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Islamic Model for Peace Education

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Islamic Model for Peace Education Islamic Model for Peace Education Mandaluyong City, Philippines 2008 TABLE OF CONTENTS Acknowledgements 4 Preface by Ms. Amina Rasul 5 Chapter I - Foundations of Peace 8 Lesson 1 – Understanding Peace 10 Lesson 2 – Allah as God of Peace 14 Lesson 3 – The Qur’an as Message of Peace 16 Lesson 4 – The Prophet as Messenger of Peace 18 Lesson 5 – A Muslim as Advocate of Peace 21 Chapter II – Stewardship and Accountability 24 Lesson 1 – The Place of Man in Allah’s Creation 28 Lesson 2 – Man as Servant of Allah 32 Lesson 3 – Man as Khalifah 36 Lesson 4 – Protecting the Environment 39 Lesson 5 – Conserving Natural Resources 45 Chapter III – Rights and Responsibilities 55 Lesson 1 – Understanding Rights and Responsibilities 57 Lesson 2 – Rights and Responsibilities towards One’s Self 59 Lesson 3 – Rights and Responsibilities towards the Family 62 Lesson 4 – Rights and Responsibilities towards Fellow Humans 64 Lesson 5 – Rights and Responsibilities of Women 67 Lesson 6 - Rights and Responsibilities towards Children 75 Chapter IV – Democracy, Justice and Governance 81 Lesson 1 – Understanding Democracy 83 Lesson 2 – Understanding Justice 87 Lesson 3 – The Rule of Law 91 Lesson 4 – Understanding Good Governance 94 Lesson 5 – People’s Participation in Governance 97 Lesson 6 – Public Transparency and Accountability 100 TABLE OF CONTENTS Chapter V – Conflict, Violence and Conflict Resolution 103 Lesson 1 – Understanding Conflict and Violence 105 Lesson 2 – Factors Leading to Conflict 109 Lesson 3 – Approaches to Conflict Resolution 113 Lesson 4 – Children in Conflict 116 Lesson 5 – Impact of Conflict and Violence to Women 120 Chapter VI – Leadership in Islam 123 Lesson 1 – Islamic Perspective of Leadership 125 Lesson 2 – What makes a Good Leader? 130 Lesson 3 – Responsibilities of a Leader 139 Lesson 4 – Selection of a Leader 143 Lesson 5 – Cultural Context of Leadership 145 Chapter VII – Jihad and Peace 150 Lesson 1 – Understanding Jihad 153 Lesson 2 – Levels and Manifestations of Jihad 157 Lesson 3 – Jihad of the Worldly Life 160 Lesson 4 – Jihad of Heart and Emotions 163 Lesson 5 – Jihad as an Instrument of Peace 168 ACKNOWLEDGEMENTS This Peace Education Manual would not have been possible without the support and cooperation of institutions and individuals committed to peace. Our gratitude to: The Asia Foundation (TAF) Dr. Steven Rood, Country Representative Magbassa Kita Foundation, Inc (MKFI) Dr. Santanina T. Rasul, Chairperson United States Institute for Peace and Dr. David Smock, Director for Religion and Peacemaking Program Dr. Asna Husin, Aceh Peace Education Project The Philippine Council for Islam and Democracy (PCID) Project Team: Ms. Amina Rasul Prof. Moner Bajunaid Dr. Hamid Barra Ustadz Esmael Ebrahim Mr. Rey Trillana Dr. Aida Macadaag, Dr. Dalomabi Bula and Atty. Cosain Abbas Alim Anwar Radiamoda and Alim Sandiman Lomala PCID staff Jamel Cayamodin* Maila Mantil * Shahana Abdulwahid * Cecile Banda* Jasmine Ferrer Joselie Fernandez * Daryl De Veyra * Matthew Sugawara Levy Special thanks to Mr. Ali Al-Raschid for his valuable comments and Prof. Leonilo "Neil" Dolorico for the illustrations. Preface The Beginning Muslims living in the predominantly Catholic country of the Philippines have long suffered from armed conflict. “Rido” and decades of fighting by the Moro liberation fronts against the government have made violence a part of the daily lives of many Muslim communities. The lack of implementation of the 1996 Final peace Agreement between the government and the Moro National Liberation Front and the long-drawn out peace process with the Moro Islamic Liberation Front has not added to the establishment of peace in Muslim Mindanao. This state has been made more complex by the tragic events of 9/11 and the resultant “war on terror” which brought more military action to regain peace and order in Muslim Mindanao. Today, kidnapping violence has served to isolate Muslims more. Our Ulama, civic organizations, women’s and youth groups and other stakeholders are struggling to create a space allowing them to strive peacefully. Thanks to their efforts, voices of moderation and nonviolent resolution of conflict and injustice continues to reverberate, despite frustration and uncertainty. In June 2004, the Philippine Council for Islam and Democracy invited Dr. Asna Husin to visit the Autonomous Region of Muslim Mindanao (ARMM) and discuss her Peace Education Project in Aceh. Dr. David Smock, Director of the Religion and Peacemaking Program of the United States Institute for Peace supported her visit. The more than 25 years of armed struggles in Aceh, which has ended in a peace agreement between the Indonesian government and the GAM, struck a parallel with the situation of Muslim Mindanao. We believed that we could learn from Dr. Husin’s successful peace project in Aceh. The Concept Dr. Husin was able to work with the Ulama and madaris teachers in Aceh to develop a peace education-training manual and curriculum for the madaris. Dr. Husin’s project has been very successful and her Peace Education Curriculum: the Perspective of the Ulama of Aceh is being implemented in Acehnese Madrasah. Six (6) basic principles form the foundation for the curriculum: Introspection and Sincerity, Rights and Responsibilities, Conflict and Violence, Democracy and Justice, Plurality of Creation, and Paths to Peace. Lessons were framed within Acehnese culture. Based on her assessment, we came up with the proposal to design a peace education-training manual to enhance the capacity of madaris to visualize and implement authentic Islamic principles and strategies for peaceful management of conflicts and violence occurring in their communities and society. The first phase of the project is the development of the manual Reclaiming the Islamic Peaceful Mission. The Asia Foundation funded the first phase of the project, for which we are grateful. The Project has the following objectives: Phase 1: Develop an indigenous peace education curriculum deriving from authentic Islamic values and Bangsamoro cultural traditions by a team that will be advised by Ulama leaders. Phase 2: The training of Ulama leaders and the implementation of the curriculum in madaris. Institutionalize peace education within the existing educational structures of Bangsamoro Ulama organizations, especially madaris and mosques. Phase 3: Strengthen Islamic religious institutions and leaders to play an active role in the management of conflicts and peaceful development of civil society. With the completion of the draft manual, we hope to design a curriculum with the active participation and guidance of the local religious authorities, the muftis and other religious groups. The project is to be implemented with the cooperation of the government of the Autonomous Region in Muslim Mindanao and the central government in Manila. The Structure of the Peace Education Manual The manual has seven chapters. Chapter 1 introduces the subject of peace with a discussion on the Islamic foundations of peace as mentioned in the Holy Qur’an, the Hadith of the Prophet Muhammad (peace be upon him) and other authentic Islamic sources taught to all Muslims by the Holy Qur’an. Chapters 2 to 7 discusses the key topics necessary for the attainment of peace: Definition of Peace; Rights and Responsibilities of each Muslim and Muslimah; Democracy, Justice, and Governance; Conflict, Violence and Conflict Resolution; Leadership and Jihad as an instrument of peace. Parts of the Module Each chapter starts with an Overview/Introduction. This provides a brief background of the content of the module and sets the context. It aids students “tune in” into what will happen in the chapter or lesson. Objectives. Learning objectives are expected outputs that need to be accomplished at the end of each module/lesson/chapter. Main Body/Key Concepts. Information about the lessons where key concepts are introduced explained or discussed. Its length may depend on the extent of the concept. Learning Activity. Sequential/procedural activity for students to discover their own information with reference to key concepts introduced or discussed. Evaluation/Check for Understanding. Find out how much students have understood the lesson. Self Help Questions and Self-Assessment Questions are asked. Summary/Closure. The teacher/facilitator who must recapitulate the important concepts must summarize the learnings gained. The teacher/facilitator foreshadows the next learning experiences and links the lessons learned. A Prayer for Peace In closing, we would like to share a prayer for peace. This Muslim prayer for peace was printed on little cards and was distributed at the St. Paul church in New York City after 9/11. This prayer has been already posted on many Muslim Internet websites and it is simply titled “A Muslim Prayer for Peace”. Composed of verses from the Qur’an, this simple prayer brings out the essence of our faith’s teachings on peace, as we have tried to present in this manual. It is our hope that the teachers and the students of our madaris and all advocates of peace will find this peace education manual useful and valuable. Prayer for Peace “In the name of Allah, the beneficent, the merciful. Praise be to the Lord of the Universe who has created us And made us into tribes and nations That we may know each other, not that we may despise each other. If the enemy incline towards peace, Do thou also incline towards peace, And trust God, for the Lord is the one that heareth and knoweth all things. And the servants of God Most gracious are those who walk on the Earth in humility And when we address them, we say PEACE.” Ameen AminaRasul Philippine Council for Islam and Democracy Chapter I Foundations of Peace Introduction This chapter introduces students to the Islamic concept on peace that is universal, comprehensive and holistic (Husin: 2005). The concept affirms the faith that God is peace and Islam is a religion of peace. There are four interrelated forms of peace: 1.
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