Combating Terrorism through an Education for Democratic Iteration

2013 ◽  
Vol 30 (2) ◽  
pp. 1-20
Author(s):  
Yusef Waghid ◽  
Nuraan Davids
Keyword(s):  
Social Change ◽  
Political Violence ◽  
The Other ◽  
Intercultural Understanding ◽  
Contemporary World ◽  
Beliefs And Values ◽  
The World

In this article, we argue analytically that democratic iteration is a plausible discourse to mitigate terrorism in the contemporary world. By far the most pertinent position we advance is the need for democratic iteration among people who perpetrate acts of violence and those subjected to the perpetration of such acts. An education for freedom from terror is justifiable in the sense that such a view of education would cultivate intercultural understanding and uncompromising attitudes toward people’s beliefs and values – that is, the possibility for critical attitudes and social change would be enhanced. The afore-mentioned form of education (in Islam) is emancipatory and would hopefully instill in people thewillingness and openness to engage in interculturalism, to appreciate the possibility of changing the world by seeing and thinking about things differently (including terrorism). We contend that terrorism is a form of political violence that has not necessarily been caused by education; rather, it is caused by the uncertainty, hopelessness, and instability that lead to human deprivation, exclusion, dystopia in the world and, ultimately, outrage. Yet we posit that an education in Islam about experiencing the other (as opposed to knowingness) through deliberative iteration would serve as a meaningful mitigation of terror.

Combating Terrorism through an Education for Democratic Iteration

2013 ◽  
Vol 30 (2) ◽  
pp. 1-20 ◽  
Author(s):  
Yusef Waghid ◽  
Nuraan Davids
Keyword(s):  
Social Change ◽  
Political Violence ◽  
The Other ◽  
Intercultural Understanding ◽  
Contemporary World ◽  
Beliefs And Values ◽  
The World

In this article, we argue analytically that democratic iteration is a plausible discourse to mitigate terrorism in the contemporary world. By far the most pertinent position we advance is the need for democratic iteration among people who perpetrate acts of violence and those subjected to the perpetration of such acts. An education for freedom from terror is justifiable in the sense that such a view of education would cultivate intercultural understanding and uncompromising attitudes toward people’s beliefs and values – that is, the possibility for critical attitudes and social change would be enhanced. The afore-mentioned form of education (in Islam) is emancipatory and would hopefully instill in people thewillingness and openness to engage in interculturalism, to appreciate the possibility of changing the world by seeing and thinking about things differently (including terrorism). We contend that terrorism is a form of political violence that has not necessarily been caused by education; rather, it is caused by the uncertainty, hopelessness, and instability that lead to human deprivation, exclusion, dystopia in the world and, ultimately, outrage. Yet we posit that an education in Islam about experiencing the other (as opposed to knowingness) through deliberative iteration would serve as a meaningful mitigation of terror.

scholarly journals M. Heidegger: Metaphysical character of technical scientific civilisation

2009 ◽  
Vol 20 (1) ◽  
pp. 107-140
Author(s):  
Mico Savic
Keyword(s):  
Science And Technology ◽  
The Other ◽  
Western Philosophy ◽  
Will To Power ◽  
World Picture ◽  
Contemporary World ◽  
Modern Age ◽  
The World ◽  
The Will ◽  
Paper Author

In this paper, author deals with Heidegger's account of the modern age as the epoch based on Western metaphysics. In the first part of the paper, he shows that, according to Heidegger, modern interpretation of the reality as the world picture, is essentially determined by Descartes' philosophy. Then, author exposes Heidegger's interpretation of the turn which already took place in Plato's metaphysics and which made possible Descartes' metaphysics and modern epoch. In the second part of the paper, author explores Heidegger's interpretation of science and technology as shoots of very metaphysics. Heidegger emphasizes that the essence of technology corresponds to the essence of subjectivity and shows how the metaphysics of subjectivity subsequently finds its end in Nietzsche's metaphysics of the will to power, as the last word of Western philosophy. In the concluding part, author argues that the contemporary processes of globalization can be just understood as processes of completion of metaphysics. They can be identified as a global rule of the essence of technology. On the basis of Heidegger's vision of overcoming metaphysics, author concludes that it opens the possibility of a philosophy of finitude which points to dialogue with the Other as a way of resolving the key practical issues of the contemporary world.

Religion, Violence, and the State

2018 ◽  
pp. 226-262
Author(s):  
Muhammad Qasim Zaman
Keyword(s):  
Political Violence ◽  
War On Terror ◽  
The State ◽  
The Other ◽  
Islamic Tradition ◽  
State And Society ◽  
The Us ◽  
The World ◽  
The Military ◽  
Subsequent Rise

This chapter focuses on religio-political violence, whose widespread incidence—after Pakistan's realignment in the US-led War on Terror in the aftermath of September 11, 2001, and the subsequent rise of a new, Pakistani Taliban—has threatened the very fabric of state and society. It examines the violence in question from two broad and intertwined perspectives, one relating to the state, and the other to Islam and those speaking in its terms. Part of the concern in this chapter is to contribute to an understanding of how the governing elite and the military have often fostered the conditions in which the resort to religiously inflected violence has been justified. It also suggests that the nonstate actors—ideologues and militants—have had an agency of their own, which is not reducible to the machinations of the state. Their resort to relevant facets of the Islamic tradition also needs to be taken seriously in order to properly understand their view of the world and such appeal as they have had in particular circles.

Richard William Southern 1912–2001

2003 ◽  
Author(s):  
Alexander Murray
Keyword(s):  
The Other ◽  
Practical Action ◽  
Contemporary World ◽  
The World ◽  
History Of ◽  
The Common ◽  
Deep Thought ◽  
Life Work ◽  
Made In ◽  
Do So

People with a logical turn of mind say that the history of the world can be summarised in a sentence. A précis of mediaval historian Richard William Southern's work made in that spirit would identify two characteristics, one housed inside the other, and both quite apart from the question of its quality as a work of art. The first is his sympathy for a particular kind of medieval churchman, a kind who combined deep thought about faith with practical action. This characteristic fits inside another, touching Southern's historical vision as a whole. Its genesis is traceable to those few seconds in his teens when he ‘quarrelled’ with his father about the Renaissance. The intuition that moved him to do so became a historical fides quaerens intellectum. Reflection on Southern's life work leaves us with an example of the service an historian can perform for his contemporary world, as a truer self-perception seeps into the common consciousness by way of a lifetime of teaching and writing, spreading out through the world (all Southern's books were translated into one or more foreign language).

scholarly journals Pendidikan Jihad Menurut Imam Bukhari (Studi Naskah Hadits-Hadits Kitab al Jihad Dalam Shahih Bukhari)

2016 ◽  
Vol 5 (2) ◽  
pp. 204
Author(s):  
Anung Al-Hamat ◽  
Endin Mujahidin ◽  
Abas Mansur Tamam ◽  
Didin Hafidhuddin
Keyword(s):  
Social Life ◽  
The Other ◽  
Holy War ◽  
Contemporary World ◽  
Library Research ◽  
The World ◽  
Goal Program ◽  
The Right ◽  
Visual Record ◽  
Good Food

<p>There are two mistaken blocks in looking upon the essence of the holy war that apparently influence the religious and social life. It implies that there is a group that sees sarcastically to the terminology of the holy war even there is one that tries to eliminate from the Islamic Shari�a. On the other hand, it appears a group that behaves in extreme way and sees the holy war in narrow outlook, that is war. This is the importance of propagating the education of the holy war with the right way referring to the authoritative Islamic scholars. This research focuses on the holy war education of Imam Bukhari by studying chapters and hadiths arranged in the book of the holy war in his shahih book. So that it can be known how the idea of Imam Bukhari in the holy war education with the focus on four education components, those are goal, program, method and evaluation then how the implementation in the contemporary world of education. According to the Title of the research, so the kind of research used is the library research. The library research is a research which is carried out both with literature and non-literature. Among the samples of literature are books, notes, or the report of research from previous researches. As for the samples of non-literature, such as audio record and visual record. This research reveals the finding of the Imam Bukhari�s holy war education that� consists of goals those are related to the urgency of aqeedah, morals (akhlaq), the wide meaning of the holy war, and the urgency of healthe body. The Material of Aqeedah related faith, obedient, sincere, receive (tawakal), love, scare,and hope to Allah. The Materials of morals (akhlaq), such as patience, honesty, enthusiastic in doing war, courage, genorosity, keeping promise, compassionate, modesty (tawadhu�), wisdom, and avoiding evil character. The spiritual Material such as cumpolsory prayer (shalat), sunnah prayer, fasting, pray,reciting Al-Qur�an, saying takbeer, tahlil, and tasbih. The Physical Material such as keeping body hygiene, protecting and caring of body in order not to get wound, keeping physical hygiene by treating wound, keeping stamina and body hygiene by consuming good food and doing exercises before war. The methods applied are not less than 20 methods. And the evaluation by considering the quantity and the power of soldiers, security condition, preparing reserve commander, the couse of loss, joining in the holy war and administering sanctions. The ide of Imam Bukhari in the holy war education is very comprehensive, effective, and aplicative. So it is important to study his idea so that the comprehension of the holy war conception can be comprehensive and unimpaired. And it is possible, that the thing discovered in the research would be implemented in the world of education and can be used as one of referrence in learning.</p><strong>Keyword</strong>: jihad education, library research, Shahih Bukhari

scholarly journals The Mutual Rights and Duties of the Public and the Sovereignty in the Teachings of Nahj Al-balagha

2018 ◽  
Vol 4 (2) ◽  
pp. 185-188
Author(s):  
Hamed Purrostami
Keyword(s):  
Education System ◽  
The Other ◽  
The Public ◽  
Distribution Of Wealth ◽  
Contemporary World ◽  
Other Hand ◽  
The People ◽  
The World ◽  
Fair Distribution ◽  
The Right

Mutual duties and rights between people and sovereignty is one of the strategic and significant issues in the contemporary world. In the Islamic teachings especially Nahjulbalaghah it is not that the right is allocated to the ruler and government and on the other hand people only have duties and responsibilities. Rather the ruler has the significant duties even if he would be innocent. Among the strategic tasks of the ruler and leader are: Benevolence, Fair distribution of wealth and management of education system. These duties are, at the same time, the rights of the people and the ruler. On the other hand, people have duties in front of the Islamic ruler. In other words, these duties are rights of Religious Governance including loyalty to sovereignty, Support and response to demands of authority and etc. It is worthy to mention, the main aim of these rights and duties has been devised to provide the felicitous life for people in the world and hereafter.

scholarly journals Spectacle of musealization and literaturization of the world in post/postmodern society

Arta ◽  
2021 ◽  
Vol 30 (2) ◽  
pp. 115-121
Author(s):  
Elena Prus ◽  
◽  
Ludmila Braniste ◽  
Keyword(s):  
Mario Vargas Llosa ◽  
The Other ◽  
The Novel ◽  
Cultural Model ◽  
Contemporary World ◽  
Other Hand ◽  
The World ◽  
Nobel Laureates ◽  
Orhan Pamuk ◽  
The One

This article discusses current issues in the evolution of museums worldwide, influenced by global phenomena. The globalization of culture, on the one hand, and the musealization of the world, on the other hand, become the plays of a spectacle of the contemporary world. The museum cultural model becomes dominant in today’s society, influencing all spheres and finding representation in the world’s literatures. Among the various approached theories, the concepts of musealization of the modelled world as a cultural spectacle, “the world as a museum”, imaginary museum, the literaturization of the museum and the musealization of literature. From this perspective, the theses of the Nobel laureates in literature Mario Vargas Llosa and Orhan Pamuk are analysed. In Pamuk’s novel The Museum of Innocence, the museum is the structuring narratological axis of the novel, its theme and compositional nucleus.

L’idée de l’exil chez Pham Van Ky et Linda Lê

2020 ◽  
Vol 23 (1-2) ◽  
pp. 143-154
Author(s):  
Van Quang Pham
Keyword(s):  
Human Migration ◽  
The Other ◽  
Contemporary World ◽  
The World ◽  
Literary Writing ◽  
The One

The contemporary world is characterized by the phenomena of displacement and human migration in different forms. The migrant subject enters into the paradoxical interiorization of identity: on the one hand, he has left what he was, and on the other, he must update what is shaping him in the present. Literary writing thus becomes a specific space for the expression and articulation of these existential states by bringing us to reflection on the experience of this existence ‘outside the world’ of writers. Pham Van Ky and Linda Lê are among the authors who allow us to question their condition of exile as a possibility of existence.

Conclusion

2012 ◽  
Author(s):  
Hans Joas ◽  
Wolfgang Knöbl
Keyword(s):  
Social Change ◽  
Social Theory ◽  
Theoretical Framework ◽  
Democratic Peace ◽  
Failed States ◽  
American Power ◽  
Contemporary World ◽  
New Wars ◽  
The World

This concluding chapter considers a convincing conception of enduring peace and the need to move beyond monothematic diagnoses of the contemporary world and of social change. It argues that none of the debates on peace-engendering structures and processes that have taken place since the 1980s in social theory have produced convincing results. The thesis of the “democratic peace” has proved essentially unviable, at least with respect to the so-called Kantians' initial claim of global validity for their statements. The discussion of “failed states” and “new wars” has focused largely on processes of state decline or marketization but has done little to place these processes within a broader theoretical framework. Finally, the arguments put forward by theorists of an American imperium, which entail antithetical positions, have failed to show that this attempt to spread American power throughout the world will in fact succeed and bring about peace.

Muslim Women’s Education And Social Mobility In The Perspectives Of Globalization

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 629-639
Author(s):  
Dr. BALAK RAM RAJVANSHI
Keyword(s):  
Social Change ◽  
Human Development ◽  
Social Mobility ◽  
Muslim Women ◽  
The Other ◽  
Development Education ◽  
The Social ◽  
The World ◽  
Key Factor ◽  
Subsequent Improvement

Education is crucial means for serving the Muslim women out of their economic gloom because economic dependence is the key factor contributing to the low position of Muslim women. Education is the key to all-round human development Education acts as a mechanism for social mobility. Education attempts to develop ability and capacity in individuals to increase higher status, positions or prestige and promotes active social mobility. Education and social mobility are closely related. Education is capable to encourage the growth and eliminate the backwardness of the nation. The more valuable and fruitful is the education, the more is the social mobility. Education tries to develop ability and capacity in individuals to gain higher status, positions or respect and sponsorsactive social mobility.  Globalisation made it easier to move people around the world and people get in touch with organisations who promise a better life faster. Education is directly related to occupational mobility and the subsequent improvement in economic position and on the other hand, kit forms and element of social change.

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