the first place. There is no official hierarchy in Judaism, so there is no equivalent to the pope, but ‘chief rabbis’ tend to be respected teachers and scholars, whether they are occupying positions in Rome, London, Jerusalem, or Montreal.

Since the Nobel prize was first awarded in 1901 approximately 193 of the 855 honorees have been Jewish (22% of all winners). Jews make up less than 0.2% of the global population. that's right, one fifth of one percent.Overall, Jews have won a total of 41% of all the Nobel Prizes in economics, 28% of medicine, 26% of Physics, 19% of Chemistry, 13% of Literature and 9% of all peace awards. Maybe that is what God meant by chosen people.
65.4 % of Nobel Prizes Laureates, have identified with Christianity Overall, Christians have won a total of 78.3% of all the Nobel Prizes in Peace, i wonder why?.

Also Bare in mind when compared with the numbers for jews and adjusted for laureate per religious affiliation, christains still have a lot to do to come close to the Jews.

Islam is the second largest religion in the world, with 1.5 billion Muslims and 10 percent of that number blood thirsty devout Muslim jihadists. so far Muslims have produced only 11 Nobel Prize winners... 7 for peace. this is so tiny a number that it is almost unbelievable. .the latest Muslim was malala who won the Nobel peace prize after getting shot in the head by devout Muslims.
http://en.wikipedia.org/wiki/List_of_Muslim_Nobel_laureates

Which brings me to the unpleasant thesis sentence of this little screed. Islam is illiterate. Its teachers are illiterate. Its educational system, to the extent it calls itself Islamic, is impoverished. Not particularly in its faithful, who have constructed some good (if not prestigious or world-ranked) universities and produced some excellent scholars and a vast array of professionals in the last century—mainly by availing themselves of western education and training.
But at its core–in its clergy. It is clear to almost anyone who looks at the imams and mullahs of Islam that the only comparison between Islam and the West relative to theology would have to be made between the worst graduates of fundamentalist Bible colleges in America and the best graduates of Islamic seminaries–anywhere.


Now let us see how Islam affects on the human brain:

Almost 60% of muslims are illiterate (Christians about 22%) despite the muslim and christain population being 1.5 and 2.6 billion respectively.
https://themuslimissue./2012/10/20/islamabad-freelance-columnist-800-million-muslims-out-of-1-4-billion-are-illiterate/

That means that majority of muslims are unable to read and study Quran and Hadith alone, but they are very eager when they need to kill people for apostasy and blasphemy.

One more evidence that Islam is problem, arab christians are the best in education in Israel, Arab muslims the worst.
http://www.ynetnews.com/articles/0,7340,L-4323529,00.html
One people, two relgions -> two minds.

For example There were few schools there were few schools in pre independence Nigeria because the Muslims rejected western British schools as haram and unislamic.. the folks in northern Nigeria preferred almagiri schools and madarassas... that taught just the quran , islam and Mohammed. ..
Some liberal Muslims however sent their kids to school. . And those northerners turned out as brilliant leaders eg T. balewa.. a very eloquent man. ..etc... but the majority of Northern Muslims choose to remain victims of Islam...

Taha Hussein, egyptian intellectual, saw how Islam bad influence on Egypt and its people and that they will progres only if they return to pre-islamic roots. Even the current Egyptian president have made similar comments.

For people like me–who know the past and present of Islam pretty well–the only reasonable question is, Where is your revolution, your Reformation? Your wars are everywhere, Death is everywhere. But where is change?

True, of course, there are exceptions; but the education of Islamic clerics is a one-book-and-its-friends curriculum. It is a one-language course of study that is unfriendly to philosophy, secularism, the West, the liberal arts– especially serious historical study–most science, and worst of all the two hundred year period–sometimes called the “Islamic Enlightenment”–when Islam actually forged ahead of the West (albeit with the help of a lot of Arab-Jewish teachers like Maimonides) in learning. The West and the Crusades didn’t torch and destroy this culture—they appropriated it, expanded and developed it. Modern Islamic teachers barely refer to it. Many have not heard of it.

Everything these clerics oppose—from freedom of conscience to freedom of marriage to educational equality for women–is rooted in a civilization that a now dead Islamic civilization tried to bury in the eleventh century. Wars, caliphs, ambition, and eventually desuetude combined to defeat it.

This stunning decline in clerical literacy has reached a crisis point in some countries like Kyrgyzstan where the number of trained mosque minders is steadily decreasing, and a few serious scholars now worry that misinterpretations of Islam could lead to an increase in the number of religious radicals. Yet when pressed to explain what this crisis might mean in real terms, tropes replace reasons.

The religious councils crack their knuckles over “false” or “mistaken” interpretations of Islam that drive Islamic radicalism, but the finger is always pointed–the trouble always comes–from the mosque next door, the imam down the road.

The illitericisation of Islam among the imams in favour of simple (Persian?) black and white dualisms (good and evil, Muslim/infidel) is an appealing worldview to young, restless, uneducated men who need to be right about and feel validated by something It corresponds to more immediate and material dualisms, like rich and poor. Afghanistan, Pakistan, and much of North Africa—including, increasingly, countries like Sudan, Nigeria and Somalia–depend on the ignorance of the faithful to provide the religious bond among tribes, and the agency of the illiterate, authoritative imam to fuel their prejudices.

There is no need for an al Qaeda to ensure the dominance of this model of Islam. It thrives on intellectual laziness, poverty, lack of opportunity, and a sense of being cut off from a world it suspects of being dark and satanic.

Islam needs to stop deceiving itself that rabid rabbis and crazy Christians can be put forward as the moral equivalent (let alone some sort of weird justification) for the constant stream of bloodshed that covers the earth in the Islamic world, Muslim to Muslim. To be direct, the Jewish and Christian outliers are statistically insignificant. But the swelling numbers of illiterate and extreme MuslimThe educational standard of the Islamic world in general is a scandal, a joke, a laboratory culture for unhappy young men and compliant young women who would prefer to blame the rest of the world for problems they cannot solve because the self-referential myopia of their religion is not designed to solve them. The illiteracy problem in Islam is first Islam itself, not the West, not infidelity, modernity or secularism, and second those who defend its cure as Unislamic. clergy is typical. A simple fact check tells the whole story: According to the NCTC, between 82% and 97% of deaths owing to religious violence in 2011–the last year for which secure statistics were available-were Muslims killing Muslims.

The educational standard of the Islamic world in general is a scandal, a joke, a laboratory culture for unhappy young men and compliant young women who would prefer to blame the rest of the world for problems they cannot solve because the self-referential myopia of their religion is not designed to solve them. The illiteracy problem in Islam is first Islam itself, not the West, not infidelity, modernity or secularism, and second those who defend its cure as Unislamic.