Islamic Reform and Arab Nationalism by Ghazal Amal N

Author:Ghazal, Amal N.
Language: eng
Format: epub
Tags: Humanities
Publisher: Taylor & Francis (CAM)

Reforming the Imamate

Two years after the publication of that article, al-Bahln sent a long letter to Imam in Oman. Not only did its content attest to the ongoing intellectual ties between scholars in Oman and Zanzibar and to al-Bahln’s role in channeling those currents into Oman, but it also bore witness to al-Bahln’s religio-political thought, which was a blend of the different intellectual currents of his time. After confirming the legitimacy of as the Imm, as amr as the khalfa and the leader of a sincere al-Bahln assured him he was chosen by God for that mission because he was the strongest, the purest, most pious, sensible, just, patient, determined, and ascetic of all.68 This introduction, however, served not only to confirm his legitimacy but also to remind of the ensuing responsibilities and duties toward Muslims and toward the just application of the If he needed an example to follow, al-Bahln referred him to the ultimate sources of guidance in Muslim history: the Prophet and the Righteous Caliphs.69 Their conduct, especially against oppressors and polytheists, was an authoritative example to cultivate in order to rule in the best manner.70

Al-Bahln also advised on the need to have a printing press in Oman that would publish Ibadi books and other religious tracts.71 This could be arranged, he continued, by contacting Shaykh al-Shammkh in Egypt. However, a printing press was not the only necessity missing in Oman. A most urgent matter was to open schools and to urge Omanis to donate money “for the sake of this great project because your country Oman is horribly weakened due to ignorance. Ignorance is the greatest calamity for religion and life.”72 He wished Omani would endorse his opinion and make education for children obligatory in order to benefit the umma.

Al-Bahln recommended to the Imm ways to finance the proposed educational system, suggesting that poor children would be supported by the public treasury, and rich ones by their parents. To reassure the Imm, al-Bahln referred him again to the Qur’an and the Sunna as carrying enough evidence about the need for education if he were to sustain his rule. Leaving the matter in the hands of parents to decide on the education of their children, he warned him, was harmful to the umma and would hinder its advancement.73 “Had advanced nations—that were stagnant in darkness and ignorance – not been forced by their own governments [to make changes] they would never have developed and modernized,”74 he cautioned. This education that al-Bahln promoted, however, was primarily religious, rooted in Islamic sciences which “take the umma from darkness to light, and from vileness to virtue and perfection.”75 This “scientific renaissance,” as he called it, should be enforced and considered an urgent matter to be discussed by the finest among Muslims, and local leaders. It should be a vital cause to which all efforts be directed. The subject matter should be meditated at all gatherings and meetings, and promoted by designated orators who would encourage people to participate in that

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