Literally, the Quran in Arabic means recitation. Fulfilling this purpose, it is perhaps the most recited – as well as the most read book in the world. Certainly, it is the most memorised book in the world, and possibly one that exerts the most influence on those who read it. So great was the Prophet Muhammad’s, Allah bless him and give him peace, regard for its contents that he considered it the major miracle that God worked through him. He himself, unschooled to the extent that he was unlettered, could not have produced a book that provides a ground plan of all knowledge and at the same time is without poetic peer.
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The onslaught of technology has left us with little energy or mental space to ponder over creation. In times gone by, nature spoke the language of God; it still does but we fail to comprehend it. William Wordsworth, the celebrated English poet, repeatedly lamented the loss of the connection with the divine. His ode, ‘Intimations of Immortality from Recollections of Early Childhood’ begins with these words:
‘There was a time when meadow, grove and stream,
The earth, and every common sight,
To me did seem
Apparelled in celestial light
The glory and freshness of a dream.’ Continue reading →
A relative of mine asked me about the hijab, and this is what I replied:
The concept of hijab is based on modesty, which as Muslims, is a praiseworthy trait and in this sense of the term it is not gender-specific. It is incumbent on both male and females to adopt and adorn themselves with modesty and decorum when they interact with each other. This should be obvious. This notion of hijab thus goes beyond the outward dictates of the law – it is an inner trait that one adopts. A non-hijabi in this sense can be adorned with the praiseworthy trait of modesty, and a hijabi can be completely divest of it.
The law possesses both an outward conformance and inward reality – the letter and spirit of the law respectively. The ideal is to create an inward and outward harmony. Even a superficial reading of Quranic verses and related hadiths will attest that the Prophet, Allah bless him and give him peace, has always emphasized the balance that is reached by this. Continue reading →
The decisive difference between Ibn Taymiyya and opponents such as al-Ghazali and Fakhr al-Din al-Razi is not about whether reason is a foundation (asl) of revelation –
they all agree that it indeed is – but what claims follow from that. Ibn Taymiyya clarifies this only late in his work, namely at the beginning of the 34th viewpoint (wajh) of his Dar’ T’aarud al-‘aql Wa al-Naql:
“Those who oppose revelation and prioritize their opinion over what the Messenger conveys, they [also] say: “Reason is the foundation (asl ) of revelation. If we prioritized revelation over reason, this would mean the dismissal of the foundation of revelation.” This statement is indeed correct on their part (sahih) if they acknowledge the truth (sihhat) of revelation without objecting [to it].” Continue reading →
John Holmwood states that “Fundamental ‘British’ values are understood to involve a commitment to democracy, the rule of law and religious tolerance. A strong implication is that some ethnic minorities lack a commitment to such values where conservative orientations to gender roles and sexual orientation have come to indicate this weak commitment. The failure to embrace British values on the part of some minorities is also put forward as an explanation of poor pupil achievement, which, in turn puts integration at risk. Yet British values tolerate the exercise of conservative orientations on the part of the wealthy, who are also allowed to purchase educational advantage for their children. While all schools are expected to have a religious ethos – expressed in the legal requirement for religious education and daily acts of collective worship – when that ethos is Islamic it is subject to profound suspicion, such that the authorities are willing to castigate educationally successful and unsuccessful schools alike.
Sir Michael Wilshaw was asked by the House of Commons Select Committee on Education in 2015 if he thought that children, communities and schools in Birmingham had benefited from Ofsted’s intervention over the Trojan Horse affair. He replied, “they have benefited in some sense, because they are not the subject of the sort of policies that would be pursued by these governors with a very particular view of how schools should be run. They are free of that. But those schools have been through an enormous amount of turmoil” (paragraph 76). Four years after the Trojan Horse affair, the successor school to Park View has yet to reach the educational success it achieved for its pupils. In other words, its pupils have been ‘freed’ from the supposed constraints of their own cultural expression, while not being provided with the academic achievements that would ensure social mobility. In the meantime, Defence Secretary, Sir Michael Fallon launched the first of his new army cadet corps at the school, offering them access to the British Army as an alternative route.”
John Godfrey Saxe’s (1816-1887) version of Blind Men and the Elephant:
It was six men of Indostan,
To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.
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Tradition is here defined as an intellectual tendency or social perspective of continuing the preservation of values, statements, norms and the like from one generation to the next. In contrast, modernity is the social outlook on life which is inclined to break with tradition. It is driven by the force to repudiate traditional values, customs and beliefs in favour of more radical ideas. A delineating feature of modernity is constant change whilst tradition is identified by continuation. Where do we stand regarding these two polarities as religious people?
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