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Kamis, 15 Oktober 2015

Reception of Islamic Law

Reception of Islamic Law On Indigenous Communities: Study of Legal Anthropology in Baduy and Kampung Naga
By: Abdurrahman Misno Bambang Prawiro*

Abstract

The first community to accept Islam was the tenant at the coastal areas of Sumatra, Java, Sulawesi, Kalimantan, Maluku, Nusa Tenggara and Papua. After that Islam disseminated to rural areas throughout the country as the consequence of their reception of Islamic law. However, the fact was not all Islamic law accepted and implemented, because they already have customs practiced continuously by hereditary generations long before the arrival of Islam. Some custom in Indonesia, which still survive was practiced by indigenous community such as Baduy and Kampung Naga.
This research examines the reception of Islamic law by those indigenous communities. The focus of this study is the elements of Islamic law, the reception pattern of Islamic law, and the factors that influence the reception. The purpose and usefulness of this study was to answer the research questions and describe the two customary of communities as well as bad correlation with the Islamic legal system. The method used is empirical legal study. The data used in this study were the primary data source derived from observation, deep interviews and library research.
Research shows that the reception of Islamic law by the community of Baduy in the implementation of Islamic law marriage that is reading the creed of the Prophet Muhammad PBUH records by KUA, especially on the community of Outer Baduy. Reception  in the field of inheritance was limited to the mention of the terms in Islamic inheritance, while the division still follow their customs that divide the estate equally both boys and girls. While the community of Kampung Naga reception occurs in the majority of law and worship in particular muamalah especially in wedding. Islamic law reception process occurs due to internal factors (custom character and creed) and external (social interaction and the power of the state).
The researcher formulated the theory of Islamic law reception by the indigenous communities is Reception through Selection-modification, reception of Islamic law by indigenous communities with the selection and  modification. If Islamic law  is in accordance with the accepted custom, when it conflicts then modified to align with traditional values.

Keywords: Reception of Law, Legal Anthropology, Indigenous Community, Adat, Islamic Law, Baduy, Kampung Naga and Theory Reception through Selection-modification.



* Lecturer at Sekolah Tinggi Agama Islam Al-Hidayah Bogor and Tazkia University College of Islamic Economic, lecturing in Antropologi Hukum Islam and History of Islamic Civilization.

Sabtu, 14 Juni 2014

Disertasi Series: Abstrac of Disertasion Islamic Law and Custom Baduy, Kampung Naga and Marunda Pulo

Oleh: Abdurrahman Misno Bambang Prawiro

Abstract

Abdurrahman Misno Bambang Prawiro (2014): “Reception of Islamic Law On Indigenous Communities: Study of Legal Anthropology in Baduy, Kampung Naga, and Marunda Pulo”.
Four Theories Path of Islam into Nusantara that Theory of India, Persian, Arabia, and Theory of China. The first community to accept Islam is resident in the coastal areas of Sumatra, Java, Sulawesi, Kalimantan, Maluku and Nusa Tenggara. After that Islam preached to rural areas throughout the country are a consequence of their reception of Islamic law. However, the fact is not all Islamic law accept and implemented, because they already have a customs held continuously by hereditary generations long before the arrival of Islam. Some custom in Indonesia, which still survive is held by Bedouin community, Kampung Naga and Marunda Pulo. Three communities represent the type of society in Nusantara that are coastal communities  (Marunda Pulo) and inland communities (Kampung Naga dan Baduy).
This research examines the reception of Islamic law by the indigenous Bedouin community, Kampung Naga and Marunda Pulo. The focus of this study is the elements of Islamic law, the absorption pattern of Islamic law, and the factors that influence the reception. The purpose and usefulness of this study was to answer the research questions and describe the three customary in the community as well as correlate with the Islamic legal system.
The method used is empirical legal study. The data used in this study is the primary data source derived from direct observation, deep interviews and library research.
Research shows that the reception of Islamic law by the community of Kampung Marunda Pulo occur in worship and muamalah law. While the community of Kampung Naga reception occurs in the majority of law and worship in particular muamalah espescially in wedding. At issue still retain their inheritance patterns of inheritance according to their customs that divide the inheritance with equal parts between boys and girls. In Baduy community reception occurs in the implementation of Islamic law marriage that is reading the creed of the Prophet Muhammad Shalallahu Alaihi Wassaalam,  the presence of dowry and marriage records by KUA, especially on the community of Outer Baduy. Meanwhile the community of Inner Baduy has not been  accept the Islamic law a lot in the field of marriage. Reception  in the field of inheritance was limited to the mention of the terms in Islamic inheritance, while the division still follow their customs that divide the estate equally to boys and girls.
This research reinforce the theory of receptive that the reception of Islamic law by the people of Indonesia, if not contrary to their customs. Based on these findings, the author formulates the theory of Islamic law reception by the indigenous communities is Reception trough Selection-modification, reception of Islamic law by indigenous community with the selection and  modification. If Islamic law  is in accordance with the accepted custom, it will be rejected when it conflicts .

Keywords: Reception of Islamic Law, Legal Anthropology, Indigenous Community, Adat, Islamic Law, Baduy, Kampung Naga, Marunda Pulo and Theory of Reception trough Selection-modification.


Minggu, 01 September 2013

Pendapat Dunia Tentang Nabi Muhammad Shalallahu Alaihi Wassalam

What Non-Muslims Say About Muhammad, The Prophet of Islam

What Non-Muslims Say About …Muhammad, The Prophet of Islam  (Peace and Blessings be Upon Him and His Family)

Muhammad is not the father of any of your men, but he is the Messenger of God and the Last of the Prophets. (Holy Qur'an 33:40)


This is a collection of short quotations from a wide variety of Non-Muslim notables, including academics, writers, philosophers, poets, politicians, and activists belonging to the East and the West.

To our knowledge none of them ever became Muslims.  These words, therefore, reflect their personal views on various aspects of the life of the Prophet.


Michael H. Hart (1932- ) Professor of astronomy, physics and the history of science.

q       "My choice of Muhammad to lead the list of the world's most influential persons may surprise some readers and may be questioned by others, but he was the only man in history who was supremely successful on both the religious and secular level." [The 100: A Ranking Of The Most Influential Persons In History, New York, 1978, p. 33]



William Montgomery Watt (1909- ) Professor (Emeritus) of Arabic and Islamic Studies at the University of Edinburgh.

q       "His readiness to undergo  persecutions  for his beliefs, the high moral character of the men who believed in him and looked up to him as leader, and the  greatness  of  his  ultimate achievement - all argue his fundamental integrity.  To suppose Muhammad an  impostor  raises more problems than it solves. Moreover, none  of the great figures of history is so poorly appreciated in the West as Muhammad." [Mohammad At Mecca, Oxford, 1953, p. 52]



Alphonse de Lamartine (1790-1869) French poet and statesman.

q       "Philosopher, orator, apostle, legislator, warrior, conqueror of ideas, restorer of rational dogmas, of a cult without images; the founder of twenty terrestrial empires and of one spiritual empire, that is Muhammad. As regards all standards by which human greatness may be measured, we may well ask, is there any man greater than he?"[Translated from Histoire De La Turquie, Paris, 1854, vol. II, pp. 276-277]



Reverend Bosworth Smith (1794-1884) Late Fellow of Trinity College, Oxford.

q       "… he was Caesar and Pope in one; but he was Pope without the Pope's pretensions, and Caesar without the legions of Caesar.  Without a standing army, without a bodyguard, without a palace, without a fixed revenue, if ever any man had the right to say that he ruled by a right Divine, it was Mohammed; for he had all the power without its instruments and without its supports." Mohammed and Mohammedanism, London, 1874, p. 235]


Mohandas KaramchandGandhi (1869-1948) Indian thinker, statesman, and nationalist leader.

q       "....I became more than ever convinced that it was not the sword that won a place for  Islam in those days in the scheme of life. It was the rigid simplicity, the utter self-effacement of the prophet, the scrupulous regard for his pledges, his intense devotion to his friends and followers, his intrepidity, his fearlessness, his absolute trust in God and in his own mission. These, and not the sword carried everything before them and surmounted every trouble."  [Young India (periodical), 1928, Volume X]



Edward Gibbon (1737-1794) Considered the greatest British historian of his time.

q       "The greatest success of Mohammad's life was effected by sheer moral force without  the stroke of a sword."
[History Of The Saracen Empire, London, 1870]



John William Draper (1811-1882) American scientist, philosopher, and historian.

q       "Four years after the death of Justinian, A.D. 569, was born at Mecca, in Arabia the man who, of all men exercised the greatest influence upon the human race . . . Mohammed." [A History of the Intellectual Development of Europe, London, 1875, vol.1, pp. 329-330]


David George Hogarth (1862-1927) English archaeologist, author, and keeper of the Ashmolean Museum, Oxford.

q       “Serious or trivial, his daily behaviour has instituted a canon which millions observe this day with conscious mimicry.  No one regarded by any section of the human race as Perfect Man has been imitated so minutely. The conduct of the Founder of Christianity has not so governed the ordinary life of His followers. Moreover, no Founder of a religion has been left on so solitary an eminence as the Muslim Apostle.” [Arabia, Oxford, 1922, p. 52]


Washington Irving (1783-1859) Well-known as the “first American man of letters".

q       “He was sober and abstemious in his diet, and a rigorous observer of fasts. He indulged in no magnificence of apparel, the ostentation of a petty mind; neither was his simplicity in dress affected, but the result of a real disregard to distinction from so trivial a source ... In his private dealings he was just. He treated friends and strangers, the rich and poor, the powerful and the weak, with equity, and was beloved by the common people for the affability with which he received them, and listened to their complaints ... His military triumphs awakened no pride nor vain glory, as they would have done had they been effected for selfish purposes. In the time of his greatest power he maintained the same simplicity of manners and appearance as in the days of his adversity. So far from affecting regal state, he was displeased if, on entering a room, any unusual testimonial of respect were shown to him." [Life of Mahomet, London, 1889, pp. 192-3, 199]



Annie Besant (1847-1933) British theosophist and nationalist leader in India. President of the Indian National Congress in 1917.

q       "It is impossible for anyone who studies the life and character of the great Prophet of Arabia, who knows how he taught and how he lived, to feel anything but reverence for that mighty Prophet, one of the great messengers of the Supreme. And although in what I put to you I shall say many things which may be familiar to many, yet I myself feel whenever I re-read them, a new way of admiration, a new sense of reverence for that mighty Arabian teacher." [The Life And Teachings Of Muhammad, Madras, 1932, p. 4]


Edward Gibbon (1737-1794) Considered the greatest British historian of his time.

q       "His (i.e., Muhammad's) memory was capacious and retentive, his wit easy and social, his imagination sublime, his judgment clear, rapid and decisive. He possessed the courage of both thought and action."[History of the Decline and Fall of the Roman Empire, London, 1838, vol.5, p.335]

Senin, 22 April 2013

Pengantar Ilmu Hadits

Introduction to Hadith: 

The “Traditions” of the Prophet Muhammad



Copyright 2001 James G. Lochtefeld, Assoc. Prof. of Religion, Carthage College.  This may be copied and duplicated for any non-commercial or educational use.
  • Introduction
  • Hadith Components
  • Evaluation Criteria
  • Hadith Classifications
Introduction: As the final Messenger of Allah, Muhammad has a special place in the history and culture of Islam. Not only was Muhammad the leader of the Muslim community, and the vehicle through whom the Qur`an was revealed, but he was also considered, by virtue of his status as a Messenger of God, to be close to God and to be a suitable model for human behavior.  Because of this, Muhammad’s leadership guided the community while he was alive, but his example was believed to be normative long after his death.  Given this importance, the Muslim community recorded his words and actions for posterity, and as the number of these reported conversations grew exponentially in the century after his death, the community developed sophisticated methods for evaluating their veracity.  Since these Hadith were an important source for the development of Islamic law, the community had to know which traditions were reliable, and which were clearly fraudulent.  The two most important compiler/evaluators were Bukhari (d. 870 CE) and Muslim (d. 875), although four other collections are accepted by all Sunni Muslims (by al-Tirmidhi, Abu Da’ud al-Sijistani, al-Nasa’I, and Ibh Majah). 

Hadith Components

A Hadith is composed of two major parts, the text (which gave the actual content) and the chain of transmission (which named the people who had reported this, going back to the time of the Prophet.

A. Text (matn)
The text or matn gave the actual account of the Prophet’s words or behavior (“The Prophet said….”).  A particular Hadith’s text was usually not questioned in itself, unless it was contradicted by a more authoritative source--either the Qur`an, or a better-attested Hadith.
B. Chain of Transmission (isnad)
The reliability of Hadith were usually judged by evaluating the chain of transmission, according to the criteria below.

Evaluating Hadith: Criteria include
A. The source to whom  attributed
1. Allah (Hadith Qudsi): A limited number of sayings are attributed directly to Allah, and relayed through the Prophet Muhammad
2. Muhammad: Reports a narration from the Prophet himself (e.g., “the Prophet said…”)
3. Companion: Reports a narration from a companion alone (e.g., “we were told to…”). This is less authoritative, but still eyewitness experience.
4.  Successor: Narrator comes a time after the Prophet. These cannot be authoritative, since these people could not have had direct contact with the Prophet.
B. The Number of Reporters in each Generation
 1. Multiple Reporters: If many people in each generation report and transmit an identical Hadith, it is unlikely that they could have all colluded to support a false Hadith, and thus this Hadith is deemed reliable, unless the Hadith contradicts the teaching of the Qur'an or a better-attested Hadith. Hadith with multiple reporters in every generation seem to have been uncommon.
2. A Few Reporters in one or More Generations: In cases when only a few people (or in the extreme case, one person) in a generation report a Hadith, it must be examined with greater care, since fewer people attest to it. Here the examiners focused on the character of the speaker(s)--in particular, whether they were pious and learned, trustworthy, and whether they had good memories--in short, whether they would have been able to understand what they said, and to transmit it unchanged. If all of these were true, the traditions can still be reliable, but if any of these are deficient, the tradition is much weaker.

C. Links of the Isnad
1. "Supported": The most authoritative. This is a Hadith reported by a person who learned it from a teacher at an age suitable for learning, who had learned it from his teacher (etc.)…. who heard it from a Companion of the Prophet, who reported it of the Prophet himself. This is authoritative for reporting the Prophet’s actual words and deeds.
2.  “Continuous”: a Hadith with an uninterrupted chain of transmission back only to a companion of the Prophet.
The other types of isnad (all invalid) all omit one or another of the people somewhere in this chain between the reporter and the Prophet—and this omission means that the direct link back to Prophet has been broken.


Final Hadith Classifications
Except for the rejected Hadith at far right, these classifications reflect the probability that these Hadith are genuine, and do not presume to tell w/certainty.
A. Sahih (“exact”)
Sahih Hadith (the most reliable) are of two sorts:
1. If the isnad has many transmitters in every single generation.
2.  If a Hadith with an unbroken isnad has only a few transmitters (one, two, etc.) in any generation, it is reliable if and only if the transmitters were pious Muslims, truthful, reliable, of an age to understand exactly what they were learning, and reported the Hadith’s text verbatim.
B.  Hasan (“Fair”)
Hasan Hadith are less reliable than the Sahih Hadith.
These are Hadith in which the isnad is reliable and unambiguous, but the tradition is not as strong as for a Sahih Hadith
C.  Daif (“Weak”)
These are unreliable traditions, either because
1.  The isnad is interrupted, and thus the chain of eyewitness testimony does not go all the way back to the Prophet, OR
2.  One or more of the reporters is considered unreliable (e.g., lacking true piety, being a liar, drinking alcohol, poor memory, or any other factor impugning that person's testimony).
D. Rejected
Munkar (“denounced)”
A Hadith reported by a weak narrator, whose content runs counter to a better-attested Hadith; this has no authority, and is denounced.
Maudu (“forged”)
This clearly has no authority.

One of the sub-disciplines of Hadith criticism was extensive biographical information for the people mentioned in the Hadith.  One reason for this was to list the “character” factors that would be necessary to be a reliable transmitter, but the biographies also listed biographical information about people’s eras and native places, contacts, travels, and personal habits.  These latter were done to help establish an unbroken isnad, since if a Hadith claimed that Person A had learned it from person B, but if these two people did not live in the same era or in the same place, that Hadith was clearly unreliable.  The energy and vigor that the early Muslim community put into this is a clear sign of how important “getting this right” was to them. 
Acknowledgements: The Arabic terms here (since I know very little Arabic) come from “The Science of Hadith,” an article from Perspectives posted on the USC Islamic server at 

http://www.usc.edu/dept/MSA/fundamentals/hadithsunnah/scienceofhadith/brief1/.  Other information (primarily historical background) comes from chapter nine in Frederic Denny’s An Introduction to Islam (New York: Macmillan, 1994).

Selasa, 29 Januari 2013

The Example Questions for Final Test

By : Abdurrahman MBP


1. The period of the coming of Prophet Muhammad Alaihi the dark sayings is characterized by the destruction of the values of monotheism. Explain in full at the time of his religious condition!
2. How policy Caliph Abu Bakr Shidiq in collecting zakat during his caliphate? Why is he fighting those who do not want to spend zakat?
3. Mention policies that made the Caliph Umar ibn al-Khattab on budget revenue expenditure (budget)!
4. Tulisakan a clear and concise history of the emergence of Shia and Sunni flow during the Caliphate of Uthman bin Affan and Caliph Ali ibn Abu Talib!
5. At the time of Caliph Umar bin Abdul Aziz have someone around town to distribute zakat money but no one is willing to accept. Why does this happen?
6. Harun Ar-Rashid was a caliph who loves science, how policies in order to develop the science?
7. His cut Dien is a remarkable Muslim leader, with the power of faith and war strategy is not reliable he can be defeated by the Dutch colonists. Mention the characteristics of his leadership!
8. Indonesia is a country with a majority Muslim population, but the fact that Islamist parties lack a place in the hearts of his people. Among these reasons is the loss figure of a leader who can be role models. How do the characteristics of the Islamic leaders do you think? Answer with a logical argument!



Good Luck, May God Bless You Forever

Selasa, 01 Januari 2013

Plagiarism: What It is and How to Recognize...


What is Plagiarism and Why is it Important?
In college courses, we are continually engaged with other people’s ideas: we read them in texts, hear them in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is very important that we give credit where it is due. Plagiarism is using others’ ideas and words without clearly acknowledging the source of that information.
How Can Students Avoid Plagiarism?
To avoid plagiarism, you must give credit whenever you use
  • another person’s idea, opinion, or theory;
  • any facts, statistics, graphs, drawings—any pieces of information—that are not common knowledge;
  • quotations of another person’s actual spoken or written words; or
  • paraphrase of another person’s spoken or written words.
These guidelines are taken from the Code of Student Rights, Responsibilities, and Conduct.
To help you recognize what plagiarism looks like and what strategies you can use to avoid it, select one of the following links or scroll down to the appropriate topic.

How to Recognize Unacceptable and Acceptable Paraphrases
Here’s the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the growth of large cities (like Fall River, Massachusetts, where the Bordens lived) which became the centers of production as well as of commerce and trade.
Here’s an UNACCEPTABLE paraphrase that is plagiarism:
The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.
What makes this passage plagiarism?
The preceding passage is considered plagiarism for two reasons:
  • the writer has only changed around a few words and phrases, or changed the order of the original’s sentences.
  • the writer has failed to cite a source for any of the ideas or facts.
If you do either or both of these things, you are plagiarizing.

NOTE:
This paragraph is also problematic because it changes the sense of several sentences (for example, "steam-driven companies" in sentence two misses the original’s emphasis on factories).
Here’s an ACCEPTABLE paraphrase:

Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the US, they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (Williams 1).

Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
  • accurately relays the information in the original
    uses her own words.
  • lets her reader know the source of her information.
Here’s an example of quotation and paraphrase used together, which is also ACCEPTABLE:

Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing, the demand for workers "transformed farm hands into industrial laborers," and created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these hubs "which became the centers of production as well as of commerce and trade" (Williams 1).

Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
  • records the information in the original passage accurately.
  • gives credit for the ideas in this passage.
  • indicated which part is taken directly from her source by putting the passage in quotation marks and citing the page number.
Note that if the writer had used these phrases or sentences in her own paper without putting quotation marks around them, she would be PLAGIARIZING. Using another person’s phrases or sentences without putting quotation marks around them is considered plagiarism EVEN IF THE WRITER CITES IN HER OWN TEXT THE SOURCE OF THE PHRASES OR SENTENCES SHE HAS QUOTED.
Plagiarism and the World Wide Web
The World Wide Web has become a more popular source of information for student papers, and many questions have arisen about how to avoid plagiarizing these sources. In most cases, the same rules apply as to a printed source: when a writer must refer to ideas or quote from a WWW site, she must cite that source.
If a writer wants to use visual information from a WWW site, many of the same rules apply. Copying visual information or graphics from a WWW site (or from a printed source) is very similar to quoting information, and the source of the visual information or graphic must be cited. These rules also apply to other uses of textual or visual information from WWW sites; for example, if a student is constructing a web page as a class project, and copies graphics or visual information from other sites, she must also provide information about the source of this information. In this case, it might be a good idea to obtain permission from the WWW site’s owner before using the graphics.
Strategies for Avoiding Plagiarism
1. Put in quotations everything that comes directly from the text especially when taking notes.
2. Paraphrase, but be sure you are not just rearranging or replacing a few words.
Instead, read over what you want to paraphrase carefully; cover up the text with your hand, or close the text so you can’t see any of it (and so aren’t tempted to use the text as a “guide”). Write out the idea in your own words without peeking.
3. Check your paraphrase against the original text to be sure you have not accidentally used the same phrases or words, and that the information is accurate.
Terms You Need to Know (or What is Common Knowledge?)
Common knowledge: facts that can be found in numerous places and are likely to be known by a lot of people.
Example: John F. Kennedy was elected President of the United States in 1960.
This is generally known information. You do not need to document this fact.
However, you must document facts that are not generally known and ideas that interpret facts.
Example: According the American Family Leave Coalition’s new book, Family Issues and Congress, President Bush’s relationship with Congress has hindered family leave legislation (6).
The idea that “Bush’s relationship with Congress has hindered family leave legislation” is not a fact but an interpretation; consequently, you need to cite your source.
Quotation: using someone’s words. When you quote, place the passage you are using in quotation marks, and document the source according to a standard documentation style.
The following example uses the Modern Language Association’s style:
Example: According to Peter S. Pritchard in USA Today, “Public schools need reform but they’re irreplaceable in teaching all the nation’s young” (14).
Paraphrase: using someone’s ideas, but putting them in your own words. This is probably the skill you will use most when incorporating sources into your writing. Although you use your own words to paraphrase, you must still acknowledge the source of the information.
Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

Senin, 17 Desember 2012

Biografi Ibnu As-Sakir

by Dr. G.F. Haddad

`Ali ibn al-Hasan ibn Hibat Allah ibn `Abd Allah, Thiqat al-Din, Abu al-Qasim, known as Ibn `Asakir al-Dimashqi al-Shafi`i al-Ash`ari (499-571), the imam of hadith masters in his time and historian of Damascus.
Ibn al-Najjar said: "He is the imam of hadith scholars in his time and the chief leader in memorization, meticulous verification, thorough knowledge in the sciences of hadith, trustworthiness, nobility, and excellence in writing and beautiful recitation. He is the seal of this science."
Born in a family imbued with knowledge, he began his scholarly training at the age of six, attending the fiqh gatherings of his older brother Sa'in al-Din Hibat Allah ibn al-Hasan (d. 563) and learned Arabic and grammar at the hand of his maternal grandfather Abu al-Mufaddal al-Qurashi. Two of his uncles and one of his brothers were successively in charge of the head judgeship in Damascus, Abu al-Ma`ali Muhammad ibn Yahya ibn `Ali al-Qurashi (d. 537), Abu al-Makarim Sultan ibn Yahya (d. 530), and Muhammad ibn al-Hasan.
By the time Ibn `Asakir reached puberty he already possessed hadith certifications from the scholars of Damascus, Baghdad, and Khurasan. At age twenty, after his father died, he travelled around the Islamic world in pursuit of hadith narrations and performed pilgrimage, returning to Damascus and travelling again on and off between 519 and 533, "alone but for the Godwariness he took as his companion," hearing hadith from 1,300 male shaykhs and 80-odd female shaykhas in Baghdad, Mecca, Madina, Asbahan, Naysabur, Marw, Tibriz, Mihana, Bayhaq, Khusrujird, Bistam, Herat, Azerbaijan, Kufa, Hamadhan, Ray, Zanjan, Bushanj, Sarkhas, Simnan, Jarbadhqan, Mawsil and elsewhere.
After 533 he sat teaching hadith in a corner of the Umayyad mosque in Damascus, then in the Dar al-Sunna school (subsequenty renamed Dar al-Hadith) built for him by al-Malik al-`Adil Nur al-Din Mahmud ibn Zanki. He shunned all kinds of material possessions and turned down the office of head preacher, concentrating on teaching, writing, and worshipping. His most famous student was the sultan Salah al-Din al-Ayyubi, who attended his funeral behind the imam al-Qutb al-Naysaburi.
Ibn `Asakir was buried at the Bab al-Saghir cemetary, next to his father, near the grave of the Caliph Mu`awiya ibn Abi Sufyan.
Ibn `Asakir authored over a hundred books and epistles and narrated under five hundred hadith lessons. Among his larger works:
1. Tarikh Dimasqh in eighty volumes.1 Ibn Khallikan said that it contains, like al-Tabari's Tarikh al-Rusul wa al-Muluk, several books that can be read independently.
2. Al-Muwafaqat `ala Shuyukh al-A'imma al-Thiqat in seventy-two volumes.
3. `Awali Malik ibn Anas and its Dhayl in fifty volumes.
4. Ghara'ib Malik in ten volumes.
5. Al-Mu`jam listing only the names of his shaykhs, in twelve volumes.
6. Manaqib al-Shubban in fifteen volumes.
7. Books of "Immense Merits": Fada'il Ashab al-Hadith in eleven volumes, Fadl al-Jumu`a, Fadl Quraysh, Fada'il al-Siddiq, Fada'il Makka, Fada'il al-Madina, Fada'il Bayt al-Muqaddas, Fada'il `Ashura', Fada'il al-Muharram, Fada'il Sha`ban.
8. Al-Ishraf `ala Ma`rifa al-Atraf.
9. Akhbar al-Awza`i.
10. Al-Musalsalat.
11. Al-Suba`iyyat in seven volumes, listing narrations with chains containing only seven narrators up to the Prophet -- Allah bless and greet him --.
12. Tabyin Kadhib al-Muftari Fima Nusiba ila Abi al-Hasan al-Ash`ari, a defense of al-Ash`ari and his school which he divided into the following sections:
a) Genealogy of Abu al-Hasan al-Ash`ari
b) Prophetic hadiths that pertain to him
c) Al-Ash`ari's renown for knowledge
d) His renown for piety and worship
e) His struggle against innovations and their proponents
f) Dreams that indicate his high standing
g) Five generations of his students2
h) Those who attacked al-Ash`ari and his students
He concluded the book with the following lines of poetry:
I have chosen a doctrine that in no way resembles innovation But which successors faithfully took from predecessors. Those who are impartial declare my doctrine sound While those who criticize it have abandoned impartiality.
13. Yawm al-Mazid in three volumes.
14. Bayan al-Wahm wa al-Takhlit fi Hadith al-Atit ("The Exposition of Error and Confusion in the Narration of the [Throne's] Groaning").3
15. Arba`un Hadithan fi al-Jihad.
16. Arba`un Hadithan `an Arba`ina Shaykhan min Arba`ina Madina.
Ibn `Asakir defined hadith in the following verse of poetry:
It explains the Book, and the Prophet only spoke on behalf of His Lord.
Ibn `Asakir's son, Baha' al-Din al-Qasim ibn `Ali, said:
My father was assiduous in congregational prayer and recitation of the Qur'an. He used to recite it once a week, concluding it on the day of Jum`a, and once a day in Ramadan at which time he entered seclusion (i`tikaf) at the Eastern minaret. He performed many supererogatory prayers, devotions, and invocations. He would spend the nights before the two `ids awake in prayer and supplications. He used to take account of himself for every passing moment.
Ibn al-Subki relates that the hadith master al-Mundhiri asked his shaykh Abu al-Hasan `Ali ibn al-Mufaddal al-Maqdisi: "Which of these four contemporary hadith masters is the greatest?" He said: "Name them." Al-Mundhiri said: "Ibn `Asakir and Ibn Nasir?" He replied: "Ibn `Asakir." Al-Mundhiri went on: "Ibn `Asakir and Abu al-`Ala' [al-Hasan ibn Ahmad ibn al-Hasan al-Hamadhani]?" He said: "Ibn `Asakir." Al-Mundhiri went on: "Ibn `Asakir and al-Silafi?" Al-Maqdisi said: "Al-Silafi (is) our shaykh. Al-Silafi (is) our shaykh."4
Ibn Sasra narrated: "I used to rehearse with him the names of the masters he had met. One day I said to him: 'I believe that our master never saw anyone like himself?' He replied: 'Do not say that. Allah said: {Therefore justify not yourselves} (53:32).' I replied: 'He also said: {Therefore of the bounty of your Lord be your discourse} (93:11).' He replied: 'In that case yes, if someone were to say that my eyes never saw my like, he would be correct.'" Al-Khatib Abu al-Fadl ibn Abi Nasr al-Tusi said: "We do not know anyone who truly deserves the title of hadith master in our time other than him." Al-Dhahabi said: "I do not believe that Ibn `Asakir ever met anyone of his level in his entire life." Ibn al-Subki added: "Nor anyone near his level."
 Main sources: al-Dhahabi, Siyar A`lam al-Nubala' 15:254-262 #5129; Ibn al-Subki, Tabaqat al-Shafi`iyya al-Kubra 7:215-223 #918.
NOTES
1Dar al-Fikr in Damascus has published seventy of them to date in mid-1999.
2Translated at www.sunnah.org/aqida/tabyin_kadhib.htm
3See section entitled The "Groaning of the Throne" (p. 248).
4This could mean either that he considered al-Silafi the greater master, or that he implicitly admitted Ibn `Asakir's superiority but expressed it in terms of the student's requisite adab with his teacher. Ibn al-Subki noted that Ibn al-Sam`ani was superior to all of them except Ibn `Asakir, but that he was in far-off Merv, whereas the rest were in or near Egypt and Sham.
 Blessings and peace on the Prophet, his Family, and all his Companions.
copyright As-Sunna Foundation of America

Kamis, 06 Desember 2012

The Constitution of Islamic Republic of Iran


Preamble
The Constitution of the Islamic Republic of Iran sets forth the cultural, social, political and economic institutions of the people of Iran, based on Islamic principles and rules, and reflecting the fundamental desires of the Islamic people. The essence of the great Islamic Revolution of Iran, and the course of the struggle of the Muslim people from its beginning to its victory, as manifested by the categorical and striking slogans used by all classes of the people, get their special character from this fundamental desire. Now our nation, with the whole of its being is in the vanguard of this great victory, and strives for the attainment of that desire.
The unique characteristic of this Revolution, as compared with other Iranian movements of the last century, is that it is religious and Islamic. The Muslim people of Iran, after living through an anti-despotic movement for constitutional government, and anti-colonialist movement for the nationalization of petroleum, gained precious experience in that they realized that the basic and specific reason for the failure of those movements was that that they were not religious ones. Although in those movements Islamic thinking and the guidance of a militant clergy played a basic and prominent part, yet they swiftly trailed off into stagnation, because the struggle deviated from the true Islam. But now the nation's conscience has awakened to the leadership of an exalted Authority, His Eminence Ayatollah Imam Khomeini, and has grasped the necessity of following the line of the true religious and Islamic movement. This time the country's militant clergy, which has always been in the front lines of the people's movement, together with writers and committed intellectuals, has gained new strength (lit: impetus) under his leadership (The most recent movement of the Iranian nation began in the HEGIRA lunar year 1382, equivalent to the HEGIRA solar year 1341) - (Translator's note: the solar year 1341 equals 1963 AD)

The Vanguard Of The Movement
Imam Khomeini's crushing protest against that American plot, The White Revolution, which was a step taken with a view to strengthening the foundations of the despotic regime and consolidating Iran's political, cultural and economic links with World Imperialism, was the motive force behind the united uprising of the nation. There followed the great and bloody revolution of the Islamic people in the month of KHORDAD 1342 (Translator's note: equivalent to June 1963) -This was indeed the starting-point of the flowering of that magnificent and widespread revolt which consolidated and confirmed the Imam's central position as the Islamic leader. Despite his banishment from Iran following on his protest against the shameful Law of Capitulation (immunity for American advisers), the firm bond (of the people) with the Imam was strengthened. The Muslim nation, in particular committed intellectuals and the militant clergy, continued along its path, amid banishment and imprisonment, torture and execution.
Meanwhile the informed and responsible section of the community was busy with clarification of the issues, within the strongholds of mosques, places of learning, and universities. Inspired by the revolutionary religious feeling and the rich fruitfulness of Islam, they began a persistent and rewarding struggle to raise the level of awareness and vigilance as regards the fight, and its religious nature, among the Muslim nation. The despotic regime began the suppression of the Islamic movement with a malignant attack on the FEIZIYE (Translator's note: meaning uncertain) and the University and all the clamorous (protesting) Clubs (that were part) of the Revolution. It took bloodthirsty but futile steps to quell the revolutionary fury of the people. While this was going on firing squads, medieval torture, and long imprisonment were the price our Muslim nation paid to demonstrate its firm resolve to continue the struggle. The blood of hundreds of young men and women flowed for the Faith in the shooting yards at dawn as they raised the cry of "God is Great" (ALLAHU AKBAR). Or they were the target for hostile bullets in lanes and bazaars in forwarding the Islamic revolution of Iran, distributing the ever-continuing proclamations and messages of the Imam on a variety of occasions, and (asserting) the awareness and determination of the Islamic nation ever more widely and deeply.

Islamic Government
Islamic Government is designed on a basis of "religious guardianship" (VELAYAT FAQIYE) as put forward by Imam Khomeini at the height of the intense emotion and strangulation (felt) under the despotic regime. This created a specific motivation and new field of advance for the Muslim people; and opened up the true path for the religious fight of Islam, pressing forward the struggle of the committed Muslim combatants, inside and outside the country.
The movement continued along this basic line until eventually the dissatisfaction and fury of the people, arising out of the daily increasing pressure and strangulation inside the country, and the extension and repetition of the struggle by the clergy, and by militant students at world level, severely shook the rule of the regime. The regime and its masters were forced to reduce its pressure and strangulation, and - so to speak - to open up the political arena of the country which it thought would be the safety valve to secure it against its certain collapse. But the nation was aroused, aware (of the situation) , and firmly devoted to the decisive and unshakable leadership of the Imam. It began its victorious and united uprising in ever more wide-spread and comprehensive fashion.

The Peoples' Anger
The publication by the regime on the 17th of the month of DEY, 1356 (equals 7 January 1978) (Translator's note: not 1977 as in original translation) of the letter which insulted the sacred order of the clergy, and in particular the Imam Khomeini, hastened this movement. It caused the people's anger to explode all over the country. In an effort to control this volcano of popular anger, the regime tried to suppress the protest uprising by bloodshed. This very fact set more blood pulsing through the veins of the Revolution. Continuing revolutionary passion at the time of the seven-day and forty-day commemoration of the martyrs of the Revolution, added on an ever-increasing scale to the vitality and ardor and fervent unity of the movement throughout the country. It continued and extended the people's upheaval in all the country's organizations by a general strike and joining in street demonstrations while actively seeking the downfall of the despotic regime. Widespread co-operation of men and women of all classes, and of religious and political groups, in this struggle, took place in decisive and dramatic fashion In particular women joined openly on all the scenes of this great Holy War, ever more actively and extensively. Such a scene would be a mother with a child in her bosom hastening to the battlefield and facing machine gun fire This large section of society took a main and decisive part in the struggle.

The Price The Nation Paid
After a little over a year the budding Revolution and its continuing struggle settled to its result. It's cost (lit: fruit) was the blood of more than 60,000 martyrs, 100,000 wounded and with damaged health, and milliards of tomans of financial loss; all amid cries of "Independence", "Freedom", and "Islamic Rule". This mighty movement with its reliance upon faith, unity, and decisiveness in leadership, came to a victorious conclusion in an atmosphere of emotion and tension and of the nation's devotion. It was successful in crushing all the calculations and maneuverings of Imperialism. A new chapter opened up in its own way for popular revolutions in the world.

The 21st and 22nd of the month of BAHMAN 1357 (Translator's note: equivalent to 10th and 11th February 1979) were the days on which the Shah's establishment collapsed Domestic despotism and the foreign domination which depended on it were defeated. This great victory brought the glad tidings of final triumph and was the prelude to Islamic Government which was the long-felt desire of the Muslim people.
Unanimously, the nation of Iran, in partnership with the religious authorities, and the ULEMA of Islam, and the repository of Leadership, in a referendum concerning the Islamic Republic, took a final and categorical decision to set up an exalted new republican and Islamic order, and affirmed the Islamic Republic by a majority vote of 98.2%.
Now the Constitution of the Islamic Republic, as the announcement of the structure and political, social, cultural and economic relationships within society, must guide the way towards the consolidation of the foundations of Islamic Government, and produce the design for a new order of Government in substitution for the old idolatrous order.

Structure Of Government In Islam
From the viewpoint of Islam, government does not spring from the sphere of classes or domination by individuals or groups. It crystallizes the political aspirations of a nation united in faith and thinking which provides itself with an organization so that in the process of transformation of ideas and beliefs, its way may be opened towards the ultimate goal (moving towards God). In the course of its revolutionary development our nation was cleansed from the dust and rust of idolatry, and from foreign ideological influence. It returned to true Islamic intellectual attitudes and views of the world. Now it is planning to build its new model society on such a basis, with Islamic standards. The Mission of the Constitution is to identify itself with the basic beliefs of the movement and to bring about the conditions under which the lofty and worldwide values' of Islam will flourish.
The Constitution, having regard to the Islamic contents of the Iranian Revolution, which was a movement for the victory of all the oppressed over the arrogant, provides a basis for the continuation of that revolution both inside and outside the country. It particularly tries to do this in developing international relations with other Islamic movements and peoples, so as to prepare the way towards a united single world community ("Your community is one community, and I am your Lord who you are to worship") Quotation from the Arabic and to the continuation of the progressive struggle for the rescue of deprived and oppressed nations throughout the world.
Having regard to the intrinsic nature of this great movement, the Constitution guarantees to oppose any kind of despotism, intellectual, social, and as regards monopoly economics, and to struggle for freedom from the despotic system, and to entrust men's destiny to their own hands.
"He releases them from their heavy burdens and yokes which are on them".
Quotation from the Arabic
In creating the political structures and foundations for organizing society on the basis of acceptance of religion, devout men have the responsibility for government and administration of the country.
"The earth will be inherited by my pious followers".
Quotation from the Arabic
Legislation which is to set out the codes for the management of society will have as its central axis the Koran and tradition. Therefore there is great necessity for exact and serious supervision by just and virtuous and dedicated Islamic scholars (FEQHA-ye-ADEL = just men of religious law). Because the aim of government is to help mankind to develop towards the divine order and until the ground is cleared and the human talents have blossomed forth for the glorification of God's nature in all its dimensions, ("To emulate God's morality11) Quotation from the Arabic, there cannot, except by delegation, be active and extensive participation at all stages in the taking of political decisions and the determination of destiny for all persons in society, so that every individual has a hand in the task of human development and is responsible for growth and progress and guidance. This will be the assurance of government for the oppressed of the earth.

The Guardianship Of The Just Man Of Religious Law (Faqiyeh-E-Adel)
On the basis of continuous Guardianship and Leadership (Imamate) the Constitution provides for leadership under all conditions, (by a person) recognized by the people as lender, so that there shall be security against deviation by various organizations ("The course of affairs is in the hands of those who know God and who are trustworthy in matters having to do with what he permits and forbids") - Quotation from the Arabic.

The Economy As A Means Not An End
In strengthening the foundations of the economy, the governing principle is the satisfaction of mankind's needs in the course of its growth and development. It is not (the pursuit) of other economic objectives (systems) , such as centralization and the accumulation of wealth and the search for profit. In materialistic schools of thought, economic activity (the economy) is its own end This at (different) stages of growth, economic activity is a factor working for destruction and corruption and decay. But in Islam economic activity is a means. As an ultimate (lit: waiting) means there can be no more effective (instrument) on the path towards the goal.
From this point of view, the Islamic program of economic activity to provide a suitable field for the emergence of human creative power in various forms, and in this way provide equal and well-balanced opportunities, and make work, for all people, and satisfy the essential requirements of the advance towards development is the responsibility of the Islamic Government.

Women In The Constitution
In the creation of Islamic foundations, all the human forces which had been in the service of general foreign exploitation will recover their true identity and human rights. In doing so, women who have endured more tyranny up till now under the idolatrous order, will naturally vindicate their rights further.
The family unit is the basis of society, and the true focus for the growth and elevation of mankind. Harmony of beliefs and aspirations in setting up the family is the true foundation of the movement towards the development and growth of mankind. This has been a fundamental principle. Providing the opportunities for these objectives to be reached is one of the duties of the Islamic Government.
Women were drawn away from the family unit and (put into) the condition of "being a mere thing", or "being a mere tool for work" in the service of consumerism and exploitation. Re-assumption of the task of bringing up religiously-minded men and women, ready to work and fight together in life's fields of activity, is a serious and precious duty of motherhood. And so acceptance of this responsibility as more serious and - from the Islamic point of view -a loftier ground for appreciation (lit: value) status (lit: greatness) will be forthcoming.

The Religious Army
In the organization and equipping of the countries defense forces, there must be regard for faith and religion as their basis and rules. And so the Islamic Republic's army, and the corps of Revolutionary Guards must be organized in accordance with this aim. They have responsibility not only for the safeguarding of the frontiers, but also for a religious mission, which is Holy War (JIHAD) along the way of God, and the struggle to extend the supremacy of God's Law in the world.
"Against them make ready your strength to the utmost of your power, including steeds of war, to strike terror into the hearts of the enemies of God and your enemies, and others beside".
Quotation from the Arabic

The Judiciary Of The Constitution
The question of the judiciary in relation to the safeguarding of the people's rights along the line (adopted by) the Islamic movement with the object of preventing localized deviation within the Islamic community, is a vital one. Thus provision must be made for the establishment of a judicial system on the basis of Islamic justice, manned by just judges, well acquainted with the exact rules of the Islamic code. Such a pattern of organization is necessary because of the delicate and subtle structure of Religion, which must be kept free from any kind of unhealthy relationship.
"And when you judge between man and man, judge with justice".
Quotation from the Arabic
The Executive Power
The executive power must open up the path towards the creation of an Islamic society. This is because of its special importance as regards the putting into effect of Islamic ordinances and regulations, so that just relationships can be attained in the governing of society; and also because of the essential character of this vital question in laying the foundations for the ultimate goal of life. Thus (the executive power) is to be hedged about by every kind of intricate disciplinary arrangement which may further the attainment of this goal, or negate any source of anxiety from the Islamic viewpoint. The bureaucracy which was the offspring of idolatrous rule is to be eliminated with severity, so that an executive system of greater efficiency and increasing speed (of action) can come into existence to deal with administrative undertakings.

The Public Media
The public media (radio-television) must take their place in the process of development of the Islamic revolution, and must serve in the propagation of Islamic culture. In this sphere they must look for opportunities for a healthy exchange of differing ideas, and must rigorously refrain from the propagation and encouragement of destructive and anti-Islamic qualities (ideas).
In pursuance of the principles of this law which recognize freedom and human dignity as the central point (lit: frontispiece) of their objectives, and opens up the path of development and perfection of man as the responsibility of all, the Islamic community must elect sagacious and devout representatives, and exercise active supervision over their work, to participate in the building up of the Islamic society. This in the hope that in building the exemplary Islamic society they will succeed in setting a pattern of self-sacrifice to all the people of the world.
"Thus we appointed you a central nation that you might be witnesses to the people".
Quotation from the Arabic

Representatives
The Council of Experts (MAJLIS-e-KHEBREGAN), composed of representatives of the people, drew up the Constitution on the basis of scrutiny of the draft proposed by the Government, and of the proposals put forward by various groups. It contains 12 chapters and 175 articles. It was completed on the eve of the 15th century since the HEGIRA of the great Prophet (God bless and preserve him) and the establishment of the redeeming faith of Islam with the aims and motives described above, and in the hope that this century will be the century of the rule of the world by the oppressed, and the complete overthrow of the arrogant ones.

Sumber : http://www.iranchamber.com/government/laws/constitution