Journal of religious culture = Journal für Religionskultur
Refine
Year of publication
Document Type
- Part of Periodical (317) (remove)
Has Fulltext
- yes (317)
Is part of the Bibliography
- no (317) (remove)
Keywords
- Islam (5)
- Tafsīr (3)
- Taṣawwuf (3)
- Islamic Mystical Exegesis (2)
- Moses (2)
- Qurʾān (2)
- Religion (2)
- at-Tafsīr al-išārī (2)
- Ḫiḍr (2)
- Addiction (1)
Institute
220
The principles of the Islamic mystical exegesis are presented in this article. The sources of Islamic mystical exegesis of the Qur’an starts with Prophet Muhammad and his companions and continues with the following generations. In this regard, the narratives of ʿUmar and Ibn ʿAbbās are noteworthy because they were the first who disclosed the underlying meaning of certain verses which have reached us until today. The commentaries of the Islamic mystical exegetes are supported by the Qurʾān, some key Hadith of the Prophet and actions and words of his companions. This is a type of knowledge by unveiling (kašf) and is obtained by a channel that is confidential and closed to others. This leads to an ongoing debate as the confirmability is difficult. It is acknowledged that as long as these commentaries do not contradict with the literal meaning of the verses, are supported by solid narrations, or do not harm the boundaries of sharia they should be accepted as an enrichment.
65
I would like to begin my presentation with the quotation of the first sentence of Shafii’s Trea-tise er-Risala, the first work which has been reached us until now, concerning foundation of Islamic jurisprudence. “Praise be to God gratitude for one of His favors can only be paid through another favor of him. And this favor generates favor to be bestowed, wherefore, one should feel obliged continuously to pay gratitude to God for each favor.” It is possible to conceive that Mercy (al-Rahma), the common expression of all favors granted by the Almighty Creature of human beings, has two salient characteristics: one is vertical that is with regard to the Creator and creatures, and the other is horizontal that is concerning hu-man relations among themselves as well as with other creatures. When the concept of Mercy is evaluated in perspective of God-human being relations in the existing world, it indicates that God’s favors, without discrimination, are granted to all human beings. ...
18
Die indischen Neo-Buddhisten, die auch Ambedkariten genannt werden, haben seit den 50er Jahren eine Bewegung entfacht, die den Buddhismus ihrer Deutung und Praxis als Höchstform der indogenen Kultur, des Dharma, versteht. Wegen der Aktualität der Dalitfrage [1] spielen diese Neo-Buddhisten in der gegenwär-tigen Politik Indiens eine gewichtige Rolle; und für den indischen Buddhismus haben sie nicht nur wegen ihrer politischen Aktivitäten an Bedeutung gewonnen, sondern einfach auch deshalb, weil sie, überwiegend der Mahar-Jati [2] zugehö-rig, inzwischen die Mehrheit der indischen Buddhisten bilden. Die Neo-Buddhisten gehen auf den sog. 'Vater der Indischen Verfassung' Dr. Bhimrao Ramji Sakpal, gen. Ambedkar (1891-1956) [3] zurück. Dieser indische Politiker entstammte der Mahar Jati [4] Maharashtras, die zu den höherrangigen Kasten der Unberührbaren zählt. Im Gegensatz zur Masse seiner Jati-Genossen war es Sakpal mit Hilfe seines brahmanischen Schullehrers Ambedkar, der ihm auch seinen Namen lieh, gelungen, eine akademische Karriere zu beginnen. Auf Grund eines Stipendiums des Maharajas von Baroda konnte er 1912 in Bombay den Grad eines Bachelor of Arts erlangen. Ein Staatsstipendium des Fürstentums Baroda ermöglichte ihm ein Studium an der Columbia Universität in New York, wo er 1915 den Grad eines Masters of Arts erwarb. In London erlaubte ihm ein Stipendium des Maharajas von Kolhapur Jura zu studieren und als Barrister-at-Law abschließen. Außerdem erwarb er noch den Doktorgrad in Ökonomie. Am-bedkar hatte damit auf Grund brahmanischer und fürstlicher Protektion eine bei-spiellose Karriere begonnen, die ihn befähigte, sofern moralisch gefestigt, die Lage der Dalits zum öffentlichen Thema in Indien zu machen.
18 b
The Indian Neo Buddhism has aroused a movement since the 50s, which propa-gates Buddhism as the top form of the Indo-genous dharma. - The vast majority of that new religious movement belongs to the Dalits [1], people whose en-dogamous communities have been excluded from the varna system [2a] since centuries. The varna system is the traditional hierarchic structure of the relation-ships of those Indian communities who mutually acknowledge themselves as constituent members of their society. These varna jatis established a social class of people devoid of any basic social right. Declared as 'Untouchables' these peo-ple lost all human substance in the eyes of the varna jatis. Yet, that social degra-dation didn't primarily spring from racial, religious or even cultural reasons but from economic ones. When the old Indian agrarian production became a little more productive the division of labour was established as basic structure of the society; but in India the productivity remained on a low level during centuries so that the new non-productive jatis had to keep down the costs of the material pro-duction and the necessary services; they needed cheapest labour.
280
Alman Anayasası velilere, öğrencilere ve dinî cemaatlere eğitim alanında haklar ve yetkiler tanımaktadır. Buna göre veliler ve öğrenciler doğrudan hak sahibi iken dinî cemaatler bu hakkın devletle birlikte taşıyıcısı ve uygulayıcısıdır. Anayasa; devletin, din dersi verme sorumluluğunu dinî cemaatlerle paylaşması gerektiğini ve din derslerini, dinî cemaatlerle uyum, anlaşma ve iş birliği içerisinde vermek zorunda olduğunu hükme bağlamıştır. Bu bağlamda din derslerinin, Devlet’in şekline ve Anayasa’sına halel getirmeden kiliselerin veya dinî cemaatlerin tasavvuru çerçevesinde verilmesi ve organize edilmesi öngörülmüştür. Bu makalede Devlet tarafından teminat altına alınan bu hak ve özgürlüklerin Alman okullarında uygulanabilmesi için söz konusu mevzuatın incelenerek okula, aileye ve ilgili cemaatlere düşen görev ve sorumlulukların belirlenmesi amaçlanmaktadır. Makalede anayasal çerçevesi ve hukuki statüsü incelenecek olan din dersleri meselesi, okullarda verilecek İslam din öğretimini yakından ilgilendirmektedir. Bu anlamda öncelikle Almanya’da din öğretiminin yasal dayanakları ile dinî cemaatlerin hukuki statüleri ortaya konulmuş, sonra da Almanya’da zorunlu temel öğretim kademelerinde okuyan Müslüman öğrencilere yönelik düzenlenen İslam din derslerine yer verilmiştir
67
Aus der bedingungslosen Mutterliebe Allahs gegenüber seinen Geschöpfen resultiert die bedingungslose Mutterliebe der Menschen gegenüber dem Nächsten, insb. dem Bedürftigen. Diese folgt als logische Notwendigkeit aus dem Glauben an Allahs unbedingte Gnade. Diakonie ist daher nach der Gnadenbotschaft Mohammeds kein sündentilgendes Werk, sondern ein Handeln aus dem Glauben an Allahs Werk, seiner freien Sündenvergebung. So wie Allah seine Sündenvergebung nicht an das Werk des Menschen bindet, so bindet der glaubende Mensch sein Werk der Barmherzigkeit nicht an das vergeltende Handeln des Bedürftigen. Er schenkt, weil er beschenkt worden ist. Diakonie wie Nächstenliebe allgemein wird somit zum Spiel, einer Handlung, die sich in sich selbst erschöpft und sich an sich selbst erfreut. Denn Allahs Handeln, seine jede Gerechtigkeit mit Füßen tretende Gnade, ist nichts als ein Gottesspiel. Indem die Menschen auf Allahs Spiel der Sündenvergebung vertrauen, werden sie zu Mitspie-lern Gottes.