Syllabus
• History of kalam
• Theological Schools and Sects
• Mu`tazilism
• Ash’arism
• Shi`ism
• Early Peripatetics
• Philosophical theology
• Existence of God; approaches by Abrahamic Faiths
• Islam’s Theological encounter with Judasim and Christianity
• Liberation Theology
• Modern and contemporary theological debates.
Learning, Teaching and Assessment Strategy
Assessment Modes
All learning materials are developed according to the SCATE format. Students are advised to study units available online followed by timetabled activities which are of crucial importance and require a serious attention. Students need to consult suggested reading materials which are not necessarily available online. At the same time, students are expected to contribute to Discussion Group as an integral part of their study. They would receive feedback regarding their activities and contribution by the module tutor. Extra reading and activities are provided for students who are interested to have a deeper and broader understanding of the issues of concern.
Formative Assessment:
Formative assessment for this module will consist of written feedback from the lecturer, questioning and discussion through the online forums. One draft of the students’ final essay (coursework) may be handed in to the lecturer at the 12th learning week for formative assessment, in which the lecturer will give the student feedback on how to improve their research and quality of writing.
Summative Assessment:
Students are required to submit 3 out of 5 Review Questions (RQ) and 3 out of 5 Activities (Act) as the weekly assignments for each module during the semester. All of these assignments as well as students’ final essays at the end of the semester will be commented and marked by tutors. Students can see those comments and marks in their drop box which are available in their D2L accounts. Finally, students are required to submit an Individual coursework -final essay (4000 words) on a relevant topic approved in advance by the module tutor.
Assessment Weighting
Activities: 30%
Review Questions & Discussion Group: 10%
Final Essay (Coursework): 60%
Students should get at least a pass mark for all three above components.
Learning materials
Core readings
Abrahamov, B. (1988) Islamic Theology: Traditionalism and Rationalism. Edinburgh: Edinburgh University Press.
Ess, Josef van. (2006) The Flowering of Muslim Theology, trans. by Jane Marie Todd, Harvard University Press, Cambridge, Massachusetts, and London, England.
Fakhry, Majid, (1997) Islamic Philosophy, Theology and Mysticism, A Short Introduction, Oxford University Press.
Madelung, W. (1997) The Succession to Muhammad: A Study of the Early Caliphate, Cambridge University Press
Mutahhari, M. (2011). The Theory of Knowledge: An Islamic Perspective. London: ICAS Press.
Nagel, T. (2000) The History of Islamic Theology: From Muhammad to the Present, T. Thornton (trans.), Princeton: Markus Wiener Publishers
Rabbani Gulpaygani, A. (2013) Discursive Theology. Qum: Al-Mustafa International University
Schmidtke, S. (2015), The Oxford Handbook of Islamic Theology (Oxford Handbooks in Religion and Theology). London: OUP Oxford
Watt, W. M. (1985) Islamic Philosophy and Theology, Edinburgh: Edinburgh University Press.
Watt, M. (1998) The Formative Period of Islamic Thought, UK: Oneworld Publications
Winter, T. (2008) The Cambridge Companion to Classical Islamic Theology, Cambridge University Press
Wolfson, H. A. (1976) The Philosophy of the Kalam, Cambridge: Harvard University Press
Yazdi, M. T. M. (2009) Theological Instructions, London: Institute of Islamic Studies
MIN 403 – Methods and Perspectives in Islamic Studies
Syllabus
- Preliminaries: On Methods, Methodologies and Perspectives in General; Ethical Concerns, Developing Research Proposal; Conceptualising a Research Design; A Framework for Writing Research Reports/Dissertations/Essays; Presentation of a research report
- An Assortment of the Most Important Methodologies for HSS/IS
o Critical Rationalism
o Positivism
o Phenomenology
o Hermeneutics and Post-positivist (including Feminist) Approaches - A variety of Qualitative Methods:
o Situational Analysis
o Historical Research
o ‘Evidence-based’ Research
o Hermeneutics, Hypothetico-Deductive, and interpretive Methods
o Objective hermeneutics
o Interpretative Phenomenological Analysis (IPA)
o Text and Discourse Analysis
o ‘Critical’ Discourse Analysis
o Grounded Theory
o Literature review with regard to major resources in various Islamic fields - A variety of Quantitative Methods
o Survey Method
o Empirical Methods in Information Extraction (including Using internet and appropriate software for research in Islamic Studies) - A variety of Mixed Methods
o Delphi
o Action Research
o Talk-in-Interaction
Learning, Teaching and Assessment Strategy
All learning materials are developed according to the SCATE format. Students are advised to study units available online followed by timetabled activities which are of crucial importance and require a serious attention. Students need to consult suggested reading materials which are not necessarily available online. At the same time, students are expected to contribute to Discussion Group as an integral part of their study. They would receive feedback regarding their activities and contribution by the module tutor. Extra reading and activities are provided for students who are interested to have a deeper and broader understanding of the issues of concern.
Formative Assessment:
Formative assessment for this module will consist of written feedback from the lecturer, questioning and discussion through the online forums. One draft of the students’ final essay (coursework) may be handed in to the lecturer at the 12th learning week for formative assessment, in which the lecturer will give the student feedback on how to improve their research and quality of writing.
Summative Assessment:
Students are required to submit 3 out of 5 Review Questions (RQ) and 3 out of 5 Activities (Act) as the weekly assignments for each module during the semester. All of these assignments as well as students’ final essays at the end of the semester will be commented and marked by tutors. Students can see those comments and marks in their drop box which are available in their D2L accounts. Finally, students are required to submit an Individual coursework -final essay (4000 words) on a relevant topic approved in advance by the module tutor.
Assessment Weighting
Activities: 30%
Review Questions & Discussion Group: 10%
Final Essay (Coursework): 60%
Students should get at least a pass mark for all three above components.
Learning materials
Core readings
Drew, P. Raymond, G. Weinberg D. eds. (2006) Talk and Interaction in Social Research Methods, Sage Publications
Fairelough, N. (2006) Discourse and Social Change, Polity Press
Harding S. (ed.), (1987) Feminism & Methodology, Bloomington, IN: Indiana University Press,
Janet M. Box-Steffensmeier & Bradford S. Jones, (2004) Event History Modelling: A Guide for Social Scientists, Cambridge: Cambridge University Press
Paya, A (2015) Methods and Perspectives in the Islamic Studies, ICAS Press, (forthcoming)
Paul S. Gray, et.al. (2007) The Research Imagination, Cambridge: Cambridge University Press
Scott W. VanderStoep, Deirdre D. Johnston. (2009) Research methods for everyday life: blending qualitative and quantitative approaches, John Wiley & Sons
Singh, K. (2007) Quantitative social research methods, SAGE Publications
MIN 401 – Sources of Islamic knowledge
Syllabus
• The concept and reality of knowledge from the Islamic perspective— critical understanding of difference between “Islamic knowledge” and “knowledge in Islam”
• The integral unity and hierarchal nature of knowledge—revelation, inspiration, intuition, intellection, ratiocination and information.
• The nature of the Logos and the Word of God—eternal/temporal (qadim/hadith) in Islam and other Abrahamic faiths.
• An in depth study of methodological skills in textual criticism
• The Qur’an and its historical and substantial integrity—incidences of revelation, memorization, recitation, compilation, and proliferation; different types and levels of understanding and their corresponding exegetical schools critically analyzed.
• The Hadith and its traditional and authoritative content—sources of immaculate inspiration, memorization, transcription, canonization, and perpetuation; categorizations of ahadith and the major compilers/compilations critically analyzed.
• The discussion regarding the relation between the Qur’an and the Hadith—Revealed scripture and the living magisterium.
• Tradition: Hadith, khabar, athar, and sunnah—oral, written, and practical transmission.
• The Oral Tradition—textual authority, and its complement, the Intellect—rational demonstration.
• Examine selected texts from the canonical collection of traditions together with commentaries, which scrutinize traditions from theological, legal and linguistic perspectives.
Learning, Teaching and Assessment Strategy
All learning materials are developed according to the SCATE format. Students are advised to study units available online followed by timetabled activities which are of crucial importance and require a serious attention. Students need to consult suggested reading materials which are not necessarily available online. At the same time, students are expected to contribute to Discussion Group as an integral part of their study. They would receive feedback regarding their activities and contribution by the module tutor. Extra reading and activities are provided for students who are interested to have a deeper and broader understanding of the issues of concern.
Formative Assessment:
Formative assessment for this module will consist of written feedback from the lecturer, questioning and discussion through the online forums. One draft of the students’ final essay (coursework) may be handed in to the lecturer at the 12th learning week for formative assessment, in which the lecturer will give the student feedback on how to improve their research and quality of writing.
Summative Assessment:
Students are required to submit 3 out of 5 Review Questions (RQ) and 3 out of 5 Activities (Act) as the weekly assignments for each module during the semester. All of these assignments as well as students’ final essays at the end of the semester will be commented and marked by tutors. Students can see those comments and marks in their drop box which are available in their D2L accounts. Finally, students are required to submit an Individual coursework -final essay (4000 words) on a relevant topic approved in advance by the module tutor.
Assessment Weighting
Activities: 30%
Review Questions & Discussion Group: 10%
Final Essay (Coursework): 60%
Students should get at least a pass mark for all three above components.
Learning materials
Core readings
Abdul-Raof, H. (2010) Schools of Qur’anic Exegesis: Genesis and Development. London: Routledge.
Abdul-Raof, H. (2012) Theological Approaches to Qur’anic Exegesis: A Practical Comparative-Contrastive Analysis. Abingdon: Routledge.
Adel, G.H. and Elmi, M.J. eds. (2012). Qur’anic Commentaries; An Entry from Encyclopaedia of the World of Islam. London: EWI Press.
Adel, G.H. and Elmi, M.J. eds. (2011). Tafsir – Qur’anic Exegesis; An Entry from Encyclopaedia of the World of Islam. London: EWI Press.
Al-Khu’i, A.A. (1998). The Prolegomena to the Qur’an. Translated from Arabic by A. Sachedina. Oxford: Oxford University Press.
Al-Suyuti, J. (2011). The Perfect Guide to the Sciences of the Quran. Reading: Garnet Publishing.
Berg, H. (2000). The Development of Exegesis in Early Islam: The Authenticity of Muslim Literature from the Formative Period. London: Curzon Press.
Burton, J. (1977) The Collection of the Qur’an, Cambridge: Cambridge University Press.
Burton, J. (2000) Introduction to the tradition, Edinburgh: Edinburgh University Press
Jaffer, A. and M. (2009). Quranic Sciences. London: ICAS Press
Kamali, M. H. (2005), A Textbook of Hadith Studies, Leicester: The Islamic Foundation
Ma’rifat, Mohammad Hadi (2014) Introduction to the Sciences of the Qur’an (al-Tamhid fi ‘Ulum al-Qur’an). Tehran: SAMT Publications
Motzki, H. (2004), Hadith: Origins and Developments, Ashgate, Variorum
Nasir, A. (2013) An Introduction to Hadith: History and Sources, London: MIU Press
Qadi, Y. (1999). An Introduction to the Sciences of the Qur’an. Birmingham: Al Hidaayah Publishing.Reynolds,G.S (2008) The Qurʼān in Its Historical Context, Routledge
Rippin, A. (1988) Approaches to the history of the interpretation of the Qur’an. Oxford: Oxford University Press
Siddiqi, M .Z. (1993) Hadith literature: its origin, development, special features and criticism, Cambridge: Islamic Texts Society
Subḥān, J. (2006) Introduction to the Science of Tafsir of the Qur’an, World Federation of the KSIMC
Wansbrough, John & Rippin, Andrew. (2004) Quranic Studies: Sources and Methods of Scriptural Interpretation. Prometheus Books