In the latest installment of the Review of Qur’anic Research (Vol. 6, no.6), Ilkka Lindstedt (University of Helsinki) reviews Nicolai Sinai’s Rain-Giver, Bone-Breaker, Score-Settler: Allāh in Pre-Quranic Poetry (New Haven, CT: American Oriental Society, 2019).
In his review, Ilkka writes “Nicolai Sinai’s small book, or essay, is a very welcome contribution to the study of the deity Allāh and the religious map of Arabia on the eve of Islam based on the jāhiliyyah (pre-Islamic) poetry. The work is available as an open-access e-book. Sinai’s study is rich in methodological considerations and lucid in style. The argumentation is easy to follow. In short, the essay is a joy to read. What I find especially significant is his integrated use of different source sets: in addition to Arabic poetry, he employs the Qurʾān and ancient Arabian epigraphic evidence as comparative materials (while eschewing Arabic prose literature). The picture that he puts forward is credible and well documented…”
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Aziz al-Azmeh’s new book, The Arabs and Islam in Late Antiquity: A Critique of Approaches to Arabic Sources, is a critical study of Arabic textual sources for the history of the Arabs in late antique times, during the centuries immediately preceding Muhammad and up to and including the Umayyad period. Its purpose is to consider the value and relevance of these sources for the reconstruction of the social, political, cultural and religious history of the Arabs as they were still pagans, and to reconstruct the emergence of Muhammadan and immediately post-Muhammadan religion and polity.
For this religion (including the composition and canonization of the Qur’an), the label Paleo-Islam has been coined, in order to lend historical specificity to this particular period, distinguishing it from what came before and what was to come later, all the while indicating continuities that do not, in themselves, belie the specificity attributed to this period of very rapid change. This is argued further in Aziz Al-Azmeh’s The Emergence of Islam in Late Antiquity: Allah and His People (Cambridge University Press, 2014), to which this book is both a companion and a technical preface.
Al-Azmeh illustrates his arguments through examination of orality and literacy, transmission, ancient Arabic poetry, the corpus of Arab heroic lore (ayyam), the early narrative, the Qur’an, and other literary sources. The work includes a very extensive bibliography of the works cited.
I offered an undergraduate course last spring for the first time on the Qur’an as Literature. My goal was simple, I wanted my students to read the text closely and interpret its verses themselves. Their apprehension, at first, to commit to this bold exercise soon gave way to an ease and skill with handling the text.
Framing this course on the Qur’an as “literature” emphasized the literary qualities of the text and de-emphasized a theological approach. It meant going deep into the rhyme, rhetoric and homiletic nature of the text. It also entailed divorcing the text, to some extent, from Tafsir. I took some cautionary notes from Andrew Rippin’s article on the pitfalls of “The Qur’an as Literature,”[1], but some of this was new territory for me.
(greenzblog.com)
Part of the course description reads:
This course examines the content and literary style of the Qur’an and in the context of the late antique Near East, ca. 2nd-7th centuries CE. We will read the text alongside the texts belonging to the “People of the Scripture” (ahl al-kitab), i.e. Christians and Jews, and other religious groups explicitly mentioned in the Qur’an. Their scriptures include the Hebrew Bible (al-Tawrah), the New Testament (al-Injil), Zoroastrian texts (cf. al-majus) and Arabian prophetic speech (shi‘r kahin). This comparative approach will provide students with a rich understanding of the Qur’an as an integral part of world literature, and challenge contemporary and traditional assumptions about the text. This approach will also allow the Qur’an to speak for itself, rather than reading it through the eyes of medieval interpretation (Tafsir) or prophetic tradition (Hadith) which began in the 9th century CE. This course also exposes students to some of the scholarly challenges of studying the different layers of a text (Meccan vs. Medinan), identifying its audience, trying to construct the history of its transmission (oral vs. written) without much evidence, and to the limits of translation.
Fortunately, the class size was fairly small, 15 or so, and students came from different religious as well as cultural backgrounds, which made for much lively discussion and debate. Students were pushed to think critically and in a systematic function about the Qur’an, as well as challenge their own assumptions about the text. For students I find two principle barriers that stand between them and the Qur’an. These are the ‘politicization of the text’ on the one hand, and the ‘confusion of the text with traditional interpretation’ on theother. More broadly speaking, I wanted them to appreciate scripture not just as a religious text, but as an integral part of world literature that holds value in the academy.
For an undergraduate course like this, all instruction and materials were in English. Reading materials included How to Read the Qur’an by Carl Ernst(who incidentally has a terrific course on this subject!)[2] and several supplementary articles including: a rhyming translation of Q 93-114 by Shawkat Toorawa, a qur’anic reading of the Psalms by Angelika Neuwirth, and a humanistic reception of the text by me.[3] Students were encouraged but not required to buy a translation of the Qur’an, given the plethora of translations online. (Although for practical purposes we used Yusuf Ali’s translation during class time). Finally, included in the course materials were sections of the Hebrew Bible, New Testament, post-biblical exhortations (e.g. Ephrem the Syrian), Zoroastrian texts and Pre-Islamic poetry. For some students it was the first time they had read the Qur’an; for others the first time they read the Bible. In both cases, students expressed how pleased they were at this eye-opening experience and fruitful exchange.
The course benefited a great deal from following stories posted on the IQSA blog (that’s right, this blog!) and the Qur’an Seminar at the University of Notre Dame, which was still running at the time. To my surprise, students were both curious and welcoming of the technical dimensions of Qur’an study. Some of our best discussions, for example, involved scrutinizing the rhyme of Arabic poetry or considering a particular Syriac word. The course naturally explored a number of qur’anic themes like apocalypticism, prophecy, law, etc, as well as introduced students to debates concerning the text’s chronology, speaker and structure. My happiest moment was when a student expressed to me how the course “made the Qur’an part of a much more intellectual conversation.”
Teaching this course was a tremendous learning experience for both the students and myself. The students learned how to navigate a sometimes unwieldy text and appreciate its tremendous contribution to the world in which they live. Collectively, we learned that as long as one approaches any scripture respectfully as well as critically, the task of understanding it becomes that much easier.
[1] Andrew Rippin, “The Qur’an as literature: perils, pitfalls and prospects,” Bulletin of the British Society for Middle Eastern Studies, 10.1, 1983.
[2] Carl Ernst, How to Read the Qur’an: A New Guide with Select Translations, Chapel Hill, NC: University of North Carolina Press, 2011.
[3] Shawkat Toorawa, “’The Inimitable Rose’, being Qur’anic saj‘ from Surat al-Duhâ to Surat al-Nâs (Q. 93–114) in English rhyming prose,” Journal of Qur’anic Studies, 8.2, 2006; Angelika Neuwirth, “Qur’anic readings of the Psalms” in Ed. Angelika Neuwirth et al. (eds.), The Qur’an in Context, Leiden: E. J. Brill, 2009; Emran El-Badawi, “A humanistic reception of the Qur’an,” Scriptural Margins: On the Boundaries of Sacred Texts, English Language Notes, 50.2, 2012.
In his review, Ilkka writes “Nicolai Sinai’s small book, or essay, is a very welcome contribution to the study of the deity Allāh and the religious map of Arabia on the eve of Islam based on the jāhiliyyah (pre-Islamic) poetry. The work is available as an open-access e-book. Sinai’s study is rich in methodological considerations and lucid in style. The argumentation is easy to follow. In short, the essay is a joy to read. What I find especially significant is his integrated use of different source sets: in addition to Arabic poetry, he employs the Qurʾān and ancient Arabian epigraphic evidence as comparative materials (while eschewing Arabic prose literature). The picture that he puts forward is credible and well documented…”
