By the mid of the nineteenth century, Muslims from North Africa to South-East Asia found themselves defensive in the face of European expansion. European imperialism had become a threat to Islam politically, economically, morally and culturally. It not only challenged the Muslim religio-cultural identity but it also attacked their generation old customs and traditions. European domination of the Muslim world shattered the image of Islam as an expanding worldwide force. Europe had become a constant threat to the religious and political life of the Muslims. This image gained support and popularity by the designs and policies of the European colonial powers. Many of the colonial government officials and missionaries were propagating that Europe’s expansion and domination was due to its basic cultural superiority. They were considering it their duty to educate the natives in the language, history and sciences of the West. They were also claiming that Christian values were a part of ‘enlightened’ policy to civilize.
Responses to British imperialism passed through many phases from complete rejection and violent confrontation to unquestioned admiration and slavish adoration. Some people looked European aggression as another episode of Crusades, a Christian military war against Islam. Some of the traditional Muslim religious leaders suggested that the Muslims should leave their country which was no longer under the Muslim rule following the Holy Prophet’s migration to Madina. This option proved impractical keeping in view the large number of Muslims. Another option was of jihad : a holy war to defend the faith. But the holy war was doomed to defeat because of the superior military strength of Europe. Some religious leaders suggested that the best solution was a complete boycott of their colonial masters. They decided to live aloof frosm the British and take away their children from the schools and institutions established by the English rulers. Any form of cooperation with the British was regarded as surrender to the enemy or treason with Islam. Modern education was regarded as something alien, unnecessary and a danger to religious beliefs.
If some people rejected the western culture completely, others were eager to ‘modernize’ themselves. They wanted that western cultural superiority should be acknowledged in order to survive. This was a new class of modern, educated and western-oriented people. Some of them used Islamic principles to legitimize this transformation . The traditional Islamic basis of Muslim societies had been replaced by the ideology, law and institutions of the W
By the mid of the nineteenth century, Muslims from North Africa to South-East Asia found themselves defensive in the face of European expansion. European imperialism had become a threat to Islam politically, economically, morally and culturally. It not only challenged the Muslim religio-cultural identity but it also attacked their generation old customs and traditions. European domination of the Muslim world shattered the image of Islam as an expanding worldwide force. Europe had become a constant threat to the religious and political life of the Muslims. This image gained support and popularity by the designs and policies of the European colonial powers. Many of the colonial government officials and missionaries were propagating that Europe’s expansion and domination was due to its basic cultural superiority. They were considering it their duty to educate the natives in the language, history and sciences of the West. They were also claiming that Christian values were a part of ‘enlightened’ policy to civilize.
Responses to British imperialism passed through many phases from complete rejection and violent confrontation to unquestioned admiration and slavish adoration. Some people looked European aggression as another episode of Crusades, a Christian military war against Islam. Some of the traditional Muslim religious leaders suggested that the Muslims should leave their country which was no longer under the Muslim rule following the Holy Prophet’s migration to Madina. This option proved impractical keeping in view the large number of Muslims. Another option was of jihad : a holy war to defend the faith. But the holy war was doomed to defeat because of the superior military strength of Europe. Some religious leaders suggested that the best solution was a complete boycott of their colonial masters. They decided to live aloof frosm the British and take away their children from the schools and institutions established by the English rulers. Any form of cooperation with the British was regarded as surrender to the enemy or treason with Islam. Modern education was regarded as something alien, unnecessary and a danger to religious beliefs.
If some people rejected the western culture completely, others were eager to ‘modernize’ themselves. They wanted that western cultural superiority should be acknowledged in order to survive. This was a new class of modern, educated and western-oriented people. Some of them used Islamic principles to legitimize this transformation . The traditional Islamic basis of Muslim societies had been replaced by the ideology, law and institutions of the W
AgileLIVE: Scaling Agile Faster, Easier, Smarter with SAFe and VersionOne - P...VersionOne
Lee Cunningham and Matt Badgley, VersionOne agile experts, provide an overview and demonstrate how VersionOne supports SAFe at the portfolio, program, and team levels. Watch the webinar: http://bit.ly/1dZobtK
AgileLIVE: Scaling Agile Faster, Easier, Smarter with SAFe and VersionOne - P...VersionOne
Lee Cunningham and Matt Badgley, VersionOne agile experts, provide an overview and demonstrate how VersionOne supports SAFe at the portfolio, program, and team levels. Watch the webinar: http://bit.ly/1dZobtK