The Adhan (Athan, Azan) and Iqama (Iqamah, Iqamat)
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The Prayer- According to the Imam Sayyed Ahmad Al-Hassan Yamani
Overview . Prayer Timings Explained . Prayer Timings Explained - Cont. Wudhu'/Ablution – Overview & Invalidations . Wudhu'/Ablution – Excludabilities . Wudhu'/Ablution – Intention . Wudhu'/Ablution – Hands/Mouth/Nose/Face . Wudhu'/Ablution – Arms/Head/Feet . Wudhu'/Ablution – Extra Notes . Ghusul – Overview & Common Necessities . Janaba – Overview & Common Situations . Ghusl– Extra Notes . Tayammum– Overview & Permitted Actions . Qiblah–Prayer Direction & Calculation Methods . Daily Prayers–Obligatory Prayer Overview . Nafil’a Prayers- Optional Nafil’a & Layl Prayers . Adhan– Call to Prayer . Iqama– Rising For Prayer . Niyya & Takbeers– Intention & Magnification . First Rak'a– First, Second Surah & Conditions . First Rak'a– Rak'a/Bowing, After Bowing & Sujood . First Rak'a– Sitting Inbetween, & Second Sujood . Second Rak'a– First, Second Surah & Conditions . Second Rak'a– Qunoot, Bowing/After & Sujood . Second Rak'a– Inbetween, Sujood & Shahada . Remaining Rak'a– Third, Fourth, Shahada & Tasleem . Prayer Extras– Prayer Differences & Tone Of Voice . Prayer Extras– Adhan, Iqama & Recommandations There is no God save Me!. So serve Me and establish worship for My remembrance! 20 : Ta-Ha : 14 Hymn the praise of thy Lord, and be of those who make prostration (unto Him) 15 : Al-Hijr : 98 The whole purpose of Salat is to be ever conscious of Allah (SWT), the Creator, Lord and Sustainer of all things. When we perform Salat we involve our tongue, our heart, our mind and indeed ones whole physical/spiritual being. Thereby, Salat is indeed one of the most ideal and comprehensive forms of Dhikr for human beings. Fajir From true dawn (Subh Sadiq) upto sunrise. Ideal time is from Subh Sadiq upto the appearance of reddish streaks on the horizon (before sunrise). -
The Differences Between Sunni and Shia Muslims the Words Sunni and Shia Appear Regularly in Stories About the Muslim World but Few People Know What They Really Mean
Name_____________________________ Period_______ Date___________ The Differences Between Sunni and Shia Muslims The words Sunni and Shia appear regularly in stories about the Muslim world but few people know what they really mean. Religion is important in Muslim countries and understanding Sunni and Shia beliefs is important in understanding the modern Muslim world. The beginnings The division between the Sunnis and the Shia is the largest and oldest in the history of Islam. To under- stand it, it is good to know a little bit about the political legacy of the Prophet Muhammad. When the Prophet died in the early 7th Century he not only left the religion of Islam but also an Islamic State in the Arabian Peninsula with around one hundred thousand Muslim inhabitants. It was the ques- tion of who should succeed the Prophet and lead the new Islamic state that created the divide. One group of Muslims (the larger group) elected Abu Bakr, a close companion of the Prophet as the next caliph (leader) of the Muslims and he was then appointed. However, a smaller group believed that the Prophet's son-in-law, Ali, should become the caliph. Muslims who believe that Abu Bakr should be the next leader have come to be known as Sunni. Muslims who believe Ali should have been the next leader are now known as Shia. The use of the word successor should not be confused to mean that that those that followed the Prophet Muhammad were also prophets - both Shia and Sunni agree that Muhammad was the final prophet. How do Sunni and Shia differ on beliefs? Initially, the difference between Sunni and Shia was merely a difference concerning who should lead the Muslim community. -
Volume 7: Shaping Global Islamic Discourses : the Role of Al-Azhar, Al-Medina and Al-Mustafa Masooda Bano Editor
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by eCommons@AKU eCommons@AKU Exploring Muslim Contexts ISMC Series 3-2015 Volume 7: Shaping Global Islamic Discourses : The Role of al-Azhar, al-Medina and al-Mustafa Masooda Bano Editor Keiko Sakurai Editor Follow this and additional works at: https://ecommons.aku.edu/uk_ismc_series_emc Recommended Citation Bano, M. , Sakurai, K. (Eds.). (2015). Volume 7: Shaping Global Islamic Discourses : The Role of al-Azhar, al-Medina and al-Mustafa Vol. 7, p. 242. Available at: https://ecommons.aku.edu/uk_ismc_series_emc/9 Shaping Global Islamic Discourses Exploring Muslim Contexts Series Editor: Farouk Topan Books in the series include Development Models in Muslim Contexts: Chinese, “Islamic” and Neo-liberal Alternatives Edited by Robert Springborg The Challenge of Pluralism: Paradigms from Muslim Contexts Edited by Abdou Filali-Ansary and Sikeena Karmali Ahmed Ethnographies of Islam: Ritual Performances and Everyday Practices Edited by Badouin Dupret, Thomas Pierret, Paulo Pinto and Kathryn Spellman-Poots Cosmopolitanisms in Muslim Contexts: Perspectives from the Past Edited by Derryl MacLean and Sikeena Karmali Ahmed Genealogy and Knowledge in Muslim Societies: Understanding the Past Edited by Sarah Bowen Savant and Helena de Felipe Contemporary Islamic Law in Indonesia: Shariah and Legal Pluralism Arskal Salim Shaping Global Islamic Discourses: The Role of al-Azhar, al-Medina and al-Mustafa Edited by Masooda Bano and Keiko Sakurai www.euppublishing.com/series/ecmc -
TITLE of UNIT What Do Muslims Do at the Mosque
Sandwell SACRE RE Support Materials 2018 Unit 1.8 Beginning to learn about Islam. Muslims and Mosques in Sandwell Year 1 or 2 Sandwell SACRE Support for RE Beginning to learn from Islam : Mosques in Sandwell 1 Sandwell SACRE RE Support Materials 2018 Beginning to Learn about Islam: What can we find out? YEAR GROUP 1 or 2 ABOUT THIS UNIT: Islam is a major religion in Sandwell, the UK and globally. It is a requirement of the Sandwell RE syllabus that pupils learn about Islam throughout their primary school years, as well as about Christianity and other religions. This unit might form part of a wider curriculum theme on the local environment, or special places, or ‘where we live together’. It is very valuable for children to experience a school trip to a mosque, or another sacred building. But there is also much value in the virtual and pictorial encounter with a mosque that teachers can provide. This unit looks simply at Mosques and worship in Muslim life and in celebrations and festivals. Local connections are important too. Estimated time for this unit: 6 short sessions and 1 longer session if a visit to a mosque takes place. Where this unit fits in: Through this unit of work many children who are not Muslims will do some of their first learning about the Islamic faith. They should learn that it is a local religion in Sandwell and matters to people they live near to. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that hep them to learn. -
Prayer for Young and New Muslims
Prayer For Young and New Muslims Imam Yahya M. Al-Hussein 2 Prayer For Young and New Muslims By Imam Yahya M. Al-Hussein Published by: The Islamic Foundation of Ireland 163, South Circular Road, Dublin 8, Ireland. Tel. 01-4533242 E-mail: [email protected] Website: www.islaminireland.com 3 4 TABLE OF CONTENTS PREFACE 7 CHAPTER ONE: PREPARATION FOR THE PRAYER–STAGE 1 9 1.1. THE PRE-CONDITIONS OF PRAYER 11 1.2. WUDU -ABLUTION 12 1.3. THINGS THAT BREAK WUDU -ABLUTION 14 CHAPTER TWO : PRAYER – STAGE 1 2.1. NAMES AND RAK'ATS OF PRAYERS 17 2.2. TIMES OF PRAYER 18 2.3. IQAMAH 20 2.4. SHORT SURAS (QUR’ANIC CHAPTERS) FOR PRAYER 21 2.5. AT-TASHAHUD 24 2.6. HOW THE PRAYER IS PERFORMED 25 2.7. HOW THE FIVE DAILY PRAYERS ARE PERFORMED 28 CHAPTER THREE: PREPARATION FOR THE PRAYER – STAGE 2 3.1. TYPES OF WATER 33 3.2. GHUSL 35 3.3. TAYAMMUM 38 3.4. WIPING OVER THE SOCKS 40 3.5. RULES OF THE TOILET ROOM 42 CHAPTER FOUR : PRAYER – STAGE 2 4.1. AS-SALATU 'ALA AN-NABBI 45 4.2. FARD ACTS OF THE PRAYER 46 5 4.3. SUNNAH ACTS OF THE PRAYER 47 4.4. DHIKR AND DU'AS AFTER SALAM (END OF PRAYER) 49 4.5. DISLIKED ACTS DURING THE PRAYER 50 4.6. THINGS THAT BREAK THE PRAYER 51 4.7. FORBIDDEN TIMES FOR PRAYER 52 4.8. THE PRAYER OF A TRAVELLER 54 4.9. SUJUD AS-SAHW (PROSTRATION OF FORGETFULNESS) 57 4.10. -
Special Religious Education Nsw
SPECIAL RELIGIOUS EDUCATION NSW Scope and sequence – Stage 4 (Year 7 & 8) 1 Term Unit/Topic Belief Duration Term 1 (1–10 weeks) Focus Allah and the Pillars of Islamic Belief/Faith Outcomes See Appendix 1 Term 2 Unit/Topic Prayer Duration Term 2 (1–10 weeks) Focus Why and how do we pray? Outcomes See Appendix 1 Term 3 Unit/Topic Ramadan/Hajj Duration Term 3 (1–10 weeks) Focus What is Ramadan, Eid and Hajj? How are they conducted and celebrated? Outcomes See Appendix 1 Term 4 Unit/Topic Prophets Duration Term 4 (1–10 weeks) Focus Who are the prophets mentioned in the Quran and why are they important? Outcomes See Appendix 1 Aims and outcomes for (Term 1)— (Stage 4 – Year 7 & 8) Lesson Aim Outcomes—Students will learn about: Outcomes—Students will learn to: Outcome - Students describe their knowledge of Allah and the nature of belief 1 To introduce the concept of Islamic ● The linguistic meaning of the word ● Recognise that Islamic belief and creed is Belief / Creed (Aqeedah) Aqeedah: built on an unwavering, undoubting acceptance, that the words of Allah The things which people affirm, believe and (Quran) and his teachings to prophet accept as truth without doubt. Muhammad (pbuh) are the truth. ● Islamic Aqeedah: The matters of knowledge which have been transmitted in authentic reports of divine revelations to the prophet Muhammad (pbuh) and in the Holy Quran. ● Belief and creed of a true Muslim: One must affirm with no taint of doubt, the authentic matters of knowledge which have been transmitted to the prophet Muhammad (pbuh) from Allah, and the words of Allah Himself, the Quran. -
Islamic Law with the Qur’Ĉn and Sunnah Evidences
Islamic Law with the Qur’Ĉn and Sunnah Evidences (From ٖanafţ Perspective) Dr. Recep Dogan FB PUBLISHING SAN CLEMENTE Copyright © 2013 by Dr. Recep Dogan All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means including photocopying, recording, and information storage and retrieval systems—except in the case of brief quotations embodied in critical articles or reviews—without permission in writing from its publisher, FB Publishing. Published by: FB Publishing 645 Camino De Los Mares Suite 108-276 San Clemente, CA 92673 Visit our website at www.fbpublishinghouse.com Cover design: Cover Design: Gokmen Saban Karci Book Design: Daniel Middleton | www.scribefreelance.com ISBN: 978-0-9857512-4-1 First Edition, July 2013 Published in the United States of America CONTENTS PREFACE ......................................................................................................................... IX TRANSLITERATION TABLE ......................................................................................... xi FIQH ................................................................................................................................ 12 THE LITERAL MEANING OF FIQH ........................................................................... 12 M) ................................................................................... 14 THE LEGAL RULES (AٖK LEGAL CAPACITY (AHLIYAH) IN ISLAMIC LAW ..................................................... 15 M-I SHAR’IYYA) ........................................... -
Prayer, Come to Success َح َّي َعلَى ال َّصَلة، َح َّي َعلَى اْلفَََلح
ِ ِ ِ َِِّ ِِ َحافظُوا َعلَى ال َّصلََوات َوال َّصََلة اْلُو ْسطَى َوقُوُموا لله قَانت ني ََ )سورة البقرة 238( Come to Prayer, Come to Success َح َّي َعلَى ال َّصَلة، َح َّي َعلَى اْلفَََلح Written by: Dr. Maulana Mohammad Najeeb Qasmi Edited by: Adnan Mahmood Usmani www.najeebqasmi.com i © All rights reserved Come to Prayer, Come to Success َح َّي َع َلى ال َّصﻻة، َح َّي َع َلى ا ْل َف َﻻح By Dr. Muhammad Najeeb Qasmi Edited by: Adnan Mahmood Usmani, Researcher, King Saud University, Riyadh, Saudi Arabia. Website http://www.najeebqasmi.com/ Facebook MNajeeb Qasmi YouTube Najeeb Qasmi Email [email protected] WhatsApp +966508237446 First Urdu Edition: December 2005 Second Urdu Edition: June 2007 Third Urdu Edition: September 2011 First English Edition: March 2016 Published by: Freedom Fighter Maulana Ismail Sambhali Welfare Society, Deepa Sarai, Sambhal, UP, India Address for Gratis Distribution: Dr. Muhammad Mujeeb, Deepa Sarai, P.O. Sambhal, UP (Pin Code 2044302) India ii Contents Preface .................................................................................. ix Foreword ............................................................................... xi Reflections ........................................................................xiii Reflections ........................................................................ xv Reflections ....................................................................... xvii 1. Importance of Salah (Prayer) ............................................ 1 Verses from the Holy Qur’an -
Table of Contents
Table of Contents Section One - Akhlaq Introductory Lesson 8 Lesson 1 : Keeping Promises 11 Lesson 2 : The Best Neighbor 14 Lesson 3 : Seeking Knowledge 17 Lesson 4 : Hifz & Tafseer 20 Lesson 5 : From The Hadeeth 22 Revision 26 Section Two - Iman Lesson 1 : Belief in Allah’s Prophets 32 Lesson 2 : The Message of the Prophets 35 Lesson 3 : The Common features of the Prophets 38 Lesson 4 : The Belief in Allah’s Angels (1) 40 Lesson 5 : The Belief in Allah’s Angels (2) 42 Lesson 6 : Quran Memorization 44 Revision 47 Section Three - Tawheed Lesson 1 : The meaning of Tawheed 52 Lesson 2 : Shirk (Polytheism) 55 Lesson 3 : From the sayings of The Prophet s 58 Lesson 4 : Knowing Allah By His Most Beautiful 60 Names and Attributes Lesson 5 : Understanding Allah’s names 63 Lesson 6 : From Quran Surah Al ‘Araaf 66 Section Four - Fiqh Lesson 1 : Purifying oneself in Islam 70 Lesson 2 : The Importance of Salah 72 Lesson 3 : The Jamaah (Congregation) Prayer 74 Lesson 4 : Seeking Allah help and Mercy 78 Lesson 5 : The Importance of Zakaah 80 Lesson 6 : Memorizing and understanding the Quran 82 Lesson 7 : Memorizing and understanding hadeeth 84 Lesson 8 : The Early Muslims (Al Salaf al Saalih) 86 Section Five - Islamic History The Companions of the Prophet 90 Lesson 1 : Omar bin Khattab Embracing Islam 93 Lesson 2 : Musab Ibn Umayr acceptance of Islam 96 Lesson 3 : The Pledge of ‘Aqabah 98 Lesson 4 : From The Quran Surah Al-Fath 99 Lesson 5 : The Inhumane Boycott 101 Section Six - Sunnah Introductory Lesson 111 Lesson 1 : The Status of the Hadeeth in -
Fiqh-Of-Salah-Notes-Madinatayn.Pdf
COURSE NOTES All that is good and correct is from Allah (subhanahu wa-ta‘ala) alone – the compilers are solely responsible for any mistakes and errors. Divine Link – Fiqh of Salah Shaykh Yaser Birjas 2 Bismillah al-Rahman al-Rahim 01 | Introduction Five days before the Prophet (sal Allahu alayhi wa sallam) passed away, he was on his deathbed. When you are on your deathbed and talk, you will be saying the most important things in your life. These are the last moments of you life. Think about that time and imagine that you were told that you would be dying in a few days. As you talk to people, what message would you deliver to people? It would be the most important things to you. The Prophet (sal Allahu alayhi wa sallam) five days before he passed away was suffering from the pains of death, and he was suffering for more than fourteen days. One of the companions came and saw him (sal Allahu alayhi wa sallam) aching so much. He said, “Ya Rasulullah, you are suffering so much pain. Why is that?” He (sal Allahu alayhi wa sallam) said, “I suffer double the pain any of you will suffer.” He said, “Is it because you are getting double reward?” He (sal Allahu alayhi wa sallam) said, “I hope so.” At that time, he (sal Allahu alayhi wa sallam) would feel the pain and cover his face, and then when it would stop, he would uncover his face and say, “La ilaha ilAllah. Death has its agonies and pains.” He used to fall unconscious and recover and fall unconscious and recover. -
Beginning to Learn Islam. Muslims and Mosques Year 2
Wolverhampton SACRE RE Support Materials 2015 Beginning to learn Islam. Muslims and Mosques Year 2 Wolverhampton SACRE Support for RE Beginning to learn from Islam 1 Wolverhampton SACRE RE Support Materials 2015 Beginning to Learn about Islam: What can we find out? YEAR GROUP 2 ABOUT THIS UNIT: Islam is a major religion in Wolverhampton, the UK and globally. It is a requirement of the Wolverhampton RE syllabus that pupils learn about Islam throughout their primary school years, as well as about Christianity and other religions. This unit might form part of a theme on the local environment, or special places. It is very valuable for children to experience a school trip to a mosque, or another sacred building. But there is also much value in the virtual and pictorial encounter with a mosque that teachers can provide. This unit looks simply at festival, story and worship in Muslim life. Local connections are important too. Estimated time for this unit: 8 short sessions and 1 longer session if a visit to a mosque takes place. Where this unit fits in: Through this unit of work many children who are not Muslims will do their first learning about the Islamic faith. They should learn that it is a local religion in Wolverhampton and matters to people they live near to. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that hep them to learn. This is the first unit on Islam in the syllabus and it makes an important starting point for further learning throughout the primary school. -
Tahajjud Pprayers Salat Al-Layl [Namaz-E-Shab]
In His Name, The Most Gracious, The Most Merciful اَﻟﻠﻬُﻢﱠ ﺻَﻞﱢ ٰﻋَﻠﻰ ﻣُﺤَﻤﱠﺪٍ وﱠآلِ ﻣُﺤَﻢّ TAHAJJUD PPRAYERS SALAT AL-LAYL [NAMAZ-E-SHAB] وَﻣِﻦَ اﻟﻠﱠﯿْﻞِ ﻓَﺘَﮭَﺠﱠﺪْ ﺑِﮫِ ﻧَﺎﻓِﻠَﺔً ﻟﱠﻚَ ﻋَﺴَﻰ أَن ﯾَﺒْﻌَﺜَﻚَ رَﺑﱡﻚَ ﻣَﻘَﺎﻣًﺎ ﻣﱠﺤْﻤُﻮدًا “And (during part) of the night, abandon sleep and keep vigil to pray Salat, in addition to the regular obligatory prayer. Your Rabb (the Sustainer) may (as a reward) elevate you to the position of High Distinction, Glory and Praise.” [THE HOLY QUR’AN: 17:79] Selected References: Noorul Hidaya – Risalah of the Late Grand Mujtahid Ayatullah Al-Udhma Seyyid Husayn Tabatabai Al-Burujardi, Ridhwanullahi Alayhi. The Holy Qur’an – Arabic Text, English Translation and Commentary by Ayatullah Aqa Mirza Mahdi Pooya. Tahajjud Prayers – Salat al–Layl [Namaz-e-Shab] IMPORTANCE The Tahajjud Prayer (Salat al-Layl, Namaz-e-Shab) ranks first and foremost in importance among all other optional (Sunnat) prayers. Tahajjud means to abandon sleep so as to pray Salat. The Qur’an refers to it in Surah 17:79 and says, “And (during part) of the night, abandon sleep and keep vigil to pray Salat, in addition to the regular obligatory prayer. Your Rabb (the Sustainer) may (as a reward) elevate you to the position of High Distinction, Glory and Praise.” The Prophet (s.a.w.w.) said, “I will be at “Maqam-e-Mahmuda” on the Day of Resurrection when I will seek forgiveness for the sinners from the Rabb (the Sustainer) who does what He wills.” We, as sinners, would also wish to receive intercession and are forgiven so as to be in the company of the Prophet (s.a.w.w.) on that Fearful Day.