Scientific event

Here are the academic translations of the text extracted from the poster "programme savoir-02.jpg".
English Translation
Preamble

The history of certain Algerian cities has been intrinsically linked to scholarly knowledge and the symbolic presence of Sufi figures and jurists (fuqaha). These individuals guided the population in matters of faith, mediated conflicts to achieve reconciliation among tribes and clans, and unified them to confront external threats, thereby restoring peace and reassurance. Consequently, collective memory grew deeply attached to these scholarly and spiritual figures, revering them as the "guardians of the city." Among the historic cities distinguished by their scholarly and religious elites is Oran. This city welcomed Andalusian immigrants, and its institutions served as dynamic economic, religious, and cultural spaces. It experienced periods of stability during which scholarly activity flourished, making it a destination for scholars. The schools (madrasas) of Sheikh Al-Houari bin Omar and Ibrahim Al-Tazi stood as beacons of learning, righteousness, and philanthropy prior to the Spanish occupation. This intellectual radiance was later revitalized under the leadership of the conqueror and liberator of Oran, Muhammad bin Osman al-Kabir, in 1792. During this era, schools were established whose shaikhs were leaders of the Oran ribats—garrisonean centers formed by scholarly elites specializing in religious sciences. Thus, the "Muhammadia School," the study circles of the Bey Mosque, and the schools of Bethioua functioned as genuine academic faculties.

The history of Oran's liberation and the active participation of its scholarly institutions are characterized by two distinct features: the ethos of tolerance, coexistence, and the promotion of love and charity propagated by these schools, and a profound attachment to the city and the land, viewing Oran as a strategic frontier and a ribat for jihad. Contemporary writings documented the active involvement of scholarly and religious elites in the resistance, both during the first liberation (1708) and the second liberation (1792). The latter, in particular, revealed a distinguished mobilization of shaikhs and students of knowledge (talaba) hailing from the schools of Mazouna, Mascara, Tlemcen, Oulhassa, and other prominent scholarly centers of the Ottoman era. This historical juncture served as a symbolic manifestation of the close dialectic between liberation and knowledge: liberating Oran from occupation while simultaneously cultivating the minds of its citizens through knowledge grounded in the principles of tolerance, coexistence, and tranquility.

Commemorating the meanings and symbolism of the 229th anniversary of the liberation of Oran, this panel discussion addresses the following themes:

The reality of the first and second liberations of Oran in historical writings.
The role of scholars (ulama) and students (talaba) in the liberation of Oran.
Oran: Architectural landmarks and monuments in the Ottoman era.
The lesson of Oran's liberation: A moment of knowledge and coexistence.