Bangladesh Journal of Integrated Thoughts
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Historical Background of Quranic Translation into Bengali in Various Ages: Hindrances and Solutions
Full text linkIslam started its journey to enter into the Indian Sub-continent including Bengal through the sea route within one hundred years of its advent in Arabia, while through the land route, it began with the conquest of the Sind by Muhammad Bin Qasim in 712 A.D. From that time, the translation of the Holy Quran has been started vocally besides the spread of Islam into Bengali language. There was no remarkable written works and contributions on the Holy Quran in Bengali until before the 19th century. Behind this, there were enough social and religious obstacles and sightlessness. Though, from 12th to 18th century, we have seen a good number of literary contributions about the religion of Islam in Bengali language, but we could not see the translation and explanation of the Quran directly in Bengali except some Surahs or parts of the Quran. The reason may be the lack of awareness about the Muslim culture, dearth of education in the Muslim society of Bengal and the remaining superstitions in the contemporary Muslim society of India. Later, at the end of the 19th century, one of the Hindu scholars took initiative to translate the whole Quran at first; immediately, the Muslim scholars took initiative to render the whole Quran. Though before such initiatives, many Muslim scholars translated the verses of the Quran partly as poetry or lyrics. This translation brought a positive and a revolutionary change in the Bengali Muslim community and it had a far-reaching impact on the education of the Muslims in Bengal. In fact, the Bengali Muslims have started to get the original understanding of the Quran through their mother tongue after about 1000 years of the advent of Islam in the Sub-Continent.
In this paper, the research focuses on how written translation of the Holy Quran has been started in Bengali and who have contributed much in the field
Shakespearean Hamlet and Macbeth: A Reverent Beam to the Islamic Perspective of Crime and Punishment
Full text linkShakespeare is considered as one of the major literary personalities in the kingdom of literature, who is appearing to be a great philosopher, a poet, a preacher, an actor, a great playwright, a prudent guide and leader. His dexterous scrutiny and commendable thoughts have gifted literature an unavoidable study of his art to the learners in every era. Simultaneously, insightful literary scholars feel themselves honored to study his literary works. Moreover, Shakespeare’s unparallel themes are from certain along with ceaseless universalism, and concurrently they are global and multicultural too. The theme of power, corruption, love, war, peace, nature, deception, appearance versus reality, crime, punishment, judgment, freedom, death and renewal, all are constantly knocking at the door of human civilization in different centuries wearing different masks. Among myriads of themes, the study of Shakespearean crime and punishment can be a strong insight to quake human conscience to the ultimate negative consequences of all crimes. At the same time, this study has a wide scope to sustain sharply the Islamic views towards all crimes and their inescapable punishments as well. The main concern of this paper is to reinstate the genuineness of those verses which mentioned a number of crimes as well as the unavoidable punishments in the holy Quran, the ultimate guide of entire human beings. Moreover, this study will incite thoughts in the minds of the considerate learners for not to judge Shakespeare’s tragedies as plays only, rather to consider them to shape morality
Integration of Knowledge in Education: A Bibliometric Review
Full text linkBased on the citation records, this study for the first time examines the bibliometric characteristics of integration of knowledge in education literature from the year 1985 to June 2020. This study reviews total 102 documents published in the Web of Science index journals. For the visualization and analysis, VOSviewer software was applied. The bibliometric results identified the most productive and impactful authors and journals in this literature. After the science mapping of bibliometric data, this paper identifies the major underlying research themes integration of knowledge in education. The key themes in this literature include the knowledge transfer, higher education, university, innovation and management. Among these keywords, knowledge transfer, higher education and model show the strongest correlation, followed by innovation, commercialization; performance and management; multiple intelligence and information. However, there is no significant correlation among keywords like knowledge transfer, knowledge integration, healthcare, and multiple intelligence. Therefore, future research can be directed focusing on these keywords to expand the existing knowledge in this literature
The Triplex Entity: An Investigation Into Meaningless Nonsense
Full text linkThis research note intends, first, to provide a clear exposition of“meaningless nonsense”, a philosophical concept propoundedby Japanese philosopher Masaya Chiba, and, second, to indicateits potential to broaden and deepen one’s perspective. Toachieve the aims, the discussion is conducted in the followingorder: after an introduction which succinctly reviews previousstudies of Chiba’s thought, the first part elucidates the precisecontext in which “meaningless nonsense” was invented, andclarifies that the neologism, as an uncountable, stands for beingunambiguously noninterpretable and, as a countable, means anobject as that which exists in such a state; thereupon, the secondpart presents a hypothesis that one could innovate one’sworldview by regarding everything as a “meaningless nonsense”because it enables one to deem an object as a triplex entity—as afinitely significant being, as a potentially infinitely polysemicexistence, and as an unambiguously noninterpretable body
Sacred Economics: Money, Gift & Society in the Age of Transition. By Charles Eisenstein, 2011
Full text linkEvolver Editions, California, US, pp469, ISBN 978-1-58394-397-7, $17.35 (paperback
Rethinking Public Health Pedagogy in Muslim Countries Postcolonially
Full text linkThis article discusses the history of modern education in developing countries and attempts to look at Public Health (PH) education and curriculum from a Muslim and postcolonial perspective. It argues that, since modern PH pedagogical practices in Muslim countries are derived almost entirely from the western educational model and paradigm, they need reconstruction mainly for compatibility and relevance checks. The reconstruction of PH that this paper proposes aims at complementing and enriching the existing syllabi and involves three stages: fundamental, intermediate and advanced. In the first stage, students are equipped with a strong foundation of western and Islamic philosophies; the second one involves the incorporation of Islamic principles into the existing PH curriculum; while the third entails a critical analysis and deconstruction of some PH concepts and approaches in order to nurture students’ creativity in solving complex, emerging problems in the light of Islamic teachings as well as the need of Muslim sociocultural settings
মুসলিম সভ্যতা: অবক্ষয়ের কারণ ও সংস্কারের আবশ্যকতা
No full textআমি সম্প্রতি ‘মুসলিম সভ্যতা- অবক্ষয়ের কারণ ও সংস্কারের আবশ্যকতা’ শীর্ষক একটি অসাধারণ বই পড়লাম। বইয়ের লেখক স্বনামধন্য অর্থনীতিবিদ ইসলামি গবেষক, ইসলামিক স্টাডিজে কিং ফয়সাল পুরস্কার পাওয়া লেখক ড. এম উমর চাপড়া। বইটি বাংলাদেশ ইনস্টিটিউট অব ইসলামিক থ্যট (বিআইআইটি) থেকে প্রকাশিত হয়েছে। তাদের ঠিকানা- বাড়ি # ৪, রোড # ২, সেক্টর # ৯, উত্তরা, ঢাকা
Islamic Education in Commonwealth Independent States: Genesis, Development and Future Directions
Full text linkIslam has been widely practiced in the Common wealth of Independent States (CIS) since the beginning of Islamic history and it was a center of excellence for Islamic education from as early as the eighth century, as part of the Muslim conquest territory from Samarkand to Bukhara. The aim of this paper is to explore the obscure history of Islamic education and civilization in the CIS countries with special focus on Central Asia. The inductive method was applied to examine data from secondary sources for this qualitative study which focused on how the CIS countries could make remarkable progress in the future to develop Islamic educational institutions and produce Islamic intellectuals which will have a positive impact on the development of future Muslim generations in this region. The explorative results showed that Islamic education is among the major factors of social stability in the CIS region and it takes into account the expectations of people in order to build peaceful, knowledge-based and prosperous societies. Moreover, it is recommended to authorities in the CIS region to pay special attention to developing Islamic education institutions that will lead to improvements in educational relations between the CIS region and the different OIC nations which will eliminate the disputes among the CIS nations regarding enhancing harmony and hegemony.  
ইসলামের দৃষ্টিতে তাসাওউফের প্রকৃতি ও পরিধি : একটি পর্যালোচনা
No full textA discourse on the authenticity of Sufism in Islam has been going on. Scholars are divided on the opinions while it is in favour or reject unto this penamena. Some of them say that it is none Islamic which is derived from none Islamic sources while others accepted it as pure Islamic mysticism. Along with, there is a also debete about this Sufism, where some of them defined it as spiritual process to develope the inner sides of human life while others expressed it at behaviour aspects. On that discourses there are differnt veiws about the nature and scope of Sufism in Islam. This paper will discuss these issues to determine the nature and scope of Sufism in Islam
Combating Violent Extremism: A special reference to the concept of Al-Wasatiyyah
Full text linkIn recent years, the world has witnessed a new wave of violent extremism that has taken the lives of many innocent people of different faiths, races and nationals. The number of deaths from violent extremism and terrorism has been increased in different ways. Radicalization, an important precursor to violent extremism, is also on the rise globally. Radicalization impacts different age categories (although youth are more involved than others), different faiths, the educated as well as the non-educated, the employed and the unemployed, and men as well as women. The root causes of violent extremism are complex, multifaceted and intertwined, and related to the structural environment in which radicalization and possibly violent extremism can start to take hold. Violent extremism is the product of historical, political, economic and social circumstances including the impact of regional and global power politics. Growing horizontal inequalities are one of the consistently cited drivers of violent extremism. Critically, unemployment or poverty alone is not the only push factor inciting violence and extremism: perceptions of injustice, human rights violations, socio-political exclusion, widespread corruption or sustained mistreatment of certain groups, are also considered important push factors. UNDP declared PVE strategies in 2016 that clearly indicated the burning necessity to work with faith based organizations and religious leaders to counter the abuse of religion for terrorist purpose. However, in appointing “moderate” Islam as an antidote to “radical” Islam, the implication is that, conceptually at least, the two terms are contradistinctive. What is a “moderate” Muslim community and how would it act? What are the implications for a “moderate” community in relation to pluralist societies? And, can such a “moderate” community offer a practical response not only to “radical” Islam, but, perhaps, more importantly, to increasingly antagonistic, liberal contexts? This study aims to address those understandings based on the secondary sources