scholarly journals SYEKH ABDUL HALIM HASAN, 1901-1969: Akar Tradisi Intelektual di Sumatera Timur Awal Abad XX

2018 ◽  
Vol 2 (1) ◽  
pp. 128
Author(s):  
Zaini Dahlan
Keyword(s):  
Intellectual Work ◽  
Intellectual Tradition ◽  
Historical Approach ◽  
Intellectual Traditions

<strong>Abstrak: </strong>Penelitian ini mengkaji biografi dan kiprah intelektual Syekh Abdul Halim Hasan di Sumatera Timur. Keberlangsungan tradisi intelektual di Sumatera Timur dipengaruhi, salah satunya, oleh kemunculan ulama-ulama di kawasan ini. Sebagian mereka berasal dari etnis Melayu, dan tidak sedikit dari mereka merupakan ulama yang berasal dari etnis Mandailing yang merantau dari kawasan Tapanuli ke Sumatera Timur. Studi ini mengkaji bagaimana peran Syekh Abdul Halim Hasan yang berasal dari etnis Mandailing dalam mengembangkan tradisi intelektual Islam di Sumatera Timur. Dengan menggunakan pendekatan sosiologis-historis, studi ini mengajukan temuan bahwa Syekh Abdul Halim Hasan memberikan kontribusi bagi penguatan tradisi intelektual Islam di Sumatera Timur. Ia tidak saja menghasilkan karya akademik dalam berbagai bidang keislaman, tetapi juga mampu melahirkan ulama berbakat selain turut memperjuangkan dan mempertahankan kemerdekaan di tanah kelahirannya.    <br /> <br /><strong>Abstract:</strong> <strong>Syekh Abdul Halim Hasan, 1901-1969: The Roots of Intellectual Tradition </strong><strong>of </strong><strong>East Sumatra </strong><strong>in Early </strong><strong>20th Centuries</strong>. This study examines the biography and intellectual work of Syekh Abdul Halim Hasan in East Sumatra. The continuation of intellectual traditions in East Sumatra is influenced, among others, by the emergence of scholars in the region. Some of these scholars were local Malays; but a few of them were from Mandailing ethnic who had migrated from South Tapanuli. This study examines the role of Syekh Abdul Halim Hasan, a migrating scholar from Mandailing, in developing Islamic intellectual traditions in East Sumatra. Using a sociological-historical approach, this study proposes the findings that Syekh Abdul Halim Hasan had indeed contributed significantly in strengthening Islamic intellectual traditions of the region. He authored academic works in various fields of Islam, trained younger talented scholars, and also involved in independence struggle in his homeland.<br /> <br /><strong>Kata Kunci</strong>: Mandailing, Melayu, Sumatera Timur, Syekh Abdul Halim Hasan

scholarly journals JAWI'S WRITING AS A MALAY ISLAMIC INTELLECTUAL TRADITION

2017 ◽  
Vol 1 (2) ◽  
pp. 113-120
Author(s):  
Masyhur Dungcik
Keyword(s):  
Intellectual Tradition ◽  
World Community ◽  
Public Facilities ◽  
The Past ◽  
The Bible ◽  
Intellectual Traditions ◽  
Younger Generation ◽  
High Level

Jawi writings began to show their role in the Malay Land since the entry of Islam into the archipelago. However, at this time Jawi writings seem to have been marginalized by Rumi or Latin writings. This condition is inversely proportional to what happens when Malay (Jawi writing) reaches a high level in its time. At that time Christian priests had to translate the Bible into Malay so they could spread their religion in Malay lands. Whereas at present, Muslims must transliterate the Qur'an into Latin letters so that Muslims can read it in Malay lands. This fact shows that the Malays have experienced a setback in the intellectual tradition that was once possessed in the form of Jawi writing. This research aims to find out the role of Jawi writings in the past and what must be done to safeguard one of the valuable intellectual traditions of Malay Islam. The results show that currently Jawi writing has become a rare commodity in the Indonesian Malay world. While neighboring countries such as Malaysia and Brunei still retain Jawi writing through their use on street names, buildings and other public facilities. The Indonesian Malay world community is more familiar with Latin writing than Jawi writing. Therefore, systematic efforts are needed to reintroduce and maintain the treasury of Jawi writing to the younger generation in the Indonesian Malay world.

From converts to cooperation: Protestant internationalism, US missionaries and Indian Christians and ‘Professional’ social work between Boston and Bombay (c. 1920–1950)

2021 ◽  
pp. 1-20
Author(s):  
Michael Phillipp Brunner
Keyword(s):  
Social Work ◽  
North America ◽  
Social Gospel ◽  
Local Conditions ◽  
Historical Approach ◽  
The Social ◽  
Social Concerns ◽  
High Phase

Abstract The 1920s and 30s were a high phase of liberal missionary internationalism driven especially by American-led visions of the Social Gospel. As the missionary consensus shifted from proselytization to social concerns, the indigenization of missions and the role of the ‘younger churches’ outside of Europe and North America was brought into focus. This article shows how Protestant internationalism pursued a ‘Christian Sociology’ in dialogue with the field’s academic and professional form. Through the case study of settlement sociology and social work schemes by the American Marathi Mission (AMM) in Bombay, the article highlights the intricacies of applying internationalist visions in the field and asks how they were contested and shaped by local conditions and processes. Challenging a simplistic ‘secularization’ narrative, the article then argues that it was the liberal, anti-imperialist drive of the missionary discourse that eventually facilitated an American ‘professional imperialism’ in the development of secular social work in India. Adding local dynamics to the analysis of an internationalist discourse benefits the understanding of both Protestant internationalism and the genesis of Indian social work and shows the value of an integrated global micro-historical approach.

Queer Youth and Education

2021 ◽  
Author(s):  
Hannah Dyer
Keyword(s):  
Queer Theory ◽  
Sex Education ◽  
Queer Studies ◽  
Gender And Sexuality ◽  
Educational Institutions ◽  
Subject Formation ◽  
Queer Youth ◽  
Lgbtq Studies ◽  
Intellectual Traditions

Discussions surrounding the rights, desires, and subjectivities of queer youth in education have a history marked by both controversy and optimism. Many researchers, practitioners, and teachers who critically examine the role of education in the lives of queer youth insist that the youth themselves should be involved in setting the terms of debate surrounding if and how they should be included in sites of education. This is important because the ways in which their needs and subjectivities are conceptualized have a direct impact on the futures that queer youth imagine for themselves and for others. For example, the furious and impassioned debates about sex education in schooling are also to do with the amount of empathy we have for queer youth. Thus, sex education is a frequent point of analysis in literature on queer youth in education. Literature on queer youth and education also helpfully demonstrates how racialization, gender, neoliberalism, and settler-colonialism permeate discourses of queer inclusion and constitute the conditions of both acceptance and oppression for queer youth. While queer studies has at times sharpened perceptions of queer youth’s subjective and systemic experiences in education, it cannot be collapsed into a unified theory of sexuality because it too is ripe with debate, variation, and contradiction. As many scholars and intellectual traditions make clear, the global and transnational dimensions of gender and sexuality cannot be subsumed into a unified taxonomy of desire or subject formation. More ethical interactions between teachers, peers, and queer youth are needed because our theories of queer desire and the discourses we attach to them evince material realities for queer youth. Despite the often prevailing insistence that queer youth belong in educational institutions, homophobia and heteronormativity continue to make inclusion a complicated landscape. In recognition of these dynamics, literature in the field of educational studies also insists that some queer youth find hope in education. Withdrawing advocacy and representation for queer, trans, and nonbinary youth in educational settings becomes dangerous when it creates a terrain for isolation and shame. Importantly, queer theory and LGBTQ studies have conceptualized the needs of queer youth in ways that emphasize education as a space wrought with emotion, power, and desire. Early theorizing of non-normative sexual desire continues to set the stage for contemporary discussions of schools as spaces of power and repression. That is, histories of activism, knowledge, and policy construction have made the present conditions of both inclusion and exclusion for queer youth. Contemporary debates about belonging and marginalization in schools are made from the residues and endurance of earlier formations of gender and race.

scholarly journals The Conquest of the New World: The Conflict of Civilizations - The conflict of Rationalities

2018 ◽  
pp. 63-72
Author(s):  
Marina Burgete Ayala
Keyword(s):  
Oral Tradition ◽  
New World ◽  
Clash Of Civilizations ◽  
Social Functions ◽  
Mexican Culture ◽  
The People ◽  
Intellectual Traditions ◽  
Social And Economic Development ◽  
Different Types

The article examines the conquest of the New World in the focus of interaction of different types of thinking in the clash and conflict of two civilizations, which develop in different ways and which are at different levels of social and economic development. The result of this clash was the destruction of the material, spiritual and intellectual traditions of indigenous cultures that existed on the American continent. The conquest of America is one of the most revealing examples of the clash of civilizations, analyzing which, with particular clarity, one can observe contradictions between different types of world perception. The answer to questions about what kind of knowledge Nahua-speaking people possessed, what role knowledge played in their society, who was the creator, carrier and translator of knowledge about the world, reveals one of the main reasons that led to a rapid and irretrievable destruction of culture of “metaphors and numbers.” The author reveals the role of Catholic monks in preserving the spiritual, scientific and philosophical heritage of the Mexican culture, thanks to which we have the opportunity to touch the thought of the Nahua people, existing not in the form of traditional texts but in the form of an oral tradition, which accompanied visual images of graphic semantic writing. It shows how important the system of education and upbringing in the society of pre-Columbian Mexico was, how it solved the tasks of preparing young people for the performance of social functions. The destruction, as a result of the con- quest, of the system that regulated the daily life of each person and determined the ultimate destiny of the people in the shortest possible time led to the death of the entire civilization.

The role of mythical European heritage in the construction of Colombian national identity

2006 ◽  
Vol 5 (3) ◽  
pp. 359-384 ◽  
Author(s):  
Gisela Ruiseco ◽  
Thomas Slunecko
Keyword(s):  
National Identity ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Ethnic Differences ◽  
Critical Discourse ◽  
Historical Approach ◽  
Inaugural Speech ◽  
European Heritage ◽  
Discourse Historical Approach

Following the discourse-historical approach to Critical Discourse Analysis (Wodak, de Cilia, Reisigl and Liebhart 1999; Wodak 2001), we analyze the inaugural speech of the actual president of Colombia, Álvaro Uribe Vélez, which he delivered on August 7th, 2002 in Bogotá. We take this speech as an illustration for the construction of national identity by the Colombian elites. In our analysis, we are particularly interested in Uribe’s strategy of referring to the European heritage and in his ways of appeasing the cultural and ethnic differences of the population.

Marxist geography: A personal journey

2021 ◽  
pp. 194277862110494
Author(s):  
Waquar Ahmed
Keyword(s):  
Social Justice ◽  
Communist Party ◽  
Formal Education ◽  
English Literature ◽  
Greek Philosophy ◽  
Communist Manifesto ◽  
Intellectual Traditions ◽  
Political Economic ◽  
Jawaharlal Nehru

I am fascinated by Marx’s openness to learning and engagement with diverse intellectual traditions—political economic, German and Greek philosophy, utopian socialist tradition, and English literature to name a few. Marxism for me, hence, is engagement and conversations with eclectic ideas, with fidelity to the communist manifesto, and in turn, its commitment to equality and justice. In this paper, while highlighting my own journey as a student of Marx’s scholarship, I examine the key role hegemony plays in our society. Formal education, I argue, is hegemonic to the extent that it is geared at producing docile individuals, particularly from oppressed sections of the society, that internalize theories and concepts favorable to elites: it should not surprise us when the oppressed act or vote against their own interest. Yet some centers of learning are also epicenters of counter-hegemonic praxis—one such place is Jawaharlal Nehru University where I unlearn and re-learned my Marxism and began my journey as a Marxist geographer. Additionally, I examine the role of “vulgar Marxism” (unwillingness to engage with contemporary geographically specific challenges) that is often passed off as Marxist orthodoxy and argue that this has been a real threat to the spirit of the Communist Manifesto. I examine the decline of the Communist Party in Bengal in India to highlight how vulgar Marxism can subvert social justice and make the “Communist Party” unpopular.

Ethical Adjacency in Piers Plowman

2020 ◽  
pp. 75-113
Author(s):  
Nicolette Zeeman
Keyword(s):  
Middle English ◽  
Literary History ◽  
Piers Plowman ◽  
Intellectual Work ◽  
Intellectual Tradition ◽  
Nature And Grace ◽  
History Of ◽  
Body And Soul ◽  
The Relationship ◽  
Special Relevance

The chapter argues that the intellectual tradition that underlies medieval personification debate is Aristotelian and medieval logical teaching on ‘opposites’, the relationship by which opposed terms illuminate each other—available in Aristotle’s elementary logical works. This teaching has a special relevance to personification debate, where the heuristic drive is dramatized in speakers that represent opposed positions and phenomena, each of which is explored in the process of debate itself. This suggests why personification debate provides for over a thousand years one of the main tools with which allegory unpacks its structuring terms and reflects on its conflictual work. Aristotle’s teaching on opposites also enables us to query some aspects of the literary history of medieval debate literature; it suggests that a critical concern about resolution in debate, or its lack, fails to see where the real intellectual work of debate occurs. It also suggests that the critical distinction between supposedly open ‘horizontal’ debates and closed ‘vertical’ debates may be misguided. In fact, Aristotle’s subcategory of the ‘relative’ opposition (master and slave, artisan and tool) often involves a hierarchy. The chapter uses these materials to argue that personification debate can be formally unresolved and ‘vertical’, and yet also challenging and seriously investigative. This is illustrated with analyses of some debates, several hierarchical: ‘four daughters of God’, body and soul, Nature and Grace (Deguileville) and the Middle English Pearl.

Semiotics

2020 ◽  
Author(s):  
Bob Hodge
Keyword(s):  
Literary Theory ◽  
Modern World ◽  
Intellectual Tradition ◽  
Founding Fathers ◽  
21St Century Literature ◽  
Irreducible Complexity ◽  
The Social ◽  
Intellectual Revolution ◽  
Modern Era

Semiotics refers to an intellectual tradition that deals with processes of making and interpreting meaning in all kinds of text, in all modes. However, semiotics was never integrated into mainstream disciplinary structures. Because of this marginal status semiotic tendencies flourished outside and between the major disciplines. As a discipline semiotics seems small, vulnerable and out-of-date. But as a broad intellectual tradition semiotics can be seen as a meta-theory which encompasses literary theory. This second perspective makes semiotics more useful for literary readers, and hence is emphasized in this chapter. Semiotics’ value is enhanced when it is seen as a complex, heterogeneous field with fuzzy boundaries and productive entanglements with literary objects and theories. “Semiotics” comes from Greek semeion (sign, omen, or trace), something that points towards important, often hidden meanings. Signs in this sense go beyond words and verbal media. This scope gives “semiotics” a radically disruptive quality. Western culture in the modern era has been based on the primacy of words as carriers of all meaning and thought. Semiotics is the site of a radical challenge to this dominance. Semiotics sees signs and meanings everywhere, in every mode, not just in words. The changing media of literature in the present and past raise many semiotic issues for literary theory. Poetry always carried meanings through sound as well as words. Drama needs to be performed. Film and multimedia carry the role of print fiction in new contexts. In the multimedia 21st century, literature has gone beyond writing, and its theories need a semiotic dimension. Semiotics has a divided history, with two founding fathers. Peirce emphasized complexity and flow, and Saussure emphasized structure. Before 1960 structuralism dominated, but by the end of the 20th century post-structuralism prevailed. Semiotics went underground, but left traces everywhere of the intellectual revolution it participated in. It helped to trigger the turn to meaning across the social sciences and celebrated the irreducible complexity and diversity of forms and meanings in literature and life in the modern world.

scholarly journals Parasites and altruism: converging roads

2013 ◽  
Vol 9 (6) ◽  
pp. 20130367 ◽  
Author(s):  
Marlene Zuk ◽  
Mark E. Borrello
Keyword(s):  
Evolutionary Biology ◽  
Social Evolution ◽  
Historical Approach

W.D. Hamilton was most known for his work on two topics: social evolution and parasites. Although at first glance these seem to be disparate interests, they share many attributes and have logical connections within evolutionary biology. Nevertheless, Hamilton's contributions in these areas met with very different receptions, with his place in the field of social evolution assured, but his work on the role of parasites perceived as more specialized. We take an historical approach to examine the reasons for this difference.

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