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Prompt 14: Does some knowledge belong only to particular communities of…
Prompt 14: Does some knowledge belong only to particular communities of knowers?
Muslim Hijri Calendar
Real world context
The role of knowledge by Muslim astrologists to prove the validity of the calendar towards Muslim communities
Specialised groups of knowers—such as religious scholars, scientists, historians, or cultural experts—play a critical role in validating and maintaining knowledge systems that are essential to the identity, practices of those communities.
Assumptions
Can someone outside the Muslim community fully appreciate the religious and spiritual significance of the Hijri Calendar, or does that knowledge belong only to Muslims who live by its guidance?
Is the authority of knowledge, such as moon sightings, more accepted when it comes from individuals or communities with shared beliefs and practices?
Can the knowledge of how to use the Hijri Calendar in determining Islamic dates and festivals be fully understood by someone who has not undergone religious education or initiation into Islamic practices?
Information
The Hijri calendar is a lunar-based calendar used by Muslims around the world. It has 12 months in a year, totaling 354 or 355 days, which is shorter than the Gregorian calendar.
The calendar starts from the year 622 CE, marking the Prophet Muhammad's migration (Hijrah) from Mecca to Medina.
The Islamic calendar relies heavily on moon sightings (rukyah) to determine the beginning of each month, especially for religious observances such as the start of Ramadan, Eid al-Fitr, and Eid al-Adha.
Different countries may observe the beginning of Ramadan and Eid al-Fitr on different days due to regional moon sightings.
Methods to determine the reliability of calendar
Rukyah (Visual Sighting): Physically sighting the crescent moon.
Hisab (Astronomical Calculations): Using mathematical calculations to determine the phases of the moon.
Combining Rukyah and Hisab: Some Islamic authorities combine both methods to ensure accuracy and religious observance.
Falak Syarie divisions in JAKIM (Malaysian context)
Functions: They use both traditional methods (physical moon sightings) and astronomical calculations to determine the start of lunar months.
Role: These divisions exist within various state religious authorities and are responsible for Islamic astronomy (known as ilmu falak), which includes the study of celestial bodies to assist in moon sighting and Islamic calendar determination.
National Fatwa Council (Majlis Fatwa Kebangsaan)
Role: The National Fatwa Council provides religious rulings (fatwas) regarding moon sighting procedures and the validation of the Hijri calendar.
Functions: The council issues rulings based on Islamic jurisprudence to ensure that the process of moon sighting and calendar setting is in accordance with Shariah principles.
Links between RWC and Prompt 14
The role of specialized religious scholars like JAKIM in determining the Islamic calendar illustrates that some knowledge (e.g., moon sightings, the spiritual significance of religious dates) belongs to particular communities of knowers, in this case, the Muslim community and its religious experts.
While the technical knowledge of lunar phases may be accessible to anyone, the religious significance and application of that knowledge is exclusive to Muslims, particularly those who follow and maintain Islamic traditions. This demonstrates how knowledge can be both accessible and exclusive, depending on the community of knowers.
The general Muslim population may not have direct access to or understanding of the moon sighting process, but they trust the conclusions of these specialised groups, suggesting a division between those who possess the knowledge and those who rely on it.
Keywords
Knowledge
Information, understanding, and skills that are acquired through experience, education, or learning.
Involves the awareness of facts, concepts, ideas, or truths, and the ability to apply them to various situations.
May be influenced by culture, language, and perception
Types of knowledge
Factual Knowledge: Awareness of specific facts or information (e.g., historical dates, scientific facts).
Procedural Knowledge: Knowing how to perform certain tasks or processes (e.g., riding a bike, solving a math problem).
Conceptual Knowledge: Understanding broader ideas, theories, or frameworks (e.g., understanding gravity or democracy).
Experiential Knowledge: Knowledge gained through personal experiences and practical engagement (e.g., knowing how to navigate a city from living there).
Belong
Ownership: Refers to something being possessed by someone or being the property of a person or group.
Membership or Association: Describes being part of a group, organization, or category.
Cultural or Emotional Connection: Refers to having a sense of fitting in or being in the right place, either physically or emotionally.
Conceptual Ownership: In more abstract terms, "belong" can refer to how knowledge, ideas, or practices are tied to specific groups or communities.
Particular
Refers to something specific or unique, highlighting that the knowledge may not be general or universal, but tied to a certain community.
Communities
Groups of people who share common interests, practices, cultures, or beliefs.
Could refer to cultural, religious, professional, or academic groups.
Knowers
The individuals or groups who hold or understand certain knowledge.
It refers to those who have access to, or the ability to comprehend, a certain type of knowledge.
Kenyan Kiondo Bag
Real world context
The Kiondo weaving technique is a specialised skill passed down through generations among the Kikuyu and Kamba communities in Kenya
Specialised knowledge is passed down within specific groups, creating a form of exclusive understanding that can only be fully appreciated or practiced by those within the community.
Information
The Kiondo is a traditional handwoven basket or bag, primarily made from sisal fibers (from the agave plant) and sometimes combined with other materials like leather.
It involves spiral weaving, where artisans weave the fibers into circular or oval shapes, starting from the bottom and gradually moving upwards to form the bag.
The fibers are often dyed using natural, plant-based dyes, creating the beautiful, vibrant patterns that are characteristic of these bags.
The weaving process is meticulous and can take several days or even weeks depending on the complexity of the design.
Sisal is a biodegradable and sustainable material, making Kiondo weaving an environmentally friendly practice.
Kikuyu and Kamba communities
The Kiondo weaving technique is traditionally associated with the Kikuyu and Kamba communities in Kenya. It has been passed down through generations as part of their cultural identity and heritage.
The materials used, such as sisal fibers, reflect the community’s deep connection to the land and sustainable practices. This reinforces the idea that the Kiondo is more than a practical object; it embodies the community’s relationship with nature and the environment.
Historically, Kiondo baskets were woven and carried by women, symbolizing their role in the family and community. It was a rite of passage for young girls learning the craft from their elders, representing responsibility, maturity, and the transition into adulthood.
Historically, Kiondo baskets were used for carrying goods, particularly by women, during market days or special events. They were valued for both their practical utility and cultural meaning.
The patterns and designs on the Kiondo often hold symbolic meaning for the community, representing regional identity and traditional values.
Links between RWC and Prompt 14
The Kiondo weaving technique is a traditional craft passed down within the Kikuyu and Kamba communities in Kenya. This reflects how certain types of knowledge, like specific weaving methods, are exclusively transmitted within particular communities.
The knowledge required to weave a Kiondo bag is specific to those who have been trained within these communities. This exclusive understanding and proficiency in the technique can only be fully appreciated and practiced by those who belong to or have been trained within these particular cultural groups.
The Kiondo weaving technique exemplifies how certain types of knowledge are preserved and maintained within specific communities. It highlights the role of cultural groups in safeguarding specialized knowledge that might not be widely accessible or understood outside these communities.
The Kiondo weaving technique contributes to the cultural identity of the Kikuyu and Kamba communities. This shows how some knowledge is intrinsically linked to the identity of the community and plays a role in the cultural heritage of that group.
Assumptions
Is it assumed that specialized knowledge, like the Kiondo weaving technique, can only be effectively transmitted within the community that practices it?
Does the understanding and appreciation of certain types of knowledge require immersion in or experience with the cultural and social practices of the community that holds this knowledge?
Does the ability to fully understand and appreciate certain knowledge require being part of or having a deep connection with the community that possesses it?
Personal diary
Information
My personal diary
Example: "This book belongs to Sarah."
Example: "He belongs to the school's debate team."
Example: "I feel like I belong in this community."
Example: "Certain religious practices belong to particular faith communities."
Kiondo weaving technique