ARABIC AND ISLAMIC STUDIES ARABIC WITH AN ADDITIONAL LANGUAGE · ARABIC AND ISLAMIC STUDIES ARABIC...

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FACULTY OF ORIENTAL STUDIES

UNIVERSITY OF OXFORD

ARABIC AND ISLAMIC STUDIES

ARABIC WITH AN ADDITIONAL LANGUAGE

A Handbook for Final Honours School

To be examined in Trinity Term 2014

ACADEMIC YEAR 2012–13

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ACADEMIC YEAR 2012 -13

DATES OF FULL TERM

Michaelmas Term Monday 8th November – Friday 30th November 2012

Hilary Term

Monday 14th January – Friday 8th March 2013

Trinity Term Monday 22nd April – Friday 14 June 2013

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CONTENTS

Preparation for the Final Honour School (FHS) 7

Teaching 7

Public Examinations 9

Courses Outline

Arabic and Islamic Studies 13

Arabic with an additional language 15

Papers in Islamic Studies

Ar. 1 Arabic Unprepared Translation into English

and Comprehension 18

Ar.2 Composition inArabic 20

Ar.3 Spoken Arabic 21

Ar.4 Arabic Literature 22

Ar.5 Islamic History, 570-1500 24

Ar.6 Islamic Religion 25

Ar. 7 Arabic Further Subject 27

i. Hadith 29 ii. Early Islamic Monetary History 30

iii. Classical Arabic Literary Texts 31

iv. The Ethos of theJahiliyya inthe Mu‘allaqa ofImru’al-Qays 32

v. Early Islamic Historiography 34

vi. Aspects of Islamic Art, Architecture and Archaeology 35

vii. Muslims andChristians in Sicily, 827-1246 38

viii. The Rise of the Sufi Orders in the Islamic World,

1200-1500 40

ix. S u f i s m 42

x. [Until 1 October 2013: al-Ghazali, Munqidh] [From 43 October 2013: al-Ghazali]

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xi. Ibn Tufayl,HayyibnYaqzan 43

xii Ibn al-‘Arabi, Fusus al-hikam 43

xiii Religion and Politics during the Mongol Period 44

xiv. Ottoman State and Society 1566-1700 46

xv. History of the Middle East in the Late Ottoman Age,

1750-1882 47

xvi. A Modern Islamic Thinker (e.g. Sayyid Qutb, Moahmmad Talbi, Rashid Rida) 48

xvii. Modern Arabic Literature 49

xviii. Arabic Vernacular Literature, 1900 tothe Present Day 50

x i x . S o c i e t y a n d C u l t u r e i n t h e M o d e r n A r a b W o r l d 5 1

xx [Until 1 October 2013: History of Jewish-Muslim Relations] [From 1 October 2013: The Biography of Mohammad] 57

xxi. A short-term Further Subject, as approved by the Board of the Faculty of Oriental Studies and publicized in the Arabic Handbook (t.b.c.)

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Ar. 8/9 Arabic Special Subject 58

i. [Until 1 October 2013: Qur’anic Commentary [From 1 61 October 2013: Qur’an]

ii. Themes in Classical Arabic Literature 62

iii. The Transformation of Ideas from the Jahiliyya to Early

Islam in Early Arabic Poetry 63

iv. Topics in Islamic Law 65

v. Learning and Culture in Baghdad, 800-900 66

vi. [Until 1 October 2013: The Graeco-Arabic Translation Movement] [From 1 October 2013: Theology and Philosophy in the Islamic World] 66

vii. [Until 1 October 2013: vii. The Rise of kalam viii. The Rise of falsafa] 67

ix. [xii.] Medieval Sufi Thought 67

x. [viii.] Ibn al-‘Arabi 67

xi. [iv.] “Slave Dynasties” in Islam: From the Ghaznavids to the Mamluk Sultanate 68

xii. [x.]Royal Art and Architecture in Norman Sicily 70

xiii. [xi.] Islamic Art and Archaeology c. 550- c. 1900 73

(Currently: Architectural Landmarks of the Islamic World)

xiv. [xii.] Writing Islamic History, 1250-1500: From Palaeography

to Historiography 75

xv. [xiii.] The Ottomans, Islam and the Arab World 1300–1566 77

xvi. [xiv.] History of the Middle East in the Age of Empire, 1882-1971 (In process of change to focus on Arab-Israel relations) 78

xvii. [xv.] Arabic Linguistics 79

xviii [xvi.] Themes in Modern Arabic Literature 81

xix. [xvii.] Modern Islamic Thought in the Middle East 83

xx. [xviii.] Popular Culture and Mass Media, 1930 to the Present 83

xxi. [xix.] A Short-term Special Subject, as approved by the Board of the Faculty of Oriental Studies and publicized in the Arabic Handbook (t.b.c.)

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Teaching Staff 84

Appendix I: Guidelines forWriters of Theses 88

Appendix II:Regulations Relating to the useof IT facilities 94

Appendix III: Academic integrity:

Good practice in citation, and avoidance of plagiarism 100

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Preparation for the Final Honour School (FHS)

During your last two years you will be preparing for the papers which constitute the final examination (FHS). It is this examination alone which determines your degree result (or “class”).

You will divide your time in these two years between language work to enhance the fluency and accuracy of your comprehension and expression, and the study of the literature, history and culture associated withyour chosen language. The detailed reading of a selection of prescribed texts is a key part of all courses, and gives you direct access to the conceptual world of this language, whether past or present.

Within each course there are certain elements of choice: in the case of Arabic with Islamic Studies, a Further Subject, a Special Subject (which is examined as two papers in Schools) and a thesis; in the case of Arabic with an addit ional Language, you do not do a Further or Special Subject, but you may choose to do an optional thesis. The date by which application to the Faculty Board for the approval of all such options has to be made is “Monday of the sixth week of Hilary Term in the academic year preceding that in which the examination is taken” – normally Year 3.

The final examinations take place in Trinity Term of Year 4 (see section below on Public Examinations). Your time during this term is mainly your own for revision, although language classes continue in order to keep your skills in trim, and tutorials can also be arranged if and when you need them.

TEACHING

FHS. In Years 3 and 4, you should expect to have approximately 4-5 hours of language tuition, 6-8 hours of lectures or classes, and 1-2 hours of tutorials per week. Several of the weekly classes will be devoted to the study of your prescribed texts (“set texts”), and you will be expected to prepare the appropriate section of text in advance. Michaelmas and Hilary Terms of Year 3 tend to be quite heavy, while Trinity Term of Year4 is light and reserved mostly for revision. The subjects and hours of all lectures, classes and seminars appear in the Oriental Studies lecture list, which is posted prominently in the foyer of the Institute at the beginning of each term; versions are also available online. The location of lectures and classes in the Institute is posted on the white board in the foyer. Time permitting, you are encouraged to attend lectures outside the Institute, in other faculties, etc.

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The following chart shows which papers are normally taught when:

Year 3 Michaelmas Hilary Trinity

Papers 1-3 (Arabic lang.) Papers 1-3 (Arabic lang.) Papers 1-3 (Arabic lang.)

Paper 4(Arabic lit.) Paper 4(Arabic lit.) Paper 6(Islamic Religion)

Paper 5 (Islamic History) Paper 5(Islamic History) Paper 7 (Further Subject)

Paper 6 (Islamic Religion)

Year 4 Michaelmas Hilary Trinity

Papers 1-3 (Arabic lang.) Papers 1-3 (Arabic lang.) Papers 1-3 (Arabic lang.)

Papers 8 & 9(Special sub.) Paper 10 (Thesis) Revision

Tutorials. For every term of Years 3 and 4, you will be assigned a tutor or tutors who will guide your studies in a specialist or general manner. Tutorial lists are drawn up at the beginning of each term. If you are not duly notified, something has gone wrong; contact the Subject Co-ordinator (Tutorial Secretary). Each week, your tutor will assign you work, normally a passage of text for study, an essay topic for which specific reading is set, or a “prose” (a passage of English to be translated into your language of study). You must then prepare the text or write the essay or translation for discussion at an arranged tutorial in the following week. It is through the directed reading, textual study, essay writing, translation and discussion involved in classes and tutorials that you will gain essential understanding of your subject.

Tutors submit written reports to your college on your progress at the end of each term, and sooner if necessary, and these reports will be discussed with you by your college tutor or other officers of the college.

Collections. In addition to FHS, you may also be given “collections” by your teachers in the Institute, usually on the Friday or Saturday of0th Week; these are informal examinations, usually intended to test your command of material covered during the previous term.

What to do if something goes wrong...

Inevitably, things do sometimes go wrong. You, your teachers, or both may be at fault but, tempting though it is to apportion blame, it is far more important to act quickly to resolve the problem. You have two avenues through which you may do so. In your college, consult your Advisor or Moral Tutor, and ask her or him to help you. In the Institute, talk to your tutor(s), to your course co-ordinator (see below), to the Subject Co-ordinator (Tutorial Secretary) for your language, and - if your problem is a general one - discuss it with your fellow students and raise it at the Joint Consultative Committee (see above).

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Subject Co-ordinator (Tutorial Secretary) and IWSG Convenor 2012-13.

Co-ordinator: Dr Nadia Jamil

Convenor, Islamic World Subject Group and JCC: Dr Christopher Melchert

PUBLIC EXAMINATIONS

GENERAL . The final examinations – FHS - are, for the most part, sat in the Examination Schools in the High Street. You will be informed in writing, some weeks in advance, of the dates and times and venues of your examinations. You must attend wearing subfusc, the precise definition of which is made clear in a letter sent to you by the Chairman of Examiners in advance of the Examination.

The book called Examination Regulations (usually referred to simply as “the Grey Book”) is the final authority on the scope and conduct of examinations. It is updated annually. Interim or emergency changes maybe entered, first, in the University Gazette, and included in the online version of the Regulations, which you must therefore be sure to consult. All first-year undergraduates receive a copy of the current edition through their college when they first arrive. If any changes to the regulations governing the course upon which you have entered are made while you are still on course, you will be fully informed. In such an event you have the right to be examined under the old regulations if you so wish.

Copies of past papers for all examinations in Oriental Studies are available in the Institute library. They may also be accessed online via www.ox.ac.uk: Current students OXAM Ð Oxford Exam Papers Online. In the event of a paper which is being set for the first time, or in a markedly changed format, students will be supplied with a specimen paper to guide them in their preparation.

The results of each Public Examination are posted in the Examination Schools on a date as soon as possible after the final meeting of examiners. As soon as the lists have gone up you can find out your result by telephoning the Examination Schools. Marks for the individual papers are not made public, but each candidate’s marks are communicated to the Senior Tutor of his/her college; you can ask your college for your marks if you wish.

THE FINAL HONOUR SCHOOL usually consists of 10 papers, depending on the course, and this total includes an oral examination in the (main) language of study. The written examination takes place towards the end of Trinity Term in Year 4.

Syllabus. In the case of papers which are not linguistically or textually based, the title of a particular paper, as given in the Examination Regulations, is usually the only formal

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definition of its scope. In such papers there is always a wide choice of essay-type questions, and past papers are a good guide to the kind of topics that can be expected to occur.

Where a paper is based wholly or partly upon a corpus of texts that have been prescribed for study (“set texts”), you should receive a list of those texts from the staff member(s) teaching you for that particular paper. A master copy is also updated and pubished in the relevant Handbook at the beginning of Hilary Term each year (not later than Friday of 3rd Week) for the examination in the following academic year. This is to allow the teaching staff to introduce different texts from time to time, but no changes are allowed, except with the express permission of the Faculty Board, after the above-mentioned date which is 16 months before the examination in question.

Setting conventions. By about the middle of Hilary Term of your fourth year, the “setting conventions” for your FHS will be available on the Faculty’s website (www.orinst.ox.ac.uk). The conventions provide a detailed description of the format of each paper that you will be taking in the FHS. The description will include an indication of any subdivision of the paper into sections, the number and type (e.g. translation, commentary, essay) of questions to be asked, the number of questions that candidates are required to answer, and any rules governing the distribution of their choices between different sections of the paper. The object of the conventions is to assist candidates in organising their revision.

The oral examination. This is usually held in 0th Week of Trinity Term of Year 4. For the format of the oral examination see Paper 3 (Spoken Arabic).

Thesis. Theses have to be handed in by Friday of the 10th Week of Hilary Term of Year 4 early in the Easter Vacation). For further information see Appendix I: Final Honour School of Oriental Studies (Arabic and Islamic Studies): Guidelines for Writers of Theses.

Viva. Very occasionally, in order to resolve a borderline result, a student is asked to attend a viva voce examination after the written papers have been assessed by the examiners. Vivas are conducted in the Oriental Institute, and candidates must attend wearing subfusc.

Given that candidates may be examined by viva voce (oral examination), candidates should be prepared to travel to Oxford up until the final examiners’ meeting (normally by first week of July, but maybe later).

In deciding to conduct a Viva, examiners and assessors should bear in mind that:

1. The reason for holding a Viva must be clear and is when examiners are otherwise unable to determine the class of the submitted papers.

2. A Viva must not be used as a means of assessing suspicions about possible

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plagiarism.

3. A candidate must be given 2-3 days’ notice of the Viva.

4. The Viva must be scheduled to take place before the final examiners’ meeting.

5. A candidate who attends for a Viva can only improve on a class mark as a result of the Viva.

Classes. Results in FHS are classified according to the following scale: I, II.1, II.2, III, Pass, Fail. Below you will find an official description of the criteria applied in the assessment of examination answers in the FHS in Oriental Studies, and a statement of what the different classes of degree “mean” in terms of the qualities of performance achieved. It should be added that, while all written papers (including a thesis, if any) are weighted equally, in Islamic Studies the oral examination is weighted as half of one paper. Note that the statement about “optional exercises” applies only to the Special Subject in Arabic with a Subsidiary Language.

Assessment of examination answers in FHS in Oriental Studies [This is a document first issued by the Board of the Faculty of Oriental Studies in 1999]

A candidate’s performance in the Final Examinations of the Final Honour School (FHS) of Oriental Studies will be assigned by the examiners to one of six classes: first, upper second, lower second, third, pass, and fail. This single result will be computed from the marks assigned to individual ‘papers’ (units of examination). These may consist of passages for translation, essay-type questions, oral examinations, take-home examinations, or theses. The marks assigned to the component parts of a paper will be used to compute the mark given to the paper. Written papers will be considered equipollent unless otherwise stated in Examination Regulations.

Naturally the criteria of assessment vary according to the nature of the paper and the subject. In translation from English into an Oriental language, the qualities sought are grammatical and lexical correctness, idiomatic construction, and stylistic propriety. Fluency is also sought when speaking is being tested. In translation from an Oriental language into English the examiners will look for accuracy, transparency and stylistic propriety. The fundamental criteria for the assessment of essay-type examination answers are whether the question that has been set has been answered and, if so, how well. The latter will depend on a demonstration of knowledge of the subject, the strength and clarity of the argument and the presentation of appropriate evidence. The criteria for assessing a thesis are how well a topic has been researched and how clearly the results have been presented. Generally speaking, marks are awarded pro rata for incompletely answered questions. Optional exercises and vivas can only improve or leave unaffected a final average.

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The six classes of FHS in Oriental Studies may be described as follows:

I a performance which exhibits the qualities mentioned above to a very high degree, and which is outstanding in some way.

II.1 A performance which exhibits these qualities to a high but lesser degree, which is fully competent but not outstanding.

II.2 A performance which exhibits still fewer of these qualities but in which acceptable answers appear to be predominant.

III A performance which fails to exhibit these qualities to a significant degree, but which nevertheless contains an adequate proportion of acceptable answers.

Pass A performance in which the student shows only a marginal level of knowledge and competence.

Fail Any other performance.

The following criteria are used to determine a candidate’s overall classification: I Average mark of 68.5 or greater At least two marks of 70 or above. No mark below 50. II.1 Average mark of 59 or greater At least two marks of 60 or above. No mark below 40. II.2 Average mark of 49.5 or greater At least two marks of 50 or above. No mark below 30. III Average mark of 40 or greater Not more than one mark below 30 Pass Average mark of 30 or greater No mark than one mark below 30 Fail Average mark of 29 or fewer A distinction will be awarded for a first class performance in the oral examination.

ARABIC AND ISLAMIC STUDIES

COURSE CO-ORDINATOR: Dr Nadia Jamil

AIMS AND CONTENT:

This course aims:

1. to give you a thorough grounding in written and spoken Arabic;

2. to introduce you to selected texts in both classical and modern Arabic;

3. to provide you with a general knowledge of the historical development of Islamic cultures and societies;

4. to develop in general your skills of description, interpretation and analysis of literary, historical, religious and cultural material.

In Years 3 and4 you will broaden and deepen your command of written and spoken Arabic (papers 1-3), and you will begin to acquire a specialised knowledge of Arabic literature. You will also acquire abroad knowledge of the historical and cultural development of Islamic societies. You will, in addition, take a Further Subject (to be examined as one paper), and a Special Subject (to be examined as two papers), both chosen from a wide range of options. Finally, you will write a thesis (see Appendix I).

Teaching for the Further Subjects is given in Trinity Term of Year 3. Most options present opportunities to explore topics touched on in the core course (papers 4-6). The Further Subject is normally taught by means of 2 hours of classes per week and, over the whole term, 4 hours of tutorials and 4 essays.

Teaching for the Special Subject will normally be given entirely in Michaelmas Term of Year 4. This will usually involve 16 hours of classes, as well as 6 hours of tutorials and 6 essays. Hilary Term will normally be devoted to your thesis. The Special Subject will be examined as two papers, one of which will be a take-home paper. Full information about Further and Special subjects is given in this handbook, issued by the Faculty Board annually in Hilary Term for the examination in the following academic year. You should submit your application for the approval of your Further and Special Subjects and your thesis topic by Monday of Week 6 of the Hilary Term of your third year.

Graduates will have acquired a range of expertise. Linguistic proficiency and knowledge of the literature, religion and culture of the Arab world may lead some towards a variety of jobs connected with the region, such as diplomacy, journalism, broadcasting, banking, and business. This degree also provides an excellent foundation for those who wish to extend their studies to the Master’s level and beyond.

PAPERS:

This course comprises ten papers.

1. Arabic unprepared translation and comprehension

2. Composition in Arabic

3. Spoken Arabic

4. Arabic Literature

5. Islamic History, 570-1500

6. Islamic Religion

7. A Further Subject

8 & 9. A Special Subject (to be examined in two papers)

10. A Thesis.

ARABIC WITH AN ADDITIONAL LANGUAGE

COURSE CO-ORDINATOR: Dr Nadia Jamil (Tutorial Secretary, Arabic)

Additional language: please see below

AIMS AND CONTENT.

This course aims:

1. to give you a thorough grounding in written and spoken Arabic;

2. to introduce you to selected literary texts in both classical and modern Arabic;

3. to provide you with a general knowledge of the historical development of Islamic cultures and societies;

4. to give you a firm grounding in a second language with which Arabic is, in some way and to a greater or lesser extent, historically and culturally linked, and to introduce you to the literature of that language;

5. to develop in general your skills of description, interpretation, and analysis of literary, historical, religious, and cultural material.

In Years 3 and 4, you will broaden and deepen your command of written and spoken Arabic (papers 1-3), and you will begin to acquire a specialised knowledge of Arabic literature. You will also acquire a broad knowledge of the historical and cultural development of Islamic societies until about 1500.

For your subsidiary language, which you study only in Years 3 and 4, you choose one of the seven languages listed below. If you are interested in how languages work grammatically, the experience of studying any of these languages alongside Arabic will be rewarding and stimulating in itself. In terms of literature and culture, too, you will find that both the connections and the contrast between your two areas of study enrich your understanding of both.

You may, in addition, choose to write a thesis (see Appendix I).

It is remarkable how many of our recent graduates find interesting careers in journalism, diplomacy, broadcasting, business and the law, where they can use their knowledge of the language and understanding of one of the great cultures of the medieval world as well as of the contemporary Arab world, with all its current importance and complexities.

PAPERS:

This course consists of nine compulsory papers, in addition to which you may choose to write a thesis as an optional tenth paper.

Arabic

1. Arabic unprepared translation and comprehension.

2. Composition in Arabic.

3. Spoken Arabic.

4. Arabic Literature.

5. Islamic History to 570-1500.

6. I s l a m i c R e l i g i o n .

Additional Language -3 Papers in ONE of the following subjects:

7, 8 & 9. (N.B. Detailed syllabuses for these subsidiary papers are not given here for reasons of space, and may be found in the SUPPLEMENTARY HANDBOOK FOR

ADDITIONAL LANGUAGES for Arabic, Turkish and Persian, published online).

Akkadian: co-ordinator Dr Jacob Dahl

Aramaic and Syriac: co-ordinator Dr David Taylor.

Armenian: co-ordinator Professor Theo van Lint Classics: College Tutor

Hebrew: co-ordinator DrAlison Salvesen

Persian: co-ordinator Dr Sima Orsini

Turkish: co-ordinator DrLaurent Mignon

Optional Thesis - 1 Paper

An optional thesis to be approved by the Board

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PAPERS IN ISLAMIC STUDIES

Paper 1

ARABIC UNPREPARED TRANSLATION INTO ENGLISH AND COMPREHENSION

TEACHING STAFF: Professor Clive Holes, Professor Geert Jan van Gelder, Professor Julia Bray, Dr Nadia Jamil, Mr Taj Kandoura, Dr Otared Haidar.

WHEN TAUGHT/HOURS: Throughout the six terms of Years 3 and 4, there are 4 class hours per week devoted to improving language skills in modern Arabic, 2towritten Arabic, 2to spoken and aural. Through the integrated approach adopted, these classes constitute preparation for the Papers 1and 2. For the Classical Arabic component, there is one class hour throughout the terms of Years 3 and 4.

BRIEF DESCRIPTION:

Modern Arabic

Year 3.Sets of modern Arabic texts are presented, which are organised thematically by subject. Subjects vary from year to year but currently include: the Arabic language - its history, native beliefs about, its importance as apolitical symbol of Arab unity; the Arab architectural tradition, past, present and future; the structure of the Arab family and the role of men and women in it, etc. Each subject is studied for approximately 3weeks. Students are given copies of printed materials in advance for preparation, and these are reviewed in class where particular attention is paid to the vocabulary and phraseology associated with each subject, the object being to promote not just passive knowledge of, but active engagement with the language of the subject matter. To this end, learning is reinforced orally either individually or in groups, in classroom debates and presentations in Arabic on issues raised by the materials. For some subjects, the input material includes Arabic audio and videotapes as well as printed materials. Instruction is provided in dealing with longer Arabic texts for gist, and précis writing. Practice is also given in how to translate English structures which experience shows give particular problems to English speakers.

Year 4. In Year 4, what is offered is a more advanced version of the 3rd-year programme, again thematically organised. The difference is that in Year 4 the organising principle is text-type rather than subject matter: e.g. expository, polemical, reportage, narrative, texts are studied as separate genres in order to examine how such rhetorical

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purposes are typically fulfilled in Arabic. The range of material studied is extremely wide, e.g. political speeches, philosophical reflections, personal memoirs, short stories. The objective is to focus your attention on which parts of the language’s inventory of vocabulary and syntactic structures are typically mobilised to express particular rhetorical purposes: e.g. neutral reporting, advancing an argument, persuasion, sequencing a narrative. This part of the course attempts to answer the question: ‘What range of forms are used to express a given rhetorical function?’ In the Trinity Term much attention is devoted to the translation of passages of modern English prose from a wide variety of genres into Arabic, in which students are encouraged to ‘recycle’ the phraseology from the Arabic texts they have read .

Classical Arabic

The aim of the classical (or pre-modern) Arabic “unseen” class (3rd and 4th year) is to make you acquainted, or better acquainted, with a wide range of prose genres, both ‘literary’ and non-literary; including anecdotes, ‘short stories’, jokes, historiography, biography, philosophy, ethics, popular science, Islamic law, travel literature, etc. Each week a different text will be presented.

The examination consists of four questions, and there is no choice. Questions 1 and 2 involve translation into English of two Arabic passages in prose, one pre-modern, one modern, which may be drawn from any genre. Questions 3 and 4 involve summarising in English the main points of two long passages of modern Arabic, of a documentary or expository nature.

Paper 4

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COMPOSITION IN ARABIC

TEACHING STAFF: Professor Clive Holes, Dr Nadia Jamil, Mr Taj Kandoura, Dr Otared Haidar.

WHEN TAUGHT/HOURS: Years 3 and 4.

BRIEF DESCRIPTION: Year3.Youaregiven practice in translating from English into Arabic and in Arabic essay writing, with emphasis on developing an idiomatic written Arabic style. The approach is to focus first on ways in which modern Arabic typically expresses major linguistic functions, whether narrowly syntactic, e.g. comparison, passivisation, adverbial complementation, partitive constructions etc. or more broadly rhetorical, e.g. hypothesising, persuading, denying, agreeing, etc. This initial focusing of your attention involves the study of textual examples in Arabic from a diverse range of sources. You will then be presented with short ‘parallel’ English texts (often no more than four or five sentences long) and are required to use the Arabic structural and rhetorical elements to which you have been exposed to translate these into Arabic. The objective is to focus more clearly than is possible in traditional prose composition classes on those aspects of Arabic syntax and rhetoric which experience shows cause most problems to English-speaking students and which are most often mistranslated. Guided writing and essay writing will also be practised.

Year 4. What is offered is essentially a more advanced version of the Year 3programme, except that less time is spent on individual areas of syntax, and more on the development of amore finely tuned feel for the phraseology and style of modern written Arabic. The focus is on text-types and the language typically associated with them, and you will be given many short passages of English for translation into Arabic, the texts being drawn from and grouped into types and subjects. The overall aim of Year 3 and 4 prose composition and essay writing classes is to develop both accuracy in written language use and appropriateness in usage.

The examination involves translating into Arabic one of two English prose passages, and writing one Arabic essay, of approximately 400 words, from a choice of subjects. The style of modern written Arabic you use in the examination should be appropriate to the subject matter of the piece being translated, and the subject matter of the essay.

Paper 4

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SPOKEN ARABIC

TEACHING STAFF: Mr Taj Kandoura, Dr Otared Haidar, Dr Nadia Jamil

WHEN TAUGHT/HOURS: Years 3 and 4.

BRIEF DESCRIPTION: Through a variety of textual and audio-visual materials, students are instructed in a range of oral and aural skills which are tested in the Spoken Arabic examination in FHS.

In the examination a candidate will normally be required to show competence in the following:

(i) Comprehension of passages of text. In this comprehension test, candidates will hear three passages each lasting up to three minutes, the passages being read twice at normal speed. After the readings of each passage, candidates will be given approximately five minutes to provide written evidence in English that they have understood the passage. This part of the examination will be conducted in a group.

(ii) Reading aloud of a passage of text, vocalising the grammar.

(iii) Oral presentation and general conversation of not more than fifteen minutes, based on a choice of topics given one day in advance.

In part (iii) of the oral examination, it is important that you produce language which is both fluent and accurate, whether you choose to use one of the colloquial varieties of the language (Egyptian, Syrian, Tunisian, etc.)or to speak in Modern Standard Arabic, either of which is acceptable. Ideally, you should aim at a style similar to that used by educated Arabs, i.e., essentially couched in the regional colloquial of whichever area of the Middle East you spent your Year Abroad in, but with an ‘educated’ (i.e., Standard) vocabulary, where this is required by the subject you choose to talk about.

Paper 4

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ARABIC LITERATURE

TEACHING STAFF: Professor Geert Jan van Gelder (classical texts), Dr Mohammed-Salah Omri (modern texts)

WHEN TAUGHT/HOURS: Year 3, MT-HT, 16+16 hours lectures, equally divided

between classical and modern, taught concurrently; at least 3 tutorials/essays each term.

SET TEXTS:

(a) classical: Abu l-Faraj al-Isfahani, al-Aghani , Cairo: Dar al-Kutub, vol. xxiv (1974)

pp. 145-166: akhbar ‘Urwa ibn Hizam (mostly simple narrative prose; contains c. 45

lines of ghazal verse); Badi‘ al-Zaman al-Hamadhani, Maqamat, ed. Muhammad

‘Abduh, repr. Beirut, 1973, pp.239-245: al-maqama al-khamriyya (ornate prose,

contains 10 lines of verse).

(b) modern: Muhammad al-Muwaylihi: Hadith ‘Isa b. Hisham, Chapter 2; Jibran

Khalil Jibran: extracts from ‘Ara’is al-muruj (“Marta al-Baniyya” and “Yuhanna al- Majnun”); Mahmud Tahir Lashin: Hadith al-qarya; Yusif Idris: Bayt min lahm;

Zakariyya Tamir: Shams saghira ; Ghada al-Samman: Qat ra’s al-qitt;poems by Abu ’l-Qasim al-Shabbi (Fi zillwadi’l-mawt), Salah ‘Abd al-Sabur (Hajama al-tatar)and

Khalil Hawi (al-Bahhar wa’l-darwish).

BRIEF DESCRIPTION: With this paper you will acquire a firstintroduction to Arabic

literary texts, including prose and poetry, both classical and modern.

The classical set texts offer narratives from a Bedouin and an urban background, with

some relatively easy poetry.The genres and forms (romantic love story, ghazal poetry,

the satirical maqama)make for possible links withmodern Arabic literature. An English

translation of al-Hamadhani’stext is available (Prendergast, 1915); no English

translation of the Aghani textis known. It should bepossible to get through most of the set texts inclass in16 hours; the remainder canbe read by the students independently,

with assistance intutorials orrevision classes ifneeded. Three essays will be written on

aspects ofthe texts andthe genres to which they belong.

The modern component of this paper is designed to illustrate how modern Arabic

literature emerged initially fromits classical antecedents such as the maqama , and went

on to develop rapidly thethemes, genres and language which have made this one of the

richest literatures of the post-colonial world. It begins with extracts from two of the

pioneers of modernity in modern Arabic prose, Muhammad al-Muwaylihi and Jibran

Khalil Jibran, and continues with aselection of short stories written between 1929 and

1994. Thispart of the course will conclude with three poems, one each by thepoets

mentioned above.

All modern Arabic texts will be supplied, and any text not read in full in the class will

be accompanied by an English translation. The three poems will be read and translated

23

in class. Reading lists will beprovided in addition tothe recommended background reading. Three essays will be written on aspects of the textsand the genres to which they belong.

RECOMMENDED INTRODUCTORY READING:

Roger Allen, TheArabic Literary Heritage: The Development of its Genres andand Criticism , (Cambridge, 2000), esp. ch. 4 and 5 (“Poetry”, “Bellettristic prose narrative”, pp. 103-315).

M. M. Badawi (ed.), The Cambridge History of Arabic Literature:Modern Arabic Literature (Cambridge 1992).

M. M. Badawi, A Critical Introduction to Modern Arabic Poetry (Cambridge 1975).

A. F.L.Beeston, chapter “Al-Hamadhani, al-Hariri and themaqamat Genre” in J. Ashtiany et al.(eds), ‘Abbasid Belles-Lettres (Cambridge, 1990), pp. 125-135.

T. Eagleton, Literary Theory: An Introduction (Oxford, 1990).

S. Hafez, TheGenesis of Arabic Narrative Discourse (London, 1993).

M. Shaheen, The Modern Arabic Short Story (London 1989).

R. Wellek and A. Warren, Theory ofLiterature (London 1976).

Paper 6

24

ISLAMIC HISTORY, 570 -1500

TEACHING STAFF: DrTalal Al-Azem, Dr. Marie Legendre

WHEN TAUGHT/HOURS: 2009-10: Year 3, Hilary Term and Weeks 1-4 of Trinity

Term (normally Michaelmas Term and Weeks 1-4 of Hilary Term), 36 hours of lectures

and discussion classes + 6 tutorials andessays.

BRIEF DESCRIPTION: This paper provides a chronological and topical introduction to

thepolitical, social, and intellectual history of the central Islamic lands (Egypt, the Fertile Crescent, andIran) fromthe late 6th century ADuntil the endof the15th century

AD. Its primary goalis to train youtothink critically about the emergence of classical

Islamic civilisation. To do this, you are asked to read carefully a number of monographs

and articles, and to write 6 essays on a variety of topics. These range from the historical

sources on Muhammad tothe Firstand Second Civil Wars, the Abbasid Revolution, the emergence ofHadith and the development of Islamic law,the nature of thecaliphate,

the political disintegration of theempire, and the roleof theholy man.


Endress, G., An Introduction toIslam, Edinburgh, 1988.

Goldziher,I., Introduction to Islamic Theology andLaw,Princeton, 1981.

Hodgson, M.G.S., TheVenture ofIslam II. The Expansion of Islam in the Middle

Periods, Chicago and London, 1974.

Humphreys, R.S., Islamic History: A Framework for Inquiry, Princeton, 1991.

The Cambridge History ofIslam in Two Volumes, Vol.1, pp. 141-291.

Paper 6

25

ISLAMIC RELIGION

TEACHING STAFF: Dr Christopher Melchert; Dr Nicolai Sinai.

WHEN TAUGHT/HOURS: Normally, Year 3, Weeks 5-8 of Hilary Term and

throughout Trinity Term: 32 lectures + 6 tutorials andessays.

SET TEXTS:

Qur’an 37:1–113 and 5:1–11.

Nawawi, Arba'rna hadithan, nos 1, 5, 9, 13, 17, 21, 25, 29, 33, 37, and 41.

Ibn Qudamah. Al-Mughni. Edited by Àbd Allah ibn Àbd al-Muhsin al-Turki and Àbd

al-Fattah Muhammad al-Hulw. 15 vols. Cairo: Hajr, 1406-11/1986-90. 2:146-9.

Al-Sha`rani. Al‑Tabaqat al ‑kubr‡ . 2 vols in 1. Cairo: Matbaàt Muṣtaf‡ al-Babi

al-Halabi, 1373/1954. 1:146-7 (biography of Àbd al-Rahman al-Ṭ*ghsfnaji).

Al-Ghazali. Tahafut al-falasifah. Edited by Michael E. Marmura. Provo, Utah: Brigham

Young University Press, 1997. 13, l. 7–18, l. 7.

Àbduh, Muhammad and Muhammad Rashid Ricla, Tafsir al-Qur'an al-hakim al-mushtahir

bi-ism Tafsir al-Manar. 12 vols. 2nd ed. Cairo: Maṭbaʿat al-Manār, 1947–61. 1:6–8, l. 11 (from qad shāhadnā ... to fī tafsīrinā hādhā)

BRIEF DESCRIPTION: This paper is an introductory survey of the Islamic religious

tradition, especially inArabic. The set textsoffer samples ofthe Qur’an,Hadith, Law,

Sufism, and Modern Thought. (Copies of the selections for any particular year will be

available in the Faculty Office in the Oriental Institute bythe beginning of Hilary

Term). Lectures will bedevoted mainly to translating thesettexts. Tutorials and

associated essays will involve some additional texts, such as Qur’anic commentary,but

also current scholarship.


Robinson, Neal. Discovering the Qur’an, London: SCM, 1996. BP 130 ROB.

26

Schacht, Joseph. An Introduction to Islamic Law, Oxford: Clarendon Press, 1964. BP 144 SCH.1.

Schimmel, Annemarie. Mystical Dimensions of Islam, Chapel Hill: University of North Carolina Press, 1978. BP189.1 SCH. (A goodsurvey ofSufi literary imagery, although insensitive to change over time).

27

PAPER 7 (ARABIC FURTHER SUBJECT)

COURSE: Arabic with Islamic Studies (see also Examination Regulations).

TEACHING STAFF: Prof Geert Jan van Gelder, Prof Clive Holes, Dr WalterArmbrust, Dr Nadia Jamil, Prof Jeremy Johns, Dr Christopher Melchert, Mr Ron Nettler, DrMohammed-Salah Omri. Dr Adam Mestyan, Dr Eugene Rogan, Dr Luke Treadwell, Dr Zeynep Yurekli- Gorkay,

WHEN TAUGHT/HOURS: Year 3. Trinity Term: Normally 2 hours classes per week, 4 tutorials and 4 essays over the term.

i . H a d i t h

i i . Early Is lamic Monetary His tory

i i i . Classical Arabic Literary texts

i v . The Ethos of Jahiliyya in the Mu‘allaqa of ImruÕ al-Qays

v . Ear ly I s lamic His tor iography

vi. Aspects of Islamic art, architecture and archaeology

vii. Muslims and Christians in Sicily, 827-1246 DISCONTINUING

- numbers below will be subject to change

viii. The riseof theSufi orders inthe Islamic world, 1200–1500

ix. S u f i s m

NB FURTHER SUBJECT PAPERS HIGHLIGHTED IN GREY ARE NOT AVAILABLE FOR THE EXAMINATION IN 2014

28

x . G h a z a l i

x i . Ibn Tufay l , Hay y I bn Y a qza n

x i i . Ibn a l - ‘Arab i , Fus us a l -h ik a m

x i i i . Religion and Politics during theMongol Period

x iv . Ottoman Sta te andSocie ty 1566 - 1700

xv . History ofthe Middle East inthe LateOttoman Age,1750-1882

xv i . AModern Islamic Thinker (e.g. Sayyid Qutb, Mohammed Talbi,Rashid Rida)

xv i i . M o d e r n A r a b i c L i t e r a t u r e

xviii Arabic Vernacular Literature, 1900 tothe Present

xix. Society and Culture intheModern Arab World

xx. T h e B i o g r a p h y o f M u h a m m a d

x x i . ( t . b . c . )

29

(Paper 7.i, Further Subject) HADITH

TEACHING STAFF: Dr Christopher Melchert

WHEN TAUGHT/HOURS: Year 3, TT 16 hours lectures, 4 tutorials

SET TEXTS: odd numbers fromNawawi’s Forty; i.e. those not included in Islamic Religion.

BRIEF DESCRIPTION: Islamic Religion introduced medieval scholarship concerning the Qur’an.Here is an opportunity to explore more deeply.Suggested topics here are the method of identifying weak Hadith in Ibn‘Adial-Qattan, al-Kamil fi al-du‘afa’ ; the use of Hadith in qur’anic commentary; the use of Hadith in Islamic law; and, finally, the modern authenticity controversy.

RECOMMENDED MODERN STUDIES

Berg, Herbert. TheDevelopment of Exegesis in Early Islam: The Authenticity of Muslim Literature from the Formative Period. Curzon Studies in the Qur’an. Richmond: Curzon, 2000. BP136.4 BER. The first half is a useful review of the authenticity debate.

Dickinson, Eerik Nael. The Development of Early Sunnite Hadith Criticism. Islamic History and Civilization, Studies and Texts,38. Leiden: Brill, 2001. BP136 Hat.D. Chapter 6, on the comparison ofasân”d, corrects earlier accounts of theIslamic tradition.

Juynboll, G. H. A. Muslim Tradition: Studies in Chronology, Provenance and Authorship of Early hadith. Cambridge Studies in Islamic Civilization. Cambridge: University Press, 1983. BP135.1 JUY. Thefirst major advance since Schacht and Abbott (not listed here, but see Siddiqi, which is similar).

Motzki, Harald. The Origins of Islamic Jurisprudence: Meccan Fiqh before the Classical Schools.Translated by Marion H. Katz. Islamic History and Civilization, Studies and Texts, 41. Leiden: Brill, 2002. BP144 MOT.1. Chapter 1 isanother good survey of the authenticity debate.

Schacht, Joseph. The Origins ofMuhammadan Jurisprudence. Oxford: Clarendon Press, 1950. BP144 SCH. The next great advance after Goldziher. Sets out the paradigm everybody qualifies or attacks

Siddiqi, Muhammad Zubayr. Hadith Literature: Its Origin, Development and Special Features. Edited by Abdal Hakim Murad. Cambridge: Islamic TextsSociety, 1993. BP135.1 SID. A fairly good synthesis of the Islamic tradition, but with modern twists, notably stress on written transmission.

30

(Paper 7.ii, Further Subject) EARLY ISLAMIC MONETARY HISTORY

TEACHING STAFF: Dr Luke Treadwell


BRIEF DESCRIPTION: Thecourse shows how the coinage can be used to illuminate the history of theearly Umayyad period andto pose questions about the extent and nature of the Islamic state up tothe accession of Walid b. ‘Abd al-Malik (86/705). The classes willshow how the coinage develops in three phases–imitative coins, which follow Byzantine and Sasanian models; adaptive coins, which produce the first images of caliphs and symbols of early Islam; and the innovative coins, which abandon figural imagery in favour ofepigraphy. Students will be taught how to identify andread Islamic coins and will write essays on thehistorical usesto which the numismatic evidence can beputaswell themethodological problems raised bythis evidence. Topics to be covered include theinterpretation oftheimagery onthefigural coins (e.g. “Praying Caliph” type and “Mihrab and ‘Anaza” type) as wellasthereasons why the caliph ‘Abd al-Malik introduced acointype thatbore no images and established a model for Islamic coinage thatendured untilthe Mongol invasions.

Recommended reading:

Michael L. Bates, ‘History, geography and numismatics in the first century of Islamic coinage’, Schweizerische Numismatische Rundschau/Revue Suisse de Numismatique vol. 65, 1986, pp. 231-261.

Stefan Heidemann, “The merger of two currency zones in early Islam. The Byzantine and Sasanian impace on the circulation in former Byzantine Syria and northern Mesopotamia”, Iran, vol. 36, 1998, pp. 95–112.

Luke Treadwell, ‘The "Orans" drachms of Bishr ibn Marwān and the figural coinage of the early Marwānids’, in J. Johns (ed.), Bayt al-Maqdis. Jerusalem and early Islam, Oxford Studies in Islamic Art, vol.9/2, 1999, pp. 223-270.

Luke Treadwell, ‘”Mihrab and `Anaza” or “Sacrum and spear”? A reconsideration of an early Marwanid silver drachm’, Muqarnas, 2005 Vol. XXX, pp. 1-28.

•

31

(Paper 7.iii, Further subject) CLASSICAL ARABIC LITERARY TEXTS

STAFF: Professor Geert Jan van Gelder; Professor Julia Bray

WHEN TEACHING TAUGHT/HOURS: Year 3, TT, 16 hours lectures; 4 tutorials/essays.

SET TEXTS:

poetry: al-Shanfara’s Lamiyyat al-‘arab, 69 vss. in Diwan ed. Imil Badi‘ Ya‘qub, Beirut, 1991, pp. 58-73(6 hours inclass); al-Mutanabbī, Wa-harra qalbahu, 37 vss. in Diwan ed. Dieterici, Berlin, 1861, pp. 481-486 (3 hours in class);

prose: al-Jahiz, from al-Hayawan (ed. Cairo, 1966) vol. vii, p. 9 line 1 to p. 14line 5 (The Author Recapitulates) (4 hours); al-Tanukhi, from al-Faraj ba‘d al-shidda, ed. ‘Abbud al-Shalji, vol. iv, pp. 316-327 (Slave-Girl Lostand Regained) (3 hours).

BRIEF DESCRIPTION: The aim of thispaper is tobroaden your acquaintance with classical literary texts, through set texts in poetry and prose. The poetry includes two complete poems, a famous early (probably pre-Islamic) odeand a tenth-century one byperhaps the most highly esteemed Arabic poetfrom Islamic times. The two prose texts are taken from the most important works by two great prose writers fromthe ninth and the tenth centuries, onea versatile essayist andtheother a great story-teller (the chosen story hasmany parallels, some of them inthe Thousand andOneNights).Most of the set texts willbe readand discussed inclass, but the greater part of the story in al-Tanukhi’s Faraj, which is much easie r, will haveto beread independently.There many English translations of al-Shanfara’spoem (including those by Michael Sells, Suzanne Stetkevych, Alan Jones, Warren Treadgold) and atleasttwo of al-Mutanabbi’s poem (Arberr y, Poems of al-Mutanabbi,and by Salma Jayyusi and Christopher Middleton inSperl &Shackle, Qasida Poetry). No English translations ofthe prose textsseem to exist in print. Two of the four essays will deal with aspects of thesettexts; two other “essays” willbe annotated translations ofother classical Arabic literary textschosen bythe student in consultation withthe teacher ortutor.


Alan Jones, Early Arabic Poetry, vol. I (Oxford, 1992), “Introduction” (pp. 1-30), “al-Shanfara al-Azdi: Lamiyyat al-‘Arab” (pp. 130-184);

Andras Hamori, chapter “Al-Mutanabbi” in Julia Ashtiany et al. (eds), ‘Abbasid Belles-Lettres, Cambridge, 1990, pp. 300-314;

Charles Pellat, The Life and Works of Jahiz: Translations of selected texts (London, 1969) (Tr. by D.M. Hawke of French original);

id., chapter “Al-Jahiz” in Julia Ashtiany et al. (eds), ‘AbbasidBelles-Lettres, pp. 78-93;

Julia Ashtiany, “Tanukhi’s al-Faraj ba‘d al-shidda asa Literary Source”, in Alan Jones (ed.), Arabicus felix, luminosus britannicus: Essays in Honour of A. F.L. Beeston (Reading, 1991), pp. 108-120.

32

(Paper 7.iv, Further subject) THE ETHOS OF THE JAHILIYYAIN THE MU‘ALLAQA OF IMRU’ AL-QAYS

TEACHING STAFF: Dr Nadia Jamil

WHEN TAUGHT/HOURS: Year3, TT, 16 hours classes; 4 tutorials/essays.

BRIEF DESCRIPTION TheMu‛allaqa ofImru’ al-Qays is probably the most famous poem in Arabic literature. It belongs to the body of verse ascribed to the jāhilīya, the ‘period of ignorance’ before the Qur`anic revelation inthe 7th century AD,which together constitute a dynamic embodiment of the corporate attitudes of the ancient Arabs, their idealsystem ofmanly virtue (murūwa), the nature of honour and human responsibility in aworld projected asatheatre of conflict. Withthe interpretation of thekey poem as its ultimate aim, this course surveys a range of primary and secondary sources, tointroduce a number of controversial topics and consider them in the lightoftraditional andmodern perceptions on early Arabian society and thought: (i) the transformative potential ofjāhilī poetr y, itshealing and poison, ‘truth’ and‘lies’; (ii) the elements of murūwaand itsposition visavis Fateand religion; (iii) poetical language, figures and themes as asymbolic encoding of ethical debate and aprojection of a coherent system of ideas before Islam –covering Fate, death and redemption; gambling andwine; war and women; the shape ofthe cosmos and themind of a man; (iv)the questions of poetical authenticity and coherence.

RECOMMENDED READING

Ringgren H. Studies in Arabian Fatalism,Uppsala 1955

Bravmann M.M. The Spiritual Background ofEarly Islam, Leiden, 1972

Fares B. “Muru’a” EI2, VII

Fares B. L’Honneur chezlesArabes avant l’Islam, Paris, 1932

Goldziher, I. Muhammedanische Studien, i,1-40, Halle 1889

Izutsu T. God and Man in theKoran; Semantics of the Koranic Weltanschaung, Tokyo 1964

Homerin T.E. “Echoes of aThirsty Owl: Death and Afterlife inPre-Islamic Poetry”, JNES 44 (1985), 165-84

Van Gelder G.J.H. Beyond theLine: Classical Arabic Literary Critics on the Coherence and Unity of the Poem, Leiden, 1982

“Genres in Collision: Nasib and Hija’”, JAL, 21.1, 1990, 14-25

Jacobi R. “The Origins of the Qasida Form”, in Sperl S. and Shackle C., edd., Qasida Poetry in Islamic Asia and Africa, I, Leiden, 1996.

Abu Deeb K. “Towards a Structural Analysis of Pre-Islamic Poetry”, IJMES 6 (1975), 148-84

_ “Towards a Structural Analysis of Pre-Islamic Poetry (II): The Eros Vision”, Edebiyat I

33

(1976), 3-69

Jamil N. “Playing for Time: maysir-gambling in early Arabic Poetry”, in Hoyland R. and

Kennedy P.F., edd., Islamic Reflections, Arabic Musings: Studies inHonour of AlanJones, (Gibb Memorial Trust 2004), 48-90

Arberry A.J. TheSeven Odes: The First Chapter inArabic Literature,London, 1957

Jones A.Early Arabic Poetry. Volune Two:Select Ode,Reading, 1996

Montgomery J.E. TheVagaries ofthe Qasidah.The Tradition and Practice of early Arabic

Poetry,Cambridge, 1997

Stetkevych S.P. The Mute Immortals Speak, Ithaca 1993, Chapter 7.

34

(Paper 7.v, Further Subject) EARLY ISLAMIC HISTORIOGRAPHY

TEACHING STAFF: Dr Judith Pfeiffer


SET TEXTS: to be announced

BRIEF DESCRIPTION: this paper introduces students to Arabic/Islamic historical writing of

the 9th-15th centuries CE.Itcomplements several other papers in the Arabic course, particularly Islamic History 570-1500 and Arabic literature. We discuss points of grammar and lexicon

along the way. Butitis more properly considered a history paper, since we choose accounts of

historical significance (e.g. the Islamic conquests; the Abbasid Revolution; the coming of the

Buyids toBaghdad; the Mongol conquests; and the riseofSufi tariqas and themamluk

institution), and focus on historical andhistoriographic issues (e.g. authorship, source material,

technical terms). Ourmethod is to read(almost always out loud) 4-5 samples, each

approximately 6-10 pages inlength. Inaddition to preparing these texts in yourown time, you

will also readsome secondary literature andwrite 4essays.

RECOMMENDED READING:

Cahen, C. ‘History and historians’, in Religion, Learning and Science in the ‘Abbasid Period.

The Cambridge History of Arabic Literature. Cambridge, 1990. Pp. 188-233.

Duri, A. A. The Rise of Historical Writing among the Arabs. Translated by L. I. Conrad.

Princeton, 1983.

Gibb, H. A. R. ‘Ta’rikh’, in The Encyclopaedia ofIslam, Supplement to the 1st Edition. Leiden,

1938. Reprinted in idem, Studies on the Civilization ofIslam (Boston, 1962), 108-37.

Robinson, Chase F. Islamic Historiography. Themes in Islamic History. Cambridge, 2003.

35

(Paper 7.vi, Further Subject) ASPECTS OF SLAMIC ART, ARCHITECTURE AND

ARCHAEOLOGY

TEACHING STAFF: Course Co--‐ordinator: Dr Luke Treadwell. Other participating staff: Prof. Jeremy Johns,, Prof. Oliver Watson, Dr Zeynep Yürekli--‐Görkay. Please contact the Khalili Research Centre Administrator ([email protected]; 01865 278222) to register for this course.

WHEN TAUGHT/HOURS: Year 3, TT (but see below under 'Teaching Arrangements"), 12--‐16 hours lectures/classes, 4 tutorials

BRIEF DESCRIPTION: This Further Subject offers the opportunity to select one aspect of the art, architecture and archaeology of Islamic societies from the formative period until the early modern period. ‘Art, architecture and archaeology’ is understood in the widest possible sense to include all material and visual culture. Students will choose one of the topics covered by existing courses of lectures, including the four courses listed below. Depending upon the availability of teaching staff and the interests and needs of students, additional topics may be offered. Every topic may not be offered every year. Contact the KRC Administrator (see contact details above) to find out the topics offered in a particular year.

TOPICS:

1 . Islamic Ceramics (Seminars in Hilary Term, Year 3; tutorials in Trinity

Term) ( Prof. Watson)

Week 1. Why pots? What pots? What pots can reveal; structure of the ceramic industry; social status; potters and their patrons; technological families

Week 2. The arrival of luxury ceramics C8th --‐ C10th Fine unglazed wares; first fine glazed wares; the ‘Samarra horizon’; the China trade: ‘influence’ and imitation; innovation; sources of decoration

Week 3. Dispersal and connections C10th --‐ C12th Opaque white--‐glazed wares and their spread; local traditions; F at i m i d Egypt; styles and sources

Week 4. The mediaeval revolution C12th

Response to new imports; new technologies; dispersal and new centres; commerce v. politics

Week 5. Pots and tiles C12th --‐ C15th

Growth of architectural tile decoration; relations of potters to tilemakers; Ti m u r and Samarqand

Week 6. Chinese blue--‐and--‐white C14th --‐ C17th

Yuan blue and white --‐ from where and why? Middle Eastern copies;

36

the Timurid diaspora; Safavid responses

Week 7. Ottoman ceramics: pots and tiles for the court, and beyond Development of Iznik; Iznik and the court --‐ the court design studio; I z n i k’ s wider trade

Week 8. The ‘art trade’

The western collecting and studying of Islamic pottery; the art trade; fakes and forgeries

2. Formation of the Islamic World (Lectures and tutorials in Trinity Term)

( Prof. Johns)

Weekly topics (may vary from year to year):

The Arabs in Late Antiquity

The first seventy years

A b d al--‐Malik and Jerusalem

al--‐Walīd and Damascus

The quṣūr

The countryside

Early Islamic towns

Baghdad, Samarra and the ʿAbbāsid empire

3. Early Islamic Coinage (Lectures and tutorials in Trinity Term)

( D r Treadwell)

Weekly topics (may vary from year to year): Lecture I:

‘Abd al--‐Malik’s coinage reforms (I) Discussion

session on Lecture I

Lecture II: ‘Abd al--‐Malik’s coinage reforms (II)

Discussion session on Lecture II

Lecture III: Monetary history of Umayyads and Abbasids

Discussion session on Lecture III

Lecture IV: The Byzantine influence on early Islamic coinage

Discussion session on Lecture IV

4. Art and Architecture of the Ottoman Empire (Lectures in Trinity Term)

( D r Yürekli--‐Görkay)

Weekly topics (may vary from year to year):

The Ottomans and the Early Modern World

37

The Formation of an Imperial Capital

38

Court Styles in Decorative Arts

The Age of Sinan

Illustrated Historical Manuscripts and Official Portraiture

The Ottomans and the East

The Ottomans and the West

The Margins of the Empire

To get a clearer idea of what each topic entails, you may browse the visual and textual resources on the Islamic Art and Archaeology site on WebLearn: https://weblearn.ox.ac.uk/portal/site/humdiv/orient/iw/iaa/page/home.

TEACHING ARRANGEMENTS:

Lectures and tutorials for this Further Subject will be given in Trinity Term of Year Three, except that those taking Islamic Ceramics (Topic 1 above) must attend the relevant seminars in Hilary Term

of Year Three in order to prepare for the tutorials in Trinity Term. Students will write four essays for discussion in tutorials in Trinity Term.

39

(Paper 7.vii, Further Subject) MUSLIMS AND CHRISTIANS IN SICILY, 827-1246

TEACHING STAFF: Dr Jeremy Johns.


BRIEF DESCRIPTION: Byzantine or Greek Christian Sicily was conquered by Muslims, including Arabs, Berbers and others from Ifrīqiya ormodern Tunisia during the ninth century. Forthe first hundred years of Islamic rule, the island was used as aforward baseforthe jihād against Christian Europe. Under the Kalbid emirs (midtenth to mid eleventh century), Palermo and thewestofthe island developed as a province of the Fātimid Mediterranean, while the east ofthe island, although nominally under Islamic rule, remained substantially Greek Christian and retained close links with Byzantium. When the Kalbid emirate collapsed in the mid eleventh century, theZīrid emirs of Tunisia, the Byzantines, and the emergent maritime republics of Genova andPisaall sought toassert themselves in Sicily,but itwas the newly established Norman leaders of Southern Italy who ledthe Christian conquest of Sicily (1060Ð92) and established Christian rule over the island in1093. TheNorman dynasty of De Hauteville ruled Sicily until1189, when the crown passed to theGerman emperor Henry VI(1191Ð97)and then tohisson, Frederick II(1197Ð1250). Formostof this period, the majority ofSicilians were Arabic-speaking Muslims. The pressure of Christian immigration grew steadily, however, and when the Norman dynasty failed in 1189and civil war broke out amongst the Christians, the Muslims of Sicily rebelled. Until 1246, an independent Muslim rebel state intermittently ruled the west oftheisland, and eventually prompted Frederick IItocompletely destroy theIslamic community of Sicily.

This paper focuses upon the island of Sicily as an example of a frontier society in the Mediterranean. What did it mean for the Christian population of Byzantine Sicily to be first invaded, then conquered, andfinally ruled byIfrīqiyan Muslims? In what ways did the Christian conquest ofIslamic Sicily differ fromthe earlier conquest ofthe island by Muslims? Did Sicilian Muslims react differently to Christian rule than Sicilian Christians had reacted to Islamic rule?

The subject will be covered in eight weekly classes, as follows:

1. Islamic Sicily: Arabic conquest narratives

2. Living under Islamic rule: saints’ life and other Christian perspectives

3. Islamic Palermo: IbnHawqal

4. Christian Sicily: Latin conquest narratives

5. Christian rule in Islamic Ifrīqiya: Arabic narratives of defeat andresistance

6. Muslim peasants and Christian masters: documentary sources

7. Muslim elites and Christian masters: ‘Hugo Falcandus’ and Ibn Jubayr

8. Muslim rebels in Christian Sicily: archaeology, documents and narrative sources.

40

Introductory Reading

To get a clearer idea of what the course entails, you may visit the WebLearn site (see below) and read one or more of the following:

David Abulafia, ‘The End of Muslim Sicily’, in James M. Powell (ed.), Muslims under Latin Rule: A Comparative Perspectiv e, Princeton, 1990, pp. 103–133.

Jeremy Johns, Arabic Administration in Norman Sicily: The Royal Dīwān. Cambridge: Cambridge University Press, 2002, Chapter 9, pp.212–256.

Jeremy Johns, ‘The boys from Mezzoiuso: Muslimjizya-payers in Christian Sicily’, in Robert G.Hoyland and Philip F. Kennedy (eds.), Islamic Reflections Arabic Musings: Studies in Honour ofProfessor Alan Jones, Gibb Memorial Trust, Cambridge, 2004, pp. 243–256.

Alex Metcalfe, 'The Muslims of Sicily under Christian rule', in Graham A Loud and Alex Metcalfe (eds.), The Society ofNorman Italy, Leiden: Brill, 2002, pp. 289-317.

Teaching arrangements

This option istaught in Trinity Term. Students will attend weekly two-hourclasses devoted to theclose reading and analysis of textsin translation. Each student will also write four essays on topics which may include butwill not necessarily be limited to those discussed in class. Essays will bediscussed in tutorials inweeks 2, 4, 6and 8. The detailed listof the texts to be studied is published on the WebLearn site. All texts are available for study in English translation. PDF filesof texts may be consulted and down-loaded from theWebLearn site.Printed copies will be made available on reserve in the Oriental Institute Library.

Course Website

Full details ofthe course, including a detailed list of prescribed texts, down-loadable pdf files of all theprescribed texts, bibliography of secondary sources, specimen exam papers, student discussion forum, and other useful materials are available on-line in WebLearn.

41

(Paper 7.viii, Further Subject) THE RISE OF THE SUFI ORDERS IN THE ISLAMIC WORLD, 1200-1500



BRIEF DESCRIPTION: The riseof institutional Sufism isone of the most significant developments in late medieval Islamic history. In this period, erstwhile loosely organized mystical intellectual currents were organized around influential Sufi intellectuals and distinct communal identities wereformulated around specific lineages. This course examines these developments from twodifferent angles. The first is the analysis of institutional organization. Class discussions willaddress howhuman andeconomic resources were exploited in and around Sufi convents by the members of Sufi communities and how these resources were used for religious or political purposes. Thesecond approach focuses on the roleof Sufi dervishes and tarīqa organizations in thepolitical life of the Islamic world. As themodels ofpiety of the of thehighcaliphal and earlier middle period eroded or lost their appeal in the post-Mongol political environment, Sufism emerged as a new source of sacrality for

various competing claims to political power. The formation of the Safavid Empire in Iranis one such example that will bestudied indetail.

SET TEXTS: To be confirmed when nextoffered.

RECOMMENDED INTRODUCTORYREADING:

Aflākī, Shams al-Dīn Ahmad (fl. 754/1353-4). The feats of the Knowers of God (Manāqeb al-‘arefīn). Trans. JohnO’Kane. Leiden etc.: Brill, 2002. BP189.4 AFL.4

Birge, John Kingsley. The Bektashi orderof dervishes. London: Luzac; Hartford, Conn.: Hartford Seminary Press, 1937. BP189.7 Bir

DeWeese, Devin. “Yasavī Šayhs inthe Timurid Era: Notes on the Social and Political Role of Communal Sufi Affiliations in the 14th and 15th Centuries.” In La civiltà timuride come fenomeno internazionale, ed. Michele Bernardini [= Oriente Moderno (Rome), N.S., 15 (76), No. 2 (1996)], pp. 173-188.

Eich, Thomas. “Abū l-Hudā, the RifāÔīya and Shiism in Hamīdian Iraq.” Der Islam 80 (2003), pp. 142-152.

Karamustafa, Ahmet T. God’s Unruly Friends: Dervish Groups in the Islamic Later Middle Period, 1200-1550. Salt Lake City: University of Utah Press, 1994. BP189.1 KAR.

KšprŸlŸ, Mehmet Fuat. Islam in Anatolia after the Turkish invasion: Prolegomena. Translated by Gary Leiser. Salt Lake City: University of Utah Press, 1993. BP63 KOP.

Mazzaoui, Michel M. The origins of the Safawids. Sh”‘ism, Sûfism, and the Ġulât. Wiesbaden: Steiner, 1972. DS292 Maz Fol.

Ocak, Ahmet Yaşar. “The Wafā’ī tarīqa (Wafā’iyya) during and after the period of the Seljuks of Turkey: a new approach to the history of popular mysticism in Turkey,” inMésogeios

42

24-26 (2005), pp. 209-248.

Paul, JŸrgen.“Forming a faction: The Himāyat System of Khwaja Ahrar.” IJMES 23 (1991), pp. 533-548.

Savory, Roger. “The Lords of Ardabīl.” In:Idem, Iranunder theSafavids . Cambridge; New York: Cambridge University Press, 1980, pp. 1-16.

Trimingham, J[ohn] Spence r. TheSufi Ordersin Islam. Oxford: Clarendon Press, [1971] 1973.

Wolper, Ethel Sara. Cities and Saints. Sufism and the Transformation of Urban Space in MedievalAnatolia. University Park, Pennsylvania: Pennsylvania State Univ. Press, 2003.

43

(Paper 7.ix, Further Subject) SUFISM

TEACHING STAFF: Dr Christopher Melchert, Dr Judith Pfeiffer


SET TEXTS: Abu Nu‘aym, Hilyat al-awliya’, biography of Malik ibn Dinar; Abu Nasr al-Sarraj, al-Luma‘, kitab al-ahwal wa-al-maqamat;AhElmad al-Rifā‘ī, al-Majālis al- Rifā‘iyya , pp. 19-30 and Majlis 14& 17; Ibn Taymiyya, Fatāwā Ibn Taymiyya (selections; copies are available from the Faculty Office, Oriental Studies).

BRIEF DESCRIPTION: Islamic Religion introduced the topic of Sufism.Hereisa supplementary survey. Topics covered include the early zuhd period, al-Junayd and the crystallization of Classical Sufismin Baghdad, theSufi biographical tradition, Sufi practice and terminology, Ibn ‘Arabi, andthe development of tariqah Sufism in the Later Middle Ages.


Karamustafa, Ahmet T. God’s Unruly Friends: Dervish Groups in the Islamic Later Middle Period, 1200-1550. SaltLake City: University of Utah Press, 1994. BP189.1 KAR.

KšprŸlŸ, Mehmet Fuat. Islam in Anatolia afterthe Turkish invasion: Prolegomena. Translated by Gary Leiser. Salt Lake City: University ofUtah Press, 1993. BP63 KOP.

Landau, Rom. The Philosophy ofIbn ‘Arabi. Ethical and Religious Classics of East and West 22. London: Allen and Unwin, 1959. BP189ARA.L.

Nicholson, Reynold A. The Mystics of Islam. London: George Bell and Sons, 1914. Reprinted Routledge &Kegan Paul, 1963. BP189.1 NIC.2.

Popovic, Alexandre. Un ordre de derviches en terre d’Europe. La Rif‰‘iyya. Lausanne: L’Age d’Homme, 1993. Bod Bookstack M99.F02984.

Schimmel, Annemarie. Mystical Dimensions of Islam. Chapel Hill: University of North Carolina Press, 1978. BP189.1 SCH. Ahistorical but a good introductory survey of Sufiliterarature.

44

(Paper 7.x, Further Subject) GHAZALI

TEACHING STAFF: Dr Nicolai Sinai


BRIEF DESCRIPTION: apply to Dr Sinai

(Paper 7.xi, Further Subject) IBN TUFAYL, HAYY IBN YAQZAN

TEACHING STAFF: Dr Fritz Zimmerman

WHEN TAUGHT/HOURS: Year 3, TT 16 hours lectures, 4

tutorials BRIEF DESCRIPTION: apply to Dr Zimmermann.

(Paper 7.xii, Further Subject) IBN AL-‘ARABI, FUSUS AL-HIKAM

TEACHING STAFF: Mr Ron Nettler

WHEN TAUGHT/HOURS: Year 3, TT 16 hours lectures, 4

tutorials BRIEF DESCRIPTION: apply to Mr Nettler.

45

(Paper 7.xiii, Further Subject) RELIGION AND POLITICS DURING THE MONGOL PERIOD


WHEN TAUGHT/HOURS: Usually Year 3, Trinity Term. 2 hours of classes per week, 4 tutorials and 4 essays per term.

SET TEXTS: Ibn Taymiyya (d. 728/1328), Risāla ilāal-Sultān al-Malik al-Nāsirfī sha’n al-Tatār, ed. Salãh al-Din al-Munajjid, Beirut: Dãr al-Kitãb al-Jadid, 1976; Waqfiyya of NUr al-Din Jãjã (1272), ed. Ahmet Temir as Kõrşehir Emiri Caca Oğlu Nur al-Din’in 1272 Tarihli Arapça-Moğolca Vakfiyesi, Ankara: TŸrkTarihKurumu Yayõnlarõ, 1959.

BRIEF DESCRIPTION:The further subject onReligion and Politics during the Mongol Period will be offered in Trinity Term. It provides an introduction to the history ofthe Mongol world empire of the 13thand 14thcenturies with classes and background readings on thedynamic relationship between nomadic and sedentary societies; Mongol conquests and civil wars and the formation ofthe Mongol world empire; an overview over the political history ofthe “Golden Horde”, the Chagatayid Ulusand the YŸan dynasty; international relations and commerce during the Mongol period, the role of women inMongol society,andsystems of artistic production andpatronage in the post- Mongol era. The main focus of this special subject isthe Mongol Ilkhanate in the Middle East, and specifically the changing relationship ofreligion and politics under Mongol rule. While thesecondary literature and discussion sessions provide background information, the primary readings affordfirst-hand insights into the interaction ofthe local and Mongol elites after the Mongol conquests; processes of sedentarization and islamization; theemergence of new elites and patronage groups in thepost-caliphal age(religious and bureaucratic elites, the military; Sufigroups); and the changing attitude ofthe local elites toward the Chinggisid legacy over time.

RECOMMENDED BACKGROUND READING

Allsen, Thomas T. Culture and Conquest in Mongol Eurasia. Cambridge: 2001.

Barthold, W. Turkestan down to the Mongol Invasion. Trans.C.E. Bosworth. London: Luzac & Co., [31968] 41977 [Reprint: Taipei, Southern Materials Center, Inc.].

Black, Anthony. The History ofIslamic Political Thought. Fromthe Prophet to the Present. New York: Routledge, 2001.

DeWeese, Devin. Islamization andNative Religion in the Golden Horde. University Park, P.A.: The Pennsylvania State University Press, 1994.

Karamustafa, Ahmet T. God’sUnruly Friends. Dervish Groupsinthe Islamic Later Middle Period 1200-1550. Salt Lake City: University ofUtah Press, 1994.

Komaroff,Linda, and Stefano Carboni, eds. The Legacy of Genghis Khan. Courtly Art and Culture in Western Asia, 1256-1353. NewHaven and London: Yale University Press, 2002.

KšprŸlŸ, Mehmed F.Islam in Anatolia afterthe Turkish Invasion (Prolegomena). Trans. and ed. Gary Leiser. Salt Lake City: University of UtahPress, 1993. [1922].

46

Mazzaoui, Michel M. The origins of the Safawids. Wiesbaden: Steiner, 1972.

Wolper, Ethel Sara. Cities and Saints. Sufism and the Transformation of Urban Space in Medieval Anatolia. University Park, Pennsylvania: Pennsylvania State Univ.

Press, 2003.

PRIMARY TEXTS IN TRANSLATION (SELECTIONS):

Aflaki, Shams al-DinAhmad (fl. 754/1353-4). The feats of the Knowers of God

(Mandqeb al- ‘arefīn). Trans. JohnO’Kane. Leiden etc.:Brill, 2002.

Rashid al-Din Fadl Allah (d. 718/1318). Compendium of Chronicles. A History ofthe

Mongols. 3vols. Trans.Wheeler M. Thackston. Cambridge, Mass.: Harvard

University Department of Near Eastern Languages and Civilizations, 1999.

Razi, Najm al-Din(d. 654/1256-7).ThePath ofGod’sBondsmen. Trans. Hamid Algar.

Delmar, N.Y.: Caravan Books, 1982.

47

(Paper 7.xiv, Further Subject) OTTOMAN STATE AND SOCIETY 1566 - 1700

TEACHING STAFF: Dr Zeynep Yurekli-Gorkay.

WHEN TAUGHT/HOURS: Year 3, TT 8 hours classes, 4 tutorials, 4 essays. Students

intending to take this option are strongly advised to follow the lectures covering this

period that are given in Hilary Term.

BRIEF DESCRIPTION: The period after the death ofSüleyman in 1566 up tothe Treaty ofKarlowitz in 1699was traditionally seen as a period of decline and disaster, in

which the authority of the sultan andthe efficiency ofthe army, statefinances and the

administrative system were all undermined. Within the last twenty years, however,

modern scholarship haslargelyoverturned thisapproach and made this one of the most

exciting periods of Ottoman history to study. The roleof Ottoman royal women isnow

seenassupportive rather than interfering. The Ottoman army changed its composition

not from decay but in order to adapt tonew methods of warfare and remained a force to

bereckoned with wellinto theeighteenth century. Military and provincial revolt,

religious fundamentalism, regicide, ‘reform’ and thechanging nature of Ottoman

identity are among the main themes of this study.

RECOMMENDED INTRODUCTORY READING

Aksan, V.H. and Goffman, D. (eds)The early modern Ottomans: remapping the empire

(Cambridge 2007)

Dankoff, R.An Ottoman mentality: the world ofEvliya Çelebi (Leiden 2004)

Faroqhi, S. ‘Crisis andchange, 1590-1699’ in H. İnalcõk andD. Quataert (eds),

Economic and social history of the Ottoman empire (Cambridge 1994), Part II, 413-62

Finkel, Caroline. Osman’s dream (London 2005)

Murphey, Rhoads. Ottoman warfare 1500-1700 (London 1999)

Peirce, Leslie. Imperial harem: women and sovereignty in the Ottoman empire

(Oxford199)

48

(Paper 7.xv, Further Subject) HISTORY OF THE MIDDLE EAST IN THE LATE OTTOMAN AGE, 1750-1882

TEACHING STAFF: Dr Adam Mestyan


BRIEF DESCRIPTION: This paper traces thegrowing autonomy of theArab provinces ofthe Ottoman Empire inthe eighteenth century,Ottoman reform effortsin the nineteenth century, andthe beginnings ofEuropean imperialism inNorth Africa. Topics to be covered include theMamluk households in Egypt, Palestine under Zahir al-Umar and Ahmad Pasha al-Jazzar,the riseof the Saudi-Wahabi alliance in Central Arabia, the French occupation of Egypt, Muhammad Ali in Egypt, the French invasion of Algeria, theOttoman reforms of theTanzimat, theChristian massacres in Lebanon and Syria, and theBritish occupation of Egypt.

49

(Paper 7.xvi, Further Subject) AMODERN ISLAMIC THINKER (E.G. SAYYID QUTB, MOHAMMED TALBI, RASHID RIDA)

TEACHING STAFF: Mr RonNettler


BRIEF DESCRIPTION: apply toMr Nettler

50

(Paper 7.xvii, Further Subject): MODERN ARABIC LITERATURE (The theme offered may be subject to change)

TEACHING STAFF: Dr Mohammed-Salah Omri.

WHEN TAUGHT/HOURS: Year 3, TT (16 hours lectures, 4 tutorials)

SET TEXTS: Prose: Ilyas Khuri, Abwab al-madina; Edwar al-Kharrat, Turabuha Za‘faran; Najib Mahfuz, Zuqaq al-Midaqq. Poetry: Ahmad ‘Abd al-Mu‘ti Hijazi, Ila’l-liqa’; Badr Shakir al-Sayyab, Madinat al-Sindibad; Amal Dunqul, Hikayat al-madina al-fiddiyya.

BRIEF DESCRIPTION: The further subject on Modern Arabic Literature will be organised each Trinity Termaround a specific theme, rather thanagenre-based approach. InTrinity Term 2013,the theme proposed is “The City inModern Arabic Literature”. Representations ofthe cities of Beirut, Alexandria and Cairo and theirfunctions in literature will be studied through three novels by Ilyas Khuri, Edwar al-Kharrat, andNajib Mahfuz. Allthree novels are translated into English, but significant sections of the novels inArabic will bestudied and analysed in class. Cityimagery will also be studied in poems by Ahmad `Abd al-Mu`ti Hijazi, BadrShakir al-Sayyab, and Amal Dunqul. All poems will be read and translated in class. Reading lists will beprovided inaddition tothe recommended background reading.


Allen, R.: The Arabic Novel; an Historical andCritical Introduction (Manchester, 1982).

Badawi, M. M. : Modern Arabic Literatu re and the West (London, 1985)

Benjamin, W.:The Arcades Project (English trans. by H. Eiland and K. Mclaughlin, Cambridge, 1999)

Jayyusi, S. K.: Trends and Movements in Modern Arabic Poetry, 2vols. (Leiden, 1977).

Meyer, S.G.:The Experimental Arabic Novel (New York 2001).

Williams, R.: The Country and the City (London, 1973).

51

(Paper 7.xviii, Further Subject): ARABIC VERNACULAR LITERATURE, 1900 TO THE PRESENT DAY

TEACHING STAFF: Prof C Holes

WHEN TAUGHT/ HOURS: Year 3, Trinity Term. 2hrs classes per week. 4 tutorials

BRIEF DESCRIPTION In all Arab countries there is an ancient tradition ofpopular literature alongside the better-known Classical tradition. By ‘popular literature’ ismeant various genres of verbal art – principally poetry, but alsotraditional tribal narrative, sīras (hero-cycles) and, more recently, drama – that is often orally composed and performed and whose vehicle isthenon-standard form of the language, though often in a more elevated stylistic register thanthat of everyday speech. Thiscourse provides an introduction tothe subject via the study of a wide range of examples of the various genres and locates them in their social and political context, as well as in Arab literary history. Particular attention is paid to theroleofthe poet as a communal ‘voice’ inboth urban and rural society.

RECOMMENDED READING (Egypt)

Booth M. Bayram al-Tunisi’s Egypt: Social Criticism and narrative Strategies. Ithaca 1990.

Abdel-Malek K.A Study of the Vernacular Poetry ofAhmad Fu’ad Nigm. Brill 1990.

Cachia P. Popular Narrative Ballads ofModern Egyp t. Oxford 1989.

Abdel-Malek K. Muhammad in the Modern Egyptian Popular Ballad. Brill 1995.

RECOMMENDED READING (Bedouin culture)

Abu Lughod L. Veiled Sentiments. Honor andPoetry in aBedouin Society. University of California Press, 1988. Caton S. ‘Peaks ofYemen I summon’: Poetry as Cultural Practice in a North Yemeni Tribe. University of California Press, 1990.

Bailey C. Bedouin Poetry: From Sinai and the Negev. Oxford, 1991.

Sowayan S. Nabati Poetry: The Oral Poetry ofArabia. University of California Press, 1985.

Shryock A. Nationalism and the Genealogical Imagination: Oral History and Textual Authority in Tribal Jordan. University of California Press, 1997.

Sowayan S. The Arabian Oral Historical Narrative: an Ethnographic and Linguistic Analysis. Wiesbaden, 1992.

Meeker M. Literature and Violence in North Arabia. Cambridge 1979.

Other:

Reynolds D. Heroic Poets, Poetic Heroes. The Ethnography of Performance in an Arabic Oral Epic Tradition. Cornell, 1995.

52

(Paper 7.xix, Further Subject) SOCIETY AND CULTURE IN THE MODERN ARAB WORLD.

TEACHING STAFF: Dr Walter Armbrust

WHENTAUGHT/HOURS: Year 3, Lectures in Hilary and Trinity Terms, 4 tutorials in TT.

SET TEXTS: There are no set texts. Awide variety of printed and recorded audio and audiovisual materials can be integrated into the paper depending on demand and the capabilities of students taking the paper.

BRIEF DESCRIPTION: The paper focuses on the society and culture of the modern Arab world. The main academic literature for the course is drawn from the discipline of social anthropology, but the paper also includes readings from literary studies, political science, sociology and history. A number of primary texts are also relevant to the paper. Topics covered will include notions of family in the region; moral rhetorics of honor, shame, and modesty; marriage; particularism and universalism in Islam; Islam and modernity; Islamist political movements; writing and recitation; language and standardized identity; national identity; ethnicity and the nation-state; "globalization," the state, and neo-liberalism. The paper will emphasize social anthropological perspectives on the modern Arab world, but will incorporate Arabic-language texts when there is demand for them.

ABRIDGED READING LIST:

BACKGROUND:

Eickelman, Dale. 1998. The Middle East and CentralAsia: An Anthropological Approach. Upper Saddle River, N.J.: Prentice Hall.

Gilsenan, Michael. 1982. Recognizing Islam: An Anthropologist's Introduction. London: Croom Helm.

MEN, WOMEN, AND FAMILY

Cole, Donald P. 1985. "The Household, Marriage and Family Life among the Al Murrah Nomads of Saudi Arabia." In Saad Eddin Ibrahim and Nicholas S. Hopkins eds., Arab Society: Social Science Perspectives, 19-211. Cairo: The American University in Cairo Press.

Jansen, Willy. 1987. Women without Men: Gender and Ma rginality in anAlgerian

51

Town. Leiden: E.J. Brill, 1987.

Joseph, Suad. 1994. "Brother/Sister Relationships: Connectivity, Love, and Power in the Reproduction of Patriarchy in Lebanon." American Ethnologist21 (1): 50-73.

Meneley, Anne. 1996. "The Bayt: Family and Household." In Anne Meneley, Tournaments of Value: Sociability andHierarchy in a Yemeni Town. Toronto: University of Toronto Press, pp. 60 -80.

Murphy, R. and L. Kasdan. 1959. "The Structure of Parallel Cousin Marriage." American Anthropologist 61 (1): 17-29.

Singerman, Diane. 1995. Avenues ofParticipation: Famil y, Politics, andNetworks in Urban Quarters ofCairo. Princeton: Princeton University Press. (Introduction, chs. 1-2, pp. 1-131).

MORAL RHETORICS OF HONOR, SHAME, AND MODESTY

Abu-Lughod, Lila. 1987. VeiledSentiments:Honor andPoetry in a Bedouin Societ y. Berkeley: University of California Press.

Bourdieu, Pierre. 1965. "The Sentiment of Honor in Kabyle Society." in J.G. Peristiany ed. Honour andShame: the values of Mediterranean Societ y. London: Weidenfeld.

Guindi, Fadwa El-. 1999. Veil: Modest y, Privacy andResistance. Oxford: Berg.

Hatem, Mervat. 1986. "The Enduring Alliance of Nationalism and Patriarchy in Muslim Personal Status Laws: The Case of Modern Egypt." Feminist Issues 6 (1): 19-43.

Hill, Enid. 1979. "Courts and Auxiliary Structures," and "Divorce Egyptian Style and Related Matters," In E. Hill, Mahkama! Studies in the Egyptian Legal System, Courts and Crimes, Law and Society.London: Ithaca Press.

Macleod, Arlene. 1991. AccommodatingProtest: Working Women, the New Veiling, and Change in Cairo. New York: Columbia.

MARRIAGE AND DIVORCE

Moghadam, Valentine. 1993. Modernizing Women: Gender and Social Change in the Middle East. London: Lynne Rienner Publishers.

Najjar, Fauzi. 1988. "Egypt's Laws of Personal Status." Arab Studies Quarterly 10

52

(3): 319-344.

Sonbol, Amira. 1996. "Law and Gender Violence in Ottoman and Modern Egypt." In

Amira Sonbol ed., Women, the Family, andDivorce Laws in Islamic History. Syracuse:

Syracuse University Press.

Stowasser, Barbara. 1987. "Liberated Equal or Protected Dependent? Contemporary

Religious Paradigms on Women's Status in Islam." Arab Studies Quarterly 9 (3): 260- 283.

ISLAM: PARTICULARISM AND UNIVERSALISM

Eickelman, Dale. 1976. Moroccan Islam: Tradition and Society in a Pilgrimage

Center. Austin: University of Texas Press.

Geertz, Clifford. 1968. Islam Observed: Religious Development in Morocco and

Indonesia. Chicag o: University of Chicago Press.

Gellner, Ernest. 1981. "Flux and Reflux in the Faith of Men." In E. Gellner, Muslim

Society. Cambridge: Cambridge University Press.

Gilsenan, Michael. 1973. Saint and Sufi in Modern Egypt: An Essay in the Sociology of

Religion. Oxford: Clarendon Press.

ISLAM AND MODERNITY

Asad, Talal. 1993. "The Limits of Religious Criticism in the Middle East: Notes on Islamic Public Argument." In Genealogies ofReligion: Discipline andReasons of Power in Christianity andIslam. Baltimore: Johns Hopkins University Press, pp. 200- 23 6 .

Asad, Talal. 2003. "Secularism, Nation-State, Religion." In Talal Asad, Formations of

the Secular: Christianity, Islam, Modernity.Stanford: Stanford University Press, pp.

181-201.

Eickelman, Dale and James Piscatori. 1996. "The Invention of Tradition in Muslim

Politics." In Eickelman and Piscatori, Muslim Politics, pp. 22-45.

Starrett, Gregory. 1998. Putting Islam to Work: Education, Politics, andReligious

Transformation in Egypt. Berkeley: University of California Press.

53

ISLAMIST POLITICS

Gaffney, Patrick. 1994. The Prophet's Pulpit: Islamic Preaching in Contemporary Egypt. Berkeley: University of California Press.

Mahmood, Saba. 2005. Politics of Piety: The Islamic Revival and the Feminist Subject. Princeton: Princeton University Press.

Wickham, Carrie. 2002. Mobilizing islam: Religion, Activism, andPolitical Change in Egypt. New York: Columbia University Press.

WRITING AND RECITATION

Messick, Brinkley. 1993. The Calligraphic State: TextualDomination and History in a Muslim Society . Berkeley: University of California Press.

Nelson, Kristina. 1985. The Art ofReciting the Qur'an. Austin: University of Texas Press.

Ong, Walter. 1988. Orality andLiteracy: The Technologizing ofthe Word. New York: Routledge. (Chapter 1).

Pedersen, Johannes. 1984. The Arabic Book. Translated by Geoffrey French. Edited with an introduction by Robert Hillenbrand. Princeton, N.J.: Princeton University Press. (first three chapters).

LANGUAGE AND STANDARDIZED IDENTITY

Badawi, Said and Martin Hinds. 1986. A Dictionary of Egyptian Arabic: Arabic-English.Beirut: Librairie du Liban (introductory material).

Booth, Marilyn. "Colloquial Arabic Poetry, Politics, and the Press in Modern Egypt." InternationalJournal of Middle East Studies. 24(3), August 1992.

Bourdieu, Pierre. 1991. "The Production and Reproduction of Legitimate Language." In Bourdieu, Language andSymbolic Power. Cambridge Mass.: Harvard University Press.

Fishman, Joshua. 2003 [1972]. "The Impact of Nationalism on Language Planning." In

Roxy Harris and Ben Rampton eds, The Language, Ethnicity andRace Reader.

54

London: Routledge, pp. 117-127.

Ferguson, Charles, "Diglossia," Word, v. 15, 1959, pp. 324-340.

Holes Clive. 1995. Modern Arabic: Structures, Functions and Varieties. London: Longman. (chapter 9, 'Language Level').

Holes, Clive. 1993. 'The uses of variation: a study of the speeches of Gamal Abdul- Nasir' in Eid M. and Holes C.D. Perspectives onArabic Linguistics Vol 5, Banjamins, Amsterdam, pp 13-45.

Holes, Clive. 2005. "Dialect and National Identity: The Cultural Politics of Self-Representation in Bahraini Musalsalat." In Paul Dresch and James Piscatori eds, Monarchies andNations: Globalisation and Identity in the Arab States ofthe Gul f. London: I.B. Tauris, pp. 52-72.

Suleiman, Yasir. 1994. "Nationalism and the Arabic Language: A Historical Overview." In Yasir Suleiman ed., Arabic Sociolinguistics: Issues and Perspectives. Surrey, Great Britain: Curzon Press.

NATIONAL IDENTITY

Anderson, Benedict. 1991. Imagined Communities: Reflections on the Origin and

Spread ofNationalism.New York: Verso. (First four chapters).

Armbrust, Walter. 1996. Mass Culture andModernism in Egyp t. Cambridge:

Cambridge University Press.

Dresch, Paul. 2005. "Debates on Marriage and Nationality in the United Arab

Emirates." In Dresch and Piscatori eds., Monarchies andNations: Globalisation and

Identity in the Arab States ofthe Gul

f. London: I.B. Tauris, pp. 136-157.

Longva, Anh Nga. 2005. "Neither Autocracy Nor Democracy but Ethnocracy: Citizens,

Expatriates and the socio -Political System in Kuwait." In Paul Dresch and James

Piscatori eds. , Mona rchies andNations: Globalisation and Identity in the Arab States

ofthe Gul f. London: I.B. Tauris, pp. 114-135.

55

Messiri, Sawsan el-. 1978. Ibn al-Balad: A Concept ofEgyptian Identity. Leiden: E.J.

Brill.

Shryock, Andrew. 1997. Nationalism and the GenealogicalImagination: OralHistory

and TextualAuthority in TribalJordan. Berkeley : University of California Press.

ETHNICITY AND THE NATION-STATE

Barth, Fredrik ed. 1969. Ethnic Groups and Boundaries: The Social Organization of

Culture Difference. Boston: Little, Brown. (Barth's chapter)

Ghosh, Amitav. 1993. In an Antique Land. New York: A.A.Knopf, 1993.

Longva, AnhNga. 1997. Walls Built on Sand: Migration, Exclusion, and Society in

Kuwait. Boulder, Colo.: Westview Press.

Shammas, Anton. 1988. Arabesques. New York: Harper and Row.

Simmel, Georg. 1967. "The Stranger." In Georg Simmel, The Sociology of Georg

Simmel.Tr. and ed. Kurt Wolff. New York: The Free Press.

Weber, Max. 1961. "Ethnic groups." In Max Weber, Economy and Society:An

Outline

ofInterpretive Sociology (ed. Guenther Roth and Claus Wittlich. Berkeley: University

of California Press, 1978.

"GLOBALIZATION," THE STATE AND NEO-LIBERALISM

Elyachar, Julia. 2005. Markets ofDispossession: NGOs, Economic Development, and

the

State in Cairo. Durham: Duke University Press.

Salamandra,Christa. 2004. A New OldDamascus: Authenticity andDistinction in

Urban

56

Syria. Bloomington: University of Indiana Press.

Winegar, Jessica. 2006. Creative Reckonings: The Politics of Art and Culture in

Contemporary Egypt. Stanford: Stanford University Press.

57

(Paper 7.xx, Further Subject) THE BIOGRAPHY OF MUHAMMAD

TEACHING STAFF: Dr. Nicolai Sinai

WHEN TAUGHT/ HOURS: Year 3,TT, 16 hours lectures, 4 tutorials

BRIEF DESCRIPTION : This class will acquaint students with the broad outlines of Muhammad’s biography as told by traditional sīrah works, with the debate about its historicity as well as different scholarly methods employed to assess the latter, and with later transformations of the sīrah tradition up to 20th century authors such as M. Il. Haykal and Tãhã Ilusayn. Classes will be devoted to Arabic readings and tutorials to the discussion of essays based on important secondary literature.

SET TEXTS: t.b.c.

(i) The debate about the authenticity of the biography of Mubammad: methods, sources, positions (1 session) (ii) Selected readings from classical sīrah sources (6 sessions) (iii) Readings from modern Arabic literature (1 session; these will be chosen so as to

correspond to the classical texts read before)

Recommended introductory readings: – Uri Rubin, The Eye of the Beholder: The Life ofMu ḥammad as Viewed by the Early Muslims, Princeton 1995. –Jonathan E. Brockopp (ed.), The Cambridge Companion to Mu ḥammad , Cambridge 2010. –Harald Motzki (ed.), The Biography ofMuḥammad: The Issue of the Sources, Leiden 2000.

58

PAPER 8 AND 9 (ARABIC SPECIAL SUBJECT)

COURSE: Arabic with Islamic Studies (see also Examination Regulations).

TEACHING STAFF: Prof Geert Jan van Gelder , ProfClive Holes, Dr Walter Armbrust, Dr Nadia Jamil, Dr Jeremy Johns, DrChristopher Melchert, Mr Ron Nettler, Dr Mohamed -Salah Omri, Dr Eugene Rogan, Dr Nicolai Sinai, Dr Luke Treadwell, Dr Zeynep Yurekli-Gorkay.

WHEN TAUGHT/HOURS: Year 4, Michaelmas Term; normally 2 hours classes per week, 6 tutorials and up to 6 essays.

EXAMINATION:

Candidates for all Special Subjects willbe examined by means of atimed paper, and by means ofan extended essay, which shall not exceed 6,000 words (including footnotes butexcluding bibliography), and shallbe on atopic ortheme selected bythe candidate from aquestion paper published by theexaminers ontheFriday of the fourth week of Michaelmas Term in theyearofexamination. Essays should betyped or word-processed in double spacing and should conform tothestandards of academic presentation prescribed in the "Guidelines for writers ofTheses" inthe course handbook. Essays (two copies) shallnormally be written during the Michaelmas Term intheyear ofexamination andmustbe delivered byhand to theExamination Schools (addressed totheChairman ofExaminers, Honour School of Oriental Studies, Examination Schools, Oxford) notlaterthan 12noon onthe Friday before the beginning ofHilary Full Term of the year ofexamination. Candidates delivering essays willbe required to complete areceipt form, which will only be accepted as proof ofreceipt ifit iscounte r-signed bya member ofthe Examination Schools staff. Each essay must be accompanied byasealed envelope (bearing onlythe candidate's examination number) containing a formal declaration signed bythe candidate thattheessay is hisorher own work. TheUniversity's regulations on Late Submission of Work will apply. Any candidate maybe examined vivavoce.

NB SPECIAL SUBJECT PAPERS HIGHLIGHTED IN GREY ARE NOT AVAILABLE FOR THE EXAMINATION IN 2014

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i . Q u r ’ a n

ii. Themes in Classical Arabic literature1

iii. The transformation of ideas from the Jahiliyya to early Islam in early Arabic poetry

iv. Topics in Islamic law

v. Learning and culture inBaghdad, 800-900

vi. Theology and Philosophy in the Islamic World

vii. Theriseof kalam DISCONTINUING

viii. The riseoffalsafa DISCONTINUING

ix. [vii.] Medieval Sufi thought

x . [vi i i . ] Ibn al-‘Arabi

xi. [ix.]‘Slave dynasties’ inIslam: fromthe Ghaznavids to the Mamluk Sultanate

xii. [x.] Royal art and architecture inNorman Sicily

xiii. [xi.]Later Islamic artand architecture, 1250-1700

xiv. [xii.]Writing Islamic histor y, 1250-1500: frompalaeography to historiography

xv. [xiii.] TheOttomans, Islam andthe Arab World1300 -1566

1 Available only to candidates who have taken the Further Subject 7.iii Classical Arabic literary texts.

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xvi. [xiv.] History ofthe Middle Eastin theage ofempire, 1882-1971

xvii. [ x v . ] A r a b i c l i n g u i s t i c s

xviii . [xvi.] Themes inmodern Arabic literature

xix. [xvii.] Modern Islamic thought inthe Middle East

xx. [xviii.] Popular culture and mass media, 1930topresent

xxi. [xix.] (t.b.c)

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(Paper 8/9.i, Special Subject) QUR’AN

TEACHING STAFF: Dr Nicolai Sinai

WHEN TAUGHT/HOURS: Year 4, MT, 16 hours lectures, 6 tutorials, up to 6 essays.

SET TEXTS: t.b.c.

Brief description: The course is designed to introduce participants to the study of the Qurʾānic texts in their historical context of emergence, i. e., early 7th century Ḥijāz. It is divided into two main parts. During the first four weeks, students will acquire essential background knowledge of the Qurʾān’s environment and its textual history and develop basic scholarly skills, such as assessing the chronological order of surahs, identifying later insertions, and making intelligent use of concordances, etymological data, and classical Islamic scholarship. The second part of the course will be devoted to a thematic cross section of the Qurʾān.

(i) Background issues (weeks 1–4): – Approaches to the Qurʾān in recent scholarship: ‘traditionalism’ vs.

‘revisionism’ –The Qurʾān’s historical background: Arabia in Late Antiquity –The collection and structure of the Qurʾānic corpus and the transmission of

the Qur ān and classical Islamic Qurʾān scholarship – The chronology and literary structure of the Qurʾānic recitations – Additions and expansions in the Qurʾān

(ii) Thematic cross sections (weeks 5–8): –Qurʾānic eschatology –Monotheism and “associationism” –Qurʾānic narratives –The Medinan surahs

– Legal passages in the Qurʾān

Recommended introductory readings: –Neal Robinson, Discovering the Qur’an: A Contemporary Approach to a Veiled Text, 2ndedition, Washington, D. C.: Georgetown University Press, 2003. – Jane Dammen McAuliffe (ed.), The Cambridge Companion to the Qurʾān, Cambridge 2006.

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(Paper 8/9.ii, Special Subject) THEMES IN CLASSICAL ARABIC LITERATURE

TEACHING STAFF: t.b.c.

WHEN TAUGHT/HOURS: Year 4, MT, 2hours lectures per week, 6 tutorials and 6 essays.

SET TEXTS:

Ibn Rashiq, al-‘Umdah, ed.Muhammad Muhyi l-Din ‘Abd al-Hamid, repr. Beirut, 1972, i, 19-40(Fi fadl al-shi‘r, Fi l-radd ‘ala man yakrah al-shi‘r, Fi ash‘ar al-khulafa’ wa-l-qudah wa-l-fuqaha’).

‘Abd al-Qahir al-Jurjani, Dala’il al-i‘jaz, ed. Mahmud Muhammad Shakir, Cairo, 1984, pp. 11-28 (Fi l-kalam ‘ala man zahidafi riwayat al-shi‘r wa-hifzihi wa-dhamm al-ishtighal bi-‘ilmihi wa-tatabbu‘ihi).

BRIEF DESCRIPTION: Although poetry has always been highly regarded as perhaps the greatest achievement of Arabic culture, fromthe beginning of Islam (see e.g. Sura26:224-227) there has been opposition on religious and ethical grounds to the composition and enjoyment of poetry,or at least tosome poetic genres (satire, lampoon, ghazal, khamriyya, mujun). Consequently, there are numerous texts thatcould be called adefence, or apology, of poetr y, which highlight the important roles of poetry in society, and which stress its usefulness. The controversy has some connection with another controversy,the debate on the presumed superiority of poetry and poets to prose and prose writers, or vice versa.

Two texts defending poetry by two of themost important literary critics, both from the 11th

century, will be read and analysed. You will write an extended essay on an aspect of the controversy, on the basis of these and a number of similar texts (a list will be provided).

This option is open only to those candidates who have taken the Further Subject “iii. Classical Arabic Literary Texts”.


S.A. Bonebakker, “Religious Prejudice Against Poetry in Early Islam”, Medievalia et Humanistica, 7 (1976) 77-99.

Geert Jan van Gelder, The Bad andthe Ugly: Attitudes Towards Invective Poetry (Hijā’) in ClassicalArabic Literature, Leiden, 1988.

Wen-chin Ouyang, Literary Criticism inMedieval Arabic-Islamic Culture: The Making of a Tradition,Edinburgh, 1997 (esp. ch. 2 “Functions of Poetry in Medieval Arabic-Islamic Society”, pp. 55-89).

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(Paper 8/9.iii, Special Subject) THE TRANSFORMATION OF IDEAS FROM THE JAHILIYYA TO EARLY ISLAM IN EARLY ARABIC POETRY

TEACHING STAFF: Dr Nadia Jamil

WHEN TAUGHT/ HOURS: year 4, Michaelmas Term as a Special Subject. 2hrs of classes per week; 6hours of tutorials (4 x 11/2) = 4essays/ assignments.

BRIEF DESCRIPTION Familiarity with the topics covered in Further subject 7.iv is desirable. The course surveys a range of materials from key poets of the late jāhilīya, and through the first hundred years of Islam. The focus is on mapping continuity and change, the restructuring of pre-Islamic ideals and visions with the gradual emergence of Islamic society.

DETAILS OF TEACHING

For Paper 1: The restructuring of pre-Islamic ideals and society

Wks 1 & 2 (2 x 2 hour class). The transformation of ethical values; contrary projections of the ideal man

Wks 3& 4 (2 x 2 hour class). From pre-Islamic to Islamic Ruler, universal epicentre, link to redemption; the competition for legitimacy.

For Paper 2: Changing perceptions of Time and Reality

Wks 5 & 6 (2 x 2 hour class). God and Fate; the implications of a life after death.

Wks 7 & 8 (2 x 2 hour class) Qur’anic accretions: the earnest, the opportunistic and the subversive.

READING

Jacobi R. “Time and Reality in Nasib and Ghazal”, JAL 16 (1985), 1-17

“The Khayal Motif in Early Arabic Poetry”, Oriens 32 (1990),, 50-64

Crone P. and Hinds M God’s Caliph: Religious Authority in the First Centuries of Islam, Cambridge, 1986

Guillaume A. trans. The Life of Muhammad. A Translation of Ishaq’s Sirat Rasul Allah, Lahore and Karachi: Oxford University Press, 1974

Jamil N. “Caliph and Qutb. Poetry as a Source forinterpreting the Transformation of the Byzantine Cross on Steps on Umayyad coinage”, Baytal-Maqdis, Jerusalem and Early Islam, ed. J. Johns, Oxford Studies in Islamic Art, IX. Part Two (Oxford University Press, 1999), 11-57

Kennedy P. F. The Wine Song in Classical Arabic Poetry: Abu Nuwas and the Literary Tradition,Oxford, 1997

Stetkevych S. P. The Poetics ofIslamic Legitimacy: Myth, Gender and Ceremony in the Classical Arabic Ode, Indiana, 2002

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Montgomery J.E.TheVagaries of the Qasidah. The Tradition and Practice of early Arabic Poetry, Cambridge, 1997, Chapter 6

Izutsu T. The Structure of the Ethical Terms in the Koran: a Study in Semantics, Tokyo, 1959

_ God and Man in the Koran; Semantics of the Koranic Weltanschaung, Tokyo 1964

Selections from key poets, translations/ commentaries and further bibliography will be distributed in class.

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(Paper 8/9.iv, Special Subject) TOPICS IN ISLAMIC LAW

TEACHING STAFF: Dr Christopher Melchert

WHEN TAUGHT/HOURS: Year4, MT. 16 hours lectures, 6 tutorials, 6 essays SET TEXT: Ibn Qud‰mah, al-Mughni,sec. on wasf al-salah.

BRIEF DESCRIPTION: Islamic Religion introduced the topic of Islamic law. Here isa survey in greater depth. Students will learn tofind problems inIslamic law,lookupnames in biographical dictionaries, look up names in standard reference works (e.g. GAL, GAS, Kahhalah), and look up howto point names inmedieval reference works (e.g. Dhahab”, Mushtabih). We shall readsome of bothfiqh,the genre that lays out rules, and usul al-fiqh, the genre that justifies the method of inferring rules; i.e. jurisprudence strictly speaking. Theexact topics covered may be shaped to fit student interest.


Abu Ishaq al-Shirazi (d. Baghdad, 476/1083). Kitab al-Luma fi usul al-fiqh.Le Livre desRais illuminant lesfondements de lacompréhension de la Loi. Traité dethéorie légale musulmane. Translated andedited with introduction by Eric Chaumont. Studies in Comparative Legal History. Berkeley: Robbins Collection, 1999. OI BP153 Shi.5. A translation with copious notes and a useful bibliography.

Ibn Rushd (d. Merrakech, 595/1198). TheDistinguished Jurist's Primer: ATranslation of Bidayat al-mujtahid. Translated byImran Ahsan Khan Nyazee; reviewed by Muhammad Abdul Rauf. Great Books of Islamic Civilisation. 2 vols. Reading: Garnet, 1994-6. Bodleian Arab. d.10565. Anunusual hybrid offuru` andusul, showing how different Sunni schools justify their distinct rules.

Schacht, Joseph. An Introduction to Islamic Law. Oxford: Clarendon Press, 1964. BOD Orient RR Z. 176; MEC BP 134.L1; OI BP 144 Sch.1.

Weiss, Bernard G. The Spirit ofIslamic Law. The Spirit of the Laws. Athens: Univ. of Georgia Press, 1998. OI BP144 Wei. A mellow account of what itsays: divine sovereignty, the textualist bent, probabilism, &c.

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(Paper 8/9.v, Special Subject) LEARNING AND CULTURE IN BAGHDAD, 800-900

TEACHING STAFF: to be announced

WHEN TAUGHT/HOURS: Year 4, MT. 32 hours lectures, 6 tutorials, up to 6 essays

BRIEF DESCRIPTION: notcurrently offered

(Paper 8/9. vi, Special Subject) THEOLOGY AND PHILOSOPHY IN THE ISLAMIC

WORLD

TEACHING STAFF: Dr. Nicolai Sinai


SET TEXTS: t.b.c.

BRIEF DESCRIPTION: The course will introduce students to the historical development of, and some of the main concepts and ideas discussed in Islamic theology (kalām) and Arabic philosophy. It will be divided into five parts:

(i) The beginnings of Islamic theological speculation in the Umayyad age (one session); (ii) Mu'tazilism (two sessions); (iii) early Ash'arism until ca. 1100 (one session); (iv) Arabic Philosophy up to Avicenna (two session); (v) al-Ghazãli and later Ash'arism (two sessions).

The writings of Jewish and Christian writers, in particular Maimonides, will also be remarked upon, although by necessity only very briefly. Classes will be devoted to reading excerpts from important Arabic works, while tutorials will offer an opportunity to delve into the relevant secondary literature.

Recommended introductory readings: Ð Peter Adamson and Richard C. Taylor (eds.), The Cambridge Companion to Arabic Philosophy, Cambridge 2005. ÐGutas, Dimitri, “The Study of Arabic Philosophy in the Twentieth Century: An Essay in the Historiography of Arabic Philosophy”, British Journal ofMiddle Eastern Studies 29/1 (2002), pp. 5Ð25. –Frank Griffel, “Al-Ghazali,”Stanford Encyclopedia ofPhilosophy, http://plato.stanford.edu/entries/al-ghazali/ –Jon McGinnis, Avicenna, Oxford 2010. ÐShlomo Pines, “Philosophy,” in: The Cambridge History ofIslam, vol. 2 B: Islamic Society and Civilization, ed. by P. M. Holt, Ann K. S. Lambton and Bernard Lewis, pp. 780-823. –Josef van Ess, “Mu'tazilah,” Encyclopedia ofReligion, 2nd ed., ed. T. Gale

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(Paper 8/9.ix, Special Subject) MEDIEVAL SUFI THOUGHT



BRIEF DESCRIPTION: apply toMr Nettler

(Paper 8/9.x, Special Subject) IBN AL-‘ARABI



BRIEF DESCRIPTION: apply to Mr Nettler

This option will consist of readings in and analysis of parts of Ibn al-‘Arabi's Fusus al- Hikam.

Background Readings:

Anne Marie Schimmel, TheMystical Dimension of Islam.

Reynold Nicholson, The Mystics ofIslam.

Henri Corbin, Creative Imagination in the Sufism ofIbn ‘Arabi .

Ronald L.Nettler,SufiMetaphysics and Qur’anic Prophets: Ibn ‘Arabi's Thought and Method in the Fusus al-Hikam.

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(Paper 8/9.xi, Specia l Subject) ‘SLAVE DYNASTIES’ IN ISLAM: FROM THE GHAZNAVIDS TO THE MAMLUK SULTANATE


WHEN TAUGHT/HOURS: Year 4, MT. 16 hours lectures, 6 tutorials, 6 essays

SET TEXTS: al-Qalqashandī, Subh al-a‘shā fī sinā‘at al-inshā’. 14 vols. Cairo: Dār al-Kutub al-Khidiwiyya, 1913-20;reprinted, Cairo: Wizārat al-Thaqāfa wa’l-irshād al-Qawmī, 1963, vol. 1, pp. 466-480; Ibn Battūtah, Shams al-Dīn Muhammad al-Tanjī (d. 770/1368-9 or779/1377). “Hikāyat al-raqsfīal-nār.” In: Idem, Rihlat Ibn Batūtah. Beirut: Dār Bayrūt li al-Tibā‘ah wa al-Nashr,1400/1980, pp. 39-50; Ibn Taghrī Birdī, al-Nujūm al-zāhirafīMulūk isr wa al-Qāhira, ed. William Popper, Vol. VII.2, pp. 32-37; 74-79;92-94; 103-104;133-136; 174-179;207-208; 240-241; 255-257; 355-356. Copies are available fromthe Faculty Office, Oriental Studies

BRIEF DESCRIPTION: Over thepastfifty years, and especially overthe past decade, ‘Mamluk Studies’ have become a thriving field of scholarly enquiry.Thiscourse introduces and discusses the terminology used for and the offices held by ‘slaves’ in Islamic societies, and focuses on such cases where slaves furnished the ruling elites. In the mostfamous case, the Mamluks of Syria and Egypt, thedynasty lasted for more then 250 years, and provided one of the richest literatures in Arabic of the later middle period of Islamic history.


Ayalon, David. “The Mamluks: The Mainstay of Islam’s Military Might.” In Slavery in the Islamic Middle East, ed. S.E. Marmon, Princeton: Markus Wiener, 1999, pp. 89-117.

Brett, Michael. “The Origins of the Mamluk Military System inthe Fatimid Period.” Proceedings of the 1st,2nd, and 3rdInternational Colloquium, Egypt and Syria in the Fatimid, Ayyubid and Mamluk Eras, eds. U. Vermeulen and D. De Smet, Leuven: Uitgeverij Peeters, 1995. (Orientalia Lovaniensia Analecta, 73), pp.39-52.

Ehrenkreutz, Andrew S. “Strategic Implications of the Slave Trade Between Genoa and Mamluk Egypt in the Second Half of the Thirteenth Century.” The Islamic Middle East, 700-1900, edited by Abraham L. Udovitch, 335-345. Princeton: Darwin, 1981.

Gordon, Matthew. The breaking of a thousand swords: a history of the Turkish military of Samarra, A.H. 200-275/815-889 C.E. Albany: State University ofNew York Press, 2001.

Northrup, Linda S.From slave to sultan: the career of al-Mansur Qalawun and the consolidation of Mamluk rule in Egypt and Syria (678-689 A.H./1279-1290 A.D.). Stuttgart: F. Steiner, 1998.

Holt, P. M.“An-Nasir Muhammad b. Qalawun (684-741/1285-1341): His Ancestry, Kindred, and Affinity.” Proceedings of the 1st, 2nd, and 3rd International Colloquium, Egypt and Syria in the Fatimid, Ayyubid and Mamluk Eras, eds. U. Vermeulen and D. De Smet, Leuven: Uitgeverij Peeters, 1995, (Orientalia Lovaniensia Analecta, 73), pp.313-324.

Irwin, Robert. The Middle East in the Middle Ages: The Early Mamluk Sultanate 1250-1382.

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London: Croom Helm, 1986.

Richards, D.S. “Mamluk Amirs and Their Families and Households.” The Mamluks in Egyptian Politics andSociety, eds.Thomas Philipp andUlrich Haarmann, 32-54. Cambridge: Cambridge University Press, 1998.

An extremely useful research tool is the “Mamluk Bibliography,”anon-going project of the Middle East Documentation Center at theUniversity of Chicago. Its online website ishttp:// www.lib.uchicago.edu/e/su/mideast/mamluk/

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(Paper 8/9.xii, Special Subject) ROYAL ART AND ARCHITECTURE IN NORMAN SICILY

TEACHING STAFF: Dr Jeremy Johns. Please contact the KRC Administrator as soon as possible to register for this course.


BRIEF DESCRIPTION: In 1130, seventy years after his uncle, Robert Guiscard, and his father, Roger deHauteville, began the conquest of Muslim Sicily,Roger IIhad himself crowned king ofSicily,and started to transform Palermo into the capital of his new kingdom. King Roger was aparvenu, and inSicily there was no living tradition of kingship upon which he could model his monarchy. Contemporary Arabic and Latin sources alike describe how he therefore imported artisans, scholars, and statesmen fromforeign lands to construct a multi-faceted monarchy that drew notjust upon a variety ofsources in the Latin West but also upon Byzantium and the Islamic cultures oftheMediterranean.

For three generations, until thefailure of thedynasty andthe annexation of the kingdom by the German emperor Henry VIin 1194, King Roger, his son William I, and his grandson William II, were patrons of themostextraordinary cultural enterprise of 12th-century Europe – ‘most extraordinary’ because the sources upon which it drew were deliberately chosen to represent Arab, Greek andLatin cultures, andthe message that it wasdesigned to promulgate was notjust eclectic but deliberately and explicitly multi-cultural. Many of the artefacts, buildings, and writings commissioned by the Norman kings survive –including churches, coins, documents, inscriptions, palaces, panegyric, regalia, and seals – and proclaim the royal propaganda ofmulti-culturalism so loudly as to persuade modern observers of the ‘syncretism’ and ‘tolerance’ ofthe Norman kings, and of the extent to which their subjects were ‘acculturised’ in the ‘melting-pot’ of Sicily.

Some contemporary witnesses were similarly impressed, but others perceived how thin was the veneer of royal policy, and how many andcomplex were the divisions that it failed to conceal. Their testimony raises complex and challenging questions about the audience for which Sicilian royal art was intended, the purposes that it was designed to fulfil, and the extent to which modern historians and art historians may have beenmisled by twelfth-century propaganda.

Thewritten and material sources prescribed for thisSpecial Subject will introduce the student to the art and architecture of the Norman kings of Sicily,1130–1194. They illustrate the principal evidence for the ways in which visual and material culture was used to create, project, and manipulate the royal image. Special attention is paid to monumental architecture and its decorationbut awide range of other media is also considered. Sofar as ispossible, sources have been drawn from each of the three cultures that contributed tothemonarchy–Arab, Greek, and Latin. Thenative Arab andGreek communities of Sicily contributed littletothe art and architecture of the Norman kings, and some of theprescribed texts illustrate why they didnot, andrepresent the complex status of thesubject communities of the frontier societies of Sicily and North Africa under Norman rule. At the same time, precisely because theNorman court usedsolittle from Sicily and imported so much from abroad, students will be compelled tolook at other courts, especially FātElimid Egypt and North Africa under the Almohads, Almoravids, Hflammādids and Zīrids, and Comnenan Byzantium.

The material and written sources challenge students toinvestigate not only how and why art and architecture, ceremonial and regalia, panegyric and propaganda, were used by the Norman

71

kings, but also how,to what extent and with what difficulties they can be used byhistorians as evidence for royal ideology and policy. Thesources also raise a wide range of questions about theextent to which modern concepts suchas ‘acculturation’, ‘multi-culturalism’, ‘social-engineering’, ‘syncretism’, and ‘tolerance’, can bemeaningfully applied to a frontier society in the Latin Mediterranean at thetime of the Crusades.

Prescribed SourcesThe following list indicates the range of different sources to be studied and thedetailed list ofall texts and images is published onthe WebLearn site (see below). Alltexts are available for study in English translation. PDF files oftextsand images may be consulted and down-loaded from the WebLearn site. Printed copies will be made available on reserve in theOriental Institute Librar y.

I. Texts

I, a:Literary Texts

I,b:Documents

I,c:Laws and Ordines

I, d: Inscriptions (Funerary)

I, e:Inscriptions (Monumental)

II.Images

II, a:Architectu

re II,b:Mosaics

II,c:Painting

II,d:Regalia

II,e: Coins and Seals

II, f: Manuscript Illustrations

II, g: Royal Tombs

Introductory Reading

To getaclearer idea ofwhat thecourse entails, you may look at the prescribed sources on WebLearn (see below) and read one or more of the following:

Eve Borsook, Messages in Mosaic. The Royal Programmes ofNorman Sicily 1130– 1187, Oxford: Oxford University Press, 1990.

Ernst Grube and Jeremy Johns, The Painted Ceilings of the Cappella: Islamic Art, Supplement I, Genova and New York: The Bruschettini Foundation forIslamic and Asian Art andTheEast-West Foundation, 2005. [Published but not yetin

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distribution: January 2006]

Bill Tronzo, The Cultures ofHis Kingdom: Roger II and the Cappella Palatina in Palermo, Princeton: Princeton University Press, 1996.

Teaching arrangements

This option is taught in Michaelmas Term as eight two-hourclasses. Students will normally have six tutorials (paired) for which they will write four essays and prepare two sets of ‘gobbets’ (onetexts, one images); one of the tutorials, towards the endof term, will bedevoted, at leastinpart, to preparation for the extended essay.

Student Numbers

This Special Subject isopen to FHS students inOriental Studies, History and History of Art. It will not be taught if less thantwo students register for the course. Numbers are capped at sixteen – no more than twelve from History and History of Art.

Course Website

Full details of the course, including a detailed list ofprescribed sources, down-loadable pdf files of all the prescribed sources, bibliography of secondary sources, specimen exam papers, student discussion forum and other useful materials are available on-linein WebLearn.

1. Go to

http://www.weblearn.ox.ac.uk/site/human/orient/nme/iw/ba/arislstd/arisstdss/ryartnormsc/

2. Log-in to WebLearn, using your OUCS Oxford user-name and password.

3. If you have forgotten your Oxford User-name or password, go to Oxford University Computing Services [OUCS] Registration at

http://www.oucs.ox.ac.uk/registration/oxford/index.xml.ID=body.1 div.1

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(Paper 8/9. xiii, Special Subject) ISLAMIC ART AND ARCHAEOLOGY c.550- c.1900

TEACHING STAFF: Course Co-ordinator: Dr Luke Treadwell. Other participating staff: Prof. Jeremy Johns, Prof. Oliver Watson, Dr Zeynep YŸrekli-Gšrkay. Please contact the Khalili Research Centre Administrator ([email protected]; 01865 278222) as soon as possible to register for this course.

WHEN TAUGHT/HOURS: Year 4, MT. 12-16 hours lectures and classes, 6 tutorials, 6 essays

BRIEF DESCRIPTION: This Special Subject combines: (Paper 8) an overview of the field of Islamic art, architecture and archaeology, taught through a series of eight weekly lectures and four fortnightly classes on selected themes, and examined by a three -hour written examination; and (Paper 9) an in-depth study of oneselected topic to be taught through tutorials and examined by means of a 6,000 word extended essay. While the overview (Paper 8) necessarily follows a prescribed course of lectures, the in-depth study of a selected topic (Paper 9) will be chosen by the candidate from a question paper published by the examiners on the Friday of the fourth week of Michaelmas Term in the year of the examination..

PRESCRIBED TOPICS FOR LECTURES AND CLASSES:

(may vary from year to year depending on the availability of teaching staff) Weekly lectures

From Late Antiquity to Early Islam (Origins of Islamic Art & Umayyads) Caliphal art (Umayyads, Umayyads of Spain, Abbasids and successor states)

Islamic material culture of the Mediterranean (Fatimids and their contemporaries) Turkish rulers and Persian culture

Arts in the age of the Crusades (Zangids, Ayyubids and Mamluks) Impact of the Pax Mongolica (Ilkhanids)

Art and culture of the princely courts (Timurids, Sultanate India, Nasrids) Early modern empires (Ottomans, Safavids and Mughals)

Fortnightly classes on selected themes

Figural representation and aniconism

The role of Islamic epigraphy

Sunni, ShiÔi, Sufi art Narrative in Islamic art

INTRODUCTORY READING:

To get a clearer idea of what the course entails, you may browse the visual and textual

74

resources on the Islamic Art and Archaeology site on WebLearn (https://weblearn.ox.ac.uk/portal/site/humdiv/orient/iw/iaa/page/home) and read one or more of the following:

Sheila S. Blair and Jonathan M. Bloom, The Art and Architecture ofIslam, 1250–1800, New Haven and London: Pelican History of Art and Yale University Press, 1994.

Sheila S. Blair and Jonathan M. Bloom, Islamic Arts, London: Phaidon, 1997.

Richard Ettinghausen, Oleg Grabar, Marilyn-Jenkins-Madina, Islamic Art and Architecture 650–1250, New Haven and London: Yale University Press, Pelican History of Art, 2001.

Markus Hattstein and Peter Delius, Islam: Art and Architecture, Cologne: Könemann, 2001.

Robert Hillenbrand, Islamic Art and Architecture, London: Thames and Hudson, 1999.

Robert Irwin, Islamic Art in Context: Art, Architecture and the Literary World, New York: Harry N. Abrams, 1997.

Fairchild D. Ruggles, Islamic Art and Visual Culture: An Anthology of Sources , Chichester: Wiley-Blackwell, 2011.

TEACHING ARANGEMENTS:

This option is taught in Michaelmas Term as eight weekly lectures and four fortnightly classes. Students will normally have six tutorials for which they will write six essays. For Paper 9, examiners will provide a list of eight possible essay topics by Friday of Week 4 of Michaelmas Term. Students will select one question and will have the opportunity to work on this during the second half of the term and over the Christmas vacation. The tutor is permitted to advise on the selection of the topic and on bibliography, and to read and comment on a plan but not a complete draft of the essay.

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(Papers 8 and 9.xiv, Special Subject) WRITING ISLAMIC HISTORY, 1250 -1500: FROM PALAEOGRAPHY TO HISTORIOGRAPHY


WHEN TAUGHT/HOURS: Year 4, MT 2 hours of classes/week, 6 tutorials and 6 essays, assignments, etc.

SET TEXTS: Rashīd al-Dīn Fadl Allāh (d. 718/1318), Jāmi‘ al-tavārīkh,Ms. Istanbul, Süleymaniye Kütüphanesi, Ayasofya 3034; idem, Jāmi‘ al-tasānīf-i Rashīdī, Ms. Paris: BN Arabe 2324; Muhammad Tabrīzī, Safīna-yi Tabrīz, facsimile ed., Tehran: Markaz-i Nashr-i Dānishgāhī, 1381/2003; al-Qalqashandī(d. /1418), Subh al -a‘shā, : Dār al-Kutub al-Khidiwiyya, 1913-20 (selections).

BRIEF DESCRIPTION:The further subject onWRITING ISLAMIC HISTORY offersan introduction to the ‘tools of the trade’ for advanced historical research in acombined packet, namely as an overview over the narrative sources available for the period in question (‘historiography,’ to beassessed through essays) and training inpalaeography (to be assessed through the translation ofand comments ongobbets from manuscripts). While theclassfocuses primarily on historiography, it alsostresses theimportance of documents and material culture. The topical focus ison the writings of the Ilkhanid vizier and historian Rashīd al-Dīn (d. 718/1318). Selections ofhis published and unpublished historical aswellastheoretical works are read andtranslated in class. An exercise in the useofthe – mostly Mamluk –biographical dictionaries of the14th and 15th centuries, focusing onthe comparison ofthe representation of Rashīdal-Dīnin these, isalso part of the class. Background information andreading listswillbe provided inclass in addition to the recommended background reading as appropriate. Copies of theprimary textswill beprovided inclass; no previous knowledge in paleography isrequired.

WRITING ISLAMIC HISTORYis examined in two papers. The first paper stresses the palaeographic skills and interpretation of theprimary sources in Arabic. This isthe take-home paper written during Michaelmas Term of the year of examination, to be submitted to Schools no laterthan noon of Friday of 0thWeekof Hilary Term. The second paper is based on essays on the history and historiography of the period and will be the one examined in Schools at the end of Trinity Term of the yearof examination.


Guo, Li. “Mamluk Historiographic Studies: The State ofthe Art.” Mamluk Studies Review 1 (1997), pp. 15-43.

[Haarmann, Ulrich. Quellenstudien zur frŸhen Mamlukenzeit. Freiburg: Robischon, 1969.]

Hodgson, Marshall G.S. The Venture of Islam. Vol. 2. Chicago and London: The University of Chicago Press, pp. 371-574.

[Hoffmann, Birgitt. Waqf im mongolischen Iran:Rašiduddins Sorge um Nachruhm und

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Seelenheil. Stuttgart: Steiner, 2000.]

Humphreys, Stephen. Islamic History –A Framework forInquiry.Princeton: Princeton University Press, 1991, pp.4-65.

Little, Donald P. An Introduction to Mamluk Historiography:An Analysis of Arabic Annalistic and Biographical Sources for the Reign ofal-Malik al-Nasir Muhammad ibn Qala´un.Wiesbaden: Franz Steiner, 1970.

[Rajab-zāda, Hāshim. Khwāja Rashīd al-Dīn Fadl Allāh. Tehran: Tarh-i Naw, 1377/1999.]

Rashīd al-Dīn Fadl Allāh. Compendium of Chronicles. AHistory of the Mongols. 3 vols. Trans. Wheeler M. Thackston. Cambridge, Mass.: Harvard University Department of Near Eastern Languages and Civilizations, 1999.

Rosenthal, Franz. Ahistory ofMuslim historiography. 2ndrev.ed. Leiden: Brill, 1968.

Robinson, Chase F.Islamic Historiography.Cambridge: Cambridge University Press, 2003.

Togan, A. Zeki Velidi. “The composition of the history of the Mongols by Rashīd al-Dīn.” CAJ 7 (1962), pp. 60-72.

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(Papers 8 and 9.xv, Special Subject) THE OTTOMANS, ISLAM AND THE ARAB WORLD 1300 - 1566

TEACHING STAFF: t.b.c.

WHEN TAUGHT/HOURS: Year 4, MT 8 hours lectures, 6 tutorials, up to 6 essays

SET TEXTS: English translations of significant historical and literary texts will be provided as appropriate

BRIEF DESCRIPTION: This paper studies Ottoman history fromthe emergence of Osman’s principality in 1300 to itstransformation into aworld empire in thesixteenth century,withparticular emphasis on howthe Ottomans absorbed andadapted Turkic and Muslim political traditions. Topics will include: the nature of the earlyOttoman state andthe extensive historiographical debate on the “ghazi thesis”; the development ofOttoman provincial and central administration, particularly through the extension of theslave system; imperial ideology and thenature of sultanic authority; religious, cultural and political influences from Mamluk Egypt andSafavid Iran upon the definition of Ottoman Sunnism. There will bea special consideration of thenature of Ottoman rulein the Arab provinces after 1517 andonthe place oftheearly Ottoman empire in Islamic history.


Finkel, Caroline. Osman’sdream (London 2005)

Har-El, S. Struggle for domination in the Middle East: the Ottoman-Mamluk war 1485-91 (Leiden 1995)

Imber, Colin. TheOttoman empire, 1300-1650: thestructure ofpower (New York 2002)

Inalcõk, Halil. The Ottoman empire, the classical age 1300-1600 (London: 1989, c1973)

Kafadar, Cemal. Between twoworlds: theconstruction of the Ottoman state (Berkeley 1995)

Karamustafa, Ahmet T. God’sunruly friends (Salt Lake City1995), ch.6‘Dervish groups in the Ottoman empire 1450-1550’

Lindner,RP. Nomads and Ottomans in medievalAnatolia (Bloomington, Indiana 1983)

Lowry,H J. The natureofthe early Ottoman state (New York2003)

Necipoğl u,GŸlru. Architecture, Ceremonial and Power: Topkapõ Palace in the fifteenth and sixteenth centuries (Cambridge, MA1991)

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(Paper 8/9.xvi, Special Subject) THE HISTORY OF THE MIDDLE EAST IN THE AGE OF EMPIRE, 1882-1971 (In the process of change to focus on Arab-Israel relations)

TEACHING STAFF: Dr Eugene Rogan


BRIEF DESCRIPTION: This paper follows the history of theMiddle East and North Africa fromtheend ofthe Ottoman Empire, through theage of European imperialism, decolonization, and the Superpower politics of the Cold War. Topics tobe covered include theYoung Turk Revolution, the FirstWorld War,the post-war settlement, the British andFrench mandates, Palestine and theorigins ofthe Arab-Israeli conflict, the Egyptian Revolution of1952 and Nasserism, decolonization in theMiddle East through the Algerian war ofindependence, the Cold War inthe Middle East.

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(Paper 8/9.xvii. Special Subject) ARABIC LINGUISTICS

TEACHING STAFF: Prof C Holes

WHEN TAUGHT/ HOURS: year 4, Michaelmas Term as a Special Subject. 2hrs of classes per week; 6 hours of tutorials (4 x 11/2) = 4 essays/ assignments per term.

BRIEF DESCRIPTION Two major issues are addressed: (1) the evolution of Modern Written Arabic from 1850 tothe present day: vocabulary, phraseology and syntax, including consideration of the activities ofthe Arab Language Academies, the development of scientific/ technical terminology, and the language of journalism and the media; and (2)varieties of Modern Spoken Arabic: the contemporary dialect geography of the Arab World, language levels inmonologue andconversation, ‘educated spoken Arabic’. One of the two papers examined will on the written language, the other on the spoken.

DETAILS OF TEACHING

For Paper 1:the evolution of Modern Written Arabic

Wks 1 & 2 (2 x 2 hour class). The Language Academies and the modernisation of the vocabulary ofArabic, 1850-2000.

Wks 3 & 4 (2 x 2hour class). Characteristics of contemporary non-literary documentary and technical Arabic: vocabulary, phraseology and syntax.

For Paper 2: varieties of Modern Spoken Arabic

Wks 5 & 6 (2 x 2hour class). Arabic dialectology. The dialect geography and typology of the Arab world: West v East; Bedouin v sedentary; major urban dialects ( Egypt; the Levant; Iraq and the Gulf

Wks 7 & 8 (2 x 2hour class). Arabic sociolinguistics. Diglossia and ‘language level’ in spoken Arabic: style and language choice in political monologue and in conversation; the mechanism of the ‘hybridisation’ of standard and dialectal forms in ‘educated spoken Arabic’; social prestige and language prestige.

Recommended Reading

Works of general reference of relevance to the whole course

Holes, C.Modern Arabic: Structures,Functions and Varieties, 2ndedition, Georgetown, 2004.

Versteegh, K. TheArabic Language, Edinburgh University Press, 1997.

Paper 1, Wks 1-4:

Ali, Abdul-Saheb Mehdi. A Linguistic Study of the Development ofScientific Vocabulary in StandardArabic,KPI, 1987.

Ayalon, A. Language and Change in theArab Middle East: the Evolution of Modern Arabic

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Political Discourse,OUP, 1987.

Beeston, F. The Arabic Language Today, Hutchinson, 1970.

Monteil, V.L’Arabe Moderne,Paris, 1960.

Somekh, S. Genre and language in Modern Arabic Literature, Wiesbaden, 1991.

Stetkevych, J. The Modern Arabic Literary Language: Lexical and Stylistic Developments, Chicago, 1970.

Paper 2, Wks 5-8:

Brustad K. The Syntax of Spoken Arabic: a comparative study ofMoroccan, Egyptian, Syrian and Kuwaiti dialects, Georgetown, 2000.

Fischer W & Jastrow O. Handbuch derarabischen Dialekte, Wiesbaden, 1980.

Holes, C. ‘Community, dialect and urbanisation inthe Arabic-speaking Middle East’, Bulletin of the School of Oriental andAfrican Studies 58(1995), 270-287.

Holes, C. ‘The uses of variation: a study of the political speeches of GamalAbdul-Nasir’ in Eid M. & Holes C (eds) Perspectives on Arabic Linguistics V, 13-45, Benjamins, Amsterdam, 1993.

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(Paper 8/9.xviii, Special Subject) THEMES INMODERN ARABIC LITERATURE

(Normally, an uptake of at least two students is desired for this to run)

TEACHING STAFF: Dr Mohammed-Salah Omri

WHEN TAUGHT/HOURS: Year 4, MT .16 hours lectures, 6 tutorials, up to 6essays

BRIEF DESCRIPTION: Two options are available.

I. THE MODERN ARABIC NOVEL

Oneof the following themes will betaught under the general rubric of the modern Arabic novel:

-Narratives of Modernity

-Hero and anti-Hero

- Writing the Nation

-Town and Country

- Feminine, Feminist and Female in the modern Arabic novel.

The theme will be selected in consultation with students who wish to take the Special Subject, but (nota bene) onlyone theme will be available in any one year.A minimum of four novels will be studied foreach theme. Detailed course plans, lists of the relevant texts, andextended reading lists will be issued at the beginning of eachcourse.


Allen, R. The Arabic Novel: An Historical and Critical Introduction. Manchester, 1982.

Badawi, M. M. The Cambridge History of Arabic Literature: Modern Arabic Literature. Cambridge, 1992. Pp 180-269.

El-Enany,R. Naguib Mahfouz: The Pursuit ofMeaning. London, 1993.

Jad, AliB. Form and Technique in the Egyptian Novel, 1912-1971.London, 1983.

Meyer, S. G.: The Experimental Arabic Novel. NewYork, 2001.

Somekh, S. The Changing Rhythm: AStudy ofNajib Mahfuz ’s Novels. Leiden, 1973.

Starkey, P.Fromthe Ivory Tower: A Critical Study ofTawfiq aI-Hakim. London, 1987

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II MODERN ARABIC POETRY

One of thefollowing themes will be taught under the general rubric of modern Arabic poetry:

TheRomantic Movement

The Pioneers of Free Verse

The Poetry of ONE of the following: Ahmad Shawqi; Abu'l-Qasim al-Shabbi; Badr Shakir al-Sayyab; Amal Dunqul.

The theme will be selected in consultation withstudents who wish to take the Special Subject, but only one theme will be available in anyone year. Detailed course plans, lists of the relevant texts, and extended reading listswill be issued at thebeginning of each course.

The Special Subject will be examined by one three-hour essay paper (three essays from a choice of questions) and one extended essay of 5000 words.


Badawi, M. M.: The Cambridge History of Modern Arabic Literature: Modern Arabic Literature. Cambridge, 1992. Pp 36-179.

Badawi, M. M.A Critical Introduction to Modern Arabic Poetry. Cambridge, 1975.

Jayyusi, S. K. Trends and Movements inModern Arabic Poetry. Leiden, 1977.

Moreh, S. Modern Arabic Poetry, 1800-1970. Leiden, 1976.

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(Paper 8/9.xix, Special Subject) MODERN ISLAMIC THOUGHT IN THE MIDDLE EAST


WHEN TAUGHT/HOURS: Year 4, MT. 16 hours lectures, 6 tutorials, upto6 essays

BRIEF DESCRIPTION: apply to Mr Nettler

(Paper 8/9.xx, Special Subject) POPULAR CULTURE AND MASS MEDIA, 1930 TO THE PRESENT

TEACHING STAFF: Dr Walter Armbrust

WHEN TAUGHT/HOURS: Year4, MT. 32 hours lectures, 6tutorials, up to 6 essays

BRIEF DESCRIPTION: apply to Dr Armbrust

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TEACHING STAFF

The following list gives the Faculty and College affiliations, rooms, (internal) telephone numbers, and email addresses of most of the members of the Faculty who teach Islamic Studies. Messages can also be left in the pigeonholes in the foyer of the Institute.

Professor James Allan, Professor of Eastern Art. Khalili Research Centre, St John’s

Street. Tel: (2)88355; Email: [email protected]

Dr Ahmed Al-Shahi (St Antony’s). Middle East Centre. Tel: (2)84738

Mr Mohammedjavad Ardalan, Instructor in Persian. Oriental Institute, Room 205. Tel (2)88217; Email [email protected]

Mr Talal al-Azem, Early Career Fellow in Arabic/Islamic History. Room 320, Wellington Square; Tel: (2)78237

Dr Walter Armbrust, University Lecturer in Modern Middle Eastern Studies (St Antony’s). Middle East Centre, StAntony’s. Tel: (2)74471; Email: [email protected]

Professor Geert Jan van Gelder, Laudian Professor of Arabic (St John’s). Oriental Institute, Room 114. Tel: (2)78224; Email: [email protected]

Dr Otared Haidar, Instructor in Arabic, Oriental Institute, Room 112. Tel: (2)78191; Email: [email protected]

Professor Edmund Herzig (on sabbatical leave) Soudavar Professor of Persian Studies (Wadham). Oriental Institute, Room 214. Tel: (2)78234; Email: [email protected]

Professor Clive Holes, Khalid Bin Abdullah Al Saud Professor for the Study of the Contemporary Arab World (Magdalen). Oriental Institute, Room 101. Tel: (2)78239; Email: [email protected]

Dr Robert Hoyland (on leave) University Lecturer in Islamic History (St Cross). Oriental Institute, Room 107. Tel: (2)78216; Email: [email protected])

Dr Domenico Ingenito, Departmental Lecturer in Persian; Oriental Institute, Room 203; Tel: (2)78233; Email: [email protected]

Dr Lamia Jamal Aldin, OCIS Instructor in Modern Arabic, Email: [email protected]

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Dr Nadia Jamil, Co-ordinator; Senior Instructor in Classical and Modern Arabic. Oriental Institute, Room 109; Email: [email protected]

Professor Jeremy Johns, University Lecturer in Islamic Archaeology (Wolfson). Khalili Research Centre, St John Street. Tel: (2)78198; Email: [email protected].

Mr Tajalsir Kandoura, Instructor in Arabic. Oriental Institute, Room 202. Tel: (2) 78196; Email: [email protected]

Dr Homa Katouzian, Iran Heritage Foundation Research Fellow (St Antony’s). Middle East Centre. Tel: (2)84757; Email: [email protected]

Dr Laurent Mignon, University Lecturer in Turkish. Oriental Institute, Room 106. Tel: (2)78213; Email: [email protected]

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Dr Christopher Melchert, University Lecturer in Arabic and Islam (Pembroke). Oriental Institute, Room 103; Tel. (2)78211; Email: [email protected]

Mr Ronald Nettler, University Research Lecturer in Oriental Studies (Mansfield) [retired]. Oriental Institute, Room 209. Tel: (2)88206; Email: [email protected]

Dr Sima Orsini, Instructor in Persian. Oriental Institute, Room 205. Tel (2)88217;Email: [email protected]

Dr Mohammed-Salah Omri, University Lecturer in Modern Arabic Language and Literature (St John’s). Oriental Institute, Room 104. Tel: (2)78221; Email: mohammed- [email protected]

Dr Judith Pfeiffer (on leave)University Lecturer in Arabic (St Cross), Oriental Institute, Room 105. Tel: (2)78237; Email: [email protected] (on research leave 2011

Dr Philip Robins, University Lecturer in the Politics of the Middle East (St Antony’s). Middle East Centre. Tel:(2)74472; Email: [email protected]

Dr Eugene Rogan, University Lecturer in the Modern History of the Middle East (St Antony’s). Middle East Centre. Tel: (2)84773; Email: [email protected] (on leave Michaelmas Term 2007)

Dr Luke Treadwell, Samir Shamma Lecturer in Islamic Numismatics (St Cross). Khalili Research Centre, St John Street. Tel: (2)78209; Email: [email protected]

Dr Elizabeth Tucker (Wolfson). Email: [email protected]

Dr Michael Willis, H.M. King Mohammed VI Fellow in Moroccan and Mediterranean Studies, St Antony’s. Tel: (2)84753; Email:[email protected]

Dr Zeynep Yurekli-Gorkay, Departmental Lecturer inIslamic Artand Architecture,Khalili Rearch Centre, St John St. Tel: (2)78266 Email: zeynep.yurekli - [email protected]

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APPENDIX I

Final Honour Schools in Arabic and Islamic Studies and Arabic with a Subsidiary Language

GUIDELINES FOR WRITERS OF THESES

Status of the thesis within the degree course

If you are reading for a degree in Arabic and Islamic Studies, you have to write a thesis. If you arereading for a degree in Arabic with a Subsidiary Language, youmay choose towrite a thesis as an optional addition toyourprescribed nine examination papers.

It is imperative to recognize that thewriting of a thesis involves quite as much work as fora paper, and that the work differsfrom conventional study in shape anddemand. The subject of your thesis may, but need not, overlap with a subject orperiod covered by one or more of your other papers, but you must not repeat material used in your thesis in any of yourpapers, and you will not be given credit for material extensively repeated.

Key dates

All thesis topics have to receive prior approval from the Faculty Board. There is a form for applying for this approval, which can be obtainedfrom theFaculty Office andhas to becountersigned bythe tutor whois going tobe supervising thethesis.

The date by which the application must be submitted (as for yourFurther and Special Subject options) is Monday of Week 6 ofHilary Term in your third year.

Your completed thesis has to be submitted to the Chairman ofExaminers, Honour School of Oriental Studies, c/o Clerk of the Schools, Examination Schools, High Street, Oxford, no later than 12 noon on Friday of Week 10 of Hilary Term of your fourth year.

Planning and Choice of Topic

You should discuss the topic of your thesis in the first instance with your course co-ordinator. If your course co-ordinator does not feel qualified to give detailed advice he

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or shewill put you in touch with someone suitable to supervise a thesis in the chosen area. You should do so as early as possible. Trinity Term, Year 1 is probably the best timefor preliminary discussions. In no case should you leave the choice ofasubject for yourthesis later than the beginning of Michaelmas Term,Year3.

The Supervisor’s Role

The supervisor of your thesis will assist in the choice of atopic and give initial advice on relevant sources andmethods. He or she will advise on sources andpresentation and assist with bibliographical advice; he or she will certainly expect to read draft chapters or sections. He or shemay, but will not necessarily, readand comment on a complete first draft. But a thesis must be your own work. That is its challenge and itsjustification.

Candidates must certify on submitting thethesis that it is indeed their own work, and supervisors haveto countersign this certificate (which must also state that the thesis has not previously been submitted, inwhole or part, for another Final Honour School or other degree in Oxford or elsewhere).

Theses - Good and Indifferent

The hallmark ofagood thesis is that it contains a consecutive argument or set of arguments on its topic. Apart from showing a sound grasp of the secondary literature on the subject and/or period and an awareness of theproblems of thetopic, you should deploy the evidence of the sources to support the elements in your general argument. It should be made clear how you have approached the subject, what conclusions you have reached and, if appropriate, how your approach and conclusions are related to the views of other scholars.

The work should be well-written and properly presented, with footnote references in orderly,consistent and unfussy shape and a sensibly-selected bibliography.Good presentation, inthe experience of many examiners, is usually combined with high quality of analysis. Conversely, careless or unclear writing, uncorrected mis-spellings, typing errors and plain misquotations often go with an uncertain or myopic focus on the subject.

Authors sometimes become so interested in their topic that theyoverlook the need to provide at least a brief introduction to it and to set it in its broader historical context or contexts. (An introductory section toa thesis may often usefully include a survey ofthe

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existing literature on a topic and ‘pointers’ to its particular interest and problems.)

While reading and research are being carried out, you should also be planning how to shape materials into an argument. Research, while sometimes frustrating, isintensely stimulating; it can also become a beguiling end in itself. Laboriously collected materials are worthless unless they contribute toacoherent argument. For this reason, you should begin to plan the structure of yourargument as earlyaspossible; some plans may need to be discarded until the most feasible one has been found.

It is a reasonable assumption thatwriting the thesis will takelonger than expected: a good thesis will certainly require more than one draft of parts if not of the whole. Plenty of time should beallowed forgetting the final typed version into presentable form without disrupting work for other papers or revision.

You should remember that the thesis counts as one finals paper and one paper only. You should organise your time withthis fact clearly in mind.

Format of the Thesis

(a) Length

Your thesis should not exceed 15,000 words, including textand notes but excluding appendices and bibliography (see below). As a rough guide, 15,000 words, double-spaced on A4 paper, with 12-point type, will normally comprise 45-50 sides.

(b) Pagination

Pagination should run consecutively from beginning to end and include any appendices etc. Cross references should beto pages and notsimply to any sectional divisions.

(c) Order of Contents After the title-page there

should normally be:

(i) A table of contents, showing, in sequence, withpage numbers, the subdivisions of the thesis. Titles of chapters and appendices should be

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given; titles of subsections of chapters may be given.

(ii) A list of abbreviations, cue-titles, symbols etc.

(iii) A brief introduction in which the examiners’ attention is drawn to the aims and broad argument(s) of the work, and in which any relevant points about sources and obligations to the work of other scholars are made.

(iv) The thesis itself, divided into chapters. The chapters should have clear descriptive titles.

(v) A conclusion, consisting of a few hundred words which summarize the findings and briefly explore theirimplications.

(vi) Any appendices (which are likely not to count towards the word limit, see below)

(vii) A bibliograph y.Thisisessential, and should be sensibly selective, omitting nothing which has been important inthe production of the thesis. Works which are not specifically mentioned in the text may be included, but it is not necessary to include everything that may have been read or consulted. Works should be listed alphabetically by surname of author.

(d) Footnotes, references, and bibliography

Footnotes (except forreferences) should be as few and as brief as possible: they count towards the overall word-limit. The practice ofputting intofootnotes information which cannot be digested in the text should be avoided. Notes should be printed, single-spaced, in12-point type, atthe foot ofthepage. Footnote numbers should be superscript (not bracketed) andrun in acontinuous sequence through eachchapter. Insubject areas where standard abbreviations for much-quoted books and periodicals arein common use, these abbreviations maybe employed intext, footnotes, or bibliography; theyshould be listed separately after the tableof contents. When reference is given for aquotation orfor a viewpoint or itemofinformation, it must be precise. But judgment needs to be exercised as to when reference is required: statements of fact which no reader would question do not needto be supported by references.

It is recommended that references be given in footnotes by means of author’s name and/or full or abbreviated title. For example: ‘Beeston, Arabic Language, 72’ or ‘Beeston (1970), 72’. All works referred to in this way must be listed in full

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at theendof the textinalphabetical order by author’sname. Your bibliography might take the following form; you do not have tofollow exactly this format, but whichever youdo adopt must be equally clear, precise andconsistent.

(i) Books Beeston, A.F.L., The Arabic Language Today, London,

1970.

or Beeston, A.F.L (1970), The Arabic Language Today, London.

(ii) Contributions to Books

Beeston, A.F.L, ‘Background topics’, in A.F.L.Beeston, T.M. Johnstone, R.B. Serjeant, andG.R. Smith (eds), Arabic Literature to the End of the Umayyad Period, Cambridge, 1983, pp. 1-26.

or Beeston, A.F.L. (1983), ‘Background topics’, in A.F.L. Beeston, T.M. Johnstone, R.B. Serjeant, and G.R. Smith (eds), Arabic Literature to the End of the Umayyad Period, Cambridge, pp. 1-26.

(iii) JournalArticles Beeston, A.F.L., ‘A Sabean penal law’, Le

Muséon 64 (1951) : 7-l5.

or Beeston, A.F.L. (1951), ‘A Sabean penal law’, Le Muséon 64:7-15.

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(e) Tables, Photographs, Maps, Graphs and Drawings

You are encouraged to employ tables, illustrations and graphs onany occasion when an argument can be more clearly and elegantly expressed by their employment. If they are notyour own work, their original source must be acknowledged.

(f) Appendices

These should beused only to convey essential data that cannot be elegantly subsumed within the body of the text. They are particularly appropriate for material which does not count within the word limit of the thesis, such as transcriptions of texts, orcatalogues of data.

(g) Transliteration

If you are specialising in Arabic orPersian, your thesis willalmost certainly require you to transliterate from one or both of these languages into western script. Such transliteration must be systematic, and follow astandard scholarly method. The same applies to transliteration from Ottoman Turkish. You should consult yoursupervisor as to which system is most appropriate to your subject.

(h) Printing and Binding

Your thesis must be printed (or typed) in double spacing on A4 paper,with margins not less that 2.5cm (1”). The gutter margin must be at least3.5cm. The thesis mustbe bound or held firmly in a stiffcover.

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Appendix II

Your attention is drawn to the following University regulations concerning the use of Information Technology facilities:

REGULATIONS RELATING TO THE USE OF INFORMATION TECHNOLOGY FACILITIES

Made by the ICTC on 6 June 2002

Approved by Council on 24July 2002

Date of effect: 1 October 2002

1. In these regulations, unless the context requires otherwise, ‘college’ means any college, society, or Permanent Private Hall oranyother institution designated by Council by regulation as being permitted to present candidates for matriculation.

2. University IT and network facilities are provided for use in accordance with the following policy set by Council:

(1) The University provides computer facilities and access to its computer networks only for purposes directly connected withthe work of the University and the colleges and with the normal academic activities of theirmembers.

(2) Individuals have no right to use university facilities for any other purpose.

(3) The University reserves theright to exercise control over all activities employing its computer facilities, including examining the content of users’ data, such as e-mail, where that is necessary:

(a) for the proper regulation of the University’s facilities;

(b) in connection with properly authorised investigations in relation to breaches or alleged breaches of provisions in the University’s statutes and regulations, including these regulations; or

(c) to meet legal requirements.

(4) Suchaction will be undertaken only in accordance with these regulations.

3. These regulations govern all use of university IT and network facilities, whether accessed by university property orotherwise.

4. Use is subject at all times to such monitoring as may be necessary for the proper management of the network, or as may be specifically authorised in accordance with these regulations.

5. (1) Persons may make use of university facilities only with proper

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authorisation.

(2) ‘Proper authorisation’ inthis context means prior authorisation bythe appropriate officer, who shall be the Director of Oxford University Computing Services (‘OUCS’) or his or her nominated deputy in the case of services under the supervision of OUCS, orthe nominated college or departmental officer in the case of services provided by a college or department.

(3) Any authorisation is subject to compliance with the University’s statutes and regulations, including these regulations, and will be considered to be terminated by any breach or attempted breach of these regulations.

6. (1) Authorisation will be specific to an individual.

(2) Any password, authorisation code, etc. given to a user will be for his or her use only, and must be keptsecure and not disclosed toor used byany other person.

7. Users are not permitted to use university IT or network facilities for any of the following:

(1) any unlawful activity;

(2) the creation, transmission, storage, downloading, ordisplay of any offensive, obscene, indecent, or menacing images, data, or other material, or any data capable ofbeing resolved intosuch images or material, except in the case of the use of the facilities for properly supervised research purposes when that use is lawful and when the user hasobtained prior written authority for the particular activity from the head of hisor her department or thechairman of his orher faculty board (or, if the user is the head ofa department or the chairman of a faculty board, from thehead of his orher division);

(3) the creation or transmission of material which is designed or likely to cause annoyance, inconvenience, or needless anxiety or to harass another person;

(4) the creation or transmission of defamatory material about any individual or organisation;

(5) the sending of any e-mail that does not correctly identify the sender of that e-mail or attempts to disguise the identity of the computer from which it was sent;

(6) the sending of any message appearing to originate from another person, or otherwise attempting to impersonate another person;

(7) thetransmission, without proper authorisation, of e-mail to a large number of recipients, unless those recipients have indicated an interest in receiving such e-mail, or the sending or forwarding of e-mail which is intended to encourage the

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propagation of copies of itself;

(8) the creation or transmission of or access to material in such a way as to infringe a copyright, moral right, trade mark, or other intellectual property right;

(9) private profit, except to the extent authorised under the user’s conditions of employment or other agreement with the University or a college; or commercial purposes without specific authorisation;

(10) gaining or attempting to gain unauthorised access to anyfacility or service within or outside the University, or making any attempt to disrupt or impair such a service;

(11)the deliberate or reckless undertaking of activities such as may result in any of the following:

(a) the waste of staff effortor network resources, including time on any system accessible via the university network;

(b) thecorruption or disruption of other users’ data;

(c) theviolation of the privacy of other users;

(d) the disruption of the work of other users;

(e) the introduction or transmission of a virus into the network;

(l2) activities not directly connected with employment, study, or research in the University or the colleges (excluding reasonable and limited usefor social and recreational purposes where not in breach of these regulations or otherwise forbidden) without proper authorisation.

8. Software andcomputer-readable datasets made available on the university network may be used only subject to the relevant licensing conditions, and, where applicable, to the Code of Conduct published by the Combined Higher Education Software Team (‘CHEST’).

9. Users shall treat as confidential any information which may become available to them through the use of such facilities and which is not clearly intended for unrestricted dissemination; such information shall not becopied, modified, disseminated, or used either in whole or in part without the permission of the person or body entitled to give it.

10. (1) Nousermay useITfacilities to hold or process data relating to a living individual save in accordance with the provisions of current data protection legislation (which in most cases will require the prior consent of the individual or individuals whose data are to be processed).

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(2) Anyperson wishing to use IT facilities for such processing isrequired to inform the University Data Protection Officer in advance and to comply with any guidance given concerning the manner in which the processing may be carried out.

11. Any person responsible for the administration of any university or college computer or network system, or otherwise having access to data on such asystem, shall comply with the provisions of the ‘Statement of IT Security and Privacy Policy’, as published bythe ICT Committee from time to time.

12. Users shall at alltimes endeavour to comply withguidance issued from time to time by OUCS to assist with the management and efficient use of the network.

13. Connection of computers, whether college, departmental, or privately owned, to the university network is subject to the following additional conditions:

(1) (a) Computers connected to the university network convention,

may use only network identifiers which follow the University ’s naming and are registered with OUCS.

(b) Inpar t icu la r a l l such names mus t be wi th in the domain .ox.ac.uk.

(c ) Any exception to this must be authorised by the Director of OUCS, and may be subject to payment of a licence fee.

(2) (a) The administrators ofcomputers connected to the university network are responsible for ensuring their security against unauthorised access, participation in ‘denial of service’ attacks, etc.

(b) The University may temporarily bar access toany computer or sub-network that appears to posea danger to the security or integrity of any system or network, either within or outside Oxford, or which, through a security breach, may bring disrepute tothe University.

(3) (a) Providers of any service must take all reasonable steps to ensure that that service does not cause an excessive amount of traffic on the University’s internal network or its external network links.

(b) The University may bar access at any time to computers which appear to cause unreasonable consumption ofnetwork resources.

(4) (a) Hosting Web pages on computers connected to the university network is permitted subject to the knowledge and consent of the department or college responsible for the local resources, but providers of any such Web pages must endeavour to comply with guidelines published by OUCS or other relevant authorities.

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(b) It is not permitted to offer commercial services through ‘home Web pages supported through the university network, or toprovide -page’ facilities forany commercial organisation, except with the permission of the Director of OUCS; this permission mayrequire the payment of a licence fee.

5) Participation in distributed file-sharing networks is not permitted, except in the case of the use ofthe facilities for properly authorised academic purposes when that use is lawful and when the user:

a) in the case of services under the supervision of OUCS, has demonstrated to the satisfaction of the Director of OUCS or his orher nominated deputy that the user hasobtained prior written authority for the particular activity fromthe head of his or her department or the chairman of his or her faculty board; or

(b) in the case of services provided by a college or department, has demonstrated to the satisfaction of the nominated college or departmental officer that the user has obtained prior written authority for the particular activity from the head of that college ordepartment.

(6) (a) No computer connected to the university network may be used to give any person who is nota member or employee of the University or its colleges access to anynetwork services outside the department or college where that computer is situated.

(b) Certain exceptions may be made, for example, for members of other UK universities, official visitors to a department or college, or those paying a licence fee.

(c) Areas of doubt should be discussed with the Registration Manager at OUCS.

14. (1) If a user is thought to be in breach ofany of the University’s statutes or regulations, including these regulations, he or she shall be reported to the appropriate officer who mayrecommend to the appropriate university or college authority that proceedings be instituted under either or both of university and college disciplinary procedures.

(2) Access to facilities may be withdrawn under section 46 of Statute XI pending a determination, or may be made subject to such conditions as the Proctors orthe Registrar (as the casemay be) shallthink proper in the circumstances.

Examining Users’ Data

15. All staff of an IT facility who are given privileged access to information available

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through that facility mustrespect the privacy and security of any information, not clearly intended for unrestricted dissemination, that becomes known tothem by any means, deliberate or accidental.

16. (1) System Administrators (i.e. those responsible forthe management, operation, or maintenance of computer systems) have the right to access users’ files and examine network traffic, but only if necessary in pursuit of their role as System Administrators.

(2) They must endeavour to avoid specifically examining the contents of users’ files without proper authorisation.

17. (1) If it is necessary for a System Administrator to inspect thecontents of a user’s files, the procedure set out in paragraphs (2)-(5) below must be followed.

(2) Normally, the user’s permission should be sought.

(3) Should such access benecessary without seeking the user’s permission, it should, wherever possible, be approved by an appropriate authority prior to inspection.

(4) If it has not been possible to obtain prior permission, any access should be reported to the user or toan appropriate authority as soon as possible.

(5) For the purposes of these regulations ‘appropriate authority’ is defined as follows:

(a) in the case of any university-owned system, whether central or departmental: if the filesbelong to a student member,the Proctors; if the files belong to any member of the University other thana student member, the Registrar or his or hernominee; or,if the files belong to an employee whois not a member ofthe University, the head of the department, college, or other unitto which the employee is responsible, or the head’s delegated representative;

(b) in the case of a departmental system, either those named in () above, or, in all circumstances, the head of department or his or her delegated representative;

(c) in the case of a college system, the head of the college or his or her delegated representative.

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Appendix III

Academic integrity:

Good practice in citation, and the avoidance of plagiarism

In their Essential Information for Students, the University’s Proctors and Assessor draw attention to two extremely important disciplinary regulations for all students:

“4. No candidate shall present for an examination as his or her own work any part or the substance of any part of another person’s work.

5. In any written work (whether thesis, dissertation, essay,coursework, or written examinations) passages quoted or closely paraphrased from another person’swork must be identified as quotations or paraphrases, and the source of thequoted or paraphrased material must be clearly acknowledged.

(The Proctors’ and Assessor’s Memorandum, Section 9.5

http://www.admin.ox.ac.uk/proctors/pam/index.shtlm)

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