By Jane Dammen McAuliffe
Because the dwelling scriptural history of greater than one billion humans, the Qur'an (Koran) speaks with a strong voice. simply as different scriptural religions, Islam has produced an extended culture of interpretation for its holy publication. however, efforts to introduce the Qur'an and its highbrow background to English-speaking audiences were hampered by means of the shortcoming of accessible assets. The Cambridge better half to the Qur'an seeks to treatment that scenario. In a discerning summation of the sector, Jane McAuliffe brings jointly a world crew of students to give an explanation for its complexities. Comprising fourteen chapters, every one dedicated to a subject matter of primary value, the booklet is wealthy in historic, linguistic and literary element, whereas additionally reflecting the impression of alternative disciplines. For either the collage scholar and the overall reader, The Cambridge significant other to the Qur'an presents a desirable entrée to a textual content that has formed the lives of hundreds of thousands for hundreds of years.
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Additional resources for The Cambridge Companion to the Qur'an (Cambridge Companions to Religion)
Additionally, on Moroccan schooling: E. M. Bellaire, ‘L’enseignement indigène au Maroc’, Revue du monde musulman 15 (1911), 422–52; on late-nineteenth-century edu- cation in Morocco, see Meakin, The Moors, pp. 325ff. ; and the short basic survey of B. circumvent, Muslim schooling in medieval instances (Washington: center East Institute, 1962). 29. ëAbd al-Rah. m¯an b. Khald ¯un, Al-Muqaddimah, ed. M. Quatremère, three vols. (Paris: Benjamin Duprat, 1858), vol. III, p. 260. On memorisation and recitation in Islamic schooling, see additionally D. F. Eickelman, ‘The artwork of memory’, Comparative stories in Society and background 20 (1978), 485–516, and his wisdom and gear in Morocco (Princeton: Princeton collage Press, 1985), pp. 57–71. On train- ing the Qur ì ¯an in conventional uncomplicated faculties, see L. Brunot, ‘Maktab’, in Encyclopaedia of lslam, new ed. , vol. III, pp. 178a–179a; J. Shar¯ıf, Islam in India, or the ‘Qan¯un-i-Islam’, trans. G. Herklots, rev. W. Crooke (London: Oxford collage Press, 1921; repr. ed. New Delhi: Oriental Books Reprint Corp. , 1972, 18321), pp. 51–2; L. Sanneh, The Jakhanke (London: overseas African Insti- tute, 1979), pp. 154–71 and ‘The Islamic schooling of an African child’, in G. N. Brown and M. Heskett (eds. ), clash and concord in schooling in tropical Africa (London: Allen and Unwin, 1975), pp. 168–86. 30. Cf. D. A. Wagner and A. Lotfi, ‘Traditional Islamic schooling in Morocco’, Com- parative schooling evaluate 24 (1980), 241–2; additionally, their ‘Learning to learn by means of “rote”’, foreign magazine of the Sociology of Language forty two (1983), 112–15; Eickelman, ‘Art of memory’, 492–3. 31. one of many best-known descriptions of this adventure is that through the nice Egyptian academic reformer T. ¯ah¯a H. usayn (1889–1973), al-Ayy¯am I (1926–7) (Cairo: D¯ar al-Ma ë ¯arif, 1962), pp. 28–72 (=Eng. trans. E. H. Paxton, An Egyptian youth (London: G. Routledge, 1932; repr. ed. London: Heinemann, 1981), pp. 13–33). 32. brought up from Haut Comit é M éditerran éen et de l’Afrique du Nord, l’Islam dans les colonies françaises, p. 32, through R. Santerre, Pédagogie musulmane d’Afrique noire (Montreal: Presses de l’Universit é de Montr éal, 1973), p. thirteen. 33. Santerre, Pédagogie, p. one hundred forty five (‘un m échanisme de formation totale’). See additionally pp. 13–17, 111–14, 122ff. , 145–50. Cf. Santerre’s remark (Santerre, Pédagogie, p. 123): ‘L’enfant jadis était confi é au mallum [the Qur ì ¯an instructor] pour être initi é non seulement au Coran, mais aussi à l’ensemble de l. a. vie sociale. Le maˆıtre devait se charger de le socialiser et d’en faire un homme. ’ 34. Eickelman, wisdom and tool, pp. 62–3. 35. F. Denny, ‘Types of Qur ì ¯an recitation classes in modern Cairo’ (unpub- lished paper) comprises attention-grabbing examples from Cairo. 36. D¯arim¯ı, al-Sunan, sect. 18, h. ad¯ıth eight of the creation ( muqaddima). 37. mentioned through al-Ghaz¯al¯ı, Ih. y¯aì , vol. I, p. eight. this practice is usually present in the h. ad¯ıth (see, e. g. , Wensinck, Concordance, vol. I, p. 275b). 38. Or on every one evening of any month: Cf. al-Ghaz¯al¯ı, Ih. y¯aì , vol. I, p. eight.