Tag: Islam

Perceptions of religious affiliations

According to a recent Pew survey, Americans perceive Jews more favorably than any other religion: 35% have a very or somewhat favorable view of Jews, 58% have no opinion, and 6% have an unfavorable opinion. That’s a 28 point “balance of opinion” between favorable and unfavorable. Mainline Protestants ranked second, with a 20 point balance of opinion.

Evangelical Christians had a 2 point balance of opinion in favor. However, most religious persons have a positive perception of their own religious group. If you remove the opinions evangelical Christians had of themselves, then they wound up with a negative 14 point balance of opinion.

Finally, people apparently tend to have a higher opinion of religious groups where they know someone that belongs to that group. Thus, Muslims and atheists fared poorly on this survey, probably in large part because so few Americans know an actual Muslim, or a real live atheist. However, atheists tend to have negative views of other religious viewpoints.

Link to the survey on the Pew website

Link to Religion News Service summary of the survey results

The Doctor who rode a hyena to Mecca

Another story for liberal religious children. This story comes from Hausa Folklore, stories told by Maalam Shaihua and translated by R. Sutherland Rattray (Clarendon Press, 1913). The Hausa, who live in what is now Nigeria, were one of North Africa’s major trading powers. By the 14th century, many Hausa people had converted to Sunni Islam, and eventually Hausaland became a Caliphate. Traditional Hausa religion (called “Bori” or “Maguzanci”) persisted in the countryside, and still does today. The present story appears to combine elements from older Hausa folklore (talking animals) with Islamic elements (trip to Mecca). This story reminds us that Islam has been a feature of West Africa for centuries.

A certain doctor, a man of great learning who wrote elegant Arabic script and who was well-versed in the complicated legal, historical, and religious learning of the Hausa people, set out to go on the Hajj. This is the pilgrimage to Mecca that all good Muslims hope to make, so that they might add to their rewards in the afterlife.

This doctor had a very thin mare. He saddled her, mounted her, and began the long journey to Mecca. He was deep into the forest when be saw a hyena. The hyena saw that the doctor’s mare was very weary.

“Doctor, where are you going?” said the hyena.

The doctor said, “I am going to Mecca.”

“But something seems to be the matter,” said the hyena.

“It is the mare,” said the doctor. “She is weary.”

“Give the mare to me,” said the hyena. “I shall kill her, and eat her up. Then you can mount me and we shall set out to Mecca.”

The doctor said, “So?”

The hyena said, “Yes, it is so.”

The doctor said, “You must not deceive me.”

She replied, “Come now, Doctor, it is because I have seen that your mare is unable to go on that I speak. For my part, if you mount me, this instant I will carry you to Mecca.”

The doctor said, “All right, catch the mare and eat it.”

The hyena seized the mare, tore it up, picked up the meat and took it home. She ate it with her children. The doctor waited and waited for her to return, but she did not come back. At last a jackal came along and saw the doctor sitting there.

“Doctor, what has happened?” said the jackal.

“I was on my way to Mecca,” said the doctor. “My mare got tired, so I sat down. The hyena came along and asked what was the matter, and I said that that I was on my way to Mecca but my mare was tired.

“And the hyena said, ‘Oh, this thing can never take you to Mecca. Give her to me to eat so I can increase my strength, then I can carry you to Mecca.’ I then said,” the doctor went on,, “‘Hyena, you must not deceive me, by eating my mare then running away.’ But she replied, ‘Why would I do that? it is the truth I told you.’ I thought what she told me was true, but after she caught the mare she went off and I haven’t seen her again.”

“Stop worrying, Doctor,” said the jackal. “I will bring her to you.”

The jackal took up all the horse tack — the saddle and saddle-cloth, the bit and halter, the spurs and whip — and off he went. On the way, he found a lump of meat and took it along as well. He dropped the tack, piece by piece, dropping the saddlecloth last of all, when he was near the mouth of the hyena’s hole.

When he got to the hyena’s hole, he stood and announced his arrival.

But the hyena had told her children, “Whoever comes here looking for me, you must say I am not here.” So when the jackal hailed, the children said, “She is not here.”

“Allah curse her, she has no luck,” said the jackal. “Here I have brought her good news, and bad luck prevents her from hearing it. For a cow has died, a very fat one, and I have come to call her and show her. But you say, she is not here. So I will leave.”

Then the hyena said, “Who is seeking me?”

“I am seeking you<” said the jackal. “A fat cow has died, but these children say you are not here. Here, I cut off a big lump of meat and have brought it to you”

“There is no God but Allah!” said the hyena. “You worthless children, I was asleep, but you say I am not here.” And the hyena came out of her hole.

The jackal offered her some of the lump of meat, saying, “Taste it.”

She swallowed the meat, giving none to her children. Then she said, “Let us be off.”

The hyena was eager to get to the fat cow, and she was a long way in front of the jackal. “Here,” said the hyena, “you cannot walk fast enough. Climb up and ride me so that we may go quickly.”

The jackal rode her, and soon they came to the saddle cloth. The jackal said, “Let me spread this thin on your back, for the hair on your back is getting ruffled.” When he had the saddle-cloth on her, he mounted once again and they rode off.

Soon they came to the bit and halter. “Let me lift up this thing and put it in your mouth,” said the jackal. “Perhaps it will be better for me to hold.”

“Put it on quickly and let us get on,” said the hyena. The jackal put on the bit, took hold of the halter, and they rode off again.

Soon they came to the spurs and whip. The jackal dismounted, took up the whip and put the spurs on his feet, and mounted again.

As they drew near where the doctor was waiting, the hyena said, “You must not take this way.” For she did not wish to meet the doctor again, so she took another path. But when they were opposite where the doctor sat, the jackal struck her with the spurs and turned the bit towards the doctor. Then the hyena sprang forward, saying, “Oou, oou.”

The jackal pulled up in front of the doctor, dismounted, and said, “Doctor, behold your debtor. Mount her, and do not get off until you reach where you are going. If you dismount, even at the water, do not take her to a stream of water.”

The doctor replied, “I have heard.” He mounted, and did not dismount until they had ridden all the way to Mecca, over a thousand miles.

When he got to Mecca, his dismounted from the hyena. He asked some children to hold her, saying, “You must not mount her, and you must not take her to the stream.” Then the doctor entered the mosque where they were praying.

But the children did not listen. They mounted they hyena, and rode her to a nearby stream. As soon as she got out of the town, she began to gallop into the bush. She threw them off, and ran away. So when the doctor came out of the mosque, he saw neither the children, nor the hyena.

That is all.

Sacred myths of Abrahamic religions, parts 1-3

Three video lecturettes on the shared myths of Abrahamic religions. I’ll include links to all three videos below the fold, followed by texts of the talks.

Some of the books referenced in this video series:
“Cosmopolitanism: Ethics in a World of Strangers,” Kwame Anthony Apiah (W. W. Norton, 2006)
“J.B.: A Play in Verse,” Archibald MacLeish (Houghton Mifflin, 1958)
The children’s story books are:
“Bible Stories of Jewish Children: Joshua to Queen Esther,” Ruth Samuels (Ktav Publishing, 1973)
“The Pilgrim Book of Bible Stories,” Mark Water (Pilgrim Press, 2003) “Goodnight Stories from the Quran,” Saniyasnain Khan (Goodword Books, 2005)

Continue reading “Sacred myths of Abrahamic religions, parts 1-3”

Internal diversity of Islam

Rizwan Mawani, a Canadian scholar, has published a new book titled Beyond the Mosque: Diverse Spaces of Muslim Worship. I’m interested in the book because according to an interview by Religion News Service, Mawani provides insight into the internal diversity of Islam:

“The challenge of writing a book like this is that there are exceptions to almost every universal we try to proclaim upon the Muslim world. I’m always hyper conscious about asking ‘Is this sentence true for all Muslims? And if not, how do I modify it to reflect a pan-Muslim experience?'”

Mawani looks at the diversity of architecture (as you’d expect from the title), but other kinds of internal diversity as well — such as how ritual practices are constantly evolving, thus providing insight into diversity over time. But, according to the interview, Mawani also tackles some hot-button issues, such as the issue of gender:

“[T]here are communities like the Alevis [with 25 million adherents], found mostly in Turkey, who don’t define themselves as Sunni or Shia, where men and women pray side by side in spaces called cemevis, and oftentimes even interspersed with one another. Because in Alevi theology, God doesn’t see the body. All he sees is the soul of the believer, and gender is ultimately dissolved.”

Although in the West, we typically divide Islam into Sunni and Shia, Mawani found diversity beyond this bipartite division. For example, many of the first Muslims to come to North American were probably neither Sunni nor Shia:

“Another interesting thing to consider is how Islam came into North America. If we look at the earliest migration of Muslim communities, we of course have West African slaves, many of whom we now know practiced Islam. Many of them probably brought a form of Sufi Islam. So though Sunni Islam is the predominant form of Islam in the U.S. today, it’s not necessarily how America got introduced to Islam.”

In the interview, Mawani also touches on the geographic diversity of Islam, pointing out that one in three Muslims worldwide come from South Asia. I was particularly interested in Mawani’s comments on how to find Muslim diversity in North America; a Web search for “masjid” is going to exclude some significant Muslim diversity:

“If you live in a big city, especially, there are lots of opportunities to engage or even work with various Muslim communities. Obviously you can do a Google search and walk through your neighborhood looking for mosques. But you may need to research other names. There are masjids, of course, that are used by Shia communities, but they also have spaces known as an imambara or matam or husayniya or something else, depending upon which part of the world that community comes from. There are many Sufi and mystically inclined spaces in many cities, so searches for words like tekke or zawiya or khanaqah can unearth communities in our own area that we may not be familiar with.”

Read the entire interview here.

Buying the book: Do the author a favor and do NOT buy from Amazon, because they drastically cut how much money the author receives per book. Instead, I recommend buying all your religion books from the Seminary Coop Bookstore in Chicago. They do not yet have “Beyond the Mosque” in stock, but you can special order it here.

Critical Approaches to Faith and Environment

The 9 a.m. session on Tuesday, May 24, of the Sacred Texts Human Contexts conference, titled “Critical Approaches to Faith and Environment I,” included presentations by John Fadden, adjunct professor at St. John Fisher College, and Shalahudin Kafrawi, professor at Hobart and William Smith College.

In “The Apocalypse of John: Friend and/or Foe of the Environment?” Fadden gave an analysis of the book of Revelation. As a Biblical scholar, he said that we have to be careful about using a two thousand year old text to discuss contemporary issues. John of Patmos, the author of Revelation, was writing for a first century C.E. audience in the Roman Empire; he was not writing for a twenty-first century audience, and did not specifically address global climate change or other ecological concerns.

“He’s also not really concerned with the end of the world in the way we have perhaps come to associate with the apocalypse,” said Fadden, “especially what we have come to call dispensationalism,” a contemporary interpretive framework that inspired the Left Behind series of books. “That’s not really his interest,” said Fadden, and “as Biblical scholars, we have to be sympathetic to the first century audience.”

However, the intended audience of the Bible is often forgotten. For example, in 2005, during George W. Bush’s presidency, some observers believed that Bush was influenced by an apocalyptic attitude, and those observers believed this attitude had an impact on Bush’s environmental policies. Some of these observers went to far as to wish that Revelation had not been included in the Bible. But Fadden says you can’t really blame a first century text for George W. Bush’s environmental policies. “The problem is not the text so much as how you might interpret it,” he said.

Thus Fadden is interested in seeing if there is an alternative, “eco-friendly way of reading the text.”

Continue reading “Critical Approaches to Faith and Environment”

Environmental ethics panel

Presenters at the Environmental Ethics session of the Sacred Texts Human Contexts conference at 9 a.m. on Wednesday, May 25, were Lyndsey Graves, recent graduate of Boston University School of Theology; Michael Malley, student at Methodist Theological School in Ohio; and Etin Anwar, professor at Hobart and William Smith College.

I was particularly interested to hear Graves’s presentation, “Liberal vs. Literal?: Opportunities for Environmentally Ethical Pentecostal Interpretations of Genesis 1:26-28.” Pentecostalism is arguably the fastest growing religious group in the world, and as such could be a valuable interfaith ally in addressing the current global environmental crises.

Graves chose to address Gen. 1:26-28 because it has been such an influential text, with its injunction to “subdue” and have “dominion” over the earth. While this text has often been interpreted as giving humankind license to exploit other organisms and non-living things, eco-theologians have re-interpreted the text as calling on humans to be responsible stewards of the earth. Graves said that today, some Pentecostals are now “creatively coming up with ways to reinterpret Genesis 1:26-28.”

“I am focusing on the words ‘dominion’ and ‘subdue’,” Graves said. She pointed out that liberal Christians can say that this passage is not particularly important to them, or they can re-interpret the text to call for stewardship, “which I do not think is really justified in the Hebrew.”

But Pentecostals do not really have these options. Pentecostals assert the “inerrancy of the word of God, and because of this they do not aim to evaluate the Bible, but “to understand it and submit” to the will of God.

Graves reviewed the work of several relevant theologians who have provided readings of the text that might prove useful to Pentecostals.

Continue reading “Environmental ethics panel”

Dahwoodi Bohra mosque

Recently, a new mosque opened in Palo Alto, which is affiliated with a specific group of Shia Muslims known as Dahwoodi Bohra. I’ve been looking into Dahwoodi Bohra, and have found that it challenges some of my notions of Islam.

Dahwoodi Bohra is a branch of Isma’ili Islam, along with the better-known Druze; and Isma’ili is a branch of Shi’a Islam. Isma’ilism has Seven Pillars, instead of the more familiar Five Pillars of Islam. The Isma’ili consider the Shahadah — “There is no God but Allah and Muhammad is his prophet” — to be the grounding statement of all Seven Pillars, and therefore not a pillar in itself. The Seven Pillars of the Isma’ili include the familiar Salat (prayer), Zakat (charity), Sawm (fasting), and Hajj (pilgrimage). The three additional pillars are Jihad (struggle), Walayah (guardianship of the faith), and Taharah (purity). Although I usually think of Muslims performing Salat, prayer, five times a day, the Dahwoodi Bohra pray three times a day, since they perform some of the prayers at the same time.

The Dahwoodi Bohra have characteristic clothing which they may wear at religious ceremonies. The men wear a white tunic and coat, with a hat known as a topi (on Youtube, I found instructions on how to properly starch a topi here). Women typically wear head scarves, but rather than the subdued fabric I usually see Muslim women wearing, Dahwoodi Bohra headscarves tend towards the bright and spangly.

In common with other Shi’a Muslims, a major ritual is the Mourning of Muharram, which is observed in the first Islamic month; this observance is generally not performed by Sunnis. And there is much more to learn about the Dahwoodi Bohra: they have their own language; the largest number live in Gujarat, India, and Karachi, Pakistan; the women sometimes perform genital mutilation of girls, yet the men may be unaware of this; etc.

Yet learning even this little bit about the Dahwoodi Bohra has shown me the extent to which I have assumed that Sunni Muslims are normative. I should know better: every religious tradition I have started investigating has proved to be far more diverse than my original assumptions allowed for.

 

And here are some links to news stories on the local Dahwoodi Bohra mosque: here, here, and here. There’s not much about the congregation on Salatomatic, but for reference, their listing is here. Finally, the “official” Dahwoodi Bohra Youtube channel, which appears to be mostly audio files, is here.

List of faith communities near Palo Alto

I’ve been compiling a list of religious organizations mostly in Silicon Valley, from San Jose to San Francisco. The middle school class of our congregation visits other faith communities, and this list is designed to be used as a resource to help the class find places to visit.

Even though I was familiar with the work of Harvard’s Pluralism Project, even though I expected a wide diversity of religious traditions, I was still astonished at the religious diversity I found: there are hundreds of faith communities, ranging from Anabaptists to Zoroastrians, within an hour’s drive of our congregation.

Most of the research I did was online. It proved difficult to research some faith communities online, as quite a few do not have Web sites, or they have Web sites that are so outdated you don’t trust them. Yelp proved to an excellent source of information about many faith communities, especially when there were recent reviews (search for “Religious organizations” in a given locale). Youtube also proved a good source of information in a few cases; sometimes faith communities have inadequate Web sites but their members may post videos that provide useful information. One or two congregations had Facebook pages that provided the most recent information.

This list also relies on some real-world research. Our middle school class has visited some of these congregations, as noted on the list below. I also relied a lot on word-of-mouth information — people telling me about some faith community that they knew about, or had friends in, or belonged to.

Perhaps the most difficult part of making this list was figuring out a reasonable way to organize it. I started with the eight major world religions identified in Stephen Prothero’s book God Is Not One; added Zoroastrian, Sikh, Baha’i, and Jain to the list; then finished off with a list of New Religious Movements organized according to the categories in the book New Religious Movements, ed. Christopher Partridge. That takes care of the major divisions. It was more difficult to know how to categorize sub-groups within Christianity and Islam. Christianity is arguably the most diverse of the major world religions, and I did the best I could based on various scholarly reference works. Islam was also challenging to categorize, and I finally decided to use the categories from the Salatomatic Web site.

If you live in Silicon Valley, I’d love it if you looked over the list — then let me know if you see any errors or obvious omissions.

And now: the list! Continue reading “List of faith communities near Palo Alto”

REA: Teaching about Islam using a worldview framework approach

In the final breakout session at the Religious Education Association 2014 conference, I attended a presentation by Mualla Selçuk of Ankara University and John Valk of the University of New Brunswick titled “Journeying into Peaceful Islam: A Worldview Framework Approach.”

Valk and Selcuk reported on a pedagogical model they used to engage Muslims and non-Muslims in learning about “a comprehensive Islam.” The problem they are addressing with their pedagogical model is pervasive stereotyping regarding Islam. In particular, Islam is stereotyped as violent; as authoritarian, patriarchal, and rigid; as a religion that persecutes other religions; etc.

Sometimes the stereotyping of Islam is subtle, particularly in media coverage of Islam in the west. Media coverage of Islam “often confuses correlation with causation” — if an individual Muslim engages in, say, an act of violence, the act of violence will be attributed to the individual’s religion. Sometimes the stereotyping is not as subtle, as when anti-religious and anti-Islamic discourse cherry-picks elements of Islam (or religion more generally) to “prove” that religion/Islam is bad.

Religious education can be complicit in stereotyping, if it uses a passive passive pedagogical model. It’s not enough to give students information about religion, e.g., disconnected facts (e.g., Muslims pray using certain prescribed body motions), or prescribed answers (e.g., Islam as a whole believes X).

Valk asserted that an appropriate pedagogical model must include an experiential component. He mentioned site visits, meetings with spiritual leaders, human interaction, etc. He added that “personal engagement” is also necessary, i.e., engaging the questions and challenges of Islam: religious, spiritual, science, religion, etc. Valk said that they challenge the learners to think. “So instead of saying, ‘Islam believes in God’,” he said, “We ask, ‘What does it mean to believe in God?’ … Let the students explore the possibilities.”

Valk then outlined their worldview framework for an appropriate pedagogy. This worldview framework has five sub-frameworks, including: personal/group identity;
cultural dimensions;
existentialist questions; etc.
The pedagogy uses a “Socratic” approach of open-ended questions.

Mualla Selçuk, a Muslim, pointed out that Valk is a Christian. Thus the collaboration between them reflects their pedagogical approach. She referred her listeners to their recent article in the REA journal for more information about their work. “This worldview approach to Islam, or I would argue to any religious or secular worldview,” she concluded, “is a valuable resource for religious educators and teachers.”

One questioner asked, “Both your presentations had components of unlearning. Do you have a pedagogical model for this?” While unlearning was not explicitly mentioned in their model, this was something they had thought about.