Current Issues in the Middle East
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The Application of Ibn Khaldun's Theory Of
Middle-East Journal of Scientific Research 11 (9): 1232-1237, 2012 ISSN 1990-9233 © IDOSI Publications, 2012 DOI: 10.5829/idosi.mejsr.2012.11.09.227010 Ibn Khaldun’s Theory of ‘Asabiyyah and its Application in Modern Muslim Society 1Asyiqin Abdul Halim, 2Mohd Roslan Mohd Nor, 2Ahmad Zaki Berahim Ibrahim and 2Faisal Ahmad Faisal Abdul Hamid 1Department of Theology and Religion, ERI Building, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom 2Department of Islamic History and Civilization, Academy of Islamic Studies, University of Malaya, 50603 Kuala Lumpur, Malaysia Abstract: The theory of ‘Asabiyyah propounded by Ibn Khaldun is the centre of his concept of al-‘umrân, which according to him has influenced the rise and fall of certain dynasties or states. This study will examine Ibn Khaldun’s theory of ‘Asabiyyah and the application of this theory within the modern Malaysian Muslim community. Certain dynasties or states were built on the notion of ‘Asabiyyah including Muslim governments in various regions of the world. However, Muslims these days are facing different challenges within this understanding of ‘Asabiyyah. These include integration, disunity within the same group, problems of immorality, criminality, social and internal and external problems. This study implies that addressing the issue of ‘Asabiyyah is a key to find solution to the malaise of the nation. Key words: Ibn Khaldun % Theory of ‘Asabiyyah % Modern Muslim society % Malay community % Nation building INTRODUCTION wanted to uphold and preserve the truth of religion. Groups of reformists and revivalists emerged to oppose Throughout Muslim history, governments have these ruling governments and as a result Muslims grew risen and fallen and been replaced by one after another. -
). the Golden Age of Arab and Islamic
). THE GOLDEN AGE OF ARAB AND ISLAMIC CULTURE "BAGHDAD,AT THE coNFLUENcE oF Two cuLTUREs, Aramaean and Greek, became,in the tenth century, the intellectual center of the world." As capital of the caliphate,Baghdad rvasalso to becomethe cultural capitalof the Islamic world. Our purposeis to show,as briefly aspossible, the role that this region played in the transmissionof the knowledge of antiquity, in the evolution of religious attitudes,and in the flowering of Arabic literature.We shall no[ try to flnd out, any more than did the caliphs of the period, whether the actorsrvere Iranians, Arabs, Moslems,Christians, or |ews. Mcn of lettersand of sciencehad gatheredin this city either through cultural affinityor becausethey had beensummoned to the caliph'scourt for their worth or their competence. An effort was made to keep the languageand the religion at an indispensablecultural level.In reality, there was but a single aim: It was necessary to study the structureand the rules of the language of the Koran in order to have the languagerespected and understood.We shall not spendtoo much time on the grammaticalwork, sincewe want to fol- low the more universal tendencies,especially in their in- fluenceon medievalEurope. We shall mention only Khalil, the inventor of Arabic prosody,the first author of a diction- 64 THE GOLDEN AGE ary, and especiallyhis pupil Sibawaih, who has the dis- tinction of having codified definitively all the problems of grammar. Later, Mubarrad wrote a work which is not only didactic but a valuablecollection of poetic quotations. He also shareswith his rival and contemporary,Tha'lab, the honor of having contributedto the philological training of severalpoets. -
Faith and Conflict in the Holy Land: Peacemaking Among Jews, Christians, and Muslims
ANNUAL FALL McGINLEY LECTURE Faith and Conflict in the Holy Land: Peacemaking Among Jews, Christians, and Muslims The Reverend Patrick J. Ryan, S.J. Laurence J. McGinley Professor of Religion and Society RESPONDENTS Abraham Unger, Ph.D. Associate Professor Department of Government and Politics Wagner College Ebru Turan, Ph.D. Assistant Professor of History Fordham University Tuesday, November 12, 2019 | Lincoln Center Campus Wednesday, November 13, 2019 | Rose Hill Campus 3 Faith and Conflict in the Holy Land: Peacemaking Among Jews, Christians, and Muslims The Reverend Patrick J. Ryan, S.J. Laurence J. McGinley Professor of Religion and Society Let me begin on holy ground, Ireland. In 1931 William Butler Yeats concluded his short poem, “Remorse for Intemperate Speech,” with a stanza that speaks to me as the person I am, for better or for worse: Out of Ireland have we come. Great hatred, little room, Maimed us at the start. I carry from my mother’s womb A fanatic heart. Ireland is, indeed, a small place, and it has seen great fanaticism and hatred, although the temperature of Ireland as a whole has subsided dramatically since the Good Friday Agreement of 1998, despite Boris Johnson. The whole island of Ireland today occupies 32,599 square miles. British-administered Northern Ireland includes 5,340 of those square miles. Combined Northern Ireland and the Republic of Ireland approximate the size of Indiana. The total population of the island of Ireland is 6.7 million people, about a half a million more than the population of Indiana. There is another place of “great hatred, little room” that I wish to discuss this evening: the Holy Land, made up today of the State of Israel and the Palestinian autonomous regions of the West Bank and the Gaza Strip. -
VESPASIAN. AD 68, Though Not a Particularly Constructive Year For
138 VESPASIAN. AD 68, though not a particularly constructive year for Nero, was to prove fertile ground for senators lion the make". Not that they were to have the time to build anything much other than to carve out a niche for themselves in the annals of history. It was not until the dust finally settled, leaving Vespasian as the last contender standing, that any major building projects were to be initiated under Imperial auspices. However, that does not mean that there is nothing in this period that is of interest to this study. Though Galba, Otho and Vitellius may have had little opportunity to indulge in any significant building activity, and probably given the length and nature of their reigns even less opportunity to consider the possibility of building for their future glory, they did however at the very least use the existing imperial buildings to their own ends, in their own ways continuing what were by now the deeply rooted traditions of the principate. Galba installed himself in what Suetonius terms the palatium (Suet. Galba. 18), which may not necessarily have been the Golden House of Nero, but was part at least of the by now agglomerated sprawl of Imperial residences in Rome that stretched from the summit of the Palatine hill across the valley where now stands the Colosseum to the slopes of the Oppian, and included the Golden House. Vitellius too is said to have used the palatium as his base in Rome (Suet. Vito 16), 139 and is shown by Suetonius to have actively allied himself with Nero's obviously still popular memory (Suet. -
Cultural Comparison in Asian Countries: an Application of Greet Hofstede’S Cultural Dimensions D.M.S.B
Cultural comparison in Asian countries: An Application of Greet Hofstede’s Cultural Dimensions D.M.S.B. Dissanayake, W.W.A.E. Niroshan, M.H.Nisansala, M.L.D. Rangani, S.K.R.A. Samarathunga, S.E.I. Subasinghe, D.N. Wickramaarachchi, Kalani Nirasha, D.N. Wickramasinghe, W.W.M.E.G.P.M.B.Wickramasinghe Supervised by Mr. S.C.Thushara Abstract Countries differ from one country to another country by their identical characteristics which are coming under their own national culture. People behaviors are respectively linked to cultural values of the country and this association is based on the framework of Hofstede’s cultural dimensions. The study indicates the cultural differences of the countries among the world according to a four dimension which are Power distance, Uncertainty avoidance, Individualism vs. collectivism and Masculinity vs. femininity. Power distance means the extent to the nations which accept the power in organization or anywhere is distributed unequally without further justifications. The extent to which the members of a culture feel threatened by ambiguous or unknown situations and have created beliefs and institutions that try to avoid these is reflected by the Uncertainty avoidance. The third dimension is Individualism vs. collectivism which reflect the degree of interdependence a society maintains among its members, and the fourth dimension, Masculinity vs. femininity indicates that the society will be driven by competition, achievement and success, with success being defined by the winner / best in field – a value system that starts in school and continues throughout organizational behavior. The purpose of this study is comparing the national culture in Asian countries and identifies what factors affect to association with the Hofstede’s cultural dimension studies. -
Refugee Status Appeals Authority New Zealand
REFUGEE STATUS APPEALS AUTHORITY NEW ZEALAND REFUGEE APPEAL NO 76505 AT AUCKLAND Before: B L Burson (Chairperson) S A Aitchison (Member) Counsel for the Appellant: D Mansouri-Rad Appearing for the Department of Labour: No Appearance Date of Hearing: 3 & 4 May 2010 Date of Decision: 14 June 2010 DECISION [1] This is an appeal against the decision of a refugee status officer of the Refugee Status Branch (RSB) of the Department of Labour (DOL) declining refugee status to the appellant, a national of Iraq. INTRODUCTION [2] The appellant claims to have a well-founded fear of being persecuted in Iraq on account of his former Ba’ath Party membership in the rank of Naseer Mutakadim, and due to his father’s position as Branch Member of the al-Amed Organisation for the Ba’ath Party in City A. He fears persecution at the hands of members of the Mahdi Army – a Shi’a militia group in Iraq, the police who collaborate with them, and the Iraqi Government that is infiltrated by militias. [3] The principal issues to be determined in this appeal are the well- foundedness of the appellant’s fears and whether he can genuinely access meaningful domestic protection. 2 THE APPELLANT’S CASE [4] What follows is a summary of the appellant’s evidence in support of his claim. It will be assessed later in this decision. Background [5] The appellant is a single man in his early-30s. He was born in Suburb A in City A. He is one of three children, the youngest of two boys. -
Inheritance According to the Five Schools of Islamic Law
Published on Books on Islam and Muslims | Al-Islam.org (https://www.al-islam.org) Home > Inheritance according to the Five Schools of Islamic Law Inheritance according to the Five Schools of Islamic Law Volume 7 of 8 Author(s): Allamah Muhammad Jawad Maghniyyah [3] Publisher(s): Islamic Culture and Relations Organisation [4] This work on the Shariah or Islamic Law offers a comparative study of the Divine Law that, according to authentic Islamic doctrines, embodies the Will of God in society. In the Islamic world view, God is the ultimate legislator. The five major schools that are used in the comparison are: Hanafi, Hanbali, Shafi’i, Maliki and Jaf’ari. The present book, vol. 7 of 8, is dedicated to dissecting the intricate ways of Inheritance, the conditions and situations that may occur. The issue is presented according to the five Schools of thought. Category: Sunni & Shi’a [5] General [6] Topic Tags: Inheritance [7] Islamic Laws [8] Miscellaneous information: Inheritance according to the Five Schools of Islamic Law Volume 7 of 8 Muhammad Jawad Maghniyyah Publisher: Department of Translation and Publication, Islamic Culture and Relations Organization, Address: P.O. Box 14155 - 6187 Tehran Islamic Republic of Iran 1st Edition 1417 A. H. (1997) Circulation: 3000 Featured Category: Debates & discussions [9] Resources for Further Research [10] Responses to Misconceptions [11] Rules Concerning the Heritage The Heritage The heritage (al-tarikah) comprises the following things: 1. That which the deceased owned before his death in the form of: a) tangible property, b) debts, c) any pecuniary right, e.g. the right consequent to tahjir (demarcation of ownerless vacant land with an intention of cultivating it), where he intends to cultivate ownerless vacant land and demarcates it by constructing a wall or something of the kind, thus acquiring a right to cultivate it in preference to others; or an option (haqq al-khayar) in a contract of sale; or the right of pre-emption; or the right of retaliation (qisas ) for murder or injury, where he is a guardian of the victim (e.g. -
Israel: Growing Pains at 60
Viewpoints Special Edition Israel: Growing Pains at 60 The Middle East Institute Washington, DC Middle East Institute The mission of the Middle East Institute is to promote knowledge of the Middle East in Amer- ica and strengthen understanding of the United States by the people and governments of the region. For more than 60 years, MEI has dealt with the momentous events in the Middle East — from the birth of the state of Israel to the invasion of Iraq. Today, MEI is a foremost authority on contemporary Middle East issues. It pro- vides a vital forum for honest and open debate that attracts politicians, scholars, government officials, and policy experts from the US, Asia, Europe, and the Middle East. MEI enjoys wide access to political and business leaders in countries throughout the region. Along with information exchanges, facilities for research, objective analysis, and thoughtful commentary, MEI’s programs and publications help counter simplistic notions about the Middle East and America. We are at the forefront of private sector public diplomacy. Viewpoints are another MEI service to audiences interested in learning more about the complexities of issues affecting the Middle East and US rela- tions with the region. To learn more about the Middle East Institute, visit our website at http://www.mideasti.org The maps on pages 96-103 are copyright The Foundation for Middle East Peace. Our thanks to the Foundation for graciously allowing the inclusion of the maps in this publication. Cover photo in the top row, middle is © Tom Spender/IRIN, as is the photo in the bottom row, extreme left. -
An Introduction to Classical Islamic Philosophy Pdf
An introduction to classical islamic philosophy pdf Continue A philosophy that is characterized by the Islamic tradition of aristotle's medieval Arabic view of student learning. Part of the series onIslame Beliefs Of God's Corooling Of the Prophets revealed the Books of Angels Day Resurrection Predestination Practices Of the Practice Of Faith Prayer Of The Alms giving Fasting Pilgrimage Texts and Science koran Sunna (Hadith, Syrah) Akida (credo) Tafsir (exegesis) Fiqh (law) Sharia (law) History Timeline Of Muhammad Ahl al-Bayt Sahab Rashidun Caliphate Imamat Spreading Islam Continuity Muhammad Culture and Society Of Academics Animal Calendar Children's Demographic Circumcision Economics Education Education Exorcism Feminism Festivals Finances LGBT Madras Islame Criticism of Islam Muhammad Koran Hadith Islam and other religions Islam Islamism and violence terrorism war Islamophobia Jihad Jihadism Glossary Islam portalvte Part series onPhilosophyPlatoKantNietzcheBuddhaConfuciusAverroes Branches Aesthetics Epistemology Ethics Legal Philosophy Metaphysics Philosophy Of the Mind Philosophy Political Philosophy Social Philosophy Periods Ancient Pre-Socratic Hellenistic Medieval Modern Modern Modern Tradition Analytical Non-Physivism Ordinary Language Continental Existentialism Phenomenonology Pragmatism Skepticism Skepticism The tradition of the region of African East Chinese Indians middle East Egyptian Western School tradition Aristotle Augustine Averroist Avicennist Hegelian Kantian Okkam Platonist Neoplatic Scottish Tomic Traditions of Religion -
Britain's Broken Promises: the Roots of the Israeli and Palestinian
Britain’s Broken Promises: The Roots of the Israeli and Palestinian Conflict Overview Students will learn about British control over Palestine after World War I and how it influenced the Israel‐Palestine situation in the modern Middle East. The material will be introduced through a timeline activity and followed by a PowerPoint that covers many of the post‐WWI British policies. The lesson culminates in a letter‐writing project where students have to support a position based upon information learned. Grade 9 NC Essential Standards for World History • WH.1.1: Interpret data presented in time lines and create time lines • WH.1.3: Consider multiple perspectives of various peoples in the past • WH.5.3: Analyze colonization in terms of the desire for access to resources and markets as well as the consequences on indigenous cultures, population, and environment • WH.7.3: Analyze economic and political rivalries, ethnic and regional conflicts, and nationalism and imperialism as underlying causes of war Materials • “Steps Toward Peace in Israel and Palestine” Timeline (excerpt attached) • History of Israel/Palestine Timeline Questions and Answer Key, attached • Drawing paper or chart paper • Colored pencils or crayons (optional) • “Britain’s Broken Promises” PowerPoint, available in the Database of K‐12 Resources (in PDF format) o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to -
The Revenge of Geography Study Guide, 2013
Scholars Crossing Faculty Publications and Presentations Helms School of Government 12-2013 Robert D. Kaplan: The Revenge of Geography Study Guide, 2013 Steven Alan Samson Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/gov_fac_pubs Part of the Other Social and Behavioral Sciences Commons, Political Science Commons, and the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Samson, Steven Alan, "Robert D. Kaplan: The Revenge of Geography Study Guide, 2013" (2013). Faculty Publications and Presentations. 422. https://digitalcommons.liberty.edu/gov_fac_pubs/422 This Article is brought to you for free and open access by the Helms School of Government at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. ROBERT D. KAPLAN: THE REVENGE OF GEOGRAPHY STUDY GUIDE, 2013 Steven Alan Samson PREFACE: FRONTIERS Outline A. OBJECTIVE: TO GROUND-TRUTH THE GLOBE IN THE 21C (xiii-xxii) 1. Northern Iraq a. Arabistan vs. Kurdistan b. Peshmergas [Kurdish fighters: “Those who face death”] c. Al-Anfal Campaign [Saddam Hussein was tried on charges relating to the 1986- 1989 campaign but was executed for the Dujail Massacre in the Shiite South] d. Effective Secession of Kurdistan 2. Romania a. Mountains are a conservative force 1) James C. Scott b. Nicolae Ceauşescu c. Carpathians d. Border 1) Hungarian Puszta: part of the Eurasian steppe 2) Goulash communism 3. Turkmenistan a. Krasnovodsk: beginning of Turkestan b. Kara Kum Desert c. Turkmenistan’s hopelessness 4. Afghanistan/Palestinian Border a. -
3 Al-Farabi, Avicenna, and Averroes in Hebrew: Remarks on the Indirect Transmission of Arabic-Islamic Philosophy in Medieval Judaism
3 Al-FArAbi, AvicennA, And Averroes in Hebrew: remArks on tHe indirect trAnsmission oF ArAbic-islAmic PHilosophy in medievAl JudAism James T. Robinson erhaps as early as the eighth century, in the Islamic East, the traditional Sanskrit tales about the Buddha’s enlightenment—about his recognition of his own mortality and training with an ascetic monk—were translated into Persian and Arabic. The Arabic version, entitled Bilawhar wa-Būdhāsaf, then served as Pthe basis for renderings into Georgian, Greek, Latin, Hebrew, and a long list of European vernacular languages.1 These renderings were, more often than not, not straightforward translations but adaptations, often introducing significant modifications into the frame narrative. The Greek version, for example, transformed Bilawhar—an ascetic teacher—into Barlaam, a saintly Christian monk, and his disciple Budasaf or Yudasaf—the Buddha—into Joasaph or Josaphat, a saintly Christian Neophyte.2 The Hebrew version is no less surprising than the Greek, when Bilawhar be- comes not a Jewish sage but a Neoplatonic philosopher, and his 1 For the Arabic and Persian versions, see D. Gimaret (1972); D. Gimaret (1971). See also S. M. Stern and S. Walzer (1971). For the Georgian and Greek versions, see: D. M. Lang (1957), idem (1966); John Damascene (1914). The Hebrew version was edited by A. M. Habermann (1951), with extensive apparatus and commentary. For the vernacular versions, see most recently the studies of the German and English versions: S. Calomino (1990); K. Ikegami (1999). 2 In fact, both Barlaam and Joasaph/Josaphat became Christian saints. 60 The Judeo-Christian-Islamic Heritage final lesson to his young disciple is not a lesson in religious prac- tice but an introduction to neoplatonic metaphysics, based on the Arabic versions of Plotinus—namely, that complex of texts associated with the Theology of Aristotle.3 This is one example of the indirect transmission of Greek and Arabic philosophy in medieval Judaism.