Educational Values in Islamic History: A Historical Review of the Book History of the Arabs

The history of Islamization in the archipelago, especially that happened since the 16th century has encouraged a writing tradition of religious manuscripts in huge numbers. The manuscripts can definitely be regarded as primary sources for reconstruction a social-intellectual history of Indonesian Islam in the past. One of the most important topics discussed in such sources is that relates to the history of blaming and marginalization of religious doctrine, especially that of Unity of Being (wah{dat al-wujūd), or popularly known in Java as Manunggaling Kawula Gusti. This article will examine some Islamic works covering the discourse of controversy between the orthodoxy and heterodoxy that emerged since the mid of 16th and 19th centuries in the Archipelago. The first work that will be consulted is a Sufi treatise entitled at-Tuh}fah al-Mursalah ila> an-Nabi> (the Gift addressed to the spirit of the Prophet) written by an Indian scholar, Fad{l Alla>>>h al-Hindi> al-Burha>npu>ri>. Furthermore, this article will demonstrate the emergence of ‘derivative’ local works of at-Tuh}fah, written both in Arabic and local languages. The works contain both opposing and supporting thoughts of the theosophical doctrine discussed in the at-Tuh}fah.

ABSTRACT: Sufi tradition was born at the instigation of Islamic spirituality and reflect s a new social and cultural forces in the classical period of Islam. Its configuration is not release from reality of S ufi’s “ zawiyah ” as a center of their development. The presence of Sufi institutions seems to be a counterweight to the political hegemony of the caliphs Amawiyah. The role and function of “ zawiyah ” from time to time have ups and downs, but its existence was maintaining intellectual and spiritual development of the Muslims. One of the unique tradition of them is writing the book on “Manaqib” or Sufi hagiography as the embodiment of ideals, intellectual, and “ tarekat ” (Sufi order) institutional doctrine as a reflection cohesiveness students in raising the role of teaching and Sufis figure as well as being a great effort for the development of Islamic historiography. And proved to be much more Sufi groups that maintain the life of such, they are not crystallized in the form of a dynasty, but more concrete in the form of social religious-institutions in areas of the East Central and parts of Asia, or in the form of religious schools in the Indonesian archipelago region. Specifically, Sufism in M edieval showed very strong social forces, especially in the pockets of rural and urban areas in a number of cities of Islam . Moreover, the Islamic tradition, mosque, and Islamic boarding school in “ Nusantara ” (Indonesian archipelago) are the part of the network of Sufi “ zawiyah ” tradition that has long flourished in the Middle East at the middle period in the history of Islam . KEY WORDS: Civilization; Sufi Zawiyah; Social-Political Condition; Islamic Tradition; Historiography. About the Author: Dr. Ajid Thohir is a Lecturer at the Department of History and Civilization of Islam, Faculty of Adab and Humanities UIN SGD (State Islamic University, Sunan Gunung Djati) Bandung, Jalan A.H. Nasution No.105 Cipadung, Bandung 40614, West Java, Indonesia. E-mail address: ajid_thohir@yahoo.com How to cite this article? Thohir, Ajid. (2016). “Sufi Tradition and the Establishment of Islamic Culture” in TAWARIKH: International Journal for Historical Studies , Vol.8(1) October, pp.31-44. Bandung, Indonesia: Minda Masagi Press and UIN SGD Bandung, ISSN 2085-0980. Chronicle of the article: Accepted (June 19, 2016); Revised (August 31, 2016); and Published (October 28, 2016).

İslam medeniyeti çerçevesinde Orta Asya Türk dilinin Karahanlı, Harezm ve Çağatay Türkçesi olmak üzere üç döneme ayrıldığı kabul edilmektedir. Üçüncü ve son dönem olan Çağatay Türkçesi XV. yüzyıldan XX. yüzyıla kadar Orta Asya’da ortak edebî dil olarak varlığını sürdürmüştür. Bu yüzyıllar arasında Çağatay Türkçesi ile manzum ve mensur birçok eser kaleme alınmıştır. Bu dönem eserlerinde çeviri eserler olduğu gibi telif eserler de bulunmaktadır. Dönemin eserleri incelendiğinde manzum eserlerin sayılarının mensur eserlere göre daha fazla olduğu görülmektedir. Ayrıca manzum olarak yazılmış tarih kitaplarının yanında mensur olarak yazılmış olanlara da rastlanmaktadır. Bu makalenin konusunu oluşturan ve Hicri 1301 (Miladi 1883-1884) yılında yazılmış olan İslam Tarihi adlı eser mensur olarak yazılmış tarih kitaplarından biridir. Makalede devam etmekte olan doktora tezinde ele alınarak incelenen Millî Kütüphane Yazma Eserler Bölümü Yz. A 2245 numarada kayıtlı ve katalog kaydında adı “İslam Tarihi” dili “Çağatay Türkçesi” olarak belirtilen eser ele alınmıştır. Eserin müellifi veya müstensihi bilinmemektedir. Makalenin giriş kısmında Çağatay edebiyatı alanında yazılan tarih kitapları hakkında genel bir bilgi verilmiştir. “İslam Tarihi” adlı eserin Çağatay edebiyatında bulunduğu yer tespit edilmiştir. Daha sonra Eserin Tavsifi adlı bölümde esere dair bilgiler ayrıntılı bir biçimde yer almaktadır. Ardından “İslam Tarihi” adlı eserin yazılış amacı, konusundan bahsedilmekte ve eserin bölüm başlıkları sırasıyla verilmektedir. Yine aynı eserin şekil bilgisi ve ses bilgisi özellikleri örnekleriyle incelenmiştir.

<p><em>The phrase that describes that a science should be pursued even to China. Novel Assalamualaikum Beijing provides an overview of the presence of Islam in the Bamboo Curtain country. Islamic civilization has appeared some time ago in China. The novel is intentionally prove that Islam was, and triumphed in China. Islam not only had triumphed in Europe, especially Andalusia (now Spain). Travelling around the main character of China as a columnist Asma Indonesia provided a glimmer of hope, strength, and love of the teachings of Islam. Islam never lived and interacted with the people of China. Chinese Muslim faces with hoods and eyes sipitnya show relationships and interactions among the Muslims. Islam in China is known as "pure religion of the sky" .In this novel, the reader is also treated to the values </em><em></em><em>of Islamic education, the history of Islam, and the messages of Islam. Building a mosque in China a sign of the existence of Islam. One of the mosques and Muslim villages in China. This shows the triumph of Islam in the past. The value of education and the propagation of Islam seen in self Zhongwen figures. He was fascinated with friends Mus'ab bin Umair handsome and willing to remove the sparkling world for his new love in Islam</em></p><p><strong><em> </em></strong></p><strong><em>Keywords: </em></strong><em>Islamic Civilization, Islamic Education Value, China</em>

<p><em>The phrase that describes that a science should be pursued even to China. Novel Assalamualaikum Beijing provides an overview of the presence of Islam in the Bamboo Curtain country. Islamic civilization has appeared some time ago in China. The novel is intentionally prove that Islam was, and triumphed in China. Islam not only had triumphed in Europe, especially Andalusia (now Spain). Travelling around the main character of China as a columnist Asma Indonesia provided a glimmer of hope, strength, and love of the teachings of Islam. Islam never lived and interacted with the people of China. Chinese Muslim faces with hoods and eyes sipitnya show relationships and interactions among the Muslims. Islam in China is known as "pure religion of the sky" .In this novel, the reader is also treated to the values </em><em></em><em>of Islamic education, the history of Islam, and the messages of Islam. Building a mosque in China a sign of the existence of Islam. One of the mosques and Muslim villages in China. This shows the triumph of Islam in the past. The value of education and the propagation of Islam seen in self Zhongwen figures. He was fascinated with friends Mus'ab bin Umair handsome and willing to remove the sparkling world for his new love in Islam</em></p><p><strong><em> </em></strong></p><strong><em>Keywords: </em></strong><em>Islamic Civilization, Islamic Education Value, China</em>

Secularists often spread lies about Islamic history and thus distort Islamic history. As Muslims, we must maintain the authenticity of Islamic history so that it can be properly understood by current and future generations. This article discusses the urgency of understanding Islamic history theoretically, as well as according to the paradigm of Yusuf Al Qardhawi which will be described in detail in this article. By using a descriptive qualitative approach with the aim of defining history, historical urgency, as well as describing theory and development, interpreting Yusuf Al Qaradawi's paradigm of the urgency of understanding Islamic history. This study resulted in the following discussions: 1) Yusuf Musthafa al-Qardhawi is one of the great scholars born in Cairo as well as a Muslim scholar who has had many works in various fields of science; 2) history is the knowledge or science of important events and events for many people or societies that occurred in the past that occurred to humans, society and nature chronologically or not; 3) History has 3 important essences, namely history as a science, history as events and history as stories; 4) By studying Islamic history, it is hoped that one can know and understand the growth and development of Islamic civilization, from the time of its birth to the present, and 5) According to Yusuf Al Qardhawi, the de-Islamization movement that aims to decredit Islam one of them is historical distortion, not all information recorded in history books is one hundred percent true. Many history books have distorted and lies that can be proven through intensive study. Therefore, it is important to study Islamic history that is studied by Muslims themselves so that Islamic history does not occur distortions).

This research is intended to reveal the educational values in the historical literacy, entitled “Salahuddin Al Ayyubi dan Perang Salib III” written by Alwi Alatas. The educational values exploring the notion of moral, awareness and religion values can be transformed into Islamic History subjects in Madrasah such as Aqidah Akhlaq, Al-Qur’an Al-Hadith, Shariah and Islamic history. Seemingly the same as moral and awareness values, religion values comprise pious, ubudiyah and muamalah that are appropriate to voice the character building as the spirit of curriculum 2013. As the result, it is expected that the learner’s perspectives on their religion history can be explored. Categorized as Islamic historical genre, this novel does not only promote the awareness on the historical place, language, events, narratives, concept, research skill, contention and contestability. This literacy can familiarize the learners with moral judgement and the ability of self reflection by making connection that relates the past with the self and the world today.

Abstract: Character education plays an important role to build an individual's character. In this notion, since about 2500 years ago Socrates had argued that the fundamental purpose of education is to make someone good and smart. In Islamic history, about 1500 years ago Muhammad, the last Prophet of Islam, also confirmed that the primary mission of educating people is to facilitate the formation of good character in which the ultimate teaching objective is about honesty (al-amien) and how can build such good character is to learn (iqra) from written texts and the passages that are not written. Thousands of years afterwards, the formulation of the main goals of education remain similar, that is to build good personality of learners. Undeniably, school or campus have great influence and impact on the character of students, whether intentionally or not. This fact became the entry point to state that the school or college has a duty and responsibility to make moral education and character building. Furthermore, some experts on educational value, moral or character argue that it is not only a duty or responsibility, but also an effort that should be a priority.

Purpose – This study was directed to analyze the Islamic values contained in the Book of ‘Aqīdatu Al-‘Awām and how these values can be taught in a modern context. In this study context, we sought to understand more about the history and context of the Yellow Book formation, specifically the Book of ‘Aqīdatu Al-‘Awām, and how they have influenced and can continue to influence Muslim education and society in Indonesia. This study is essential for understanding the history and role of the Yellow Book in shaping Islamic knowledge and identity in Indonesia, as well as helping the development of effective and relevant teaching methods that maintain these values in the context of modern education. Design/methods/approach – This study has adopted an organized, structured, and systematic literature study research design, intending to explore Islamic values contained in the Book of ‘Aqīdatu Al-‘Awām, as well as offering a suitable learning model to teach it. Data was collected through documentation methods and analyzed using content analysis. Findings – The study found that the Book of ‘Aqīdatu Al-‘Awām encompasses several values of Islamic education, including the value of aqidah, akhlaq, worship education, and Islamic history. We also found that traditional learning models, such as the sorogan or bandongan model, can be enriched by the integration of Problem-Based Learning (PBL) methods, providing opportunities to think critically, engage actively in learning, and develop problem-solving skills. Research implications/limitations – Despite a significant contribution to Islamic education, this study has several limitations. For example, the subjective nature of our approach and data limitations. Therefore, further research needs to validate the effectiveness of PBL integration in the teaching of the book of ‘Aqīdatu Al-‘Awām. Originality/value – This study is unique in analyzing the educational values in the Book of ‘Aqīdatu Al-‘Awām and proposing the integration of PBL in teaching it. These findings make an important contribution to the discourse of Islamic education, by showing how traditional Islamic educational institutions can adapt to modern educational paradigms, while still maintaining their unique identity and values at the same time. Future research is suggested to validate the effectiveness of this integration and explore the balance between traditional and innovative teaching methodologies in Islamic education.

Orientalism is an institutional activity from the West that studies the Eastern world in fields such as religion, language, science, thought, art, and history and produces value judgments about the East. Those who are engaged in this work are orientalists. Orientalists have closely examined Islamic civilization and its sources by going into the field and have produced many works. However, their attitude to get familiar with Eastern Islamic society was based on their superiority and the denigration of Islamic civilization. They made groundless claims against the most crucial source for Muslims, the Holy Qurʾān and hadiths. One of these orientalists was the Italian Leona Caetani. His work Annali Dell'Islām, which he wrote from an Orientalist point of view, was considered by Westerners as a school book in Islamic history and was accepted as a reference work in its field. This work, translated into Ottoman by Hüseyin Cahit Yalçın, caused great resentment and anger among the intellectuals of the Republic of Turkey at the time and led to the writing of refutations. The massacre of Ka'b Ashraf, which took place in the third year of the Hijrah, in Caetani's History of Islam, has always been a debate in Islamic history. With the spread of the Prophethood in Arabia, different balances emerged, and with the migration from Mecca to Medina, this situation took on another aspect. The new religion could not get used to the change in the balances in Medina, and the Jews, who could not digest this situation, embarked on hostile activities to humiliate the Prophet and Islam. One of these people was the Jewish poet Ka'b b. Ashraf, did his best to reveal his enmity to the Prophet Muhammad and Muslims on this path leading to his murder. His enmity, which peaked with the victory of the Muslims in the Badr War, increased even more, and the defeat of the polytheists, whom he called "the ruler of mankind", aroused great sadness in him. He went to the city of Mecca with his entourage, saying, "If Muhammad really killed so many people, the earth is better than the earth above it". He wrote poems to arouse the people there and to keep their pain even more vivid. Caetani, in his History of Islam, expressed what a dangerous and disturbing enemy Ka'b b. Ashraf was by saying that when he returned to Medina, he made violent attacks on the Prophet and the new religion, and even tried to seduce Muslim women, in other words, he did everything possible to earn the Prophet's most hatred and to become a man who angered him the most. In the face of such a dangerous enemy, the Prophet asked his companions, "Who can save me from the speech of Ka'b b. Ashraf? Because he disturbs Allah and His Messenger". Thereupon, Muhammad b. Maslama accepted this job. Together with Ka'b's milk brother Abu Nailah b. Salamah, Abbad b. Bishr, Haris b. Aws and Abu Abs, made a plan to eliminate Ka'b b. Ashraf slaughtered him—the killing of Ka'b b. Ashraf took place for various reasons and was not a selfish and unlawful killing. The background of this event with its causes and consequences in the historical process should be thoroughly analyzed, and inference should be made without focusing on the arbitrariness of the killing of Ka'b b. Ashraf. Caetani, who makes anti-Islamic discourses on many subjects and does not hesitate to express his opinion when necessary, did not make a counter-discourse on the massacre of Ka'b b. Ashraf in his History of Islam. In our study, we will evaluate Caetani's views by centering them.

This study aims to describe the Panjalu folklore in Ciamis Regency, (1) the structure of the folklore, (2) educational values, and (3) its relevance to literature learning in junior high school. The research data were obtained from interviews, recordings, and documentation. The research was conducted using the literature study method. Qualitative data analysis technique used in this research is structural analysis and interactive model analysis a descriptive method. Folklore studied from the history book of the Panjalu story in six versions of the work of Djaja Sukardja are folk tales of the story of Prabu Borosngora and the story of Maung Panjalu. Folklore is studied with a structural approach and studied educational values. The study of the two folk tales using a structural approach found intrinsic elements, including characters and characterizations, plot, setting, theme, and message. both folk tales contain educational values including moral, cultural, religious, historical, and heroic values. folklore in Panjalu is relevant to the literary learning in junior high school.

This article aims to examine the role of women in the history of Islamic education and analyze its conformity with the principles of Montessori education. The research approach used is descriptive qualitative with a literature study method, which focuses on reviewing literature on the history of Islamic education, biographies of Muslim women figures, and Montessori pedagogical theory. The research results show that women have actively contributed to the development of Islamic education since the beginning, both as students, teachers and founders of educational institutions. Figures such as Aisyah RA, Fatimah al-Fihri, and Zainab bint al-Kamal show that women play a strategic role in the transmission of Islamic knowledge. Furthermore, it was found that the educational values ​​applied by women in Islamic history—such as experience-based learning, character formation, and a humanistic approach—were closely related to Montessori principles. This research concludes that integrating the values ​​of Islamic women's education with the Montessori approach can be an important strategy in designing an Islamic education system that is inclusive, spiritual and gender equitable. This article recommends the need to revitalize the role of women in Islamic education as part of an educational system update that is relevant to the challenges of the times.

Introduction: A Symposium on Peace, Islam, and Counter-Narratives

Islam in history

The question dealing with the reliability of early Islamic sources has been a source of discomfort for scholars as well as students of early Islamic history. The work of Josef Schacht first published in the fifties of the past century has created an overall attitude of skepticism toward early tradition and made it difficult to study early Islam without justifying the use of early sources and determining their authenticity. This made the whole field part away from the picture painted by the early sources about early Islam, giving rise to unfounded theories and speculations about this historical period. The purpose of this paper is to show that the work of Schacht is unfounded and to present an alternative method for studying Islamic history. Our efforts will not be just theoretical but we will build on the work of Harald Motzki and Gregor Schoeler by bringing a case study from this early period and show how analyzing early isnads, the chain of authority narrating a particular event, impacts matns, the narration attached to the isnad. This will show that scholars of Islamic history may rely on early historical narration for understanding early Islamic history given that they pay particular attention to who is narrating what to whom.