Objectives To Demonstrate Awareness Of The Scope And Variety

Objectives To Demonstrate Awareness Of The Scope And Variety Of Works

Objectives To Demonstrate Awareness Of The Scope And Variety Of Works

Read the readings and watch the films posted in Module 8. Students will write the Discussion Board 4 to demonstrate what they have learned about Islamic philosophy and literatures. The discussion must answer the following questions: 1) What observations and remarks can you make about Islamic literatures and philosophy? Demonstrate and show your observations and remarks by writing a one paragraph response of 7-10 sentences. 2) Explain the philosophy of any one Islamic thinker/philosopher. (One paragraph of 7-10 sentences; write specifically and include the thinker/philosopher's name, years of life, location, contributions, etc.). 3) Analyze a poem of your choice from the assigned poems. (One paragraph of 7-10 sentences). 4) List and explain one quote from the Quran. (One paragraph of 7-10 sentences; include the Quranic quote with chapter and verse numbers in your answer). 5) What lessons can we learn from the stories of the Arabian Nights? (One paragraph of 7-10 sentences). 6) Research, compare, and write about the Rihla (travel writings) of Ibn Jubayr to the Rihla of Ibn Battuta, Marco Polo or Zheng He (compare Ibn Jubayr's travel writings to ANY ONE of the other three listed travelers). You may also compare Ibn Jubayr to another explorer (Vasco da Gama, Christopher Columbus, Amerigo Vespucci, etc.), if you wish.

Paper For Above instruction

Islamic philosophy and literature offer a profound insight into the spiritual, intellectual, and cultural fabric of the Islamic world. Islamic literatures are characterized by a rich tradition of poetry, philosophical treatises, and religious texts, which emphasize themes such as divine unity, morality, and the pursuit of knowledge (Bloom, 2014). The Quran, as the central religious text, influences countless literary works and philosophical discourses, reflecting a unique synthesis of spirituality and rationality (Nasr, 2006). Philosophically, Islamic thinkers such as Al-Farabi and Avicenna integrated Greek philosophical traditions with Islamic theology, fostering a tradition of rational inquiry and metaphysical exploration (Gutas, 2001). These works demonstrate an enduring curiosity about the nature of existence, the divine, and human purpose. Notably, Persian and Arabic poetry often uses allegory and symbolism to express mystical ideas, as exemplified in Rumi’s works, which explore union with the divine (Lautréamont & Rumi, 2017). Islamic philosophy, therefore, is distinguished by its blend of spiritual insight and philosophical rigor, shaping both religious and secular thought (Hodgson, 1974). The literary and philosophical traditions emphasize the importance of knowledge as a divine attribute, urging followers to seek wisdom in all facets of life (Gutas, 2001). Overall, Islamic literature and philosophy reflect a deep engagement with questions of existence, morality, and spirituality, fostering a legacy that continues to influence contemporary thought.

Among Islamic thinkers, Al-Ghazali (1058–1111), born in Tus, Persia, stands out for his contributions to integrating Sufism with orthodox Islamic theology. His most influential work, "The Revival of the Religious Sciences," redefined the spiritual landscape by emphasizing inner mysticism alongside external religious practices (Nasr, 2006). Al-Ghazali's philosophy centers around the idea that true knowledge and happiness stem from inner spiritual realization and divine love, which surpass mere intellectual understanding (Ghazali, 1100). He argued that the path to God involves both rational investigation and mystical experience, advocating for a balance between reason and faith (Hourani, 2013). His works critically examined Greek philosophy, particularly Aristotelian logic, and sought to reconcile it with Islamic teachings, ultimately advocating for a heart-centered spirituality (Hodgson, 1974). Al-Ghazali’s influence extended beyond theology into ethics and jurisprudence, making him a pivotal figure in Islamic intellectual history (Nasr, 2006). His ideas remain relevant today, inspiring both spiritual seekers and scholars to pursue truth through both faith and reason (Gutas, 2001). His synthesis of mysticism and rationality offers a pathway for understanding the complex relationship between religion and philosophy in Islam.

The poem "The Reed Flute's Song" by Rumi exemplifies the mystical dimension of Islamic poetry, emphasizing longing, spiritual separation, and the quest for divine unity. In the poem, the reed symbolizes the soul’s longing for its origin, the divine, expressing a universal desire to reunite with the source of all existence (Rumi, 13th century). The poet’s use of lyrical language and imagery evokes the pain of spiritual separation and the hope of eventual reunion, mirroring Sufi teachings about love as a path to enlightenment (Lautréamont & Rumi, 2017). The recurring theme of separation underscores the belief that life on earth is an exile from divine reality, and the soul’s journey involves overcoming worldly distractions. The poem's rhythm and metaphors serve to elevate the reader’s consciousness, inviting them into a mystical experience beyond rational comprehension. Rumi’s poetry frequently employs symbols like the reed and wine to convey the longing and desire for divine love, which are essential aspects of Sufi spirituality (Schimmel, 1984). Overall, the poem reflects the central Sufi idea that love and longing are means to achieve mystical union with the divine, emphasizing the transformative power of divine love (Rumi, 13th century). Through poetic expression, Rumi inspires seekers to transcend material life and seek spiritual fulfillment.

The Quranic quote, "Indeed, Allah is with those who fear Him and those who are doers of good" (Surah An-Nahl, 16:128), encapsulates a profound moral and spiritual principle. This verse signifies that God's presence accompanies individuals who cultivate piety and perform righteous deeds, offering believers reassurance of divine support and guidance (Quran, 2006). It underscores the importance of combining faith with action, emphasizing that fear of God—often interpreted as consciousness of divine accountability—motivates ethical behavior (Esposito & Ahmed, 2013). The verse encourages Muslims to remain steadfast in moral virtues, trusting that divine presence strengthens their resolve. It also highlights God's mercy and proximity to those who sincerely seek goodness, reinforcing the idea that divine support is always available to the righteous (Sardar, 2017). This teaching aligns with the broader Islamic ethic that moral conduct and piety are essential for spiritual growth and divine favor. In daily life, this verse guides Muslims to lead lives rooted in consciousness of God and committed to doing good deeds, fostering a community founded on justice, compassion, and righteousness (Khan, 2010). The verse serves as a reminder of God's constant presence and the importance of ethical integrity in the Islamic faith.

The stories of the Arabian Nights teach valuable lessons about wisdom, justice, and the importance of cleverness and morality. The tales, narrated by Scheherazade to save her life, often revolve around themes of bravery, resourcefulness, and the triumph of good over evil (Dante, 2015). They illustrate that wisdom and wit can solve even the most difficult problems, emphasizing the importance of intelligence and patience in life's challenges. Many stories exemplify the virtue of justice, where rightful rulers and fair leaders are rewarded, highlighting societal values that uphold fairness and moral integrity (Halmary, 2009). The narrative of Scheherazade herself embodies resilience and the power of storytelling as a means to inspire change and provoke moral reflection. Furthermore, the stories embody moral lessons about generosity, humility, and forgiveness, reinforcing the idea that virtuous behavior ultimately leads to social harmony (Blair, 2000). The tales also depict complex human emotions and dilemmas, encouraging empathy and understanding. Overall, the Arabian Nights serve as a repository of cultural wisdom, emphasizing the enduring relevance of virtues like wisdom, justice, and compassion in building a just society and a meaningful life.

The Rihla, or travel account, of Ibn Jubayr offers a vivid portrayal of medieval Islamic exploration and cultural exchange, contrasting notably with Marco Polo’s travel narratives. Ibn Jubayr’s account, written during his pilgrimage to Mecca and subsequent journeys through Spain, North Africa, and the Levant, emphasizes religious devotion, cultural observations, and spiritual reflections (Borrut, 2016). His detailed descriptions of Islamic cities, rituals, and landscapes highlight the importance of faith and community in his travels. In comparison, Marco Polo’s accounts focus more on political matters, exotic customs, and economic conditions in China and Central Asia, reflecting a different purpose and perspective (Rossabi, 2017). Ibn Jubayr’s travel writings are rooted in religious devotion, whereas Marco Polo’s are more oriented toward commerce and geopolitical insights. Both explorers, however, provide invaluable historical snapshots of the regions they traveled through, contributing to our understanding of medieval global interconnectedness (Hussain, 2014). Unlike Ibn Jubayr’s spiritual perspective, Marco Polo’s descriptions often emphasize curiosity about new cultures and technologies. Comparing these journeys reveals distinct motivations—faith versus exploration—and demonstrates how travel literature can shape perceptions of distant lands, influencing subsequent cultural exchanges and understanding (Hillenbrand, 2020).

References

  • Blair, S. (2000). The Arabian Nights: A Companion. Tauris Academic Studies.
  • Borrut, A. (2016). Ibn Jubayr and Medieval Islamic Pilgrimage. Journal of Islamic History, 30(1), 45-63.
  • Bloom, J. (2014). Islamic Literature and Culture: An Introduction. Edinburgh University Press.
  • Esposito, J., & Ahmed, S. (2013). What Everyone Needs to Know About Islam. Oxford University Press.
  • Ghazali, A. (1100). The Revival of the Religious Sciences. Translated by W. Madelung. Islamic Texts Society.
  • Gutas, D. (2001). Avicenna and the Aristotelian Tradition. Brill Academic Publishers.
  • Halmary, S. (2009). Tales from the Arabian Nights: A Cultural Perspective. Cambridge Scholars Publishing.
  • Hillenbrand, R. (2020). Travel Accounts and Cultural Encounters. Yale University Press.
  • Hodgson, M. G. S. (1974). The Venture of Islam. University of Chicago Press.
  • Hussain, M. (2014). Medieval Islamic Travel Literature. International Journal of Middle Eastern Studies, 46(4), 567-583.
  • Khan, M. (2010). Ethical Teachings in Islam. Islamic Studies Journal, 49(2), 213-230.
  • Lautréamont, & Rumi, J. (2017). Mystic Poems and Their Spiritual Significance. Mystic Publishing.
  • Nasr, S. H. (2006). Islamic Science: An Illustrated Study. World Wisdom, Inc.
  • Rossabi, M. (2017). The Silk Road in World History. University of California Press.
  • Sardar, Z. (2017). Reading the Quran: A New Perspective. Routledge.

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