Modernity, Islamic Traditions, and the Good Life: An Outline of the Modern Muslim Subjectivities Project

2016 ◽  
Vol 50 (1) ◽  
pp. 18-27
Author(s):  
Dietrich Jung

AbstractThis article provides a brief overview of the heuristic framework of the Modern Muslim Subjectivities Project that is being conducted at the University of Southern Denmark as of the writing of this article. The project explores ways in which Islamic traditions have played a role in the construction of modern Muslim subjectivities. Applying a problem-driven perspective, it selectively borrows from theories of successive modernities, sociology of religion, and poststructuralist approaches to modern subjectivity formation, introducing a novel heuristic framework to the field of Islamic studies. In posing the question as to the ways in which Muslims have constructed modern selfhoods, the project combines studies on Islamic reform, young Muslims in Egypt and Denmark, (post)modern Sufism, Islamic higher education, and changing notions of intimacy in two Egyptian revolutions. In criticizing the alleged exclusivity of Western modernity, the project wants to make original contributions to both conceptual discussions in the humanities and our knowledge of modern Muslim societies.

Religions ◽  
2019 ◽  
Vol 10 (11) ◽  
pp. 623
Author(s):  
Jawad Shah

The training of Imams and Muslim religious leaders has received much interest in the post-9/11 era, resulting in a vast amount of research and publications on the topic. The present work explores this literature with the aim of analysing key debates found therein. It finds that throughout the literature there is a pervasive demand for reform of the training and education provided by Muslim higher education and training institutions (METIs) and Islamic studies programmes at universities in the shape of a synthesis of the two pedagogic models. Such demands are founded on the claim that each is lacking in the appositeness of its provision apropos of the British Muslim population. This article calls for an alternative approach to the issue, namely, that the university and the METI each be accorded independence and freedom in its pedagogic ethos and practice (or else risk losing its identity), and a combined education from both instead be promoted as a holistic training model for Muslim religious leadership.


1969 ◽  
Vol 42 (11) ◽  
pp. 486-500
Author(s):  
Eric St. Johnston

We have pleasure in publishing an address given by H.M. Chief Inspector in connexion with the University of Michigan's “Programme of Continuing Education in Urban Affairs”. Sir Eric's special relationship with the United States goes back to his service as a Colonel on the late General Eisenhower's staff in 1943–44, when his deputy was that famous American police thinker and police chief, Mr. Orlando Wilson. In his introduction to the address, Mr. William C. Rogers, Director of the above Programme, remarked: “The European urban experience can offer us Americans new choices and options for handling our pressing domestic affairs. The Europeans have a lot to teach us. They had cities long before they had nations. They know most of the answers to how to lead the good life in an urban setting… Most of us place law, order and justice at the top of our list of urban priorities. We will concede that our police systems could do with improvement. What could be more natural than to get advice on our police problems from Great Britain, which pioneered urban police systems?”


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