Returning to a recurrent segment but with a little twist this post’s subject is Khadija bt. Jamal al-Din Abd Allah al-Qurashiyya al-Bakriyya—and we could add here—al-Misriyya. She did not receive her own biography in Ibn Tulun’s biographical dictionary al-Dhakhaʾir but nonetheless has her voice heard in that same work.Continue reading “Introducing: Khadija al-Qurashiyya al-Bakriyya”
To be frank, there was something wrong with the visualizations in the last post, and I did not feel like letting that stand. Thus, here I address some of those issues.
After having looked at Ḥadīth transmission recently, I wondered about the other side of knowledge transmission, namely the wider curriculum of the ʿulamāʾ. Thankfully, Ibn Ṭūlūn talks at length about his own education in his autobio/-bibliography al-Fulk al-mashḥūn. There he lists ḥadīth studies and 25 other disciplines. In total, works relevant to 27 disciplines appear (ʿilm al-qiraʾāt is not listed but works are mentioned). Continue reading “Visualizing Education and Knowledge Organization with Palladio 1”
Perhaps more than any other area of permodern Arabic literature, genres concerned with ḥadīth transmission offer themselves for a network approach. Even small collections provide a plethora of names and put them in relation to each other. Someone hears one tradition from someone and then relates it to someone else, thereby turning from a “target” in one relation to a “source” in the next. While the individual chain of transmission might only give diachronic relations, a survey of a larger number of chains might also unearth synchronic relations between transmitters. Continue reading “Visualizing female actors in Hadith networks with Palladio”