THE JAMKARAN HOLY MOSQUE Age Will
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Harem Fantasies and Music Videos: Contemporary Orientalist Representation
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2007 Harem Fantasies and Music Videos: Contemporary Orientalist Representation Maya Ayana Johnson College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the American Studies Commons, and the Music Commons Recommended Citation Johnson, Maya Ayana, "Harem Fantasies and Music Videos: Contemporary Orientalist Representation" (2007). Dissertations, Theses, and Masters Projects. Paper 1539626527. https://dx.doi.org/doi:10.21220/s2-nf9f-6h02 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Harem Fantasies and Music Videos: Contemporary Orientalist Representation Maya Ayana Johnson Richmond, Virginia Master of Arts, Georgetown University, 2004 Bachelor of Arts, George Mason University, 2002 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts American Studies Program The College of William and Mary August 2007 APPROVAL PAGE This Thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts Maya Ayana Johnson Approved by the Committee, February 2007 y - W ^ ' _■■■■■■ Committee Chair Associate ssor/Grey Gundaker, American Studies William and Mary Associate Professor/Arthur Krrtght, American Studies Cpllege of William and Mary Associate Professor K im b erly Phillips, American Studies College of William and Mary ABSTRACT In recent years, a number of young female pop singers have incorporated into their music video performances dance, costuming, and musical motifs that suggest references to dance, costume, and musical forms from the Orient. -
Rituals of Islamic Spirituality: a Study of Majlis Dhikr Groups
Rituals of Islamic Spirituality A STUDY OF MAJLIS DHIKR GROUPS IN EAST JAVA Rituals of Islamic Spirituality A STUDY OF MAJLIS DHIKR GROUPS IN EAST JAVA Arif Zamhari THE AUSTRALIAN NATIONAL UNIVERSITY E P R E S S E P R E S S Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] This title is also available online at: http://epress.anu.edu.au/islamic_citation.html National Library of Australia Cataloguing-in-Publication entry Author: Zamhari, Arif. Title: Rituals of Islamic spirituality: a study of Majlis Dhikr groups in East Java / Arif Zamhari. ISBN: 9781921666247 (pbk) 9781921666254 (pdf) Series: Islam in Southeast Asia. Notes: Includes bibliographical references. Subjects: Islam--Rituals. Islam Doctrines. Islamic sects--Indonesia--Jawa Timur. Sufism--Indonesia--Jawa Timur. Dewey Number: 297.359598 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover design and layout by ANU E Press Printed by Griffin Press This edition © 2010 ANU E Press Islam in Southeast Asia Series Theses at The Australian National University are assessed by external examiners and students are expected to take into account the advice of their examiners before they submit to the University Library the final versions of their theses. For this series, this final version of the thesis has been used as the basis for publication, taking into account other changesthat the author may have decided to undertake. -
In the Name of Krishna: the Cultural Landscape of a North Indian Pilgrimage Town
In the Name of Krishna: The Cultural Landscape of a North Indian Pilgrimage Town A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Sugata Ray IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Frederick M. Asher, Advisor April 2012 © Sugata Ray 2012 Acknowledgements They say writing a dissertation is a lonely and arduous task. But, I am fortunate to have found friends, colleagues, and mentors who have inspired me to make this laborious task far from arduous. It was Frederick M. Asher, my advisor, who inspired me to turn to places where art historians do not usually venture. The temple city of Khajuraho is not just the exquisite 11th-century temples at the site. Rather, the 11th-century temples are part of a larger visuality that extends to contemporary civic monuments in the city center, Rick suggested in the first class that I took with him. I learnt to move across time and space. To understand modern Vrindavan, one would have to look at its Mughal past; to understand temple architecture, one would have to look for rebellions in the colonial archive. Catherine B. Asher gave me the gift of the Mughal world – a world that I only barely knew before I met her. Today, I speak of the Islamicate world of colonial Vrindavan. Cathy walked me through Mughal mosques, tombs, and gardens on many cold wintry days in Minneapolis and on a hot summer day in Sasaram, Bihar. The Islamicate Krishna in my dissertation thus came into being. -
The City: the New Jerusalem
Chapter 1 The City: The New Jerusalem “I saw the holy city, the New Jerusalem” (Revelation 21:2). These words from the final book of the Bible set out a vision of heaven that has captivated the Christian imagina- tion. To speak of heaven is to affirm that the human long- ing to see God will one day be fulfilled – that we shall finally be able to gaze upon the face of what Christianity affirms to be the most wondrous sight anyone can hope to behold. One of Israel’s greatest Psalms asks to be granted the privilege of being able to gaze upon “the beauty of the Lord” in the land of the living (Psalm 27:4) – to be able to catch a glimpse of the face of God in the midst of the ambiguities and sorrows of this life. We see God but dimly in this life; yet, as Paul argued in his first letter to the Corinthian Christians, we shall one day see God “face to face” (1 Corinthians 13:12). To see God; to see heaven. From a Christian perspective, the horizons defined by the parameters of our human ex- istence merely limit what we can see; they do not define what there is to be seen. Imprisoned by its history and mortality, humanity has had to content itself with pressing its boundaries to their absolute limits, longing to know what lies beyond them. Can we break through the limits of time and space, and glimpse another realm – another dimension, hidden from us at present, yet which one day we shall encounter, and even enter? Images and the Christian Faith It has often been observed that humanity has the capacity to think. -
1 Introducing the Chief Harem Eunuch
Cambridge University Press 978-1-107-10829-5 — The Chief Eunuch of the Ottoman Harem Jane Hathaway Excerpt More Information 1 Introducing the Chief Harem Eunuch Let’s start with the cover illustration. It shows the most powerful Chief Harem Eunuch in Ottoman history, el-Hajj Beshir Agha, leading three sons of Sultan Ahmed III through the Third Court of Topkapı Palace. The year is 1720. The princes are about to be circumcised in the Circumcision Room in the palace’s Fourth Court. Each of them is held on either side by a vizier, or government minister. Beshir Agha is right at the front of the painting, flush with the picture frame. Even the grand vizier, supposedly the most powerful figure in the Ottoman Empire at the time, walks behind him, holding the right arm of the oldest prince. What is the message of this painting? El-Hajj Beshir Agha is the most powerful person in the palace, more powerful than the grand vizier or any of the princes. He holds the princes’ fates and, by implication, the fate of the empire in his hands. But he also guards the barrier separating the princes and the viziers from the viewer. In this sense, he is both a central figure and a marginal figure, both the master of the princes and viziers and their servant. He is also the only dark-skinned figure in the painting, yet he is leading all the pale-skinned figures. Does this image seem contradictory? It should. The Chief Eunuch of the Ottoman Empire’s imperial harem embodied all these contradictions. -
Gog and Magog and Ethnic Difference in the Catalan Atlas (1375) Thomas Franke
University of New Mexico UNM Digital Repository History ETDs Electronic Theses and Dissertations 9-12-2014 Monsters at the End of Time: Gog and Magog and Ethnic Difference in the Catalan Atlas (1375) Thomas Franke Follow this and additional works at: https://digitalrepository.unm.edu/hist_etds Recommended Citation Franke, Thomas. "Monsters at the End of Time: Gog and Magog and Ethnic Difference in the Catalan Atlas (1375)." (2014). https://digitalrepository.unm.edu/hist_etds/30 This Thesis is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in History ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Thomas Samuel Franke Candidate History Department This thesis is approved, and it is acceptable in quality and form for publication: Approved by the Thesis Committee: Michael A. Ryan , Chairperson Timothy C. Graham Sarah Davis-Secord Franke i MONSTERS AT THE END OF TIME: GOG AND MAGOG AND ETHNIC DIFFERENCE IN THE CATALAN ATLAS (1375) by THOMAS FRANKE BACHELOR OF ARTS, UC IRVINE 2012 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS HISTORY The University of New Mexico Albuquerque, New Mexico JULY 2014 Franke ii Abstract Franke, Thomas. Monsters at the End of Time: Gog and Magog and Ethnic Difference in the Catalan Atlas (1375). University of New Mexico, 2014. Although they are only mentioned briefly in Revelation, the destructive Gog and Magog formed an important component of apocalyptic thought for medieval European Christians, who associated Gog and Magog with a number of non-Christian peoples. -
Light in Her Eyes FINAL
POV Community Engagement & Education DISCUSSION GUIDE The Light in Her Eyes A Film by Julia Meltzer and Laura Nix www.pbs.org/pov LETTER FROM THE FILMMAKERS LOS ANGELES, 2012 Filmmaker Julia Meltzer Filmmaker Laura Nix Photo courtesy of Tracey Landworth Photo courtesy of Anne Etheridge In a courtyard off a busy street in Damascus, Syria, boisterous girls run and play before class starts in the women’s side of Al-Zahra mosque. Inside the mosque, preacher Houda al-Habash teaches the Quran, educating women and girls about their religion, and their rights, within their faith. Julia Meltzer lived in Damascus in 2005, and from the moment she first entered Al-Zahra mosque, she recognized what a unique place it was. Houda’s school was well-organized and energized—filled with women and girls supporting each other in their studies. Most people don’t associate Islam with women’s rights, and that’s exactly what we found interesting about the Al-Zahra Mosque Quran School. Inside this community, we uncovered a lively debate about women’s roles as mothers, teachers, wives, workers, sisters and daughters. Houda insists that secular education is an integral part of worship, because it gives her stu- dents the tools to make decisions about their futures. However, the school also emphasizes the importance of modesty and piety. These women and girls are following “the straight path” of Islam, because they want to live according to its structure, rules and ethics. DISCUSSION GUIDE The Light in Her Eyes |2 LETTER FROM THE FILMMAKERS Houda’s version of women’s rights doesn’t look like ours. -
TITLE of UNIT What Do Muslims Do at the Mosque
Sandwell SACRE RE Support Materials 2018 Unit 1.8 Beginning to learn about Islam. Muslims and Mosques in Sandwell Year 1 or 2 Sandwell SACRE Support for RE Beginning to learn from Islam : Mosques in Sandwell 1 Sandwell SACRE RE Support Materials 2018 Beginning to Learn about Islam: What can we find out? YEAR GROUP 1 or 2 ABOUT THIS UNIT: Islam is a major religion in Sandwell, the UK and globally. It is a requirement of the Sandwell RE syllabus that pupils learn about Islam throughout their primary school years, as well as about Christianity and other religions. This unit might form part of a wider curriculum theme on the local environment, or special places, or ‘where we live together’. It is very valuable for children to experience a school trip to a mosque, or another sacred building. But there is also much value in the virtual and pictorial encounter with a mosque that teachers can provide. This unit looks simply at Mosques and worship in Muslim life and in celebrations and festivals. Local connections are important too. Estimated time for this unit: 6 short sessions and 1 longer session if a visit to a mosque takes place. Where this unit fits in: Through this unit of work many children who are not Muslims will do some of their first learning about the Islamic faith. They should learn that it is a local religion in Sandwell and matters to people they live near to. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that hep them to learn. -
Women and Power: Female Patrons of Architecture in 16Th and 17Th Century Istanbul1
Women and Power: Female Patrons of Architecture in 16th and 17th Century Istanbul1 Firuzan Melike Sümertas ̧ Anadolu University, Eskisehir, ̧ TÜRKlYE ̇ The aim of this paper is to discuss and illustrate the visibility of Ottoman imperial women in relation to their spatial presence and contribution to the architecture and cityscape of sixteenth and seventeenth century Istanbul. The central premise of the study is that the Ottoman imperial women assumed and exercised power and influence by various means but became publicly visible and acknowledged more through architectural patronage. The focus is on Istanbul and a group of buildings and complexes built under the sponsorship of court women who resided in the Harem section of Topkapı Palace. The case studies built in Istanbul in the sixteenth and seventeenth centuries are examined in terms of their location in the city, the layout of the complexes, the placement and plan of the individual buildings, their orientation, mass characteristics and structural properties. It is discussed whether female patronage had any recognizable consequences on the Ottoman Classical Architecture, and whether female patrons had any impact on the building process, selection of the site and architecture. These complexes, in addition, are discussed as physical manifestation and representation of imperial female power. Accordingly it is argued that, they functioned not only as urban regeneration projects but also as a means to enhance and make imperial female identity visible in a monumental scale to large masses in different parts of the capital. Introduction Historical study, since the last quarter of the 20th The study first summarizes outlines the role of women century has concentrated on recognizing, defining, in the Ottoman society. -
Antichrist As (Anti)Charisma: Reflections on Weber and the ‘Son of Perdition’
Religions 2013, 4, 77–95; doi:10.3390/rel4010077 OPEN ACCESS religions ISSN 2077-1444 www.mdpi.com/journal/religions Article Antichrist as (Anti)Charisma: Reflections on Weber and the ‘Son of Perdition’ Brett Edward Whalen Department of History, The University of North Carolina at Chapel Hill, CB# 3193, Chapel Hill, NC, 27707, USA; E-Mail: [email protected]; Tel.: +1-919-962-2383 Received: 20 December 2012; in revised form: 25 January 2013 / Accepted: 29 January 2013 / Published: 4 February 2013 Abstract: The figure of Antichrist, linked in recent US apocalyptic thought to President Barack Obama, forms a central component of Christian end-times scenarios, both medieval and modern. Envisioned as a false-messiah, deceptive miracle-worker, and prophet of evil, Antichrist inversely embodies many of the qualities and characteristics associated with Max Weber’s concept of charisma. This essay explores early Christian, medieval, and contemporary depictions of Antichrist and the imagined political circumstances of his reign as manifesting the notion of (anti)charisma, compelling but misleading charismatic political and religious leadership oriented toward damnation rather than redemption. Keywords: apocalypticism; charisma; Weber; antichrist; Bible; US presidency 1. Introduction: Obama, Antichrist, and Weber On 4 November 2012, just two days before the most recent US presidential election, Texas “Megachurch” pastor Robert Jeffress (1956– ) proclaimed that a vote for the incumbent candidate Barack Obama (1961– ) represented a vote for the coming of Antichrist. “President Obama is not the Antichrist,” Jeffress qualified to his listeners, “But what I am saying is this: the course he is choosing to lead our nation is paving the way for the future reign of Antichrist” [1]. -
Tales of a Medieval Cairene Harem: Domestic Life in Al-Biqa≠‘|'S Autobiographical Chronicle
LI GUO UNIVERSITY OF NOTRE DAME Tales of a Medieval Cairene Harem: Domestic Life in al-Biqa≠‘|'s Autobiographical Chronicle Among the findings of recent scholarship on medieval Arabic autobiography1 is a reaffirmation, or redefinition, of the long-held notion that the realm of "private" life was "never the central focus of pre-modern Arabic autobiographical texts."2 To address this paradoxical contradiction between the business of "self- representation" and the obvious lack of "private" material in such texts, four sets of recurring features have been identified to help in uncovering the "modes" the medieval Arabic authors used to construct their individual identities: portrayals of childhood failures, portrayals of emotion through the description of action, dream narratives as reflections of moments of authorial anxiety, and poetry as a discourse of emotion.3 Other related areas, such as domestic life, gender, and sexuality, are largely left out. The "autobiographical anxiety," after all, has perhaps more to do with the authors' motivations to pen elaborate portrayals, in various literary conventions, of themselves as guardians of religious learning and respected community members (and in some cases, to settle scores with their enemies and rivals) than self-indulgence and exhibitionist "individuating." In this regard, a good example is perhaps the universally acclaimed autobiographical travelogue, the Rih˝lah of Ibn Bat¸t¸u≠t¸ah (d. 770/1368), who married and divorced over a period of thirty years of globetrotting more than twenty women and fathered, and eventually abandoned, some seventy children. However, little, if any, information is provided © Middle East Documentation Center. The University of Chicago. -
Sunday School SYLLABUS
Sunday School SYLLABUS Course Name: Learning Islam through stories Course Stage: Beginner Stage Theme: Islamic Foundation and Concepts Level: 1 Ages: 9-10 years Version: 1.0 Total Weeks: 34 www.ghamidi.org/sunday-school Al-Mawrid USA Ghamidi Center for Islamic Learning 1 2 Overview: The purpose of this course is to build a strong foundation for children learning about Islam for the very first time in a classroom setting. The course introduces Islam through Islamic history, personalities, events and stories. For younger ages, this is the most effective method of introducing concepts like God, prophets, creation and many others like ethics, morals, human attitude, values and cultural norms and differences. Also, through historical Islamic events and life stories of mighty prophets of Islam, the course will introduce worship rituals, religious festivals, practices, and utterances of various supplications taught by Prophet Muhammad (peace be upon him). The course will specifically train children to understand, discuss, appreciate and apply the key message and morals behind these historical events and stories and evaluate their daily lives in the light of this learning. Objectives: At the end of this course the students will be able to: • Narrate the stories of the lives of the Prophets in Islam • Understand the wisdom behind stories and how to benefit from them • Narrate various stories from the Quran • Memorize and recite Prophetic Duas • Understand worship rituals, the pillars and wisdom behind these rituals • Perform their religious rituals correctly e.g. ablution and prayer • Memorize and recite the utterances in prayer • Learn about religious festivals and the rituals performed in them e.g.