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Teaching Mysticism$
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William B. Parsons

Print publication date: 2011

Print ISBN-13: 9780199751198

Published to Oxford Scholarship Online: January 2012

DOI: 10.1093/acprof:oso/9780199751198.001.0001

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Teaching Islam, Teaching Islamic Mysticism

Teaching Islam, Teaching Islamic Mysticism

Chapter:
(p.88) { 5 } Teaching Islam, Teaching Islamic Mysticism
Source:
Teaching Mysticism
Author(s):

David Cook

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199751198.003.0006

This chapter begins by noting that teaching “Islamic Mysticism” is problematic on several fronts. Any pedagogical strategy would do well to begin with identifying how the term mysticism can be applied to Islam. This being thoroughly vetted, the course focuses primarily on Sufism—which is a vast, broad system that has come to permeate Islam over the past 1000 years, and yet remains distinct from it, often being rejected as being “non-Muslim.” In addressing how to speak of Sufism, one must include not only an overview of its central historical developments, holy figures, and practices (e.g., the creative images and metaphors of al-Ghazali, the immortal poetry of Jalal al-Din Rumi, the mystical visions of Ibn al-`Arabi), but also a discussion of controversial debates (e.g., are the methods used by Sufi holy figures truly Islamic? Do the creative and sometimes risqué interpretations of the holy texts that they preach go beyond the boundaries of strict monotheism?). Additionally, consideration will be given to how Sufism has provided the means for mass conversions to Islam and provided a creative ground for Islamic art and culture. Sample syllabus included.

Keywords:   Islamic mysticism, pedagogical strategy, Sufism, al-Ghazali, Jalal al-Din Rumi, Ibn al-Arabi

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