On philosophy of ethics and fundamentalism; a study.

Study of "Kalimāt al-maknūnah" of Muḥammad ibn Murtaḍá Fayḍ al-Kāshī, 1598 or 1599-1680 or 168 discussed Shīʻah studies etc.

Dawwānī, Muḥammad ibn Asʻad, 1426 or 1427-1512 or 1513. Zawrāʼ.

On Balinese mysticism and spirituality related with philosophy of the birth and death of a human being which cannot be separated from the four accompanying duplications.

There are numerous studies on the esoteric sects in Islam. Though in these studies they have been discussed from different respects, none of them draws attention to the place and importance of the theory of shadows (aẓilla) in the esoteric sects. In this article, after the identification of the meaning of the theory of shadows, it has been argued that the concept of shadows has a central role in understanding the esoteric system of thought. In this context, it has been (...) tried to reveal the central effect of the theory of shadows on the basic ideas of esoteric sects. -/- SUMMARY There are numerous studies on the esoteric sects in Islam. Though in these studies they have been discussed from different respects, none of them draws attention to the place and importance of the theory of shadows (aẓilla) in the esoteric sects. In this article, after the identification of the meaning of the theory of shadows, it has been argued that the concept of shadows has a central role in understanding the esoteric system of thought. In this context, it has been tried to reveal the central effect of the theory of shadows on the basic ideas of esoteric sects. The theory of shadows can be defined as the reflection of the shadows or non-material beings, which appear in the divine world, in this world in a material form. The origins of this view go back to the Plato’s theory of ideas that he formulated as ideas and forms and to his allegory of cave that he used to explain this theory. This theory which was formulated and developed by the pre-Islamic various religious and philosophical traditions took an Islamic form through the bāṭinī/esoteric schools. The theory of shadows was first developed by the extremist groups of shiʿa. Though the early classical works referred the theory of shadow to the extremist shiʿas, they do not give any detail thereof. Nevertheless, it is possible to find in some views of theirs and in the esoteric sects such as Ismailites, Nusayrites, Druzes and Yazidites some clues about the character of this theory. In addition, the later works like Kitāb al-Haft wa al- ʾAẓilla directly articulating the theory of shadows were composed. Although the theory of shadows was not mentioned sufficiently in the works produced within the bāṭinī/esoteric circles, it is witnessed that their understandings of religion were based, to a large extent, upon the theory of shadows. The most basic feature of this unnamed understanding is the claim that every being in the divine world has been reflected in this world in a material form. Since the essence of God generally was kept out from the manifestation (tajallī), reflection was not started with his essence. However, the first beings emanating from Almighty Creator brought the divine world into being and that world was reflected to this world in a material form. With this perception, a Gnostic understanding was developed that the material has no reality and the ultimate reality should be sought in the non-material. According to this, the material beings consisting of only reflection of reality are not possible to have an ultimate reality. The only truth is the meaning, inner (bātin) or shadow which reflects to the world in a material form. Naturally what a bāṭinī should do is to seek the non-material ultimate truth hidden behind the material form. The theory of shadows in this point argued compulsorily the distinction of ẓāhir-bātin (outer-inner). Accordingly, ẓāhir consists of a shell or reflection in which hides the truth. The duty one should do is to go beyond the outer meaning of religious text and to get the inner truth hidden behind the outer meaning. The theory of shadows made a dualist view point obligatory, because every being has an inner aspect which includes the truth and an outer respect in which the ultimate truth is reflected in a material form. God has the inner attributes through which the truth appears spiritually and material attributes to which they are reflected. Universe has a dualist character, a spiritual universe consisting of non-material realities and material universe consisting of its reflections. Human beings have a dualist character, a soul belonging to the divine world and a body belonging to this world. Religious texts which were sent for the salvation of mankind also have two aspects, the inner (bāṭin) belonging to the divine world and the outer (ẓāhir) belonging to this world. Since the Bāṭiniyya considered the divine world to be composed of sevenfold and each fold to be a divine being, they sought, as a result of the theory of shadow, to find in the material world the counterparts or reflections of these beings. Even if their names show differences, the bāṭinī/esoteric groups regarded in certain times some figures as the reflections of the divine world in the material world. Divine beings called al-ʿAql al-Kullī (the Universal Intellect), al-Nafs al-Kullī (the Universal Soul), al-Kalima, Sābiq and Tālī were reflected in the world as the material forms like the Prophet Muhammad, Ali, Salman al-Farisī, Miqdāt b. al-Aswad, Ammār b. Yāsir. This understanding resulted in the divinization of some figures in the world, because it was held that through the manifestation these figures differ from the ordinary people, thus having some divine features. These figures gaining a bipolar identity were outwardly human beings, while inwardly regarded as the forms of divine beings reflected in the world. In this point, what the other people should do is to comprehend, with reference to the figures and their forms, the divine truth reflecting them. This approach brought about a religious understanding in which an individual salvation was not possible and some figures were perceived as charismatic leaders. As a result, the religious understanding developed by the Bāṭiniyya schools is under the ultimate influence of the theory of shadows. With reference to this theory, they developed a new understanding of Islam called Esotericism. At the core of this perception lies the theory of shadows and dualism as its inseparable part. In this sense, Esotericism represents a religious understanding developed in this direction and having a wholeness and deepness. In order to understand this religious understanding correctly, the theory of shadows must be taken into consideration and the esoteric texts be read in this direction. This kind of way of reading, in which the outer is seen as the unique reality, fails to realize the duality behind it, will not enable us to comprehend the inner wholeness of Esotericism and cause to see it as a mass of contradictions. (shrink)

Being Human: Baha’i Perspectives on Islam, Modernity, and Peace. By Todd Lawson. Studies in the Bábí and Bahá’í Religions, vol. 25. Los Angeles: Kalimát PreSS, 2019. Pp. xxi + 172. $39.95.

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written (...) for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)