Focusing on some contemporary Islamic reformers’ solutions, in particular, Abolkarim Soroush, Mohsen Kadivar, and Fazlur Rahman, to concrete issues in Muslim societies, this article examines two different methodological strategies of alternative readings of the Sunna: an archeological one and a genealogical one. In the archeological perspective, the holy text has been considered as a repository of answers to all sorts of questions. Through a pathological analysis, this view suggests solutions to correct distortions and looks for new windows seeking an original (...) interpretation of the Qur’an. The genealogical view, on the other hand, puts aside this pathology and instead insists on the idea of the contingency of any interpretation. Regardless of accuracy and validity, according to the genealogical view, all interpretations have addressed temporal and contextual questions. What is important in this perspective is not returning to an original source for finding the exact message of Allah, or correcting previous interpretations, but recurrently referring to an open-ended text in order to explore the futures of the Qur’an. (shrink)

Islamic studies, as a discipline, are carried out according to various methodological commitments and hermeneutic presuppositions. This includes traditional conservative and apologetic perspectives, as well as Orientalist and revisionist, more or less historical-critical approaches to Islamic religious life. Interpretation of Islamic faith and practice is to be understood accordingly. Notwithstanding such methodological commitments, one can reasonably ask if and how a phenomenological clarification of ‘the Qur’an’ might add to this understanding. Phenomenological methods vary, in which case phenomenological description is dependent (...) on the methodological guideline adopted, e.g., that which follows Edmund Husserl or, alternatively, the approach offered by Martin Heidegger. This paper reviews these methodological issues with a view to illuminating an alternative comportment that sees the Qur’an as a phenomenon open to clarification, yet without commitment to epistemological or empirical methods of analysis. (shrink)

Concerned with interreligious conflict in Indonesia, this study seeks to describe and evaluate the current citizenship education that has been designed and implemented for a democratic multireligious Indonesia. The context for the study, outlined in Chapters 1 and 2, is contemporary Indonesian society. Three features of this society are highlighted as especially significant. First, it is characterized by a wide diversity of religious groups. Second, it is governed by the state which acknowledges religious diversity with an official stance of interreligious (...) tolerance. Third, since 1998 it has adopted a democratic political system. The study begins by outlining how the state and national education has tried to meet demands of national unity and those of religious acknowledgment. The remainder of the study combines philosophical and qualitative empirical methods. In Chapter 3, I critically examine three contemporary liberal theories of citizenship education models. I suggest that these theories contain important insights relevant to a forward looking assessment of Indonesian citizenship educational policy and practice even though Indonesia is not a secular liberal democracy in the 'Western' mould. Specifically, I argue that what is critical to cultivate in multireligious Indonesia is the core idea of political liberalism – that is, the capacity for "public reasonableness" which involves the attitude and capacity to think, to judge and to behave in a way reasonable to pluralist societies. Chapters 4 and 5 focus on two case studies of public senior high schools in Jakarta and provide examples of citizenship education taking place in the education system. Overall, I found that although educational policy and the public schools I studied did indeed focus on civic knowledge transmission, the specific practices indicated mixed results for achieving the desired aims of citizenship education for a multireligious Indonesia. On the positive side, school settings were relatively diverse and facilitated a good deal of social interaction and created the potential for shared civic knowledge across religious differences. In some cases, friendships and cooperative relationships among religiously diverse students seemed to occur. On the negative side, there were cases of interreligious discrimination, misunderstanding, tension and conflict and these seemed to originate from a lack of open communication, and interreligious misunderstanding and ignorance. Furthermore, when it came to the official curriculum and classroom practice, both schools emphasized confessional religious education, ignored the internal diversity of religion, lacked exposure to religious diversity, deemphasized democratic deliberation and opposed interreligious dialogue. As such, I argue that the schools are missing a crucial element of citizenship education for "public reasonableness" as proposed by the political liberalism model studied in Chapter 3. I conclude that in order to meet the demands of creating a citizenry prepared to address the challenges of religious diversity, disagreement, and respectful interaction, Indonesian citizenship education should seek to encourage the following characteristics: 1) maintain and increase, where possible, religiously diverse school settings, 2) ensure fairness in accommodation of diversity, 3) intensify social interaction and practice of democracy and dialogue, 4) focus on the development of deep shared civic knowledge, and 5) develop interreligious conversation and knowledge of religious diversity. It is important to start talking about these issues or otherwise as Indonesians we will continue to combat one another, with all Indonesian citizens being the losers in the end. (shrink)

Both Confucian and Islamic traditions stand in fraught and internally contested relationships with democracy and human rights. It can easily appear that the two traditions are in analogous positions with respect to the values associated with modernity, but a central contention of this essay is that Islam and Confucianism are not analogous in this way. Positions taken by advocates of the traditions are often similar, but the reasoning used to justify these positions differs in crucial ways. Whether one approaches these (...) questions from an intra-traditional, cross-traditional, or multi-traditional perspective, the essay shows that there is great value in getting clear on the ways in which one’s textual “canon” may constrain one. In the end, we will see that while there are creative Islamic approaches to taking human rights seriously, the looser constraints under which Confucians operate today may make things easier for Confucian advocates of human rights and democracy. (shrink)

Despite unimaginable geopolitical reform and re-humanisation, which saw South Africa transition from colonialism, to apartheid, and now, to a democracy, Muslim education has retained both its character and content. Overdue questions remain unanswered as it becomes evident that while politics and the world of Muslims have shifted – locally and globally – Muslim education in South Africa has remained unchanged ideologically and pedagogically. With Arendt’s seminal essay, ‘Crisis in education’, at the back of our minds, we ask whether a lack (...) of crisis in Muslim education and hence Muslim communities in South Africa, is, in fact, its crisis? Has the cocooning of Muslim education rendered its educational institutions and communities incapable of self-critique, reflection and interrogation? The Islamisation or integration of Muslim education, we posit – in light of a skewed understanding and implementation - has not been responded to persuasively. Put differently, Islamisation, as a recognition that a crisis in Muslim education has unfolded, has not been appropriately understood and its implementation seems to have exonerated a crisis in Muslim education to the extent that such a crisis has been subtly ignored. That is, Islamisation itself presented a crisis to Muslim education with very few, if any scholars, willing to engage with it as a crisis of Muslim education, to which we offer a democratic response. (shrink)

Shibli Nu’mani, a late 19th century scholar, advocated a balanced educational philosophy for the Muslims in India. While most of his contemporaries wanted to teach traditional education to make Muslims retain their religious identity in the changed political situation, others stressed on modern science and learning to face the challenges of modernity. Traditional Islamic education aimed at the attainment of virtues while pursuing knowledge as an obligation and produced scientists and philosophers but these promoters of traditional education were ignorant of (...) the demands of their time, whereas the modernist group considered traditional education unnecessary. Shibli used history and kalām to teach Muslims the unique characteristics of Islamic education and stressed that both groups need to make the Qur’ān their main guide and urged the ulamā’ to take the lead. (shrink)

Writings on al-Shāṭibī have focused on his views on maṣlaḥah and Maqāṣid al-Sharīʿah. His approach to the interpretation of the Qurʾān and the implications of such an approach have only rarely been heeded. This study addresses this aspect of al-Shāṭibī’s work. It essentially asserts that in restructuring Islamic legal theory around the idea of Maqāṣid al-Sharīʿah, al-Shāṭibī brought jurists and Qurʾān commentators closer to one another. It further argues that his contribution went beyond the interest of jurists centred on legal (...) reasoning by holding a comprehensive hermeneutical view of the Qurʾān informed by belief in the thematic unity of its sūrahs and verses. Taking such unity as the cornerstone of a sound understanding of the Qurʾān capable of grasping its eternal values and universal principles, he developed a methodology that has inspired a few eminent contemporary Muslim scholars who have developed what has come to be known as thematic interpretation of the Qurʾān. This article discusses al-Shāṭibī’s hermeneutics of the Qurʾān by delineating his epistemic and methodological propositions. Thus, the author aims to show the existence of semantic unity and epistemic interconnectedness among different disciplines in Islamic scholarship. (shrink)

En el presente artículo se plantea la concepción tradicional musulmana de la creencia cristiana en la Trinidad a través del comentario coránico Tafsir al-Manãr, de los autores Muhammad‘Abduh y Muhammad Rashid Rida, figuras importantes del reformismo islámicomoderno. El propósito no es renovar ni invitar a las discusiones teológicasentre el Islam y el Cristianismo, sino más bien presentar la especificidad ydiferencia de la apologética de tiempos modernos en relación al pasado. Igualmente, se introduce al cambio de la apologética entre ambas religiones (...) al diálogo interreligioso en la nuestra épocacontemporánea. (shrink)

The legal-ethical dynamism in Islamic law which allows it to respond to the challenges of modernity is said to reside in the institution of ijtihād (independent legal thinking and hermeneutics). However, jurists like Mohsen Kadivar and Ayatollah Faḍlalla have argued that the “traditional ijtihād” paradigm has reached its limits of flexibility as it allows for only minor adaptations and lacks a rigorous methodology because of its reliance on vague and highly subjective juridical devices such as public welfare (maṣlaḥa), imperative necessity (...) (ḍarūra), emergency (iḍtirār), need (ḥāja), averting difficulty (‘usr) and distress (ḥaraj), hardship (mashaqqa), and harm (ḍarar) without interrogating the fundamentals (uṣūl) of ijtihād. In contrast, in the “foundational ijtihād” model theology, ethics, intellect, epistemology, linguistics, hermeneutics, modern sciences, history, cosmology, anthropology, and the sources of Islamic legal theory (uṣūl al-fiqh) interact with one another to obtain resolutions that are just and non-discriminatory. (shrink)

The notion of thematic interpretation of the Qur’ān has attained a remarkable degree of conceptual and methodological clarity in the works of Muḥammad ‘Abd Allah Drāz, Muḥammad Maḥmūd Ḥijāzī, Muḥammad Bāqir al-Ṣadr and Fazlur Rahman. They provide cases that allow testing of methodological feasibility and intellectual fecundity of this approach to Qur’ānic exegesis. A common and important aspect of their works, as the textual analysis shows, is the attempt to search for a Qur’ānic conceptual framework for social theorization informed and (...) guided by the fundamental Islamic world-view. (shrink)