Prior to my arrival in Bamako, Dam and I had spoken about what are plans would be in the 10 days I spent in Mali. Dam had not done much traveling, so we agreed that some traveling would be the right way to spend at least part of those 10 days. After a few more emails back and forth we settled on an overland journey to Timbuktu, located north and east of Bamako, smack dab in the center of the country. Now before I go any further, I will address some questions that a few of you undoubtedly have:
1) Yes, there is actually a place called Timbuktu
2) Yes, that place is on the African continent
I would have included a couple of links that provide some good background information on Timbuktu, though I have learned through all of this traveling that there is something special about being able to tell the history and significance of a place in one's own words, from what one has learned from actually being in that place. That said, if you want to fact-check me, Wikipedia would be a good start :-).
Timbuktu (commonly spelled Tombouctou) can literally be translated into "the well" (Tim/Tom-) "of Bouctou." According to the Tuareg Nomads who currently live in the area, Tombouctou was originally a trading post and place where Tuareg travelers and traders would rest and spend a night. The distinguishing feature of the place was the presence of a well, obviously a special find in the Sahara desert. Those who found/created this well wanted it to be protected and maintained, so they charged a Tuareg woman by the name of Bouctou with its upkeep. Over time, the area became known for the well, as well as the woman who took care of it, hence Tombouctou.
Most of the people I heard speak about the city's history spoke of its founding as early as the 12th century. Over time, with the growing trade of salts, precious metals and slaves Tombouctou grew both in size and prominence. Under Mansa Moussa, king of the empire of Mali during the beginning and middle of the 14th century, the city became a religious and cultural center. King Moussa was a devout muslim (Islam had begun its spread through Mali as early as the 9th century) and during his reign built and expanded several mosques including one of the most famous in Mali, the great Mosque Djingarey Berre, located in Tombouctou.
Tombouctou grew to be one one of the most important cities in the Muslim world and as such scholars flocked to the city. During this time it became an important religious as well as intellectual capital in the Muslim world and in the 15th century the famous Sankore University was established. Over the several centuries that Tombouctou held the reputation of intellectual capital, thousands upon thousands of manuscripts were produced on subjects ranging from Islam (there are currently centuries-old editions of the Koran) to matters of political philosophy and justice.
The city retained its intellectual, religious and cultural prominence until the end of the 16th century when it was conquered by Morocco. This would be the beginning of a steady decline for the city as the Niger River (pictured above) became the strategic focal point for attacks by the Babara, Fulani and Tuareg over three centuries. Eventually the French captured and took control of the city and during this occupation, the city was restored to an extent, though nowhere near the quality of centuries passed. The French occupation of the area (known then as the French Sudan, which consisted of Senegal and Mali) ended in 1960 and Mali gained its official sovereignty in September of that year.
From what I gather, Tombouctou has remained relatively unchanged since this time retaining its religious, cultural and academic significance, though none of this has translated into true economic development. A major reason for this is that the city remains difficult to access (see the next post) and as such largescale commercial and economic development is challenge. The effect of this inaccessiblity is a city (more like a town) that somehow has retained its mysticism in a time and a world in which secret places no longer seem to exist.
The city retained its intellectual, religious and cultural prominence until the end of the 16th century when it was conquered by Morocco. This would be the beginning of a steady decline for the city as the Niger River (pictured above) became the strategic focal point for attacks by the Babara, Fulani and Tuareg over three centuries. Eventually the French captured and took control of the city and during this occupation, the city was restored to an extent, though nowhere near the quality of centuries passed. The French occupation of the area (known then as the French Sudan, which consisted of Senegal and Mali) ended in 1960 and Mali gained its official sovereignty in September of that year.
From what I gather, Tombouctou has remained relatively unchanged since this time retaining its religious, cultural and academic significance, though none of this has translated into true economic development. A major reason for this is that the city remains difficult to access (see the next post) and as such largescale commercial and economic development is challenge. The effect of this inaccessiblity is a city (more like a town) that somehow has retained its mysticism in a time and a world in which secret places no longer seem to exist.
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Значение ролевых игр для последующего обучения.
Обухова Л.Ф.,
Никакое обучение невозможно до тех пор, пока мысль учителя не станет предметом рассуждения ребенка.
Второй феномен, описанный Ж. Пиаже, - феномен эгоцентризма, или центрации. Для того, чтобы стал возможен переход от дооперационального мышления к операциональному, необходимо, чтобы ребенок перешел от центрации к децентрации. Центрация означает, что ребенок может видеть весь мир только со своей точки зрения. Никаких других точек зрения для ребенка сначала не существует. Стать на точку зрения науки, общества ребенок не может.
Исследуя феномен центрации, Д. Б. Эльконин предположил, что в ролевой коллективной игре, то есть в ведущем типе деятельности ребенка-дошкольника, происходят основные процессы, связанные с преодолением "познавательного эгоцентризма". Частое переключение с одной роли на другую в разнообразных играх детей, переход с позиции ребенка на позицию взрослого приводит к систематическому "расшатыванию" представлений ребенка об абсолютности своего положения в мире вещей и людей и создает условия для координации разных позиций. Эта гипотеза была проверена в исследовании В. А. Недоспасовой.
В этом эксперименте был использован модифицированный тест К. Берта и Ж. Пиаже о трех братьях (было три брата: Миша, Петя и Слава. Сколько братьев у Миши, у Пети, у Славы?). Ребенку (Слава) предлагали условно стать Мишей, затем Петей и ответить на этот вопрос с позиции каждого из детей. Через подобную "условнодинамическую" позицию ребенок приходил к пониманию объективных отношений. В исследовании В. А. Недоспасовой ребенок условно принимал на себя роль каждого из трех братьев и постоянно принимал во внимание, как выглядит ситуация с точки зрения других братьев. В этом эксперименте можно было видеть процесс преодоления центрации. Как и в игре, ребенок условно принимает на себя роль другого, но в то же время постоянно ориентируется на поведение партнера (например, "доктор" учитывает позицию "пациента"). Благодаря децентрации дети становятся другими, предметом их мысли, их рассуждения становится мысль другого человека. Никакое обучение невозможно до тех пор, пока мысль учителя не станет предметом рассуждения ребенка. Децентрация формируется таким образом, сначала образуется много центраций, затем происходит дифференциация себя от другого и его точки зрения без того, чтобы на нее реально становиться, а только ее предполагать.
Итак, к концу дошкольного возраста мы имеем три линии развития.
1 - линия формирования произвольного поведения,
2 - линия овладения средствами и эталонами познавательно деятельности,
3 - линия перехода от эгоцентризма к децентрации.
Развитие по этим линиям определяет готовность ребенка школьному обучению.
К этим трем линиям, которые были проанализирован Д Б Элькониным, следует добавить мотивационную готовность ребенка к школьному обучению. Как было показано Л. И. Божович, ребенок стремится к функции ученика. Так, например, во время "игры в школу" дети младших возрастов берут на себя функцию учителя, старшие дошкольники предпочитают роли учеников, так как эта роль кажется им особенно значимой.
Учебник "Детская (возрастная) психология."
Редактор: Лена Рукавишникова (16.08.02)
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