Although some Muslim scholars have been affected in their ethical system by ancient Greek philosophers, they have also added some Islamic teachings to it and established a combined ethical system (philosophical and religious). Raghib Isfahani, the author of Al-Dharīʿa, is one of these Muslim scholars whose ethical system in this book should be regarded as a combined Islamic Virtue Ethics. It is the combination of Quranic and Philosophical Virtue Ethics. The general framework of his theory is philosophical adopted from Aristotle's (...) and Plato's Virtue Ethics, however, the content of his theory is completely Islamic and Quranic. One of the significant innovations of Raghib in philosophical Virtue Ethics is adding religious virtues to moral virtues. He added theses four religious virtues: Hidāya (God's guidance), Rushd (God's supplement), Tasdīd (God's giving strong will to individuals) and Taʾyīd (God's assistance) to Plato's four ethical virtues (wisdom, temperance, courage and justice). He has called them Tufīqī virtues. According to Raghib, there is no way to obtain virtues but by God's guidance and supplement. By inspiration from Quran, he divided justice into absolute and conditional one. This innovation help us in reconciling Muʿtazilites and as Ashʿarites dispute in being moral goodness and badness rational or religious. (shrink)

This article compares the elucidation of the semantic structure and fixity of a number of key terms and concepts of the Qur'an by two contemporary scholars, Toshihiko Izutsu (1914-1993) and Syed Muhammad Naquib al-Attas (1931--), with that of al-Raghib al-Isfahani (d. ca 443/1060), the author of the celebrated Kitab al-mufradat fi gharib al-Qur'an. By 'key terms and concepts' are meant those words used by the Qur'an which play a decisive role in making up the basic conceptual structure of the Qur'anic (...) worldview. The article shows how the Qur'an profoundly changed and subsequently fixed the meaning of Arabic terms, particularly those key terms relating to religion and ethics, and it highlights the fact that the contemporary semantic analysis of the Qur'anic vocabulary has its precedent in the fifth/eleventh century. (shrink)

Ethics; Islamic philosophy; Rāghib al-Iṣfahānī, Abū al-Qāsim al-Ḥusayn ibn Muḥammad, d. 1108 or 9; criticism and interpretation.

In the Arabic eleventh century, scholars were intensely preoccupied with the way that language generated truth and beauty. Their work in poetics, logic, theology, and lexicography defined the intellectual space between God and the poets. In Language Between God and the Poets, Alexander Key argues that ar-Raghib al-Isfahani, Ibn Furak, Ibn Sina (Avicenna), and Abd al-Qahir al-Jurjani shared a conceptual vocabulary based around the words ma'na and haqiqah. They used this vocabulary to build theories of language, mind, and reality that (...) answered perennial questions: how to structure language and reference, how to describe God, how to construct logical arguments, and how to explain poetic affect."--Provided by publisher. (shrink)

Originally introduced by Plato and Aristotle, Moderation Theory in Ethics is the most prevalent theory of ethics among Islamic scholars. Moderation Theory suggests that every virtue or excellence of character lies in the mean between two vices: excess or defect. Every ethical virtue comes from moderation in actions or emotions and every ethical vice comes from excess or defect. This paper suggests that while Islamic scholars have been influenced by this doctrine, they have also developed and re-conceptualized it in innovative (...) ways. Kindī, Miskawayh, Avicenna, Rāghib Isfahānī, Nasīr al-Dīn Ṭusī, and others are among the Islamic contributors to the subject. Some of their innovations in this theory are as follows: bringing together Aristotle's doctrine of the mean with Plato's psychology (by Kindī), dividing virtues into four higher genuses, dividing vices into eight higher genuses, setting various kinds of vices and virtues under these higher genuses (by Miskawayh), adding the vice qualitative criteria to Aristotle's vice quantitative criteria (excess and defect) (by Ṭusī), dividing various conceptualizations of justice (by Avicenna), adding religious and mystical virtues into the existing list of virtues (by Rāghib Isfahānī), and proposing a comprehensive model for curing diseases of the soul. This paper seeks to establish the main contributions of these Muslim scholars to Moderation Theory and elaborate on this theory’s evolution within the Islamic world. (shrink)

Originally introduced by Plato and Aristotle, the doctrine of the mean is the most prevalent theory of ethics among Islamic scholars. According to this doctrine, every virtue or excellence of character lies in the observance of the mean, whereas vices are the excess or deficiency of the soul in his functions. Islamic scholars have been influenced by the doctrine, but they have also developed and re-conceptualized it in innovative ways. Kindi, Miskawayh, Avicenna, Raghib Isfahani, Nasir al-Din Tusi, and others are (...) among the Islamic contributors to the subject. Some of their contributions are as follows: bringing together Aristotle's doctrine of the mean with Plato's psychology, dividing virtues into four higher geniuses, dividing vices into eight higher geniuses, setting various kinds of vices and virtues under these higher geniuses, adding the criteria of quality to Aristotle's quantitative evaluation of excess and deficiency, dividing various conceptualizations of justice, adding religious and mystical virtues into the existing list of virtues, and proposing a comprehensive model for curing diseases of the soul. (shrink)

Sve vece zanimanje Arapa za arapske prevode sa grckog jezika od 8. veka interpretirano je kao znak humanizma u islamu. Ovo je uporedivo sa humanistima u Evropi koji su od 14. veka smatrali grcku i latinsku knjizevnost osnovom duhovnog i moralnog obrazovanja. Mora se postaviti pitanje, da li je u islamskoj kulturoloskoj sferi razvijan slican ideal edukacije koji je u skladu sa islamskom religijom. Opazena tenzija izmedju humanista antickog razdoblja i hriscanstva poseduje paralelu u tenzijama izmedju islamske religioznosti i racionalnog (...) islamskog svetonazora. Ipak, postoje prosli i sadasnji pristupi koji ce razvijati obrazovni ideal, koji se moze uporediti sa evropskim konceptom moralnog oblikovanja pojedinca. Kur??n i islamska tradicija ne sprecavaju slobodni razvoj licnosti i kreativnu odgovornost ukoliko je njihova istoricnost uzeta u obzir i ukoliko nisu uzdignuti do nepromisljene norme. (shrink)