Shari'ah Sciences at the Universities
Interest in the development of Shari'ah sciences at the universities has emerged in the context of efforts to reconstruct the cultural and intellectual paradigms of the Islamic umrnah and affirm its role in directing and guiding the procession of hwnan culture. As a result of this interest, th...
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
International Institute of Islamic Thought
1994
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| Acceso en línea: | https://doaj.org/article/1a4ef8b4f157405e8a61443d129a686d |
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| Sumario: | Interest in the development of Shari'ah sciences at the universities
has emerged in the context of efforts to reconstruct the cultural and
intellectual paradigms of the Islamic umrnah and affirm its role in
directing and guiding the procession of hwnan culture. As a result of
this interest, the International Institute of Islamic Thought, the Islamic
Studies and Research Association, Jordan University, Yannouk University,
and Mu'tah University held a conference on the subject.
Institutions that deal with the Shari'ah sciences, particularly
universities, play a positive and effective role in awakening Islamic
feeling among Muslims and in preventing Islamic thought from being
diverted and becoming stagnant. It is therefore mandatory to support
them and their objectives so that they can function as solid springboards
for Islamic thought and serve as preparation centers for those
ulama and du'at who are expected to resolve the crises besetting
contemporary Muslim and non-Muslim societies.
The importance of the Shari'ah sciences and knowledge has been
recognized by past and present Muslim reformers: i.e., al Ghazan
called for the restoration of the religious sciences and Ibn Taym1yah
called for the enactment of Muslim behavior congruent with the Prophet's
tradition. Furthermore, contemporary reform movements have
acknowledged the importance of this role and, consequently, considered
the development of the Shari'ah sciences as a basic axis of
reform and modernization. Along this line, one can mention the contributions
of such reformers as I:Iassan al 'A,t,tar, Mul}amrnad 'Abduh,
Mul}ammad Rash1d Ri(ia, Khayr al 01n al Tiinis1, Mubammad al Tahir
'Ashiir, 'Abd al 'Azlz al Tha'labi, and lbn Badis. However, several
factors nullified these reformative efforts: the cognitive and psychological
dichotomy created by the prevailing duality of education as
well as the intellectual paradigm confirmed by the imitation of and
preoccupation with external (rather than internal) affairs. Unfortunately,
such factors have defeated the reformers' efforts.
Therefore, the continuous revision of the Shari'ah sciences and
curricula, as well as the reality of their institutions, must receive an ...
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