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Islam in World Cultures: Comparative Perspectives - Islamic Books ...

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4 8<strong>Islam</strong> i n <strong>World</strong> Cult u r e sdents became teachers <strong>in</strong> turn, and a number of them worked to establish <strong>in</strong>stitutesfor the translation of European works <strong>in</strong>to local Middle Eastern languages.Others among them, <strong>in</strong>clud<strong>in</strong>g the Egyptian Rif’at al-Tahtawi, also editednewspapers and periodicals and wrote textbooks and new “national”histories. Tahtawi and his <strong>in</strong>tellectual successors advanced the idea that theu l a m a , or scholars of <strong>Islam</strong>ic religious sciences, could advise their rulers wiselyonly if they also understood the rapidly chang<strong>in</strong>g conditions of the modernworld. This, of course, would imply yield<strong>in</strong>g some of their authority <strong>in</strong> thefields of eng<strong>in</strong>eer<strong>in</strong>g, medic<strong>in</strong>e, agriculture, and other modern arts and sciencesto experts <strong>in</strong> those areas. At the same time, these reformers proposedthat the general public, girls as well as boys, should be educated <strong>in</strong> schools sothat they could contribute to national economic and technological progress byappropriat<strong>in</strong>g the best of modern Western science and technology to advancethe public welfare of Muslim societies.Similar developments took place <strong>in</strong> Tunisia, Lebanon, and Syria, as educatedmen began to debate the nature of <strong>Islam</strong> and Arabic culture <strong>in</strong> the modernworld. These discussions raised such issues as the balance to be struck betweenlocal and national loyalties, the regional and transregional identities oflanguage and religion, and the opportunity to reach outside the boundaries ofthe <strong>Islam</strong>ic tradition to appropriate relevant ideas and developments fromelsewhere. Key to these debates was Jamal al-D<strong>in</strong>, widely known as “al-Afghani”(“the Afghan”). Jamal al-D<strong>in</strong> was a gifted teacher who called for pan-<strong>Islam</strong>icsolidarity <strong>in</strong> the face of <strong>in</strong>creas<strong>in</strong>g European expansionism <strong>in</strong> the late n<strong>in</strong>eteenthcentury. Argu<strong>in</strong>g that <strong>Islam</strong>ic civilization was <strong>in</strong> decl<strong>in</strong>e because it hadlost the values of its golden age, he saw the possibility of renaissance throughthe achievement of political and cultural solidarity and through faith <strong>in</strong> thepower of human reason to mold both <strong>in</strong>dividuals and countries. Accord<strong>in</strong>g toJamal al-D<strong>in</strong>, the revelations of <strong>Islam</strong> were identical with the truths of philosophyand the f<strong>in</strong>d<strong>in</strong>gs of modern science, and for him the essence of <strong>Islam</strong> wasthe active participation of Muslims <strong>in</strong> apply<strong>in</strong>g their reason both to the worldand to sacred scripture.<strong>Islam</strong>ic ModernismJamal al-D<strong>in</strong>’s travels, from south central Asia to Cairo, India, Istanbul, Persia,Russia, Paris, and London, are a map of the political fault l<strong>in</strong>es he tried to transcend.The reaction of both European and Middle Eastern elites to his <strong>in</strong>ternationalcontacts, his found<strong>in</strong>g of secret societies (he formed one <strong>in</strong> Paris withdisciple Muhammad Abduh, which published an <strong>in</strong>fluential but short-livedArabic newspaper), and his anti-imperialist rhetoric appears to have been similar<strong>in</strong> some ways to suspicions of the charismatic, pan-<strong>Islam</strong>ic organizers <strong>in</strong>

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