Concept of Islamic Education in the Qur'an
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Prophet Mohammed's (Pbuh)
1 2 3 4 ﷽ In the name Allah (SWT( the most beneficent Merciful INDEX Serial # Topic Page # 1 Forward 6 2 Names of Holy Qur’an 13 3 What Qur’an says to us 15 4 Purpose of Reading Qur’an in Arabic 16 5 Alphabetical Order of key words in Qura’nic Verses 18 6 Index of Surahs in Qur’an 19 7 Listing of Prophets referred in Qur’an 91 8 Categories of Allah’s Messengers 94 9 A Few Women mentioned in Qur’an 94 10 Daughter of Prophet Mohammed - Fatima 94 11 Mention of Pairs in Qur’an 94 12 Chapters named after Individuals in Qur’an 95 13 Prayers before Sleep 96 14 Arabic signs to be followed while reciting Qur’an 97 15 Significance of Surah Al Hamd 98 16 Short Stories about personalities mentioned in Qur’an 102 17 Prophet Daoud (David) 102 18 Prophet Hud (Hud) 103 19 Prophet Ibrahim (Abraham) 103 20 Prophet Idris (Enoch) 107 21 Prophet Isa (Jesus) 107 22 Prophet Jacob & Joseph (Ya’qub & Yusuf) 108 23 Prophet Khidr 124 24 Prophet Lut (Lot) 125 25 Luqman (Luqman) 125 26 Prophet Musa’s (Moses) Story 126 27 People of the Caves 136 28 Lady Mariam 138 29 Prophet Nuh (Noah) 139 30 Prophet Sho’ayb (Jethro) 141 31 Prophet Saleh (Salih) 143 32 Prophet Sulayman Solomon 143 33 Prophet Yahya 145 34 Yajuj & Majuj 145 5 35 Prophet Yunus (Jonah) 146 36 Prophet Zulqarnain 146 37 Supplications of Prophets in Qur’an 147 38 Those cursed in Qur’an 148 39 Prophet Mohammed’s hadees a Criteria for Paradise 148 Al-Swaidan on Qur’an 149۔Interesting Discoveries of T 40 41 Important Facts about Qur’an 151 42 Important sayings of Qura’n in daily life 151 January Muharram February Safar March Rabi-I April Rabi-II May Jamadi-I June Jamadi-II July Rajab August Sh’aban September Ramazan October Shawwal November Ziqad December Zilhaj 6 ﷽ In the name of Allah, the most Merciful Beneficent Foreword I had not been born in a household where Arabic was spoken, and nor had I ever taken a class which would teach me the language. -
The Islamic Traditions of Cirebon
the islamic traditions of cirebon Ibadat and adat among javanese muslims A. G. Muhaimin Department of Anthropology Division of Society and Environment Research School of Pacific and Asian Studies July 1995 Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] Web: http://epress.anu.edu.au National Library of Australia Cataloguing-in-Publication entry Muhaimin, Abdul Ghoffir. The Islamic traditions of Cirebon : ibadat and adat among Javanese muslims. Bibliography. ISBN 1 920942 30 0 (pbk.) ISBN 1 920942 31 9 (online) 1. Islam - Indonesia - Cirebon - Rituals. 2. Muslims - Indonesia - Cirebon. 3. Rites and ceremonies - Indonesia - Cirebon. I. Title. 297.5095982 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover design by Teresa Prowse Printed by University Printing Services, ANU This edition © 2006 ANU E Press the islamic traditions of cirebon Ibadat and adat among javanese muslims Islam in Southeast Asia Series Theses at The Australian National University are assessed by external examiners and students are expected to take into account the advice of their examiners before they submit to the University Library the final versions of their theses. For this series, this final version of the thesis has been used as the basis for publication, taking into account other changes that the author may have decided to undertake. In some cases, a few minor editorial revisions have made to the work. The acknowledgements in each of these publications provide information on the supervisors of the thesis and those who contributed to its development. -
Madrasah Education System and Terrorism: Reality and Misconception
92 Madrasah Education System And Terrorism: Reality And Misconception Mohd Izzat Amsyar Mohd Arif ([email protected]) The National University of Malaysia, Bangi Nur Hartini Abdul Rahman ([email protected]) Ministry of Education, Malaysia Hisham Hanapi ([email protected]) Tunku Abdul Rahman University College, Kuala Lumpur Abstract Since the terrorist attacks on September 11, 2001, the Islamic schools known as madrasah have been of increasing interest to analysts and to officials involved in formulating U.S. foreign policy toward the Middle East, Central, and Southeast Asia. Madrasah drew added attention when it became known that several Taliban leaders and Al-Qaeda members had developed radical political views at madrasah in Pakistan, some of which allegedly were built and partially financed through Saudi Arabian sources. These revelations have led to accusations that madrasah promote Islamic extremism and militancy, and are a recruiting ground for terrorism. Others maintain that most of these religious schools have been blamed unfairly for fostering anti-U.S. sentiments and argue that madrasah play an important role in countries where millions of Muslims live in poverty and the educational infrastructure is in decay. This paper aims to study a misconception of the role and functions of Islamic traditional religious schools which have been linked with the activities of terrorism. The study will be specifically focus on practice of the traditional Islamic school, which is locally called as ‘madrasah system’. Keywords: madrasah, terrorism, Islamic schools INTRODUCTION The September 11 terrorist attacks on the World Trade Centre in New York changed the international politics, security and law. The attacks gave rise to the new catchword of war against terrorism, which has been universally accepted as a new millennium global threat. -
Traditional and Modern Muslim Education at the Core and Periphery: Enduring Challenge
Traditional and Modern Muslim Education at the Core and Periphery: Enduring Challenge Tahir Abbas Abstract This chapter provides a general theory of the salient concerns affecting Muslims in education across the globe today, from Muslims in Muslim majority countries to Muslims as minority citizens. From concerns around resource investment in educational infrastructure to anxieties over curricula and pedagogy, matters affecting Muslims in education differ the world over, where Muslims in education can often conjure up more uncertainties than positives. The experience affects not only young children at the nucleus of the attention but also parents, teachers, education managers, as well as wider society. In rationalizing the political and sociological milieu in different societies, it emerges that the themes of religion, ethnicity, and gender are as significant as ideology, culture, and policy, but that they are set within the context of secularization, desecularization, sacralization and the re-sacralization of Islam in the public sphere. In order to generate a philosophical, spiritual, and intellectual evaluation of Muslim education across the world, this chapter synthesizes the apprehensions that are internal and exter- nal, local and global, and which affect all Muslims, minorities and majorities. Keywords Muslims • Education • Localization • Globalization • Modernity Contents Introduction ....................................................................................... 2 Education, Knowledge, and Power across the Muslim World . -
Importance of Girls' Education As Right: a Legal Study from Islamic
Beijing Law Review, 2016, 7, 1-11 Published Online March 2016 in SciRes. http://www.scirp.org/journal/blr http://dx.doi.org/10.4236/blr.2016.71001 Importance of Girls’ Education as Right: A Legal Study from Islamic Approach Mohammad Saiful Islam Department of Law, International Islamic University Chittagong, Chittagong, Bangladesh Received 16 November 2015; accepted 2 January 2016; published 5 January 2016 Copyright © 2016 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract Knowledge gaining and application is a fundamental necessity for all Muslims to qualify them to believe according to the ideologies of the religion. Islam ordered acquisition and dissemination of knowledge is obligatory (fard) upon its believers, irrespective of gender. The aim of education in Islam is to produce a decent human being who is talented of delivering his duties as a servant of Allah and His vicegerent (khalīfah) on earth. This paper is an effort to examine the concept, goal and objectives of education on the view point of Islam. The aim of this article is to present and analyze the exact views of Islam regarding girls’ education from the ultimate source of Islam. These works also try to pick out the common barriers of girls’ education in Bangladesh. Keywords Education, Al Quran, Knowledge, Girls’ Education 1. Introduction Historically women have been subjected to social injustice and educational dispossession. Before advent of Is- lam Arabs has engaged to infanticide the girls’ babies and Islam frequently recognize the dignity and rights of girls. -
10 Aamal-Umm-E-Dawud.Pdf
Month of Rajab Extract from Mafateeh | Bright Days (13,14,15th) ; of Rajab Aamal Night /Day A'amal Umme Dawood 15 Rajab The most important rite on this day is to say the supplicatory prayer known as Dua Ummi - Dawud. This great supplicatory prayer brings about innumerable rewards some of which are that it grants the requests, relieves from anguishes, and saves from the persecutions of the wrongdoers. In the word of Shaykh al - Tusiy, in his book of ‘MiSbah al - Mutahajjid,’ Observe fast on 13th, 14th and 15th Rajab. On 15th take bath at the time when the sun passes the meridian (waqt - e - Zawal) put on clean clothes and sit on a clean mat at a place of seclusion so that nobody interferes. On 15th take bath at the time when the sun passes the meridian (waqt - e - Zawal) put on clean clothes and sit on a clean mat at a place of seclusion so that nobody interferes. After finishing say 100 times: ﺳﻮر اﻟﺤﻤﺪ، Surah Al Hamd http://tanzil.net/#1:1 ﺳﻮر اﺧﻼص Surah Al Akhlas http://tanzil.net/#112:1 Say 10 times آﺖ اﻟﺮ، Ayat al Kursi http://tanzil.net/#2:255 Then recite these one time each : ﺳﻮر ﺑ ااﺋﻞ Surah Bani Israel http://tanzil.net/#17:1 ﺳﻮر ﮐﮩﻒ Surah Kahaf http://tanzil.net/#18:1 ﺳﻮر ﻟﻘﻤﺎن Surah Luqman http://tanzil.net/#31:1 ٰ ﺳﻮر ﺣﻢ ﺳﺠﺪە Surah Sajdah http://tanzil.net/#32:1 ٰ ﺳﻮرە ﺴ Surah Yaseen http://tanzil.net/#36:1 ﺳﻮرە ﺻﺎﻓﺎت Surah Safat http://tanzil.net/#37:1 ٰ ﺳﻮرە ﺣﻤﻌﺴﻖ اﻟﺸﻮرى Surah Shurah http://tanzil.net/#42:1 ٰ ﺳﻮرە ﺣﻢ دﺧﺎن Surah Dukhan http://tanzil.net/#44:1 ﺳﻮرە ﻓﺘﺢ Surah Fatah http://tanzil.net/#48:1 ﺳﻮرە واﻗﻌﮧ Surah Waqiya http://tanzil.net/#56:1 ﺳﻮرە ﻣﻠ Surah Mulk http://tanzil.net/#67:1 ﺳﻮرە ﻧﻮناﻟﻘﻠﻢ Surah Noon http://tanzil.net/#68:1 ﺳﻮرە اﺸﻘﺎق Surah InshQaq http://tanzil.net/#84:1 Then thereafter continue reciting till the end of Quran. -
The Conceptual Elements of the Development Worldview in the Qur'an: a Study of Thematic Exegesis
American International Journal of Social Science Vol. 2 No. 3; May 2013 The Conceptual Elements of the Development Worldview in the Qur’an: A Study of Thematic Exegesis Mohd Shukri Hanapi, Ph.D Lecturer of Islamic Development Management Program Centre for Islamic Development Management Studies (ISDEV) School of Social Sciences Universiti Sains Malaysia 11800 Penang, Malaysia. Abstract This paper aims to identify and analyze selected verses of the Qur'an that are related to the conceptual elements of the development worldview (tasawwur). Development worldview here refers to the comprehensive view and a true and correct picture of Islamic-based development (IbD). It aims to explain the whole characteristics of the IbD holistically, as the basis of all development activities in human life. In the Qur'an, the verses of the conceptual elements of the development worldview are actually located separately in many chapters (surah). The question then is which ones of the verses could be accounted as the verses of the development worldview? What are the conceptual elements of the development worldview in the Qur'an that could be constructed from these verses? This paper attempts to seek for the answer through three main purposes. Firstly, to identify the selected verses of the Qur'an that is related to the development worldview. Secondly, using a thematic exegesis approach, to analyze the identified Quranic verses of the development worldview; and thirdly, to develop the conceptual elements of the development worldview based on the identified verses of the Qur‘an. The main objects studied in this paper are the Quranic verses themselves. -
Ramadan 2021 ICBC
RAMADAN 1442H at ICBC PROGRAMS & ACTIVITIES NEW MASJID | GREAT COMPANY | BENEFICIAL PROGRAMS THE PLACE TO MEET YOUR SPIRITUAL NEEDS OBJECTIVE To Please Allah (swt) by following the teachings of the Quran and the Sunnah of His Prophet, Muhammad (pbuh). MISSION STATEMENT To Serve the Muslim community by providing various services to meet their spiritual and social needs and by promoting the values and teachings of Islam in accordance with the Qur’an and Sunnah of His Prophet, Muhammad (pbuh). VISION STATEMENT To become a comprehensive center of learning and spirituality for all age groups and demographics within the Muslim community. www.icbrushycreek.org [email protected] (512) 850-4786 O you who have believed, decreed upon you But to fast is best for you, if you only knew. is fasting as it was decreed upon those before you that you may become righteous. Surat Al-Baqarah 2:183 Surat Al-Baqarah 2:184 The month of Ramadhan [is that] in which Allah has made Laylat al-Qadr in this was revealed the Qur'an, a guidance for the month, which is better than a people and clear proofs of guidance and thousand months, as Allah says... The criterion. So whoever sights [the new moon Night of Al-Qadr is better than a of] the month, let him fast it; and whoever is thousand months. Therein descend ill or on a journey - then an equal number of the angels and the Rooh (Jibreel) by other days. Allah intends for you ease and Allah's Permission with all Decrees, does not intend for you hardship and [wants] there is peace until the appearance of for you to complete the period and to glorify dawn. -
Islamic Philosophy of Education
International Journal of Humanities and Social Science Vol. 2 No. 19 [Special Issue – October 2012] Islamic Philosophy of Education Dr. Sobhi Rayan Senior Lecturer Department of Education Alqasemi Academy College Baka AL-qarbiyh, Israel. Abstract In this article, I intend to present and analysis the concept of Islamic education of philosophy. Islamic perspective for human being and life constitute in harmony and conciliation between sense, mind and religious faith as fundamental epistemological origins, while thinking and considering are instruments to research in these origins. So, Islamic education encourages critical thinking as a research method for development of knowledge and science, but science in itself has a functional role to make human life better, this science constitutes on ethical dimension. Therefore, thinking is considered a duty in the Islamic view, because thinking is a tool for progress life that conditioned in achieving values in the realty. Introduction The philosophy of Islamic education is looking at the principles and concepts underlying education in Islam, it is analyzing and criticizing, deconstructing and disintegrating of the existing educational infrastructure and strives to produce new concepts continuously or displays what should be the concepts. In this sense it is philosophy that beyond what is existing constantly toward absolute values, and is working in the space of Islamic knowledge and who is humane and moral essence. The Islamic Education is seeking to achieve the distinct role of the human being which is reform and construction of human life. This Islamic concept of life based on the fundamental concepts as individual, society and the world, and education works to find a balanced relationship and equitable between the parties to this equation which are based on a relationship characterized by a mutual and integration, so one party cannot survive without the other parties. -
Islam, Judaism, and Christianity
Islam, Judaism, and Christianity Historical and Spiritual Connections Glory be to Him Who carried His servant by night from the Sacred Mosque to the Farthest Mosque, whose precincts We have blessed, that We might show him some of Our signs. Truly He is the Hearer, the Seer. (17:1) Prophets in the Qur’an Adam Moses * Zachariah Noah* Aaron John Hud David Jesus* Salih Solomon Muhammad* Shu`ayb Jonah Abraham* Job Lot Idris (Enoch) Isaac Dhu’l-Kifl Ishmael Ilyas (Elijah) Jacob Al-Yasa’ (Elisha) Joseph Luqman (?) [The Prophet is told in the Qur’an]: Say: I am no new thing among the messengers… (46:9) Say, “Truly my Lord has guided me unto a straight path, an upright religion, the creed of Abraham, a ḥanīf, and he was not of the idolaters.” (6:161) O People of the Book! Why do you dispute concerning Abraham, as neither the Torah nor the Gospel were sent down until after him? Do you not understand? (3:64-65) Truly those who believe, and those who are Jews, and the Christians, and the Sabeans: whosoever believes in God and the Last Day and performs righteous deeds, shall have their reward with their Lord. No fear shall come upon them, nor shall they grieve. (2:62) And dispute not with the People of the Book, save in the most virtuous manner, unless it be those of them who have done wrong. And say, “We believe in that which was sent down unto us and was sent down unto you; our God and your God is one, and unto Him we submit.” (29:46) Say, “We believe in God, and in that which was sent down unto us, and in that which was sent down unto Abraham, Ishmael, Isaac, Jacob, and the Tribes, and in what Moses and Jesus were given, and in what the prophets were given from their Lord. -
The Qur'an, Reason, and Revelation: Islamic Revelation and Its
The Qur’an, Reason, and Revelation 403 The Qur’an, Reason, and Revelation: Islamic Revelation and Its Relationship with Reason and Philosophy Rasoul Namazi University of Chicago [email protected] Since the arrival of revealed religions and their encounter with Greek phi- losophy, the issue of the relationship between reason and revelation has been one of the most important problems in the history of thought. One impor- tant aspect of this issue is that it determines and guides the relationship that philosophers have with religious writings, which rest upon faith in divine revelation. Knowing that they are products of a miraculous contact with God, how should one approach them? Can they be read, understood, and evaluated like any other writing? Is a philosophic approach to revealed texts possible? More importantly, are revealed texts compatible with the spirit of philosophy? Do revealed texts approve or disapprove of the pursuit of knowl- edge through natural human reason? In this paper, I intend to study the relationship between the Qur’an and philosophy. Naturally one must first explain what one means by “philosophy” and expound its relationship with divine revelation and faith. Let me begin with the question of reason before turning to philosophy. The clearest discus- sion of the reason-faith distinction is found in Thomas Aquinas’s Summa Theologica.1 As Aquinas explains, to have faith is to assent to something, to The author would like to thank the anonymous reviewers for their helpful and constructive com- ments, which greatly contributed to improving the final version of the paper. 1 Thomas Aquinas, Summa Theologica, trans. -
Kleine Schriften by Josef Van Ess Volume 1
Kleine Schriften by Josef van Ess Volume 1 Islamic History and Civilization studies and texts Editorial Board Hinrich Biesterfeldt Sebastian Günther Honorary Editor Wadad Kadi volume 137/1 The titles published in this series are listed at brill.com/ihc Kleine Schriften by Josef van Ess Volume 1 Edited by Hinrich Biesterfeldt leiden | boston Cover illustration: ʿAṭāʾ b. Abī Muslim al-Khurāsānī (died 135/757), al-Tafsīr, ms. Damascus, Ẓāhiriyya majmūʿ 95 (5th c. H.), fol. 126a (cf. F. Sezgin, Geschichte des arabischen Schrifttums, vol. i [Leiden 1967], p. 33, no. 12). Library of Congress Cataloging-in-Publication Data Names: Ess, Josef van, author. | Biesterfeldt, Hinrich, 1943- editor. Title: Kleine Schriften = Collected short writings of Josef van Ess / by Josef van Ess ; edited by Hinrich Biesterfeldt. Description: Leiden ; Boston : Brill, [2018] | Series: Islamic history and civilization ; v. 137 | Includes index. Identifiers: lccn 2017019550 (print) | lccn 2017020864 (ebook) | isbn 9789004336483 (e-book) | isbn 9789004312241 (hardback : alk. paper) | isbn 9789004336490 (hardback : alk. paper) | isbn 9789004336520 (hardback : alk. paper) | isbn 9789004336537 (hardback : alk. paper) Subjects: lcsh: Islam–Doctrines–History. | Islamic philosophy–History. Classification: lcc bp166.1 (ebook) | lcc bp166.1 .e83 2017 (print) | ddc 297–dc23 lc record available at https://lccn.loc.gov/2017019550 Typeface for the Latin, Greek, and Cyrillic scripts: “Brill”. See and download: brill.com/brill-typeface. issn 0929-2403 isbn 978-90-04-31224-1 (hardback, set) isbn 978-90-04-33649-0 (hardback, vol. 1) isbn 978-90-04-33652-0 (hardback, vol. 2) isbn 978-90-04-33653-7 (hardback, vol. 3) isbn 978-90-04-33648-3 (e-book) Copyright 2018 by Koninklijke Brill nv, Leiden, The Netherlands.