#PhD in Islamic studies Abu Dhabi

[mbzuhuniversity]

undefined

What are the five most important areas of Islamic studies?

Once you are willing to complete your Islamic studies, you must learn the five most important areas of Islamic studies. Here is the list by which you will be able to complete the PhD program in Islamic studies. This one will be denoted as one of the best essentials by the help of which you will be able to know about the details like the Islamic studies. What are the five most important areas of Islamic studies?

[likeaflowingriver1019]

Fatma Aydemir was born in Karlsruhe in 1986. She studied German and American studies at Goethe‐Universität in Frankfurt am Main. She lives in Berlin and has been an editor at the daily newspaper taz since 2012. Her first novel, Ellbogen (Elbow), was published by the Carl Hanser Verlag in 2017. Ellbogen has been adapted for the stage by several theaters and was awarded the Franz Hessel Prize. She co-edited the essay collection Eure Heimat ist unser Albtraum (Your Homeland is our Nightmare) together with Hengameh Yaghoobifarah. Currently she is working on her second novel Dschinns (Jinns).

Gabriella Etmektsoglou is the Director of NYU Berlin since 2010. She holds a PhD in European history from Emory University. The principal concerns of her research and writing are the Holocaust in Greece, narratives of self-victimization in present-day Germany, and questions of reparations and transitional justice in the context of postwar Europe. Etmektsoglou is the author of Axis Exploitation of Wartime Greece, 1941–1943. She has recently co-edited the memoirs of a Holocaust Survivor, Lisa Pinhas, that appeared in three languages. Before joining NYU, she taught subjects in Modern European History, Balkan History, and Civil Wars in universities in the U.S., Europe, and Australia. She is a founding member of the U.S. National Peace Academy and committed to reshaping higher education, especially global education, so that it becomes a central driver in creating a more humane and sustainable world. She co-teaches a course on German History at NYU Berlin and continues to participate in conflict resolution projects in Greece and Cyprus.

Naika Foroutan is Professor for Integration Research and Social Policy at Humboldt-University of Berlin, Founding Director of the German Center for Integration and Migration Research as well as Director of the Berlin Institute for Integration and Migration Research (BIM) at the Humboldt-University of Berlin. Her research and teaching focuses on topics such as migration and integration, the perception of Islam and Muslims in Germany, identity and hybridity studies, political Islam as well as societal transformations of countries of immigration. Since 2011, Prof. Foroutan has been the project director of the acclaimed research project “Young-Islam-related Issues” (JUNITED) funded by the Stiftung Mercator at the Berlin Institute for Integration and Migration Research (BIM). In 2012, she received the Fritz-Behrens Foundation‘s Academic Prize for excellent scientific research, which is awarded every two years to excelling researchers.


Sylvia Maier is a Clinical Associate Professor in the Center for Global Affairs at New York University, where she directs the MSGA Concentration in Global Gender Studies, the annual Global Field Intensive to the United Arab Emirates, and serves as faculty adviser to the MSGA Gender Working Group. Sylvia’s principal fields of interest and expertise are women’s rights in the Middle East, South Central Asia, and the Gulf States, with a particular focus on the United Arab Emirates, Iraq, Kurdistan, and Afghanistan, where she has taught and conducted extensive field research.
 Sylvia is especially interested in women’s culturally-situated modes of resistance to patriarchy in deeply traditional societies, the “globalization-empowerment nexus” in the Gulf States, feminist urbanism, gender and migration, and the politics of integration and multiculturalism in Western Europe, chiefly the legal responses to cultural diversity and honor-based violence against women. She has spoken extensively and published on these and related subjects. Her co-edited book, titled EU Development Policies: Between Norms and Geopolitics was published by Palgrave Macmillan in February 2019. She is currently working on a comparative research study of feminist urbanism in global cities (Vienna, Berlin, Abu Dhabi, Delhi, and New York), on a field research project on biotrade, food security and women’s empowerment in Perú with her CGA colleague Jens Rudbeck, and, with another CGA colleague, Christopher Ankersen, on a book manuscript on Monarchies in Global Affairs.


[faithfulnews]

American Universities Abroad

American Universities Abroad

By George Dennis O'Brien

January 13, 2020

University presidents often indulge in rhetorical flourishes about the importance of reason in the academy and the public square. In his short book Standing for Reason: The University in a Dogmatic Age, John Sexton, recently retired president of New York University, moves beyond such formulaic encomia to offer a clear description of reason in action as a cure for the mindless dogmatism that infects us in the age of Twitter.

Commentators on higher education invariably regard their own intellectual history as general truth. Sexton’s trajectory from Brooklyn Prep to president of the country’s largest private university is, however, unusual in the extreme. How do you start with a 2.1 GPA in college and go anywhere in higher education? There were miraculous turns along the way. No less an eminence than Tim Healy, SJ, chastised Sexton for his miserable college performance: “You have disappointed us.” Fordham University was, however, initiating a new PhD program in religion and needed students. Healy offered Sexton a fellowship.

Having completed his graduate work, Sexton taught religious studies for ten years at St. Francis in Brooklyn (“the small college with big dreams”), ending as chair of the department. A longtime interest in the law led him to apply to law school. He was turned down by all New York law schools, but—another fortuitous intervention—Laurence Tribe, a preeminent scholar of constitutional law, recommended Sexton to Harvard. He was accepted there and the rest unfolds as a plausible path to high office: appointment to NYU Law School, dean, and president.

That, at least, is an external account of Sexton’s career; there is also an internal story that leads directly to his defense of reason. That tale starts with Charlie Wimans, an inspiring lay teacher at Fordham Prep, who suggested that Sexton join the school debate team. Not only was Sexton good at debate, he was named national champion in his senior year. He was so enthusiastic about debate that he offered to coach the debate team at his sister’s high school. Sexton notes that debate “framed the next fifteen years of my life.... [I]t opened my world in unimaginable ways—intellectual, social, even spiritual. It provided the most formidable element of my education.” Debate as Sexton practiced and taught it is a formal process that encapsulates his view of reason in the academy and the public arena. Formal debate begins with a proposition to be defended or attacked. Debaters do not know in advance whether they will be asked to argue the affirmative or negative, so they prepare for both. Debate proceeds through a number of rounds of constructive argument and rebuttal, followed by a determination of the winner by designated judges. Two aspects of formal debate express important rules for rational argument. In-depth study of both sides of an argument assures that any position arrived at recognizes the force of counterarguments and countervailing evidence. The legal world to which Sexton turned exemplifies a pattern of debate. Lawyers must anticipate the arguments of the opposing party while advancing their own case through facts, reasonable conjecture, and rebuttal.

It makes sense to construct a model of reason for higher education on the foundation of debate; indeed, the first universities were built on just such a model. One can argue that the ideological base of university study was contained in Peter Abelard’s Sic et Non (1115–1117). The major difference between formal debate and law on the one hand and the university on the other is that the former have designated judges or juries. Who judges an advance toward truth in the academy? Philosophic pragmatists like John Dewey, rejecting “the quest for certainty,” believed that the ongoing academic disciplines served as continual critique. In the long run arguments would be judged by a consensus of professional scholars. I think Sexton would be happy enough with that view, but he underpins it with Teilhard’s notion of the evolutionary convergence of culture.

  Is an American university just another mode of cultural imperialism?

Sexton’s overall narrative starts with high-school debate and ends with examining the clash of cultures in “the global university” or, as he sometimes labels it (with a nod to Vatican II), “the ecumenical university.” Under his leadership, NYU established full-fledged university programs at “portal campuses” in Abu Dhabi and Shanghai. The full range of NYU’s facilities and faculties are potentially available to students who enter a portal campus. Sexton argues that in an economically and politically globalized world, the global university will be the pattern for our leading academic institutions.

Establishing portal campuses in foreign jurisdictions and cultures raises obvious questions. Is an American university just another mode of cultural imperialism? Given the highly selective nature of the student bodies at the portal campuses, does it foster elitism? Will academic freedom be compromised when universities exist in countries where freedom of expression is often curtailed? Will Sexton’s core values of the university tradition—“intellectual integrity, tolerance of difference...willingness to encourage unorthodox ideas...unflagging commitment to the pursuit of truth”—conflict with local culture or politics?

Sexton is confident that these challenges can be met. The global university points toward a “global civil society,” not economic or political hegemony. Students at the NYU portal campuses may be intellectual “elites” but, thanks to generous financial aid, are as likely to come from a remote village as from a cosmopolitan center. Distinguishing as appropriate between academic freedom and the civil right to free speech, Sexton says that the portal-campus classroom is quite open, whatever prudence may be required for those taking positions in the public square. Despite his assurance, I would be wary about this last challenge. Academic freedom is a core value of the modern academy, and while it may be conceptually distinct from the civil right to free speech, the two are not so easily disentangled in practice.

  Dogmatism still has its champions, here and abroad.

Although the portal campuses are open to the resources of a world-class research university, Sexton notes that the actual course of study in Abu Dhabi and Shanghai is similar to that of “the most prestigious liberal-arts colleges in the United States.” But there are really two traditions of the liberal arts: the older artes liberales and the so-called “liberal free tradition.” While both traditions use the debate model that Sexton extols, they have differing foundations and purposes. Artes liberales, the core of higher education from ancient Greece until very recent times, trained political and moral leaders to conserve the laws and traditions of the polis. This kind of liberal-arts education placed high value on authority: political and moral wisdom enshrined in classic texts and traditions. The “liberal free” view of the liberal arts is more intellectual than practical, more interested in discovering personal insight than in transmitting a political or moral tradition.

I assume that the liberal arts in the portal campuses are in the liberal free tradition now common in American colleges. The portal campuses reside, however, in states that privilege religious or ideological authority and would, for this reason, seem well suited to the artes liberales tradition. Sunni Islam in Abu Dhabi looks to the Qur’an, Shanghai to Communist orthodoxy. Will liberal free study come to be regarded as frivolous—or, worse, as a political danger? That is how traditionalists in the United States have regarded it, going back to William F. Buckley’s God and Man at Yale and continuing to present-day attacks on the academy by cultural and religious conservatives. Dogmatism still has its champions, here and abroad.

Standing for Reason The University in a Dogmatic Age John Sexton  Yale University Press, $26, 240 pp.

Issue: 

January 2020

Go to the article

[edarabia]

Dundee, Scotland: The Principal of the Al Maktoum College of Higher Education in Dundee, Scotland, has paid tribute to the Emirati students who posted excellent results in the Summer Academic Training Programme which concludes on Monday. Speaking to Gulf News ahead of Monday’s Graduation ceremony, Professor Hossein Godazgar said he was “absolutely delighted and proud” of the 24th batch of graduates who completed the annual course which focused on contemporary global issues of multiculturalism, leadership, cultural engagement and global awareness. “It was a privilege for me to be involved with this visionary program once again,” he said. “It was a pleasure to engage with the students who were all very open to debates and in sharing views. The discussions in the tutorial groups were absorbing and it really was a great honour for me to coach and mentor them. “On a personal level, I really value trying to build mutual understanding between the Western world and the countries of the Middle East and Muslim societies. “I truly love doing what’s close to my heart.” The course, which commenced last July, attracted over six female students from a number of UAE universities, and for the first time students from Abu Dhabi Police College and the Faculty of Economics and Political Science at Cairo University. The graduation ceremony will be held under the patronage of Shaikh Hamdan Bin Rashid Al Maktoum, Deputy Ruler of Dubai and Minister of Finance, who established the Al Maktoum College of Higher Education in 2001. The ceremony will be attended by Dundee’s Lord Provost, Ian Borthwick, Mirza Al Sayegh, Vice-Chairman of the Board of Trustees of the College and Director of Shaikh Hamdan’s Office, and Sulaiman Hamid Al Mazroui, UAE Ambassador to the UK. UAE universities whose students attended the Summer School included students from the Abu Dhabi University, American University in Dubai, American University of Sharjah, British University in Dubai, College of Islamic and Arabic Studies, Dubai, Higher Colleges of Technology, University of Sharjah, UAE University, Zayed University and Paris-Sorbonne University Abu Dhabi. Al Sayegh conveyed the greetings of Shaikh Hamdan to the students and said that the success of the Summer School Programme reflected the hard work and dedication of the students, Al Maktoum College Faculty and the vital support of parents. “We wish them the very best at this important stage of their academic careers,” he said. “It is always wonderful to see the smiles on the girls’ faces which shows that they are enjoying what they are doing and are committed to study and collaborate with members of the faculty.” The Al Maktoum College of Higher Education aims to bridge cultures and understanding between the Muslim and western world by focusing on education, research, debate and scientific understanding of Islam and the role of Muslims in the 21st century. Based in Dundee, a dynamic and growing Scottish city, since its inception the college has hosted students and staff from all around the globe. In addition, graduates from over 30 countries have successfully completed their postgraduate degree programmes with a majority of them achieving their PhDs. © Gulf News

[jobs-in-dubai-uae]

Dundee, Scotland: The Principal of the Al Maktoum College of Higher Education in Dundee, Scotland, has paid tribute to the Emirati students who posted excellent results in the Summer Academic Training Programme which concludes on Monday. Speaking to Gulf News ahead of Monday’s Graduation ceremony, Professor Hossein Godazgar said he was “absolutely delighted and proud” of the 24th batch of graduates who completed the annual course which focused on contemporary global issues of multiculturalism, leadership, cultural engagement and global awareness. “It was a privilege for me to be involved with this visionary program once again,” he said. “It was a pleasure to engage with the students who were all very open to debates and in sharing views. The discussions in the tutorial groups were absorbing and it really was a great honour for me to coach and mentor them. “On a personal level, I really value trying to build mutual understanding between the Western world and the countries of the Middle East and Muslim societies. “I truly love doing what’s close to my heart.” The course, which commenced last July, attracted over six female students from a number of UAE universities, and for the first time students from Abu Dhabi Police College and the Faculty of Economics and Political Science at Cairo University. The graduation ceremony will be held under the patronage of Shaikh Hamdan Bin Rashid Al Maktoum, Deputy Ruler of Dubai and Minister of Finance, who established the Al Maktoum College of Higher Education in 2001. The ceremony will be attended by Dundee’s Lord Provost, Ian Borthwick, Mirza Al Sayegh, Vice-Chairman of the Board of Trustees of the College and Director of Shaikh Hamdan’s Office, and Sulaiman Hamid Al Mazroui, UAE Ambassador to the UK. UAE universities whose students attended the Summer School included students from the Abu Dhabi University, American University in Dubai, American University of Sharjah, British University in Dubai, College of Islamic and Arabic Studies, Dubai, Higher Colleges of Technology, University of Sharjah, UAE University, Zayed University and Paris-Sorbonne University Abu Dhabi. Al Sayegh conveyed the greetings of Shaikh Hamdan to the students and said that the success of the Summer School Programme reflected the hard work and dedication of the students, Al Maktoum College Faculty and the vital support of parents. “We wish them the very best at this important stage of their academic careers,” he said. “It is always wonderful to see the smiles on the girls’ faces which shows that they are enjoying what they are doing and are committed to study and collaborate with members of the faculty.” The Al Maktoum College of Higher Education aims to bridge cultures and understanding between the Muslim and western world by focusing on education, research, debate and scientific understanding of Islam and the role of Muslims in the 21st century. Based in Dundee, a dynamic and growing Scottish city, since its inception the college has hosted students and staff from all around the globe. In addition, graduates from over 30 countries have successfully completed their postgraduate degree programmes with a majority of them achieving their PhDs. © Gulf News via Edarabia.com

[mbzuhuniversity]

undefined

What are the five most important areas of Islamic studies? Once you are willing to complete your Islamic studies, you must learn the five most important areas of Islamic studies. Here is the list by which you will be able to complete the PhD program in Islamic studies. This one will be denoted as one of the best essentials by the help of which you will be able to know about the details like the Islamic studies.

[faithfulnews]

American Universities Abroad

American Universities Abroad

By George Dennis O'Brien

December 23, 2019

University presidents often indulge in rhetorical flourishes about the importance of reason in the academy and the public square. In his short book Standing for Reason: The University in a Dogmatic Age, John Sexton, recently retired president of New York University, moves beyond such formulaic encomia to offer a clear description of reason in action as a cure for the mindless dogmatism that infects us in the age of Twitter.

Commentators on higher education invariably regard their own intellectual history as general truth. Sexton’s trajectory from Brooklyn Prep to president of the country’s largest private university is, however, unusual in the extreme. How do you start with a 2.1 GPA in college and go anywhere in higher education? There were miraculous turns along the way. No less an eminence than Tim Healy, SJ, chastised Sexton for his miserable college performance: “You have disappointed us.” Fordham University was, however, initiating a new PhD program in religion and needed students. Healy offered Sexton a fellowship.

Having completed his graduate work, Sexton taught religious studies for ten years at St. Francis in Brooklyn (“the small college with big dreams”), ending as chair of the department. A longtime interest in the law led him to apply to law school. He was turned down by all New York law schools, but—another fortuitous intervention—Laurence Tribe, a preeminent scholar of constitutional law, recommended Sexton to Harvard. He was accepted there and the rest unfolds as a plausible path to high office: appointment to NYU Law School, dean, and president.

That, at least, is an external account of Sexton’s career; there is also an internal story that leads directly to his defense of reason. That tale starts with Charlie Wimans, an inspiring lay teacher at Fordham Prep, who suggested that Sexton join the school debate team. Not only was Sexton good at debate, he was named national champion in his senior year. He was so enthusiastic about debate that he offered to coach the debate team at his sister’s high school. Sexton notes that debate “framed the next fifteen years of my life.... [I]t opened my world in unimaginable ways—intellectual, social, even spiritual. It provided the most formidable element of my education.” Debate as Sexton practiced and taught it is a formal process that encapsulates his view of reason in the academy and the public arena. Formal debate begins with a proposition to be defended or attacked. Debaters do not know in advance whether they will be asked to argue the affirmative or negative, so they prepare for both. Debate proceeds through a number of rounds of constructive argument and rebuttal, followed by a determination of the winner by designated judges. Two aspects of formal debate express important rules for rational argument. In-depth study of both sides of an argument assures that any position arrived at recognizes the force of counterarguments and countervailing evidence. The legal world to which Sexton turned exemplifies a pattern of debate. Lawyers must anticipate the arguments of the opposing party while advancing their own case through facts, reasonable conjecture, and rebuttal.

It makes sense to construct a model of reason for higher education on the foundation of debate; indeed, the first universities were built on just such a model. One can argue that the ideological base of university study was contained in Peter Abelard’s Sic et Non (1115–1117). The major difference between formal debate and law on the one hand and the university on the other is that the former have designated judges or juries. Who judges an advance toward truth in the academy? Philosophic pragmatists like John Dewey, rejecting “the quest for certainty,” believed that the ongoing academic disciplines served as continual critique. In the long run arguments would be judged by a consensus of professional scholars. I think Sexton would be happy enough with that view, but he underpins it with Teilhard’s notion of the evolutionary convergence of culture.

  Is an American university just another mode of cultural imperialism?

Sexton’s overall narrative starts with high-school debate and ends with examining the clash of cultures in “the global university” or, as he sometimes labels it (with a nod to Vatican II), “the ecumenical university.” Under his leadership, NYU established full-fledged university programs at “portal campuses” in Abu Dhabi and Shanghai. The full range of NYU’s facilities and faculties are potentially available to students who enter a portal campus. Sexton argues that in an economically and politically globalized world, the global university will be the pattern for our leading academic institutions.

Establishing portal campuses in foreign jurisdictions and cultures raises obvious questions. Is an American university just another mode of cultural imperialism? Given the highly selective nature of the student bodies at the portal campuses, does it foster elitism? Will academic freedom be compromised when universities exist in countries where freedom of expression is often curtailed? Will Sexton’s core values of the university tradition—“intellectual integrity, tolerance of difference...willingness to encourage unorthodox ideas...unflagging commitment to the pursuit of truth”—conflict with local culture or politics?

Sexton is confident that these challenges can be met. The global university points toward a “global civil society,” not economic or political hegemony. Students at the NYU portal campuses may be intellectual “elites” but, thanks to generous financial aid, are as likely to come from a remote village as from a cosmopolitan center. Distinguishing as appropriate between academic freedom and the civil right to free speech, Sexton says that the portal-campus classroom is quite open, whatever prudence may be required for those taking positions in the public square. Despite his assurance, I would be wary about this last challenge. Academic freedom is a core value of the modern academy, and while it may be conceptually distinct from the civil right to free speech, the two are not so easily disentangled in practice.

  Dogmatism still has its champions, here and abroad.

Although the portal campuses are open to the resources of a world-class research university, Sexton notes that the actual course of study in Abu Dhabi and Shanghai is similar to that of “the most prestigious liberal-arts colleges in the United States.” But there are really two traditions of the liberal arts: the older artes liberales and the so-called “liberal free tradition.” While both traditions use the debate model that Sexton extols, they have differing foundations and purposes. Artes liberales, the core of higher education from ancient Greece until very recent times, trained political and moral leaders to conserve the laws and traditions of the polis. This kind of liberal-arts education placed high value on authority: political and moral wisdom enshrined in classic texts and traditions. The “liberal free” view of the liberal arts is more intellectual than practical, more interested in discovering personal insight than in transmitting a political or moral tradition.

I assume that the liberal arts in the portal campuses are in the liberal free tradition now common in American colleges. The portal campuses reside, however, in states that privilege religious or ideological authority and would, for this reason, seem well suited to the artes liberales tradition. Sunni Islam in Abu Dhabi looks to the Qur’an, Shanghai to Communist orthodoxy. Will liberal free study come to be regarded as frivolous—or, worse, as a political danger? That is how traditionalists in the United States have regarded it, going back to William F. Buckley’s God and Man at Yale and continuing to present-day attacks on the academy by cultural and religious conservatives. Dogmatism still has its champions, here and abroad.

Standing for Reason The University in a Dogmatic Age John Sexton  Yale University Press, $26, 240 pp.

Issue: 

January 2020

Go to the article

[jobs-in-dubai-uae]

Dundee, Scotland: The Principal of the Al Maktoum College of Higher Education in Dundee, Scotland, has paid tribute to the Emirati students who posted excellent results in the Summer Academic Training Programme which concludes on Monday. Speaking to Gulf News ahead of Monday’s Graduation ceremony, Professor Hossein Godazgar said he was “absolutely delighted and proud” of the 24th batch of graduates who completed the annual course which focused on contemporary global issues of multiculturalism, leadership, cultural engagement and global awareness. “It was a privilege for me to be involved with this visionary program once again,” he said. “It was a pleasure to engage with the students who were all very open to debates and in sharing views. The discussions in the tutorial groups were absorbing and it really was a great honour for me to coach and mentor them. “On a personal level, I really value trying to build mutual understanding between the Western world and the countries of the Middle East and Muslim societies. “I truly love doing what’s close to my heart.” The course, which commenced last July, attracted over six female students from a number of UAE universities, and for the first time students from Abu Dhabi Police College and the Faculty of Economics and Political Science at Cairo University. The graduation ceremony will be held under the patronage of Shaikh Hamdan Bin Rashid Al Maktoum, Deputy Ruler of Dubai and Minister of Finance, who established the Al Maktoum College of Higher Education in 2001. The ceremony will be attended by Dundee’s Lord Provost, Ian Borthwick, Mirza Al Sayegh, Vice-Chairman of the Board of Trustees of the College and Director of Shaikh Hamdan’s Office, and Sulaiman Hamid Al Mazroui, UAE Ambassador to the UK. UAE universities whose students attended the Summer School included students from the Abu Dhabi University, American University in Dubai, American University of Sharjah, British University in Dubai, College of Islamic and Arabic Studies, Dubai, Higher Colleges of Technology, University of Sharjah, UAE University, Zayed University and Paris-Sorbonne University Abu Dhabi. Al Sayegh conveyed the greetings of Shaikh Hamdan to the students and said that the success of the Summer School Programme reflected the hard work and dedication of the students, Al Maktoum College Faculty and the vital support of parents. “We wish them the very best at this important stage of their academic careers,” he said. “It is always wonderful to see the smiles on the girls’ faces which shows that they are enjoying what they are doing and are committed to study and collaborate with members of the faculty.” The Al Maktoum College of Higher Education aims to bridge cultures and understanding between the Muslim and western world by focusing on education, research, debate and scientific understanding of Islam and the role of Muslims in the 21st century. Based in Dundee, a dynamic and growing Scottish city, since its inception the college has hosted students and staff from all around the globe. In addition, graduates from over 30 countries have successfully completed their postgraduate degree programmes with a majority of them achieving their PhDs. © Gulf News via Edarabia.com