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Pope Benedict XVI’s Regensburg lecture has been exposed by some learned voices of 'the Muslim world' as alluding, by the means of one particular quotation, to age-old stereotypes about Islam being an essentially violent creed in which moderation through reason has no legitimate place, and of representing Muhammadas an evil and inhuman man who preached that Islam should be spread by the sword. While none of these presumably 'Muslim' voices deny that the Pope has the right to express his opinions, even when they are plainly wrong in the face of historic facts that show how Islam and Christianity were spread (or were made to spread) across the world, he is criticised for a host of omissions in terms of intellectual honesty and factual accuracy. These omissions, it is argued here, cast an unfortunate light on the compatibility of scientific and religious rationality much advocated by the Pope in his 12 September 2006 lecture. This flagrant 'performative contradiction' (Habermas) leaves room for speculation about the true aim of the speech. Is Benedict XVI's appeal to theology as a legitimate academic discipline a credible attempt to explicate Roman Catholicism's rightful place in a modern world governed by liberal democracy and ethical-political pluralism, or is it a reflection of a move to restore the age-old, intolerant, anti-scientific, and anti-democratic legacy of the pre-Vatican II Catholic Church?
Alternative education or teaching radicalism? New literature on Islamic education in Southeast Asia
(2009)
This review article focuses on three recent publications on Islamic education in Southeast Asia. While two are monographs on South Thailand and Myanmar/ Burma, one is a collection of essays on Indonesia, Malaysia, South Thailand, Cambodia, and the Southern Philippines. All works highlight local, regional and international educational networks, as well as their connections to the Indian subcontinent and the Middle East. Based chiefly on first-hand fieldwork, the works deliver an up-to-date and detailed picture of current discussions and developments regarding Islamic education in Southeast Asia. Key words Education ; Islam ; Southeast Asia ; Indonesia ; Malaysia ; Thailand ; Myanmar
From the 1980 Maitatsine uprising to the 2009 Boko Haram uprising, Nigeria was bedevilled by ethno-religious conflicts with devastating human and material losses. But the Boko Haram uprising of July 2009 was significant in that it not only set a precedent, but also reinforced the attempts by Islamic conservative elements at imposing a variant of Islamic religious ideology on a secular state. Whereas the religious sensitivity of Nigerians provided fertile ground for the breeding of the Boko Haram sect, the sect’s blossoming was also aided by the prevailing economic dislocation in Nigerian society, the advent of party politics (and the associated desperation of politicians for political power), and the ambivalence of some vocal Islamic leaders, who, though they did not actively embark on insurrection, either did nothing to stop it from fomenting, or only feebly condemned it. These internal factors coupled with growing Islamic fundamentalism around the world make a highly volatile Nigerian society prone to violence, as evidenced by the Boko Haram uprising. Given the approach of the Nigerian state to religious conflict, this violence may remain a recurring problem. This paper documents and analyses the Boko Haram uprising, as well as its links with the promotion of Islamic revivalism and the challenges it poses to the secularity of the Nigerian state.