Relevant bibliographies by topics / Harun al-rashid

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Academic literature on the topic 'Harun al-rashid'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Harun al-rashid"

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HALIMAH, SITI M., and Aninda Ika Sabhrina. "NILAI-NILAI PENDIDIKAN ISLAM DALAM KEPEMIMPINAN KHALIFAH HARUN AR-RASYID." journal TA'LIMUNA 10, no. 2 (October 2, 2021): 64. http://dx.doi.org/10.32478/talimuna.v10i2.791.

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AbstrakKhalifah Harun ar-Rasyid merupakan sosok pemimpin yang dermawan, suka memberi baik karena kemauannya sendiri ataupun karena diminta. Harun terkenal sebagai pemimpin berkarisma yang dikagumi oleh rakyatnya, sholeh, taat beragama serta piawai dalam memegang pemerintahan. Oleh sebab itu penulis mengangkat sosok Harun ar-Rasyid menjadi pemeran utama karena beliau sosok tokoh yang mesti untuk dijadikan contoh pada pemimpin di lembaga pendidikan Islam zaman sekarang. Penelitian ini memakai pendekatan kualitatif deskriptif serta tergolong penelitian kepustakaan. Inilah yang peneliti gunakan untuk mengumpulkan data, buku Harun Ar-Rasyid Amir Para Khalifah dan Raja Teragung di Dunia sebagai sumber primernya dan jurnal-jurnal atau makalah sebagai sumber pendukungnya. Hasil penelitian menunjukkan bahwa: Dalam pemerintahan Khalifah Harun ar-Rasyid banyak mengalami kemajuan-kemajuan. Dan salah satu indikator berkembang pesatnya pendidikan dan pengajaran ditandai dengan berkembang luasnya lembaga-lembaga pendidikan Islam.Kata kunci: Nilai Pendidikan Islam; Kepemimpinan; Khalifah Harun Al-Rasyid AbstractCaliph Harun ar-Rashid is a generous leader, likes to give either on his own volition or on demand. Harun ar-Rashid is known as an authoritative caliph, loved by the people, pious, religious and skilled in holding the government. Therefore, the author makes the figure of Harun ar-Rasyid as the main character because he is a figure who must be used as an example with the reality of today's leaders in Islamic educational institutions. This study uses a descriptive qualitative approach and includes library research, because in collecting the data the researcher uses Harun Ar-Rasyid Amir's book The Caliphs and the Greatest King in the World as the primary source and journals or papers as a supporting source. The results show that: During the reign of Caliph Harun ar-Rashid, many progresses were made. And one indicator of the rapid development of education and teaching is marked by the expansion of Islamic educational institutions.Keywords: Values of Islamic Education; Leadership; Caliph Harun Al-Rasyid
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Suedfeld, Peter. "Harun al-Rashid and the Terrorists: Identity Concealed, Identity Revealed." Political Psychology 25, no. 3 (June 2004): 479–92. http://dx.doi.org/10.1111/j.1467-9221.2004.00381.x.

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Rusydi, Ibnu. "The Golden Age of Islamic Intellectuals and The Development of Science During The Abbasid Dynasty." Tafkir: Interdisciplinary Journal of Islamic Education 4, no. 4 (October 31, 2023): 599–609. http://dx.doi.org/10.31538/tijie.v4i4.726.

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This paper aims to examine the era of Islamic intellectual packaging during the reign of Caliph Harun al-Rashid during the Abbasid dynasty in Baghdad. History has recorded that during the reign of the Abbasid dynasty, Muslims were truly at the peak of their glory and led world civilization at that time. The reign of the Abbasid dynasty was a "golden age" in the history of Islamic civilization, especially during the reign of Caliph Harun al-Rashid and al-Ma'mun. Harun al-Rashid is considered by historians to be the greatest and most brilliant caliph who brought the Abbasid dynasty to its golden age. He ruled for 23 years and made this dynasty achieve progress and glory in the fields of politics, economy, trade, science and Islamic civilization. This research concludes that the Abbasid Dynasty was the heyday of Islam in various fields, especially science and science. Islamic intellectual progress at that time was due to the caliph's love of science, the establishment of the Baitul Hikmah library, and the movement to translate various books and literature into and out of Arabic played a major role in shaping the Islamic intellectual world at that time.
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Kelsay, John. "Muslim Discourse on Rebellion." Ethics & International Affairs 27, no. 4 (2013): 379–91. http://dx.doi.org/10.1017/s0892679413000348.

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We can begin with a story. In his account of the reign of Harun al-Rashid, al-Tabari spends considerable time on the matter of Yahya ibn Abdallah. Scion of the family of ‘Ali ibn Abi Talib, Yahya was the leader of a group active in Daylam, a region in present-day Iran. Al-Rashid and other Abbasid leaders laid claim to the territory, but at the time (the 790s) they did not have effective control over it. Ever-sensitive to the challenge presented by sentiment favoring the house of ‘Ali, al-Rashid and his advisers devised a scheme by which the ruler of Daylam received payment for persuading Yahya to turn himself in. He did so, but only on the condition that al-Rashid provide him with a written aman, or guarantee of security.
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Joubin, Rebecca. "The Multifarious Lives of the Sixth ‘Abbasid Caliph Muhammad al-Amin: Collective Memory Construction, Queer Spaces, and Historical Television Drama in Egypt and Syria." International Journal of Middle East Studies 52, no. 4 (November 2020): 643–63. http://dx.doi.org/10.1017/s0020743820000793.

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AbstractA vast array of narratives found in medieval historical chronicles and literary sources have referenced the particular ways in which the culture associated with the ‘Abbasid caliphate diverged from a binary model of gender. Despite debate about the historical accuracy of these early chronicles, the repeated references to the sixth ‘Abbasid caliph Muhammad al-Amin's non-heteronormativity indicate at least a kernel of truth. This article examines the collective memory construction of al-Amin in the Egyptian series Harun al-Rashid (1997) and two Syrian series, Abna’ al-Rashid: al-Amin wa-l-Ma'mun (The Sons of al-Rashid: al-Amin and al-Ma'mun, 2006) and Harun al-Rashid (2018). These contemporary portrayals of the life of al-Amin simultaneously illustrate the process by which history is altered by authorial perspective and the erasure of nonheteronormative space within the ‘Abbasid caliphate. My own authorial perspective inclines toward an interpretation of al-Amin as queer; through this lens, an inspection of wide-ranging accounts of al-Amin's life reveals the historical biases of his time and our current moment, too, as historians then and now variably recognize al-Amin's queerness in constructing collective memory. Some have argued that anti–al-Amin chroniclers may have engaged in historical revisionism and referred to al-Amin as queer to discredit the caliph, but ultimately, whether or not this is true, the current application of those early references by contemporary screenwriters is the most revealing historiographical decision, as his many representations serve as a mirror for our contemporary subjectivities, interests, and agendas. At a time when queer lives and experiences are notably absent from traditional historical narratives, this article proposes that regardless of the accuracy of the original sources, the absence itself in contemporary portrayals is significant, as patterns of exclusion yield tangible meaning. In this particular case, the ready elimination of queerness from contemporary narratives shows the ways in which queerness is vulnerable to erasure in favor of other, more politically expedient identity characteristics and values.
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Ali Mustofa. "Masa Keemasan Pendidikan Islam (Studi Tentang Peran Khalifah Harun Al - Rasyid Dalam Pendidikan Islam)." Jurnal Pendidikan Islam 4, no. 2 (September 24, 2019): 2–26. http://dx.doi.org/10.37286/ojs.v4i2.23.

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Abstract: The role of the Caliph Harun al - Rasyid in Isl amic education is very large, including creating a varied curriculum that not only focuses on the problems of religion that are adapted to the level of education, establishing Khizanah al - Hikmah as an institution of translation, observation and reading roo m, building educational institutions , guaranteeing the lives of high - paying educators, utilizing the country's wealth to build educational infrastructure facilities, cooperating with developed countries to exchange information about science, developing le arning systems by developing Islamic education goals. Scientific treasures really grew rapidly in Baghdad under the rule of Caliph Harun al - Rashid. The era of Caliphate Harun al - Rasyid was a golden age in various fields, ranging from the fields of governme nt, socio - economic, administration, and the most prominent of science.
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Fauzan, Elda Harits, and Agus Mahfudin Setiawan. "The Birth of the Three Great Islamic Kingdoms in the Middle Ages (1250-1800 AD)." El Tarikh : Journal of History, Culture and Islamic Civilization 3, no. 1 (May 29, 2022): 57–76. http://dx.doi.org/10.24042/jhcc.v1i1.10682.

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Islam had a very advanced civilization, namely during the Abbasid dynasty. More precisely when Caliph Harun Al Rashid and his son Al Ma'mun led, around the 8th century AD to the 13th century AD. Harun Al Rashid and his son Al Ma'mun have big aspirations, namely to build an Islamic civilization that upholds science. But unfortunately this golden age of Islam must end. There are several factors that caused the end of this golden age of Islam. However, the most significant was the result of an attack from the Mongols that destroyed Baghdad along with the most complete library and center of knowledge at that time, Bayt Al Hikmah. This attack from the Mongols also caused the political power of Islam to be divided. Where the Islamic territory is no longer in one big unit, which is led by one leader who becomes the caliphate as the center of government. Islamic political conditions began to develop again and began to show progress after the emergence of the three great Islamic empires in the Middle Ages. The three great kingdoms, the Ottoman Empire in Turkey, the Mughal Empire in India, and the Shafavid Empire in Persia.Keywords: Conquest, Golden, Civilization
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El-Hibri, Tayeb. "Harun Al-Rashid and The Mecca Protocol Of 802: A plan For Division Or Succession?" International Journal of Middle East Studies 24, no. 3 (August 1992): 461–80. http://dx.doi.org/10.1017/s002074380002198x.

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The succession crisis and civil war that followed the death of Caliph Harun alRashid in 809 is a gloomy chapter in the history of the Abbasid caliphate in its prime that captured the attention of later medieval Muslim scholars. Their main challenge lay in trying to find an appropriate rationale for justifying the conflict between the caliph's sons, al-Amin and al-Maʾmun, and the fate of the community under a caliphate seized by force for the first time in the Abbasid era. The destruction wrought by the civil war on the capital, Baghdad, combined with the spread of factional strife to other provinces of the caliphate, presented an ethical and religious dilemma reminiscent to contemporaries of the early Islamic fitnas. Conscious of this parallel, the chronicler al-Tabari, writing a century later, devotes considerably more space to the years of the civil war than he does to the reigns of al-Rashid and al-Maʾmun that bracketed it.
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Ghofur, Abdul, Khoirudin Nasution, and Makmun Efendi. "The Epistemology of Medieval Islamic Education:Historical Portraits of the Abbasid Dynasty During Caliph Harun Ar-Rashid." International Journal of Multicultural and Multireligious Understanding 8, no. 10 (October 2, 2021): 28. http://dx.doi.org/10.18415/ijmmu.v8i10.2990.

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This research is focusing on the epistemological pattern of Islamic education during the Abbasid dynasty, especially during the Caliph Harun ar-Rashid. This study is library research using a historical approach. The research findings indicate that the background influencing the development of educational epistemology during the Abbasid dynasty, especially during the Caliph Harun is the translation movement, the construction of Bait al-Hikmah, the high number of Islamic educational institutions such as kuttab / maktab, low education in the palace, procurement of bookstores, the existence of Knowledge Convention, optimizing the function of mosques, madrasas for the public, and providing houses for ulema. More, the existence of scientists around the Caliph Harun promoted the progress of science, civilization, and Islamic education. In addition, the advance of political stability and economic circumstances during the Caliph Harun had also made scientific activity, Islamic education, and knowledge development becomes maximum. Moreover, Islamic education epistemology during the Caliph Harun can be mapped into three major streams of the underlying theory of knowledge, first, rational knowledge; second, sensory knowledge; and third, knowledge of Kasyaf through revelation or intuition. Several forms of knowledge developed from the epistemological style of Islamic education include the science of interpretation, the science of hadith, the science of kalam, the science of language, and the science of Tasawuf. Epistemology of Islamic education spawned many methods for scientific study such as nadzr, tadabur, tafakur, bayyinah, burhan, mulahzah, tajrib, istiqra, qiyas, tamsil, ta'wil, dzati, HISSI, khayali, aqli, syibhi, and more.
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Journal, Journal, and Ali Mustofa. "Masa Keemasan Pendidikan Islam." Jurnal Pendidikan Islam 1, no. 1 (September 22, 2019): 1–26. http://dx.doi.org/10.37286/ojs.v1i1.2.

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Abstract: The role of the Caliph Harun al - Rasyid in Isl amic education is very large, including creating a varied curriculum that not only focuses on the problems of religion that are adapted to the level of education, establishing Khizanah al - Hikmah as an institution of translation, observation and reading roo m, building educational institutions , guaranteeing the lives of high - paying educators, utilizing the country's wealth to build educational infrastructure facilities, cooperating with developed countries to exchange information about science, developing le arning systems by developing Islamic education goals. Scientific treasures really grew rapidly in Baghdad under the rule of Caliph Harun al - Rashid. The era of Caliphate Harun al - Rasyid was a golden age in various fields, ranging from the fields of governme nt, socio - economic, administration, and the most prominent of science. Keywords: Abstrak: Peran Khalifah Harun al - Rasyid dalam pendidikan Islam sa ngat besar, diantaranya membuat kurikulum variatif yang tidak hanya fokus pada masalah keagmaan yang disesuaikan dengan jenjang pendidikan, mendirikan Khizanah al - Hikmah sebagai lembaga penerjemahan, observasi dan ruang baca, membangun lembaga - lembaga pend idikan, menjamin hidup para pendidik dengan gaji tinggi, memanfaatkan kekayaan negara untuk membangun sarana prasarana pendidikan, bekerjasama dengan negara maju untuk bertukar informasi tentang keilmuan, mengembangkan sistem pembelajaran dengan mengembang kan tujuan pendidikan Islam. Khazanah keilmuan benar - benar tumbuh pesat di Baghdad dibawah pemerintahan khalifah Harun al - Rasyid. Era kekhalifahan Harun al - Rasyid merupakan masa keemasan dalam berbagai bidang, mulai dari bidang pemerintahan, sosial - ekonomi , administrasi, dan yang paling menonjol ilmu pengetahuan.
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Dissertations / Theses on the topic "Harun al-rashid"

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Kimber, Richard Arthur. "Harun Al-Rashid and the Abbasid succession." Thesis, University of Cambridge, 1989. https://www.repository.cam.ac.uk/handle/1810/272629.

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Books on the topic "Harun al-rashid"

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Clot, André. Harun al-Rashid and the world of the Thousand and one nights. London: Saqi, 1989.

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Clot, André. Harun al-Rashid and the world of the thousand and one nights. New York: New Amsterdam, 1989.

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1929-, Boullata Issa J., ed. The caliph's sister: Harun al-Rashid and the fall of the Persians. Bethesda, MD: Zaidan Foundation, 2010.

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Harun al-Rashid: Al-Khalifah al-muftara alayh. Dar al-Bashir lil-Thaqafah wa-al-Ulum, 2002.

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Audisio, Gabriel. Harun Al Rashid: Caliph Of Baghdad. Kessinger Publishing, 2004.

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Der Diwan des Harun al-Rashid. Frankfurt am Main: Büchergilde Gutenberg, 1988.

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Der Diwan des Harun Al Rashid. Stuttgart: Edition Weitbrecht, 1987.

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Der Diwan des Harun Al Rashid. 2nd ed. Ullstein, 1989.

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Harun Al-Rashid: And the World of the Thousand and One Nights. Saqi Books, 2014.

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Clot, Andre. Harun Al-Rashid: And the Thousand and One Nights. 2nd ed. Saqi Books, 2004.

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Book chapters on the topic "Harun al-rashid"

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Siracusa, Joseph M., and Laurens J. Visser. "The Land of Harun al-Rashid, 2001–2003." In Going to War with Iraq, 135–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30163-7_5.

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Engstrom, Eric J. "“Like a Modern Harun al-Rashid”: Herman Heijermans's 1910 Reports on the Herzberge Mental Asylum in Berlin." In Journalists and Knowledge Practices, 207–34. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003111993-14.

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"Harun Al-Rashid." In The Early Abbasid Caliphate, 119–38. Routledge, 2016. http://dx.doi.org/10.4324/9781315667423-19.

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"The Accession of Harun al-Rashid." In Meadows Of Gold, 67. Routledge, 2013. http://dx.doi.org/10.4324/9780203037997-30.

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"The Dream of Harun al-Rashid." In Meadows Of Gold, 74–75. Routledge, 2013. http://dx.doi.org/10.4324/9780203037997-35.

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"The Death of Harun al-Rashid." In Meadows Of Gold, 98–100. Routledge, 2013. http://dx.doi.org/10.4324/9780203037997-51.

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"Sharif al-Rubay‘i (1943–97): Harun al-Rashid." In Baghdad, 271. Harvard University Press, 2013. http://dx.doi.org/10.4159/harvard.9780674726482.c170.

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"The Last Pilgrimage of Harun al-Rashid." In Meadows Of Gold, 71. Routledge, 2013. http://dx.doi.org/10.4324/9780203037997-33.

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"Harun al-Rashid and the Singing Girl." In Meadows Of Gold, 105–6. Routledge, 2013. http://dx.doi.org/10.4324/9780203037997-55.

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"Harun al-Rashid and the Death of Hadi." In Meadows Of Gold, 62–63. Routledge, 2013. http://dx.doi.org/10.4324/9780203037997-27.

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