Memories of Muhammad Why the Prophet Matters 1St Edition Ebook Free Download
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The Meccan Era in the Light of the Turkish Writings from the Prophet’S Birth Till the Rise of the Mission - I
ISSN 2039-2117 (online) Mediterranean Journal of Vol 9 No 6 ISSN 2039-9340 (print) Social Sciences November 2018 . Research Article © 2018 Noura Ahmed Hamed Al Harthy. This is an open access article licensed under the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/). The Meccan Era in the Light of the Turkish Writings from the Prophet’s Birth Till the Rise of the Mission - I Dr. Noura Ahmed Hamed Al Harthy Professor of Islamic History, Vice Dean of Scientific Research, University of Bishe, Kingdom of Saudi Arabia Doi: 10.2478/mjss-2018-0163 Abstract The prophet’s biography had a supreme place in the Turkish writings. In this vein, the present research’s title is “The Meccan Era in the Turkish Writings from the prophet’s birth till the Prophetic Immigration to Medina”. Therefore in this research, a great amount of information about the Meccan era in the Turkish Writings from the prophet’s birth till the Prophetic Immigration to Medina was collected. It also included prophet’s life before and after the mission till the immigration to Abyssinia, the boycott, passing the second Aqaba Pledge, the Prophet's stand towards some contemporary nations and finally, the conclusion and the list of citied works and references. Before the prophet Muhammad Ibn Abd Allah's (PBUH) birth, the Arabian Peninsula lived in full darkness then it was enlightened by Islam. The prophet (PBUH) was not detached from the universal arena; rather, he was aware of the surrounding nations led by the Persians and Romans during that time. -
An Imam Explains Why Muslims Hate Seeing Depictions of the Prophet
NEWS Search canada.com... An imam explains why Muslims hate seeing depictions of the contract in Ontario Bombardier Prophet Muhammad Transportation announced Tuesday that Ontario’s regional Sikander Hashmi of the Kanata Muslim transit agency, Association discusses the Charlie Hebdo Metrolinx, ha... massacre, freedom of speech, and how to fight extremist rhetoric Financial adviser suspended for Sections appropriating clients' money A former financial News adviser with a gambling habit has Entertainme had his permit nt suspended for 10 Life years by the... Business Change in mutual-fund taxation is in the Financial Post Biz Technology Sports Travel Sikander Hashmi, the imam at the Kanata Muslim Association, paying Driving his respects at the site of the Parliament Hill shooting in Ottawa in October. Househunti PHOTO: JULIE OLIVER / OTTAWA CITIZEN ng Obituaries Like 701 Tweet 11 Jobs 89 Ishmael N. Daro Published: January 9, 2015, 4:53 pm Updated: 2 years ago Latest News Video A A A This week’s horrific attack on the offices of the newspaper Charlie Hebdo in Paris has sparked an important discussion Trump Finally Endorses about the power of satire, the right to publish offensive or even House Speaker Paul Ryan 1:33 “blasphemous” materials in a free society, and where freedom of speech and respect for religion overlap and sometimes clash. This Week's Flyers At the heart of the debate is the Islamic prohibition on depictions of the Prophet Muhammad. While there is no specific verse in the Qu’ran that outlaws representations of the prophet, the Muslim holy book discourages idolatry; several hadith — a record of the sayings and actions of Muhammad — HOVER FOR FLYER HOVER FOR FLYER prohibit Muslims from creating images of human figures. -
Andrea Reed's Thesis
MUHAMMAD AS REPRESENTATIVE FORM: A VISUAL RHETORICAL ANALYSIS OF THE DANISH CARTOON CONTROVERSY By ANDREA REED A Thesis Submitted to the Graduate Faculty of WAKE FOREST UNIVERSITY in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Communication May 2009 Winston-Salem, North Carolina Approved By: Alessandra Beasley Von Burg, Ph.D., Advisor _________________________________ Examinating Committee: Margaret D. Zulick, Ph.D. ___________________________________ Peter Furia, Ph.D. ___________________________________ ii ACKNOWLEDGEMENTS I would like to thank my advisor, Dr. Alessandra Beasley Von Burg for her indispensible guidance with this project. This thesis would not have been possible without her expertise in the area of rhetoric and on topics related to European affairs, not to mention her patience. I sincerely thank Dr. Margaret Zulick and Dr. Peter Furia for graciously agreeing to sit on my panel and reflect upon my thesis. I also must thank Dr. Allan Louden and Dr. Ananda Mitra who both served as Director of the graduate program during my time at Wake Forest. I would also like to thank my other professors who have been great teachers and inspirational thinkers, Dr. Michael Hyde, Dr. Steve Giles, and Dr. Peter Brunette and the rest of the Department of Communication. iii TABLE OF CONTENTS Page LIST OF FIGURES ……………..…………………………………………………... iv ABSTRACT …………………………………………………………………………. v INTRODUCTION ………………………………………………………………….... 1 CHAPTER 1 ………………………………………………………………………..... 4 Review of the Literature ……………………………………………………... 5 Visual Rhetoric as Ideographs: the Representative Form ………………….. 15 Rhetoric and Social Controversy ………………………………………….... 19 Methodology ………………………………………………………………... 23 CHAPTER 2 ………………………………………………………………………... 27 The Muhammad Cartoons as Visual Ideographs ………………………….... 29 The Re-Appropriation of the Prophet Muhammad………………………….. 42 CHAPTER 3 ……………………………………………………………………….. -
Chapter I Introduction
CHAPTER I INTRODUCTION This first chapter outlines the main background and problem identification as the introductory gate of the research in order to have a better a comprehension toward the research topic. I.1. Background In mass communication, the written culture has progressively been overshadowed by an audiovisual culture. Parsa (2004) explains that in the present day, what was previously pages worth of documentation could easily be told in a 2-hour movie or a 60-minute documentary. An emphasis on visual messages does not necessarily mean that words are less important. The most powerful and meaningful messages are combined with words and pictures. Considering the rapid developments in technology, we are gradually moving toward a visually mediated society. The world has been caught up in an ever-flowing process, which can only be explained through the unique rules of an ‘audio-visual language’ with the invention of photographs, cinemas and televisions, which are used to record both still and moving images, although the ‘written language’ is still remains fundamental to the construction of meaning and the meaning itself. To facilitate a better understanding toward the written narratives, supporting images can be found in cinemas, newspapers, magazines, books, posters, computer screens, television screens, clothes and even restaurant menus. (Parsa 2002, 844). Image has in fact a dual nature, being both concrete and capable of expressing larger meanings symbolically and metaphorically as it speaks within an experiential, assosiationistic, and holistic logic (Barry 1997, 122). Parsa (2004) tries to break down the strength of visual image that differs from written text, as quoted from Schneider & Raue: 1 Visual image is neither good nor bad information compared to texts. -
How Ecumenical Was Early Islam?
Near Eastern Languages and Civilization The Farhat J. Ziadeh Distinguished Lecture in Arab and Islamic Studies How Ecumenical Was Early Islam? Professor Fred M. Donner University of Chicago Dear Friends and Colleagues, It is my distinct privilege to provide you with a copy of the eleventh Far- hat J. Ziadeh Distinguished Lecture in Arab and Islamic Studies, “How Ecumenical Was Early Islam?” delivered by Fred M. Donner on April 29, 2013. The Ziadeh Fund was formally endowed in 2001. Since that time, with your support, it has allowed us to strengthen our educational reach and showcase the most outstanding scholarship in Arab and Islamic Studies, and to do so always in honor of our dear colleague Farhat Ziadeh, whose contributions to the fields of Islamic law, Arabic language, and Islamic Studies are truly unparalleled. Farhat J. Ziadeh was born in Ramallah, Palestine, in 1917. He received his B.A. from the American University of Beirut in 1937 and his LL.B. from the University of London in 1940. He then attended Lincoln’s Inn, London, where he became a Barrister-at-Law in 1946. In the final years of the British Mandate, he served as a Magistrate for the Government of Palestine before eventually moving with his family to the United States. He was appointed Professor of Arabic and Islamic Law at Princeton University, where he taught until 1966, at which time he moved to the University of Washington. The annual lectureship in his name is a fitting tribute to his international reputation and his national service to the discipline of Arabic and Islam- ic Studies. -
9 Charlie Hebdo Case Study
Putri, et.al., Charlie Hebdo Case Study: Public Order as a Limit… 9 CHARLIE HEBDO CASE STUDY: PUBLIC ORDER AS LIMIT TO FREEDOM OF EXPRESSION* Devita Kartika Putri** and Agam Subarkah*** Abstract Intisari The freedom of expression is not an Kebebasan berekspresi bukan merupakan absolute right. It comes with limited hak mutlak. Terdapat keterbatasan dari limitations set out in the ICCPR and ECHR— ICCPR dan ECHR— yang berlaku kepada applicable to France, taking into account Prancis, dengan mempertimbangkan public order, ensuring the rights of others, ketertiban umum, menjamin hak-hak orang and it needs to be prescribed by law. A lain, dan perlu ditentukan oleh hukum. state may give its full support to the Sebuah negara dapat memberikan dukungan freedom of expression, but when its penuh terhadap kebebasan berekspresi, exercise is no longer harmless, one must tetapi ketika implementasinya tidak lagi question the extent of such freedom; how it berbahaya, harus dipertanyakan sejauh must be compatible and in respect with mana kebebasan tersebut; bagaimana other rights that are as important as the kebebasannya kompatibel dan sehubungan freedom of expression. This article seeks to dengan hak-hak lain yang sama pentingnya see how the limitation to freedom of dengan kebebasan berekspresi. Naskah ini expression can be applied in relation to berusaha untuk melihat bagaimana post Charlie Hebdo event. pembatasan kebebasan berekspresi dapat diterapkan dalam kaitannya dengan kasus Charlie Hebdo. Keywords: Charlie Hebdo, freedom of expression, public order, respect for religion, responsibility to protect, human rights. Kata Kunci: Charlie Hebdo, kebebasan berekspresi, ketertiban umum, menghormati agama, tanggung jawab untuk melindungi, hak asasi manusia. -
Constitution of Medina " Some Notes
THE " CONSTITUTION OF MEDINA " SOME NOTES The document known as the "Constitution of Medina" (1) has been studied by western scholars among whom was already J. Wellhausen who analyzed and divided the document into articles. His division was adopted by Wensinck, Watt and others, and it is also followed in the present study (2). There are, however, certain problems in the "Constitution" which seem to remain unsolved. In the present paper an attempt is made at elucidating some of these problems (3). 1. "The Jews of Banfr so-and-so" One of the main objects of the "Constitution" was to deter- mine the relations between the Muslims and the Jews of Medina within the framework of a new kind of unity. But whereas the identity of the Muslims who are dealt with in articles 2 - 10 of the document is fairly clear, the Jews who are treated in I) See Ibn Hisham, 11,147-150. This is the version of Ibn lshaq (d. 150H1767) which is also reproduced in Ibn Sayyid al-Nas,I, 197-198; Ibn Kathir , Bidiiya, 111,224-226. Another version, that of al-Zuhri (d. 124HI742), has been recorded in Abfl 'Ubayd , 290-294. For an English translation of the document see Wensinck , 51 ff. ; Watt, 221 rr. ; Serjeant, II, 18 rr. 2) Serjeant, who completely ignored Wellhausen's study, cut the "Constitution" into no less than 8 separate "documents" in what seems to be a highly arbitrary manner. 3) The Arabic text of the passages studied below is provided in the appendix. 6 URI RUBIN articles 25 -30, 46 are less easy to identify. -
Living the Muslim Life - Meditating and Retreating to the Mosque for the Last 10 Days of Ramadan Can Bring a Special Closeness to and Charitable Causes
The Ten Obligatory Acts Shahadah – 1st Pillar Salah – 2nd pillar Salah at home: Muslims are allowed to pray at home. They must perform wudu Sawm – 3rd pillar before prayer but they do not need a special room in their house to pray. Sunni Muslims refer to their faith as ‘the house of Islam’ ‘There is no God but Allah and Muhammad is the History of Salah Muslims will use a prayer mat, which they position so it is facing Makkah, in the same way as it would in a mosque. Muslims women can often find it useful to Ramadan: Ramadan is the ninth month of the Muslim Year, but that does not mean that it happens in September. by which they mean their home. A house needs Prophet of Allah’ Salah is the five times a day ritual prayer of Islam. Salah as it pray at home, especially if they have children to look after. Muslims traditionally follow a lunar calendar which is slightly shorter than the solar year, it means that Ramadan will foundations and for Muslims, this is the Qur’an. The is known today began with Muhammad. According to the Muslim be slightly earlier (by about ten days) in the Western calendar every year. ‘House of Islam’ is supported by the 5 pillars. The Ten Shahadah means ‘to observe, witness, testify’, The biographies, Muhammad began a system of morning and evening Jummah prayer: The midday prayer every Friday is considered to be special, Obligatory Acts were developed by the Twelve Imams of first part shows the belief of Tawhid, that there is prayers. -
Mosque of Selim II
AP AH College Board Presentation Content Area #7 West and Central Asia 500 B.C.E.- 1980 C.E. Chapter 13- Islam & Some Buddhism • “Islam” = submission to God in Arabic • Arose in the early 7th century (Muslim calendar begins in the year 620 CE when Muhammad fled from Mecca to Medina- known as the year of the Hijra or flight (in Latin anno hegirae) • “Allah”- God’s name in Arabic • Muslims= believers in Islam • Muslim world’s political and cultural center was the Fertile Crescent • Muhammad- founder of Islam. Final prophet. Native of Mecca • Koran- Islam’s sacred book • Muslim Heritage Link • Summary Link • Periods of Islam Summary Five Obligations(Pillars) of Islam • Profession of faith in Allah • Must worship 5 times daily (while facing Mecca’s direction) • Give to the poor • Fast during the month of Ramadan • Make a pilgrimage to Mecca The reward for the Muslim faithful is Paradise Five Pillars Summary Link Modern Pilgrimage Video Link The Kaaba. Mecca, Saudi Arabia. Pre-Islamic monument; redirected by Muhammad in 631- 632 C.E. Multiple renovations • Granite masonry, covered with silk curtain and calligraphy in gold and silver-wrapped thread • Kaaba (cube in Arabic) is a square building elegantly draped in a silk and cotton veil • Holiest shrine in Islam • Located in Mecca, Saudi Arabia • The Qur’an established the direction of prayer- towards Mecca and the Kaaba • All Muslims aspired to undertake the hajj (annual pilgrimage) to the Kaaba • Upon arrive in Mecca, pilgrims gather in the courtyard of the Masjid al-Haram around the Kaaba- circumambulate (tawaf in Arabic)- hope to kiss and touch the Black Stone embedded in the eastern corner of the Kaaba • Summary Link The Kaaba. -
Slamic Studies, Pp
ISL M20/REL M20 RE: Resubmission of GE Application for designation in “Foundations of Society and Culture Areas” To the GE Committee: I’m writing to resubmit my course materials for “ISL M20/REL M20-Introduction to Islam” for designation as a GE course which fulfills requirements for the following Foundations of Society and Culture areas: Historical Analysis and Social Analysis. I received the following feedback from the committee after their review of the course material for designation in these categories last year. (I would like to add here that due to some administrative turn over in different departments, the feedback was not conveyed to me until a few weeks ago. I am therefore taking this opportunity to resubmit the GE application with the clarification sought by the committee.): The committee was impressed by the course and sees it as a better fit into either Social or Historical Analysis than Literary Cultural or Philosophical Linguistic Analysis. However, the use of primary sources for Historical Analysis was unclear. The committee felt the course was missing a clear explanation of an introduction to historical or social methodologies. Clarification: The “Introduction to Islam” course is thematically organized such that I cover nine main topics over the course of the quarter. These include “Late Antiquity and Pre-Islamic Arabia,” “Prophet Muhammad and his Legacy,” “The Qur’an,” “Sufism,” and “Islamic legal interpretation,” among others. In reviewing each one of these topics, I follow the following schema: a) An overview which covers the history of the topic from understandings/trajectories in early Islam up to the modern period b) An exploration of contemporary approaches to the topic and how it figures in confessional and non-confessional discourses c) An analysis of one or more primary source(s) relevant to the selected topic and one or more academic research articles. -
Unit 5: the Post-Classical Period: the First Global Civilizations
Unit 5: The Post-Classical Period: The First Global Civilizations Name: ________________________________________ Teacher: _____________________________ IB/AP World History 9 Commack High School Please Note: You are responsible for all information in this packet, supplemental handouts provided in class as well as your homework, class webpage and class discussions. What do we know about Muhammad and early Muslims? How do we know what we know? How is our knowledge limited? Objective: Evaluate the primary sources that historians use to learn about early Muslims. Directions: Below, write down two things you know about Muhammad and how you know these things. What I know about Muhammad... How do I know this …. / Where did this information come from... Directions: Below, write down two things you know about Muslims and how you know these things. What I know about Muslims... How do I know this …. / Where did this information from from... ARAB EXPANSION AND THE ISLAMIC WORLD, A.D. 570-800 1. MAKING THE MAP 1. Locate and label: 4. Locate and label: a Mediterranean Sea a Arabian Peninsula b Atlantic Ocean b Egypt c Black Sea c Persia (Iran) d Arabian Sea d Anatolia e Caspian Sea e Afghanistan f Aral Sea f Baluchistan g Red Sea g Iraq h Persian Gulf. 2. Locate and label: h Syria a Indus River i Spain. b Danube River 5. Locate and label: c Tigris River a Crete b Sicily d Euphrates River c Cyprus e Nile River d Strait of Gibraltar f Loire River. e Bosphorus. 3. Locate and label: 6. Locate with a black dot and a Zagros Mountains label: b Atlas Mountains a Mecca c Pyrenees Mountains b Medina d Caucasus Mountains c Constantinople e Sahara Desert. -
World Religions in Greater Indianapolis Teaching Module
World Religions in Greater Indianapolis Teaching Module Teacher Name: Tanya A. Martin Humanities Discipline: Philosophy (Ethics) Date: May 12, 2016 World Religion: Islam Teaching Module Title: On what Basis Do Islamic Extremists react so violently against satires featuring illustrations of Mohammed? Teaching Module Goals: I agree with all right-thinking people that violence and senseless killing at the hands of terrorist groups of any faith is unacceptable for any reason. I also believe that many people know very little about Islam and only see it as a violent, hate mongering religion due to various terrorist attacks that have been perpetrated by fundamentalist extremists who happen to be Muslim. In this teaching module, I am particularly concerned with the carnage that extremists claim is vengeance that appears to stem from their notion of ridiculing Mohammed. In the interest of peace and religious tolerance, my primary goal is to discuss where this idea originates. A further goal is to open minds to the assertion that we are each responsible not only for what we actually do, but also accountable for what we cause and or allow to happen. Assigned Readings and Websites: http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html (SEE First Amendment to the US Constitution Bowker, John. World Religions: The great faiths explored and explained ISLAM pages 176-195 (SEE REVERENCE FOR THE PROPHET and A Perfect Example of Living) (SEE commentary under a featureless depiction of Muhammad) page 181 http://www.cnn.com/2015/01/07/living/islam-prophet-images/