Indian dances, although those dances of the two countries had a common source in the same Indian well. Hindu and Buddhism—two philosophies that contradict each other in India—as well as Javanese local philosophy were reconciled in Indonesia by the genius of Sambhara Suryawarana, Mpu Prapanca, and Mpu Tantular. Further reading Islamic school The 10-century process of Indianization of Indonesia was rivaled by the coming of Persian Sufism, and Sufism had begun to take root in the native philosophical discourse since the early 15th century onwards. The widespread practice of Sufism was encouraged by the massive founding of Islamic kingdoms and sultanates in Indonesia (Nasr 1991:262). Kings and sultans like Sunan Giri, Sunan Gunungjati, Sunan Kudus, Sultan Trenggono of Demak, Pakubuwono II, Pakubuwono IV, Sultan Ageng Tirtayasa of Banten, Sultan Alauddin Riayat Syah, Engku Hajji Muda Raja Abdallah to Raja Muhammad Yusuf are sufi-kings; they learned Sufism from eminent Sufi teachers (Perpustakaan Nasional 2001:12-39). Sufism in Indonesia can be divided into two schools: Ghazalism and Ibn Arabism. Ghazalism takes its main inspiration from Al-Ghazali’s teachings, whereas Ibn Arabism from Ibn Arabi’s doctrines. Sufis from the Al-Ghazali line include Nuruddin Al-Raniri, Abdurrauf Al-Singkeli, Abd al-Shamad Al-Palimbangi, Syekh Yusuf Makassar, while the Ibn Arabi line includes Hamzah Al-Fansuri, Al-Sumatrani, Syekh Siti Jenar, and so on (Nasr 1991:282-287). Arabian Wahhabism was also adopted by King Pakubuwono IV and Tuanku Imam Bonjol, who eradicated Sufism and encouraged Qur'an teachings instead (Hamka 1971:62-64). When Islamic modernism, whose program was to synthesize Islamic teachings and Western Enlightenment philosophy, begun by Muhammad Abduh and Jamal al-din Al-Afghani in Egypt in the end of the 19th century, prevailed in all the Islamic world, Moslems in Indonesia also adopted and adapted modernism. This is clearly shown in the works of Syaikh Ahmad Khatib, Syaikh Thaher Djalaluddin, Abdul Karim Amrullah, Ahmad Dahlan, Mohammad Natsir, Oemar Said Tjokroaminoto, Agus Salim, Misbach, and so forth (Noor 1996:37). Further reading Western school When the Dutch colonial government in Indonesia implemented ‘The Ethical Politics’ (Politik Etis) in the early 20th century, Dutch-style educational institutions mushroomed and were opened for native children of noble, feudal classes who wanted to work in colonial institutions. The Dutch-speaking schools taught Western philosophy, among which Enlightenment philosophy was taught to Indonesian natives, much later than its 5th century emergence in Europe (Larope 1986:236-238). The alumni of these schools mostly continued their studies in European universities. They soon gathered as a