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All Journal Pubmedia Social Sciences and Humanities Frontiers in Research Journal
Kurniawan Maspul
Al Madinah International University
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences

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The Silence of the Mind: Intellectual Stagnation and the Unmaking of an Empire Hasbi Yusron; Kurniawan Maspul
Pubmedia Social Sciences and Humanities Vol. 3 No. 2 (2025): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pssh.v3i2.523

Abstract

This paper posits that the Ottoman Empire’s decline was fundamentally rooted in a profound intellectual crisis, a deeper malady beneath its political and military failures. Employing an Ibn Khaldun-inspired civilisational lens, we argue that the empire entered a terminal phase marked by epistemological, institutional, and applied stagnation. The analysis traces this trajectory through poignant symbols: the state-sponsored destruction of the Istanbul Observatory in 1580, which extinguished empirical research; the deliberate delay in adopting the printing press due to religious and guild resistance; and a vast knowledge gap evidenced by a 1:38 library volume ratio with France. This intellectual closure crippled adaptive capacity, transforming a once-dynamic culture of integrated learning into a system of rote repetition and doctrinal rigidity. The empire’s eventual collapse serves as a stark historical lesson on the non-negotiable role of a living, questioning intellectual tradition for state survival, with urgent implications for modern nations struggling to build resilient knowledge ecosystems.
Reconceptualising Distance Learning as the Foundation of Educational Resilience Kurniawan Maspul; Muhammad Taha
Frontiers in Research Journal Vol. 2 No. 2 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/frontiers.v2i2.516

Abstract

The shuttered schoolhouse has become a devastating symbol of our disrupted world, where pandemics, climate disasters, and conflict systematically dismantle educational continuity for millions. Moving beyond the pandemic’s emergency remote teaching, this paper reconceptualises distance learning not as a provisional substitute but as a critical 'resilience infrastructure' for a perilous century. With climate change alone disrupting schooling for over 43 million children in 2022 (UNICEF, 2023) and the digital divide excluding nearly a third of students during the COVID-19 peak (UNICEF, 2020), the fragility of place-based education is a strategic and moral failure. This study argues that the central challenge is not technological but political and pedagogical: to engineer distance learning as an equitable public good. Synthesising global evidence from UNESCO, OECD, and scholarly research, analysing the design levers—from fostering Community of Inquiry to applying equity-first cognitive principles—that can transform digital spaces from sites of isolation into engines of belonging and rigorous learning. The findings present an urgent call to action: by investing in robust, accessible distance learning systems, we can safeguard educational justice, protect against future shocks, and honour the fundamental right to learning for every child, regardless of circumstance.
Co-Authors Hasbi Yusron Muhammad Taha