Upon previous research, the matrilineal system seems to oppose Islamic teaching. However, the matrilineal system practiced by the Minangkabau society in West Sumatra, Indonesia has its uniqueness. Thus, this study aims to examine the correlation between the Qur’an and gender roles within the context of Minangkabau customs, specifically focusing on the matrilineal aspect. The present study employs qualitative methods for conducting library research through critical analysis. This study discovered that the matrilineal system practiced by the Minangkabau society aligns (...) with Qur’anic teachings that respect the position of women in Islam. In the matrilineal system of Minangkabau, women hold significant strength and play an influential role in cultural and traditional practices. The Minangkabau tribe’s matrilineal system encompasses three key elements: marriage, inheritance and offspring. The marriage system is exogamous. Additionally, the practice of marriage is localised, with the husband typically residing in the wife’s household. Their inheritance is divided into pusako tinggi [from ancestors from generation to generation] and pusako randah (from the efforts of married couple). Women get pusako tinggi as they serve as protectors and a symbol of their community. In comparison, men take the responsibility of overseeing its preservation to prevent any form of misuse. Pusako randah is distributed as Islamic teaching. Lineage determination is primarily based on paternal lineage, aligning with Islamic teaching. Upon comprehensive analysis, it becomes evident that there is no conflict between the matrilineal system and Islamic teachings, particularly concerning principles of gender equality. Both women and men have significant roles, as the Qur’an provides extensive explanations regarding gender equality.Contribution: This research holds significant findings in establishing a great relation between Islamic teachings based on the Qur’an and the matrilineal principles practiced by the Minangkabau tribe. (shrink)

This study analyses the commentaries of four Muslim intellectuals who have turned to scripture as a liberating text to confront an array of problems, from patriarchy, racism, and empire to poverty and interreligious communal violence. Shadaab Rahemtulla considers the exegeses of the South African Farid Esack (b. 1956), the Indian Asghar Ali Engineer (1939-2013), the African American Amina Wadud (b. 1952), and the Pakistani-American Asma Barlas (b. 1950). The authors considered all proritise the Qur'an over the hadith. Rahemtulla considers this (...) an essential move for a Muslim liberation theology and concludes with proposals with a new construal of what a politically radical Islam might mean, sharply differentitated from Islamism. This work provides a rich analysis of the thought-ways of specific Muslim intellectuals, it substantiates a broadly framed school of thought. Rahemtulla draws out their specific and general importance without displaying an uncritical sympathy. He sheds light on the impact of modern exegetical commentary which is more self-conciously concerned with historical context and present realities. In a mutally reinforcing way, this work thus illuminates both the role of agency and hermeneutical approaches in Modern Islamic thought. (shrink)

These have been passed down from generation to generation. This book invites readers of any religion or none to drink from the wellspring of Islamic spirituality and use its wisdom to nourish their own spiritual path.

The human being is the most wonderful creation of God and the highest sign of his infinite power. Humanity is capable of achieving all divine perfections. God created them to reach the position of God’s closeness and God’s successor on Earth, and this path will not be realised except by the correct education. A human is a divine being who has settled in this earthly world, and correct education is the only way to achieve that sacred truth. Divine prophets have (...) come to prepare the Earth for this great transformation in human existence and guide them to the light of divine teachings. There is no doubt that if human beings are not educated according to divine standards, they will remain at the level of animality. The Holy Qur’an, as the most precious Islamic divine book, presents the best way of education based on the knowledge of the truth of humanity and their needs. In addition, it is appropriate to discuss the role of behavioural gentleness in the education of people, and in this regard, the Qur’anic verses have been reviewed carefully. Therefore, the aim of this manuscript is to study the Islamic teachings in education with an emphasis on behavioural gentleness.Contribution: If curriculum planners and educators in general pay attention to Qur’anic teachings in education and base their curriculum and educational programs on Qur’anic teachings and according to characteristics and abilities and appropriateness of methods, and if the contents are paid attention to and educational programs are produced based on the will and authority of the educators, we will definitely witness progress and development in educational systems on the one hand and development and progress in all levels of life. (shrink)

Education has been acknowledged as the key factor contributing to personality development and identity formation. To ensure appropriate education, it is thus of utmost importance to reflect on the power of the educational content. As a result, respecting Islamic values from a major authentic source, like the Holy Qur’an, paves the ground to fulfil this goal. On the contrary, the first and foremost educators to convey these values are the family, because each person mainly spends the time of (...) one’s education in this small, primary social institution. Above and beyond, the building block of a society and the starting point of a culture, a civilisation and human history is the family. As a noble book of guidance for the human beings, the Holy Qur’an has accordingly shed light on the role of the family. Against this background, this study, adopting a descriptive analytical approach, aimed to investigate the Islamic family from the perspective of the Holy Qur’an with an emphasis on the education of children. Accordingly, the Holy Qur’an reveals that the main purposes of creating a family are inner peace, generational survival and expansion of the faith and monotheism. A healthy family environment can thus have a profound impact on cultivating moral character and virtues. In view of the Holy Qur’an, the family is the first place to seek relief and perform the acts of worship. No divine religions have also given as much value to the family as Islam, which implies its comprehensiveness. Despite much attention to the family in most societies, it receives special importance in the Qur’anic teachings. This article is a review study that dealt with Qur’anic concepts related to education in the family. Therefore, after categorising different Qur’anic verses, analyses have been presented in each category. Contribution: Islam has set many specific programmes and educational instructions from childbirth and then delegated their implementation to the family. Accordingly, this noble religion offers many guidelines for picking a perfect name, breastfeeding and weaning, loving, observing justice and fulfilling promises in relation to children. (shrink)

Education has been acknowledged as the key factor contributing to personality development and identity formation. To ensure appropriate education, it is thus of utmost importance to reflect on the power of the educational content. As a result, respecting Islamic values from a major authentic source, like the Holy Qur’an, paves the ground to fulfil this goal. On the contrary, the first and foremost educators to convey these values are the family, because each person mainly spends the time of (...) one’s education in this small, primary social institution. Above and beyond, the building block of a society and the starting point of a culture, a civilisation and human history is the family. As a noble book of guidance for the human beings, the Holy Qur’an has accordingly shed light on the role of the family. Against this background, this study, adopting a descriptive analytical approach, aimed to investigate the Islamic family from the perspective of the Holy Qur’an with an emphasis on the education of children. Accordingly, the Holy Qur’an reveals that the main purposes of creating a family are inner peace, generational survival and expansion of the faith and monotheism. A healthy family environment can thus have a profound impact on cultivating moral character and virtues. In view of the Holy Qur’an, the family is the first place to seek relief and perform the acts of worship. No divine religions have also given as much value to the family as Islam, which implies its comprehensiveness. Despite much attention to the family in most societies, it receives special importance in the Qur’anic teachings. This article is a review study that dealt with Qur’anic concepts related to education in the family. Therefore, after categorising different Qur’anic verses, analyses have been presented in each category.Contribution: Islam has set many specific programmes and educational instructions from childbirth and then delegated their implementation to the family. Accordingly, this noble religion offers many guidelines for picking a perfect name, breastfeeding and weaning, loving, observing justice and fulfilling promises in relation to children. (shrink)

The Holy Qur’an relates believers’ pure emotions to brotherhood. From the perspective of Islam, it has been also affirmed that two people have the same thoughts and opinions in one centre point of love in brotherhood, so fraternal feelings are not merely limited to kinship and consanguinity. In this line, the Holy Qur’an states that we have come to make you brothers with each other; not a brotherhood from parents, but an Islamic one, which is highly appreciated (...) in the Islamic society. In addition, a believing brother can never be filled when his fellow believer is hungry, and he cannot be clothed while the other is with nothing on. Islam further considers all Muslims as one family and calls everyone brothers and sisters or siblings. The true Muslims of any race and tribe as well as any language and age thus have a deep sense of brotherhood with each other, even if one lives in the Eastern parts of the world and the other in the West. In sum, this article aimed to investigate the role of religious teachings in strengthening believers’ brotherhood in the Islamic society. For this purpose, firstly, the definition of religious brotherhood was provided; secondly, religious brotherhood has been described based on the Holy Qur’an.Contribution: This article helped gain a new insight into the role of Islamic teachings in strengthening religious brotherhood in the Islamic society. Besides, the indicators of religious brotherhood were extracted and then enlightened according to the Ayat (viz. verses) from the Holy Qur’an. (shrink)

Qur’ān Recitation (qirā’āt) activities constitute a good part of the Qur’ān education history starting with the revealation of the Qur’ān. In Prophet Muḥammad’s era and after his death, education and teaching activities for spreading the Qur’ān recitations were maintained by muslims. Several institutions were built for this purpose, and many works are written for qirā’ātscience education and methods developed made a big contribution to the spreading of qur’ān recitation science. An Interregnum period for qirā’ātscience has happened at the last period (...) of Ottomans and first years of Republic of Turkey. Qirā’ātScience, under the state supervision and by formal institutions for many years, were sustained in an informal way after the law on unification of education were introduced. With the decrease of teachers, the education of the Qur’ān recitation faced a difficult time and almost nearly ceased. In our country, increasing of the expertness courses and number of men who trained in this places in recent years deserve a separate study, particularly on this subject. SummaryThere are many scholars who have studied the recitation of the Qur’ān (qirā’āt), and many papers that have been written on this subject analysing it by means of practice. Some institutions are founded with the purpose of teaching qirā’ātand a number of different methods have been developed in the historical process of qirā’āt.It is not clear when the knowledge of qur’ānic recitation first emerged in the region of Anatolia. In the Ottoman Empire, Khaṭīb ‘Abdulmu’min Rūmī who was tutee of Ibn al-Cezerī started to accept students for teaching qirā’ātin Bursa. Since then, qirā’ātbecame an official discipline of Islamic sciences. Evidently, the time Turks learned qirā’ātshould be before Ibn al-Cezerī’s arrival to Bursa.The brightest era of the qirā’ātand its institutionalisation was between XI-XIII centuries during the reign of the Ottoman Empire. Not only did training and teaching activities took place as seven and ten recitations, but authors also wrote books as supplementary references by depending on the works of the scholars such as Dānī, Shāṭıbī and Ibn al-Cezerī. Thus, the scholars made education practical and started to teach it as part of certain methods. The end of the 13th century was the time when sab‘a(seven) method based on seven recitations was superseded by ‘ashara(ten) method based on ten recitations. That is, the sab‘amethod was replaced by the ‘asharamethod in the country.The education of qirā’ātwhich were taught in expert institutions known as dār al-qurrāuntill the closure of madrasas was officially interrupted with the the law on unification of education on 3rd March 1924 in Turkey. The education of qirā’ātwas not officially given from the Republic of Turkey to 1968, but it was taught by self-abnegating scholars with their own efforts. The teaching of qirā’ātalmost disappeared due to some reasons such as education which wasn’t officially given by the state and the lack of encouragement for people interested in qirā’ātuntil 1968. The education of qirā’ātlater became official with the initiation of Tayyar Altıkulaç who was the vice president of religious affairs under the presidency of Mehmed Rüşdü Aşıkkutlu in 1968. At that time, a number of staffs were sent to the town Çifaruksa/Uğurlu in Of /Trabzon for the job training with the appointment of the presidency of religious affairs in order to get education from Aşıkkutlu. The specialized training course named as ‘Ashera-Taqrīb-Ṭayyibah’ was the first course about qirā’ātwith the opening of Istanbul Haseki Training Center by the presidency of religious affairs in 1976. The education of qirā’ātwas carried out by Aşıkkutlu who used Egypt method and Gürses used Istanbul method. These specialized training courses were made as periods of 3 years and trainees were begun to be admitted by taking an exam. The first students graduated who learned both methods at the end of the first period which was between 1976 and 1979. The presidency of religious affairs held the exam at a predetermined time for issuing in-service training certification to people, who have worked within its own institution, other institutions and in the private sector, and completed the education on ‘asharamethod with their own efforts and got a degree. This certification has been given to people who succeeded in the written and oral examinations. 184 people got the certification after taking the exam entitled as ‘the exam for external students in the ‘ashara-taqrībcourse’ which was taken place biennially and for the first time in 2010. When students have learned the fundamental principles of ‘ashara method, the first five-ten pages of the Qur’ān were read and indited with regard to distinguish narratives from each other with infirād method. ‘Asheraanalysis of the Qur’ān was indited and read with indirāc method for each student after being taught about certain issues such as the concepts of qirā’āt, its principles, and the grading of the imāmand rāvito students who get education with infirād method in qirā’āteducation in the country. Sources and methods used by scholars who are engaged in qirā’āteducation have become widespread in regions; and these methods have gone under the name of those regions.In this context, the science of qirā’ātwas taught with Istanbul and Egypt methods in the Ottoman Empire. These methods have still been valid in today’s Turkey. Sūfī profession stands for Istanbul method and qirā’āteducation is given with regard to this profession in notably Istanbul and several centers. The education of this profession is given in Pendik, Müftü Yusuf Karali and Haseki Abdurrahman Gürses training centers. Mehmed Rüşdü Aşıkkutlu who was one of the latest period scholars and Gönenli Mehmed are representatives of Egypt method. At the present time, Egypt method is represented as Atāullah profession by reason of the fact that it is commonly followed, adopted and conducted in the country.Nowadays, the edāmethod is used especially at the beginning of qirā’āteducation. Thus, student hears what instructor reads and gives a presentation. Instructors concentrate on the practice arzin the ongoing process and ease off on practice samʿaafter student implemented the lesson. At the present time, the curriculum followed in the qirā’āteducation is the same as the classic method in the country. The ‘Ashera, Taqrīb and Ṭayyibah’ methods were used in education. On the other hand, the person who recites should be a decent ḥāfiẓand know the science of tajweedwell in compliance with Hafs narrative of Asım and implement it. Notwithstanding that, there is the tajweedlesson in curriculum in order to strengthen implementations of the science of tajweed. (shrink)

The teachings, style and impact of the Qur'an have always been matters of controversy, among both Muslims and non-Muslims. But in a modern context of intercultural sensitivity, what the Qur'an says and means are perhaps more urgent questions than ever before. This major new book by one of the world's finest Islamic scholars responds to that urgency. Building on his earlier groundbreaking work, the author challenges misinterpretations of particular Qur'anic verses from whatever quarter. He addresses the infamous 'sword' verse, (...) frequently cited as a justification for jihad. He also questions the 'tribute' verse, associated with the Muslim state subjugating Jews and Christians; and the idea of Paradise in the Qur'an, often viewed by the West as emphasising merely physical pleasures, or used by Islamic fighters as their just reward for holy war. The author argues that wrenching the verses out of the context of the whole has led to dangerous ideologies being built on isolated phrases which have then assumed afterlives of their own. This nuanced, holistic reading has vital interfaith ramifications. (shrink)

As physicians encounter an increasingly diverse patient population, socioeconomic circumstances, religious values and cultural practices may present barriers to the delivery of quality care. Increasing cultural competence is often cited as a way to reduce healthcare disparities arising from value and cultural differences between patients and providers. Cultural competence entails not only a knowledge base of cultural practices of disparate patient populations, but also an attitude of adapting one's practice style to meet patient needs and values. Gender roles, relationship dynamics (...) and boundaries are culture specific, and are frequently shaped by religious teachings. Consequently, religion may be conceptualised as a cultural repertoire, or dynamic tool-kit, by which members of a faith adapt and negotiate their identity in multicultural societies. The manner in which Islamic beliefs and values inform Muslim healthcare behaviours is relatively under-investigated. In an effort to explore the impact of Islam on the relationship between patients and providers, we present an Islamic bioethical perspective on cross-gender relations in the patient-doctor relationship. We will begin with a clinical scenario highlighting three areas of gender interaction that bear clinical relevance: dress code, seclusion of members of the opposite sex and physical contact. Next, we provide a brief overview of the foundations of Islamic law and ethical deliberation and then proceed to develop ethicolegal guidelines pertaining to gender relations within the medical context. At the end of this reflection, we offer some practice recommendations that are attuned to the cultural sensitivities of Muslim patient populations. (shrink)

As physicians encounter an increasingly diverse patient population, socioeconomic circumstances, religious values and cultural practices may present barriers to the delivery of quality care. Increasing cultural competence is often cited as a way to reduce healthcare disparities arising from value and cultural differences between patients and providers. Cultural competence entails not only a knowledge base of cultural practices of disparate patient populations, but also an attitude of adapting one's practice style to meet patient needs and values. Gender roles, relationship dynamics (...) and boundaries are culture specific, and are frequently shaped by religious teachings. Consequently, religion may be conceptualised as a cultural repertoire, or dynamic tool-kit, by which members of a faith adapt and negotiate their identity in multicultural societies. The manner in which Islamic beliefs and values inform Muslim healthcare behaviours is relatively under-investigated. In an effort to explore the impact of Islam on the relationship between patients and providers, we present an Islamic bioethical perspective on cross-gender relations in the patient-doctor relationship. We will begin with a clinical scenario highlighting three areas of gender interaction that bear clinical relevance: dress code, seclusion of members of the opposite sex and physical contact. Next, we provide a brief overview of the foundations of Islamic law and ethical deliberation and then proceed to develop ethicolegal guidelines pertaining to gender relations within the medical context. At the end of this reflection, we offer some practice recommendations that are attuned to the cultural sensitivities of Muslim patient populations. (shrink)

Conciliation in the Qurʾan is an essential read in understanding how the Qurʾan persuades its audience to resolve societal conflicts. The author brings to light the central ethical notion of iḥsān (gracious conduct), and explores the challengin.

First, I argue for historical contextualization of the Qur’an as a given historical collection of discourses propagated by Muhammad as divine inspiration. Secondly, I argue for a distinction between the Qur’an and Islam, since the latter is the outcome of human efforts to construct their lives in accordance with what they understood to be the teachings of the Qur’an. The last point is to show how the role of Muhammad in his interaction with the communities of his (...) time in Hijaz shaped the Qur’an. So, the article is organized as (1) introduction; (2) the Qur’an and lslam; (3) the Qur’an and history: open hermeneutics; (4) Muhammad and the Qur’an; (5) the divine—human communication; (6) Muhammad: the first recipient; (7) Muhammad in the Qur’an; and (8) the community of believers and the need for legal regulations; followed by (9) conclusion. (shrink)

While much has been written about Islam, particularly over the twenty-five years, few books have explored the full range of the ideas that have defined the faith over a millennium and a half. Fitzroy Morrissey provides a clear and concise introduction to the origins and sources of Islamic thought, from its beginnings in the 7th century to the current moment. He explores the major ideas and introduces the major figures--those who over the centuries have broached life's major questions, from (...) the nature of God and the existence of free will to gender relations and the ordering of society, and in the process defined Islam. Drawing on Arabic and Persian primary texts, as well as the latest scholarship, A Short History of Islamic Thought explains the key teachings of the Qur'an and Hadith, the great books of Islamic theology, philosophy, and law, as well as the mystical writings of the Sufis. It evaluates the impact of foreign cultures-Greek and Persian, Jewish and Christian-on early Islam, accounts for the crystallization of the Sunni and Shi'i forms of the faith, and accounts for the rise of such trends as Islamic modernism and Islamism. Above all, it reveals the fundamental principles of Islamic thought, both as a source of inspiration for Muslims today and as illuminating and rewarding in their own right. (shrink)

Education and Curricular Perspectives in the Qur'an focuses on different perspectives of curriculum as presented in the central text of Islam. Relying heavily on the Qur'an itself, and sayings of the Prophet Mohammed when necessary, Risha addresses five aspects in particular to examine how the Qur'an connects to current academic curriculum studies.

While studies on contextual coitus verses interpretations have been explored by many scholars, there is a paucity of research addressing the theme holistically and spotlighting the aspects of moral ethics of its communication. To fill this lacuna, this study aims to analyse the communication ethics of coitus words in the Qur’an. Two main questions are discussed in this study. Firstly, what is the semantic meaning of coitus in the Qur’an? Secondly, why does the Qur’an employ certain terminologies (...) to convey the topic of coitus? This study applies a case study design to analyse the word ‘coitus’ in the verses of the Qur’an holistically. The results show that the Qur’an utilises 12 keywords related to coitus for the purpose of fostering the communication ethics of the Arab community at the time of revelation. Moreover, this study found that the Qur’an uses those specific keywords to respond to the sexual behaviour of pre-Islamic Arab community, narration of eroticism in other scriptures and gender inequality in sexuality. This study resolves that the words of ‘coitus’ in the Qur’an have implications for the emergence of Quranic communication ethics, which respects the aspects of comprehensiveness, politeness, analogy, aesthetics, intensity and gender equality. These six aspects form sexual communication ethics that are probed from a humanist perspective.Contribution: This article contends to unify the concept of theology and the principles of communication ethics. In particular, this study provides a theoretical contribution to the ethics of sexual communication that is sourced from the worldview of Qur’anic theology. Also, the methodology of this study can be a prototype of semantic analysis research that discusses certain topics and spot important keywords around that topic. (shrink)

Basic characteristic of Islamic heritage law, principally it has accepted the two-to-one ratio between the male and the female children/siblings in division of heritage. In Islamic inheritance law, the main/basic reason why the share of the male is twice the share of the female is no “value” judgments given to female/women in creation and gender in Islam, on the contrary, are real realities related with the roles and financial obligations that man and woman have undertaken, in other words, (...) related with “socio-economic structure/fact” in the family and society structure foreseen by Islam. As a matter of fact, “need principle” is based on in division and succession of heritageand a fair arrangement has been made in accordance with the rights and responsibilities of the husband and wife in Islamic Law. In some classical tafsīr books, the concept of “degree” in the verse “... Men have a degree (right) over women” (Al-Baqara 2/228) mentioning the mutual rights and responsibilities of women and men; and the expression of “lil al-dhakari mithlu haẓẓ al-unthayain” in the verse –the inheritance of man is the share of two women– (Al-Nisā 4/11) mentioning the inheritance shares of boys and girls is interpreted against the woman by disregarding the intended purpose and socio-economic contexts of these verses. As a result of this interpretation, the share of men in inheritance is twice the share of women in Islamic law is ontologically (existential/creation) based on a justification that “man is superior to woman”. In this article/study, an analyticallook atthe interpretations in some classical tafsīr books on the axis of “daraja/degree” and “lil al-dhakari mithlu haẓẓ al-unthayain” that today sheds light on the sociological-historical background of depriving the daughter from the heritage will be made. Summary: Just as there is no way to determine a person’s sex, it is not either possible by reason to have such an opportunity. - With the possibility of medical intervention nowadays - sex is determined by the discretion of the Supreme Creator rather than will. Indeed, it is mentioned in the Qur’ān: To Allah belongs the dominion of the heavens and the earth; He creates what he wills. He gives to whom He wills female [children], and He gives to whom He wills males (Al-Shūrā 42/49.)In addition to human biological sex, there is also social gender. Indeed, the term “sex” refers to being biologically female or male, while the term "gender" refers to the social and cultural identity of a woman or man, or the social roles that occur in the historical process.Accordingly, while it is not possible to determine biological sex (in normal circumstances in advance), determining gender is shaped by the cultural will of individuals and societies. As a matter of fact, gender is shaped according to the religions, customs and cultures of the societies and it shows differences according to time, culture and family structure. In this context, in the pre-Islamic Arab society, the gender of the girl or the woman was shaped by the custom of the ritual and customs. Indeed, it is a known fact that during the period of Jahiliyyah, in terms of social gender, the girl/woman has been deprived of many social and economic rights, especially heritage. The Qur’ān has brought the girls who, in the period of Jahiliyyah, were oppressed in terms of gender, deprived of many social and economical rights, treated as second class human, embarrassed of themselves and buried alive, to the same position as man. In this context, as it is in every field in the direction of social structure and social conditions of that day, also in the field of inheritance law, a number of regulations were made in the Qur’ān and the Sunnah being the main sources of Islam. The divisions of the inheritance were connected with religious and legal rules and the shares of the inheritance of the sons and daughters were determined by naṣṣ (verses and hadiths).However, in Islamic inheritance law, as a requirement of the structure of family and society accepted by Islam, in principle, “two-to-one” measures have been adopted between male and female children. As a matter of fact, in this aspect, it is mentioned in the Qur’ān: Allah instructs you concerning your children: for the male, what is equal to the share of two females (Al-Nisā 4/11.)On one hand, the principle that Islamic law brings between boys and girls; Seems to be an inequality in terms of the arrangement in which "the inheritance share of the male child is twice the share of the female child", while on the other hand, within the border of in the family foreseen by Islam, this regulation has not been seen as an injustice and inequity by Muslim societies, because in Islamic family law, a man is obliged to ensure the livelihood of the family after marriage. He is also obliged to give his wife her mahr when marrying.In Islamic inheritance law, “necessity principle” is taken as the basis of responsibility that women and man have undertaken in family and society. Therefore, even though giving nothing at all to those who are not in need and giving less to those who are in less need, giving too much to those who are in much need might seem contrary to the principle of equality, it is a necessity of the principle of justice and fairness. As a matter of fact, while "law equality, necessity in sharing" principle, law is arranged according to people's qualifications, goods and wealth sharing is divided according to the needs of people. In this context, there has been a fair division in Islamic heritage law based on the necessity, (distributive) justice and fairness principle. Indeed, the French philosopher Roger Garaudy (1913-2012), who chose /converted to Islam, evaluates the following about the proportion of male child in the Qur'an to that of female child: “When we consider that in the Arab society all the obligations of the family and of the care of the parents and of all the things that we call ‘social security’ today are put on the shoulders of the husband, the hereditary male child's share must be twice as high as the female child’s is”.As Garaudy argues, the difference in the inheritance of women and men in Islamic inheritance law is not a legal discrimination/inequality, but a form of divisiveness stemming from a need based on the role and responsibility that women and men have undertaken in the family and society. Therefore, giving nothing to those who need nothing, giving little to those who need little, and giving a lot to those who need a lot,even though may seem contradictious to the principle of equality, it becomes a necessity of equity and (distributive) justice principle. In this case, in Islamic inheritance law, the basic reason why the share of the male child is twice the share of the female child, is social and economic reasons and it is possible to rank them as follows:1) According to Islamic law, women are not obliged to make their own economic livelihoods. The woman’s economic responsibility belongs to her father or brothers before marriage, and then to her husband after marriage. 2) When a woman is married she is not responsible for herself or other family members’ livelihood. The male is obliged to make a living for himself, his wife and his children.3) While married, the male is obliged to give the wife mahr. The woman has no such responsibility.As it is understood from the above explanations, in Islamic inheritance law, the basic reason why the share of the male child is twice the share of the female child is not about the ontologically “value” based on creation and sex given to the woman (girl child) in Islam. On the contrary, it is the real facts concerning the family and society structure that Islam predicts, the roles and financial obligations that man and woman have undertaken, namely “socio-economic structure/fact”.In some commentaries in classical commentary books, the rights and responsibilities of women and men are referred to, like: the word “degree” mentioned in: …but the men have a degree over them [in responsibility and authority (Al-Baqara 2/228), and the talk about the inheritance shares of boys and girls in: for the male, what is equal to the share of two females (Al-Nisā 4/11). Eventually, the concepts “lil al-dhakari mithlu haẓẓ al-unthayain” have been associated with the gender of the woman/girl child ontologically (based on social fact) by ignoring the referent purpose and socio-economic contexts of these verses. As a result of these interpretations, it was desired that the Islamic law principle of inheritance share of male child being twice the share of female child, ontologically, should be based on a justification that “man is superior to woman”.In this study, some of the era’s dominant culture classical interpretations grounding women's inheritances share on her gender and based on the axis of the concepts of "degree" and “lil al-dhakari mithlu haẓẓ al-unthayain” in the related verses of the Qur'ān will be elaborated. (shrink)

ASP.net is one of the most widely used languages in web developing of its many advantages, so there are many lessons that explain its basics, so it should be an intelligent tutoring system that offers lessons and exercises for this language.why tutoring system? Simply because it is one-one teacher, adapts with all the individual differences of students, begins gradually with students from easier to harder level, save time for teacher and student, the student is not ashamed to make mistakes, and (...) more. Therefore, in this paper, we describe the design of an Intelligent Tutoring System for teaching ASP.net to help students learn ASP.net easily and smoothly. Tutor provides beginner level in ASP.net. Finally, we evaluated our tutor and the results were excellent by students and teacher. (shrink)

One of the contexts for the development of social capital and spiritual health is cultural capital. The relationship between religion as an independent variable and social capital as a dependent variable has been analysed. This article aims to analyse the role of cultural capital in the development of social capital and spiritual health from the perspective of religion and negative Islamic teachings. This study attempts to answer the question, 'what is the role of cultural capital on the development of (...) social capital and spiritual health from the perspective of negative Islamic teachings?' In this article, an attempt has been made to compare the negative aspect of education in the form of the Qur'anic concept of 'cultivation', with its positive aspect in terms of principles, approach and method, in order to return to the model arising from Qur'anic and mystical teachings. The research method is descriptive and analytical, and data processing is interpretive and critical. Data collection has been performed utilising documentary and library study methods. The research findings demonstrate that 'ethics, science, values, norms, rituals and art' are the most important elements of embodied cultural capital, which are effective in the development of social capital. CONTRIBUTION: Therefore, there is a substantial relationship between religion, negative Islamic teachings, the development of embodied cultural capital and the development of social capital and spiritual health. (shrink)

One of the contexts for the development of social capital and spiritual health is cultural capital. The relationship between religion as an independent variable and social capital as a dependent variable has been analysed. This article aims to analyse the role of cultural capital in the development of social capital and spiritual health from the perspective of religion and negative Islamic teachings. This study attempts to answer the question, 'what is the role of cultural capital on the development of (...) social capital and spiritual health from the perspective of negative Islamic teachings?' In this article, an attempt has been made to compare the negative aspect of education in the form of the Qur'anic concept of 'cultivation', with its positive aspect in terms of principles, approach and method, in order to return to the model arising from Qur'anic and mystical teachings. The research method is descriptive and analytical, and data processing is interpretive and critical. Data collection has been performed utilising documentary and library study methods. The research findings demonstrate that 'ethics, science, values, norms, rituals and art' are the most important elements of embodied cultural capital, which are effective in the development of social capital. CONTRIBUTION: Therefore, there is a substantial relationship between religion, negative Islamic teachings, the development of embodied cultural capital and the development of social capital and spiritual health. (shrink)

J. Krishnamurti, whose life and teachings spanned the greater part of the 20th Century, is regarded by many as one who has had the most profound impact on human consciousness in modern times. He talked of the things that concern all of us in our everyday life: the problems of living in modern society, the individual’s search for security, and the need for human beings to free themselves from their inner burdens of violence, fear and sorrow. Meditation, according to Krishnamurti, (...) is not the popular tranquilizer that most people call to mind, but an attempt to see if there is an end to knowledge, therefore freedom from the known. What Krishnamurti considers meditation is along the lines of insight meditation or jyana yoga. Meditation is not a means to an end; there is no end, no arrival; it is a movement in time and out of time. Every system and method binds thought to time, but choice less awareness of every thought and feeling, as well as an understanding of their motives, their mechanism, allowing them to blossom, is the beginning of meditation. This paper is an attempt to discuss J. Krishnamurti’s insight on what meditation is and how to practice it. (shrink)

Drawing on the narratives of young lower-middle-class women employed in cafés, call centers, shopping malls, and offices in Delhi, India, in this paper I identify malleability or “plasticity” of the body as an important feature of contemporary service work. As neophyte service professionals, young women mold themselves to the middle-/upper-class milieu of their workplaces through clothes, makeup, and body language. Such body plasticity can be experienced as enabling: Identifying with the image of the “New Indian Woman,” young women enter the (...) bourgeoning service economy. However, they also experience this body plasticity as threatening; bodily changes to meet the requirements of work can, at times, feel inauthentic as well as be read as promiscuous by others. I draw attention to how women appraise plastic bodies as both generative of change and a site of labor discipline, thus offering insights into the relationship among bodies, social inequalities, and contemporary service work. (shrink)

Muslim women's rights have been a topic of discussion and debate over the past few decades, and with a good reason. Islamic Law is considered by many as patriarchal and particularly oppressive to women, and yet there are also others-Muslim women-who have rigorously defended their religion by claiming that Islam is the guarantor par excellence of women's rights. A big question begs to be answered: is Islam particularly oppressive to women?The Qur'an has addressed women's issues fourteen hundred years ago (...) by creating certain reforms to improve the status of women; however, these reforms do not seem to be practiced in Muslim societies today.1 How is this so? I contend that Islam, as revealed to Muhammad, is not oppressive to women; rather, its interpretation, in so far as it is enacted in the family laws and everyday living, is patriarchal and hence needs to be examined.2 The goal of this work is to discuss what the Qur'an says about certain problems which gravely affect Muslim women, specifically: 1. gender equality 2. polygamy 3. divorce and the concept of nushuz. (shrink)

The ambition of “scientific creationism” is to prove that science actually confirms religion. This is especially true in the case of Muslim creationism, which adopts a reasoning of a syllogistic type: divine revelation is truth; good science confirms truth; divine revelation is henceforth scientifically proven. Harun Yahya is a prominent Muslim “creationist” whose website hosts many texts and documentary films, among which “Evidence of the true faith in historical sources”. This is a small audiovisual production which, starting from some archeological (...) files, seeks to demonstrate that Qur’an truth precedes science but is equally proven by it. In this paper, we examine the organization of the scientific and religious argumentative repertoires and, in particular, what in each of them is taken as evidence and gets access to an authoritative status. It leads us to show how much this type of Muslim creationism constitutes a kind of scientism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedAquinas on Being. By Anthony Kenny. Oxford: Clarendon Press, 2002. Pp. x + 212. Price not given.Before and after Avicenna: Proceedings of the First Conference of the Avicenna Study Group. Edited by David C. Reisman, with the assistance of Ahmed H. al Rahim. Leiden: Brill, 2003. Pp. xix + 302. Price not given.Beside Still Waters: Jews, Christians, and the Way of the Buddha. Edited by Harold Kasimow, John (...) P. Keenan, and Linda Klepinger Keenan. Boston: Wisdom Publications, 2003. Pp. 284. Paper $14.95.The Buddhist Unconscious: The ālaya-vijñāna in the Context of Indian Buddhist Thought. By William S. Waldron. London and New York: RoutledgeCurzon, 2003. Pp. xvi + 269. Price not given.Comparative Political Philosophy: Studies under the Upas Tree. Edited by Anthony J. Parel and Ronald C. Keith. Lanham, Maryland: Lexington Books, 2003. Pp. xxxviii + 260. Paper $26.95.The Confucian Quest for Order: The Origin and Formation of the Political Thought of Xun Zi. By Masayuki Sato. Leiden: Brill, 2003. Pp. xviii + 500. Price not given.Gathering the Meanings: The Compendium of Categories: The Arthaviniścaya Sūtra and Its Commentary Nibandhana. Translated from the Sanskrit by N. H. Samtani. Berkeley: Dharma Publishing, 2002. Pp. xxxiv + 390. Price not given.I Have Arrived, I Am Home: Celebrating Twenty Years of Plum Village Life. By Thich Nhat Hanh. Berkeley: Parallax Press, 2003. Pp. 253. Paper $25.00.Identity and the Moral Life. By Mrinal Miri. New Delhi: Oxford University Press, 2003. Pp. xvii + 132. Hardcover Rs 645.00.Indian Philosophers and Postmodern Thinkers: Dialogues on the Margins of Culture. By Carl Olson. New Delhi: Oxford University Press, 2002. Pp. xv + 331. Hardcover Rs 950.00.Islamic Humanism. By Lenn E. Goodman. New York: Oxford University Press, 2003. Pp. xiii + 273. Price not given.Letting Go: The Story of Zen Master Tōsui. Translated by Peter Haskel. Honolulu: University of Hawai'i Press, 2001. Pp. xv + 167. Hardcover $45.00. Paper $16.95.A Life Journey to the East: Sinological Studies in Memory of Giuliano Bertuccioli (1923-2001). Edited by Antonino Forte and Federico Masini. Kyoto: Scuola Italiana di Studi sull'Asia Orientale, 2002. Pp. xxxv + 280. Price not given.The Measure of Things: Humanism, Humility and Mystery. By David E. Cooper. Oxford: Clarendon Press, 2002. Pp. ix + 372. Price not given. [End Page 277]Mencius, Hume and the Foundations of Ethics. By Xiusheng Liu. Aldershot, Hampshire: Ashgate Publishing Limited, 2003. Pp. vii + 204. Price not given.Monks and Monarchs, Kinship and Kingship: Tanqian in Sui Buddhism and Politics. By Chen Jinhua. Kyoto: Scuola Italiana di Studi sull'Asia Orientale, 2002. Pp. xiii + 310. Price not given.Music in the Sky: The Life, Art, and Teachings of the 17th Gyalwa Karmapa Ogyen Trinley Dorje. By Michele Martin. Ithaca: Snow Lion Publications, 2003. Pp. 351. Paper $18.95, U.K. £12.95.New Confucianism: A Critical Examination. Edited by John Makeham. New York: Palgrave Macmillan, 2003. Pp. 262. Hardcover $55.00.On the Boundaries of Theological Tolerance in Islam: Abū Hāmid Al-Ghāzalī's Faysal al-Tafriqa Bayna al-Islām wa al-Zandaqa. By Sherman A. Jackson. Oxford: Oxford University Press, 2002. Pp. xiv + 156. Hardcover Rs 295.00.Pandita Ramabai's American Encounter: The Peoples of the United States (1889). By Pandita Ramabai and translated and edited by Meera Kosambi. Bloomington: Indiana University Press, 2003. Pp. xi + 284. Hardcover $59.95. Paper $29.95.Parmenides of Elea: A Verse Translation with Interpretative Essays and Commentary to the Text. By Martin J. Henn. Westport, Connecticut: Praeger, 2003. Pp. 147. Hardcover $59.95.Philosophes taoïstes, tome II: Huainan Zi, texte traduit, présenté et annoté sous la direction de Charles le Blanc et de Rémi Mathieu. Paris: Éditions Gallimard, 2003. Pp. lxxxiii + 1182. Hardcover €56,90.The Philosophy and Ethics of the Vīraśaiva Community. By Dan A. Chekki. Lewiston, New York: The Edwin Mellen Press, 2003. Pp. xxv + 287. Hardcover $119.95.Poems of Hanshan. Translated by Peter Hobson with introduction by T. H. Barrett. Walnut Creek, California: AltaMira Press, 2003. Pp. viii + 151. Hardcover $65.00. Paper $19.95.Psychoanalysis and Buddhism: An Unfolding Dialogue. Edited by Jeremy D. Safran. Boston... (shrink)

Synergetic governance is a practical approach to ensure quality in the teaching-learning process at multi-dimensional perspectives. This study intends to explore the potential of a synergetic governance approach in the vocational education system. A systematic literature review has been done by applying the PRISMA approach. The last 21 years' literature has been analyzed, and a synergetic governance model has been developed. This study reveals that the synergetic governance of education deals with integrating all available resources to enhance development by meeting (...) the demands of market, society, and nation as a new paradigm. An effective vocational education system requires the participation of all related stakeholders in the governance system. This study has developed an “intervention-approach-synergy-integration” mechanism to show how the education elements are connected to each other. The study reveals that the major synergetic elements are openness, equilibrium, dynamism and cooperation. To ensure synergetic governance, these elements should be integrated with an educational institution, market, public, society, state and private organization. It argues that the synergetic governance of these related components can reduce the demand and supply gap of quality vocational graduates in the industry – academy sectors. This study recommends incorporating multi-subjects' synergetic governance to expedite the marketable quality of vocational education. (shrink)

To overcome various problems, the practice of shamanism has gained popularity in Javanese society. The belief of the society in this practice is increasing, mainly because of the involvement of the kyai (an honorific title of the Muslim clergy), who serves as a shaman. The kyai, in this regard, uses Qur’anic verses in his mantra. This study aims to reveal how the use of the Qur’anic verses is interpreted and legitimised in the practice of shamanism amongst the Javanese community. This (...) article concluded that what people understand about the heresy practice of shamanism as it is considered contrary to religious law or shirk (idolatry) is not proven. The practice of shamanism carried out by santri or kyai has normative arguments and theological legitimacy from the Qur’an and books of salaf scholars. Contribution: It is prevailing that the practice of shamanism is often considered heresy and un-Islamic. This article however, will give a new insight that the practice of shamanism is not always against Islamic teaching as conducted by kyai because he always refers to the Qur’an as a mantra. (shrink)

AimThe aim of this study was to determine the presence of depressive symptoms and understand the potential factors associated with these symptoms among physicians in Bangladesh during the COVID-19 pandemic.MethodsA cross-sectional study using an online survey was conducted in between April 21 and May 10, 2020, among physicians living in Bangladesh. Participants completed a series of demographic questions, COVID-19-related questions, and the Patient Health Questionnaire-9. Descriptive statistics, test statistics were performed to explore the association between physicians’ experience of depression symptoms (...) and other study variables. Stepwise binary logistic regression was followed while conducting the multivariable analysis.ResultA total of 390 physicians completed the survey. Of them, 283 were found to be experiencing depressive symptoms. Predictors which were significantly associated with depressive symptoms were gender, the presence of sleep disturbance, being highly exposed to media coverage about the pandemic, and fear around COVID-19 infection, being assaulted/humiliated by regulatory forces and by the general public, while traveling to and from the hospital and treating patients during the countrywide lockdown.ConclusionThe findings of this study demonstrate that there is a high prevalence of depressive symptom among physicians especially among female physicians in Bangladesh during the COVID-19 pandemic. Immediate, adequate and effective interventions addressing gender specific needs are required amid this ongoing crisis and beyond. (shrink)

According to Abrahamic religions, namely Judaism, Christianity and Islam, human beings exist on the earth for a common purpose, and they have patrilineally and matrilineally descended from a single couple, namely Adam and Hawa (Eve). The Qur’an unambiguously mentions: “O mankind! reverence your Guardian-Lord, who created you from a single person, created, of like nature, His mate, and from them twain scattered (like seeds) countless men and women; reverence Allah, through whom ye demand your mutual (rights), and (reverence) the (...) wombs (That bore you): for Allah ever watches over you.” Thus, it is incumbent upon human beings to live together in peace rather than constant hostility to fulfil the purpose of their existence on the earth. This paper endeavours to contribute to the understanding of the concept of ‘peaceful coexistence’ from the Islamic perspective. It specifically answers the following research questions: What is peaceful coexistence? What is necessary for peaceful coexistence? What are the fundamental principles that we must adhere to in order to coexist peacefully? The paper is structured into eight sections, beginning with introduction on the concept of ‘peace’ in Islam. The second section focuses on the main objectives of Islam. The third section is on the meaning of peaceful coexistence. The fourth and fifth sections are on the need for peaceful coexistence, and the necessary requirements and tools for peaceful coexistence respectively. The sixth section is on categorization of peaceful coexistence into: peaceful coexistence in marriage, peaceful coexistence of mankind, peaceful coexistence of the members of the Muslim ummah and peaceful coexistence of mankind and the environment. The seventh section is a summary of the Islamic principles of peaceful coexistence. The final section sums up the main conclusions drawn from this study. The translation of the ayat (verses) of the Qur’an related to this study is extracted from the work of Abdullah Yusuf Ali, The Holy Qur’an: Text and Translation unless stated otherwise. At the end of this paper, it is hoped that the readers will: first, appreciate the message of Islam as a universal religion and the need for mutual care, mutual respect, and mutual cooperation; and second, explore the methodology of the Qur’an and the Prophet Muhammad (peace and blessings be upon him) in managing human diversity. It is also hoped that this study will lead to a better understanding of peaceful coexistence as an integral part of Islam and one of the characteristics of the Muslim ummah. The findings of this study highlight the role of Islam in promoting peace and security. The study reveals that peaceful coexistence is a key factor in the success of human beings and it requires nurturing love, respect, care, and salam (a greeting of peace) in one’s relationship with others. (shrink)

“This is a useful and imaginative project... Leaman is an accomplished and productive author and the book will be of genuine and considerable interest.” —Lenn E. Goodman, Vanderbilt University It is often argued that a very special sort of consciousness went into creating Islamic art, that Islamic art is very different from other forms of art, that Muslims are not allowed to portray human beings in their art, and that calligraphy is the supreme Islamic art form. Oliver (...) Leaman challenges all of these ideas, and argues that they are misguided. Instead, he suggests that the criteria we should apply to Islamic art are identical to the criteria applicable to art in general, and that the attempt to put Islamic art into a special category is a result of orientalism. Leaman criticizes the influence of Sufism on Islamic aesthetics and contends that it is generally misleading regarding both the nature of Islam and artistic expression. He discusses issues arising in painting, calligraphy, architecture, gardens, literature, films, and music and pays close attention to the teachings of the Qur’an. In particular he asks what it would mean for the Qur’an to be a miraculous literary creation, and he analyzes two passages in the Qur’an—those of Yusuf and Zulaykha and King Sullayman and the Queen of Sheba. His arguments draw on examples from history, art, philosophy, theology, and the artefacts of the Islamic world, and raise a large number of difficulties in the accepted paradigms for analyzing Islamic art. (shrink)

The raison d'etre of this dissertation is the Muslim dilemma when confronted with some of the biotechnological innovations which relate to the precautionary measures to prevent the birth of children, technological manipulation in order to overcome infertility and the termination of fetal life. All of these issues are directly related to human life and thus pose serious problems. The Muslim is one whose life is regulated by the teachings of the Qur'an and Sunnah of the Prophet. Hence, his action is (...) considered proper or right if it conforms to their broad teachings and improper or wrong if it contra-dicts the very spirit of their teachings. This study is thus focused on the teachings of the Qur'an and the relevant ahadith pertaining to the beginning of human life, the sanctity of married life, and the sanctions for the termination of human life. The objective is to analyze the relevant injunctions and present them in a systematic way to prepare ground for the assessment of such biotechnological issues so as to ascertain their legality under the Shari'ah. ;In order to comprehend the ethical system envisaged by the Qur'an and Sunnah vis-a-vis the biomedical issues it is essential that we acquaint ourselves with the fundamental concepts pertain- ing to health care, medical treatment and medical ethics. Thereafter, a detailed discussion follows on reproductive control, biotechnical parenting and abortion. Each of these issues are elaborately analyzed in the light of the spirit and principles envisaged by the relevant injunctions. ;Proper grasp of the implications of these issues within the Islamic framework is expected to provide the perplexed Muslims with the necessary guidelines in the event that circumstances demand that they opt for either the contraceptive devices or the modern tech-niques to overcome infertility or abortion. (shrink)

The two sermons edited and translated here for the first time are primary material from the years before the establishment of the Fatimid caliphate in 297/909. The authors have been identified as Abu 'Abd Allah al-Shi'i and Abu'l-'Abbas Muhammad, two brothers who were central to the success of the Ismaili da'wa in North Africa. Da'wa, a term used to describe how Muslims teach others about the beliefs and practices of their Islamic faith, therefore provide a unique view of the (...) nature and development of Islam throughout history. In this case, the primary texts shed light on the development of Islam among the Berbers of the Maghreb. The first text by Abu 'Abd Allah al-Shi'i shows how the arguments for belief in the 'imamate' of the family of the Prophet, that is, the Shi'a belief that all imams should be spiritual descendants of the Prophet Muhammad and his household, were developed and presented to bring new adherents to the cause. The Book of the Keys to Grace by his elder brother Abu'l-'Abbas, too, concerns not only the centrality of the imam in the faith but also sheds light on the hierarchy of the da'wa in this early period and its organisational sophistication. Both texts also reveal the contemporary theology propagated by the Ismaili da'wa, including for instance, the powerful analogy of Moses/Aaron and Muhammad/'Ali, the awareness of a variety of religious traditions and the use of detailed Qur'anic quotations and a wide range of hadith. As such they constitute primary source material of interest not only for Ismaili history but for this early period of Islam in general.". (shrink)

This new Reader brings together classic pieces of gender theory, as well as examples of the sophistication of contemporary gender theory and research methodologies in the field of education. Leading international gender researchers address current debates about gender, power, identity and culture and concerns about boys’ and girls’ schooling, gender achievement patterns, the boys’ education debate, and gender relationships in the curriculum, the classroom and youth cultures. The Reader is divided into six sections which reflect contemporary concerns about Gender and (...) Education: Gender and Educational Theory Difference and Power Identity Work Knowledge and Pedagogy Reflexivity and Risk Gender and Citizenship. A specially written Introduction from the editors, both experts in feminist and masculinity research, provides a much-needed context to the current educational climate. Undergraduates, postgraduates and academics interested in education, gender studies and women’s studies will find this a stimulating and important resource. The analysis of the gender dimensions of the curriculum, teaching and alternative pedagogies also provide important insights for practitioners wishing to promote gender equality. (shrink)

Government is a rational necessity for mankind because a society without government leads to chaos. Government regulates the affairs of the individual and the community, implements the limits, and ensures the dignity and independence of the human society. Thinking in the main goals of the divine prophets, it is clear that achieving great goals such as liberating people from the domination and captivity of foreigners, comprehensive human education, reviving human values, establishing justice, bringing people to excellence and growth, etc., requires (...) formation. In this context, transparency is a key attribute, which can bring much power to the expected level as an effective mechanism for protecting citizens’ political, economic, social and cultural rights. This concept is thus a valuable solution in the fight against sinister phenomena, such as political and economic corruptions, which are ranked as the biggest challenges facing any society. Even though transparency is nowadays deemed an emerging concept, its roots can be traced back to Islamic teachings, mainly during the short reign of Imam Ali, (peace be upon him [PBUH]). As a central figure, Imam Ali considered transparency as essential, and shared his views on governance and practical methods with the people and all audiences based on complete honesty and openness. As per Alavi thoughts, some criteria and indicators, both structural and behavioural, are involved in order to ensure the public good and meet the interests of all by providing the prerequisites for the realisation of transparency, at odds with the predominant ideas that transparency in governance, like many concepts in the political and governance-related spheres, has a western origin. Contribution: The concept of transparency, with a proven history in global experiences, accordingly holds a special place in the literature of Islamic governments. Given the importance of this topic, the present study with an emphasis on transparency aims to examine Islamic teachings on governance in Islamic societies, and reflect on governance transparency components in such societies, relying on expert opinions. (shrink)

The Qurʾān states that it is the last link in the chain of divine books, such as the Torah, Psalms, and the Gospel, and that it is also the approval and regulator of these books. As a result, there are some mutual narratives with other holy books, as well as some issues that differ from them and bring different explanations from them. These issues have been the subject of polemics, especially with Judaism and Christianity throughout the history. The crucifixion of (...) Jesus Christ formed the foundation of Christianity theology. However, the subject of ‘the cross’ has also been one of the most important issues by which Christian communities have made different explanations and interpretations since the 1st century, and have diverged accordingly. Although the docetists, who are our subject, are divided into many groups with different views, they generally accept that Jesus Christ was of a different nature from other people, had a divine nature, and therefore, it was not possible for him to be crucified. In the only verse in the Qurʾān that deals with the cross of Jesus Christ, it is mentioned that Jesus was not crucified. For this reason, a significant part of the interpretations in the commentaries have some similarities with the views of the docetics at first glance. It is possible to see more of the similarities mentioned in the commentaries, especially in the so-called “substitutionary interpretation”, in which it is stated that someone else was crucified instead of Jesus. In the Christian world, it is often claimed that Islam emerged in the Arabian Peninsula, where Christian heretics are abundant, and that it was influenced by the views of some heretic Christians. In this context, starting with John of Damascus in the 8th century, based on the above-mentioned similarities, many Christian researchers throughout the history claimed that the Qurʾān took this view from docetics. In this study, there has been an attempt to examine all of these claims. In this context, first, the docetics were researched, and as a result, it was revealed that Christians named groups with very different views from the early times as “docetic”, and that there was no standart use of the concept of “docetic” in the Christian World for centuries. It appears that it was determined that the concept would be used as a kind of umbrella concept for groups considered heretical. Then in the article, the different translations and interpretations of the verse in the Qurʾān and certain sources from the classical and modern Islamic literature were selected and identified. This led to the examination of how the said verse was understood in the Islamic world throughout the history. In this context, all types of substitutionary interpretations in the commentaries were made into a list by mentioning the sources of these interpretations, and then, these interpretations and the views of the docetics were compared. After revealing the similarities and differences in the explanations and interpretations in the commentaries and the views of the docetics, a new perspective on the subject was attempted by trying to explain the verse outside of its traditional interpretation throughout the history, considering the context of this verse and the Jewish literature. Considering that various Jewish claims about Jesus and Mary were responded to at the beginning of Qurʾānic the verse and just before the verse that mentions the cross, information in the Jewish religious literature was consulted about the allegations that Jews killed Jesus as mentioned in this verse. In this context, Jewish claims about the end of the life of Jesus in the Talmud, that they first killed him and then crucified him, were adressed and researched. Furthermore, an attempt is made to explain that the use of wa-mā qatalūhu wa-mā ṣalabūhu in the verse may be an answer to the claims of the Jews that they first killed Jesus and then crucified him. These claims of the Jews in the Talmud are further explored, and considering the context of the Jews of that time, it is explicated that these actions would not have been possible due to the political conditions in that period. Taken together, this study has attempted to address that the view claiming that docetics have an impact on the Quran via the related verse is not validand that the actual recipient of the verse is the Jews. (shrink)

This essay discusses the interaction of struggles for gender equality with a plurality of conceptions of freedom in Islamic feminist scholarship and activism. I discuss Islamic feminist critiques of feminism and rights, the concept of Islamic secularism, and the problematization of freedom in relation to women’s piety movements. Finally I take up Islamic feminist interpretations of the Qur’an to identify conceptions of freedom in this work. I argue, first, that there are diverse conceptions of freedom (...) at play in Islamic feminist scholarship, and second, that a plurality of conceptions of freedom can support feminist practice and goals. (shrink)

Religious freedom is considered a fundamental human right and the cornerstone of human dignity. Islam, being a universal religion, protects the rights of every individual, and thus, preserves and upholds the dignity of human persons irrespective of their religious convictions. This study aims to understand Islamic perception of religious freedom from a historical point of view. It is based on textual analysis and historical interpretation of the Qur’an and Sunnah. It also supports its case by analysing some Muslim (...) ruler’s treatment of other religions. The study shows that Islam provides complete freedom to every individual so long as it does not violate or interfere the right of others, and explicitly prohibits all kinds of intervention in matters of religious beliefs and practices. Though the Prophetic tradition “whoever changes his religion, kill him” seems contradictory to freedom of religion, this has been contextualised in particular situation by contemporary Islamic scholars. The study concludes that the Qur’anic teachings, the Prophetic practices and Muslim rulers’ treatment of other religions affirm that Islam provides equal opportunities to all regardless of their attachments to any religion or ideology, and Muslims can neither force any body to accept Islam nor impose anything against his/her will. Philosophy and Progress, Vol#71-72; No#1-2; Jan-Dec 2022 P 1-27. (shrink)

This study examines the Qurʾān’s view towards gender and argues that all three masculine, feminine and egalitarian (gender-inclusive) discourses exist in its text, and that these discourses do not follow a simple and linear model but rather a nonlinear and complex one. It also provides evidence, showing that gender equality in the Qurʾān is achieved in two ways: firstly, through linguistic devices that are devoid of gender distinctions, and secondly, through concurrent use of masculine and feminine gender markers in one (...) context. The masculine discourse is, however, more prominent in the verses of this book and manifests itself to varying degrees in three ways: (1) in some verses, only masculine indicators are used but it can be inferred based on the (Taghlīb) principle that both men and women are the intended addressees; (2) in some verses, rules regarding women are stipulated, whilst men are, in fact, the main addressees and (3) in verses that state rules on reciprocal issues such as divorce and marriage but these rules are addressed to only men. The feminine discourse is also present in the Qurʾān and can be seen in verses that address women. Contribution: Revealing gender discourses in the Qurʾān requires not only a historical but also an integrative and holistic understanding of its text. This study attempts to identify the relation of the Qurʾān to the three gender discourses based on the linguistic elements of the text and their classification. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Heart of Islamic Philosophy: The Quest for Self-Knowledge in the Teachings of Afdal al-Din KashaniKiki Kennedy-DayThe Heart of Islamic Philosophy: The Quest for Self-Knowledge in the Teachings of Afdal al-Din Kashani. By William C. Chittick. New York: Oxford University Press, 2001. Pp. 360. Hardcover.Are you tired of feeling that the scientifically quantifiable world is not all there is, but that most books about philosophy are (...) airy-fairy or pie-in-the-sky? Then The Heart of Islamic Philosophy: The Quest for Self-Knowledge in the Teachings of Afdal al-Din Kashani by William C. Chittick has something to say to you. Chittick succinctly analyzes the limitations of scientism in his preview of the ends of Islamic philosophy (especially pp. 34-37). One could not make a better argument for exploring the Real beyond appearances than Chittick does.As we look around ourselves in the wreckage of the world-abuse at Abu Ghraib prison, "ghost" prisoners at Guantanamo Bay, tens of thousands of refugees at Darfur-we may feel that the world could use more philosophy. Since traveling in our current direction is leading to spiritual bankruptcy in our souls, perhaps a solid spiritual understanding of the universe would help?The author's stated goals are to introduce the major themes of Islamic philosophy and to introduce the Persian philosopher Afdal al-Din Kashani in English translation. The book consists of two parts: part 1 an overview of Islamic philosophy and part 2 the writings of Baba Afdal. In part 1 Chittick moves from the particular to the general, here from Afdal al-Din Muhammad ibn Hasan Kashani (d. A.H. 610 / A.D. 1213-1214) to the perspective of Islamic philosophy and the perspectives of philosophy in general. Chittick sketches al-Kashani's life, moving from his tomb in Maraq, Iran, to recalling highlights of the philosopher's life. When one considers the near-contemporaries of al-Kashani they are so illustrious as to make one's head spin: Ibn Rushd, Ibn al-'Arabi, and Nasir al-Din Tusi. More than any other details, these scholars place al-Kashani in the intellectual major leagues. Chittick also mentions that al-Kashani believes in philosophy as a praxis, a way of life to be implemented as well as an exercise of reasoning. He sees philosophy as training the soul with the knowledge of the mind.Chapter 2 forms an excellent introduction to Islamic philosophy for the curious reader. He begins by nailing some of the current problems in studying Islamic thought. He mentions everything from considering the dogmas of religion beneath [End Page 180] study to the refusal to accept what philosophers say at face value. Basically it is our own prejudices and views that prevent us from being able to understand their perspectives. The specific issues of Islamic philosophers that Chittick discusses are understanding God, the meaning of prophecy, and the "Origin and Return"-how the world came to be and our return to God after death.Chittick also provides a much-needed antidote to the tendency of many modern scholars to over-Hellenize Islamic philosophy, while at the same time, failing to refer to either the Qur'an or Islamic civil society. He locates the problem with modern thought in an inability to grasp any notion that refers to quality rather than quantity. (This can be seen even more vividly in recent attempts by American economists to give a dollar value to happiness on the success chart.) While quantification is necessary in analytic science, it stifles thought in symbolic, metaphorical, or religious discovery.In part 2, the Writings section actually begins with relevant background texts, including Aristotle, pseudo-Aristotle (The Treatise on the Apple), Hermes, and Ghazali (The Alchemy of Felicity). Then we move on to the Baba Afdal's own writings, including quatrains, essays, letters, and others. These writings show the range of Afdal al-Din Kashani's interests: moving from the practical (chapter 5) to the theoretical (chapter 6). Among the writings in chapter 5 we find his letter to Majd al-Din. It shows al-Kashani's clear-sighted understanding of human nature when he says... (shrink)

A growing body of literature has thought to draw the link between Islamic ethics and environmental stewardship to explain the foundational principles of why humans should care about the environment, which gave rise to the coining of the term “Eco-Islam”. But only recently have we started to witness the birth of empirical examinations of the Eco-Islam concept, going beyond the why principles and so explaining what is meant by the environment, the role of humans towards it, and its regard (...) as explained in the holy book of Muslims—the Qur’an. However, these foundational (why and what) principles do not suggest specific behavioural actions. This study conceptually and methodologically advances the existing literature from the belief (why and what) level of Islamic teachings about the environment to the action level by addressing questions such as: how can we take our belief of “Eco-Islam” to actually guide behaviours and outcomes? And in which business contexts are these behavioural principles more immediately applicable? To achieve this, we have undertaken qualitative research to analyse the content (i.e. verses) of the holy Qur’an. Our findings yield a framework that proposes key behavioural application principles (how) of Eco-Islam. Examples of practical applications of the framework and policy implications are discussed. (shrink)

Arab Christians and the Qurʾan from the Origins of Islam to the Medieval Period. Edited by Mark Beaumont. History of Christian-Muslim Relations, vol. 35. Leiden: Brill, 2018. Pp. xiv + 216. $120, €104.

It would be an anachronism to search for modern democracy in the Qur’an that is the first among the other sources of Islam, i.e. Sunnah, ijma and the qiyas. To deduce the definition of Islam merely on the basis of the primary and secondary textual sources rather than the application of them as Muslim praxis would be an incomplete hermeneutic process in understanding it. We can see that the state and the religious society, which was represented by ulama, were (...) separated from each other in an early stage of Islamic history. The members of ulama were in charge of the intellectual and social life, the law and its application. The values of the modern democracy such as law and order, separation of state authority from the public sphere, observing the fundamental rights and freedoms of individuals such as women and religious minorities as the inseparables of democracy were upgraded in Muslim societies. This structure of Muslim society, however, was spoiled by colonialist interventions and the adoption of the modern nation-state concept. (shrink)

In many countries of the world, courses on religious teaching start from preschool and continue from first grade until the last grade. Regarding the scope and models of these courses there are different applications in various countries. As for our country, the Religion Culture and Moral Knowledge course is compulsory with the 24th article of the 1982 Constitution. Although, in the relevant paragraph of the constitution, the expression of “Religious culture and moral education is among the compulsory courses taught in (...) primary and secondary education institutions” is wide enough to cover both primary and secondary education, this course is taught from the 4th grade of primary school in practice. In the 19th National Education Council held in 2014, a recommendation was made for teaching the Religion Culture and Moral Knowledge course at the 1st, 2nd and 3th grades of primary school. However, there is no experience and educational background related to religious education at these classes. It is obvious that primarily academic studies that will form the basis of this field are needed. Based on this idea, this study aimed to examine a religion course given at the 1st and 2nd grades of primary school through a sample textbook. Accordingly, Mein Islambuch 1/2 textbook prepared for Muslim children in Germany was analyzed by document analysis in terms of its content features. Analysis themes determined in this direction were as follows: “Individual and Social Focused Issues”, “Belief in Allah-Creation Issues”, “Faith-Worship Issues”, “Prophets-Qur’ān Issues” and “Religions-Holidays”. The main question of the research was: “What are the content features of a religious textbook for Muslim students written at primary school levels?” With the results revealed by this research, it is expected to shed light on the studies to be carried out for a course likely to take place at these grade levels in our country. Basic findings of the study, obtained within the scope of the five analysis themes, are as follows: Within the scope of individual and social focused issues, emphasis was identified that Muslim students living in a multicultural society should recognize and introduce their own identity while trying to recognize their interlocutors. It is also emphasized in the book that although there are disagreements with siblings and friends from time to time, they should discover each other’s common aspects. In addition, it was also seen that an ideal Muslim family life is depicted as family elders are valued, parents and children share domestic responsibilities, the family spends time together effectively, and the children can perform some works independently. In the context of belief in Allah-creation issues, the names and attributes of Allah are given and illustrated by various visuals, verses and poems supporting the subject that Allah created the whole universe and possesses infinite power and might. It is also stated in the book that it is impossible to see God by eye but based on what He created His power can be seen and felt. It was determined that this content is presented in a level and scope in which seven-toeight-year-old children can recognize and discover the universe with their own experience, in accordance with their age, experience and level of development. (shrink)

Various consequences of social networks in virtual space are expanding as a new phenomenon in Islamic societies in line with other societies. Social science thinkers point to the two-sided role of the Internet and virtual space in economic, cultural and religious development. Humans need to communicate collectively based on their inherent nature. The media and means of mass communication, which had a slow growth in the past, have faced significant changes in the present era, in such a way that (...) the present age is called the age of information and communication. At such a time when virtual space and social networks have turned the world into a small village and people with different cultures and beliefs are connected with each other, the issues of children’s education (especially in Islamic societies where the focus is on Islamic education) has faced the challenge, what is important for parents in this age is to get familiar with the basics of education and to pay attention to the educational challenges of social networks in the virtual space. One of the necessities of the era of information and communication in Islamic societies is the need for education in accordance with religious teachings that prepares people to face the changing and unpredictable challenges of life. New media are accused of creating new challenges in life from two perspectives. On the one hand, the media are competitors of educational activities in the field of education, and on the other hand, they are considered to be the foundation of many new challenges. In addition, it is worth mentioning that the religious teachings that form the basis of Islamic governments are the answer to all the problems of the human society and its requirements in every age. Contribution: This research presents the effectiveness of religious teachings (Qur’an, Sunnah and Hadiths) as the best sources of Islamic education, which can be used in the cultural policy of virtual space and raise the level of awareness of families and individuals in knowing the points of threat and opportunity in the virtual space. (shrink)