Linguistics and Islamic Studies in Historical Perspective: the Case of Interdisciplinary Communication
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Islam Religion in the Americas
1879 Hall Princeton University Princeton, NJ 08544 Graduate Program religion.princeton.edu IslamReligion in the Americas Program Overview The graduate program in Islam approaches Islamic Studies in all its facets and dimensions – historical, textual, and ethnographic, with a particular Sample Course offerings interest in connecting the study of Muslim texts and contexts with larger theoretical questions and conversations in the field of Religious Studies • Major Trends and Debates in Islamic Studies and the broader Humanities and Social Sciences. • Religious Authority in Modern Islam Course offerings in the program provide students with a firm grounding • Studies in the History of Islam: in important historical and contemporary debates and arguments in the Legal Theory and Social Realities study of Islam and their relation to wider methodological challenges and • problems. Courses in the Islam subfield combine rigorous thematic Representations of Sex and Gender in the Islamic Tradition engagements with particular aspects of Muslim thought and practice in • Late Medieval and Early Modern Islam the past and in the present. The subfield focuses on acquiring critical • skills required for independent research. Qur’anic Studies Collectively, the faculty of the Islam subfield bring together a range of research interests and specializations including premodern and modern Weekly Workshop and Subfield Activities Islam, Islamic Law, gender, Islamic history, Muslim scholarly knowledge, traditions and institutions, Sufism, and Qur’anic Studies. The Islam workshop is a weekly forum that brings together graduate students and faculty of the subfield to share and engage Applicants should have advanced preparation in Arabic and/or other works-in-progress. The workshop also features guest talks and Islamicate languages relating to their proposed areas of interest. -
Classical and Modern Standard Arabic Marijn Van Putten University of Leiden
Chapter 3 Classical and Modern Standard Arabic Marijn van Putten University of Leiden The highly archaic Classical Arabic language and its modern iteration Modern Standard Arabic must to a large extent be seen as highly artificial archaizing reg- isters that are the High variety of a diglossic situation. The contact phenomena found in Classical Arabic and Modern Standard Arabic are therefore often the re- sult of imposition. Cases of borrowing are significantly rarer, and mainly found in the lexical sphere of the language. 1 Current state and historical development Classical Arabic (CA) is the highly archaic variety of Arabic that, after its cod- ification by the Arab Grammarians around the beginning of the ninth century, becomes the most dominant written register of Arabic. While forms of Middle Arabic, a style somewhat intermediate between CA and spoken dialects, gain some traction in the Middle Ages, CA remains the most important written regis- ter for official, religious and scientific purposes. From the moment of CA’s rise to dominance as a written language, the whole of the Arabic-speaking world can be thought of as having transitioned into a state of diglossia (Ferguson 1959; 1996), where CA takes up the High register and the spoken dialects the Low register.1 Representation in writing of these spoken dia- lects is (almost) completely absent in the written record for much of the Middle Ages. Eventually, CA came to be largely replaced for administrative purposes by Ottoman Turkish, and at the beginning of the nineteenth century, it was function- ally limited to religious domains (Glaß 2011: 836). -
Islam and Civilization
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Portal Jurnal Online Kopertais Wilyah IV (EKIV) - Cluster MADURA Jurnal Al-Insyiroh: Jurnal Studi Keislaman Vol. 5, No. 1, Maret 2019 ISLAM AND CIVILIZATION (ANALYSIS STUDY ON THE HISTORY OF CIVILIZATION IN ISLAM) Muhammad Hifdil Islam Lecturer of Institut Ilmu Keislaman Zainul Hasan Genggong Email: [email protected] Abstract The history of Islamic civilization is one of the most important fields of study of Islamic studies. Islamic history is events or events that really happened in the past that are entirely related to the religion of Islam. Islam is too broad in scope, so Islamic history has become a broad scope. Among them are related to the history of the process of growth, development, and the spread of Islam, figures who develop and spread Islam, the history of progress and setbacks achieved by Muslims in various fields, such as in the fields of religious and general science, culture, architecture politics, government, war, education, economy, and so on. The History of Islamic Civilization is a product description of the activities of the life of the Islamic ummah in the past that originated in Islamic values. This article will explores the history of civilization in Islam and How the civilization of Islam is developed. Keywords: Islam, Civilization, History A. Introduction The history of Islamic civilization is one of the fields of study of Islamic studies which attracts the attention of researchers from both Muslims and non- Muslims. By studying Islamic history, we make it possible to know the times or epochs of Islamic glory, allowing us to be proud and confident as Muslims and take I’tibar. -
Persian, Farsi, Dari, Tajiki: Language Names and Language Policies
University of Pennsylvania ScholarlyCommons Department of Anthropology Papers Department of Anthropology 2012 Persian, Farsi, Dari, Tajiki: Language Names and Language Policies Brian Spooner University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/anthro_papers Part of the Anthropological Linguistics and Sociolinguistics Commons, and the Anthropology Commons Recommended Citation (OVERRIDE) Spooner, B. (2012). Persian, Farsi, Dari, Tajiki: Language Names and Language Policies. In H. Schiffman (Ed.), Language Policy and Language Conflict in Afghanistan and Its Neighbors: The Changing Politics of Language Choice (pp. 89-117). Leiden, Boston: Brill. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/anthro_papers/91 For more information, please contact [email protected]. Persian, Farsi, Dari, Tajiki: Language Names and Language Policies Abstract Persian is an important language today in a number of countries of west, south and central Asia. But its status in each is different. In Iran its unique status as the only official or national language continueso t be jealously guarded, even though half—probably more—of the population use a different language (mainly Azari/Azeri Turkish) at home, and on the streets, though not in formal public situations, and not in writing. Attempts to broach this exclusive status of Persian in Iran have increased in recent decades, but are still relatively minor. Persian (called tajiki) is also the official language ofajikistan, T but here it shares that status informally with Russian, while in the west of the country Uzbek is also widely used and in the more isolated eastern part of the country other local Iranian languages are now dominant. -
Faith in Predestination and Its Philosophy- an Islamic Perspective
Al-Adwa35:26 ( 1) Faith in Predestination… Faith in Predestination and Its Philosophy- An Islamic Perspective Muhammad Hammad Lakhvi* Human being is the best creature on earth. It entails that there should be a best position for human being among all the other creatures of the earth as well as the heavens under the dominion of Allah Almighty (SWT. the God of Muslims), the Omnipotent. It allows the notion that a complete free-will ought to be for all the individuals of the humanity in thoughts and actions to use all the other creatures for its own assistance. The Holy Quran, the basic source of Islamic knowledge, refers to the fact that a man is created free and independent to choose his destiny and live his entire life according to his own will and liberty. Allah (SWT) says in the Holy Quran: ( و ﻗ ﻞ اﻟ ﺤ ﻖ ﻣِﻦ ر ﺑ ﻜ ﻢ ﻓ ﻤ ﻦ ﺷَﺎءَ ﻓ ﻠ ﯿ ﺆ ﻣِﻦ و ﻣ ﻦ ﺷَﺎءَ ﻓ ﻠ ﯿ ﻜ ﻔ ﺮ ) “And say! The truth is from your Lord. Then whosoever wills, let him believe, and whosoever wills, let him disbelieve.” (1 ) The emphasis on practical aspect of Islamic ideology is a reference to the struggle for best future in this life and the hereafter which is authenticated by the Qur’an and Sunnah, the basic sources of Islam. Faith in predestination is also accentuated by those very sources as the fundamental belief of Islam. It is further made clear that the faith in predestination does not curb the independence of human efforts towards crafting the ultimate goal, though it seems doing this apparently. -
Islamic Studies
UCSB RELIGIOUS STUDIES DEPARTMENT ISLAMIC STUDIES Graduate Program Students in the Islamic Studies concentration All programs emphasize a work on a wide range of historical periods cross-cultural comparative from the advent of Islam to the present study of religions and in a variety of cultural regions, especially use interdisciplinary approaches as appropriate the Middle East, South Asia, and North to religious studies, America. The study of Islam in its different incorporating such formations and settings and of Muslims in disciplines as history, their historical, social, and cultural diversity political science, is encouraged by the faculty, together anthropology, sociology, comparative literature, with inquiry into Islam’s interactions with and philosophy. other religions and non-Muslim peoples. Students are expected to become familiar Admissions with various approaches used in the field, Applicants are admitted on including philological textual studies, social a competitive basis; our and political history, comparative research, admission policy is based gender studies, and ethnographic fieldwork. on intellectual potential and promise, academic records, and programmatic The doctoral program in Islamic studies fit. at UCSB expects students to develop The specifi c area of expertise in the following areas: specialization of each student Major Areas of Study The foundational texts of Islam will be a natural result of the • Buddhist Studies (Qur’an, hadith) and the major evolution of the student’s • Christian Traditions genres of Islamic literature (such as, • East Asian Religions tafsir, fiqh, kalam, falsafa, Sufi texts, research interests in the • Islamic Studies balagha) program. However, a statement • Mediterranean & West of research interests must Islam’s formations in historical, social, Asian Religions political, and cultural contexts, includ- be included in the student’s • Native American Religions ing modern ones. -
95 the Concept of Tawhid in Islam
95 THE CONCEPT OF TAWHID IN ISLAM: IN THE LIGHT OF PERSPECTIVES OF PROMINENT MUSLIM SCHOLARS Asma Kounsar Shah-i-Hamadan Institute of Islamic Studies, University of Kashmir, Srinagar, Jammu and Kashmir Abstract The concept of tawhid excludes man’s commitment to anyone other than Allah (SWT). Also a rejection of all sources of value other than will of Allah (SWT), all authority but His, and a refusal to accept any idea, command, or injunction from anyone, as man does from Allah (SWT), on the basis of its having not come from Him. Love or reverence, worship or submission, and a sense of obligation, all are directed towards Allah (SWT) alone and no one else deserves them in the ultimate, full sense of these attitudes. In the human context it means emancipation and restoration of man’s essential freedom from all human bondages before the commitment to Allah (SWT). Man is under no obligation to submit to any authority or commit to anyone’s will. He owes nothing to any being other than Allah (SWT). He has no superiors except Him. A lot has been written on the topic of tawhid by different scholars but a concise paper which would analyze different perspectives of different scholars on the issue of tawhid has been long awaited. To fill the gap this paper attempts to provide the reader with such information; highlightens the richness in thought and contents with respect to the concept of tawhid and the distinctive views on the same by some prominent Muslim scholars both from the classical and modern era. -
Effects of Islamic Studies on Non Muslims: a Case of Economic Undergraduates
Journal of Education and Social Sciences, Vol. 4, (June.) ISSN 2289-9855 2016 It is the aspiration and the directive of the Ministry of Higher Education for its agencies to train and produce graduates with a balance between theoretical knowledge and industry requirements. Fortunately, the non-Muslims are open, excited and responsive towards studies related to Islamic sources. Those who listen to the word and follow the best of it; those are the ones whom God has guided, and those are the ones endowed with understanding. (39: 18) Some Views Of Non-Muslims About Islam This is what, Bertrand Russell (1872-1970),a British philosopher, mathematician, and Nobel laureate, whose emphasis on logical analysis greatly influenced the course of 20th-century philosophy. "Our use of the phrase 'the Dark Ages' to cover the period from 699 to 1,000 marks our undue concentration on Western Europe… From India to Spain, the brilliant civilization of Islam flourished. What was lost to Christendom at this time was not lost to civilization, but quite the contrary… To us it seems that West-European civilization is civilization; but this is a narrow view." [History of Western Philosophy, London, 1948, p. 419] According to, Hamilton Alexander Roskeen Gibb (1895-1971, a leading orientalist scholar of his time “Islam has a still further service to render to the cause of humanity. It stands after all nearer to the real East than Europe does, and it possesses a magnificent tradition of inter-racial understanding and cooperation. No other society has such a record of success uniting in an equality of status, of opportunity, and of endeavours so many and so various races of mankind … Islam has still the power to reconcile apparently irreconcilable elements of race and tradition. -
Islamic Studies and the Study of Sufism in Academia: Rethinking Methodologies
TÜRK KADINLARI KÜLTÜR DERNEĞİ 1966 1st International Symposium of Kenan Rifai Center for Sufi Studies, Kyoto University 20-21 MAY 2017 Islamic Studies and Closing Conference the Study of Sufism of the Project in Academia: The Bridge of Two Easts: Rethinking Education Programme Methodologies for Sufi Culture 1st International Symposium of MAY20-21, 2017 Kenan Rifai Center Kyoto University for Sufi Studies JAPAN The First International Symposium of Kenan Rifai Center for Sufi Studies, Kyoto University: Islamic Studies and the Study of Sufism in Academia: Rethinking Methodologies Including The Closing Conference of the Project The Bridge of Two Easts: Education Programme for Sufi Culture Content of the Symposium How is Islamic studies configured as an academic field in different countries? Focusing on Sufi studies, presentations may explore the institutional and intellectual history of Islamic studies in the US, China, Japan, and Turkey. Questions addressed may include topics like the relationship of the study of Islam to academic disciplines, Orientalism, the state (Ministry of higher education etc.), and religious identity. The field of Sufism may be explored as an academic subject area, which does not simply replicate its sources, but analyzes the phenomenon in terms of categories derived from the humanities and social sciences. The aim of the conference is to explore the implications of connecting academic work on Sufism in Islamic studies of different countries. How may scholars and centers from these countries assist each other, particularly -
Modern and Classical Language Studies (MCLS) 1 2 Kent State University Catalog 2020-2021
Kent State University Catalog 2021-2022 1 MCLS 20091 VARIABLE CONTENT SEMINAR IN GLOBAL LITERACY: MODERN AND CLASSICAL CASE STUDIES 3 Credit Hours (Repeatable for credit) In-depth study of the interaction between two or LANGUAGE STUDIES (MCLS) more cultures of the world, focusing on the impact of linguistic and other cultural differences. Topics will vary. MCLS 10001 INTRODUCTION TO STRUCTURAL CONCEPTS FOR Prerequisite: None. LANGUAGE STUDENTS 3 Credit Hours Schedule Type: Seminar Prepares students for successful study of a foreign language; includes Contact Hours: 3 lecture introduction to basic grammatical concepts such as use of verb tenses, Grade Mode: Standard Letter personal pronouns, etc., as well as strategies for learning a foreign MCLS 21417 MULTICULTURALISM IN TODAY'S GERMANY (DIVG) 3 language efficiently. Credit Hours Prerequisite: None. This course examines how issues of diversity have shaped German Schedule Type: Lecture culture and traces the country's transformation into a postnational, Contact Hours: 3 lecture multicultural society. Taught in English; knowledge of German not Grade Mode: Standard Letter necessary. MCLS 10095 SPECIAL TOPICS IN ELEMENTARY FOREIGN LANGUAGE Prerequisite: None. STUDY 1-3 Credit Hours Schedule Type: Lecture (Repeatable for credit) Study of a foreign language at the elementary Contact Hours: 3 lecture level (Elementary I or II) or intermediate level (Intermediate I or II) as Grade Mode: Standard Letter determined appropriate by the department. No proficiency needed for Attributes: Diversity Global work at the Elementary I level; proficiency equivalent of Elementary I for MCLS 21420 WOMEN OF ARAB SOCIETIES 3 Credit Hours work at the Elementary II level, at Elementary II for the Intermediate I This course will consider questions and lead to fruitful discussions about level, and at Intermediate I for the Intermediate II level. -
The Lyricism of Kalidasa and the Classical Sanskrit Drama
The Lyricism of Kalidasa and the Classical Sanskrit Drama The World’s Classics lecture series The topics about which I shall speak today… • What is Classical Sanskrit literature? • Who is Kalidasa? Why should we be interested in him? • The lyric drama of Kalidasa, Recognition of Shakuntala • What we can gain from studying Kalidasa’s works. India and the Classics Modern Indian Languages: 1652; 129 languages spoken by more than a million people Official Indian Classical Languages: Sanskrit, Tamil, Telugu, Kannada What makes a language classical? a. “High antiquity of its early texts/recorded history over a period of 1500-2000 years; b. A body of ancient literature/texts, which is considered a valuable heritage by generations of speakers; c. The literary tradition it original and not borrowed from another speech community” Two Distinct but Interrelated Classical Traditions • 1. Dravidian South : Tamil, Kannada, Telugu Indo-European North • Sanskrit and its ancient sisters • These will become Hindi, Gujarati, Bengali etc. Why do we read the classical literature of India? • It has shaped the culture of a major civilization of the world. • It helps us to understand the mind-set of a major portion of the world’s population. • It is full of excellent works that speak to all of us. Classical India: AD 400-1000 • In itself an historical concept = India of the Gupta Emperors • The area covered is huge. • Many different cultures and languages. • Sankrit provides a lingua franca among the educated. The Physical Reality of India of the 1st Millennium of our Era Classical India • The literary legacy of Sanskrit Literature • The Classical Language as standardized by Panini • The literature produced in Classical Sanskrit includes works by Dravidian, Nepali and Sinhalese as well as Indian authors. -
ISLA 380 Islamic Philosophy and Theology Fall 2016 Mondays and Wednesdays, 4:05PM-5:25PM, in Leacock 116
ISLA 380 Islamic Philosophy and Theology Fall 2016 Mondays and Wednesdays, 4:05PM-5:25PM, in Leacock 116 Instructor: Ms. Pauline A. Froissart Institute of Islamic Studies Morrice Hall 026 e-mail: [email protected] TA : Mr. Muhammad Fariduddin Attar e-mail : [email protected] Office hours: By appointment ISLA 380 is an introduction to the most important philosophers and theologians in Islamic intellectual history, with a focus on the concepts they articulated and the movements they engendered. Although many of the philosophical and theological problems we will examine first arose a thousand years ago, debates over how to solve them still resonate throughout the Islamic world. The classes will alternate between those devoted to lecturing and to answering questions, and those devoted to student-led debates over particular philosophical and theological problems. All the readings are in English. Requirements Students will be required to: a) Lead one side of one debate. In each debate, two student debaters will give twenty-minute presentations of their opposing positions, and then respond to questions and criticisms from the rest of the class. There are only ten debates. If more than twenty students end up enrolling in the class, the remaining students will each choose a debate and submit a 3000-word (+/- 100 words) essay in which they lay out the arguments in favor of one side of that debate, and against the other side. This essay will be due at the beginning of the class in which that debate is held. b) Complete three in-class exams. For each in-class exam, students will choose one of three essay questions to answer.