Over the last year, Ibn Ṭūlūn’s documentation of teaching has repeatedly been addressed here. According to my own plan, this will be the last post on this issue for the foreseeable future. Thus, I would like to use this post to talk about some more general characteristics of these documentary texts. Once before, the difference between ijāzas and samāʿāt in this corpus has been discussed. Now it is finally time to give the ijāzas a more structured treatment as the samāʿāt received back then. Continue reading The Princeton ijāzas
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
And now, to something completely different: the bicycle in Middle Eastern History. Whereas today the bicycle is – arguably – mostly known as a vehicle for leisure, around 1900 it was not only a major means of individualized transportation but it also stipulated the restoration and expansion of road networks that would make the automobile viable, and bicycle races inspired public attention and drew crowds that today seem unimaginable. Moreover, this early history of the bicycle is intricately connected to histories of colonialism, modernity, and Western discourses on the perceived “exploration” of the wider world. Continue reading Into a bicycle history of the Middle East
This week I return to Garret Davidson’s dissertation on post-canonical ḥadīth transmission. Davidson offers a wonderful overview of the genres involved in establishing elevated, i.e. short, chains of transmission and the status that these brought for people who had access to them. While these genres could amount to very different scopes and sizes, it is safe to say that in this context small-scale hadith collections occupied a central position. These often would include the most elevated and thus sought-after chains a well-aged transmitter had to offer to the following generations, and at minimal time to be afforded. This impetus became pervasive in other fields of knowledge as well, at least for a lay audience. Continue reading Teaching ḥadīth: Ibn Ṭūlūn and the Thulāthiyyāt genre