This thesis surveys the religious thought and political activities of K. H. (Kyai Haji) Hasyim Asy'ari (1871-1947), founder of both the Pesantren Tebuireng and the Nahdlatul Ulama. Given the extent of his legacy, it will study his life, educational background and pesantren milieu in order to gain an understanding of his career and the events that inspired him. A prolific writer, K. H. Hasyim Asy'ari produced works on theology, sufism, politics and Islamic law. Many of these works will be discussed. His theology was standard Sunni, while his mystical practice and thinking may best be described as sufi/ orthodox. He encouraged Muslims to follow the four Sunni schools (madhahib) in the belief that they contained the most valid teachings. In the political sphere, he called upon Muslims to strengthen the ties of Muslim brotherhood. And although K. H. Hasyim Asy'ari spent most of his life teaching in the pesantren, he also played an important political role, especially as leader of a Muslim unity movement during the late Dutch colonial period, as representative to Muslim organizations active under the Japanese occupation and finally as a supporter of Indonesian independence in the late 1940s. Significantly, K. H. Hasyim Asy'ari was regarded as the preeminent leader of the traditionalist Muslims from the 1920s to the 1940s, but enjoyed the respect of the modernist faction at a time when relations between traditionalists and modernists were strained. In effect, he served as spiritual leader to many 'ulama', soldiers and politicians.

Habilitation - Universität, Bonn, 2004.

D.Ed. (Philosophy of Education) / The madressa is a system of instruction for Muslim children, believers in the religion of Islam. Madressa classes are held daily, concurrently with classes of the ordinary secular school. Classes begin after the ordinary school day has ended. They start at about 14:30 and last for about two and a half hours. Most Muslim children, about 97% in Lenasia, attend these classes. This study originated from a concern about the educational justifiability of the madressa system. The madressa involves the religious formation of children. It shapes the attitudes, consciousness and behaviour of those who attend it, yet it is not subject to any form of control or supervision by an outside agency. If it is not in conformity with educational criteria, it can be open to abuse. There is also an enormous expenditure of time and effort on the madressa. It is necessary to consider whether the madressa is worth the effort devoted to it, whether it fulfils its religious purposes. The aim of the study was therefore, to determine whether the madressa: operates within the framework of acceptable educational criteria; fulfils its religious purposes. The research techniques employed are primarily qualitative, but a quantitative component has been added to make the study more comprehensive. Criteria for education have been established through literature study. These criteria serve as the bases for the evaluation of the madressa. The structure of an educational situation has been examined and has been divided into the following component parts: the aim; the learning content; the method; the persons involved: the educator and the learner; educational relations, particularly authority, discipline and punishment. Criteria for each of these components have been determined. The madressa owes its existence to its religious purposes. It exists to prepare learners to be good Muslims, who know and fulfil their religious obligations. For these reasons, the principles of Islam have also been described. There has also been a detailed study of the practices in the madressa. The research has revealed that: the practices in the madressa are in conformity with educational criteria; the madressa is directed towards achieving its religious purposes. However, there are areas of the madressa's activities that need further attention: there has to be much greater concentration on improving the skills of the educators and on ensuring that they have the required attributes; it is also necessary to promote greater co-operation between parents and educators; it is essential that both parents and teachers provide positive examples of behaviour; greater self-discipline has to be acquired by learners as this is crucial to the performance of religious duties. This study can provide the bases for a reconsideration of aspects of the madressa's activities to promote more effective education. This study also provides an example of a community's ability to create educational structures, by its own efforts, to reproduce its beliefs and values.

No description available.

Cover title: The role of Dr A. Abdurahman in the modernisation of Islam-oriented schools. / Bibliography: pages 471-494. / This dissertation concerns the modernisation of Islam-oriented schooling in Cape Town and environs whereby Muslim Mission Primary Schools emerge as a socio-cultural compromise between community needs and State school provision policy. It proceeds from the recognition of the cultural diversity that has since the pioneering days characterised the social order of the Mother City. Two religious and cultural traditions have coexisted here in a superordinate and subordinate relationship; one developed a school system for domestication and cultural assimilation, and the other a covert instructional programme for an alternative religious system and behaviour code. The thrust of the argument is that the Islamic community, developed on the periphery of society that excluded non-Christians, were in the main concerned with cultural transmission, first in the homes of Free Blacks during the Dutch regime, and later in the mosques that arose when religious freedom was obtained.

Islam is the world's fastest growing religion. It is known to have an abundant and very rich amount of knowledge found in the Qur'an and the teachings of Prophet Muhammad, and as such, this religion has tremendously contributed not only to Muslim societies but also to the West. One aspect of this contribution explicated in this thesis is its contribution to the field of Conflict Resolution. The primary purpose of this study is to unearth the tradition of peace and conflict resolution that comes out of the religion of Islam, which is unknown to many Muslims today. In this study, existing literature in the field is examined, and a qualitative exploration is carried out, in order to formulate a better understanding of the dynamics of the Qur'an, hadith and other documents of Islam, as they relate to peace and conflict resolution. Utilizing a mixed methods approach, data collected for this study came from two sources: the existing literature regarding Islam and conflict resolution and the participants (Imams and religious scholars of Islam) interviewed through a questionnaire. To begin with, the thesis introduces the fundamentals of Islam and major concepts of the faith. It proceeds with Qur'anic and hadith injunctions on peace and conflict, and how those divine revelations as believed by Muslims, were applied by Prophet Muhammad and his early followers. This work is concluded with the opinions and interpretations of the scholars regarding the original question of this study and the matters discussed in the literature review. The thesis deals with the teachings of the Qur'an and only investigates and analyzes historical events from the lifetime of Prophet Muhammad and the early caliphate of Islam. In the process, to further explore the concept of conflict resolution in Islam, interpretations of Muslim scholars and imams are included in this document review of the sacred texts of Islam. Some questions addressed in this research are, how might this knowledge be valuable to Muslims today in these times of great turmoil involving the Muslim world after September 11? Where do the primary sources of Islam, the Quran and the hadith, stand as far as peace and conflict are concerned? And most importantly, what does Islam have to teach about conflict resolution?

Univ., Diss.--Münster, 2004. / Literaturverz. S. 191 - 223.