Mawlana Rumi Review IV (original) (raw)
Related papers
Mystical Poems of Rumi, revised and corrected ed. by Franklin Lewis with Hasan Javadi, 2009
This is an extensively corrected edition in one volume of the two previously published volumes of A.J. Arberry's translations of 400 ghazals of Jalal al-Din Rumi. With new formatting and new foreword, as well as new notes, by Franklin Lewis. The first volume was published in 1968 toward the end of Arberry's life, with notes prepared by Hasan Javadi, who had been a Lector at Cambridge and assistant to Arberry. Prof. Javadi also prepared and annotated the second volume of Arberry's translations for publication after Arberry's death, which appeared in 1979. After teaching as Professor of English at the University of Tehran, Prof. Javadi returned to the US, where he taught me Persian literature at UC Berkeley in the early 1980s. Prof. Javadi has retained the handwritten translations made by Arberry, and together we went over these in 2007-8 to help correct the many mistakes that appeared in the original 1979 publication (Prof. Arberry suffered from Parkinson's and his handwriting was very difficult to read, leading to many errors). The new edition I have prepared brings together both volumes of Arberry's translations of Rumi's ghazals in one corrected edition with new notes and a new introduction. http://www.press.uchicago.edu/ucp/books/book/chicago/M/bo6035379.html
Michałak, Mirosław and Zaborowska, Magdalena (eds.). In Quest of Identity: Studies on the Persianate World. Warsaw: Wydawnictwo Akademnickie Dialog, 2015.
In this article, I firstly examine some of the ways in which various exclusivist nationalist interests have competed, and continue to compete, to appropriate Mawlānā for ends quite anathematic to his own ecumenical approach. I thus attempt to demonstrate that, far from giving voice to any specifically Persian or Iranian nationalist identity, Rūmī and his poetry have been appropriated by not only Iranian but also Afghan and Turkish nationalist discourses as means to assert their own ideological agendas. I then take a closer look at Mawlānā’s own conceptualization of identity. Drawing on selected passages from Rūmī’s magnum opus, the Masnavī, I attempt to demonstrate that Jalāl al-Dīn’s notion of identity, particularly of the nationally-constituted kind, remains steadfastly untied to sectarian affiliations, and thereby undermines the appropriative nationalist efforts adumbrated in the preceding section.
"He Has Come, Visible and Hidden": Jalal al-din Rumi's Poetic Presence and Past
Companion to World Literature, Vol. II, 2020
This piece for the Wiley-Blackwell Companion to World Literature, Vol. II, examines the life and works of Jalal al-din Rumi. It discusses key issues in the study of Mowlana/Rumi, and includes a description of the style and examples from each of his key pieces of writing. Target audience is undergraduates in world literature classes, graduate students in religious studies, and/or use by professors who wish to include Rumi in their syllabi. Resources for further study of Rumi are included in the references.
University of Colombo Review (Series III), Vol. 3, No. 2, 2022
At a time when the lexical and phraseological properties, and the linguistic and stylistic conventions of the Sinhala language are being undermined by a younger generation of Sinhala speakers in Sri Lanka, whether in the public media or in informal interpersonal conversations, the effort of Sasanka Perera and Indu Gamage to produce a Sinhala translation of a body of classical poetry by the 13th Century Persian poet Jalāl al-Dīn Rūmī can be interpreted as the fulfilment of a cultural obligation to the Sinhala language. It helps expand the aesthetic interests of the Sinhala reader and provides a roadmap for sustaining and enhancing a highly developed Sinhala language and culture native to the island population of Sri Lanka. The handsome publication titled, ;= áka ms Í.s h tla fudfyd;la (A Moment Filled with Pleasure) is designed within an academic framework that incorporates 1) a note by the translators; 2) an introduction with a biographical sketch of Jalāl al-Dīn Rūmī and a review of his craftsmanship as a poet by Sasanka Perera; 3) the Sinhala translations of 150 Jalāl al-Dīn Rūmī poems aligned under four separate themes-a) bereavement, b) wisdom, c) love, and d) life, each accompanied by the name of the respective translator and the source from which the English translation is taken; and 4) an epilogue to the work introducing an approach to a thematic analysis of Jalāl al-Dīn Rūmī's poetry by Darshana Liyanage of the University of Ruhuna. All these features of the publication are solid in terms of cognitive,
Mawlānā Jalāl al-Dīn Rūmī (A Bibliography)
“Mawlānā Jalāl al-Dīn Rūmī.” In Christian Muslim Relations. A Bibliographical History (1200-1350), Vol 4. Edited by David Thomas and Alex Mallett. Brill, Leiden 2012, pp. 491-508.
The Life and Legacy of Mawlana Jalal al-Din Mohammad Rumi
Problem of God a-) Mawlana Jalal al-Din Mohammad Rumi was born in Balkh in modern-day Afghanistan in 1207 A.D. to Baha al-Din Walad. Baha al-Din was a great Sufi and Islamic jurisprudent in his own right and had a following of dedicated students. Rumi's family relocated many times in his childhood. While they originally lived in Afghanistan and Tajikistan, by 1212 the family had moved to Samarkand in Uzbekistan. Either Baha al-Din had a dispute with a ruler there or he was alarmed about the rumblings of the approach of the Mongol horde when the family relocated to Baghdad and then Mecca. Rumi performed the Holy Pilgrimage in Mecca. The family kept traveling and in Nishapur in modernday Iran, it is held that Rumi met the Sufi saint Fariduddin Attar 1. Attar gauged the spiritual elevation of Rumi and presented his father with the copy of his own text, the Book of Mysteries while issuing him praise about Rumi. Finally, in the western most periphery of the Muslim world, the family settled in Anatolian city of Konya in the Asia Minor region. They were warmly received by the Seljuk king who governed the territory 2 and Baha al-Din helped make Konya into a center of learning. From an early age, Rumi had studied the esoteric sciences of the Quran, Hadith, Arabic grammar, logic as well as theology, history, philosophy, astronomy, and mathematics 3. After his father died in 1231 A.D, Rumi benefitted from the mentorship of one of his disciples, Burhan al-Din Tirmidhi. By the time Rumi became the head of the madressah-the spiritual learning community-of his father, he had perfect understanding of Sufi teachings and held mastery over