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Poverty and Economics in the Qur'an Author(S): Michael Bonner Source: the Journal of Interdisciplinary History, Vol
Massachusetts Institute of Technology and the editors of The Journal of Interdisciplinary History Poverty and Economics in the Qur'an Author(s): Michael Bonner Source: The Journal of Interdisciplinary History, Vol. 35, No. 3, Poverty and Charity: Judaism, Christianity, and Islam (Winter, 2005), pp. 391-406 Published by: The MIT Press Stable URL: http://www.jstor.org/stable/3657031 Accessed: 27-09-2016 11:29 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Massachusetts Institute of Technology and the editors of The Journal of Interdisciplinary History, The MIT Press are collaborating with JSTOR to digitize, preserve and extend access to The Journal of Interdisciplinary History This content downloaded from 217.112.157.113 on Tue, 27 Sep 2016 11:29:33 UTC All use subject to http://about.jstor.org/terms Journal of Interdisciplinary History, xxxv:3 (Winter, 2oo5), 39I-4o6. Michael Bonner Poverty and Economics in the Qur'an The Qur'an provides a blueprint for a new order in society, in which the poor will be treated more fairly than before. The questions that usually arise regarding this new order of society concern its historical con- text. Who were the poor mentioned in the Book, and who were their benefactors? What became of them? However, the answers to these apparently simple questions have proved elusive. -
Gce 'O' Level Islamiyat : Paper 01
GCE ‘O’ LEVEL ISLAMIYAT : PAPER 01 Topical Questions and Mark Scheme Compiled By : Syed Ruman Wajih Topical Past papers &Marking Schemes 2004------------ ------------ Islamiyat 2058/1 | 1 Topical Past papers &Marking Schemes 2004----------------- Islamiyat 2058/1 (PaperI) History and Importance of Quran Q1. (a) Briefly describe the four main sources of legal thinking in Islam. [12] (b) Give one example each to show how the third and fourth of these legal sources are used. [4] {November-05} (a) [Give up to 3 marks for each description.] • The Qur’an is the major source of instruction and thinking. • Its clear teachings are never questioned. • It is always referred to since no legal teaching ever contradicts it. • The Sunna of the Prophet is an authority next to the Qur’an. • It gives fuller teachings of what the Qur’an states in brief. • It and the Qur’an always agree. • It is taken as an authority where the Qur’an is silent. • The consensus of the community, ijma’, is referred to when the previous sources do not offer clear guidance. • It is understood as the agreement of believers on a point of faith or action. • Some take it as the consensus of the first generation of Muslims, others as the consensus of legal experts. • It never disagrees with the previous sources. • The Prophet said, ‘My community will never agree on error.’ • Analogy, qiyas, is employed when the previous sources do not offer clear guidance. • It involves an individual expert making a new decision on the basis of known teachings. • He compares the unknown with the known and identifies the common points between them. -
The Rise of Islam As a Constitutive Revolution
Chapter 5 Revolution in Early Islam: The Rise of Islam as a Constitutive Revolution SAÏD AMIR ARJOMAND We conceive of revolution in terms of its great social and political consequences. In a forthcoming comparative and historical study of revolutions, I contrast to the state-centered revolutions of modern times with another ideal-type of revolution which I call the ‘integrative’ revolution (see the Appendix). This ideal type of revolution – which is an aspect of all revolutions – expresses two simple ideas: revolutions 1) bring to power a previously excluded revolutionary elite, and 2) enlarge the social basis of the political regime. This makes integrative revolu- tions not just political but also ‘social revolutions.’ Integrative revolution is in turn divided into three subtypes, the two sub-types I derive from Aristotle-Pareto and Ibn Khaldun are so labeled. The ‘constitutive’ type is my own invention, of- fering the sharpest contrast to the state-centered or ‘Tocquevillian’ type in that it is the typical pattern of radical change in the political order through the enlarge- ment of political community in ‘stateless societies,’ be they of 6th century BCE Greece or 7th century CE Arabia. In addition to this structural typology, we need to come to terms with the mo- tives and goals of the revolutionaries as historical actors, and here I do what may be politically incorrect from the viewpoint of the theory community by using the term teleology, not in the strict Aristotelian sense but rather as a term denoting the directionality of revolution. Through teleology, I seek to capture the distinc- tive direction of a revolution, its intended or intentionally prefigured conse- quences. -
Marriage to Umm Habiba Tension in Mecca Had Reached Its Peak
limited the number of women a man could marry - the customary practice in pre-Islamic Arabia - and encouraged monogamy, allowed for God’s Messenger to marry several women in order for him to reach all his addressees in their entirety within as short a time as twenty-three years. The Messenger of God made use of this means in loosening such closely knit ties at a time when all the doors on which he knocked were slammed shut in his face. Moreover, it is not possible to suppose that the marriages of God’s Messenger, who stated, “God has assuredly willed that I marry only those who are of Paradise,”339 and who took his each and every step in line with the Divine injunctions, could be realized except by God's permission. Within this context, he states: “Each of my marriages and those of my daughters was conducted as a result of Divine permission conveyed to me through Gabriel.”340 In this way was he able to come together, on the basis of kinship, with those people who were not capable of being approached, and it was in these assemblies that the hearts of those who were consumed with hatred and enmity were softened. The marriages of God’s Messenger functioned as a bridge in his communication with them, and served to relax the atmosphere as well as legitimize his steps in their regard. He extended hospitality towards them, invited them to his wedding feasts using his marriages as a means to come together, and sent them gifts, drawing attention to their affinity. -
Syllabus and Beyond
Course program and reading list Semester 2 Year 2021 School: Lauder School of Government, Diplomacy & Strategy M.A Islam and Nationalism in the Middle East Lecturer: Prof. Shaul Mishal [email protected] Teaching Assistant: Mr. Omri Brinner [email protected] Course No.: Course Type : Weekly Hours : Credit: 24205 Lecture 2 2 Course Requirements : Group Code : Language: Final Paper 212242050 English Course Description The course provides a comprehensive examination of Islamic trends and national movements in the contemporary Middle East. It focuses on the major ideologies and their influences on the geopolitics of the region and socio-political developments. The course will present conceptual frameworks to follow visions, environments, preferences and a variety of strategies and actions of states and non-state actors, movements and organizations that play a significant role in shaping Arab politics and societies. Sessions are held once a week on Wednesday, 11:30-13:00. Attendance is mandatory as classes overlap only in part with material from the assigned readings. Students are allowed to miss up to three classes during the semester. One cannot expect the readings to provide an adequate substitute for class participation and discussion. The first seven meetings will cover key issues and concepts to improve our modes of thinking and understanding of Islam and Nationalism with regard to Middle East politics and societies. Towards the mid semester, the course will focus on six separate Arab parties while applying our analytical tools, conceptual framework and background knowledge developed earlier in the course. The course will divide into six discussion groups. -
Pilgrimage Sites
Category: General [3] Have they not travelled in the land so that they should have hearts with which to understand, or ears with which to hear? (Qur'an, 22:46) Planning a pilgrimage (ziyarat) to one of the places below? Click on a country to see important places you shouldn't miss visiting and taking note of. Places to Visit: Makkah Madina Jeddah Taif Abwa Badr Uhud Arafat Mina Makkah al-Mukarramah 1. Masjid al-Haraam • The Holy Ka'aba. The House of Allah and the birth place of Imam Ali b. Abi Taalib [a] • Hajar al-Aswad (The Black Stone) • Maqam Ibrahim • Hijr Ismail. This was the location of the house of Prophet Ismael [a]. He and his mother are buried here. He denied access to anyone because he did not like it to be walked on. Other prophets are buried in this place also. According to Imam Baqir [a], the place between Rukn and Maqam is full of graves of the Prophets. According to Imam Sadiq [a], seventy prophets are buried between Rukn al-Aiman and Hajar al-Aswad • Well of Zamzam • Mizabe Rahmah: the golden trough (water channel) between Rukn Iraqi and Rukn Shami • Shadharwan • Mustajar: This is just before Rukn Yamani whilst walking from Rukn Shami to Rukn Yamani. It has also been defined as the area between the Black Stone (hajar al-aswad) and the door of the Ka'aba • Mutaawadh or Multazam: The place between Rukn Yamani and the Black Stone (hajar al-aswad) • Hatwim. According to the book "Adabul Haramain", this is the place between the door of the Ka'aba and Hajar al-Aswad. -
Questions and Answers About Islam Vol
QUESTIONS AND ANSWERS ABOUT ISLAM VOL. 1 QUESTIONS & ANSWERS about ISLAM VOL. 1 Translated by Muhammed Çetin New Jersey 2006 Copyright © 2006 by The Light, Inc. First published 2000 Revised edition 2006 Originally published in Turkish as Asrýn Getirdiði Tereddütler (1-4) 09 08 07 06 2 3 4 5 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing from the Publisher. Published by The Light, Inc. 26 Worlds Fair Dr. Unit C Somerset, New Jersey, 08873, USA www.thelightpublishing.com http://fgulen.org Library of Congress Cataloging-in-Publication Data Gülen, Fethullah. [Asrin getirdigi tereddütler. English.] Questions & answers about Islam / by M. Fethullah Gülen ; translated by Muhammed Çetin. -- Rev. ed. p. cm. "Originally published in Turkish as Asrin getirdigi tereddütler." Includes bibliographical references and index. ISBN 1-59784-064-5 (v. 1 : pbk.) -- ISBN 1-59784-065-3 (v. 1 : hardcover) -- ISBN 1-932099-25-5 (v. 2 : pbk.) 1. Islam--Theology--Miscellanea. 2. Islam-- Doctrines--Miscellanea. I. Title. II. Title: Questions and answers about Islam. BP166.G8513 2006 297.2--dc22 2006026406 Printed by Çaðlayan A.Þ. Izmir, Turkey August 2006 TABLE OF CONTENTS Publisher’s Note........................................................................................vii About the Author.......................................................................................xi -
Towards a Model of Muslim Women's Management Empowerment
administrative sciences Article Towards a Model of Muslim Women’s Management Empowerment: Philosophical and Historical Evidence and Critical Approaches Eugenie Samier 1,* and Eman ElKaleh 2 1 School of Education, University of Strathclyde, Glasgow G4 0LT, UK 2 Admissions and Registration Department, Zayed University, Dubai P.O. Box 19282, United Arab Emirates; [email protected] * Correspondence: [email protected] Abstract: This paper constructs a culturally appropriate model for Muslim women’s empowerment in management and leadership positions that addresses sustainability goals of quality education, gender equality, economic growth and reducing inequalities, as well as national and cultural differences from Western women’s empowerment models. The approach to model building begins with two sources of evidence for women’s empowerment—first, the empowerment of women recognised in the Qur’an and Sunnah, and in the historical-biographical record, particularly in the early Islamic period that draws to some extent on hermeneutics. This is followed by identifying four approaches that can be used in constructing a comprehensive model of Muslim women’s empowerment: Bourdieu’s social, cultural and intellectual capital theory; multiple modernities theory that recognises societal diversity; cultural security arguments for the preservation of cultures; and postcolonial critiques that argue for diversity through decolonising. The main argument of this paper is that sustainability goals cannot be achieved without a model appropriate to the valuational, cultural and societal context in which women are educated and work. The final section of this paper proposes a multidimensional and Citation: Samier, Eugenie, and Eman ElKaleh. 2021. Towards a Model of multilevel model that can be used as a guidance for empowering Muslim women in management Muslim Women’s Management and leadership positions. -
The Islamic State the Islamic State
The Islamic State The Islamic State The Islamic State By: Taqiuddin an-Nabhani Hizb ut-Tahrir Start of Dowla m.p65 1 09/08/00, 15:33 The Islamic State Al-Khilafah Publications Suite 298 56 Gloucester Road London SW7 4UB email: [email protected] website: http://www.khilafah.com 1419 AH / 1998 CE ISBN 1 899574 00X AH - After Hijrah CE - Christian Era Translation of the Qur’an The scholars of Islam are agreed that the Qur’an is only authentic in its original language, Arabic. Since perfect translation of the Qur’an is impossible, the term “Translation of the Meaning of the Qur’an (TMQ) has been used throughout the book, as the English wording presented is only a crude meaning of the Arabic text. Qur’anic ayat and the Arabic words have been italicised Printed and Bound by- De-Luxe Printers, London NW10 7NR. website: http://www.de-luxe.com email: [email protected] ii Start of Dowla m.p65 2 09/08/00, 15:33 The Islamic State iii Start of Dowla m.p65 3 09/08/00, 15:33 The Islamic State Contents Introduction 1 The Starting Point 4 Building the Sahabah 6 The Launching of the Da’wah 8 Hostility Against the Da’wah 10 The Interaction of the Da’wah 17 The Two Stages of the Da’wah 22 The Expansion of the Da’wah 26 The First Pledge of Al-Aqabah 28 The Da’wah in Madinah 29 The Second Pledge of Al-Aqabah 33 Establishing the Islamic State 41 Building the Society 43 The Preparation for Jihad 48 The Jihad Begins 51 Life in Madinah 55 Debating the Jews and the Christians 57 The Battle of Badr 62 Dealing with Banu Qaynuqa’ 65 Managing the Dissension 66 The -
Battles of the Prophet in Seerah Curriculum a Critical Evaluation of Its Validity Pjaee, 17 (4) (2020)
BATTLES OF THE PROPHET IN SEERAH CURRICULUM A CRITICAL EVALUATION OF ITS VALIDITY PJAEE, 17 (4) (2020) BATTLES OF THE PROPHET IN SEERAH CURRICULUM A CRITICAL EVALUATION OF ITS VALIDITY Usman Ahmad1, Abdul Basit Khan2 1Institute of Islamic Studies,University of the Punjab,Lahore,Pakistan, 2Sheikh Zayed Islamic Centre, University of the Punjab,Lahore,Pakistan, Email: [email protected], [email protected] Usman Ahmad, Abdul Basit Khan. Battles Of The Prophet In Seerah Curriculum A Critical Evaluation Of Its Validity-- Palarch’s Journal Of Archaeology Of Egypt/Egyptology 17(4), 1233-1242. ISSN 1567-214x Key Words: Prophet's Conquests;Seerah Curriculum;Violence ABSTRACT Teaching and learning through stories is an accepted principle. The curriculum requires highlighting historical stories, tales of national heroes and anecdotes of the glorious past of nations. This is general false assumption that war and victory stories evoke feelings of terrorism. How can stories of national victors who fought against oppressors, usurpers and invaders be instigators of terrorism? The Messenger of Allah fought for peace. He fought for the oppressed class. He accepted the bloodshed only when there was no other way. But some sections have raised the question that the true stories of the Prophet's conquests incite Muslim students to war. However, violent people are found in different races, religions and countries around the world Who go astray for any reason but no one learned violence from a curriculum story. This research paper addresses the question that terrorism is not related to the stories of Prophetic battles taught in the curriculum. -
Umm Kulthum Bint ‘Ali Zaynab Bint ‘Ali the Shape That We See in the Present Prophet
TIMELINE OF THE LIFE OF PROPHET MUHAMMAD AND THE KHULAFĀ AR-RASHIDŪN “...SO ADHERE TO MY SUNNAH AND THE SUNNAH OF THE RIGHTLY-GUIDED KHULAFA...”(ABU DAWUD) SUMMARIZED LINEAGE OF THE PROPHET AND HIS RELATIONSHIP WITH THE KHULAFA AR-RASHIDUN 53-37 BH 28-13 BH 13-8 BH 8-4 BH 4-2 BH 1 BH-1 AH 1-2 AH 2-4 AH 4-6 AH 6-7 AH 7-8 AH 8-9 AH 9-11 AH 11 AH 11-13 AH 13-14 AH 15-17 AH 18-23 AH 23-31 AH 33-36 AH 36-37 AH 38-50 AH 570 CE 594 CE 608 CE 613 CE 617 CE 620 CE 622 CE 623 CE 625 CE 626 CE 628 CE 629 CE 630 CE 632 CE 632 CE 634 CE 636 CE 639 CE 643 CE 653 CE 656 CE 660 CE Indicates multiple generations in between Adam 12 Rabi’ al-Awal, 11 AH 11 AH 28 BH Sha’ban 4 AH Sha’ban, 6 AH Muharram, 7 AH Jumada al-Awal, 8 AH Rajab, 9 AH Jumada al-Thani, 13 AH Sha’ban 15 AH 18 AH Dhul Hijjah, 23 AH 33 AH Rabi’ al-Thani, 36 AH 9 Safar, 38 AH Indicates direct descendant 13 BH – 10 BH Dhul Hijjah, 8 BH Shawwal, 4 BH 1 BH Rabi’ al-Awal, 1 AH 17th Ramadan, 2 AH Nuh DEATH OF PROPHET DEATH OF FATIMAH MARRIAGE TO SECRET PREACHING ‘UMAR IBN AL- PROPHET’S JOURNEY MUS’AB IBN UMAIR BUILDING OF MASJID BATTLE OF BADR BIRTH OF AL-HUSAYN SLANDER OF Ā’ISHA EXPEDITION TO BATTLE OF MU’TAH EXPEDITION TO TABUK As foretold by the Prophet , BATTLE OF YARMOUK BATTLE OF QADISIYYAH GREAT FAMINE DEATH AND BURIAL OF RISE OF ABDULLAH IBN ‘ALI LEAVES BATTLE OF NAHRAWAN The Prophet secretly preaches his A group of 313 Muslims face off While the army and its caravan was The envoy the Prophet sends The Expedition to Tabuk takes MUHAMMAD Another major battle between the Under the command of Sa’ad ibn A severe drought causes famine The Khawarij are dealt a huge blow Indicate relations by marriage/concubinage KHADIJAH KHATTAB ACCEPTS TO AT-TA’IF SENT TO YATHRIB AN-NABAWI IBN ‘ALI KHAYBAR Fatimah is the first of his family to ‘UMAR SABA MADINAH FOR KUFA returning from the expedition of to the ruler of Busra in al-Sham is place, in which the Prophet The Prophet dies while lying on the Byzantine forces and the Muslims Abi Waqqas , the Muslims win the in Arabia. -
Demystifying Islam.Pdf
Demystifying Islam Your Guide to the Most Misunderstood Religion of the 21st. Century By Dr. Ali Shehata Edited by Julie Samia Mair. JD MPH 2019 Contents Author’s Introduction Important Terms Evidences for God Allah—His Very Name Means Love Monotheism—the Bedrock of Islam The Quran – the Spoken Word of God Modern Science and the Quran The Preservation of the Quran Hadith and the Sunnah of Muhammad —the Second Divine Revelation Can Hadith be Trusted as Authentic? A Sampling of Hadith of the Prophet Muhammad Muhammad —the Messenger of God The Character and Teachings of the Prophet Muhammad Was Muhammad Prophesied In Other Scriptures? Prophet or Liar? Looking Into the Matter of Prophecy Relevance of the Prophet Muhammad Today Jesus Christ—the Revered Son of Mary in the Islamic Scriptures Why Don't Muslims believe that Jesus is God? Why Don't Muslims believe that Jesus is the Son of God? How do Muslims view Salvation? Blind Faith? Jesus in Islam The Shariah of Islam—an Often Misunderstood Complete Way of Life Distinctive Features of Islamic Law The Islamic Criminal Punishment System The Issue of “Honor Killings” Islamic State or Muslim Country – Is there a Difference? The Islamic Stance on Terrorism and War - Direct from the Sources What are the Verses from the Quran that Mention Violence and War? Is Islam the Only Religion that Sanctions War and Fighting? Does Islam Condemn Terrorism Scripturally? Is Islam a Religion of Tolerance? A Brief Word on 9/11 Women in Islam: Hidden and Glorious Past, Uncertain Present Women in Modern Day Secular