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What Every Christian High School Student Should Know About Islam - an Introduction to Islamic History and Theology

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What Every Christian High School Student Should Know About Islam - an Introduction to Islamic History and Theology WHAT EVERY CHRISTIAN HIGH SCHOOL STUDENT SHOULD KNOW ABOUT ISLAM - AN INTRODUCTION TO ISLAMIC HISTORY AND THEOLOGY __________________ A Thesis Presented to the Faculty of the School of Theology Liberty University __________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Ministry __________________ by Bruce K. Forrest May 2010 Copyright © 2010 Bruce K. Forrest All rights reserved. Liberty University has permission to reproduce and disseminate this document in any form by any means for purposes chosen by the Seminary, including, without limitation, preservation or instruction. APPROVAL SHEET WHAT EVERY CHRISTIAN HIGH SCHOOL STUDENT SHOULD KNOW ABOUT ISLAM - AN INTRODUCTION TO ISLAMIC HISTORY AND THEOLOGY Bruce K. Forrest ______________________________________________________ "[Click and enter committee chairman name, 'Supervisor', official title]" ______________________________________________________ "[Click here and type committee member name, official title]" ______________________________________________________ "[Click here and type committee member name, official title]" ______________________________________________________ "[Click here and type committee member name, official title]" Date ______________________________ ACKNOWLEDGEMENT I would like to acknowledge all my courageous brothers and sisters in Christ who have come out of the Islamic faith and have shared their knowledge and experiences of Islam with us. The body of Christ is stronger and healthier today because of them. I would like to acknowledge my debt to Ergun Mehmet Caner, Ph.D. who has been an inspiration and an encouragement for this task, without holding him responsible for any of the shortcomings of this effort. I would also like to thank my wife for all she has done to make this task possible. Most of all, I would like to thank the Lord for putting this desire in my heart and then, in His timing, allowing me the opportunity to fulfill it. ABSTRACT In 2006, sixty-one percent of the young adults of America felt that Islam was a peaceful religion. Fifty-six percent had a favorable opinion of Islam and fifty-one percent feel Islam teaches respect of others. Only ten percent felt prejudice against Arabs and Muslims.1 Some, perhaps, are encouraged by these numbers, for it appears that our young adults are growing up to be a very tolerant people. Most of our youth, after all, have repeatedly 1 Cathie Levine and Jon Cohen, "Broad Skepticism Of Islam Marks Post-9/11 Sentiment," ABC News/ Washington Post Poll: Views Of Islam, March 5, 2006, http://abcnews.go.com/images/International/Islam_views.pdf. (accessed August 26, 2009). been told by our national leaders, "Islam is a peaceful religion." If this is true, why should we not reciprocate? In some ways, this is very commendable. All should strongly agree that one should not be prejudiced against anyone because of their nationality. But what if Islam is not a peaceful religion? What if it is not tolerant or respectful of others? What if, in fact, the religion teaches prejudice against anyone who is not Islamic and requires true Muslims to struggle against the infidel until the infidel is subdued? Then, perhaps, the older generation is not intolerant, as they may initially appear. But rather, they may simply not be naive having experienced more history and watched more news. As most of the elderly will tell you, youth has many wonderful advantages, but life experience is not one of them. Six out of ten of the older generation believes Islam is not peaceful. Seven out of ten look unfavorably upon Islam, believing it does not respect others. Put more directly, many of the older generation surveyed think that Islam is a violent and intolerant religion. If Islam is a violent, intolerant, expansionist religion, then this younger generation and the subsequent generations will make themselves increasingly vulnerable to the onslaught of Islam if they do not think clearly and respond accordingly. Who is analyzing the situation more correctly? What are the consequences for embracing each view? How can an objective person determine which view to hold? This study seeks to answer such questions. The best way to determine whether or not Islam is a peaceful religion is to look at Islam's leaders, its literature, its theology and its history. The body of this study will do just that, beginning with the pre-Islamic world, the life of Muhammad, the four caliphs, the Umayyads, the Abbasids, the period of fragmentation of Islamic lands, the Ottomans, Islam in the 20th century, and finally an examination of the present. Beginning with a Judeo-Christian perspective, this study demonstrates that Islam is bad theology and a profoundly bad actor in history. This study is a reasonable polemic against authentic historic Islam with an awareness that Jesus came to redeem every person on this earth, including Muslims. Many Muslims are profoundly devout, but devoted to a heretical, ineffective, and oppressive theology. Christians can no longer ignore Islam, for it is reemerging on the world scene and the consequences of apathy or ambivalence will be profound. Discussion Questions: 1. What age group is most positive towards Islam? 2. What age group is least positive towards Islam? 3. Why the difference? (Include in your discussion the concepts of prejudice and naiveté.) 4. What sources of information would help determine whose analysis is correct? 5. What is the politically correct position and what do the P.C. think of those who disagree with them? 6. What are the potential consequences of the P.C. position to individuals and Western Civilization if Islam is not a peaceful tolerant religion at its core? 7. Is apathy a defensible or responsible position? DEDICATION This book is dedicated to my three sons, Benjamin, William and Gregory, their lovely wives and precious children. May they get the opportunity to grow up in an America that is faithful to God. May God richly bless their lives and ministries. May they effectively, "contend for the faith that was once for all entrusted to the saints." Jude 3 VITA Bruce K. Forrest PERSONAL Born: November 7, 1953 Married: Carol Lee Forrest, May 28,1977 Sons: Benjamin Kelly, August 3, 1983, William Randolph, December 20, 1985, Gregory Lee, March 30, 1988 EDUCATIONAL Associate in Science Criminal Justice and Administration, Umpqua Community College, 1975. Associates of Arts, Umpqua Community College, 1975. Bachelor of Arts, Religion, Northwest Nazarene College, 1977. Master of Arts, Western Evangelical Seminary, 1984. Master of Education, Northwest Nazarene University, 1994. MINISTERIAL Certificate of Graduation, Licensed Minister, Church of the Nazarene, May 10, 1984, Oregon Pacific District. Youth and Associate Pastor, Church of the Nazarene, 1978-1984. PROFESSIONAL Bible, Theology and Church History Teacher, Portland Christian High School, Portland, Oregon, 1984-1989 Bible, Theology and History Teacher, Greenleaf Friends Academy, Greenleaf, Idaho, 1991-1996 Bible, Theology and History Teacher, Nampa Christian High School, Nampa, Idaho, 1996-2009 Ancient and United States History Teacher, Nampa Classical Academy, Nampa, Idaho, 2009-current. PROFESSIONAL ENDORSEMENTS Idaho Education Secondary, History 6-12, 1994-present. Association of Christian Schools International (ACSI), Bible Specialist and History, 1991-present. TABLE OF CONTENTS Page Dedication ....................................................................................................................... 8 VITA ............................................................................................................................... 9 PREFACE .....................................................................................................................xii Chapter 1. APOLOGETICS AND POLEMICS. MORE NOT LESS NEEDED! ................. 1 2. WHY THIS TYPE OF CURRICULUM IS NECESSARY FOR YOU! ............ 18 3. THE PRE-ISLAMIC WORLD OF MUHAMMAD .......................................... 38 4. THE LIFE OF MUHAMMAD (570-632) ......................................................... 46 5. THE FOUR CALIPHS (632-661)..................................................................... 74 6. THE UMAYYADS (661-750).......................................................................... 87 7. THE ABBASID CALIPHATE (750-1258) ..................................................... 104 8. THE FRAGMENTATION OF ISLAMIC LANDS (1258-1517) .................... 147 9. THE OTTOMAN CALIPHATE (1517-1924) ................................................ 207 10. ISLAM IN THE 20TH CENTURY (1924-2000) ............................................ 250 11. ISLAM AND MULTICULTURALISM IN EUROPE .................................... 285 12. ISLAM AND MULTICULTURALISM IN AMERICA (2000-PRESENT) .... 291 13. A COMPARISON AND CONTRAST OF BIBLICAL & QUR'ANIC THEOLOGY .................................................................................................. 316 14. FRIENDSHIP EVANGELISM ...................................................................... 365 BIBLIOGRAPHY ....................................................................................................... 373 Appendix x APPENDIX 1 A LIST OF SOME OF THE ATTACKS SINCE 9/11/01 ............ 384 APPENDIX 2 TYPICAL CHRISTIAN THEOLOGY CHART ......................... 386 xi PREFACE If you are reading this curriculum, you are probably of secondary high school age in a Christian school or church. This material is written specifically with you in mind. If the topic of
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