Bibliographic record
Abstract
In many different ways the Qur’an and Sunnah bring peace into the heart of Islam’s spirituality, law and ethics. There is a persistent quest to instil tranquillity into the hearts and minds of the believers. The thrust of this presentation is to explore and substantiate the grounds of our belief that peace is a universal and normative principle of Islam. An introduction raises the question as to why Islam is associated with violence, and whether there any basis for this. This is followed by discussion of Islam’s self-definition and self-identification as a religion of tranquillity and peace. The sub-headings that follow are a reading of the source evidence, especially of the Qur’an and Sunnah. Then I take a glimpse into how in Islam Divine love and grace constitute the leitmotif and origins of God’s creation. The discussion proceeds to expound the centrality of ihsan (beauty and benevolence) as a theological foundation of Islam. This is followed by a brief exposition of compassion (rahmah), justice (‘adl), human dignity (karamah) and the vicegerency of mankind on earth (khilafah) and how these feature in Islam as a religion of submission and peace. Then I explore the place of non-violence, forbearance and patience (sabr) in the teachings of Islam. Finally I turn to the use of force and the much-debated subject of jihad (selfless striving) under two sub-headings, one of which expounds textual dispensations and early developments on jihad, while the other examines jihad in the modern period. I show how the meaning of jihad has been changing in tandem not only with juristic and theological thought but also with the politics of power, domination and conquest. I end with a conclusion and recommendations.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".