Three Times Salat Or Du'a
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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. -
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. -
Ahmadiyya Sunday School – Holy Quran Outline
1 2 IInnttrroodduuccttiioonn Level : 1 (Beginners Level) Age Group : 7 and 8 years Prerequisite : Basic Reading and Writing skills. Completion of Yassarnal Qur’an Course Objectives: This syllabus is designed for the two years’ program of Level-1for children of age 7 and 8 year. It is based on the Ahmadiyya Children Sunday School ‘Curriculum’ Document created by National Department of T`alim Canada. Therefore it is advised to always refer to the ‘Curriculum’ document provided while implementing this syllabus. The level 1 class is designed to provide fundamental and basic knowledge of Islam-Ahmadiyyat that will enable students to understand and appreciate this wonderful religion. This course level will be dealing with the Holy Qur’an, Salāt, Ahadith, Prayers and General Religious Knowledge. After successful completion of this level, the student will have beginner’s level knowledge and will be able to: demonstrate the recitation of the Holy Qur’an properly. memorize Surah Fatiha and last 5 chapters with translation. correctly perform Wudhu and offer Salāt with some knowledge of related details such as prayer names, timings and number of Raka`āt, etiquettes of mosque, Eid and Friday prayers. demonstrate introductory level knowledge of basic principles of Islam- Ahmadiyyat including pillars of Islam, Articles of Faith and simple social, moral and family values. Memorize the following with translation and basic understanding of the concept: o Five Prayers (from the Holy Qur’an & prayers of the Holy Prophetsa) o Five Ahadith. For any questions and concerns, please contact: Email: [email protected] 3 4 ACKNOWLEDGEMENTS All praise belongs to Allah the Almighty who has enabled us to compile and publish this syllabus for Ahmadiyya Children Sunday School Canada. -
The Supererogatory (Sunnah) Prayer
“A house will be built in Paradise for every Muslim who performs twelve rak'ah of voluntary Prayers in a day and a night.” A Description of the Regular Supererogatory (.Sunnah) Prayers Shaykh Muhammad Ibn Umar Bazmul Translation by Abu Abdillah Hasan as-Somali © 2007 Hikmah Publications, Cardiff All rights reserved. No port of this hook may be reprinted or reproduced or utilized in any form, or by any electrical, mechanical or other means now known, or hereafter invented, including photocopying and recording, without prior permission from the publishers. First Edition: i428H/I)ecember 2007CE Second Edition: 1434/September 2013CE ISBN: Cover Design: Sunnah Publishing Published by: Hikmah Publications Sunnah Publishing 148 Penarth Road FI ttp://w w w .SunnahPublishing.net Grangetown Admin@SunnahPublishing Cardiff Grand Rapids MI, USA C F n 6NJ T /F: +44 (o) 2920 225 044 2 Table of Contents Foreword 5 Introduction to Definition 12 The Excellence of the Regular Voluntary Prayers 13 A Description of the Supererogatory Prayers 16 The Supererogatory Prayer of Fajr 17 The Ruling o f this Prayer 18 Its Description and Virtue 20 The Shortness o f this Prayer 22 W hat to Recite D uring this Prayer 24 Lying Down After Performing this Prayer 27 What a Person should do if they Miss this Prayer 29 The Supererogatory Sunnah Prayer of Zuhr 31 The Ruling o f this Prayer 32 Its Description and Virtue 32 What if One Misses the Four Rak'ah before Zuhr 36 What if One Misses the Two Rak'ah after Zuhr 37 The Supererogatory Sunnah Prayer of Asr 41 The Ruling -
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. -
Download Hajj Guide
In the name of Allah the Beneficent and the Merciful Hajj Guide for Pilgrims With Islamic Rulings (Ahkaam) Philosophy & Supplications (Duaas) SABA Hajj Group Shia-Muslim Association of Bay Area San Jose, California, USA First Edition (Revision 1.1) December, 2003 Second Edition (Revision 2.1) October, 2005 Third Edition (Revision 2.0) December, 2006 Authors & Editors: Hojjatul Islam Dr. Nabi Raza Abidi, Resident Scholar of Shia-Muslim Association of Bay Area Hussnain Gardezi, Haider Ali, Urooj Kazmi, Akber Kazmi, Ali Hasan - Hajj-Guide Committee Reviewers: Hojjatul Islam Zaki Baqri, Hojjatul Islam Sayyed Mojtaba Beheshti, Batool Gardezi, Sayeed Himmati, Muzaffar Khan, and 2003 SABA Hajj Group Hajj Committee: Hojjatul Islam Dr. Nabi Raza Abidi, Syed Mohammad Hussain Muttaqi, Dr. Mohammad Rakhshandehroo, Muzaffar Khan, Haider Ali, Ali Hasan, Sayeed Himmati Copyright Free & Non-Profit Notice: The SABA Hajj Guide can be freely copied, duplicated, reproduced, quoted, distributed, printed, used in derivative works and saved on any media and platform for non-profit and educational purposes only. A fee no higher than the cost of copying may be charged for the material. Note from Hajj Committee: The Publishers and the Authors have made every effort to present the Quranic verses, prophetic and masomeen traditions, their explanations, Islamic rulings from Manasik of Hajj books and the material from the sources referenced in an accurate, complete and clear manner. We ask for forgiveness from Allah (SWT) and the readers if any mistakes have been overlooked during the review process. Contact Information: Any correspondence related to this publication and all notations of errors or omissions should be addressed to Hajj Committee, Shia-Muslim Association of Bay Area at [email protected]. -
A Reflection on Muslim- Christian Dialogue
A R M-C D BlackwellOxford,MUWOThe0027-4909©J943ORIGINALuly Blackwell Muslim2004 UK Publishing, ARTICLEWorldPublishing Ltd. 2004 MuslimsAMarcia Reflection Hermansen on Muslim-Christian Dialogue in the Performative Mode: A Reflection on Muslim- Christian Dialogue Marcia Hermansen Loyola University Chicago, Illinois s an American Muslim, I am the embodiment of dialogue, yet at the same time, my identity can complicate such discussion. In the A American context, the role of a Euro-American convert to Islam may be confusing — am I a failure or a success of such interactions? As a liberal Muslim, I don’t look Muslim enough to fulfill the requirements of certain dialogue partners, who expect their female interlocutor to cover her head and to have an Arabic-sounding name, or be visibly “Other” or different in some striking way. Theologically, I am a pluralist, and some exclusivists find me far less interesting as a dialogue partner because of this. As an observer rather than a participant, I have far more often witnessed encounters initiated by Muslims. As a presenter, however, I have probably participated in a greater number of dialogues initiated by American or Christian institutions. The lines sometimes become blurred because I may be invited to participate as a scholar of Islam or as a practicing Muslim, or both. With increased exposure to one another, the complexity of our dialogue increases. Some imagine the dialogue partner to be some sort of essential Muslim or Christian; the reality is that within each tradition there are liberals and conservatives, Democrats and Republicans, fundamentalists and post- modernists, and even mystics, not to mention other factors that impact discussion, such as gender, race, social location and so on. -
Origins of Islam Warm up Question
Origins of Islam Warm Up Question • What was the name of the Roman emperor who issued the Edict of Milan? What was the Edict of Milan? • Who spread Jesus teachings? What was his name? Geography and Life in Arabia • Arabia is mostly a desert land. • Two ways of life—nomadic and sedentary—developed in the desert. Arabia is mostly a desert land. • The Arabian Peninsula lies near the intersection of three continents, so it is called a “crossroads” location. – Africa – Asia – Europe • Arabia’s location has shaped its physical features. Muhammad The Prophet • Muhammad became a prophet and introduced a religion called Islam in Arabia. • Muhammad’s teachings had similarities to Judaism and Christianity, but they also presented new ideas. • Islam spread in Arabia after being rejected at first. • Muslims believe that God spoke to Muhammad through an angel (Gabriel) and made him a prophet. • The messages he received were the basis for Islam and were collected in the holy book of Islam called the Quran. Allah • Muhammad taught that there was only one God, Allah, which means “the God” in Arabic. This is similar to Christianity and Judaism. • Muslims also recognize many of the same prophets as Christians and Jews. • Muslims don’t believe that Jesus was the son of God. • Arabs were used to worshipping many gods, so many of them rejected Muhammad’s teachings. Islam Rejected At First • Islam spread from Mecca to Medina. • Rulers of Mecca began to threaten Muhammad and his followers with violence as Islam started to influence more people. • Muhammad left Mecca and went to Medina. -
After Hajj: Muslim Pilgrims Refashioning Themselves
religions Article Article After Hajj: Muslim Pilgrims Refashioning Themselves Kholoud Al-Ajarma Kholoud Al-Ajarma Faculty of Theology and Religious Studies, University of Groningen, 9712 GK Groningen, The Netherlands; [email protected] of Theology and Religious Studies, University of Groningen, 9712 GK Groningen, The Netherlands; [email protected] Abstract: The Muslim pilgrimage to Mecca (Hajj) is one of the five pillars of Islam and a duty which Abstract: The Muslim pilgrimage to Mecca (Hajj) is one of the five pillars of Islam and a duty which Muslims must perform—once in a lifetime—if they are physically and financially able to do so. In Muslims must perform—once in a lifetime—if they are physically and financially able to do so. Morocco, from where thousands of pilgrims travel to Mecca every year, the Hajj often represents In Morocco, from where thousands of pilgrims travel to Mecca every year, the Hajj often represents the culmination of years of preparation and planning, both spiritual and logistical. Pilgrims often the culmination of years of preparation and planning, both spiritual and logistical. Pilgrims often describe their journey to Mecca as a transformative experience. Upon successfully completing the describe their journey to Mecca as a transformative experience. Upon successfully completing the pilgrimage and returning home, pilgrims must negotiate their new status—and the expectations pilgrimage and returning home, pilgrims must negotiate their new status—and the expectations that come with it—within the mundane and complex reality of everyday life. There are many am- that come with it—within the mundane and complex reality of everyday life. -
Atrocity Crimes Against Rohingya Muslims in Rakhine State, Myanmar
BEARING WITNESS REPORT NOVEMBER 2017 “THEY TRIED TO KILL US ALL” Atrocity Crimes against Rohingya Muslims in Rakhine State, Myanmar SIMON-SKJODT CENTER FOR THE PREVENTION OF GENOCIDE United States Holocaust Memorial Museum Washington, DC www.ushmm.org The United States Holocaust Museum’s work on genocide and related crimes against humanity is conducted by the Simon-Skjodt Center for the Prevention of Genocide. The Simon-Skjodt Center is dedicated to stimulating timely global action to prevent genocide and to catalyze an international response when it occurs. Our goal is to make the prevention of genocide a core foreign policy priority for leaders around the world through a multipronged program of research, education, and public outreach. We work to equip decision makers, starting with officials in the United States but also extending to other governments and institutions, with the knowledge, tools, and institutional support required to prevent— or, if necessary, halt—genocide and related crimes against humanity. FORTIFY RIGHTS Southeast Asia www.fortifyrights.org Fortify Rights works to ensure and defend human rights for all. We investigate human rights violations, engage policy makers and others, and strengthen initiatives led by human rights defenders, affected communities, and civil society. We believe in the influence of evidence- based research, the power of strategic truth-telling, and the importance of working closely with individuals, communities, and movements pushing for change. We are an independent, nonprofit organization based in Southeast Asia and registered in the United States and Switzerland. The United State Holocaust Memorial Museum uses the name “Burma” and Fortify Rights uses the name “Myanmar” to describe the same country. -
SACRED SPACES: ISLAMIC ART and ARCHITECTURE (Mecca and the Dome of the Rock) ART of EARLY ISLAM
SACRED SPACES: ISLAMIC ART and ARCHITECTURE (Mecca and the Dome of the Rock) ART of EARLY ISLAM Online Links: Mosque - Wikipedia, the free encyclopedia Dome of the Rock - Wikipedia, the free encyclopedia Mecca - Wikipedia, the free encyclopedia Kaaba - Wikipedia, the free encyclopedia Minaret - Wikipedia, the free encyclopedia Mihrab - Wikipedia, the free encyclopedia Minbar - Wikipedia, the free encyclopedia Adhan - Wikipedia, the free encyclopedia Muezzin - Wikipedia, the free encyclopedia Isra and Mi'raj - Wikipedia, the free encyclopedia ART of EARLY ISLAM Online Links: Origin of the Crescent Moon Symbol - The Guardian The Kaaba – Smarthistory Dome of the Rock - Smarthistory Known to the Muslim faithful as Umm al-Qura- the Mother of Cities- Mecca is the holiest place in the Islamic world. Here, the prophet Muhammad (c. 570-632 CE), the messenger of God and founder of the Muslim faith, was born. Here, too, within the city’s Great Mosque, is the most sacred Muslim shrine, the Ka’aba. According to tradition, this cube-shaped building, draped in black cloth embroidered with a band of sacred verses in gold and silver thread, was originally built as a replica of a heavenly prototype. It was sacred to the Meccans before the time of the Prophet. And since the birth of Islam in the seventh century, it has been the focal point of the hajj, now the world’s largest annual pilgrimage. One of the “five pillars” of Islam, the hajj lasts several days, during which pilgrims must carry out certain rituals in Mecca and at sacred sites nearby. Muslims consider the city and an area several miles around it to be haram (“restricted,” “sacred”) and off-limits to non-Muslims. -
The Masjid, Yesterday and Today Is a Branch Campus of Georgetown University, the Oldest Catholic and Jesuit University in America, Founded in 1789
Georgetown University School of Foreign Service in Qatar The Georgetown University School of Foreign Service in Qatar, opened in August 2005, The Masjid, Yesterday and Today is a branch campus of Georgetown University, the oldest Catholic and Jesuit university in America, founded in 1789. The program builds on Georgetown University’s long tradition Zakaryya Mohamed Abdel-Hady of educating future leaders for careers in the international arena through a liberal arts undergraduate program focused on international affairs. For more information about the School of Foreign Service in Qatar, please visit http://qatar.sfs.georgetown.edu. About the Author Zakaryya Mohamed Abdel-Hady is Associate Professor of Islamic Thought The Center for International and Regional Studies and Culture at the Department of Dawa and Islamic Culture at Qatar University. He obtained his Ph.D. in 1997 in Islamic Studies from the Established in 2005, the Center for International and Regional Studies at the University of Glasgow in Scotland. He worked as a Research Fellow at Georgetown University School of Foreign Service in Qatar is a premier research the University of Abertay Dundee, Scotland, and later he moved to the institute devoted to the academic study of regional and international issues through Middle East where he has worked in the UAE and Qatar. Abdel-Hady dialogue and exchange of ideas, research and scholarship, and engagement with has presented and published a number of books and articles in both Arabic national and international scholars, opinion makers, practitioners, and activists. and English, among them “Islam & Muslims in Scotland,” “‘Islamophobia’ ...A threat ...A challenge,” “Intellectual characteristics of the human being Guided by the principles of academic excellence, forward vision, and community as mentioned in the Quran,” “Rights and Responsibilities of Wife: Islamic engagement, the Center’s mission revolves around five principal goals: Teachings vs.