Dynamics of The Study of The Quran in Indonesia: Language and Paradigm

2021 ◽  
Vol 5 (1) ◽  
pp. 59
Author(s):  
Muhammad Fajri
Keyword(s):  
20Th Century ◽  
Analytical Approach ◽  
Research Question ◽  
Historical Context ◽  
Contextual Approach ◽  
Arabic Script ◽  
Textual Approach ◽  
Linguistic Aspect ◽  
National Languages ◽  
Bahasa Indonesia

<p>This paper describes the development of the study of the Quran in Indonesia. Through historical-analytical approach, it shows that since the arrival of Islam in Indonesia, the study of the Quran has always been developing. They were starting from oral translation until the birth of interpretive products with various dynamics in them. The research question is, what are the forms of the dynamics of the study of the Quran in Indonesia. This study shows that the study of the Quran in Indonesia is moving dynamically, especially in terms of language characters and paradigms. The languages and characters used vary, ranging from Arabic and Arabic script to local-national languages and scripts (Indonesian and Latin characters), such as <em>jawi, lontara</em>, and <em>pegon</em>. Furthermore, the paradigm is also dynamic, such as textual and contextual approaches. The textual approach has characteristics dealing with the linguistic area and historical context of the Quran, not touching the context in which the Quranic verse is studied. Then the contextual approach, which is not only a linguistic aspect but also pays attention to the context both when the Quran was revealed and the context in which the Quran lives, to see the universal meaning of the Quran. In Indonesia, contextual approaches have started in the reformative or modern-contemporary era, at the end of the 20th century AD, and have developed until now<em>.</em></p><p><em>Tulisan ini menjelaskan tentang perkembangan kajian </em><em>a</em><em>l</em><em> </em><em>Quran di Indonesia. Melalui pendekatan historis-analitis</em><em> </em><em>dapat diketahui bahwa s</em><em>ejak masuknya Islam ke Indonesia, kajian al Quran selalu mengalami perkembangan. Berawal dari terjemahan secara lisan, hingga lahirnya produk-produk tafsir dengan berbagai dinamika di dalamnya. Pertanyaan yang ingin dijawab dalam penelitian ini adalah terkait apa saja bentuk dinamika kajian al Quran yang terjadi di Indonesia. Hasil penelitian ini menunjukkan bahwa kajian al Quran di Indonesia bergerak dinamis, terutama dalam aspek bahasa-aksara dan paradigma.  Bahasa dan aksara yang dipakai beragam, mulai dari bahasa dan aksara Arab sampai pada bahasa dan aksara lokal-nasional (bahasa Indonesia dan aksara latin), seperti aksara jawi, lontara, dan pegon. Sedangkan paradigmapun juga dinamis, yaitu pendekatan tekstual dan kontekstual.  Pendekatan tekstual memiliki karaktersitik berkutat pada wilayah linguistik dan konteks sejarah al Quran, tidak menyinggung konteks di mana ayat al Quran itu dikaji. Kemudian pendekatan kontekstual yang tidak hanya aspek linguistiknya saja, tetapi juga memerhatikan konteks saat al Quran itu diturunkan maupun konteks dimana al Quran itu hidup  untuk melihat makna universal al Quran. </em><em>Di I</em><em>ndonesia, Pendekataan kontekstual sudah mulai terjadi di era reformatif atau modern-kontemporer</em><em>, </em><em>akhir abad ke-20 M</em><em> dan berkembang sampai sekarang.</em></p>

PEMAKAIAN AKSARA DALAM PENULISAN BAHASA MELAYU HINGGA BAHASA INDONESIA (THE USAGE OF LETTERS ON MALAY TO INDONESIAN LANGUAGE WRITING)

2018 ◽  
Vol 3 (1) ◽  
pp. 47
Author(s):  
Akhmad Yazidi
Keyword(s):  
20Th Century ◽  
Written Language ◽  
East Kalimantan ◽  
Arabic Script ◽  
Latin Script ◽  
Language Writing ◽  
History Of ◽  
Karo Batak ◽  
Ancient Persia ◽  
Bahasa Indonesia

AbstractThe Usage of Letters on Malay to Indonesian Language Writing. This paper discussesthe history of the Indonesian language, literacy in the writing of a variety of languages, Malay letter in writing to the Indonesian language, and spelling in Indonesian. Ofthis section may conclude that in writing the history of written language or alphabetletters contained Paku, the letter Babylonian, Assyrian letters, letters of Ancient Persia;Pallawa, Kawi Letter used in Sanskrit; Arabic, Kanjiin Japanese and Chinese, letters,Jawi Premodern, Modern Java, Bali Modern: literacy Hanacaraka from Lampung,Rencong, Karo Batak, Bugis-Makassar as well;and Latin script. Indonesian languagethat comes from the Malay language has a long history, There are some developmentspase formation of the Indonesian language, namely Old Malay, Malay Market, HigherMalay, and Bahasa Indonesian. Since the 5th century inscription has been found to beYupa in Kutai in East Kalimantan with a script and inscription Pallawa Tarumanegara,and inscriptions in Old Malay inscriptions in a script that is Pallawa Towu Gutters,Cape Inscription Land, and the inscription Limestone City. In a later development afterthe Arabs came to trade missions and preaching, use Malay Arabic script known asJawi letters, and beginning of the 20th century the concept put forward by the Ch. A.Dutch van Ophuysen applied linguists Latin letters into the Malay language. Ever seenon the spelling of force, then in the Indonesian language contained van OphuysenSpelling, Spelling Republic, and Spelling Enhanced.Keywords: letter of the alphabet, spelling, languageAbstrakPemakaian Aksara dalam Penulisan Bahasa Melayu hingga Bahasa Indonesia. Tulisanini membahas tentang sejarah bahasa Indonesia, aksara dalam penulisan berbagaibahasa, aksara dalam penulisan bahasa Melayu hingga bahasa Indonesia, dan ejaandalam bahasa Indonesia. Dari pembahasan ini dapat disimpulkan bahwa dalam sejarahtulisan atau aksara bahasa tulis terdapat huruf Paku, yaitu huruf Babylonia, hurufAssyiria, Huruf Persia Kuno; Pallawa, Huruf Kawi yang digunakan dalam bahasaSanskerta; huruf Arab, huruf Kanji dalam bahasa Jepang dan Cina, huruf, JawiPramodern, Jawa Modern, Bali Modern; Aksara Hanacaraka dari Lampung, Rencong,Batak Karo, serta Bugis-Makassar; serta aksara Latin. Bahasa Indonesia yang berasaldari bahasa Melayu mempunyai sejarah yang cukup lama, Terdapat beberapa faseperkembangan terbentuknya bahasa Indonesia, yaitu bahasa Melayu Kuno, MelayuPasar, Melayu Tinggi, dan Bahasa Indonesia. Sejak abad ke-5 sudah ditemukan prasastiberupa Yupa di Kutai Kalimantan Timur dengan aksara Pallawa dan PrasastiTarumanegara, kemudian prasasti dalam bahasa Melayu Kuno dalam aksara Pallawa,yaitu Prasasti Talang Towu, Prasasti Tanjung Tanah, dan Prasasti Kota Kapur. Dalamperkembangan kemudian setelah bangsa Arab datang dengan misi dagang dan dakwah,48digunakan aksara Arab Melayu yang dikenal sebagai huruf Jawi, dan awal abad ke-20atas konsep yang di kemukakan oleh Ch. A. van Ophuysen ahli bahasa Belandaditerapkan huruf Latin kedalam bahasa Melayu. Dilihat dari ejaan yang pernah berlaku,dalam bahasa Indonesia terdapat Ejaan van Ophuysen, Ejaan Republik atau EjaanSuwandi, dan Ejaan Yang Disempurnakan.Kata-kata kunci: aksara, ejaan, bahasa

scholarly journals Proving Peaceful Islam through the Application of Al-'Illat Wa Al-Ma'lûl Approach in Reading Qur’anic Verses of War (Interpretation of Q.2: 190-194 and Q.9: 5-15)

2019 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
Iftitah Jafar ◽  
Mudzhira Nur Amrullah
Keyword(s):  
System Approach ◽  
Research Question ◽  
Historical Context ◽  
Contextual Approach ◽  
Islamic Studies ◽  
Self Defense ◽  
Crucial Problem ◽  
Women And Children ◽  
Violent Action ◽  
Old Men

This paper will prove Islam as a religion of peace by using al-illat wa al-ma'lûl approach in reading Qur’anic verses of war. Qur’anic verses of war have been a crucial problem in interfaith relation. Non-Muslims used such verses as a weapon to label Islam as a violent religion. Moreover, some terrorists justified their violent action with verses of war. However, Muslims insist that such verses basically do not express violence especially if they are properly understood. Radical understanding of Qur’anic texts is partly caused by the approach that exegetes use. Apart from the approach is the use of literal translation and atomistic approach. Atomistic approach suggests the readers to split a verse and treat it separately without relating it to other parts of the verse. Moreover, it does not pay a specific attention to the historical context of the texts (asbȃb al-nuzȗl). In addition, it neglects the correlation of the verses (munᾱsaba). Some approaches have contributed to the problem includes: 1. System approach, 2. Esoteric interpretation approach, and 3. Historic-contextual approach. However, these three approaches did not solve the problem. Therefore, the writer introduces al-illat wa al-ma'lûl approach. The research question is how to prove Islam as a religion of peace by implementing al-‘illat wa al-ma‘lȗl approach in understanding Qur’anic verses of war? Methodologically, this approach was adopted from the concept of cause and effect in various studies, specifically: Physics, History, Philosophy, Communication as well as Islamic studies, especially: Uṣȗl al-Fiqh, Ḥadȋth and Tafsȋr. The approach runs through 4 steps: 1. Literal analysis of key words, especially "qᾱtil," in Q.2:190-194 and Q.9:5-15. 2. Analyzing macro context of revelation (asbȃb al-nuzȗl al-‘ȃmm) and the micro context of the texts (asbȃb al-nuzȗl al-khȃṣs). 3. Analyzing the correlation of the verse internally and externally. 4. Determine which part of the verse is the cause (al-‘illat) and which one is the effect (al-ma‘lûl). It also determines which verses function as a cause and which ones function as an effect. The result of study shows that: 1. The order to fight unbelievers has been preceded by a cause that unbelievers have declared war. 3. The order to fight idolaters wherever they found them is issued when the war is raging and in certain places and in certain time. 4. The command to fight is upright on a noble purpose namely justice, liberation and self-defense. This command to fight is based on the real condition of Muslims whom were oppressed, persecuted, tortured and expelled. This war is also upright on the ethics of war, such as not killing old men, women and children, not destroying houses of worship, and plantations. To conclude, all command to fight for Muslim is a consequence of the previous events as a cause. Therefore, Islam is a peaceful religion it is a defensive and not aggressive or offensive religion.

Травелоги югославских писательниц первой половины ХХ века: в поисках идентичности

2019 ◽  
Vol 64 (1) ◽  
pp. 27-36
Author(s):  
А. Г. БОДРОВА
Keyword(s):  
20Th Century ◽  
Historical Context ◽  
The Other ◽  
Literary Field ◽  
The Balkans ◽  
Egyptian Women ◽  
Dialogical Philosophy ◽  
And Gender ◽  
Women's Travel ◽  
Gender Boundaries

The paper considers travelogues of Yugoslav female writers Alma Karlin, Jelena Dimitrijević, Isidora Sekulić, Marica Gregorič Stepančič, Marica Strnad, Luiza Pesjak. These texts created in the first half of the 20th century in Serbian, Slovenian and German are on the periphery of the literary field and, with rare exceptions, do not belong to the canon. The most famous of these authors are Sekulić from Serbia and the German-speaking writer Karlin from Slovenia. Recently, the work of Dimitrijević has also become an object of attention of researchers. Other travelogues writers are almost forgotten. Identity problems, especially national ones, are a constant component of the travelogue genre. During a journey, the author directs his attention to “other / alien” peoples and cultures that can be called foreign to the perceiving consciousness. However, when one perceives the “other”, one inevitably turns to one's “own”, one's own identity. The concept of “own - other / alien”, on which the dialogical philosophy is based (M. Buber, G. Marcel, M. Bakhtin, E. Levinas), implies an understanding of the cultural “own” against the background of the “alien” and at the same time culturally “alien” on the background of “own”. Women's travel has a special status in culture. Even in the first half of the 20th century the woman was given space at home. Going on a journey, especially unaccompanied, was at least unusual for a woman. According to Simone de Beauvoir, a woman in society is “different / other”. Therefore, women's travelogues can be defined as the look of the “other” on the “other / alien”. In this paper, particular attention is paid to the interrelationship of gender, national identities and their conditioning with a cultural and historical context. At the beginning of the 20th century in the Balkans, national identity continues actively to develop and the process of women's emancipation is intensifying. Therefore, the combination of gender and national issues for Yugoslavian female travelogues of this period is especially relevant. Dimitrijević's travelogue Seven Seas and Three Oceans demonstrates this relationship most vividly: “We Serbian women are no less patriotic than Egyptian women... Haven't Serbian women most of the merit that the big Yugoslavia originated from small Serbia?” As a result of this study, the specificity of the national and gender identity constructs in the first half of the 20th century in the analyzed texts is revealed. For this period one can note, on the one hand, the preservation of national and gender boundaries, often supported by stereotypes, on the other hand, there are obvious tendencies towards the erosion of the established gender and national constructs, the mobility of models of gender and national identification as well, largely due to the sociohistorical processes of the time.

scholarly journals The heterogeneity of mental representation: Ending the imagery debate

2015 ◽  
Vol 112 (33) ◽  
pp. 10089-10092 ◽  
Author(s):  
Joel Pearson ◽  
Stephen M. Kosslyn
Keyword(s):  
20Th Century ◽  
Mental Representation ◽  
Historical Context ◽  
Internal Representations ◽  
The Past ◽  
Different Types ◽  
Imagery Debate ◽  
Propositional Language

The possible ways that information can be represented mentally have been discussed often over the past thousand years. However, this issue could not be addressed rigorously until late in the 20th century. Initial empirical findings spurred a debate about the heterogeneity of mental representation: Is all information stored in propositional, language-like, symbolic internal representations, or can humans use at least two different types of representations (and possibly many more)? Here, in historical context, we describe recent evidence that humans do not always rely on propositional internal representations but, instead, can also rely on at least one other format: depictive representation. We propose that the debate should now move on to characterizing all of the different forms of human mental representation.

scholarly journals Israel and the Middle East: The creation of a Nation

2018 ◽  
Vol 9 (3) ◽  
pp. 47-56
Author(s):  
Antonella Colonna Vilasi
Keyword(s):  
Middle East ◽  
20Th Century ◽  
Historical Context ◽  
Jewish Question ◽  
The Creation ◽  
Political Economic ◽  
Social Debate

Abstract In order to properly study the foundation of a State, a paradigm of thought or any other organization, we should analyze the historical context which produced the conditions for this phenomenon to happen, in all its variables and components. The Jewish question cannot certainly be relegated only to the 20th century, but surely it was the century in which the cultural, political, economic, and social debate was the expression of a collective will to create a Nation and develop and transform it into a key country in the context of global geopolitics.

Historical Perspectives on Diverse Asian American Communities: Immigration, Incorporation, and Education

2014 ◽  
Vol 116 (8) ◽  
pp. 1-45
Author(s):  
Susan J. Paik ◽  
Stacy M. Kula ◽  
L. Erika Saito ◽  
Zaynah Rahman ◽  
Matthew A. Witenstein
Keyword(s):  
Asian American ◽  
Educational Outcomes ◽  
Census Data ◽  
Research Question ◽  
Historical Context ◽  
Historical Analysis ◽  
The United States ◽  
Historical Perspectives ◽  
Immigrant Experiences ◽  
Barriers And Opportunities

Background/Context Asian Americans have recently been reported as the largest incoming immigrant population and the fastest growing racial group. Diverse in culture, tradition, language, and history, they have unique immigrant stories both before and after the Immigration Act in 1965. Historians, sociologists, educators, and other experts inform us that immigrant arrival into a new country has long-standing effects for any cultural group, but there is limited research that collectively and systematically examines historical immigrant experiences, particularly for diverse Asian American populations. Purpose The purpose of this analytic study is to provide a survey of the historical context experienced by diverse Asian American groups and to link these variations to their current educational outcomes. Based on an adapted model of incorporation, the article analyzes the historical experiences into a taxonomy to understand past and present trends. The research question under consideration is: “How do historical experiences of diverse Asian American immigrant populations link to their current educational outcomes?” Research Design The study design employed a historical analysis based on a taxonomy, which helps classify and systematically organize information to understand patterns and themes. To apply the adapted model across the subgroups of East Asian, South Asian, and Southeast Asian major groups, the authors gathered, reviewed, and systematically organized over 100 sources (e.g., literature review, census data, websites, other historical information, etc.). Findings/Results The findings illustrate the diversity that exists within and between Asian American groups in terms of their immigration, incorporation, and educational experiences. The modes of incorporation, as well as additional barriers and opportunities, varied across all Asian American communities. There is further need to disaggregate data as some groups experienced more barriers than opportunities and continue to struggle in the United States. Conclusions/Recommendations Historical contexts can help inform educators, policy makers, and researchers on ways to support Asian American students and their families. In understanding upward mobility, the nature of co-ethnic communities also played a role for the success of some groups. This study challenges the model minority stereotype by discussing the diversity that exists within and between Asian American groups and reveals how key stakeholders can work together to support positive opportunity structures and partnerships.

Can History Stand Alone? Drawbacks and Blind Spots of a “Disciplinary” Curriculum

2010 ◽  
Vol 112 (9) ◽  
pp. 2471-2495 ◽  
Author(s):  
Stephen J. Thornton ◽  
Keith C. Barton
Keyword(s):  
Social Studies ◽  
General Education ◽  
20Th Century ◽  
Academic Discipline ◽  
Research Question ◽  
History Education ◽  
Historical Sources ◽  
Quarter Century ◽  
Content Selection ◽  
The Subject

Background/Context Over the past quarter-century, many historians, politicians, and educators have argued for an increase in the amount of history taught in schools, for a clear separation of history and social studies, and for an emphasis on disciplinary structures and norms as the proper focus for the subject. Unfortunately, discussions of history education too often rest on the problematic belief that the academic discipline can provide direction for the nature of the subject in general education. Description of Prior Research Throughout much of the 20th century, U.S. history educators made common cause with other social educators to promote principled and critical understandings of society. Both groups stood in opposition to calls for more nationalist views of history education. In the mid-1980s, however, this situation began to change, as a coalition of historians, educational researchers, and political pressure groups promoted history as a subject distinct from and independent of the larger realm of the social studies. This new coalition has been unable to avoid conflicts over the selection of content, however, and approaches favored by nationalists often clash with the more critical and inclusive perspectives of historians. Purpose/Objective/Research Question/Focus of Study In this article, we trace the relationship between historians and other social educators during the 20th century and explore how the forces favoring a realignment of history and social studies coalesced in the mid-1980s. We argue that this coalition has led to an unproductive emphasis on history as a “separate subject” and a resulting lack of attention to the goals of history in general education. Research Design This analytic essay draws on curriculum theory, historical sources, and contemporary cognitive research to outline the changing relationships between historians and other social educators and to examine the limitations of a purportedly disciplinary curriculum. Conclusions/Recommendations The academic discipline of history cannot, by itself, provide guidance for content selection because educators face restrictions of time and coverage that are not relevant in the context of academic historical research. In addition, educators must concern themselves with developing students’ conceptual understanding, and this necessarily requires drawing on other social science disciplines. If students are to develop the insights that historians have most often promoted for the subject, historians must return to their place within the conversation of social studies education.

Laziness in American Literature: The Inaugural Moment

2019 ◽  
pp. 72-144
Author(s):  
Zuzanna Ladyga
Keyword(s):  
American Literature ◽  
20Th Century ◽  
Social Participation ◽  
Early Republic ◽  
18Th Century ◽  
Historical Context ◽  
Didactic Literature ◽  
The Difference ◽  
Speaking Truth To Power ◽  
Romantic Aesthetics

The chapter serves as a historical prelude to chapters on modernism and postmodernism, by providing a historical context for how the trope of laziness evolved in American literature prior to the 20th century. First, it looks at how the motif of laziness functioned in early Puritan literature, how this function was broadened in 18th-century secular and religious didactic literature, and how it eventually developed into an aesthetic device in the Early Republic, when the new trope of laziness combined high Romantic aesthetics of the pastoral with unrefined motifs of vagabondage and delinquency, and in this way addresses the culture’s desire for freedom from the norm of collective labour and from patterns of inclusion and exclusion within the consensual networks of social participation. Second, the chapter explores the difference between the familiar Romantic topos of idleness, which has no subversive potential with respect to ethical normativity and the topos of laziness, which does. Walt Whitman’s trope of loafing is reread here via the Cynical tradition of performative indomitability as parrhēsia, or speaking truth to power. Herman Melville’s experiments with haptic poetics of laziness in Typee are interpreted as a critique of Romantic moralism and the emerging ethico-aesthetic norm of productivity.

Huroufiyah

2018 ◽  
Author(s):  
Nada Shabout
Keyword(s):  
20Th Century ◽  
Arab World ◽  
Arabic Language ◽  
The Political ◽  
Artistic Identity ◽  
Cultural Changes ◽  
Modern Age ◽  
Arabic Script ◽  
19Th And 20Th Century ◽  
Islamic Civilization

The perception of the Arabic letter in art has gone through many changes from the Islamic civilization to the modern age. Following the political and socio-cultural changes of the 19th and 20th century, the Arabic script lost its sacredness. After decades of limited existence in traditional craft, the Arabic letter reappeared in modern Arab art around the middle of the 20th century on nationalistic bases. The Arabic language had acquired a high value during the age of colonialism as a symbol of national identity, a unifier; this value only grew stronger with time. The letter was also a signifier that aided twentieth-century Arab artists in their artistic identity crisis. A number of art groups—such as the Baghdad Group of Modern Art, formed in 1951—were established with their focus on a search for a local or national art style through ‘istilham al-turath,’ seeking inspiration from tradition. The Arabic letter became the means for connecting artists’ present with their past and allowing for the invention of tradition. Huroufiyah (Arabic for Letterism), a highly contested term initiated by a newspaper journalist, became a term popularly used to signify all experiments with the Arabic letter in the modern Arab art. Nevertheless, the term is surrounded by controversy in the contemporary Arab world and rejected by a number of scholars and artists. The term al-Madrassa al-Khattiya Fil-Fann (Calligraphic School of Art), has been alternatively proposed, expressing specifically a perceived continuation with Islamic calligraphy.

Intelligence

2019 ◽  
Author(s):  
Robert J. Sternberg
Keyword(s):  
20Th Century ◽  
Systems Approach ◽  
Mental Representations ◽  
Contextual Approach ◽  
Cognitive Approach ◽  
Flynn Effect ◽  
Surrounding Environment ◽  
Theory Of Multiple Intelligences ◽  
Successful Intelligence

Intelligence is commonly viewed as the ability to learn from experience as well as to adapt to the surrounding environment. There are several approaches to understanding intelligence, including the psychometric, cognitive, biological, cultural/contextual, and systems approaches. Each approach places an emphasis on different psychological aspects of intelligence as well as on different ways of investigating it. The psychometric approach is largely based on statistical methods, especially factor analysis. The cognitive approach studies mental representations and processes. The biological approach is largely brain based. The cultural/contextual approach emphasizes the role of culture in defining what constitutes intelligence in a given cultural setting. And the systems approach looks at intelligence in terms of complex systemic interactions. Two systems theories are Howard Gardner’s theory of multiple intelligences and Robert Sternberg’s theory of successful intelligence. Gardner’s theory argues that there are eight distinctive intelligences, whereas Sternberg’s theory argues that intelligence comprises creative, analytical, practical, and even wisdom-based skills. Intelligence appears to be at least somewhat malleable. A number of programs have had modest to moderate success in helping people to improve their intelligence. These programs work best if they are sustained. They work less well if used only for short periods of time. Schooling is one way of increasing intelligence. The Flynn effect shows modifiability of intelligence across secular time. During the 20th century, IQs rose roughly 30 points worldwide, or 10 points per decade. These results suggest that environment can have a powerful effect, at least on IQ and over a generational time span. However, the increases experienced in the 20th century are not being experienced worldwide in the 21st century.

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