Khandan-i-Ijtihad: Genealogy, history, and authority in a household of ‘ulama in modern South Asia

Jones, Justin

doi:10.1017/s0026749x18000598

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…Tracing the genealogical succession and existence of the special institutions of this family through the generations, Justin Jones proposes a framework for understanding the relationship of the individual Ulama to the collective household, arguing that the reputation of the Ulema itself rests on a mixture of ancestral genealogy and personal accomplishments, with individual and household status. who always strengthen and reinforce each other in the establishment of the authority of Islamic scholars (Jones, 2020). The Ulama is Ustdz.…”

Section: The Profile Of Ulama In the Majalengka Regencymentioning

confidence: 96%

The Role of Ulama for Developing Tolerant Islamic Education in Majalengka Regency's Multicultural Society

Araniri¹,

Nurhayati²,

Asmuni³

et al. 2023

IJSSHR

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The reality of the diversity of religious, ethnic, and cultural understandings can cause conflicts that are feared to result in divisions between ethnicities, tribes, and religious communities. Radical understanding, especially in Majalengka, cannot be taken for granted. This has been proven by the existence of Majalengka residents exposed to and participating in terrorist network movements. The role of Ulama in maintaining religious harmony in the Republic of Indonesia, which is plural and multicultural, is vital to socialize Islamic religious values that are tolerant and accommodative between religions and the state through the development of tolerant Islamic Education. This study aims to determine: 1) tolerant Islamic education developed in Majalengka; 2) The social setting of the people in Majalengka; 3) The role of the Ulama in developing tolerant Islamic education in Majalengka. This study uses a qualitative approach. It uses the phenomenological method that describes phenomena. The result shows that tolerant Islamic education developed by moderating implicit and explicit religious material in the Islamic education curriculum. The roles of Ulama in the development of tolerant Islamic Education in the multicultural society of Majalengka are: 1) improvement by strengthening creed; Improvement in the form of worship; education continuously improved; improvement in the family; improvement of customs; social improvement; economic improvement for people's welfare; improvement of the ummah with ukhuwah Islamiyah by not clashing creed. 2) In forming tolerant students, it is by not providing teaching materials to an intolerant attitude that leads to violence; select and sort books and selectively; students are taught to blend in with their surroundings to avoid exclusivism involving the activities of students in their surroundings. 3) In the development of tolerant Islamic education, it is always guided by the Ahlussunah Waljama'ah thinking, namely: tawassuth (moderate), and tasyawur (deliberation). 4) By explaining and implementing Islam that is rahmatan lil'alamin, and maintaining ukhuwah Islamiyah, ukhuwah wathoniyah and ukhuwah insaniyah.

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Section: The Profile Of Ulama In the Majalengka Regencymentioning

confidence: 96%

The Role of Ulama for Developing Tolerant Islamic Education in Majalengka Regency's Multicultural Society

Araniri¹,

Nurhayati²,

Asmuni³

et al. 2023

IJSSHR

View full text Add to dashboard Cite

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Remembrances of Rashīd: life-histories as lessons in the Dēōband movement

Jones

2023

JRAS

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The tazkira, a long-established genre of life-history writing in South Asian literature, was increasingly used over the course of the twentieth century to document the lives and achievements of ‘ulamā (‘learned men’, or scholars of religion). This article explores a foundational work within this genre: ‘Ashīq Ilahī Mīrutī's Tazkira't al-Rashīd (first published in 1908–1910), a life-history of the Dēōbandī scholar and Sūfī shāykh Rashīd Ahmad Gangōhī. It argues that such life-histories of ‘ulamā were written not merely as historical records but as ‘lessons’ to their readers. This article illustrates how the tazkira appropriated Gangōhī's life and teachings to provide an indispensable repository of Dēōbandī understanding on issues such as tarīqah (the Sūfī path), sharī‘ah (religious law), pīrī-murīdī (the master-disciple relationship), religious and social conduct, and relations with the state. The article thus makes a case for understanding the tazkira as an important vehicle for informing and shaping the religious behaviour of a Muslim public, which was employed ultimately by both the Dēōbandī and other Islamic revivalist movements.

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Khandan-i-Ijtihad: Genealogy, history, and authority in a household of ‘ulama in modern South Asia

Cited by 2 publications

References 30 publications

The Role of Ulama for Developing Tolerant Islamic Education in Majalengka Regency's Multicultural Society

The Role of Ulama for Developing Tolerant Islamic Education in Majalengka Regency's Multicultural Society

Remembrances of Rashīd: life-histories as lessons in the Dēōband movement

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