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Roots of Militant Jihadism: Politics and Tradition in Islam (A)

It is said that militant jihadism “has nothing to do with Islam,” that it is a recent phenomenon. This is the mantra of apologists. An examination shows that radical Islam has its roots to a remarkable extent in traditional exegesis and jurisprudence. Hawkish ulema treat wars of aggression against “infidels” as lawful and even required. The book of Allah teaches reconciliation but hawkish ulema reinterpreted it as a permit for aggression, if not repression. When dynastic rule replaced the caliphate, the official “interpretation” of revelation also changed. This alteration was a reflection of the politicisation of revelation. Hawkish ulama reinterpreted fighting in self-defense as jihad al-talab: the propagation of religion through wars of aggression, prohibited in revelation. By rendering unlawful wars of aggression lawful, hawkish ulama arrogated to themselves the right to judge between lawful and unlawful, a right that belongs exclusively to Allah. In this way militant ulema warped the teaching of revelation, and tainted it with shirk. They replaced Islam with political Islam. To politicise the knowledge of revelation, they “supplemented” revelation with “explanatory” books, the prophetic traditions. Unfortunately, the “supplementary” books of “revelation” did not “explain” revelation. On the contrary, they altered its teaching. For the Book of Allah emphasizes justice, morality, and rationality. But there are no books on these themes in Bukhari. Unlike the Book of Allah, the traditions ascribed to the prophet rob the teaching of revelation of its justice, ethics, and rationality. They strip Islam of its universality. They attribute a militant tenor to Islam. The misinterpretation of revelation spawned aggressive jihadism. The misinterpretation was exacerbated by the repression of reason, which also aided recourse to the teaching of abrogation. The repression of reason brought a range of aberrations, undermining the reliability of traditional exegesis (tafsir) and jurisprudence (fiqh). The emergence of militant jihadism was augmented by the treatment of the traditions as “equal” to the Book of Allah. Treating tradition as “revelation” fused and confused tradition with revelation, the rulings of Allah with the perceptions of the ulama. Hawkish ulama assert that: “tradition is revelation and a part of the Book of Allah.” Militant jihadism is characterised by the perception that the sharia is to rule the world. This misperception, a product of the corruption of the knowledge of revelation, encourages radicalisation. For “jihad” is a struggle for betterment. This is the greater jihad. Fighting in self-defense is the lesser jihad. Revelation neither prescribes nor permits aggressive jihad, a juristic invention. Unfortunately, militant ulama transformed the right to self-defense into a requirement to “propagate” Islam through wars of aggression and the perpetration of war crimes, into a sixth pillar of Islam. This represents a corruption of the teaching of revelation. Hawkish ulama transformed the religion of peace into a religion of war by asserting that the “peace verses” were “abrogated” by the verses of the sword. This epic corruption of the teaching of revelation was reinforced by traditions that endorse militant renditions of Islam. Jihadism resulted from the expansionary aspirations of rulers, fuelled by ulema willing to reinterpret revelation to furnish a “religious” justification for waging unlawful wars of aggression, under the rubric of “propagating” Islam by the sword. The transformation was underpinned by recourse to a vision in which the dar al-Islam or the realm of peace is in a life and death struggle with the dar al-kufr, the realm of unbelief. This perception is alien to the teaching of revelation. It is a variant of the “clash of civilizations” thesis, promulgated by Samuel Huntington. The “clash of civilizations” thesis is being used to justify the “war on terror.” It reflects a Hobbesian perspective, which perceives the world as a “war of all against all.” Jihadists present a threat to safety. For the jihadist acts as judge, jury and executioner. This requires audacity. The jihadist does not respond to reason. He or she is propelled by desires for revenge and power. He or she respects force. He or she practices the use of force in religion, which is contrary to the teaching of revelation, and follows what he or she is told without hesitation. An effective response requires effective enforcement. A long-term response requires a reform of traditional Muslim education. What Muslims are taught and the way they are taught require attention. For the present approach is faulty. There is not enough emphasis on reflection. There is excessive rote learning. There is excessive regurgitation. The teaching of predestination (jabr) and the teaching of abrogation also corrupted Muslim education. Muslims that believe in predestination perceive themselves as “machines,” without free will, programmed by Allah to do everything, not excluding the perpetration of crimes. Muslims are taught that the verses of reconciliation in revelation were abrogated by the ayah as-sayf (9:5) and that Allah expects Muslims to wage aggressive war (jihad al-talab) against non-Muslims even when Muslims are not being attacked. These corrupt perceptions are a relic of the past, the heritage of anti-rationalism, shutting the gates to reasoning, and taqlid. Renewal requires the rehabilitation and re-engagement of reason. Muslim thought requires reform. For knowledge of revelation was tarnished by problematic presuppositions. An example of a problematic practice is taqlid, the unquestioning following of tradition. Examples of unwarranted presuppositions encompass the perceptions that revelation features “unclear” verses or that revelation requires being “explained” by tradition. An example of a flawed teaching is that of abrogation. Another problematic assumption is the perception of tradition as “revelation.” By treating tradition as revelation – equal to the Quran – the exegetes abolish the difference between the words of God and the words of people. The amalgamation of tradition with revelation was a grave error. The “crisis” in the Muslim mind is a paralysis. For Muslims became enchanted by tradition to the extent they are willing to follow tradition even against reason, not to mention revelation. This requires reflection. It requires rethinking tradition and its relationship to revelation. Renewal also requires the rehabilitation of reason and the reform of education. Jihad means to “endeavour” or “struggle.” There is a difference between the greater and the lesser jihad. Armed struggle – in self-defense – is the lesser jihad. The effort to become better is the “greater jihad.” The transformation of defensive into offensive jihad was a juristic error. As a result, jihad is associated with terror. Politics corrupted the knowledge of revelation by tainting the exegesis of revelation. Using flawed reasoning, jurists reached a corrupt rendering of revelation. This rendering requires expanding the “realm of peace” at the expense of the “realm of war” by force. The alleged “abrogation” of the peace verses robbed Islam of its teaching of peace, corrupted the knowledge of revelation and generated confusion. The process was buttressed by recourse to bellicose ahadith, in defiance of the teaching of revelation. Politicised ulama accomplished this transformation by asserting that the peace verses of revelation were abrogated by the ayah as-sayf. Fighting in self-defense was reinvented as aggressive, pre-emptive warfare. Revelation, however, prohibits wars of aggression. Aggressive jihad endeavours to establish the rule of shariah everywhere. A distinguishing trait of the jihadist is sparse knowledge of revelation. This is a result of “traditional education,” of excessive focus on tradition at the expense of revelation and a deactivation of reason, inaugurated by the closure of the gates to ijtihad. There is excessive emphasis on rote learning, and not enough on understanding. The de-emphasis on thought in Muslim education was a legacy of the clashes between the traditionists and the rationalists. The traditionists follow Islam through the mediation of tradition. But Islam does endorse recourse to “middlemen.” It asks us to follow revelation without relying on mediators. Rationalists, by contrast, follow revelation understood by reason. Rather than follow revelation, as instructed by revelation, Muslims turned from revelation to tradition. Muslims became “traditional.” Rather than follow the Book of Allah, Muslims follow the non-revealed traditions of persons. Muslims became focused upon preserving the status quo rather than pursue reform. https://www.amazon.com/dp/B09Y9BX3VV https://www.amazon.co.uk/dp/B09Y9BX3VV https://www.amazon.ca/dp/B09Y9BX3VV https://www.amazon.com.au/dp/B09Y9BX3VV

Roots of Militant Jihadism Politics and Tradition in Islam Leslie Terebessy Preview --------------------------------------------------- 3 From Error to Terror -------------------------------------- 9 Trauma of the Ummah ----------------------------------- 11 Tradition Endorses Expansion -------------------------- 18 Fall of the Empire ----------------------------------------- 21 Roots of the Fall ----------------------------------------- 30 Repression of Reason ------------------------------------- 31 Eclipse of Revelation -------------------------------------- 34 Four Fitnas ---------------------------------------------- 39 Renunciation of Reason----------------------------------- 41 Tradition Is Revelation ---------------------------------- 47 Tainting of Knowledge ----------------------------------- 54 Problems in Exegesis ------------------------------------- 70 Problems in Jurisprudence ------------------------------ 74 Emergence of Taqlid -------------------------------------- 82 Faulty Exegesis ------------------------------------------- 93 Politicized Islam ---------------------------------------- 101 Establishment Islam -------------------------------------109 Fall of Ethics -------------------------------------------- 110 Totalitarianism ------------------------------------------- 117 Ethnocentrism -------------------------------------------122 Fatalism ------------------------------------------------ 123 Paganism -------------------------------------------------126 Reason vs Tradition --------------------------------------132 Atrophy of Education----------------------------------- 140 Reconstruction of Knowledge --------------------------- 151 Revelation vs Tradition ---------------------------------- 151 Revelation vs Reason ----------------------------------- 154 Traditionism ---------------------------------------------157 Tainting of Exegesis-------------------------------------- 161 Radicalization------------------------------------------- 165 Political Islam --------------------------------------------168 Contemporary Jihadism ---------------------------------182 Renewal ------------------------------------------------ 190 Rehabilitation of Reason ---------------------------------190 Rehabilitation of Knowledge ---------------------------- 195 Rehabilitation of Methodology--------------------------- 196 Recommendations-------------------------------------- 204 2 Preview It is said that militant jihadism “has nothing to do with Islam,” that it is a recent phenomenon. This is the mantra of apologists. An examination shows that radical Islam is rooted to a remarkable extent in traditional exegesis and jurisprudence. Hawkish ulema treat wars of aggression against “infidels” as permissible. The book of Allah teaches reconciliation but hawkish ulema reinterpreted it as a blueprint for aggression, if not repression. When dynastic rule replaced the caliphate, the official “interpretation” of revelation also changed. This alteration resulted from the politicization of exegesis. Hawkish ulama reinterpreted fight in self-defense as jihad altalab or war to propagate religion through wars of aggression, prohibited in revelation. By rendering unlawful wars of aggression permissible and even required, hawkish ulama arrogated to themselves the right to judge between lawful and unlawful, a right that belongs exclusively to Allah. In this way militant ulema corrupted the teaching of revelation, including the sharia. They replaced Islam with political Islam. To politicize the knowledge of revelation, they “supplemented” revelation with “explanatory” books of “revelation,” the prophetic traditions. Unfortunately, the “supplementary” books of “revelation” did not just “explain” revelation; they altered its teaching, too. For the Book of Allah emphasizes justice, morality, and rationality. But we encounter no books on these themes in Bukhari. Unlike the Book of Allah, the traditions ascribed to the 3 prophet rob the teaching of revelation of its justice, ethics, and rationality. They attribute a militant tenor to Islam. Aggressive jihadism emerged from a misinterpretation of revelation. This transformation was enabled by recourse to the teaching of abrogation. Methodological aberrations were enabled by the repression of reason. The emergence of militant jihadism was augmented by the treatment of the traditions as “equal” to the Book of Allah. Treating tradition as revelation fused and confused tradition with revelation, the rulings of Allah with the perceptions of the ulama. Hawkish ulama assert that: “tradition is revelation and a part of the Book of Allah.”1 Militant jihadism is characterized by the perception that the sharia is to rule the world. This perception encourages radicalization. This misperception resulted from the corruption of the knowledge of revelation. For “jihad” is a struggle for betterment. This is the greater jihad. Fighting in self-defense is the lesser jihad. Revelation neither prescribes nor permits aggressive jihad, a juristic invention. 1 Kingdom of Saudi Arabia, The General Presidency of Scientific Research, accessed on 16 Sep. 2021: https://alifta.gov.sa/En/IftaContents/IbnBaz/Pages/FatawaSubj ects.aspx?cultStr=en&View=Page&HajjEntryID=0&HajjEntryNa me=&RamadanEntryID=0&RamadanEntryName=&NodeID=40 20&PageID=4889&SectionID=14&SubjectPageTitlesID=27683& MarkIndex=6&0#TheSunnahispartoftheQuran. 4 Militant ulema, however, in defiance of the teaching of revelation, transformed the right to self-defense into a religious requirement to “propagate” Islam through wars of aggression, into a sixth pillar of Islam. This represents a corruption of the teaching of revelation. Hawkish ulama transformed the religion of peace into a religion of war, in defiance of the teaching of revelation, by asserting that the “peace verses” were “abrogated” by the verses of the sword. This epic corruption of the teaching of revelation was reinforced by traditions that endorse militant renditions of Islam. Jihadism resulted from the aspirations of rulers, fueled by ulema willing to reinterpret revelation to furnish a religious justification for waging unlawful wars of aggression, under the rubric of “propagating” Islam by the sword. The transformation was underpinned by recourse to a vision in which the dar al-Islam or the realm of peace is in a life and death struggle with the dar al-kufr, the realm of unbelief. This perception is alien to the teaching of revelation. It is a variant of the “clash of civilizations” thesis, promulgated by Samuel Huntington. This is being used to justify the “war on terror.” It reflects a Hobbesian perspective, which perceives existence as plagued by a “war of all against all.” Jihadists present a threat to safety. For the jihadist perceives himself or herself as judge, jury and executioner. This requires audacity. The jihadist does not respond to reason. He or she is propelled by emotions, by desires for revenge and power. He or she respects force. He or she practices the use of compulsion in religion. He or she follows without hesitation what he or she is told. An effective response requires effective 5 enforcement. A long-term response requires an overhaul of traditional Muslim education. Both what Muslims are taught and the way they are taught require attention. For the present approach is faulty. There is not enough emphasis on reflection. There is excessive rote learning. There is excessive regurgitation. The teaching of predestination (jabr) corrupted Muslim education. Muslims that believe in predestination perceive themselves as “machines,” without free will, programmed by Allah to do everything, not excluding the perpetration of crimes. Muslims are taught that the verses of reconciliation in revelation were abrogated by the ayah as-sayf (9:5) and that Allah expects Muslims to wage aggressive war (jihad al-talab) against nonMuslims even when Muslims are not being attacked. These corrupt perceptions are a relic of the past, the heritage of anti-rationalism, shutting the gates to reasoning, and taqlid. Renewal requires the rehabilitation and re-engagement of reason. Muslim thinking requires reform. For knowledge of revelation was tainted by problematic presuppositions. An example of a problematic approach is taqlid, the unquestioning following of tradition. Examples of unwarranted presuppositions encompass the perceptions that revelation features “unclear” verses or that revelation requires being “explained” by tradition. An example of a flawed teaching is that of abrogation. A further problematic assumption is the treatment of tradition as “revelation.” By treating tradition as revelation – equal to the Quran – the exegetes abolished the difference between the words 6 of God and the words of people. The confusion of tradition with revelation produced additional confusion. The “crisis” in the Muslim mind is a paralysis. For Muslims became enchanted by tradition to the extent they are willing to follow tradition even against reason, not to mention revelation. This requires reflection. It requires rethinking tradition and its relationship to revelation. Renewal also requires the rehabilitation of reason and the reform of education. Jihad means to “endeavor” or “struggle.” There is a difference between the greater and the lesser jihad. Armed struggle – in selfdefense – is the lesser jihad.2 The effort to become better is the “greater jihad.” The transformation of defensive into offensive jihad was a juristic error. As a result, jihad is associated with terror. A reason for this is that political factors corrupted the knowledge of revelation by tainting the exegesis of revelation. Using flawed reasoning, jurists reached a corrupt understanding of the teaching of revelation. This understanding requires expanding the “realm of peace” at the expense of the “realm of war” by force. The alleged “abrogation” of the peace verses robbed Islam of its teaching of peace, corrupted the knowledge of revelation and 2 As Muhammad Asad highlights in his commentary on verses 190 to 193 in sura al-Baqarah, and related verses, revelation permits fighting exclusively in self-defense. The idea that the Quran permits and even prescribes aggressive warfare is traceable to a few “unwarranted accretions.” 7 generated confusion. The process was buttressed by recourse to bellicose ahadith, in defiance of the teaching of revelation. Politicized ulama accomplished this transformation by asserting that the peace verses of revelation were abrogated by the ayah assayf. Fighting in self-defense was reinvented as aggressive, preemptive warfare. Revelation, however, prohibits wars of aggression. Aggressive jihad endeavours to establish the rule of shariah everywhere. A distinguishing trait of the jihadist is sparse knowledge of revelation. This is a result of “traditional education,” of excessive focus on tradition at the expense of revelation and a deactivation of reason, inaugurated by the closure of the gates to ijtihad. There is excessive emphasis on rote learning, and not enough on understanding. The de-emphasis on thought in Muslim education was a legacy of the clashes between the traditionists and the rationalists. The traditionists follow Islam through the mediation of tradition. But Islam does endorse recourse to intermediaries. It asks us to follow revelation without relying on mediators. Rationalists, by contrast, follow revelation understood by reason. Rather than follow revelation, as instructed by revelation, Muslims turned from revelation to tradition. Islam became “traditional.” Rather than heed the revealed words of Allah, Muslims follow the non-revealed words of persons. Muslims became focused upon preserving the status quo rather than pursue reform. This was reflected in Islam becoming a religion focused on ritual rather than reform. 8 The divestiture of Islam of its power to reform was reflected in and reinforced by the fact that Bukhari features no entries on justice, morality or rationality. For these are all key requirements of reform. Muslims resort to nostalgia for the illustrious past with remarks such as, “we had it first.” Few ask for reasons that Muslims turned to be the last. As those before them, they began to judge by what Allah did not reveal. They turned from revelation to tradition and began following the ways of their forefathers. The traditional ulema justified the turn from revelation to tradition by asserting – improbably – that tradition, too, was revelation. But the manmade hadiths are not the words of God. In fact, the ahadith are not even the verbatim exact words of the prophet; they are paraphrases of paraphrases. They are akin to hearsay. The downfall of the umma was brought by the umma’s turning away from revelation to follow tradition. Interested readers may access the full text at the links below: https://www.amazon.com/dp/B09Y9BX3VV https://www.amazon.co.uk/dp/B09Y9BX3VV https://www.amazon.ca/dp/B09Y9BX3VV https://www.amazon.com.au/dp/B09Y9BX3VV 9