Categories
History & heritage Society

[1888] Of Islamic art, architecture and literature I

Art, architecture and literature are important in history because only by observing works of past civilizations that we can somehow comprehend its culture further. Not only it provides us with precious records but as Walter Denny stated, it also gives us a feeling on how past societies lived. True to it, art, architecture and literature have become few of the most fundamental aspect of history. This is true for all civilizations including Islamic civilizations especially so when it is common for Muslims to consider the religion not as mere religion but instead a way of life. As a way of life, everything is governed by the Islamic law. Therefore, an inspection of Islamic art, architecture and literature offers a path to understanding Islam.

Islam is a monotheistic religion. The first pillar of Islam is to acknowledge the oneness of god and Mohamed is the prophet of god. Islam is particular about the oneness of god and is very strict in its punishment for the sin of syirik, the act of acknowledging the existence of any other god than Allah. In sura 6 ‘The Cattle’, verse 74, the Koran says, “And when Ibrahim said to his sire, Azar: Do you take idols for gods? Surely I see you and your people in manifest error.” There are a few other places where the Koran asserts similar wrongness of worshiping idols and other gods.

To prevent idol worshiping especially, the Koran even disallows any figurative representation of living things. In sura 16 ‘The Bee’, verse 74, “So coins not similitudes for Allah. Surely Allah knows and ye known not”. Therefore, there is a lack of figurative sculpture or painting in Islamic art. The destruction of a Buddhas of Bamyam in Afghanistan by the Taliban reinforced the fact that Muslims do adhere to the ban in one way or another.[1] Nevertheless, Islam “does not forbid representation of humans, animals and birds in secular context.”[2]

Since Muslim artists had limited options, they had to find another way to express themselves and they did this by concentrating on calligraphy and decoration. As we observe in history, they have truly mastered these arts.

Of all art forms they excelled in, they take pride and cherish their mastery in calligraphy which is called khat in Arabic. That is so because “calligraphy is one art form in Islam explicitly and positively sanctioned by God.”[3] Oftentimes, calligraphic activities decorate Koranic verses.

Arabic calligraphy is identified by two main features. First, “slant-clipped reed pen” is used in order to write or rather draw the words. Secondly, there are rules to be adhered to and each style has its own rule. These rules are the ones that made each calligraphic style differ from one another.[4]

During the reign of Caliph Uthman (644 — 656 CE), he ordered the gathering of Koranic verses into an official text that we know today. When the gathering of verses finally completed, calligraphy was used as “a form of decoration for the greater glory of Allah’s words.”[5]

While breath of calligraphy was greatly expanded under Islam, it began with the development of the Arabic language during pre-Islamic period. Arabic letters were derived from Semitic scripts.[6] It has 28 letters with 18 basic forms.[7] It was later further developed by the Nabataean, an Arabic tribe originating from northern Arabian Peninsula and adopted by other literate Arabic tribe including the Quraisy. It was around this time that a writing system style called Jazm was popular among the Arabs. Jazm was an advanced version of the scripts.[8]

There were two forms of scripts that were used in those times. The first type was “dry writing” and the other was “soft writing”.

The first type was later known as the kufic style. As the name suggests, the style “received its name from the town in which it was first put into official use”, which was Kufa, located in modern day Iraq.[9] The form can be identified easily by its ”angular and sober” style. Kufic characters also seem to have “geometrical intricacies”.[10] The other type was less angular and thus making it distinctly different from kufic. The soft writing style was more practical than its counterpart and later became the foundation for modern styles.[11]

As Islam spread during its golden age, so did the Arabic language and the art of khat. Societies of newly conquered areas especially Persia and to some extend Anatolia absorbed the language and its arts. Although local language was still used, Arabic characters managed to slip into local writing system. As this happened, local experts in calligraphy came into existence and further revolutionized it. In fact, one of the most important styles in calligraphy the naskh was invented by a Persian calligrapher named Mir Ali Sultan al-Tabrizi. In Turkey, Arif Hikmet created the Sunbuli style, “which had a short vogue.”[12]

Apart from the practice of calligraphy as a work of art, Muslim artists also pursued other areas that do not go against Islam. One of the areas is the art of decoration.

Islamic decoration is unique compared to other cultures and this is simply because of the same reason why calligraphy is pursued by Muslims. This resulted in the rareness of sculpture and painting that were prevalent in Greek and Roman civilizations. However, “this deficit is compensated with a richness in ornamentation on the lavish carved plaster paneling, wall tiling and glazed mosaics.”[13] The main themes used in the decorative art are mainly centered on nature and geometry.

Muslim artisans so frequently used geometry in their works that we now called such work as arabesque. Arabesque is simply a collection of a single geometrical pattern repeated on and on until simple shapes became a complex design. Sometimes, the design is “so complicated that they rarely call to mind their sources of origin.”[14]

Both calligraphy and arabesque were prominently used in Islamic architecture. Walls of all prominent buildings Muslims built are covered with them to no end.

Mohd Hafiz Noor Shams. Some rights reserved Mohd Hafiz Noor Shams. Some rights reserved Mohd Hafiz Noor Shams. Some rights reserved

[1] — [Taliban Show Off Remains of Ancient Buddha Statues. Kathy Gannon. The Independent via National Geographic. March 27 2001]

[2] — [Islamic Art. Detroit Institute of Art. April 1 2003]

[3] — [The Islamic Impact. Page 141. Yvonne Haddad. Byron Haines. Ellison Findly. New York. Syracuse University Press. 1984]

[4] — [The Calligraphy of Islam: The Reflections of the State of the Art. Page 6. Mohamed U. Zakariya. Washington D.C. Georgetown University. 1983]

[5] — [The Spread of Islam. Page 119. Information missing]

[6] — [Islamic Arts. Islamic Arts and Architecture Organization. April 1 2003]

[7] — [The Calligraphy of Islam: The Reflections of the State of the Art. Page 2. Mohamed U. Zakariya. Washington D.C. Georgetown University. 1983]

[8] — [Islamic Arts. Islamic Arts and Architecture Organization. April 1 2003]

[9] — [Arabic Writing. B. Moritz. Encyclopedia of Islam. 1913]

[10] — [The Spread of Islam. Page 120. Information missing]

[11] — [The Calligraphy of Islam: The Reflections of the State of the Art. Page 2. Mohamed U. Zakariya. Washington D.C. Georgetown University. 1983]

[12] — [Ibid. Page 29]

[13] — [The Umayyad Page 17. Information missing]

[14] — [Ibid]

Mohd Hafiz Noor Shams. Some rights reserved Mohd Hafiz Noor Shams. Some rights reserved Mohd Hafiz Noor Shams. Some rights reserved

I recently rediscovered a box full of short papers I worked on while in Michigan. This is part 1 of a sophomore paper I wrote in 2003. I place it here out of concern these papers might one day lost to harsh elements. For this particular paper, several pages of citation are already lost due to mishandling and my own irreverence for my own work.

At the moment, I am praying to find papers that I vividly remember: econometric paper on foreign exchange, the politics of climate change (this is probably the thickest paper that I remember; the research to produce this paper took months to complete! That is crazy considering it was just a junior paper) and I think, economic model on climate change.

Categories
Photography Society

[1887] Of move over

In Malaysia, traffic regulations are meant to be broken.

Some rights reserved. By Mohd Hafiz Noor Shams

Categories
Liberty Society

[1883] Of it is not about defending a criminal; it is about rule of law

While Home Minister Syed Hamid Albar said that his statement about criminals should not be regarded as heroes does not refer to the recent death of Kugan[1] — an alleged criminal who died in police custody under suspicious conditions — I find it hard not to make the connection. Surely such statement is linked to the controversy because such statement cannot be cooked up all the sudden out of nowhere. There has to be a trigger and that trigger is most definitely the death of Kugan. The Home Minister is taking concerned individuals for fools it seems. One lesson of March 8 2008 has yet to sink into him.

Regardless of that, to state that various individuals and groups are taking criminals as heroes is an argument done in bad faith. It dishonestly paints individuals and groups rallying around Kugan in bad light. That is definitely not the best way to build bridges. As a person once served as the Foreign Minister of this country, I actually expected a more refined argument from him. One that is befitting of diplomats. I guess, I was wrong.

Firstly, Kuran is an alleged criminal. Nothing has been proven yet and to consider Kugan as criminal is to assume too much. Indeed the police personnel involved should be considered innocent until proven guilty too. Investigation into the matter should duly take place first because any conclusion is made. That is a reasonable standard to take up but it must be made applicable to Kugan too. Any double standard will make the matter worse.

More importantly, concerns for the death, even if Kugan was convicted of the crime he was accused of, is not about defending a criminal. As a Home Minister, he should know that this is about rule of law.

While investigation is underway, pictures circulating on the internet are hard to ignore.[2] Those pictures of terrible wounds on Kugan are incriminating to the police; it suggests torture took place while Kugan was under the care of the police. Did the police carry out torture on Kugan?

The possibility of torture and murder are both transgression of rights. When that transgressions occur, that means there is a possibility of disrespect for rule of law. Even criminals have their rights and that death, if indeed caused by the police, would be the ultimate transgression of rights.

When right to life is held with contempt, then something is not right. That is the whole point of this issue. It is quite cleanly and clearly not about defending or mourning a criminal. If Kugan were still alive, were not tortured and were properly convicted if indeed he was guilty of the accused crime, then trust me, nobody would have come to the side of Kugan.

Mohd Hafiz Noor Shams. Some rights reserved Mohd Hafiz Noor Shams. Some rights reserved Mohd Hafiz Noor Shams. Some rights reserved

[1] — PUTRAJAYA, Jan 28 — The people should not regard criminals as heroes and the police who enforce the law as demons, Home Minister Datuk Seri Syed Hamid Albar said today.

Speaking in general terms, he said no one was above the law and added that action would be taken against those who broke the law, even if it was the police. [Syed Hamid: Don’t regard criminals as heroes. Bernama. The Malaysian Insider. January 8 2009]

[2] — [A. Kugan: Horrifying pictures depict latest victim of police brutality/murder? Jelas.info. January 22 2009]

Categories
Society

[1882] Of Pewaris is an….

Fill in the blank.

Oh, the word begins and ends with vowels.

Categories
Education Liberty Society

[1877] Mengenai pemerkasaan minda

Di zaman dahulu kala di Yunani, bidang logik, tatabahasa dan retorik perlu dikuasai sebelum seseorang itu melangkah ke tahap pendidikan yang lebih tinggi. Dikenali secara kolektif sebagai trivium, sukatan ini bertujuan untuk memperkasakan seseorang individu itu dengan membolehkannya memiliki pemikiran yang berdikari.

Adalah mudah untuk memahami mengapa sukatan trivium disediakan untuk memperkasakan minda seorang manusia. Bidang logik mengajar tentang batu asas cara berfikir. Bidang tatabahasa pula bersangkut-paut dengan bagaimanakah cara untuk melahirkan hasil sesuatu pemikiran manakala bidang retorik menyentuh tentang kaedah penyampaikan pemikiran.

Walaupun tamadun Yunani sudah lama terkubur untuk memberi laluan kepada tamadun-tamadun yang lebih hebat, falsafah pendidikan trivium terus hidup ke zaman kontemporari sebagai falsafah pendidikan liberal. Pendidikan liberal, seperti sukatan trivium, bertujuan untuk mengasah keupayaan intelektual manusia. Matlamat ini adalah penting bagi meruntuhkan segala kongkongan kebudayaan yang berasaskan kepada ketakutan yang timbul daripada kejahilan.

Minda manusia yang tidak terlatih akan terperangkap di dalam pemikiran yang kolot kerana dia akan terikat kepada tradisi yang diwarisi. Tanpa minda yang terlatih, seseorang itu akan mengikuti sesuatu tradisi itu tanpa usul periksa hanya kerana sesuatu perbuatan itu telah diamalkan sejak dari dahulu lagi. Dia akan gagal melahirkan soalan-soalan yang penting untuk memahami dan merasionalkan amalan-amalan tradisional. Tanpa soalan-soalan tersebut, status quo, termasuk amalan-amalan lapuk yang tidak berguna akan berterusan bersama dengan amalan-amalan yang baik.

Tanpa soalan dan dengan kesetiaan yang buta, golongan ini bagaikan lembu yang hidungnya ditarik. Ke mana jua ia ditarik, di situ juga akan mereka pergi tanpa sebarang persoalan, walaupun destinasinya adalah sebuah rumah penyembelihan di mana kezaliman bakal berlaku.

Ini amat menguntungkan kepada mereka yang mendapat manfaat daripada pelanjutan pengamalan tradisi secara membuta tuli. Mereka ini akan mencipta pelbagai cerita dongengan yang menceritakan akibat-akibat buruk yang akan melanda sesiapa yang berani mencabar naratif yang sedia ada. Dengan minda yang kurang cekap, individu-individu akan menerima naratif tersebut. Sekali gus, batasan didirikan.

Jika ada kumpulan minoriti yang mencabar tradisi, lembu-lembunya tersebut akan dipergunakan untuk bertindak ke atas pencabar-pencabar pemikiran tradisional. Lembu, tanpa keupayaan untuk berfikir dengan sendirinya, tidak akan mendengar apa-apa hujah yang dilontar. Ini adalah sebab utama pendidikan menjadi agenda penting di dalam masyarakat yang liberal. Masyarakat liberal tidak mampu ditampung tanpa pendidikan yang memperkasakan minda.

Tiada masyarakat yang benar-benar merdeka selagi ahli-ahlinya masih dijajah oleh orang lain, baik bangsa asing ataupun bangsa sendiri. Tiada individu itu benar-benar merdeka selagi mindanya tidak bebas. Kejahilan, ketakutan dan kezaliman akan sentiasa menguasai sesuatu masyarakat itu selagi ahli-ahlinya tidak mampu atau tidak mahu memiliki pemikiran yang berdikari.

Falsafah pendidikan liberal mampu melahirkan satu masyarakat yang majoritinya mempunyai pemikiran yang berdikari kerana sistem ini menggalakkan pelajar-pelajar mempersoalkan segalanya tanpa batasan.

Di sinilah di mana sistem pendidikan Malaysia yang sedia ada mengalami kegagalan.

Di negara ini, kita terlampau taksub di dalam usaha kita untuk menambah bilangan jurutera, doktor dan pelbagai lagi pakar bagi menyokong pertumbuhan ekonomi. Demi memenuhi keperluan-keperluan ini, kita melihat pengkhususan aliran dari awal lagi lalu mengetepikan agenda pembinaan intelektual. Akhirnya, kita mengeluarkan robot yang mampu melakukan pengiraan-pengiraan rumit tanpa memahami konteks.

Kadang-kala, kita perlu belajar merangkak dahulu sebelum berjalan dan berlari. Ini amat penting di dalam mewujudkan satu sistem pendidikan yang ingin melahirkan insan kamil. Perkara-perkara asas yang disarankan oleh pendidikan liberal perlu dimahiri dahulu bagi menyediakan minda pelajar untuk menelaah bidang-bidang yang lebih tinggi yang memerlukan daya pemikiran yang kompleks.

Seperti pepatah Melayu, melentur buluh, biarlah dari rebung ini. Falsafah pendidikan liberal hanya akan berkesan jika falsafah ini diterapkan di peringkat pendidikan rendah, di tahap awal pendidikan seseorang insan.

Jika batu asas gagal diperbetulkan, manakan menara yang tinggi mampu berdiri dengan lama. Kegagalan individu untuk menguasai kemahiran asas untuk berfikir, menulis dan bertutur secara baik sebelum beredar ke peringkat yang lebih tinggi akan hanya menggalakkan pelajar-pelajar menerima apa sahaja yang ditulis di dalam buku, di papan putih dan apa sahaja yang dipercakapkan oleh guru-guru. Tanpa kemahiran asas ini, minda tidak dapat diperkasakan.

Apatah lagi apabila sistem pendidikan Malaysia sendiri hanya menyembahkan fakta-fakta untuk diingati tanpa menggalakkan pelajar-pelajar sendiri berfikir untuk tiba ke satu kesimpulan. Pembezaan, evolusi, jadual berkala, momentum antara lain semuanya diterangkan sebagai satu kebenaran. Walaupun tamadun manusia telah berjaya memahami semua ini, ini tidak bermaksud bahawa perkara-perkara ini harus diperkenalkan kepada pelajar-pelajar sebagai satu kebenaran.

Sebaliknya, adalah penting mereka bermula dengan semangat skeptikisme. Seperti Socrates hampir dua setengah ribu tahun yang lalu, pelajar-pelajar harus mencapai kesimpulan hanya setelah menanyakan satu siri soalan yang mana guru hanya memainkan peranan sebagai seorang koordinator dan bukan sebagai sumber maklumat seperti yang lazimnya. Ini melatih minda untuk berdikari.

Pembentukan budaya minda berdikari dan perkasa akan melenyapkan ketakutan yang timbul daripada kejahilan. Lama-kelamaan, pelajar-pelajar akan berani mencabar segala perkara atas semangat ingin tahu.

Pendidikan liberal bukan sahaja membina intelek seseorang dengan memberikannya dengan alatan asas untuk berfikir, menulis dan bertutur. Sistem pendidikan liberal memberikan pelajar-pelajar peluang untuk membuat keputusan dengan fakultinya sendiri. Ini datang dengan menggalakkan pelajar-pelajar mendalami minat mereka dan bukan hanya melalui laluan yang disediakan oleh orang lain.

Oleh kerana arah yang dituju ditentukan oleh mereka sendiri, pelajar-pelajar akan secara sukarela untuk memikul tanggungjawab peribadi mereka sendiri. Secara tidak langsung, ini melahirkan seorang individu yang bukan saja diperkasakan dengan minda yang tajam, malah seorang individu yang sedar akan kesan tindakannya ke atas diri sendiri.

Semua ini membentuk satu individu yang perkasa, mampu untuk menentukan halatuju hidupnya. Mindanya sentiasa terbuka dan tidak mudah menjadi mangsa kezaliman. Sebagai unit asas masyarakat, individu yang perkasa dapat mewujudkan dan menampung satu masyarkat yang liberal.

Mohd Hafiz Noor Shams. Some rights reserved Mohd Hafiz Noor Shams. Some rights reserved Mohd Hafiz Noor Shams. Some rights reserved

Tulisan ini telah terdahulunya diterbitkan di Project Malaysia pada Januari 16 2009.