Lessons 15 · 1 lessons · Z. Islomov, D. Rahimjonov, J. Najmiddinov, N. Ismatova. History of world religions, Grade 11, 1st edition. Yangiyul Poligraph Service, Tashkent, 2018
15
Classical Sufism and the term “tariqatchilik”
Textbook: pp. 67–71
GoalDescribe the main ideas of classical Sufism; explain in what sense the term “tariqatchilik” is used and what its limits are; outline the life of Bahauddin Naqshband and the “Khwajagan” rules.
New words
perfect (complete) human · komil insontraining of the self · nafs tarbiyasiterm for groups stressing outward forms · tariqatchilikspiritual master (in a Sufi order) · pir
Explanation
In the tradition of classical Sufism the central ideas are the perfect human (komil inson), training of the self (nafs), honest work, equality and brotherhood among people, and benefit to society. In the textbook the term “tariqatchilik” is used not for this content but to separate classical Sufism from groups that stress the outward form and rituals of Sufism and an excessive attachment to the pir (guide). An important note: this is a term used in Uzbekistan’s scholarly and official discussions, not a generally accepted scientific concept in world religious studies; so when using it one should say who is using it and in what sense. The textbook lists some features it attributes to such groups: treating secular education, including the education of girls, as unnecessary; putting responsibility to the family (support, upbringing) second; looking down on people outside the group. According to the textbook’s authors, Islamic scholars have also criticised such views; in legal terms they do not fit the right to education in Uzbekistan’s Constitution. A scholar of religion avoids general verdicts on every group and relies on specific sources and observed facts.
Worked examples
The textbook and traditional sources describe Naqshband’s life as follows: he was born in 1318 in a village near Bukhara, studied under teachers such as Baba Samasi and Amir Kulal, performed the hajj twice, and earned his living by farming and later by engraving patterns on copper and brocade (according to tradition, his epithet is linked with this craft).
The “Khwajagan” path is linked with Abdulkhaliq Ghijduvani, to whom eight rules are attributed (for example “hush dar dam” – awareness in every breath, “nazar bar qadam” – watching one’s step, “safar dar vatan” – a journey within one’s inner world, “khilvat dar anjuman” – inner solitude even in a crowd); Naqshband added three rules, making eleven in all.
Class activity
Working with sources: in a two-column table write the difference between the terms “tasawwuf” and “tariqatchilik”; in each column record only information from the textbook and reliable sources, and mark your own personal judgements in a separate row.
Practice
1
For what purpose is the term “tariqatchilik” used and what is its limitation?
To separate classical Sufism from groups that stress outward form and excessive attachment to the pir; it is used in discussions in Uzbekistan and is not a general term in world religious studies.
2
How many rules did Naqshband add to the “Khwajagan” rules and how many were there in total?
He added three; eight plus three makes eleven in all.
3
Why is obstructing the education of girls regarded as contrary to the legal system of Uzbekistan?
Because the Constitution guarantees every citizen the right to education regardless of sex, and restricting this right is contrary to law.
4
Why is a verdict of “they are all like that” about a group unsuitable for religious studies?
Because a scholar relies on specific sources and facts; groups differ from one another, and generalising leads to error and bias.