THE ISLAMIC INTELLECTUAL NETWORK BETWEEN NUSANTARA AND CENTRAL ASIA IN THE 19TH AND 20TH CENTURY AN IN-DEPTH ANALYSIS OF INTELLECTUAL TRACES, GENEALOGY AND KNOWLEDGE TRANSFER

Nurul Hak, - (2024) THE ISLAMIC INTELLECTUAL NETWORK BETWEEN NUSANTARA AND CENTRAL ASIA IN THE 19TH AND 20TH CENTURY AN IN-DEPTH ANALYSIS OF INTELLECTUAL TRACES, GENEALOGY AND KNOWLEDGE TRANSFER. Islamic History and Literature, 2 (2). pp. 92-107. ISSN ISSN 2957-7128

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Text (THE ISLAMIC INTELLECTUAL NETWORK BETWEEN NUSANTARA AND CENTRAL ASIA IN THE 19TH AND 20TH CENTURY AN IN-DEPTH ANALYSIS OF INTELLECTUAL TRACES, GENEALOGY AND KNOWLEDGE TRANSFER) THE ISLAMIC INTELLECTUAL NETWORK BETWEEN NUSANTARA AND CENTRAL ASIA IN THE 19TH AND 20TH CENTURY AN IN-DEPTH ANALYSIS OF INTELLECTUAL TRACES, GENEALOGY AND KNOWLEDGE TRANSFER.pdf - Published Version Download (575kB) | Preview

Abstract

This research investigates the Islamic intellectual network between Nusantara and Central Asia in the 19th and 20th centuries. The study examines the Islamic intellectual network pattern between Nusantara and Central Asia, including the underlying factors of the connection and its influence on Nusantara’s traditional Islamic educational institutions, namely Islamic Boarding School (pesantren). This research employs the historical method and cultural diffusion theory to help the analysis. The research identified a clear influence of the Islamic intellectual network on Nusantara ulama's scholarly output in the 19th and 20th centuries, evident in their works covering various subjects such as 'aqīdah, ḥadīth, fiqh, and tasawwuf. These works, known as Kitab Kuning, derived their name from the yellow papers on which they were commonly written and printed. We also found that al-Azhar (Egypt) and Ḥaramain (Mecca and Medina) were crucial in mediating the Islamic intellectual network between Nusantara and Central Asia. The establishment of pesantren by scholars returning from their studies in Egypt and Ḥaramain marked the final step in linking intellectual genealogy between Nusantara and Central Asia. The formation of the network primarily occurred through two key patterns: knowledge transfer facilitated by teacher-student relationships and the transmission of knowledge through the sanad (knowledge chain).

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