Oriental languages and civilizations

The present course will introduce the students to the scientific study of Islam both as a religion and as an intellectual and discursive tradition. The first section will be devoted to the main textual, doctrinal, thematic and stylistic features of the founding texts of Islam, i.e. the Qur’an and the corpus (Sunnah) of traditions (hadith) ascribed to the Prophet Muhammad. The core of subsequent lessons will explore the different branches of classical Islamic religious knowledge: law, theology, mysticism and spirituality, Qur’anic exegesis and auxiliary Qur’anic sciences, and Sunnah sciences, including some references to profane disciplines (i.e. philosophy and natural sciences). For each discipline, the course will focus on its methodology, its main contents and most debated issues, its main trends and schools of thought, as they emerged and evolved in the so-called classical age in the Sunni milieu, before examining the principal doctrines of the different branches of Shi’ism and Kharijism. The final section of the course will be devoted to the main trends of contemporary Islamic thought from the colonial age to the present, and to changes in Muslim religiosity which have been taking place among ordinary people in the same period. These theoretical lessons will alternate with text-centered lessons focused on reading and analyzing selected passages from a translation of the Qur’an. All these facets of Islam will be studied in their relations to the historical context in which they originated, and they further evolved.

While no preliminary courses are required before attending this course or passing the relevant exam, it will systematically refer to historical and geographical notions transmitted during the “History of Islamic civilization” course that is part of the 1st year program of both Arabic and Persian studies. Students who have neither attended that course nor passed the relevant exam (especially if they have enrolled in different Study Programmes) are advised to get acquainted with at least its main contents in advance. For this purpose, they are encouraged to ask the teacher for suggestions. One good, easy read is Adam J. Silverstein, Islamic History: A very short introduction, Oxford, Oxford University Press, 2010, chapters 1 ("The Story") and 2 ("Peoples and Cultures").

Chosen textbooks For attending students: - Class notes (taken by the students). Students missing their classes are expected to obtain notes from their fellow-students. Students missing more than one third of the whole course are required to study the syllabus for non-attending students. - Islām, ed. G.FILORAMO, Roma-Bari, Laterza, 1999 (or later editions): o Parte II: “L’islām sunnita nel periodo classico (VII-XVI secolo)”, by Alberto VENTURA o Parte III: “L’islām della transizione (XVII-XVIII secolo)”, by Alberto VENTURA o Parte V: “Confessioni scismatiche, eterodossie e nuove religioni sorte nell’islām”, by Alberto VENTURA - The Qur’an, in both of the Italian versions listed below: the editor’s introduction, the text and the editor’s commentary of the surahs and verses that will have been explained in class. The final list of the surahs and verses to be studied will be provided on the e-learning platform: o Introduction, translation and commentary by A. BAUSANI, Firenze, Sansoni 1955, later reprints Milano, Rizzoli (BUR) o Translation by Ida ZILIO GRANDI, introduction and commentary by Alberto VENTURA, Milano, Mondadori, 2010, freely available at https://arca.unive.it/retrieve/handle/10278/22716/22947/IL%20CORANO.pdf - Further readings and didactic materials will be shown during classes and made available through the e-learning platform, in accordance with the norms on copyright. For any further integration and update to the present coursework list, please check the teacher’s electronic bulletin board at the following link: http://francescozappa.site.uniroma1.it/insegnamenti For non-attending students: In addition to the coursework listed above for attending students (except class-notes), non-attending students will also study the following extra material: Alessandro BAUSANI, L’islam. Una religione, un'etica, una prassi politica, Milano, Garzanti, 1980 or a later edition (optional reading for attending students; later editions, including as e-books, have a useful appendix by Stefano Allievi). Alternatively, they are encouraged to resort to video recordings of classes, if available. How to study for the exam: Didactic materials uploaded on the e-learning platform will be grouped under different thematic headings. Students, especially if they have not attended classes, are advised to follow the order in which the different subjects are mentioned in the syllabus section above. They are encouraged to start from the introduction to both Italian versions of the Qur’an, then move on to the first 6 chapters of the II section of Filoramo-Ventura handbook. After completing this section, they may alternate freely between the subsequent sections of that handbook and the selected passages from the Qur’an. Such passages have to be studied referring systematically to the editor’s commentary, as well as to further didactic materials that will be found in the relevant section of the e-learning platform (most notably a few articles from Dizionario del Corano, ed. By Mohamed Ali Amir Moezzi, Italian ed. by Ida Zilio-Grandi, Milano, Mondadori, 2007). The remaining subjects can be studied in the order in which they appear in the handbook; further didactic materials proposed on the e-learning platform will integrate the handbook on a few specific subjects. It is recommended to refer constantly to a handbook of history of Islamic civilization, especially when references to historical contexts sound unfamiliar. In order to help students to find their bearings when delving in their readings and revising, the outlines of some lessons will be provided in one section of the e-learning platform, especially for subjects that will have been illustrated in class in a way that departs significantly from the way they are explained in the handbooks.

Due to the high number of students, the introductory level of the course and the limited amount of time available to deal with such a wide subject, the teaching method will consist essentially of traditional lecturing. However, there will also be moments in which students will be encouraged to interact with the teacher through brainstorming (in order to elicit some of the students’ assumptions before introducing new notions) or informal, collective oral tests which will not be considered for their final grades but will serve, instead, to check to what extent some key concepts explained in previous lessons have been understood. Student will also be encouraged to ask questions or make remarks throughout the course. Though not compulsory, attending classes is highly recommended, and students are advised to take notes. When missing their classes, they are expected to obtain notes from their fellow-students. Students missing more than one third of the whole course should study the syllabus for non-attending students.

Though not compulsory, attending classes is highly recommended, and students are advised to take notes. When missing their classes, they are expected to obtain notes from their fellow-students. Students missing more than one third of the whole course should study the syllabus for non-attending students.

Students will be tested through a final oral exam of approximately 30 minutes per candidate, in which their achievement of the educational objectives in terms of both knowledge and skills (see above) will be evaluated. The questions they will be asked may span the whole syllabus; their phrasing will encourage them to think and discuss with the teacher, rather than just rephrase the contents of a given lesson. Proving to have learnt and understood at least the basics of the course and being able to convey them with some propriety of language and some self-distancing are minimum requirements for obtaining a passing mark (18/30). In order to obtain full marks (30/30, possibly cum laude), students have to demonstrate a full command of the course subjects (within the limits of what they had to study), an excellent ability to think critically and to connect different notions, a flawless propriety of language and a mastery of newly learnt technical terms. They will also have to prove able to approach religious issues in a historical perspective, putting aside as far as they can any partisanship or value judgement. “Cum laude” is added to full marks for students standing out for their personal appropriation of what they have learnt. Intermediate marks correspond to different degrees in the achievement of the educational objectives described above in terms of both knowledge and skills (see the relevant entry).

Ulteriori percorsi di lettura per chi vuole approfondire saranno suggeriti via via durante il corso. Si anticipano qui alcune segnalazioni. Per chi vuole confrontarsi con altri manuali: - Sabrina MERVIN, L'islam. Fondamenti e dottrine, edizione italiana a cura di Bruna Soravia ; traduzione di Luisa Cortese, Milano, Bruno Mondadori, 2004 (ed. or. Histoire de l'islam: fondements et doctrines, Paris, Flammarion, 2004) - Carole HILLENBRAND, Islam. Una nuova introduzione storica, edizione italiana a cura di Francesco Alfonso Leccese, Torino, Einaudi, 2016 (ed. or. Islam. A New Historical Introduction, London, Thames & Hudson ltd., 2015) - Andrew RIPPIN, Muslims: their religious beliefs and practices, London & New York, Routledge, 4th ed., 2012 (1st ed. 1990)

Due to the high number of students, the introductory level of the course and the limited amount of time available to deal with such a wide subject, the teaching method will consist essentially of traditional lecturing. However, there will also be moments in which students will be encouraged to interact with the teacher through brainstorming (in order to elicit some of the students’ assumptions before introducing new notions) or informal, collective oral tests which will not be considered for their final grades but will serve, instead, to check to what extent some key concepts explained in previous lessons have been understood. Student will also be encouraged to ask questions or make remarks throughout the course. Though not compulsory, attending classes is highly recommended, and students are advised to take notes. When missing their classes, they are expected to obtain notes from their fellow-students. Students missing more than one third of the whole course should study the syllabus for non-attending students.

The present course will introduce the students to the scientific study of Islam both as a religion and as an intellectual and discursive tradition. The first section will be devoted to the main textual, doctrinal, thematic and stylistic features of the founding texts of Islam, i.e. the Qur’an and the corpus (Sunnah) of traditions (hadith) ascribed to the Prophet Muhammad. The core of subsequent lessons will explore the different branches of classical Islamic religious knowledge: law, theology, mysticism and spirituality, Qur’anic exegesis and auxiliary Qur’anic sciences, and Sunnah sciences, including some references to profane disciplines (i.e. philosophy and natural sciences). For each discipline, the course will focus on its methodology, its main contents and most debated issues, its main trends and schools of thought, as they emerged and evolved in the so-called classical age in the Sunni milieu, before examining the principal doctrines of the different branches of Shi’ism and Kharijism. The final section of the course will be devoted to the main trends of contemporary Islamic thought from the colonial age to the present, and to changes in Muslim religiosity which have been taking place among ordinary people in the same period. These theoretical lessons will alternate with text-centered lessons focused on reading and analyzing selected passages from a translation of the Qur’an. All these facets of Islam will be studied in their relations to the historical context in which they originated, and they further evolved.

While no preliminary courses are required before attending this course or passing the relevant exam, it will systematically refer to historical and geographical notions transmitted during the “History of Islamic civilization” course that is part of the 1st year program of both Arabic and Persian studies. Students who have neither attended that course nor passed the relevant exam (especially if they have enrolled in different Study Programmes) are advised to get acquainted with at least its main contents in advance. For this purpose, they are encouraged to ask the teacher for suggestions. One good, easy read is Adam J. Silverstein, Islamic History: A very short introduction, Oxford, Oxford University Press, 2010, chapters 1 ("The Story") and 2 ("Peoples and Cultures").

Chosen textbooks For attending students: - Class notes (taken by the students). Students missing their classes are expected to obtain notes from their fellow-students. Students missing more than one third of the whole course are required to study the syllabus for non-attending students. - Islām, ed. G.FILORAMO, Roma-Bari, Laterza, 1999 (or later editions): o Parte II: “L’islām sunnita nel periodo classico (VII-XVI secolo)”, by Alberto VENTURA o Parte III: “L’islām della transizione (XVII-XVIII secolo)”, by Alberto VENTURA o Parte V: “Confessioni scismatiche, eterodossie e nuove religioni sorte nell’islām”, by Alberto VENTURA - The Qur’an, in both of the Italian versions listed below: the editor’s introduction, the text and the editor’s commentary of the surahs and verses that will have been explained in class. The final list of the surahs and verses to be studied will be provided on the e-learning platform: o Introduction, translation and commentary by A. BAUSANI, Firenze, Sansoni 1955, later reprints Milano, Rizzoli (BUR) o Translation by Ida ZILIO GRANDI, introduction and commentary by Alberto VENTURA, Milano, Mondadori, 2010, freely available at https://arca.unive.it/retrieve/handle/10278/22716/22947/IL%20CORANO.pdf - Further readings and didactic materials will be shown during classes and made available through the e-learning platform, in accordance with the norms on copyright. For any further integration and update to the present coursework list, please check the teacher’s electronic bulletin board at the following link: http://francescozappa.site.uniroma1.it/insegnamenti For non-attending students: In addition to the coursework listed above for attending students (except class-notes), non-attending students will also study the following extra material: Alessandro BAUSANI, L’islam. Una religione, un'etica, una prassi politica, Milano, Garzanti, 1980 or a later edition (optional reading for attending students; later editions, including as e-books, have a useful appendix by Stefano Allievi). Alternatively, they are encouraged to resort to video recordings of classes, if available. How to study for the exam: Didactic materials uploaded on the e-learning platform will be grouped under different thematic headings. Students, especially if they have not attended classes, are advised to follow the order in which the different subjects are mentioned in the syllabus section above. They are encouraged to start from the introduction to both Italian versions of the Qur’an, then move on to the first 6 chapters of the II section of Filoramo-Ventura handbook. After completing this section, they may alternate freely between the subsequent sections of that handbook and the selected passages from the Qur’an. Such passages have to be studied referring systematically to the editor’s commentary, as well as to further didactic materials that will be found in the relevant section of the e-learning platform (most notably a few articles from Dizionario del Corano, ed. By Mohamed Ali Amir Moezzi, Italian ed. by Ida Zilio-Grandi, Milano, Mondadori, 2007). The remaining subjects can be studied in the order in which they appear in the handbook; further didactic materials proposed on the e-learning platform will integrate the handbook on a few specific subjects. It is recommended to refer constantly to a handbook of history of Islamic civilization, especially when references to historical contexts sound unfamiliar. In order to help students to find their bearings when delving in their readings and revising, the outlines of some lessons will be provided in one section of the e-learning platform, especially for subjects that will have been illustrated in class in a way that departs significantly from the way they are explained in the handbooks.

Due to the high number of students, the introductory level of the course and the limited amount of time available to deal with such a wide subject, the teaching method will consist essentially of traditional lecturing. However, there will also be moments in which students will be encouraged to interact with the teacher through brainstorming (in order to elicit some of the students’ assumptions before introducing new notions) or informal, collective oral tests which will not be considered for their final grades but will serve, instead, to check to what extent some key concepts explained in previous lessons have been understood. Student will also be encouraged to ask questions or make remarks throughout the course. Though not compulsory, attending classes is highly recommended, and students are advised to take notes. When missing their classes, they are expected to obtain notes from their fellow-students. Students missing more than one third of the whole course should study the syllabus for non-attending students.

Though not compulsory, attending classes is highly recommended, and students are advised to take notes. When missing their classes, they are expected to obtain notes from their fellow-students. Students missing more than one third of the whole course should study the syllabus for non-attending students.

Students will be tested through a final oral exam of approximately 30 minutes per candidate, in which their achievement of the educational objectives in terms of both knowledge and skills (see above) will be evaluated. The questions they will be asked may span the whole syllabus; their phrasing will encourage them to think and discuss with the teacher, rather than just rephrase the contents of a given lesson. Proving to have learnt and understood at least the basics of the course and being able to convey them with some propriety of language and some self-distancing are minimum requirements for obtaining a passing mark (18/30). In order to obtain full marks (30/30, possibly cum laude), students have to demonstrate a full command of the course subjects (within the limits of what they had to study), an excellent ability to think critically and to connect different notions, a flawless propriety of language and a mastery of newly learnt technical terms. They will also have to prove able to approach religious issues in a historical perspective, putting aside as far as they can any partisanship or value judgement. “Cum laude” is added to full marks for students standing out for their personal appropriation of what they have learnt. Intermediate marks correspond to different degrees in the achievement of the educational objectives described above in terms of both knowledge and skills (see the relevant entry).

Ulteriori percorsi di lettura per chi vuole approfondire saranno suggeriti via via durante il corso. Si anticipano qui alcune segnalazioni. Per chi vuole confrontarsi con altri manuali: - Sabrina MERVIN, L'islam. Fondamenti e dottrine, edizione italiana a cura di Bruna Soravia ; traduzione di Luisa Cortese, Milano, Bruno Mondadori, 2004 (ed. or. Histoire de l'islam: fondements et doctrines, Paris, Flammarion, 2004) - Carole HILLENBRAND, Islam. Una nuova introduzione storica, edizione italiana a cura di Francesco Alfonso Leccese, Torino, Einaudi, 2016 (ed. or. Islam. A New Historical Introduction, London, Thames & Hudson ltd., 2015) - Andrew RIPPIN, Muslims: their religious beliefs and practices, London & New York, Routledge, 4th ed., 2012 (1st ed. 1990)

Due to the high number of students, the introductory level of the course and the limited amount of time available to deal with such a wide subject, the teaching method will consist essentially of traditional lecturing. However, there will also be moments in which students will be encouraged to interact with the teacher through brainstorming (in order to elicit some of the students’ assumptions before introducing new notions) or informal, collective oral tests which will not be considered for their final grades but will serve, instead, to check to what extent some key concepts explained in previous lessons have been understood. Student will also be encouraged to ask questions or make remarks throughout the course. Though not compulsory, attending classes is highly recommended, and students are advised to take notes. When missing their classes, they are expected to obtain notes from their fellow-students. Students missing more than one third of the whole course should study the syllabus for non-attending students.