Christian-Muslim Relations. A Bibliographical History 16 (CMR 16) covering North America, South-East Asia, China, Japan and Australasia in the period 1800-1914, is a further volume in a general history of relations between the two faiths from the 7th century to the early 20th century. It comprises a series of introductory essays and the main body of detailed entries. These treat all the works, surviving or lost, that have been recorded. They provide biographical details of the authors, descriptions and assessments of the works themselves, and complete accounts of manuscripts, editions, translations and studies. The result of collaboration between numerous leading scholars, CMR 16, along with the other volumes in this series, is intended as a basic tool for research in Christian-Muslim relations.
Section Editors: Clinton Bennett, Luis F. Bernabe Pons, Jaco Beyers, Emanuele Colombo, Lejla Demiri, Martha Frederiks, David D. Grafton, Stanisław Grodź, Alan Guenther, Vincenzo Lavenia, Arely Medina, Alain Messaoudi, Gordon Nickel, Claire Norton, Reza Pourjavady, Douglas Pratt, Radu Păun, Charles Ramsey, Peter Riddell, Umar Ryad, Mehdi Sajid, Cornelia Soldat, Karel Steenbrink, Charles Tieszen, Carsten Walbiner, Catherina Wenzel.
Sharia, Justice and Legal Order: Egyptian and Islamic Law: Selected Essays Rudolph Peters discusses in 35 articles practice of both Sharia and state law. The principal themes are legal order and the actual application of law both in the judiciaries as well in cultural and political debates. Many of the topics deal with penal law. Although the majority of studies are situated in the Ottoman and, especially, Egyptian period, few of them are of a more recent period, such as in Nigeria and, also, Egypt. The book’s historical studies are based on archival judicial records and are definitively pioneering. Although the selected articles of this book are the fruit of more than forty years of research, most of them have constantly been cited.
The Critique of Religion and Religion’s Critique: On Dialectical Religiology, Dustin J. Byrd compiles numerous essays honouring the life and work of the Critical Theorist, Rudolf J. Siebert. His “dialectical religiology,” rooted in the critical theory of the Frankfurt School, especially Theodor Adorno, Max Horkheimer, Walter Benjamin, Herbert Marcuse, Erich Fromm, Leo Löwenthal, and Jürgen Habermas, is both a theory and method of understanding religion’s critique of modernity and modernity’s critique of religion. Born out of the Enlightenment and its most important thinkers, i.e. Kant, Hegel, Marx, Nietzsche, and Freud, religion is understood to be dialectical in nature. It contains within it both revolutionary and emancipatory elements, but also reactionary and regressive elements, which perpetuate mankind’s continual debasement, enslavement, and oppression. Thus, religion by nature is conflicted within itself and thus stands against itself. Dialectical Religiology attempts to rescue those elements of religion from the dustbin of history and reintroduce them into society via their determinate negation. As such, it attempts to resolve the social, political, theological, and philosophical antagonisms that plague the modern world, in hopes of producing a more peaceful, justice-filled, equal, and reconciled society. The contributors to this book recognize the tremendous contributions of Dr. Rudolf J. Siebert in the fields of philosophy, sociology, history, and theology, and have profited from his long career. This book attempts to honour that life and work.
Contributors include: Edmund Arens, Gregory Baum, Francis Brassard, Dustin J. Byrd, Denis R. Janz, Gottfried Küenzlen, Mislav Kukoč, Michael, R. Ott, Rudolf J. Siebert, Hans K. Weitensteiner, and Brian C. Wilson.
Islam at 250. Studies in Memory of G.H.A. Juynboll is a collection of original articles on the state of Islamic sciences and Arabic culture in the early phases of their crystallization. It covers a wide range of intellectual activity in the first three centuries of Islam, such as the study of ḥadīth, the Qurʾān, Arabic language and literature, and history. Individually and taken together, the articles provide important new insights and make an important contribution to scholarship on early Islam. The authors, whose work reflects an affinity with Juynboll's research interests, are all experts in their fields. Pointing to the importance of interdisciplinary approaches and signalling lacunae, their contributions show how scholarship has advanced since Juynboll's days.
Knowledge and Education in Classical Islam: Religious Learning between Continuity and Change is a pioneering collection of essays on the historical developments, ideals, and practices of Islamic learning and teaching in the formative and classical periods of Islam (i.e., from the seventh to fifteenth centuries CE). Based on innovative and philologically sound primary source research, and utilizing the most recent methodological tools, this two volume set sheds new light on the challenges and opportunities that arise from a deep engagement with classical Islamic concepts of knowledge, its production and acquisition, and, of course, learning. Learning is especially important because of its relevance to contemporary communities and societies in our increasingly multicultural, “global” civilizations, whether Eastern or Western. Contributors: Hosn Abboud, Sara Abdel-Latif, Asma Afsaruddin, Shatha Almutawa, Nuha Alshaar, Jessica Andruss, Mustafa Banister, Enrico Boccaccini, Sonja Brentjes, Michael Carter, Hans Daiber, Yoones Dehghani Farsani, Yassir El Jamouhi, Nadja Germann, Antonella Ghersetti, Sebastian Günther, Mohsen Haredy, Angelika Hartmann, Paul L. Heck, Asma Hilali, Agnes Imhof, Jamal Juda, Wadad Kadi, Mehmet Kalayci, Alexey Khismatulin, Todd Lawson, Mariana Malinova, Ulrika Mårtensson, Christian Mauder, Jane Dammen McAuliffe, Maryam Moazzen, Angelika Neuwirth, Jana Newiger, Luca Patrizi, Lutz Richter-Bernburg, Ali Rida Rizek, Mohammed Rustom, Jens Scheiner, Gregor Schoeler, Steffen Stelzer, Barbara Stowasser, Jacqueline Sublet, and Martin Tamcke.
The Semantics of Qurʾanic Language: al-Āḫira, Ghassan el Masri offers a semantic study of the concept
al-āḫira ‘the End’ in the Qurʾān. The study is prefaced with a detailed account of the late antique concept of
etymologia (Semantic Etymology). In his work, he demonstrates the necessity of this concept for appreciating the Qurʾān’s rhetorical strategies for claiming discursive authority in the Abrahamic theological tradition. The author applies the etymological tool to his investigation of the theological significance of
al-āḫira, and concludes that the concept is polysemous, and tolerates a large variety of interpretations. The work is unique in that it draws extensively on Biblical material and presents a plethora of pre-Islamic poetry verses in the analysis of the concept.
This book analyzes Jewish society in Roman Palestine in the time of the Mishnah (70–250 CE) in a systematic way, carefully delineating the various economic groups living therein, from the destitute, to the poor, to the middling, to the rich, and to the superrich. It gleans the various socioeconomic strata from the terminology employed by contemporary literary sources via contextual, philological, and historical-critical analysis. It also takes a multidisciplinary approach to analyze and interpret relevant archeological and inscriptional evidence as well as numerous legal sources.
The research presented herein shows that various expressions in the sources have latent meanings that indicate socioeconomic status. “Rich,” for example, does not necessarily refer to the elite, and “poor” does not necessarily refer to the destitute. Jewish society consisted of groups on a continuum from extremely poor to extremely rich, and the various middling groups played a more important role in the economy than has hitherto been thought.
The editors of
Experiments in Empathy: Critical Reflections on Interreligious Education have assembled a volume that spans multiple religious traditions and offers innovative methods for teaching and designing interreligious learning. This groundbreaking text includes established interreligious educators and emerging scholars who expand the vision of this field to include critical studies, decolonial approaches and exciting pedagogical developments.
The book includes voices that are often left out of other comparative theology or interreligious education texts. Scholars from evangelical, Muslim, Catholic, Protestant, Jewish, religiously hybrid and other background enrich the existing models for interreligious classrooms. The book is particularly relevant at a time when religion is so often harnessed for division and hatred. By examining the roots of racism, xenophobia, sexism and their interaction with religion that contribute to inequity the volume offers real world educational interventions. The content is in high demand as are the authors who contributed to the volume.
Contributors are: Scott Alexander, Judith A. Berling, Monica A. Coleman, Reuven Firestone, Christine Hong, Jennifer Howe Peace, Munir Jiwa, Nancy Fuchs Kreimer, Tony Ritchie, Rachel Mikva, John Thatanamil, Timur Yuskaev.
This pioneering study casts important new light on key issues in the development of dogmatic instruction in early Islam, as it examines the creed written by the Basrian and Baghdadi Sunni preacher Ghulām Khalīl (d. 275/888). It includes a critical edition of the Arabic text and an English translation of what appears to be one of the earliest statements of religious beliefs in Islam. In particular, this book argues convincingly that this influential text was authored by the ninth century Ghulām Khalīl rather than the Hanbali preacher of Baghdad, al-Barbahārī - a claim repeatedly made by modern scholars, both Western and Eastern.The present publication broaches multi-layered themes with the aim of specifying the parameters of this “Muslim Creed” in terms of the composite relationship between its content and its origin. In addition, it tackles the important question of what may have led modern Salafis to embrace the doctrinal positions of this particular statement of belief and practice and, perhaps more importantly, to pursue its “institutionalization” as a religious orthodoxy.