Western-Educated Muslim Modernists, Orientalists, Politicized Islam & Women's Education

Nimat Hafez Barazangi, Donald Malcolm Reid, Syed Rizwan Zamir, Dietrich Reetz, Joseph S. Szyliowicz, Akbar S. Ahmed, Anis Ahmad

Nasr (1982)  criticizes Muhammad Iqbal (1877–1938) and other “modernist” Islamists for understanding “Greek philosophy through the eyes of its modern Western interpreters” and, hence, separating Islam from philosophy. For Rahman (“Islam: An Overview,” in The Encyclopedia of Religion, vol. 7, edited by Mircea Eliade, 318–322, New York), Iqbal was a “neofundamentalist” who was reacting to modernism but also “importantly influenced by modernism.” Iqbal (1962) himself asserts that the Qurān is a book that emphasizes “deed” rather than “idea.” Barazangi (2004) asserts that Iqbal's contention is significant to the understanding of the Islamic educational process and its transformation. However, she warns, a Muslim's deed that is habitual without basic knowledge of the Islamic principles imposes certain cultural-laden practice as the norm for Islamic behavior.

To educate in Islam, Iqbal states, means to create a living experience on which religious faith ultimately rests. For Rahman (1982), it means Islamic intellectualism. Though Nasr believes that the Islamic theory of education can be reconstructed within Qur'ānic philosophy, Iqbal emphasizes that the birth of Islam is the birth of inductive intellect, wherein “to achieve full self-consciousness, man must finally be thrown back on his own resources.” For Barazangi, it means autonomous identification with and internalization of the Qur'ān without intermediary interpretation.

These diverse views suggest that Muslims, particularly in the past two centuries, not only neglected philosophy, as Nasr suggests, but, as Ismā'īl Rājī al-Fārūqī (1981) points out, also lost Islam's connection to its pedagogical function and its methods of observation and experimentation. As centers of higher religious learning began formal transmission of “book knowledge” and inculcation in particular interpretations, a dichotomy arose between philosophy, or the ideal, and pedagogy, or the practice. Encouraged by skepticism in modern Western philosophy, this dichotomy widened. The transformation of Islamic thought from the building of rules for public life to a distinct political or juridical affiliation, beginning in the eleventh and twelfth centuries, has affected the nature of the Islamic education process negatively, despite many attempts to revive it.

Western-educated Muslim modernists in the nineteenth and twentieth centuries, not aware that the underlying philosophy of Western education differed from that of Islam, were satisfied with teaching courses on religion in the traditional style and neglected to restructure the traditional system. Meanwhile, “traditionalists” emphasized the primacy of Islamic doctrine over falsafah(philosophy), creating, in Husaini's words, a schism between the traditionalists and the modernists and destroying the integrated educational system. Western-educated thinkers who reaffirm the validity of traditional practices (also known as “neotraditionalists”) interpret the philosophy of Abū Ḥāmid al-Ghazālī (1058–1111) as the “finally established” Islamic educational theory and hold an absolutist perspective on Islamic education. This perspective, discussed elsewhere by this author (1998, 2004), results, unknowingly, in dichotomies between the Islamic worldview and its pedagogical process and between educating males and females.

The assaults on Islamic culture as an “oppressor of women” by European Crusaders, Orientalists, and colonial governments, combined with their differentiation between private and public domains, caused premodern Muslim leaders to lose sight of the essence of Islamic education, particularly its informal sector, and take extreme attitudes at the expense of a revival of traditional Islam. In the Indian subcontinent, for example, most girls attending Qur'ānic kuttāb not only are denied the opportunity to continue their religious education once they reach puberty but are rarely instructed by their families, as was the practice among learned Muslim families before British colonization and interaction with Western educational practices. Movements to revive traditional Islam that were predominantly led by males, beginning with those of the eighteenth-century Wahhābī puritan movement, also propagated the view that women need a different type of education because their primary concern is the home. Despite their enrollment in kuttābs in earlier times, for example, Saudi girls were not allowed to enroll in religious institutions of higher learning such as Umm al-Qurā in Mecca until 1970 and 1971, when only eighty women as compared to more than two thousand men were admitted (Saad al-Salem, 1981). “Reformists” such as the Egyptian Muḥammad ʿAbduh (1845–1905) emphasized Islamic ideals of womenʾs higher status in Islam and the obligation of both men and women to seek knowledge; yet, in practice, they did not recognize womenʾs right to access a thorough knowledge of the Qurʿān as a key to Islamic intellectual development.

Revivalists, such as Sayyid Quṭb (1906–1966) and Sayyid Abū al-Aʿlā Mawdūdī (1903–1979), though attempting to restore Islamic education in post–World War II nation-states, used the traditional rationale about women's education and asserted that womenʾs “natural” disposition is to transmit culture to the next generation (both boys and girls); but they did not restructure the traditional practices of teaching Islam to allow for this transmission. The primary objectives of womenʾs education in Muḥammad Quṭb's (1961–1981) curriculum were to prepare them for the biological and emotional aspects of their roles as mothers and housewives. Such objectives further confused and marginalized womenʾs education in Islam. Neotraditionalists are reemphasizing these objectives in the face of globalization but are failing to listen to the voices of emancipated women from within Islam.

The post-1969 “Islamization” movements have leaned toward a politicized Islam and have had implications for women's Islamic and religious education. Contrary to the Islamizationists’ intellectual tradition, which culminated in Ismā'īl Rājī al-Fārūqī's (1921–1986) concept of the “Islamization of Knowledge,” proponents of these movements emphasized morality, which overshadowed their presumed goal: to restructure the secular system of higher learning in order to address the religious and cultural needs of Muslim societies as part of the new development strategies. The Indonesian and Malay development policies of involving all segments of the population in education and training, reported by Ahmat and Siddique (1987), seem to be a first step toward recognizing women's role in social development. Emphasis on morality, however, particularly when women became part of the Malay madrasahs of the 1970s and 1980s, led religious education to take the form of moral dogma. The Indonesian pesantren system, which was established in rural areas in the early nineteenth century and spread to urban development in the 1970s and 1980s, maintained an integrated system, and Indonesian women, unlike those in any other Muslim country, occupy a full range of religious-leadership roles. Armijo (2007) also suggests that in “southwest China, Muslim women generally take part in communal prayer in mosques,” while “in central China, there is a centuries-old tradition of women having their own separate mosques.” Armijo adds, “not only is there a long history of women imams in this region … women have active involvement in both Islamic education and religious leadership.” The mosque must be understood as a “multi-purpose building: a place for worship, for political gatherings, for negotiations and judgment, for personal prayer and for religious instruction and study” (Küng, 2007), in order to appreciate its importance for women's Islamic identity development, let alone for the children's Islamic character building.

Neo-traditionalists have attempted to “liberate Islam from Western cultural colonialism” in the 1980s and have given women's education the form sometimes called “reversed feminism,” emphasizing segregated education for different but unequal roles. This trend is flourishing in North American and Western European countries, where Muslim males are demanding single-sex schools and, in their private “Islamic/Muslim” schools, are segregating children from the first grade onward. Curricula in these schools are the same as that in public schools except that courses on religion and Arabic language are included (Barazangi, 1998). The same movement of segregating education took strong hold in Pakistan and Afghanistan in the late twentieth century to the point of barring women from any educational institution.

http://www.oxfordislamicstudies.com/article/opr/t236/e0212

Dîn, Modernism, Evolution, Science & Transcendence

Omar K N

1.1 Definition of tradition

Therefore according to how we understand the concept from its etymological root: tradere (deliver, transmit) - Tradition has nothing to do with peoples' usages or customs from old, but is understood as *revealed* tradition, that is truths and principles of divine order revealed or unveiled to mankind.

“Tradition is essentially of "super-human" origin, which is quite exactly also its correct definition and nothing traditional cannot be qualified as such without the presence of this vital and axial* foundational element, which defines its own authentic character.”

“Nothing which is purely human can be considered traditional, that is why it is wrong - as René Guénon rightly says - to talk about a "philosophic tradition" or a "scientific tradition"... because only the heritery forms of an uninterrupted chain of transmission (silsilah) deserve the qualification "traditional" for they will guarantee the reality and permanence of the "vital element", ie. that of non-human origin, inside a particular tradition.” DRG

Or to put in another way: Tradition is the light with which the human kind has been endowed with from the beginning of times to the end of it; it is the light of meaning in an otherwise meaningsless void, it is the light of spiritual guidance in a materialistic and hedonistic era, it is the light of the Logos shining upon the contingent entities. This Light is from God, the light of the heavens and earth.

In the case of Islam, which is the most recent - and the last of traditions, the concept of tradition, the dîn, is seen as being twofold:

• in its general meaning the transmission of an element of the suprahuman level - the Qur'an,
• and in its specific sense the words and sayings reported from Prophet Muhammad  may Allah bless him and grant him peace, which have been recorded in the hadith collections together with the entire Islamic religion.

2.1 Modernism & postmodernism

In modernism it was believed that materiality or phenomena was everything there is and that it is superiour to anything else. This philosophy of science is called positivism - it is a rejection of metaphysics, as it holds that the goal of knowledge is simply to describe the phenomena that we experience, which we can observe and measure and nothing beyond that. 

In some quarters there was still an underlying, dormant longing for the construction or discovery of the Grand Design (4*), meaning a new unity of being, of what reality really is, but a unity which had to do without religion and metaphysics. ( 2.3ff  )

(4*) Probing the "Grand Design, in posing the greatest questions: How vast is the Universe, the entirety of existence? Was there a beginning? Will there be an end? What is the origin and fate of the Universe?" 
< From "Cosmology: A Cosmic Perspective" >

However, as Charles Upton has shown ( SAC-33 ) 
in postmodernism it is always held (as a conviction or belief ?!) that:
(1) there is no Grand Design,
(2) truth is plural and ultimately subjective,
(3) reality is only as it is configured,
(4) there is nothing out there but chaotic potential.
So much for the quest for truth! ( 2.2  )

Furthermore, with today's "celebration of diversity", normal logical thinking seems to have evaporated from many a contemporary mind, as modernism and postmodernism even can work together, or so it seems, in the mind of a single individual, confounding it and neutralizing any attempt toward a traditional or metaphysical view of reality! SAC 

____So much so that by now "modernism has become nothing more than a sub-set, one more disrelated item in the postmodern spectrum of "diversity" ." SAC-34/5

2.5.5 Man did not 'evolve'

As long as man has lived on this earth he has had a traditional outlook or perspective on life, which is proven by the many old cultural remnants, not the least his holy scriptures. It was then that he relied on the Higher Being, God, Allah and lived under His protection and guidance. Man has never only been an individual with a brain without heart, nor just a heap of molecules in a DNA-structure, meaning that the mind is luckily more than nerve-threads and electrical signals. Instead man has a potential for knowing God and his soul and for choosing what is better in any given situation, or creative of the most beautiful, - as God's viceregent.

The traditional outlook on life is opposed to the modern or postmodern way of seeing reality, in fact the two are irreconcilable. Man has always been man, he did not have to evolve from some lower being, from an ape or a fish ... The idea of bringing out the higher from the lesser is a modern myth, it is both illogical and unscientific! 

____Imagine a piece of computer evolving - by accident - from its integrated IC-circuits, from its bits and zeros into the practical machine which it is - without the mind to design it and programme it! How much less is this conceivable in the - much more complex - biological domain of life itself !

Or the words of Charles Upton:
"The projection of this false myth of progress on biology results in the ideology known as 'evolutionism', the doctrin that the less is the causal origin of the greater, that the higher and more complex life forms, including man, have developed incrementally from simpler forms. The Traditionalists, on the other hand, teach that the advent of new life forms, which the fossil record shows to be more discontinuous than continuous - thus calling Darwin's 'natural selection of random mutations' into serious question - actually represents the descent of matter-organizing spiritual archetypes from the higher planes of Being, in response to God's creative word. These 'Platonic Ideas' of species then draw themselves the matter they need in order to construct physical vehicles for their life in space and time." SAC-105

2.4.2 Principles Are Necessary to Transcend the Human Level

However, doctrines and principles are necessary to gain meaning from empirical sense-data and to gain meaning is proof of perfection and permanency, and giving up on the quest for meaning leads to ignorance and despair. As one of the ancient savants, Aristotle, declared:

"The things which are most knowable are first principles and causes; for it is through these and from these that other things come to be known, and not these through the particulars which fall under them." AM I.ii.6

Man has therefore to prepare himself to a way of life concerning thought and practice, which will enable him to transcend the materialistic, and only psychological levels of understanding.

2.4.3 The Validity of the Modern Sciences

Transcending the materialistic and psychologic levels of understanding is neither intended nor envisaged by modern science. Obviously can neither empiricism, nor validification through induction, nor "reliance upon the data of the senses as confirmed by reason, serve as principles in the metaphysical sense." TIM These scientific methods are valid on their own restricted levels leading to results and applications of the sciences which created them, but they are neither able to answer our existential questions nor improve our normal human condition. (normal: how man was meant to be, ...  )

____What is worse, modern science has with all its inventions brought about a serious disequilibrium in this world - despite their partial benefits - , precisely because of it being divorced from - and its inability of taking account of - the higher principles, even if this may not always have been the intention of the individual scientist.

4. True science is based on the Intellect

In modernism reason is conceived as a purely human activity, also cut off from the Transcendant and in postmodernism one is set to deconstruct reason by taking hold of and referring to the irrational levels of the human psyche, whereas in traditional sciences the human mind is understood as being a mirror of the Divine Mind. The picture produced on the mirror is the product of the Picture-maker reflecting Itself on it. 

Thus tradition has always held that the organ ''and container of knowledge is not the human mind but ultimately the Divine Intellect.'' Therefore ''true science is not based on purely human reason but on the Intellect which belongs to the supra-human level of reality, yet illuminates the human mind.'' TIM p.100. 

"When Descartes uttered, 'I think, therefore I am (cogito ergo sum), he placed his individual awareness of his own limited self as the criterion of existence, for certainly the 'I' in Descartes' assertion was not the Divine 'I' who, through Hallâj, exclaimed, 'I am the Truth' (ana'l Haqq): The Divine 'I' which alone, according to traditional sources has the right to say 'I'. Until Descartes, it was Pure Being, the Being of God, which determined human existence and the various levels of reality. But with Cartesian rationalism, individual human existence became the criterion of reality and also the truth." TIM p.100

   And what could be of more success to earthly man than to relate his intellect to the higher Intellect which is not of his own and which is unrestricted and independant of place and time. ( Quran 24-19 )

Read full: http://www.livingislam.org/mmt_e.html

References:

TIM: Traditional Islam In The Modern World; Seyyed Hossein Nasr;

SAC: The System Of Antichrist; Truth And Falsehood In Postmodernism & New Age; Charles Upton; Sophia Perennis, NY 2001

DRG: Dictionnaire de René Guénon, Jean-Marc Vivenza; Éditions Le Mercure Dauphinois, Grenoble 2005

Q& A with Seyyed Hossein Nasr: Others Try To Divorce Rumi from his God Consciousness

Wajahat Ali: Even though Coleman Barks and others try to divorce Rumi from his God consciousness, it nonetheless emanates in his poetry. Rumi is the best selling poet in America today. What is it about his work, which is thoroughly rooted in Islam and Islamic sciences, that appeals to mainstream audiences?

Seyyed Hossein Nasr: 

The question I think should be put the other way around. 


First of all, Jalaluddin Rumi is completely rooted in Islamic teachings of the Quran. He was a great scholar, he belonged to a madrassa, and he knew Islamic theology and jurisprudence very well. He knew Persian, Arabic and Turkish, which was coming into Anatolia at that time, very well. He was a remarkable, remarkable scholar, besides being a great saint. He was completely rooted in Islamic tradition. I’m totally opposed to those who try to pull Rumi out of his Islamic foundations by ignoring that element. I have written about this quite a bit and in fact I have a recent book of poetry which is called “Life is a pilgrimage: In conversation with Rumi” in which I translated the first part of his Mathanvi [Rumi’s most beloved work].

It complements what I said about Rumi being rooted completely in the Sufi Islamic tradition.


Now what is it that appeals universally of Rumi to the West today? Several things. 


First of all, Rumi is one of the great spokesmen for the Quranic instruction teaching that all prophets come from God and God does not create one religion, but many religions. The verse of the Quran that mentions we have created for each of you, for all of you, your own path, your own Sharia [Religious law], so that you will vie for each other in goodness and mindfulness of God. And a very famous Quranic verse: “To every people we have sent a messenger.” And many of the verses of the Quran which represent a universal perspective of Islamic fiqh(jurisprudence). Abraham is called a Muslim, Christ is called Muslim. Now, there were a large number of Muslims throughout history who brought out the meanings of this especially when it was necessary; when Islam met Hinduism in India and in Anatolia for example, and when Islam met Christianity and to an extent Judaism. But Rumi is one of the great masters who brought out this universal teaching.

As of today, one of the greatest problems of humanity is how to live in a multi religious society without losing one’s religion - without relativising everything. Which is why perhaps with the greatest spiritual problem of today, Rumi is a great master who is able to provide a way. Secondly, Rumi is also perhaps the greatest mystical poet who ever lived, one of the greatest poets of the Persian language. He was able to express practically all aspects of the spiritual life and our existential situation in the world today as human beings in beautiful Persian poetry.

Now, Coleman Barks and these other translators who are very famous now, they do not know Persian. They work with a Persian speaker. The translations are not exact. They are not like the translations of Reynald A. Nicholson, who translated the whole of the Mathnavi, a remarkable feat; a few mistakes in it, but really a remarkable feat. These people have adapted the teachings of Rumi often based on the Nicholson translation often with the help of a Persian speaker to a kind of contemporary, American medium of poetry. This is quite an art, although it’s not exact from the point of scholarship, it brings out something of the taste for this combination of truth and beauty that Rumi represents: an expression of the deepest truths of spiritual life in God and beauty.


Here’s a criticism that many critics of spirituality ask: If the spiritual seeker must be like a subservient “corpse” in the hand of his “washer”, his spiritual guide, then doesn’t Islam and the spiritual path rob one of their individuality? Isn’t this proof Islam is a machine that requires assimilation and creates mindless automons? How is this a path towards individuality?

I wish someone could get rid of individuality so easily; one never gets rid of one’s individuality completely. One gets rid of one’s egotism, which is a very different matter. In your room, you can have two paintings on your wall; one that is a Persian miniature and the other which is a Dutch painting by Rembrandt. They are very distinct characters, yet they have their own individual traits, but they are inanimate, they don’t have a will of their own. When one talks about being like a dead corpse in the hands of a spiritual teacher it means being able to surrender one’s will, specially one’s nafs al ammarah, that is a part of our soul which is again a Quranic term, which commands us to evil – we must surrender that. That’s what it means. It doesn’t make you become part of a cog of a machine.

In fact, the machine doesn’t have the consciousness we have, the free will that we have, and to surrender one’s free will, not in every matter but in spiritual matters, to a spiritual teacher is in a sense a lower level of surrendering one’s will to God. Many people have criticized Islam for being just automatic, having no individuality, just surrendering your will to God, but we Muslims know very well that every moment of the day we have to practice the fact that to surrender one’s self to God is an act of free will.


Read full interview:
http://www.altmuslim.com/a/a/n/2750

Wajahat Ali is a Muslim American of Pakistani descent. He is a writer and attorney, whose work, The Domestic Crusaders is the first major play about Muslims living in a post 9/11 America. He is the Associate Editor of Altmuslim.com.

ISLAM, IMAN & IHSAN: "Surrender" "Faith" & "Virtue"

Seyyed Hossein Nasr

"O thou soul which are at peace, return unto thy Lord, with gladness that is thine in Him and His in thee. Enter thou among My slaves. Enter thou My Paradise." (Quran - LXXXIX; 27-30 (trans. by M. Lings.) 


The function of religion is to bestow order upon human life and to establish an "outward" harmony upon whose basis man can return inwardly to his Origin by means of the journey toward the "interior" direction. This universal function is especially true of Islam, this last religion of humanity, which is at once a Divine injunction to establish order in human society and within the human soul and at the same time to make possible the interior life, to prepare the soul to return unto its Lord and enter the Paradise which is none other than the Divine Beatitude.


God is at once the First (al-awwal) and the Last (al-akhir), the Outward (al-zahir) and the Inward (al-batin). [1] By function of His outwardness He creates a world of separation and otherness and through His inwardness He brings men back to their Origin.


Religion is the means whereby this journey is made possible, and it recapitulates in its structure the creation itself which issues from God and returns unto Him. Religion consists of a dimension which is outward and another which, upon the basis of this outwardness, leads to the inward. These dimensions of the Islamic revelation are called the Shariah (the Sacred Law), the Tariqah (the Path) and the Haqiqah (the Truth), [2] or from another point of view they correspond to islam, iman, and ihsan, or "surrender", "faith" and "virtue".[3] 

No man has the right to approach the Imminent without surrendering himself to the Transcendent, and it is only in possessing faith in the Transcendent that man is able to experience the Imminent. Or from another point of view, it is only in accepting the Shari'ah that man is able to travel upon the Path (tariqah) and finally to reach the Truth (haqiqah) which lies at the heart of all things and yet is beyond all determination and limitation. 

To interiorize life itself and to become aware of the inward dimension, man must have recourse to rites whose very nature it is to cast a sacred form upon the waves of the ocean of multiplicity in order to save man and bring him back to the shores of Unity. The major rites or pillars (arkan) of Islam, namely the daily prayers (salat), fasting (sawm), the pilgrimage (hajj), the religious tax (zakat) and holy war (jihad), are all means of sanctifying man's terrestrial life and enabling him to live and to die as a central being destined for beatitude. But these rites themselves are not limited to their outer forms. Rather they possess inward dimensions and levels of meaning which man can reach in function of the degree of his faith (iman) and the intensity and quality of his virtue or inner beauty (ihsan). 


Although the whole of the Quranic revelation is called "islam", from the perspective in question here it can be said that not all those who follow the tradition on the level of islam are mu'mins, namely those who possess iman, nor do all those who are mu'mins possess ihsan, which is at once virtue and beauty and by function of which man is able to penetrate into the inner meaning of religion. The Islamic revelation is meant for all human beings destined to follow this tradition. 


But not all men are meant to follow the interior path. It is enough for a man to have lived according to the Shariah and in surrender (islam) to the Divine Will to die in grace and to enter into Paradise. But there are those who yearn for the Divine here and now and whose love for God and propensity for the contemplation of the Divine Realities (al-haqaiq) compel them to seek the path of inwardness. The revelation also provides a path for such men, for men who through their iman and ihsan "return unto their Lord with gladness" while still walking upon the earth.


Read full paper:
http://www.al-islam.org/al-serat/interior-nasr.htm

Allah Almighty and Exalted has said, “And there are servants of God the Compassionate who walk on the earth with humility, and when they are addressed by the illiterate (in a manner unbecoming to them) they say, “Peace (be on you)”. In these times, however, God Almighty and Exalted has kept most of the people veiled from these people (sufis) and their affairs, and the mysteries of this persuasion have been hidden from their hearts. Hence a group thinks that this (Sufism) is no more than a formal custom with no reality and substance. " Kashful Mahjub, Hazrat Usman Ali Hajveri Data Ganj Bakhsh

SEYYED HOSSEIN NASR

Professor Seyyed Hossein Nasr is University Professor of Islamic Studies at George Washington University and the author of numerous books including Man and Nature: the Spiritual Crisis of Modern Man (Kazi Publications, 1998), Religion and the Order of Nature (Oxford, 1996) and Knowledge and the Sacred (SUNY, 1989). He has trained different generations of students over the years since 1958 when he was a professor at Tehran University and then, in America since the Iranian revolution in 1979, specifically at Temple University in Philadelphia from 1979 to 1984 and at the George Washington University since 1984 to the present day.

Born in Tehran into a family of distinguished scholars and physicians, Nasr also comes from a family of Sufis. One of his ancestors was Mulla Seyyed Muhammad Taqi Poshtmashhad, who was a famous saint of Kashan, and his mausoleum which is located next to the tomb of the Safavid King Shah Abbas, is still visited by pilgrims to this day.

He traveled to Morocco in North Africa, which had great spiritual significance for Nasr who embraced Sufism in the form taught and practiced by the great Sufi saint of the Maghrib, Shaykh Ahmad al-Alawi.

For Professor Seyyed Hossein Nasr, the quest for knowledge, specifically knowledge which enables man to understand the true nature of things and which furthermore, "liberates and delivers him from the fetters and limitations of earthly existence," has been and continues to be the central concern and determinant of his intellectual life. According to Nasr, it was the discovery of traditional metaphysics and the philosophia perennis which settled the intellectual crisis he had experienced. 

From then on, he was certain that there was such a thing as the Truth and that it could be attained through knowledge by means of the intellect which is guided and illuminated by divine revelation. Nasr was soon recognized in American academic circles as a traditionalist and a major expositor and advocate of the perennialist perspective. Much of his intellectual activities and writing since being in exile in America, are related to this function and also in the fields of comparative religion, philosophy and religious dialogue.

Read full: 

http://www.nasrfoundation.org/bios.html