This article discusses the exegeses of two Qur'anic verses: Qur'an 2:143, which describes righteous Muslims as constituting a “middle/moderate community” (umma wasat) and Qur'an 5:66, which similarly describes righteous Jews and Christians as constituting a “balanced/moderate community” (umma muqtasida). Taken together, these verses clearly suggest that it is subscription to some common standard of righteousness and ethical conduct that determines the salvific nature of a religious community and not the denominational label it chooses to wear. Such a perspective offers the (...) possibility of formulating universal principles of ethical and moral conduct, which may contribute to the formation of a genuinely pluralist global society today. Through a close study of Qur'anic exegeses of these verses from the late first/seventh century to modern times, I retrieve some of the most prevalent Muslim understandings of “moderation” through time and dwell on their contemporary implications. (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)

In this article, we discuss the current trend of authoritarianism in the Islamic world, especially as embodied in the institution of taqlîd, whereby a lay person blindly follows a religious scholar. We will compare this to the mystical tradition of Ibn ‘Arabî as well as the early esoteric Shî’ite tradition, where a much more “rebellious” type of Islam was offered and provided purviews of pluralism and universalism that challenge authoritarian closures of interpretation in relationship with God. By way of further (...) comparison, we will also attend to the writings of some liberal and pluralistic thinkers in the Muslim world. Maintaining cheerfulness in the midst of a gloomy task, fraught with immeasurable responsibility, is no small feat; and yet what is needed more than cheerfulness?-Nietzsche Twilight of the Idols. (shrink)

This essay describes the author's change of approach to the comparative study of religious ethics from the one contained in a book on the subject, published in 1978. The change resulted from interactions with Abdulaziz Sachedina, the noted scholar of Islam, demonstrating the importance of comparing different ethical systems in reference to global topics like human rights, particularly the right to freedom of conscience.

This essay clarifies my stance on the distinctive facets of Christianity as a sole paradigm for a liberal interpretation of Islam in the area of human rights. It attempts to demonstrate the limits of applying a comparative ethics methodology without a firm grounding in historical studies that reveal the contextual aspects of the debate whether any religion, including Islam, is incapable of providing cultural legitimacy to the secular Universal Declaration of Human Rights among Muslim traditionalists. In the absence of the (...) “Church,” Islam has congruent scriptural resources to offer a distinctly enhanced system that works as an alternative to the uncritical secularization of moral-spiritual scriptural resources. Critical evaluation of the political history of Christianity and Islam reveals internal hermeneutical dynamics that lead to accommodation with the demands of secularization to advance human rights across cultures and nations. (shrink)

This essay provides a brief introduction to the articles by David Little and Abdulaziz Sachedina.