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“In the emerging world of ethnic conflict and civilizational clash, Western belief in the universality of Western culture suffers three problems: it is false; it is immoral; and it is dangerous.”
Samuel P. Huntington“By imitating the manners and the mode of life of the West,the Muslims are being gradually forced to adopt the Western moral outlook: for the imitation of outward appearance leads,by degrees, to a corresponding assimilation of the world-view responsible for that appearance.”
Muhammad Asad, Islam at the Crossroads“The concept of ta'dib, if properly understood and competently explicated, is the correct concept of education in Islam, and not ta'lim or tarbiyah, which are currently in vogue among Muslims all over the world. this is because ta'dib already includes within its conceptual structure the elements of knowledge ('ilm), instruction (ta'lim), and good breeding (tarbiyah).”
Wan Mohd Nor Wan Daud, Islamization of Contemporary Knowledge and the Role of the University in the Context of De-Westernization and Decolonization“Literature is called adabiyat in Islam precisely because it is seen as the keeper of a civilization and the collector of teachings and statements that educate the self and society with adab such that both are elevated to the rank of the cultured man (insan adabi) and society.”
Wan Mohd Nor Wan Daud, Islamization of Contemporary Knowledge and the Role of the University in the Context of De-Westernization and Decolonization“It was Daisuke's conviction that all morality traced its origins to social realities. He believed there could be no greater confusion of cause and effect than to attempt to conform social reality to a rigidly predetermined notion of morality. Accordingly, he found the ethical education conducted by lecture in Japanese schools utterly meaningless. In the schools, students were either instructed in the old morality or crammed with a morality suited to the average European. For an unfortunate people beset by the fierce appetites of life, this amounted to nothing more than vain, empty talk. When the recipients of this education saw society before their eyes, they would recall those lectures and burst out laughing. Or else they would feel that they had been made fools of. In Daisuke's case it was not just school; he had received the most rigorous and least functional education from his father. Thanks to this, he had at one time experienced acute anguish stemming from contradictions. Daisuke even felt bitter over it.”
Sōseki Natsume, And Then“Decadence, decadence, he said to himself. They’ve lost everything and gained nothing. The French had merely daubed on the finishing touches at the end of a process which had begun five hundred years ago, at least. Their intuitive moral desires coincided with the ideals embodied in the formulas of their religion, yet they could live in accordance neither with those deepest impulses nor with the precepts of the religion, because society came in between with all the pressure of its tradition. No one could afford to be honest or generous or merciful because every one of them distrusted all the others; often they had more confidence in a Christian they were meeting for the first time than in a Moslem they had known for years.”
Paul Bowles, The Spider's House