Tawaqquf and Acceptance of Human Evolution
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Prophets of the Quran: an Introduction (Part 1 of 2)
Prophets of the Quran: An Introduction (part 1 of 2) Description: Belief in the prophets of God is a central part of Muslim faith. Part 1 will introduce all the prophets before Prophet Muhammad, may the mercy and blessings of God be upon him, mentioned in the Muslim scripture from Adam to Abraham and his two sons. By Imam Mufti (© 2013 IslamReligion.com) Published on 22 Apr 2013 - Last modified on 25 Jun 2019 Category: Articles >Beliefs of Islam > Stories of the Prophets The Quran mentions twenty five prophets, most of whom are mentioned in the Bible as well. Who were these prophets? Where did they live? Who were they sent to? What are their names in the Quran and the Bible? And what are some of the miracles they performed? We will answer these simple questions. Before we begin, we must understand two matters: a. In Arabic two different words are used, Nabi and Rasool. A Nabi is a prophet and a Rasool is a messenger or an apostle. The two words are close in meaning for our purpose. b. There are four men mentioned in the Quran about whom Muslim scholars are uncertain whether they were prophets or not: Dhul-Qarnain (18:83), Luqman (Chapter 31), Uzair (9:30), and Tubba (44:37, 50:14). 1. Aadam or Adam is the first prophet in Islam. He is also the first human being according to traditional Islamic belief. Adam is mentioned in 25 verses and 25 times in the Quran. God created Adam with His hands and created his wife, Hawwa or Eve from Adam’s rib. -
Mistranslations of the Prophets' Names in the Holy Quran: a Critical Evaluation of Two Translations
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.2, 2017 Mistranslations of the Prophets' Names in the Holy Quran: A Critical Evaluation of Two Translations Izzeddin M. I. Issa Dept. of English & Translation, Jadara University, PO box 733, Irbid, Jordan Abstract This study is devoted to discuss the renditions of the prophets' names in the Holy Quran due to the authority of the religious text where they reappear, the significance of the figures who carry them, the fact that they exist in many languages, and the fact that the Holy Quran addresses all mankind. The data are drawn from two translations of the Holy Quran by Ali (1964), and Al-Hilali and Khan (1993). It examines the renditions of the twenty five prophets' names with reference to translation strategies in this respect, showing that Ali confused the conveyance of six names whereas Al-Hilali and Khan confused the conveyance of four names. Discussion has been raised thereupon to present the correct rendition according to English dictionaries and encyclopedias in addition to versions of the Bible which add a historical perspective to the study. Keywords: Mistranslation, Prophets, Religious, Al-Hilali, Khan. 1. Introduction In Prophets’ names comprise a significant part of people's names which in turn constitutes a main subdivision of proper nouns which include in addition to people's names the names of countries, places, months, days, holidays etc. In terms of translation, many translators opt for transliterating proper names thinking that transliteration is a straightforward process depending on an idea deeply rooted in many people's minds that proper nouns are never translated or that the translation of proper names is as Vermes (2003:17) states "a simple automatic process of transference from one language to another." However, in the real world the issue is different viz. -
A Study on the Theory of God's Science of Maturidi School Cunping
Advances in Social Science, Education and Humanities Research, volume 328 4th International Conference on Humanities Science and Society Development (ICHSSD 2019) A Study On the Theory of God's Science of Maturidi School Cunping Yun School of Foreign Language, Northwest Minzu University, Lanzhou, Gansu, China, 730050 [email protected] Keywords: Islamic theology, The science of God, Maturidi school Abstract: Maturidi school is one of the two pillars of Sunni sect in Islamic theology. In the heated debate on Islamic dogmatics, Maturidi school unswervingly protected the authority of the Book and the reason and became the one of the founders of the Sunni theology. Maturidi school successfully applied dialectical principles to ensure the supremacy of the Scriptures and at the same time upheld the role of the reason. They maintained a more rational and tolerant attitude toward many issues, and it is called "Moderatism"by the Sunni scholars. The thought of Maturidi school spread all over Central Asian countries, Afghanistan, India, Bangladesh, Pakistan, Rome, Persian, Turkey, Egypt and China ,etc.. In today's globalized and diversified international situation, it is of great significance to enhance the study of Maturidi school's theological thought, especially it's theory of God's Science in order to promote ideological and cultural exchanges between our country and Muslim world and to enhance the mutual understanding. 1. Introduction Muslims began to argue about the fundamental principles of Islamic belief after the Prophet passed away. And some muslim scholars even touched upon the theological questions like the essence, attributes of Allah and the relationship between human and the universe in the influence of foreign cultures of Greece, Persia and Syria, and then "Ilm El-Kalam"(Islamic theology) came into being. -
Why Muslims Become Instruments of Terror?
Kader e-ISSN: 2602-2710 Cilt: 16, Sayı: 2, 2018, ss. 229-240 Volume: 16, Issue: 2, 2018, pp. 229-240 WHY MUSLIMS BECOME INSTRUMENTS OF TERROR? Ramazan BİÇER Prof. Dr., Sakarya Üniversitesi İlahiyat Fakültesi, Sakarya Professor Doctor, Sakarya University Faculty of Theology, Sakarya [email protected] orcid.org/0000-0003-1501-2103 Abstract The Thesis states Global Terrorism, is a global project that has no direct place or time is an interesting approach. Although the reason of terrorism has been come down to difference between civilizations and religions; that is not the case. Another reason which is argued is that Muslims are unable to integrate into Western societies. However this is not unique to Muslims, it is also a problem for non- Muslim immigrants. Another problem is whether Islam is compatible with democracy or not. Most of the Islamic countries have despotic and oppressive regimes which are economically, politically and socially unstable. However this has nothing to do with Islam. Hundreds years of colonization did not let democratic values and institutions to develop in these countries. Lack of non-governmental organizations in Islamic world; caused these countries to become either a secular despotic or an Islamic oppressive regime. Both situations create an environment for radical groups to exist. To eradicate terrorism, one has to look for its political and economical reasons. The despotic regimes in Islamic countries have to be removed and some Western countries should change their mentality while dealing with terrorism. Although Muslims were blamed for being terrorists; they are the ones who get more damage from terrorism. -
I Am a Salafi : a Study of the Actual and Imagined Identities of Salafis
The Hashemite Kingdom Jordan The Deposit Number at The National Library (2014/5/2464) 251.541 Mohammad Abu Rumman I Am A Salafi A Study of The Actual And Imagined Identities of Salafis / by Mohammad Abu Rumman Amman:Friedrich-Ebert-Stiftung, 2014 Deposit No.:2014/5/2464 Descriptors://Islamic Groups//Islamic Movement Published in 2014 by Friedrich-Ebert-Stiftung Jordan & Iraq FES Jordan & Iraq P.O. Box 941876 Amman 11194 Jordan Email: [email protected] Website: www.fes-jordan.org Not for sale © FES Jordan & Iraq All rights reserved. No part of this publication may be reprinted, reproduced or utilized in any form or by any means without prior written permission from the publishers. The views and opinions expressed in this publication are solely those of the original author. They do not necessarily represent those of the Friedrich-Ebert Stiftung or the editor. Translation: Dr. Hassan Barari Editing: Amy Henderson Cover: YADONIA Group Printing: Economic Printing Press ISBN: 978-9957-484-41-5 2nd Edition 2017 2 I AM A SALAFI A Study of the Actual and Imagined Identities of Salafis by Mohammad Abu Rumman 3 4 Dedication To my parents Hoping that this modest endeavor will be a reward for your efforts and dedication 5 Table of Contents DEDICATION ........................................................................................................ 5 FOREWORD .......................................................................................................... 8 ACKNOWLEDGEMENTS ................................................................................ -
Circular-40-Quran Memorization Competition
SHANTINIKETAN INDIAN SCHOOL, DOHA-QATAR Circular No. : 40/Circular/2019-20 Date : 04.11.2019 CIRCULAR FOR CLASSES KG-I to XII Dear Parents Asslamu Alaikum, Wahdathu Tahfeez-al-Qur’an under the Ministry of Awquaf and Islamic Affairs is conducting an Inter-school Quran Memorization competition in February-2020 as per the schedule below. The Students who are interested to participate should submit the Entry Form with a photograph to Mr. Fawzan / Mrs. Badrunnisa on or before 12th November, 2019. The following are the portions for memorization. Tick () the portion that you would like to participate: Level: 1 Level: 2 (From the first part of the Qur’an) (From the last part of the Qur’an) To No of Portions Class From Surah Beginning End Beginning End Surah (Ajza’) 7 Al-Baqara Al-An’am (verse-110) Az-Zumar (verse-32) An-Nas KG Al-Fajr An-Nas 8 Al-Baqara Al-A’raf (verse-87) Ya-Sin (verse-28) An-Nas I Al-Fajr An-Nas 9 Al-Baqara Al-Anfal (verse-40) Al-Ahzab (verse-31) An-Nas 10 Al-Baqara At-Tawbah (verse-92) Al-Ankaboot (verse-46) An-Nas II Abasa An-Nas 11 Al-Baqara Hud (verse-5) An-Naml (verse-56) An-Nas 12 Al-Baqara Yusuf (verse-52) Al-Furqan (verse-21) An-Nas III Al-Jinn An-Nas 13 Al-Baqara Ibrahim Al-Mu’minun An-Nas IV At-Talaq An-Nas 14 Al-Baqara An-Nahl Al-Anbya An-Nas 15 Al-Baqara Al-Kahf (verse-74) Al-Kahf (verse-75) An-Nas V Al-Hashr An-Nas 16 Al-Baqara Taha Al-Isra An-Nas 17 Al-Baqara Al-Hajj Al-Hijr An-Nas VI Ar-Rahman An-Nas 18 Al-Baqara Al-Furqan (verse-20) Yusuf (verse-53) An-Nas VII Adh-Dhariyat An-Nas 19 Al-Baqara An-Naml (verse-55) -
The Concept of Generosity in Rumi's Mathnawi: an Analysis
THE CONCEPT OF GENEROSITY IN RUMI’S MATHNAWI: AN ANALYSIS BY SUZANA SUHAILAWATY MD. SIDEK A thesis submitted in fulfilment of the requirement for the degree of Doctor of Philosophy (Islamic and Other Civilization) International Institute of Islamic Thought and Civilization International Islamic University Malaysia JULY 2015 ABSTRACT This work examines generosity in the Mathnawi of Maulana Rumi. The thesis identifies fifteen stories not related directly to generosity in the Mathnawi. These were categorized into three groups: acts which are devoid of any generosity, sincere generosity, insincere generosity. These are mainly stories involving companions, saints and sometimes fables. The stories pertaining to the Prophet were used differently by Rumi. In some instances, he changed the gender of the person from that in the hadith and embellishes the stories with his own story. There are instances in which he takes two separate hadiths and make them one. In all cases, Rumi changes the scenario to make his own. The extensive change to the original does not allow us to call them hadith anymore. This dissertation shows that Rumi has spared no opportunity to show that generosity is extremely important in all its form and without being generous, one cannot reach the highest station in life. This is because the thesis shows that in Islam it does not only involve giving, but giving the best we have. ii ملخص البحث يقدم هذا البحث دراسة ملوضوع الكرم يف مثنوي موﻻنا جﻻل الدين الرومي. البحث يتناول مخسة عشر قصة من املثنوي ﻻ ترتبط بالكرم بشكل مباشر. مت تقسيم هذه القصص يف ثﻻث جمموعات: اﻷفعال اليت ختلو من الكرم، والكرم بإخﻻص والكرم بغري إخﻻص. -
Must Money Be Limited to Only Gold and Silver?: a Survey of Fiqhi Opinions and Some Implications(1)
JKAU: Islamic Econ., Vol. 19, No. 1, pp: 21-34 (2006 A.D/1427 A.H) Must Money Be Limited to Only Gold and Silver?: A Survey of Fiqhi Opinions and Some Implications(1) MUHAMMAD ASLAM HANEEF and EMAD RAFIQ BARAKAT Associate Professor, Department of Economics International Islamic University Malaysia, and Assistant Professor Department of Islamic Economics and Banking Yarmouk University, Jordan ABSTRACT. This paper attempts to provide a survey into the issue of money in Islam. Specifically, it looks at the views of Muslim scholars (primarily past fiqh scholars), on whether money has to be limited to gold and silver or not and discusses some implications of the findings of this brief survey on present day opinions. In this connection it discusses some general points on gold and silver as money, from a historical and ‘contextual’ perspective, followed by some points that are agreed upon by the majority of scholars. It also compares the views of scholars who take the position that only gold and silver can be used as money and the evidences given to support their stand with the views of those who do not limit money to only gold and silver, together with their evidences. 1. Introduction The discussion of money is certainly as old as the economics discipline itself. Early definitions of the discipline were even focused on money/wealth while most measurements today in economics are based on some money value. In the years since the 1997/98 financial crisis, there has been a renewed interest in and perception popularised by some that the Islamic currency as sanctioned in the shari’ah is gold and silver.(2) The crisis created renewed interest in the discussions and debates on money, the monetary system and even calls for a new international financial architecture. -
Islamic Center of Frisco Sunday School Syllabus Outline
Islamic Center of Frisco Sunday School Syllabus Outline Grade KG 1st SEMESTER QURANIC STUDIES Surahs: Surah Ikhlas – Surah Nas – Surah Falaq ISLAMIC STUDIES CHAPTER 1: I AM MUSLIM Allah is my Rabb Islam is my Religion The Quran is my Holy Book Muhammad is my Prophet The Five Pillars are my Path CHAPTER 2: ALLAH MY CREATOR Allah Created the Heavens Allah created the Angels Allah Created Earth Allah Created Man Respect in Islam Grade 1 1st SEMESTER QURANIC STUDIES Surahs: Surah An-Nasr – Surah Al-Masad - Surah Al-Kawthar – Surah Al-Kafirun ISLAMIC STUDIES UNIT1: MY BELOVED GOD Allah, Our Creator Searching for Allah God is One I Love God, He Loves Me Thank You Allah UNIT 2: MY GREAT PROPHET His Name was Muhammad Muhammad as a Child Muhammad Worked Hard The Prophet’s Family Muhammad Becomes a Prophet Sahaba: Friends of the Prophet UNIT 3: WORSHIPPING ALLAH Arkan-ul-Islam: The Five Pillars of Islam I Love Salah Wud’oo Makes me Clean Zaid Learns How to Pray UNIT 4: MY MUSLIM WORLD My Muslim Brothers and Sisters Assalam o Alaikum Eid Mubarak UNIT 5: MY MUSLIM MANNERS Allah Loves Kindness Ithaar and Caring I Obey my Parents I am a Muslim, I must be Clean A Dinner in our Neighbor’s Home Leena and Zaid Sleep Over at their Grandparents’ Home Grade 2 1st SEMESTER QURANIC STUDIES Surahs: Surah Al-Quraish – Surah Al-Maun - Surah Al-Humaza – Surah Al-Feel ISLAMIC STUDIES UNIT1: IMAN IN MY LIFE I Think of Allah First I Obey Allah: The Story of Prophet Adam (A.S) The Sons of Adam I Trust Allah: The Story of Prophet Nuh (A.S) My God is My Creator Taqwa: -
Stories of the Prophets
Stories of the Prophets Written by Al-Imam ibn Kathir Translated by Muhammad Mustapha Geme’ah, Al-Azhar Stories of the Prophets Al-Imam ibn Kathir Contents 1. Prophet Adam 2. Prophet Idris (Enoch) 3. Prophet Nuh (Noah) 4. Prophet Hud 5. Prophet Salih 6. Prophet Ibrahim (Abraham) 7. Prophet Isma'il (Ishmael) 8. Prophet Ishaq (Isaac) 9. Prophet Yaqub (Jacob) 10. Prophet Lot (Lot) 11. Prophet Shuaib 12. Prophet Yusuf (Joseph) 13. Prophet Ayoub (Job) 14 . Prophet Dhul-Kifl 15. Prophet Yunus (Jonah) 16. Prophet Musa (Moses) & Harun (Aaron) 17. Prophet Hizqeel (Ezekiel) 18. Prophet Elyas (Elisha) 19. Prophet Shammil (Samuel) 20. Prophet Dawud (David) 21. Prophet Sulaiman (Soloman) 22. Prophet Shia (Isaiah) 23. Prophet Aramaya (Jeremiah) 24. Prophet Daniel 25. Prophet Uzair (Ezra) 26. Prophet Zakariyah (Zechariah) 27. Prophet Yahya (John) 28. Prophet Isa (Jesus) 29. Prophet Muhammad Prophet Adam Informing the Angels About Adam Allah the Almighty revealed: "Remember when your Lord said to the angels: 'Verily, I am going to place mankind generations after generations on earth.' They said: 'Will You place therein those who will make mischief therein and shed blood, while we glorify You with praises and thanks (exalted be You above all that they associate with You as partners) and sanctify You.' Allah said: 'I know that which you do not know.' Allah taught Adam all the names of everything, then He showed them to the angels and said: "Tell Me the names of these if you are truthful." They (angels) said: "Glory be to You, we have no knowledge except what You have taught us. -
Durham E-Theses
Durham E-Theses A LOST LEGACY OF CRITICAL ENGAGEMENT: IBN AL-QAYYIM ON DIVINE DETERMINATION (qadar) SLITI, ABDULLAH How to cite: SLITI, ABDULLAH (2015) A LOST LEGACY OF CRITICAL ENGAGEMENT: IBN AL-QAYYIM ON DIVINE DETERMINATION (qadar), Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/11615/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 A LOST LEGACY OF CRITICAL ENGAGEMENT: IBN AL-QAYYIM ON DIVINE DETERMINATION (qadar ) by ABDULLAH SLITI A thesis submitted to Durham University for the degree of DOCTOR OF PHILOSOPHY School of Government and International Affairs Durham University August 2015 ABSTRACT This research aims to challenge a popular contemporary Traditionalist trend of intra-Muslim theological disengagement and isolation, which is justified by a conception of a puritan Traditionalist theology entirely hypothetically based on scripture and a utopian monolithic understanding of the first three generations of Islam (the Salaf) . -
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.