2024-03-29T05:59:06Z
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oai:eprints.soas.ac.uk:7982
2024-02-09T14:07:52Z
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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.application/pdfhttps://eprints.soas.ac.uk/7982/1/A%20March%202013%20Final%20tafsir%20vol1_Mustafa.pdfenRoutledge97804155824902700Tafsir: Interpreting the Qur'an. Critical Concepts in Islamic StudiesShah, Mustafa2013-01-15otherAO
oai:eprints.soas.ac.uk:10768
2024-02-09T14:16:09Z
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application/pdfhttps://eprints.soas.ac.uk/10768/1/Beyond_Empire.pdfenCambridge University Press97805218177521000205124002700The Churches of the Near East and Their Missions From the Persian to the Turkish Conquest, 604-1071Dorfmann-Lazarev, IgorSmith, Julia M. H.Noble, Thomas F. X.2008Book chapterAO
oai:eprints.soas.ac.uk:10770
2024-02-09T14:16:09Z
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application/pdfhttps://eprints.soas.ac.uk/10770/1/Nazionalismo_e_religione.pdfenFranco Angeli9788856803013205124002700460051007008670Nazionalismo e religione nella dinamica del Genocidio degli armeni (1915-1916)Dorfmann-Lazarev, IgorBerti, F.Cortese, F.2008Book chapterNA
oai:eprints.soas.ac.uk:14652
2021-06-09T17:03:38Z
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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.enRoutledge97804153666322700Interpreting al-Tha‘labi’s Tales of the Prophets: Temptation, Responsibility and LossKlar, Marianna2009-08-27BookNAhttp://doi.org/10.4324/9780203019306
oai:eprints.soas.ac.uk:14654
2024-02-09T14:26:55Z
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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.application/pdfhttps://eprints.soas.ac.uk/14654/1/Klar_Blackwell_2006.pdfenBlackwell97814051175242700Chapter 22. Stories of the ProphetsKlar, MariannaRippin, Andrew2006-06-19Book chapterAO
oai:eprints.soas.ac.uk:14655
2024-03-25T03:36:31Z
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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.application/pdfhttps://eprints.soas.ac.uk/14655/1/Klar_JQS_2004.pdfenEdinburgh University Press146535912700And We cast upon his throne a mere body: A Historiographical Reading of Q. 38:34Klar, Marianna2004-04Journal Article/ReviewNAhttp://doi.org/10.3366/jqs.2004.6.1.103
oai:eprints.soas.ac.uk:14656
2024-02-09T14:26:56Z
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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?application/pdfhttps://eprints.soas.ac.uk/14656/1/Klar_Sacred_Tropes_2009.pdfenBrill97890041775292700Human~Divine Communication as a Paradigm for Power: al-Tha'labi's Presentation of Q. 38:24 and Q. 38:34Klar, MariannaSabbath, Roberta Sterman2009-08Book chapterNA
oai:eprints.soas.ac.uk:21001
2023-02-23T12:00:13Z
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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.enTaylor and Francis1476743085702700Introducing Islamic Critical RealismWilkinson, Matthew L. N.2013Journal Article/ReviewNAhttp://doi.org/10.1179/1476743013Z.00000000014
oai:eprints.soas.ac.uk:21002
2023-03-20T10:15:06Z
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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.enTaylor and Francis0022027285702700The concept of the absent curriculum: the case of the Muslim contribution and the English National Curriculum for historyWilkinson, Matthew L. N.2014-02-06Journal Article/ReviewNAhttp://doi.org/10.1080/00220272.2013.869838
oai:eprints.soas.ac.uk:21003
2021-12-27T12:45:34Z
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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.enWiley0958517685702700Helping Muslim boys succeed: the case for history educationWilkinson, Matthew L. N.2014-09Journal Article/ReviewNAhttp://doi.org/10.1080/09585176.2014.929527
oai:eprints.soas.ac.uk:21004
2023-03-20T10:15:10Z
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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.enTaylor and Francis1476743085702700The Metaphysics of a Contemporary Islamic Shari'a: A MetaRealist PerspectiveWilkinson, Matthew L. N.2015-08-03Journal Article/ReviewNAhttp://doi.org/10.1179/1476743015Z.00000000074
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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.enRoutledge978131574565785702700A Fresh Look at Islam in a Multi-faith World: a philosophy for success through educationWilkinson, Matthew L. N.2014-11-03BookNAhttp://doi.org/10.4324/9781315745657
oai:eprints.soas.ac.uk:21006
2024-02-09T14:43:15Z
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application/pdfhttps://eprints.soas.ac.uk/21006/1/Curriculum-for-Cohesion-Submission-National-Curriculum-Review-for-History.pdfenCurriculum for Cohesion85702700A Broader, Truer History for AllWilkinson, Matthew L. N.2012-05MonographAO
oai:eprints.soas.ac.uk:21007
2018-06-22T16:10:19Z
oai:eprints.soas.ac.uk:21008
2021-12-27T12:40:30Z
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enThe Historical Association0966655985702700Including the Muslim Contribution in the National Curriculum for HistoryWilkinson, Matthew L. N.2013-11-28Journal Article/ReviewNA
oai:eprints.soas.ac.uk:21009
2022-05-02T10:48:48Z
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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).enRoutledge978041564516485702700Reclaiming the Common Sacred Ground: the past, present and future of comparative Jewish-Muslim EducationWilkinson, Matthew L. N.Sokolow, MosheMeri, Josef2016-06-23Book chapterNA
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application/pdfhttps://eprints.soas.ac.uk/21010/1/CfC-Response-to-DfE-Draft-History-Specification-20-3-2013.pdfenCurriculum for Cohesion85702700Response to the February 2013 Draft Specification of the National Curriculum for HistoryWilkinson, Matthew L. N.2013-03-20MonographAO
oai:eprints.soas.ac.uk:21011
2024-02-09T14:43:16Z
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application/pdfhttps://eprints.soas.ac.uk/21011/1/CfC-Response-July-DfE-Draft-History-Curriculum-30.07.13.pdfenCurriculum for Cohesion85702700Response to the July 2013 Draft Specification of the National Curriculum for HistoryWilkinson, Matthew L. N.2013-07-30MonographVoR
oai:eprints.soas.ac.uk:21012
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enOthello Press85702700The Demise of Imam FaustusWilkinson, Matthew L. N.otherNA
oai:eprints.soas.ac.uk:21367
2021-05-20T10:56:11Z
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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.enBloomsbury9781472581242857024002700Islamic Education in Britain: new pluralist paradigmsScott-Baumann, AlisonCheruvallil-Contractor, SariyaDr. Sariya Cheruvallil-Contractor2015-08-27BookNAhttp://doi.org/10.5040/9781474219761
oai:eprints.soas.ac.uk:21368
2021-05-20T10:55:15Z
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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.enBloomsbury9781780936369857024002700Ricoeur and the negation of happinessScott-Baumann, Alison2013BookNAhttp://doi.org/10.5040/9781472548269
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2021-05-26T19:46:29Z
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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.enContinuum9781441170392857024002700Ricoeur and the hermeneutics of suspicionScott-Baumann, Alison2011BookNAhttp://doi.org/10.5040/9781472547408
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application/pdfhttps://eprints.soas.ac.uk/21370/1/Unveiling%20Orientalism%20in%20reverse%20ASB%204.pdfenContinuum9781441187352857024002700Unveiling Orientalism in reverseScott-Baumann, AlisonGabriel, TheodoreHannan, Rabiha2011Book chapterAM
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application/pdfhttps://eprints.soas.ac.uk/21371/1/5.%20Scott-Baumann%20-%20ch2_revision.pdfenLexington Books ; Rowman and Littlefield9781498513685857024002700Speak to Silence and Identify Absence on Campus: Sister Prudence and Paul Ricoeur on the Negated Woman QuestionScott-Baumann, AlisonHalsema, AnnemieHenriques, FernandaBook chapterAO
oai:eprints.soas.ac.uk:21373
2022-02-02T10:55:39Z
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enWaxmann9783830925545857024002700Developing Islamic Higher Education for a secular university sector: Orientalism in Reverse?Scott-Baumann, AlisonTayob, Abdulkader2011Book chapterNA
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2018-06-22T16:10:45Z
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enMcFarland9780786440269857024002700Nausea under The NetScott-Baumann, AlisonSimone Roberts, M. F.Scott-Baumann, Alison2010Book chapterNA
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application/pdfhttps://eprints.soas.ac.uk/21375/1/Valencia%20bioethics%20essay%20ASB%2023%2012.pdfenUniversidade de Coimbrahttp://www.amazon.com/Bio%C3%A9tica-hermen%C3%A9utica-%C3%A9tica-deliberativa-Paul-ebook/dp/B00KYJT4542184190X857024002700Ricoeur, the bioethics of happiness and related delusional statesScott-Baumann, Alison2013-02Journal Article/ReviewAM
oai:eprints.soas.ac.uk:21376
2018-08-07T08:51:03Z
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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.application/pdfhttps://eprints.soas.ac.uk/21376/1/2013_12_Alison_Scott_Baumann_Ricoeur_counter_terror_rhetoric_calculus_negation.pdfenEdizioni di Storia e Letteratura20366558857024002700Ricoeur and counter-terror rhetoric: a calculus of negationScott-Baumann, Alison2013Journal Article/ReviewVoR
oai:eprints.soas.ac.uk:21377
2021-11-14T09:46:18Z
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enMimesis Edizioni23849789857024002700Ricoeur and Murdoch: the idea and the practice of metaphor and parableScott-Baumann, Alison2012Journal Article/ReviewNA
oai:eprints.soas.ac.uk:21378
2024-02-09T14:44:31Z
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application/pdfhttps://eprints.soas.ac.uk/21378/1/Final_ASB_SC_HEA_Arabic_Project_May_2012.pdfenHigher Education Academy (HEA)Perspectives857024002700Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond?Scott-Baumann, AlisonSariya Cheruvallil-Contractor2012-03Journal Article/ReviewAO
oai:eprints.soas.ac.uk:21379
2018-06-22T16:10:45Z
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enMcFarland978078644026924002700Iris Murdoch and the Moral Imagination: EssaysSimone Roberts, M. F.Scott-Baumann, Alison2010otherNA
oai:eprints.soas.ac.uk:21466
2024-02-09T14:44:50Z
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application/pdfhttps://eprints.soas.ac.uk/21466/1/Perspectives2.pdfenHigher Education Academy20470312857024002700Enhancing the visibility of Muslim women in Islamic StudiesScott-Baumann, AlisonSariya Cheruvallil-Contractor2010Journal Article/ReviewVoR
oai:eprints.soas.ac.uk:21469
2018-06-22T16:10:51Z
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enUniversity of Gloucestershire9781861741806857024002700Collaborative Partnerships as Sustainable Pedagogy: Working with British MuslimsScott-Baumann, AlisonRoberts, CarolynRoberts, Jane2007Book chapterNA
oai:eprints.soas.ac.uk:21470
2018-06-22T16:10:51Z
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enMcFarland978078644026924002700Iris Murdoch and the Moral Imaginations: EssaysScott-Baumann, AlisonRoberts, M. F. Simone2010otherNA
oai:eprints.soas.ac.uk:21471
2018-06-22T16:10:52Z
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enDepartment for Communities and Local Government (DCLG)http://www.communities.gov.uk/publications/communities/trainingmuslimleaderspractice857024002700Muslim Faith Leader Training Review with Dr Mukadam. Department for Communities and Local GovernmentScott-Baumann, Alison2010-10-06MonographNA
oai:eprints.soas.ac.uk:22410
2022-06-12T18:37:21Z
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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.enPalgrave Macmillan978113756920285702700Factoring-in Faith Fairly: A Contribution from Critical Realism to the Authentic Framing of Muslims-in-EducationWilkinson, Matthew L. N.Mac an Ghaill, MairtinHaywood, Chris2017-05-01Book chapterNAhttp://doi.org/10.1057/978-1-137-56921-9_5
oai:eprints.soas.ac.uk:23764
2024-02-09T14:54:37Z
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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?application/pdfhttps://eprints.soas.ac.uk/23764/1/Islam%20chapter%20%20ASB%20SCC%20Heap.pdfenRoutledge978113476001585702700An Islamic perspective: What does Islam offer to the contemporary debate?Scott-Baumann, AlisonCheruvallil-Contractor, SariyaHeap, Stephen2016-09-29Book chapterAMhttp://doi.org/10.4324/9781315547480
oai:eprints.soas.ac.uk:25492
2021-12-27T12:44:29Z
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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.enRoutledge978113820046385702700The Genealogy of Terror: How to distinguish between Islam, Islamism and Islamist ExtremismWilkinson, Matthew L. N.2018-09-17BookNAhttp://doi.org/10.4324/9781315514451