May 03 2025

Interviewed by Kristian Petersen

In this interview, Tariq Jaffer talks about the subject of his award-winning 2014 book, "Razi: Master of Qur'anic Interpretation and Theological Reasoning." Razi (1148–1210), a post-classical scholar, introduced the highly innovative, rational method of interpretation and reasoning in the Islamic tradition.

Jaffer's book won the 2015 American Academy of Religion Award for Excellence in the Study of Religion in the textual studies category.

by Jessica Lee Ehinger, Boston University

large, decorative iron gate

As someone actively pursuing life as a “flexible academic,” I’m excited by the increased attention at AAR to nontraditional research. When I started out as a graduate student in 2008, I was, as far as I knew, the only one pursuing a PhD while actively considering roles outside of academia. I had never heard of anyone leaving academia, except for the occasional person “pursuing a career in politics,” and this was always spoken with a tone of disdain. When I started working full-time in 2012, the choice was purely pragmatic—my funding had run out, but I wanted to finish my degree, so I decided to try balancing my work and my writing rather than taking out loans for what I knew could be an indefinite number of years.

by Elizabeth Pérez, Dartmouth College

A pot filled with roasted corn tamales

Growing up in a Cuban family, I understood that food was love. My fondest cooking memory is of making tamales with my mother: sprinkling maize flour with tiny mosaic tiles of pork and green pepper; whisking in broth and tomato sauce; spooning the dough into soaked corn husks, then binding them with string. My mother worked as a seamstress, and I more often saw the hands that conjured tamales making magic with needle and thread.

Secretary of State John Kerry speaking at the podium during a speech to the Baker Institue of Public Policy at Rice University

"The more we understand religion and the better able we are as a result to be able to engage religious actors, the more effective our diplomacy will be in advancing the interests and values of our people," said Secretary of State John Kerry to an audience at Rice University's Baker Institue for Public Policy last Tuesday evening, April 26.

by Jeanne Stevenson-Moessner, Perkins School of Theology

In the midwestern town of Dubuque, Iowa, plans to build a mosque are underway. Seventy percent of the building costs have been raised, and according to Lieutenant Scott Baxter of Dubuque’s police department, no threats, complaints, or hate crimes have occurred. Cardiologist Rami Eltibi, a member of the Tri-State Islamic Center, sees the mosque’s construction "as a milestone in the organization’s efforts to break through the misinformation and fear surrounding Islam. The site will be focused on fostering increased conversation and understanding among those with differing beliefs in creating a more welcoming and inclusive Dubuque" (Telegraph Herald, January 11, 2016).

How do we do this in the academy? In a period of growing Islamophobia in the United States, how can theological institutions help "build a mosque," metaphorically speaking, and replace sites of misinformation and miscommunication?

by Ermin Sinanović, International Institute of Islamic Thought

The Idea for the AAR Panel

The idea for organizing a panel at the American Academy of Religion 2015 Annual Meeting about teaching Islamic studies in theological seminaries came through sustained conversations that the International Institute of Islamic Thought had with several professors and administrators at these institutions—namely, Mark Toulouse and Nevin Reda of Emmanuel College, and Serene Jones and Jerusha Tanner Lamptey of Union Theological Seminary. Once basic components and ideas for the panel were in place, we reached out to several other colleagues who all immediately accepted our invitations. Thus, the proposal was put together mainly by Nevin, Jerusha, and myself.

by Nevin Reda, Emmanuel College, Toronto

Emmanuel College of Victoria University in the University of Toronto is one of a handful of North American theological schools associated with mainstream Protestant denominations that have introduced a Muslim studies program, hired Muslim faculty, and accepted Muslims into its denominationally diverse student body. This major institutional shift broadens the scope of the study of Islam to include new areas of research that have a theological and practical dimension, such as spiritual care and counseling. Before this move, the formal study of Islam was restricted to departments for the study of religion and other university departments which are normally not conducive to theological inquiry.

by Feryal Salem, Hartford Seminary

Teaching Islamic studies and directing the Islamic Chaplaincy Program at Hartford Seminary is truly a great privilege. Being the only formally accredited Islamic chaplaincy certificate program in the country, we have promising students from all over the United States who come to Hartford to learn how to think critically, live faithfully, and serve their diverse communities as spiritual care givers. Our program consists of a two-year master’s degree in religious studies with a focus on Islamic studies and Christian-Muslim relations followed by a one-year certificate program in Islamic chaplaincy in which students learn skills related to counseling, leadership, and public speaking.

by Scott C. Alexander, Catholic Theological Union, Chicago

These reflections are a mixture of the institutional and the personal. They focus largely on some of the initiatives and so-called "best practices" of interreligious programing at the institution where I have been teaching for the past fifteen years—Catholic Theological Union in Chicago (CTU). But they also include my own personal history and experience as a Christian Islamicist engaged in Christian-Muslim dialogue on both a professional and personal level for well over thirty years.

by Munir Jiwa, Graduate Theological Union

Greetings of peace. Before I comment on the opportunities and challenges in teaching Islamic Studies in theological schools and seminaries, I want to first give a brief historical overview of the Graduate Theological Union (GTU). This overview will also help us contextualize the Center for Islamic Studies; I will follow by sharing some of the institutional challenges as well as some of the personal challenges I have to navigate both as the founding director of the Center for Islamic Studies, and as an associate professor of Islamic studies, who is trained as an anthropologist. Finally, I want to share some of the opportunities I think need to be encouraged and funded, especially in the area of Islamic contributions to interreligious studies, dialogue and leadership both in the academy across disciplines, and in the larger public sphere.

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