2024-03-29T14:35:49Z
https://eprints.soas.ac.uk/cgi/oai2
oai:eprints.soas.ac.uk:7982
2024-02-09T14:07:52Z
7374617475733D707562
7375626A656374733D58:44:32343030:32373030
74797065733D6564697465645F626F6F6B
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A March 2013 Final tafsir vol1_Mustafa.pdf
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Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic Studies
Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic Studies (Text)
Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic Studies (Other)
Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic Studies (UNSPECIFIED)
Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic Studies (UNSPECIFIED)
Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic Studies (UNSPECIFIED)
Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic Studies (UNSPECIFIED)
Within the classical Islamic tradition, the field of Qur'anic exegesis, more commonly referred to as tafsir, occupies a revered place among the traditional Muslim sciences. In the same way that the study of hadith, jurisprudence, variae lectiones (liturgical readings of the Qur’an), theology, and the linguistic disciplines were all separately defined traditions of learning, tafsir carved out a exclusive niche for itself among the traditional religious sciences. Historically, some of the earliest forms of Qur’anic exegesis were initially inspired by the efforts to preserve and enshrine the sacred text; this endeavour was meticulously broached through reference to features of the Qur’an’s distinctive language. However, the need to flesh out and contextualize the text’s content and teachings soon witnessed the development of broader and more comprehensive explanatory treatments of the Qur’an. Critically, methodologies and strategies aimed at regulating such activity were soon devised by classical scholarship. Such was the rapidity and sophistication with which the genre of tafsir developed that by the end of the third/ninth century not only had voluminous commentaries been devoted to the Qur’an, but likewise texts which set out principles and guidelines for the pursuit of tafsir had become prolific.
2013-01-15
Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic Studies
Centre of Islamic Studies
Routledge
Shah
Mustafa
Mustafa Shah
http://orcid.org/0000-0001-7348-5764
oai:eprints.soas.ac.uk:10768
2024-02-09T14:16:09Z
7374617475733D707562
7375626A656374733D58:42:31303030
7375626A656374733D58:44:32303531
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Beyond_Empire.pdf
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The Churches of the Near East and Their Missions From the Persian to the Turkish Conquest, 604-1071
The Churches of the Near East and Their Missions From the Persian to the Turkish Conquest, 604-1071 (Text)
The Churches of the Near East and Their Missions From the Persian to the Turkish Conquest, 604-1071 (UNSPECIFIED)
The Churches of the Near East and Their Missions From the Persian to the Turkish Conquest, 604-1071 (UNSPECIFIED)
The Churches of the Near East and Their Missions From the Persian to the Turkish Conquest, 604-1071 (UNSPECIFIED)
The Churches of the Near East and Their Missions From the Persian to the Turkish Conquest, 604-1071 (UNSPECIFIED)
2008
The Churches of the Near East and Their Missions From the Persian to the Turkish Conquest, 604-1071
Department of the Study of Religions
Centre for Cultural, Literary and Postcolonial Studies
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Cambridge University Press
Smith
Julia M. H.
Julia M. H. Smith
Noble
Thomas F. X.
Thomas F. X. Noble
Dorfmann-Lazarev
Igor
Igor Dorfmann-Lazarev
oai:eprints.soas.ac.uk:10770
2024-02-09T14:16:09Z
7374617475733D707562
7375626A656374733D58:44:32303531
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
7375626A656374733D58:46:34363030
7375626A656374733D4A:35313030
7375626A656374733D58:42:373030
7375626A656374733D53:38363630:38363730
74797065733D626F6F6B5F73656374696F6E
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Nazionalismo_e_religione.pdf
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Nazionalismo e religione nella dinamica del Genocidio degli armeni (1915-1916)
Nazionalismo e religione nella dinamica del Genocidio degli armeni (1915-1916) (PDF)
Nazionalismo e religione nella dinamica del Genocidio degli armeni (1915-1916) (UNSPECIFIED)
Nazionalismo e religione nella dinamica del Genocidio degli armeni (1915-1916) (UNSPECIFIED)
Nazionalismo e religione nella dinamica del Genocidio degli armeni (1915-1916) (UNSPECIFIED)
Nazionalismo e religione nella dinamica del Genocidio degli armeni (1915-1916) (UNSPECIFIED)
2008
Nazionalismo e religione nella dinamica del Genocidio degli armeni (1915-1916)
Department of History
Centre for Cultural, Literary and Postcolonial Studies
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Politics and International Studies
Centre of Contemporary Central Asia and the Caucasus
Centre for International Studies & Diplomacy
Franco Angeli
Cortese
F.
F. Cortese
Dorfmann-Lazarev
Igor
Igor Dorfmann-Lazarev
Berti
F.
F. Berti
oai:eprints.soas.ac.uk:14652
2021-06-09T17:03:38Z
7374617475733D707562
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B
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Interpreting al-Tha‘labi’s Tales of the Prophets: Temptation, Responsibility and Loss
Al-Tha’labi was a renowned Qur’anic scholar of the fifth/eleventh century, and his ‘Ara’is al-majalis is arguably the finest and most widely consulted example of the Islamic qisas al-anbiya’ genre. Drawing on primary Arabic sources, Klar applies modern critical methods in order to explore the nature of al-Tha’labi’s ‘Ara'is al-majalis within its historical and literary context, and thereby produces a compelling examination of the stories of Noah, Job, Saul and David as portrayed in the key historiographical and folkloric texts of the medieval Islamic period. Via a close analysis of the relevant narratives, the book considers a number of universal aspects of the human condition as they are displayed in these tales, from first a religious, then a familial, and finally a social perspective. Touching upon the benefits and limitations of the application of biblical studies and literary motifs to Islamic materials, the book investigates the possibilities of interpretation raised by a primarily psychoanalytical reading of the tales of the four individuals in question. As such, this text will be of great interest to scholars of the biblical prophets, Qur’anic studies, Islamic historiography, folklore and literary criticism.
9780415366632
2009-08-27
Interpreting al-Tha‘labi’s Tales of the Prophets: Temptation, Responsibility and Loss
Centre of Islamic Studies
Routledge
Klar
Marianna
Marianna Klar
oai:eprints.soas.ac.uk:14654
2024-02-09T14:26:55Z
7374617475733D707562
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Klar_Blackwell_2006.pdf
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Chapter 22. Stories of the Prophets
Chapter 22. Stories of the Prophets (Text)
Chapter 22. Stories of the Prophets (Other)
Chapter 22. Stories of the Prophets (UNSPECIFIED)
Chapter 22. Stories of the Prophets (UNSPECIFIED)
Chapter 22. Stories of the Prophets (UNSPECIFIED)
Chapter 22. Stories of the Prophets (UNSPECIFIED)
The Blackwell Companion to the Qur'an is a reader's guide, a true companion for anyone who wishes to read and understand the Qur'an as a text and as a vital piece of Muslim life. Comprises over 30 original essays by leading scholars. Provides exceptionally broad coverage - considering the structure, content and rhetoric of the Qur'an; how Muslims have interpreted the text and how they interact with it; and the Qur'an's place in Islam. Features notes, an extensive bibliography, indexes of names, Qur'an citations, topics, and technical terms.
2006-06-19
Chapter 22. Stories of the Prophets
Centre of Islamic Studies
Blackwell
Rippin
Andrew
Andrew Rippin
Klar
Marianna
Marianna Klar
oai:eprints.soas.ac.uk:14655
2024-03-25T03:36:31Z
7374617475733D707562
7375626A656374733D58:44:32343030:32373030
74797065733D61727469636C65
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Klar_JQS_2004.pdf
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And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34
And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34 (Text)
And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34 (Other)
And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34 (UNSPECIFIED)
And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34 (UNSPECIFIED)
And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34 (UNSPECIFIED)
And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34 (UNSPECIFIED)
This paper focuses on Q. 38:34 from the perspective of early and medieval works of Islamic historiography and collections of tales of the prophets: the early tenth century works of 'Umara b. Wathima and Tabari, the eleventh century Tales of the Prophets by Tha'labi, the twelfth century folkloric collection of Kisa'i, along with Ibn 'Asakir's History of Damascus, the thirteenth century world history by Ibn al-Athir, and the fourteenth century historiographical work by Ibn Kathir. These various works are viewed not as any particular stage in the development of a genre, but as variations on a (Qur'anic) theme, and the avenue of medieval historiographers and storytellers is utilised as a bridge to explore various possible interpretations of the Qur'anic passage. Historiographers and storytellers provide us with an illustration of how lessons of admonition implied in the Qur'anic text were perceived in medieval Islamic society. They also, as will become clear, provide a picture of Solomon that is consistent with the Qur'anic figure as a whole.
1
6
2004-04
And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34
Centre of Islamic Studies
Edinburgh University Press
Klar
Marianna
Marianna Klar
14653591
Journal of Qur'anic Studies
oai:eprints.soas.ac.uk:14656
2024-02-09T14:26:56Z
7374617475733D707562
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Klar_Sacred_Tropes_2009.pdf
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Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34
Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34 (Text)
Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34 (Other)
Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34 (UNSPECIFIED)
Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34 (UNSPECIFIED)
Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34 (UNSPECIFIED)
Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34 (UNSPECIFIED)
Verse 24 to 25 of sura 38 (Sad) of the Qur'an tell us 'David realized that We had been testing him, so he asked forgiveness of his Lord, fell down on his knees, and repented: We forgave him [his misdeed]. His reward will be nearness to Us, a good place to return to'; verse 34 to 35 of the same sura tell us 'We certainly tested Solomon, reducing him to a mere skeleton on the throne. He turned to Us and prayed: 'Lord, forgive me! Grant me such power as no one after me will have -- You are the Most Generous Provider', then, at verse 40, 'His reward will be nearness to Us, a good place to return to'. Yet the medieval Muslim historiographical tradition presents very different narratives, and very different personalities, in elucidation of these two episodes. The two questions that will be addressed in this essay are: restricting our focus to communication patterns and how God is presented in the narrative, how do these two narratives differ? And, secondly, can we find reasons in the text of the Qur'anic passages themselves for why they differ?
2009-08
Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34
Centre of Islamic Studies
Brill
Sabbath
Roberta Sterman
Roberta Sterman Sabbath
Klar
Marianna
Marianna Klar
oai:eprints.soas.ac.uk:21001
2023-02-23T12:00:13Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D61727469636C65
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Introducing Islamic Critical Realism
This article makes the case for a contemporary philosophy of Islam to help Muslims surmount the challenges of postmodernity and to transcend the hiatuses and obstacles that Muslims face in their interaction and relationships with non-Muslims. It argues that the philosophy of critical realism so fittingly underlabours for the contemporary interpretation, clarification and conceptual deepening of Islamic doctrine and practice as to suggest and necessitate the development of a distinctive Islamic critical realist philosophy, social and educational theory and world-view, specifically suited for this purpose. This approach is called Islamic critical realism.
4
12
2013
Introducing Islamic Critical Realism
Centre of Islamic Studies
Department of Religions & Philosophies
Taylor and Francis
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
14767430
Journal of Critical Realism
oai:eprints.soas.ac.uk:21002
2023-03-20T10:15:06Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D61727469636C65
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HTML Summary of #21002
The concept of the absent curriculum: the case of the Muslim contribution and the English National Curriculum for history
This paper introduces the concept of the absent curriculum on the premise that the study of curriculum has been prone to privileging curricular presence to the exclusion of curricular absence. In order to address this imbalance and to articulate a theory of absence in the curriculum, the paper applies ideas derived from the philosophy of critical realism—‘absence’ and ‘totality’—to curriculum theory to conceive of the absent curriculum. The paper outlines three components of the absent curriculum: the null curriculum at the level of national curricular policy, the unselected curriculum at the level of school curricular planning and the unenacted curriculum at the classroom level of teacher delivery. This conceptual framework is illustrated by a case example of how the absence of the history of Muslim contribution from the teaching of the National Curriculum for history in four English schools formed an absent curriculum which prompted some of the research sample of 295 British Muslim boys to disengage from their learning of history. The paper concludes that the absent curriculum is a hidden curriculum that suggests to groups whose histories are missing from the national curricula that they are relatively insignificant citizens in the community of the nation.
4
46
2014-02-06
The concept of the absent curriculum: the case of the Muslim contribution and the English National Curriculum for history
Centre of Islamic Studies
Department of Religions & Philosophies
Taylor and Francis
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
00220272
Journal of Curriculum Studies
oai:eprints.soas.ac.uk:21003
2021-12-27T12:45:34Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D61727469636C65
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Helping Muslim boys succeed: the case for history education
Recent research suggests that Muslim boys have become the ‘New Folk Devils’ of British education, who are characterised by resistance to formal education, especially at secondary level, and under‐achievement. Since the 1990s, British Muslim boys would appear to have become increasingly alienated from compulsory schooling, especially in the humanities subjects which lack obvious instrumental value.
This mixed‐methods study of the performance of 295 secondary school British Muslim boys in their compulsory school history provides evidence which interrupts this narrative of the academic under‐achievement and educational dis‐engagement of Muslim boys, especially in the humanities subjects. When viewed through the prism of a laminated, non‐reductive model of educational success, this indicative sample of British Muslim boys could be considered to have had significant success at a traditional humanities subject such as history intellectually, spiritually, emotionally, instrumentally and civically.
This paper therefore proposes that history can provide a vital meaning‐making tool to generate the success of Muslim boys in a variety of significant dimensions both in and out of school. It suggests how history can be more fully and effectively harnessed by teachers, parents and policy‐planners to encourage internal integration and external social engagement in British Muslim pupils.
3
25
2014-09
Helping Muslim boys succeed: the case for history education
Centre of Islamic Studies
Department of Religions & Philosophies
Wiley
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
09585176
The Curriculum Journal
oai:eprints.soas.ac.uk:21004
2023-03-20T10:15:10Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D61727469636C65
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The Metaphysics of a Contemporary Islamic Shari'a: A MetaRealist Perspective
The philosophy of metaReality and, in particular, ideas of transcendence can ‘underlabour’ for the re-enchantment of Islamic praxis, ethics and law by helping to uncover in a systematic, non-arbitrary way the spiritual objectives (maqāsid) inherent in the basic beliefs, practices and obligations of Islam. The commonly accepted elements of the Islamic legal pathway (Shari'a), such as the obligation of marriage, far from being inhibiting, can help humans access the dialectical pulse of freedom and the emancipatory meaning inherent tendentially in human relationships. Thus, the Islamic Shari'a, underlaboured by the philosophy of metaReality, rather than a symbol of legal backwardness and inflexibility, can be conducive once again to greater personal ontological wholeness and collective human flourishing.
4
14
2015-08-03
The Metaphysics of a Contemporary Islamic Shari'a: A MetaRealist Perspective
Centre of Islamic Studies
Department of Religions & Philosophies
Taylor and Francis
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
14767430
Journal of Critical Realism
oai:eprints.soas.ac.uk:21005
2021-12-27T12:45:02Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B
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HTML Summary of #21005
A Fresh Look at Islam in a Multi-faith World: a philosophy for success through education
A Fresh Look at Islam in a Multi-Faith World provides a comprehensively theorised and practical approach to thinking systematically and deeply about Islam and Muslims in a multi-faith world. It makes the case for a contemporary educational philosophy to help young Muslims surmount the challenges of post-modernity and to transcend the hiatuses and obstacles that they face in their interaction and relationships with non-Muslims and visa-versa. It argues that the philosophy of critical realism in its original, dialectical and metaReal moments so fittingly ‘underlabours’ (Bhaskar, 1975) for the contemporary interpretation, clarification and conceptual deepening of Islamic doctrine, practice and education as to suggest a distinctive branch of critical realist philosophy, specifically suited for this purpose. This approach is called Islamic Critical Realism.The book proceeds to explain how this Islamic Critical Realist approach can serve the interpretation of the consensual elements of Islamic doctrine, such as the six elements of Islamic belief and the five ‘pillars’ of Islamic practice, so that these essential features of the Muslim way of life can help Muslim young people to contribute positively to life in multi-faith liberal democracies in a globalising world. Finally, the book shows how this Islamic Critical Realist approach can be brought to bear in humanities classrooms by history, religious education and citizenship teachers to help Muslim young people engage informatively and transformatively with themselves and others in multi-faith contexts.
9781315745657
2014-11-03
A Fresh Look at Islam in a Multi-faith World: a philosophy for success through education
Centre of Islamic Studies
Department of Religions & Philosophies
Routledge
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
oai:eprints.soas.ac.uk:21006
2024-02-09T14:43:15Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D6D6F6E6F6772617068
The repository administrator has not yet configured an RDF license.
Curriculum-for-Cohesion-Submission-National-Curriculum-Review-for-History.pdf
indexcodes.txt
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A Broader, Truer History for All
A Broader, Truer History for All (Text)
A Broader, Truer History for All (Other)
A Broader, Truer History for All (UNSPECIFIED)
A Broader, Truer History for All (UNSPECIFIED)
A Broader, Truer History for All (UNSPECIFIED)
A Broader, Truer History for All (UNSPECIFIED)
2012-05
A Broader, Truer History for All
Centre of Islamic Studies
Department of Religions & Philosophies
Curriculum for Cohesion
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
oai:eprints.soas.ac.uk:21007
2018-06-22T16:10:19Z
oai:eprints.soas.ac.uk:21008
2021-12-27T12:40:30Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D61727469636C65
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Including the Muslim Contribution in the National Curriculum for History
Autumn
65
2013-11-28
Including the Muslim Contribution in the National Curriculum for History
Centre of Islamic Studies
Department of Religions & Philosophies
The Historical Association
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
09666559
Primary History Journal
oai:eprints.soas.ac.uk:21009
2022-05-02T10:48:48Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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HTML Summary of #21009
Reclaiming the Common Sacred Ground: the past, present and future of comparative Jewish-Muslim Education
It is axiomatic that education is both political and philosophical-theological activity. It is political in that any human grouping prepares its young and, to a lesser degree, its mature members either to replicate and/or to transform its received knowledge and customs. It is philosophical-theological in that all educational processes rest upon shared assumptions, articulated and unarticulated, about the nature of the world, the self and their Source (or lack of It).
2016-06-23
Reclaiming the Common Sacred Ground: the past, present and future of comparative Jewish-Muslim Education
Centre of Islamic Studies
Department of Religions & Philosophies
Routledge
Meri
Josef
Josef Meri
Sokolow
Moshe
Moshe Sokolow
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
oai:eprints.soas.ac.uk:21010
2024-02-09T14:43:15Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D6D6F6E6F6772617068
The repository administrator has not yet configured an RDF license.
CfC-Response-to-DfE-Draft-History-Specification-20-3-2013.pdf
indexcodes.txt
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HTML Summary of #21010
Response to the February 2013 Draft Specification of the National Curriculum for History
Response to the February 2013 Draft Specification of the National Curriculum for History (Text)
Response to the February 2013 Draft Specification of the National Curriculum for History (Other)
Response to the February 2013 Draft Specification of the National Curriculum for History (UNSPECIFIED)
Response to the February 2013 Draft Specification of the National Curriculum for History (UNSPECIFIED)
Response to the February 2013 Draft Specification of the National Curriculum for History (UNSPECIFIED)
Response to the February 2013 Draft Specification of the National Curriculum for History (UNSPECIFIED)
2013-03-20
Response to the February 2013 Draft Specification of the National Curriculum for History
Centre of Islamic Studies
Department of Religions & Philosophies
Curriculum for Cohesion
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
oai:eprints.soas.ac.uk:21011
2024-02-09T14:43:16Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D6D6F6E6F6772617068
The repository administrator has not yet configured an RDF license.
CfC-Response-July-DfE-Draft-History-Curriculum-30.07.13.pdf
indexcodes.txt
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HTML Summary of #21011
Response to the July 2013 Draft Specification of the National Curriculum for History
Response to the July 2013 Draft Specification of the National Curriculum for History (Text)
Response to the July 2013 Draft Specification of the National Curriculum for History (Other)
Response to the July 2013 Draft Specification of the National Curriculum for History (UNSPECIFIED)
Response to the July 2013 Draft Specification of the National Curriculum for History (UNSPECIFIED)
Response to the July 2013 Draft Specification of the National Curriculum for History (UNSPECIFIED)
Response to the July 2013 Draft Specification of the National Curriculum for History (UNSPECIFIED)
2013-07-30
Response to the July 2013 Draft Specification of the National Curriculum for History
Centre of Islamic Studies
Department of Religions & Philosophies
Curriculum for Cohesion
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
oai:eprints.soas.ac.uk:21012
2021-12-27T12:43:47Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
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74797065733D6F74686572
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The Demise of Imam Faustus
2006-12-01
The Demise of Imam Faustus
Centre of Islamic Studies
Department of Religions & Philosophies
Othello Press
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
oai:eprints.soas.ac.uk:21367
2021-05-20T10:56:11Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
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74797065733D626F6F6B
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Islamic Education in Britain: new pluralist paradigms
The Western world often fears many aspects of Islam, without the knowledge to move forward. On the other hand, there are sustained and complex debates within Islam about how to live in the modern world with faith. Alison Scott-Baumann and Sariya Contractor-Cheruvallil here propose solutions to both dilemmas, with a particular emphasis on the role of women.Challenging existing beliefs about Islam in Britain, this book offers a paradigm shift based on research conducted over 15 years. The educational needs within several groups of British Muslims were explored, resulting in the need to offer critical analysis of the provision for the study of classical Islamic Theology in Britain. Islamic Education in Britain responds to the dissatisfaction among many young Muslim men and women with the theological/secular split, and their desire for courses that provide combinations of these two strands of their lived experience as Muslim British citizens. Grounded in empirical research, the authors reach beyond the meta-narratives of secularization and orientalism to demonstrate the importance of the teaching and learning of classical Islamic studies for the promotion of reasoned dialogue, interfaith and intercultural understanding in pluralist British society.
9781472581242
2015-08-27
Islamic Education in Britain: new pluralist paradigms
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Bloomsbury
Dr. Sariya Cheruvallil-Contractor
Cheruvallil-Contractor
Sariya
Sariya Cheruvallil-Contractor
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
oai:eprints.soas.ac.uk:21368
2021-05-20T10:55:15Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B
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Ricoeur and the negation of happiness
Ricœur lectured and wrote for over twenty years on negation ('Do I understand something better if I know what it is not, and what is not-ness?') and never published his extensive writings on this subject. Ricœur concluded that there are multiple forms of negation; it can, for example, be the other person (Plato), the not knowable nature of our world (Kant), the included opposite (Hegel), apophatic spirituality (Plotinus on not being able to know God) and existential nothingness (Sartre). Ricœur, working on Kant, Hegel and Sartre, decided that all these forms of negation are incompatible and also fatally flawed because they fail to resolve false binaries of negative: positive. Alison Scott-Baumann demonstrates how Ricœur subsequently incorporated negation into his linguistic turn, using dialectics, metaphor, narrative, parable and translation in order to show how negation is in us, not outside us: language both creates and clarifies false binaries. He bestows upon negation a strong and central role in the human condition, and its inevitability is reflected in his writings, if we look carefully. Ricœur and the Negation of Happiness draws on Ricœur's published works, previously unavailable archival material and many other sources.Alison Scott-Baumann argues that thinking positively is necessary but not sufficient for aspiring to happiness - what is also required is affirmation of negative impulses: we know we are split by contradictions and still try to overcome them. She also demonstrates the urgency of analysing current socio-cultural debates about wellbeing, education and equality, which rest insecurely upon our loose use of the negative as a category mistake.
9781780936369
2013
Ricoeur and the negation of happiness
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Bloomsbury
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
oai:eprints.soas.ac.uk:21369
2021-05-26T19:46:29Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B
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Ricoeur and the hermeneutics of suspicion
Paul Ricoeur (1913-2005) was one of the most prolific and influential French philosophers of the Twentieth Century. In his enormous corpus of work he engaged with literature, history, historiography, politics, theology and ethics, while debating 'truth' and ethical solutions to life in the face of widespread and growing suspicion about whether such a search is either possible or worthwhile. In Ricoeur and the Hermeneutics of Suspicion, Alison Scott-Baumann takes a thematic approach that explores Ricoeur's lifelong struggle to be both iconoclastic and yet hopeful, and avoid the slippery slope to relativism. Through an examination of the 'hermeneutics of suspicion', the book reveals strong continuities throughout his work, as well as significant discontinuities, such as the marked way in which he later distanced himself from the 'hermeneutics of suspicion' and his development of new devices in its place, while seeking a hermeneutics of recovery. Scott-Baumann offers a highly original analysis of the hermeneutics of suspicion that will be useful to the fields of philosophy, literature, theology and postmodern social theory.
9781441170392
2011
Ricoeur and the hermeneutics of suspicion
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Continuum
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
oai:eprints.soas.ac.uk:21370
2024-02-09T14:44:29Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Unveiling Orientalism in reverse ASB 4.pdf
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Unveiling Orientalism in reverse
Unveiling Orientalism in reverse (Text)
Unveiling Orientalism in reverse (Other)
Unveiling Orientalism in reverse (Other)
Unveiling Orientalism in reverse (Other)
Unveiling Orientalism in reverse (Other)
2011
Unveiling Orientalism in reverse
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Continuum
Hannan
Rabiha
Rabiha Hannan
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
Gabriel
Theodore
Theodore Gabriel
oai:eprints.soas.ac.uk:21371
2022-12-09T11:34:29Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman Question
Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman Question (Text)
Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman Question (Other)
Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman Question (UNSPECIFIED)
Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman Question (UNSPECIFIED)
Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman Question (UNSPECIFIED)
Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman Question (UNSPECIFIED)
2016
Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman Question
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Lexington Books ; Rowman and Littlefield
Halsema
Annemie
Annemie Halsema
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
Henriques
Fernanda
Fernanda Henriques
oai:eprints.soas.ac.uk:21373
2022-02-02T10:55:39Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
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7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Developing Islamic Higher Education for a secular university sector: Orientalism in Reverse?
2011
Developing Islamic Higher Education for a secular university sector: Orientalism in Reverse?
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Waxmann
Tayob
Abdulkader
Abdulkader Tayob
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
oai:eprints.soas.ac.uk:21374
2018-06-22T16:10:45Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Nausea under The Net
2010
Nausea under The Net
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
McFarland
Scott-Baumann
Alison
Alison Scott-Baumann
Simone Roberts
M. F.
M. F. Simone Roberts
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
oai:eprints.soas.ac.uk:21375
2024-02-09T14:44:30Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D61727469636C65
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Valencia bioethics essay ASB 23 12.pdf
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Ricoeur, the bioethics of happiness and related delusional states
Ricoeur, the bioethics of happiness and related delusional states (Text)
Ricoeur, the bioethics of happiness and related delusional states (Other)
Ricoeur, the bioethics of happiness and related delusional states (Other)
Ricoeur, the bioethics of happiness and related delusional states (Other)
Ricoeur, the bioethics of happiness and related delusional states (Other)
2013-02
Ricoeur, the bioethics of happiness and related delusional states
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Universidade de Coimbra
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
2184190X
Bioética y hermenéutica. La ética deliberativa de Paul Ricœur: Actas del Congreso Internacional
oai:eprints.soas.ac.uk:21376
2018-08-07T08:51:03Z
7374617475733D707562
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74797065733D61727469636C65
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Ricoeur and counter-terror rhetoric: a calculus of negation
Ricoeur and counter-terror rhetoric: a calculus of negation (Text)
Ricoeur and counter-terror rhetoric: a calculus of negation (Other)
Ricoeur and counter-terror rhetoric: a calculus of negation (Other)
Ricoeur and counter-terror rhetoric: a calculus of negation (Other)
Ricoeur and counter-terror rhetoric: a calculus of negation (Other)
This paper takes Ricœur’s position that philosophy must be useful in the real world. With this core assumption, the focus is upon consideration of political languages in this age of extremes and then, briefly, of religious identities in this age of demanding recognition. Each phenomenon - political languages and religious identities – can be seen as condensed into the negative and artificially exaggerated polarities between secularism and Islamism and a powerful inductive fallacy. Moreover, academic researchers are under pressure because research is more politicised than ever before. Ricœur’s writings about language and violence and secularism can help researchers to attain clarity. His early unpublished work on negation is particularly useful for analysing the ideological polarization that appears to have been effected between certain belief systems. This early work also helps to explain human tendencies towards a ubiquitous calculus of negation that must be addressed.
12
2
2013
Ricoeur and counter-terror rhetoric: a calculus of negation
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Edizioni di Storia e Letteratura
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
20366558
LoSguardo - Rivista di filosofia
oai:eprints.soas.ac.uk:21377
2021-11-14T09:46:18Z
7374617475733D707562
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7375626A656374733D58:44:32343030
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74797065733D61727469636C65
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Ricoeur and Murdoch: the idea and the practice of metaphor and parable
17
39
2012
Ricoeur and Murdoch: the idea and the practice of metaphor and parable
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Mimesis Edizioni
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
23849789
Il Protagora
oai:eprints.soas.ac.uk:21378
2024-02-09T14:44:31Z
7374617475733D707562
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7375626A656374733D58:44:32343030
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74797065733D61727469636C65
The repository administrator has not yet configured an RDF license.
Final_ASB_SC_HEA_Arabic_Project_May_2012.pdf
indexcodes.txt
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Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond?
Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond? (Text)
Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond? (Other)
Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond? (UNSPECIFIED)
Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond? (UNSPECIFIED)
Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond? (UNSPECIFIED)
Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond? (UNSPECIFIED)
2012-03
Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond?
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Sariya Cheruvallil-Contractor
Higher Education Academy (HEA)
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
Perspectives
oai:eprints.soas.ac.uk:21379
2018-06-22T16:10:45Z
7374617475733D707562
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D6564697465645F626F6F6B
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Iris Murdoch and the Moral Imagination: Essays
2010
Iris Murdoch and the Moral Imagination: Essays
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
McFarland
Simone Roberts
M. F.
M. F. Simone Roberts
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
oai:eprints.soas.ac.uk:21466
2024-02-09T14:44:50Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D61727469636C65
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Perspectives2.pdf
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Enhancing the visibility of Muslim women in Islamic Studies
Enhancing the visibility of Muslim women in Islamic Studies (Text)
Enhancing the visibility of Muslim women in Islamic Studies (UNSPECIFIED)
Enhancing the visibility of Muslim women in Islamic Studies (UNSPECIFIED)
Enhancing the visibility of Muslim women in Islamic Studies (UNSPECIFIED)
Enhancing the visibility of Muslim women in Islamic Studies (UNSPECIFIED)
Enhancing the visibility of Muslim women in Islamic Studies (UNSPECIFIED)
2010
Enhancing the visibility of Muslim women in Islamic Studies
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Sariya Cheruvallil-Contractor
Higher Education Academy
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
20470312
Perspectives 2: Teaching Islamic Studies in higher education
oai:eprints.soas.ac.uk:21469
2018-06-22T16:10:51Z
7374617475733D707562
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7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Collaborative Partnerships as Sustainable Pedagogy: Working with British Muslims
2007
Collaborative Partnerships as Sustainable Pedagogy: Working with British Muslims
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
University of Gloucestershire
Roberts
Carolyn
Carolyn Roberts
Roberts
Jane
Jane Roberts
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
9781861741806
Greener by Degrees: Exploring Sustainability through Higher Education Curricula
oai:eprints.soas.ac.uk:21470
2018-06-22T16:10:51Z
7374617475733D707562
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D6564697465645F626F6F6B
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Iris Murdoch and the Moral Imaginations: Essays
2010
Iris Murdoch and the Moral Imaginations: Essays
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
McFarland
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
Roberts
M. F. Simone
M. F. Simone Roberts
oai:eprints.soas.ac.uk:21471
2018-06-22T16:10:52Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030
7375626A656374733D58:44:32343030:32373030
74797065733D6D6F6E6F6772617068
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Muslim Faith Leader Training Review with Dr Mukadam. Department for Communities and Local Government
2010-10-06
Muslim Faith Leader Training Review with Dr Mukadam. Department for Communities and Local Government
Department of the Languages and Cultures of the Near and Middle East
Centre of Islamic Studies
Department of Religions & Philosophies
Department for Communities and Local Government (DCLG)
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
oai:eprints.soas.ac.uk:22410
2022-06-12T18:37:21Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Factoring-in Faith Fairly: A Contribution from Critical Realism to the Authentic Framing of Muslims-in-Education
Classical sociology has tended to reduce faith and the human dimension of the spirit to other experiential factors and this reductionism is problematic for researchers of young Muslims, for whom faith is an elemental and causally determinate factor in their identities, daily praxis and educational outcomes. This chapter shows how ‘laminated’ and ‘articulated’ ontologies of the Muslim learner derived from the philosophy of critical realism can provide multi-dimensional, nuanced frameworks for factoring-in the faith and faith-based identities of Muslim young people into research without swamping research with considerations of faith. This model and the importance of factoring-in faith fairly are illustrated with results from an empirical study of the effects of History education on a cohort of 307 Muslim young people in education in England.
2017-05-01
Factoring-in Faith Fairly: A Contribution from Critical Realism to the Authentic Framing of Muslims-in-Education
Centre of Islamic Studies
Department of Religions & Philosophies
Palgrave Macmillan
Haywood
Chris
Chris Haywood
Mac an Ghaill
Mairtin
Mairtin Mac an Ghaill
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson
oai:eprints.soas.ac.uk:23764
2024-02-09T14:54:37Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B5F73656374696F6E
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Islam chapter ASB SCC Heap.pdf
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An Islamic perspective: What does Islam offer to the contemporary debate?
An Islamic perspective: What does Islam offer to the contemporary debate? (Text)
An Islamic perspective: What does Islam offer to the contemporary debate? (Other)
An Islamic perspective: What does Islam offer to the contemporary debate? (Other)
An Islamic perspective: What does Islam offer to the contemporary debate? (Other)
An Islamic perspective: What does Islam offer to the contemporary debate? (Other)
Islam has a long and rich intellectual tradition that is embedded in its religious texts and in its history as a world religion, and which together with confessional approaches to the study of religion encompasses a diverse range of what we today understand as modern academic disciplines, including poetry and literature studies, sociology and lived religion, philosophy and liberal critiques of dogmatic theology and indeed, the physical sciences. As we shall discuss later in this chapter, Islam has made undeniable contributions in the shaping of Western academic thought, the preservation and transmission of Greek and Roman philosophy and has played a foundational role in the development of university campuses as we know them today. Yet, and despite the enduring signifi cance of its historical intellectual tradition, contemporary debates about the role of Islam in academia are mired in two antagonistic but also interconnected debates. Firstly, there is a gradual devaluing of ‘secular’ traditions from within Islamic education and an overemphasis on confessional approaches that has emanated from within diverse Muslim communities, which started around the 18 th century. Secondly, there is, the much more recent agenda of ‘preventing violent extremism’, an anti-terror ‘lens’ through which much policy discourse seeks to examine Islam in the West. In Britain, this entire discussion is further problematized by rapidly changing understandings of what the function of universities should be – are they institutions of learning that produce scholars, thinkers, conscientious citizens and loyal dissenters, or are these institutions that produce effi cient but unquestioning employees to staff global conglomerates that satisfy our collective capitalist, materialist demands?
2016-09-29
An Islamic perspective: What does Islam offer to the contemporary debate?
Centre of Islamic Studies
Department of Religions & Philosophies
Routledge
Heap
Stephen
Stephen Heap
Scott-Baumann
Alison
Alison Scott-Baumann
http://orcid.org/0000-0003-4983-5394
Cheruvallil-Contractor
Sariya
Sariya Cheruvallil-Contractor
oai:eprints.soas.ac.uk:25492
2021-12-27T12:44:29Z
7374617475733D707562
7375626A656374733D53:38353530:38353730
7375626A656374733D58:44:32343030:32373030
74797065733D626F6F6B
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The Genealogy of Terror: How to distinguish between Islam, Islamism and Islamist Extremism
In the first two decades of the twenty-first century, the events of 9/11, 7/7, the War on Terror and the Caliphate and atrocities of the so-called Islamic State have dominated Western consciousness and wreaked havoc in parts of the Muslim-majority world. In their wake, a spate of books has been written explaining the phenomenon of Islamist radicalisation and Jihadism. Nevertheless, for normal citizens, as well as scholars of religion and legal professionals, the crucial question remains unanswered: how is mainstream Islam different from both Islamism and the Islamist Extremism that is used to justify terrorist violence? In this highly original book, which draws upon the author’s experience as an expert witness in Islamic theology in 27 counter-terrorism trials, the author uses the idea of the Worldview, as well as traditional Islamic theology, to answer this question. The book explains not only what Mainstream Islam, Ideological Islamism and Islamist Extremism are in their broad philosophical characteristics and theological particulars, but also explains comprehensively how and why they are both superficially related and yet essentially and fundamentally different. In so doing, the book also illuminates the cast of characters and the development of their ideas that constitute Mainstream Islam, Ideological Islamism and the Non-Violent and Violent Islamist Extremists who constitute the Genealogy of Terror.
9781138200463
2018-09-17
The Genealogy of Terror: How to distinguish between Islam, Islamism and Islamist Extremism
Centre of Islamic Studies
Department of Religions & Philosophies
Routledge
Wilkinson
Matthew L. N.
Matthew L. N. Wilkinson