Fiqh As-Sunnah: the Book of Hajj
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Muslim Response to “To Be a Pilgrim” Jerusha Tanner Lamptey, Union Theological Seminary Bismillah Al-Rahman Al-Rahim
Muslim Response to “To be a Pilgrim” Jerusha Tanner Lamptey, Union Theological Seminary Bismillah al-rahman al-rahim. In the name of God, the Most Gracious, the Most Merciful. I must begin this evening by expressing my sincere gratitude for the invitation to participate in tonight’s discussion and to hopefully contribute a few additional insights to the many that have already been proffered by Fr. Ryan and Dr. Mintz. In preparation for tonight’s conversation, I found myself, as I oft do, preparing for salat, or the ritual Islamic prayer. This preparation includes performing purification and formulating proper intention, among other things. However, it was not these aspects of my preparation that caught my attention on this occasion. Rather, my attention was directed to another minor yet habitual action I perform with every prayer, a minor adjustment of the directional orientation of the rug on which I pray. I don’t take out a compass and figure the direction technically, but I always move the rug somewhat…and I fancy (perhaps naively) that I can tell when it has been moved into the correct alignment. This rug, of course, faces in the direction of Mecca and the Ka’ba, the site of the annual hajj pilgrimage. And there is a connection with that site that penetrates and pulsates throughout the ritual of prayer and throughout the lives of Muslims. The directional orientation to the Ka’ba is in fact a spiritual and symbolic orientation that shapes understandings of human existence in the world and human relation to God. In my brief remarks tonight, I would like to draw attention to this spiritual and symbolic orientation, building upon Fr. -
Haj Al-Qiran Hajj Al-Qiran Involves Combining Umrah and Hajj, with Only One Ihram for Both
Haj Al-Qiran Hajj al-Qiran involves combining Umrah and Hajj, with only one Ihram for both Stages of Al-Qiran In this section we give details of each stage of Hajj al-Qiran and provide advice on the rituals that must be performed if the Hajj is to be completed satisfactorily. Ihram Bathe yourself (ghusl). Put on the white clothing of Ihram. The white garment of the Ihram consists of two pieces of white cloth: the cloth covering the upper part of the body is the Rida'; the cloth covering the lower part of the body is the Izar. After donning the white garment of Ihram and verbally declaring the intention to perform Umrah and the specific type of Hajj, recite the Talbiyah. Now that you are in a state of Ihram, you are subject to a number of prohibitions. You must NOT: wear sewn clothes cut or pluck hair clip nails cover your head wear perfume engage in sexual intercourse Other prohibitions include entering into a marriage contract, hunting, or cutting down trees in the Sacred Precinct. Performing the Welcome Tawaf and Sa'y The correct procedure for these rites is set out in the Rituals of Umrah but we repeat them here for the convenience of the user: Enter the Holy Sanctuary (al Masjid al Haram), preferably right foot first through the Bab as-Salam gate, reciting the Talbiyah: 'Labbayk, Allahumma Labbayk. Labbayk, La Shareeka laka labbayk. Innal-hamda wan-ni'mata laka wal-mulk La shareeka lak' The above means: 'Here I am O Allah, (in response to Your call), here I am. -
Download : Rites of Hajj and Talbiyah
Illustrated Islamic Jurisprudence for the Acts of Worship Simplifying and Teaching the Rules of Islam At-Tahara As-Salāh As-Saum Az- Zakah Al-Hajj Translation Kamoldeen Abiodun AJIJOLAKEWU Review Dr. Abdul-Razzaq Abdul Majeed Alaro Dr. AbdulRaheem Kajogbola Omoloso Rites of Hajj and Talbiyah https://www.al-feqh.com/en The Chapter of Pilgrimage 5 An-Nusk and At-Talbiyah (Hajj Rites and At-Talbiyah ( Assent Statement)) An-Nusk An-Nusk literal meaning: Worship Contents An-Nusk and At-Talbiyah (Hajj Rites and At-Talbiyah ( Assent Statement)) An-Nusk An-Nusk in context of the Shari‘ah: At-Talbiyah (statements of assent) The words and actions of the rites of worship performed during Hajj or ‘Umrah Intention for An-Nusk. When the person intending Ihram has finished bathing and cleaning himself and has worn his Ihram garments, and (a male) has taken off any fitted garments, he then makes the intention to commence An-Nusk, either for Hajj or ‘Umrah. It is recommended to state clearly the sequence of Nusk the person intends to perform. For instance he says, when he wishes to perform at-Tamattu’, i.e. ‘Umrah, after which he becomes released (i.e. free and disengaged from the obligations of ihram) beforehttps://www.al-feqh.com/en starting Hajj: “Labbaykal-Laahumma ‘Umuratan mutamat-ti’an biha ilal Hajj: “O Allah, I have answered Your call and here I am to serve You through ‘Umrah, after which I will become 296 Illustrated Islamic Jurisprudence for the Acts of Worship https://www.al-feqh.com/en An-Nusk and At-Talbiyah (Hajj Rites and At-Talbiyah ( -
Muslim Women's Pilgrimage to Mecca and Beyond
Muslim Women’s Pilgrimage to Mecca and Beyond This book investigates female Muslims pilgrimage practices and how these relate to women’s mobility, social relations, identities, and the power struc- tures that shape women’s lives. Bringing together scholars from different disciplines and regional expertise, it offers in-depth investigation of the gendered dimensions of Muslim pilgrimage and the life-worlds of female pilgrims. With a variety of case studies, the contributors explore the expe- riences of female pilgrims to Mecca and other pilgrimage sites, and how these are embedded in historical and current contexts of globalisation and transnational mobility. This volume will be relevant to a broad audience of researchers across pilgrimage, gender, religious, and Islamic studies. Marjo Buitelaar is an anthropologist and Professor of Contemporary Islam at the University of Groningen, The Netherlands. She is programme-leader of the research project ‘Modern Articulations of Pilgrimage to Mecca’, funded by the Netherlands Organisation for Scientific Research (NWO). Manja Stephan-Emmrich is Professor of Transregional Central Asian Stud- ies, with a special focus on Islam and migration, at the Institute for Asian and African Studies at Humboldt-Universität zu Berlin, Germany, and a socio-cultural anthropologist. She is a Principal Investigator at the Berlin Graduate School Muslim Cultures and Societies (BGSMCS) and co-leader of the research project ‘Women’s Pathways to Professionalization in Mus- lim Asia. Reconfiguring religious knowledge, gender, and connectivity’, which is part of the Shaping Asia network initiative (2020–2023, funded by the German Research Foundation, DFG). Viola Thimm is Professorial Candidate (Habilitandin) at the Institute of Anthropology, University of Heidelberg, Germany. -
The Arab and Arab Islamic and Muslim Architecture
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. THE ARAB AND ARAB ISLAMIC AND MUSLIM ARCHITECTURE OF THE OLD HOLY MASJID AND AL-KA'ABAH A Monadic Interpretation of the Two Holy Buildings by Eduard Franciscus Schwarz A Thesis Submitted to Massey University Wellington Campus, New Zealand in Part Fulfilment of the Requirements for the Degree of Master of Philosophy Massey University of Wellington 2005 The Holy Complex in Makkah al-Mukarramah in Saudi Arabia Acknowledgments Although I belong to those who were indirectly indoctrinated by the Bauhaus, Architecture has moved well away from the Bauhaus architecture and Bauhaus philosophy into that can be referred to as labyrinth architecture with a poetic base. However, the tendency to perceive architecture as a body poetic needs to be queried. That architecture had moved away from the architecture advocated by the Bauhaus was particularly realized during my study at Massey University, Wellington Campus, during 2004. Contact with art students and staff, trained in art and fashion were very useful. Without the help of others, the writing of the thesis would have been more difficult. My thanks go to Professor Duncan Joiner, who was my supervisor. I am also thankful to the Massey University Library, Wellington Campus that carried out a literature search in support of this work. Massey University also provided me with computers for the writing of the work, Brian Halliday, now retired, needs mentioning here, so does Ken Elliot for the constant help he gave computer-wise. -
Masail Fiqhiyah Memahami Permasalahan Kontemporer.Pdf
Scanned by CamScanner Scanned by CamScanner MASAIL FIQHIYAH MEMAHAMI PERMASALAHAN KONTEMPORER Penulis: Muhammad Yusuf Editor: Nahdhiyah Makassar 2017 Tentang Penulis Dr. H. Muhammad Yusuf, M.Ag. dilahirkan di Desa Gattareng Bone Sulawesi Selatan Ia mengawali pendidikan formalnya di SD Negeri No. 258 Gattareng Kec. Salomekko Kab. Bone (1982-1988). Pendidikan menengahnya di MTs Nusa Kec. Kahu Kab. Bone (1988 - 1991), Madrasah Aliyah (MA) Palattae Kec. Kahu Kab. Bone (1991-1994), Pendidikan Bahasa Arab Fakultas Tarbiyah IAIN Alauddin Makassar (1999). Dosen luar biasa dan tutor Bahasa Arab dan Bahasa Inggris pada Fak. Tarbiyah IAIN Alauddin (1997-2000). Sambil menyelesaikan S1-nya, ia juga mengikuti Program Diploma Dirasah Islamiyah dan Bahasa Arab pada Ma‘had “al-Birr” Cabang Universitas Muhammad Ibnu Su‘ud Makassar (1998-1999). Setelah menyelesaikan pendidikannya di lembaga tersebut, ia diterima bekerja sebagai staf administrasi di bawah kepemimpinan al- Syaikh Muhammad ibn Ahmad al-Khatib, M.A dari Suriah. Ia melanjutkan studi pada Program Pascasarjana (PPs) IAIN Alauddin dan memilih Jurusan Bahasa Arab dan Ilmu Tafsir (2000-2002). Sambil menyelesaikan Thesisnya, ia juga mengikuti Pendidikan Kader Ulama (PKU) yang diselenggarakan oleh MUI Sulsel selama satu tahun di Masjid Raya Makassar (2001-2002). Di PKU inilah ia menggeluti Kitab-Kitab Turast di bawah Bimbingan beberapa ulama dan Cendikiawan Muslim. Setelah menyelesaikan pendidikannya di PKU, ia masih tetap diminta tinggal satu tahun lagi (2002-2003) Pada tahun 2003, ia masuk di Pesantren Modern “Pendidikan Al-Qur’an” IMMIM Putra Makassar sebagai pembina bahasa dan menjabat sebagai Kepala Kepesatrenan hingga 2010. Ia diberi tugas tambahan sebagai Ketua Jurusan Syariah STAI Al-Furqan Makassar (2006-2010). -
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. -
The History of Implementation of Pilgrimage in the Pagan Era
International Journal of Academic Research in Business and Social Sciences 2017, Vol. 7, No. 12 ISSN: 2222-6990 The History of Implementation of Pilgrimage in the Pagan Era 1Rizalman Muhammad, 2Faiz Hakimi Mat Idris, 3Kamaliah Salleh, 2Ahmad Zahid Salleh, 2Mohamad Zaidin Mohamad 1Institut Pendidikan Guru, Ipoh Campus, Malaysia 2Faculty of Islamic Contemporary Studies, UniSZA, Malaysia 3Faculty of Law, Accountancy & International Relations, UniSZA, Malaysia Email: [email protected] DOI: 10.6007/IJARBSS/v7-i12/3636 URL: http://dx.doi.org/10.6007/IJARBSS/v7-i12/3636 Abstract The first pilgrimage performed by the Prophet Abraham which was in the 20th century BC had eventually been mixed with polytheism and heresy elements before Prophet Muhammad (P.B.U.H) was sent to this world. In this regard, this article aims to reveal the ritual of the hajj in the ancient Arab society which is different from the current practice of Muslims nowadays. This article is a qualitative study using content analysis. The finding reveals that although Arab community remained to believe in Allah, but in view to the long gap between the two ages of Prophet Abraham and Prophet Muhammad (P.B.U.H.), they had mixed up the implementation of a true and wrong rituals in their pilgrimage. Keywords: Pilgrimage, Pagan Arabs, Kaaba, Mecca Introduction The term Jahiliyyah is derived from jahl which connotes a description of pre-Islamic Arab society who were ignorance of the God, the prophets, the way of life, and who were also arrogantly and imperiously proud of their lineage (Ibn Manzur n.d.). It was a dark age of the Arab history with the absence of divine light to guide their faith, and their lives were fully deviated and strayed from the religious method. -
Hajj As a Case Study
Review of Modelling and Simulating Crowds at Mass Gathering Events: Hajj as a Case Study Almoaid Owaidah1, Doina Olaru2, Mohammed Bennamoun1, Fer- dous Sohel3,1, Nazim Khan4 1Department of Computer Science and Soware Engineering, The University of Western Australia, 35 Stirling Highway, Crawley WA 6009, Australia 2Business School, The University of Western Australia, 35 Stirling Highway, Crawley WA 6009, Australia 3College of Science, Health, Engineering and Education, Murdoch University, 90 South Street, Murdoch 6150 Australia 4Department of Mathematics and Statistics, The University of Western Australia, 35 Stirling Highway, Craw- ley WA 6009, Australia Correspondence should be addressed to [email protected] Journal of Artificial Societies and Social Simulation 22(2) 9, 2019 Doi: 10.18564/jasss.3997 Url: http://jasss.soc.surrey.ac.uk/22/2/9.html Received: 30-06-2018 Accepted: 08-03-2019 Published: 31-03-2019 Abstract: The Hajj is an Islamic pilgrimage that involves four main holy sites in Makkah, Saudi Arabia. As the number of participants (pilgrims) attending these events has been increasing over the years, challenges have arisen: overcrowding at the sites resulting in congestion, pilgrims getting lost, stampedes, injuries and even deaths. Although Hajj management authorities have employed up-to-date facilities to manage the events (e.g., state-of-the-art infrastructure and communication technologies, CCTV monitoring, live crowd analysis, time scheduling, and large well-trained police forces and scouts), there is still overcrowding and “unexpected” prob- lems that can occur at the events. These problems can be studied and mitigated by prior simulation, which allows for preparation and deployment of the most appropriate plans for crowd management at Hajj events. -
The Fiqh of Hajj Taken From
The Fiqh of Hajj Taken from Silsilah Ahadeeth As-Saheehah & Silsilah Ahadeeth Ad-Daeefah of The Muhaddith, Shaykh, Allamaah Muhammad Nasiruddeen al-Albaani Rahimahullaahu Ta’ala Translated byAbbas Abu Yahya THE FIQH OF HAJJ 1 The Excellence of Hajj 3 Not Leaving Off Hajj for More than Five Years 3 Ihram 4 What is Avoided in Hajj is that which is Avoided in Umrah 4 The Prohibition of the Woman in Ihram Covering her Face with a Scarf 4 The Permissibility of the Person in Ihram Covering his Face if Needed. 5 What Animals are Permissible for the Muhrim to Kill 6 Talbeeyah 7 Mina 7 Tawwaaf 8 Salutation of the House - for the person not in Ihram- is Two Rakah 8 The Hajj Pilgrimage is Only Made to the House of Allaah 8 Raml 10 The Sharia’ Reasoning for the Brisk Walk During Tawwaaf 10 Iltizaam 12 Arafat 13 Jamaraat 14 Gathering the Pebbles for Stoning the Jamaraat from Mina and not from Muzdalifah 14 Does the Person Performing Hajj Walk to the Jamarah to Stone it? 15 SalafiPublications.com Page 1 Everything is Permissible After Stoning the Jamaarat al-‘Aqabah Except Women 16 Slaughter 17 After the Completion of Hajj 17 The Permissibility of Visiting the Prophet’s -sallAllaahu alayhi wa sallam- Grave 17 SalafiPublications.com Page 2 The Excellence of Hajj No. 1185 & 1200 - On the authority of Ibn Abbas in a narration ascribed to the Prophet: - sallAllaahu alayhi wa sallam: ‘Be regular with (in another narration: follow up) the Hajj and the Umrah since they wipe out poverty and sins, just as the furnace separates the slag from the iron.’ Not Leaving Off Hajj for More than Five Years No. -
Hajj the Islamic Pilgrimage According to the Five Schools of Islamic Law
Published on Books on Islam and Muslims | Al-Islam.org (http://www.al-islam.org) Home > Hajj The Islamic Pilgrimage According to The Five Schools of Islamic Law Hajj The Islamic Pilgrimage According to The Five Schools of Islamic Law Log in [1] or register [2] to post comments Adapted from "The Five Schools of Islamic Law" Author(s): ● Allamah Muhammad Jawad Maghniyyah [3] Publisher(s): ● Ansariyan Publications - Qum [4] Category: ● Hajj (Pilgrimage) [5] Topic Tags: ● Hajj [6] ● Schools of Thought [7] ● Law [8] ● Fiqh [9] Old url: http://www.al-islam.org/hajjandfiveschools/ The Hajj The Acts of the Hajj At the beginning, in order to make it easier for the reader to follow the opinions of the five schools of fiqh about various aspects of Hajj, we shall briefly outline their sequence as ordained by the Shari'ah. The Hajj pilgrim coming from a place distant from Mecca assumes ihram1 from the miqat2 on his way, or from a point parallel to the closest miqat, and starts reciting the talbiyah.3 In this there is no difference between one performing `Umrah mufradahor any of the three types of Hajj (i.e. tamattu, ifrad, qiran). However, those who live within the haram4 of Mecca assume ihram from their houses.'5 i.e. `God is the greatest') and tahlil) اﻟﻠَّﻪِ أَﻛْﺒَﺮ On sighting the Holy Ka'bah, he recites takbir i.e. `There is no god except Allah') which is mustahabb 6 (desirable, though) ﻻ إﻟﻪ إﻻ اﻟﻠﻪ not obligatory). On entering Mecca, he takes a bath, which is again mustahabb. -
Islamic Studies and Religious Education Bi-Annual Curriculum
Islamic Studies and Religious Education bi-annual Curriculum Subject Leader: Mr Abdullah AS Patel, Deputy Head Teacher Intent We are committed to providing a curriculum with breadth that allows all our pupils to be able to achieve the following: ● Build Islamic character, through the termly topics, and a special focus on character building in the final term. ● To learn relevant knowledge to their religious preferences and the values they come with from home. ● To challenges, motivate, inspire and lead them to a lifelong interest in learning, using their Islamic values as a base for further religious exploration, in further education. ● To facilitate pupils to achieve their personal best and grow up to be Muslims with a strong sense of identity. ● To create a link between different subjects to give the pupils and appreciation of the breadth and connected nature of learning. ● To promote active community involvement, we will ensure pupils are prepared for life in modern Britain, by teaching universal human values, and dedicating time in the year to learning specifically about British Values. Implementation To help us achieve our Islamic Studies curriculum intent, we will: ● Offer a quality-assured curriculum using multiple syllabi, and ensuring all lessons are well-planned and effectively delivered. ● Provide pupils and parents with ‘Tarbiyah’ checklists to monitor their character-building progress. ● Where appropriate, we will provide pupils with the tools to learn more effectively by means of practical demonstrations. ● To build a sense of tolerance and respect, we will arrange trips to visit different places of worship to learn about others and appreciate their teachings.