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Switch to: References
Citations of:
Islam & Modernity: Transformation of an Intellectual Tradition
University of Chicago Press (2017)
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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 (...) |
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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 (...) |
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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 (...) |
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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 (...) |
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In this article, I aim to contribute to the remedy of the current under-theorization of discourse on food ethics and politics from the perspective of the Islamic food tradition by proposing a formulation of an Islamic conception of food justice that extends the religious discourse on food beyond that of dietary laws. The conception of Islamic food justice that I propose makes explicit the connections between the religious, ethical, and political discourses on food. First, I argue that the similarity between (...) |
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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 (...) |
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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 (...) |
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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 (...) |
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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 (...) |
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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 (...) |
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