An ivory fan made in Sri Lanka during mid-i6th century. Displayed at Kunstkammer, Kunsthistorisches of Museum of Wien
Source Encompassing the globe: Portugal and the world in the 16th and 17th centuries, 2007 ed by JA Levenson
‘Divine and profane love,’ Sri Lanka, 16th century. Museu Municipal de Viana do Castelo.
Museum Wien.
Seydi Ali Reis (1498–1563), an Ottoman admiral and navigator left a very interesting note on Sri Lanka and its nature. He states while mentioning the rough coastal conditions of the sea around the island, the proximity of Ceylon is indicated by continuous lightning, whether it's raining or not. Therefore, the lightning of Ceylon has become proverbial for denoting a liar.
The Moluccas Islands, discerned by the distinctive appearance of their inhabitants, were initially inhabited by various nations. The Chinese are believed to be the first to discover and settle in these islands, considering their pioneering role in shipbuilding and navigation among Oriental civilizations. Although some argue that the Javanese were the initial navigators and the Moluccan inhabitants have Javanese roots, it is more likely that they originated from China. Chinese sailors, navigating these seas with their junks for centuries, reached and settled in these islands. Attracted by the pleasant climate, enticing scents, and fruitful land, they established themselves, particularly in areas indicated by names like Batochina de Moro and Bathocina (sic) de Muar, signifying regions populated by Chinese settlers. Similar toponyms are found in various parts of these islands, reinforcing the enduring memory of this Chinese influence, still evident in 1597.
Upon discovering these islands, the Chinese were drawn to the cloves produced there, a spice previously unknown to the world. Recognizing its fragrance, taste, and versatile qualities, they engaged in clove trade, transporting it along with Chinese porcelain and other riches to the Persian Gulf and the Red Sea. This trade route passed through the hands of Persians and Arabs, eventually reaching Greeks and Romans. The appreciation and desire for cloves in Europe were such that certain Roman emperors contemplated conquering the East.
As these exotic products reached Europe through the Persians and Arabs, who received them from the Chinese, the Persians and Arabs, unaware of the true origin, believed the goods came from China. Consequently, they named many of these items in their language, such as cinnamon, referred to as cinnamome, with dual names like Barcine [dâr cînî], signifying wood from China (though originating from Ceylon), and Cinnamomo, meaning fragrant wood from China.
Clove's familiarity extends back to the time of Pliny, a contemporary of Emperor Domitian, who mentioned a grain similar to pepper in India, called Cariofilum or Gariofilum by others. The Persians named it Calafur, and its Latin designation, Cariofilum, is believed to be a corruption of the Moorish term Calafur. The Castilians, having received cloves from the island of Gilolo, refer to them as Gilope. The people of the Moluccas call them chauque, while Brahmin doctors use the term lavanga, incorporating Moorish names into their own designations. The initial Portuguese explorers, noting the resemblance of cloves to iron nails, coined the term "nail" for these spice buds, a name that persists globally.
Source: G. Ferrand, Relations de voyages et textes geographiques: Arabes, Persans et Turks relatifs a l'extreme-Orient, 1913
However, this suggestions, does not clarifying with the name used for Cinnamon in earliest Portuguese sources, which is 'canella'.
In the current evaluation process, students typically provide answers to predetermined questions, and grades are assigned based on the correctness of these responses. However, considering the advancements in technology, there is now a capability for generating answers with ease. In light of this, I propose a shift in the assessment paradigm—moving beyond merely evaluating answers to also acknowledging and grading the questions students pose in any given context.
Voltaire's famous saying, "Judge a man by his questions rather than his answers," serves as an apt motto for this approach. Assessing students based on the quality, depth, and thoughtfulness of their questions not only reflects their intellectual engagement but also encourages a more comprehensive understanding of the subject matter. This method prioritizes critical thinking and inquiry skills, fostering an educational environment that values active participation and curiosity.
Embracing this perspective not only aligns with the current trajectory of educational philosophy but also recognizes the evolving nature of technology and its impact on the learning process. By encouraging students to pose meaningful questions, we aim to instill a deeper understanding and appreciation for the material, promoting a holistic approach to assessment.
