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Islam in the Modern World (ISLM10002)
Undergraduate level 1Points: 12.5On Campus (Parkville)
About this subject
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Semester 2
Overview
Availability | Semester 2 |
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Much contemporary discourse about Islam and Muslims (whether internally or externally generated) essentialises and reifies Islam and assumes a monolithic and homogeneous approach to Muslim identity and practice. Another misconception prevalent in the popular imagination about Islam, is that it is "stuck" in the past whether that is the 7th century Arabian world or the pre-modern era, and that it needs a European-style Reformation to reflect contemporary values. However, Muslims have both reacted to "Western" modernity and engaged with "multiple modernities" in their societies and lives. In the context of this subject, this means that they are constantly negotiating how Islam is interpreted and lived whether at the individual, community, national, or global levels. Thus, it is possible to discern several trends or "orientations" in the ongoing debate around what Islam is, and what Muslims believe and do today. These orientations—revivalism, traditionalism, secularism, fundamentalism, modernism, and progressivism—can be identified in the key debates among contemporary Muslims such as the role of shariʿa law, gender rights, living as minorities in the West, and the use of terrorism among others.
Intended learning outcomes
Students who complete this subject should be able to:
- Identify the genesis and products of the "crisis" that encountering modernity engendered among modern Muslims
- Show the interrelationship of Muslims' religio-interpretative responses to the "crisis of modernity"
- Critique simplistic presentations of Islam and Muslims among different Muslim and non-Muslim voices
- Debate a key issue facing contemporary Muslims as part of how Islam is contested today.
Generic skills
On completion of this subject, students should be able to:
- Apply the critical thinking skills of questioning, analysis, evaluation, problem[1]solving, reflection, synthesis, and decision making in academic work
- Collaborate effectively with peers in group work
- Display genAI skills including iterative prompt engineering, data literacy, and output evaluation
- Display a clear understanding of what constitutes ethical use of genAI tools in education
- Employ academic conventions in citing and referencing.
Last updated: 9 February 2025