Universalising the concept of identity with Islamic theological perspective
This paper discussed the universality of the concept of identity from the perspective of Islam. This perspective of Islam was deemed necessary as a gap to be filled at ensuring that identity completes its course of universality as a concept. Therefore, the study subjected identity in its types to a...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
University
2016
|
| In: |
Ilorin journal of religious studies
Year: 2016, Volume: 6, Issue: 1, Pages: 59-76 |
| Further subjects: | B
Modernist
B Reactionary B Identity B non-conformist B traditionalist |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a This paper discussed the universality of the concept of identity from the perspective of Islam. This perspective of Islam was deemed necessary as a gap to be filled at ensuring that identity completes its course of universality as a concept. Therefore, the study subjected identity in its types to a Qur'ᾱnic critique with a view to identifying those that are in tandem with the tenets of Islam and those that are at variance with them. The contributions of Islam were critically discussed from four major schools of identity around the Muslim world. These schools with different formational motives and objectives were identified as the traditionalist, the reactionary, the non-conformist and the modernist. The paper argued that the four schools of identity, in spite of their differences, were formed with the aim of achieving the same goal of the preservation of the sanctity of Islam but using different theological mechanisms. With the perspective of Islam, identity as a concept was adjudged to have completed its cycle of universality. Conclusively, it was advanced that the primary basis in the formation of the four schools of identity is the Qur'ᾱn. As such, the same basis should be used as the yardstick for rejecting any of the views expressed by these schools or their likes which may come on board to further contribute to the concept of identity from Islamic viewpoints. | ||
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