Ellen Mclarney the ISLAMIC PUBLIC SPHERE and THE
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Indian Muslim Women's Contriiihtion to Islamic Studies Since 1947
Indian Muslim Women's ContriiiHtion to islamic Studies Since 1947 THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF Inctor of pi|Uo0Opt|g /^'^ In ^ Islamic Studies By \(pan>een (Baho 'J// Under the Supervision of DJR. MUHAMMAD ISMAIL Reader DEPARTMENT OF ISLAMIC STUDIES ALIGARH MUSLIM UNIVERSITY ALIGARH-202002 (INDIA) 2008 ^ ^••'^irrrT-"^*^^'' T7486 Phones : Ext. 2701131, Int. 1365J 366 Fax : 0571-2700528 DEPARTMENT OF ISLAMIC STUDIES ALIGARH MUSLIM UNIVERSITY ALIGARH-202 002 (INDIA) 22/12/2008. Qated cEnrijic^rx This is to certify that the 'Th,V. thesis on "Indian MusCim yvomen's ContriBution to IsCamic Studies Since 1947" suhmittecC By Ms. Tayveen 'Bano under my supervision is her originaC y-esearch -work. It is a criticaC study and a significant contribution to knowCedge. The work is oHginaC and suitahCe for suBmission for the award of the degree of Th.V. in IsCamic Studies, Migarh MusCim University, Adgarh. (T)r. Muhammad IsmaiO Supervisor ^^b-G»:-.^:-^»^.^;»>^-^»>^>^>^^5P>^' "PROCLAIM! (OR READ) IN THE NAME OF THY LORD AND CHERISHER. ... HE WHO TAUGHT (THE USE OF) THE PEN. TAUGHT MAN THAT WHICH HE KNEW NOT" [AL QURAN 96: 1-5] "ONE WHO FOLLOWS A WAY FOR SEEKING KNOWLEDGE ALLAH WOULD CAUSE HIM FOLLOW A WAY (PRACTISING A GOOD HABIT) LEADING TO JANNAH ..." [HADITH] "... AND THAT YE BE KIND TO YOUR PARENTS ... SAY NOT TO THEM A WORD OF CONTEMPT. NOR REPEL THEM. BUT ADDRESS THEM IN TERMS OF HONOUR .... AND SAY 'MY LORD! BESTOW ON THEM THE MERCY EVEN AS THEY CHERISHED ME IN CHILDHOOD." [AL-ISRA V23-24] 'Dedicated My (BeCoved (Parents \ i J CONTENTS Preface i-iu Acknowledgement iv-vi Chapter First Introduction 1-7 Chapter Second Muslim Women's Education in Islam: The 8-39 Historical Development Chapter Third Contribution of Indian Muslim Women to 40-100 Madrasa Education Chapter Fourth Indian Muslim Women's Contribution to Islamic 101-186 Studies since 1947 (i) Aligarh Muslim University, Aligarh. -
Japanese Eating and Drinking Culture in View of Adab Education Concept As Guided in Relevant Ahaadeeth Muttafaqun ‘Alayh
Ibn Khaldun Journal of Social Science Vol. 1, No. 1, 2019, pp 11-21 DOI: 10.32832/ikjss.v1i1.2387 Japanese eating and drinking culture in view of adab education concept as guided in relevant ahaadeeth muttafaqun ‘alayh Nesia Andriana*, Imas Kania Rahman, Muhyani Universitas Ibn Khaldun Bogor, Indonesia *e-mail: [email protected] ABSTRACT Islamic society was born in an underdeveloped community with very limited natural resources of barren desert. The Arab Muslims conquered Mecca and started expanding their territory by conquering Rome in age just 26 years and Persia in 30 years. Followed by further expansion, Mus- lims conquered almost a third of the world and maintained the Islamic empire for about 8-10 centuries. At another point of history, Japan was also a country that has limited natural resources and frequently hit by natural disasters. Two of its major cities were destroyed by first developed atomic bombs in 1945; Japan declared its unconditional surrender in World War II and Japan became a country in ruins. However, it only took Japan a dozen years to recover, and even more, Japan has become a developed and politically stable country. This paper argues that the remark- able achievements made by both Japan and Islamic civilization resulted from developing and maintaining discipline daily habits from strong ethics and educational philosophies and concepts. Taking the most inevitable human daily habits, eating and drinking, as a focus, the writer con- ducted interview of some Japanese people and Indonesians who lived in Japan for over 10 years. The results of interview were compared with Rasoolullah peace be upon him and his companions’ eating and drinking habits as reported in relevant ahaadeeth muttafaqun ‘alayh. -
Women's Rights in Islam Regarding Marriage and Divorce Imani Jaafar-Mohammad
Journal of Law and Practice Volume 4 Article 3 2011 Women's Rights in Islam Regarding Marriage and Divorce Imani Jaafar-Mohammad Charlie Lehmann Follow this and additional works at: http://open.mitchellhamline.edu/lawandpractice Part of the Family Law Commons Recommended Citation Jaafar-Mohammad, Imani and Lehmann, Charlie (2011) "Women's Rights in Islam Regarding Marriage and Divorce," Journal of Law and Practice: Vol. 4, Article 3. Available at: http://open.mitchellhamline.edu/lawandpractice/vol4/iss1/3 This Article is brought to you for free and open access by the Law Reviews and Journals at Mitchell Hamline Open Access. It has been accepted for inclusion in Journal of Law and Practice by an authorized administrator of Mitchell Hamline Open Access. For more information, please contact [email protected]. © Mitchell Hamline School of Law Women's Rights in Islam Regarding Marriage and Divorce Keywords Muslim women--Legal status laws etc., Women's rights--Religious aspects--Islam, Marriage (Islamic law) This article is available in Journal of Law and Practice: http://open.mitchellhamline.edu/lawandpractice/vol4/iss1/3 Jaafar-Mohammad and Lehmann: Women's Rights in Islam Regarding Marriage and Divorce WOMEN’S RIGHTS IN ISLAM REGARDING MARRIAGE AND DIVORCE 4 Wm. Mitchell J. L. & P. 3* By: Imani Jaafar-Mohammad, Esq. and Charlie Lehmann+ I. INTRODUCTION There are many misconceptions surrounding women’s rights in Islam. The purpose of this article is to shed some light on the basic rights of women in Islam in the context of marriage and divorce. This article is only to be viewed as a basic outline of women’s rights in Islam regarding marriage and divorce. -
Islamic Ethics in Australian Muslim Everyday Life: a Shi’Ite Perspective Mohamad Younes
Islamic Ethics in Australian Muslim Everyday Life: A Shi’ite Perspective Mohamad Younes Master’s Thesis in Sociology Spring Term 2017 Humanities and Communication Arts Western Sydney University 1 17481784 Mohamad Younes 2 17481784 Mohamad Younes ABSTRACT Despite the strong emphasis on ethics within the Islamic tradition, Islamic ethics itself is scarcely represented as a discipline within academic scholarship (Ansari 1989). Even within this area, Islamic ethics have predominantly been studied from Sunni perspectives, with little attention being paid to Shi’ite or other minority understandings. This thesis will, therefore, use qualitative data collection methods of semi-structured in-depth interviews and focus groups, to sociologically study the perceptions, understandings, and applications of Islamic ethics in Australian Shi’ite Muslim everyday living. It will investigate the overarching understanding of Islamic ethics and its specific application in Australian Shi’ite Muslim context. The project's objective, therefore, is twofold: one to strengthen Islamic ethics as an independent discipline; and two to address the scant attention Shi’ite Islamic ethics has received in Islamic ethics scholarship generally. Conceptually, this project will contribute to the understanding of Islamic ethics through a particular analysis of Shi’ite Islamic ethics in an Australian Shi’ite context. This is significant as specific understandings of Islamic ethics in certain contexts help to explain how minority groups such as Shi’ite Muslims develop their own ethical standards to shape social relations in society. In addition, this thesis argues for Shi’ite Islamic ethics to be highly Imamate based; that is, very reliant on the actions and sayings of 12 divinely guided Imams (leaders). -
The Dhimmi Narrative a Comparison Between the Historical and the Actual in the Context of Christian-Muslim Relations in Egypt Today
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Calhoun, Institutional Archive of the Naval Postgraduate School Calhoun: The NPS Institutional Archive Theses and Dissertations Thesis Collection 2009-12 The Dhimmi narrative a comparison between the historical and the actual in the context of Christian-Muslim relations in Egypt today Martin, Gianstefano C. Monterey, California. Naval Postgraduate School http://hdl.handle.net/10945/4488 NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS THE DHIMMI NARRATIVE: A COMPARISON BETWEEN THE HISTORICAL AND THE ACTUAL IN THE CONTEXT OF CHRISTIAN-MUSLIM RELATIONS IN MODERN EGYPT by Gianstefano C. Martin December 2009 Thesis Advisor: Mohammed Hafez Thesis Co-Advisor: Abbas Kadhim Approved for public release; distribution is unlimited i THIS PAGE INTENTIONALLY LEFT BLANK ii REPORT DOCUMENTATION PAGE Form Approved OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Office of Management and Budget, Paperwork Reduction Project (0704-0188) Washington DC 20503. 1. AGENCY USE ONLY (Leave blank) 2. REPORT DATE 3. REPORT TYPE AND DATES COVERED December 2009 Master’s Thesis 4. TITLE AND SUBTITLE 5. FUNDING NUMBERS The Dhimmi Narrative: A Comparison Between the Historical and the Actual in the Context of Christian-Muslim Relations in Modern Egypt 6. -
Al-'Usur Al-Wusta, Volume 23 (2015)
AL-ʿUṢŪR AL-WUSṬĀ 23 (2015) THE JOURNAL OF MIDDLE EAST MEDIEVALISTS About Middle East Medievalists (MEM) is an international professional non-profit association of scholars interested in the study of the Islamic lands of the Middle East during the medieval period (defined roughly as 500-1500 C.E.). MEM officially came into existence on 15 November 1989 at its first annual meeting, held ni Toronto. It is a non-profit organization incorporated in the state of Illinois. MEM has two primary goals: to increase the representation of medieval scholarship at scholarly meetings in North America and elsewhere by co-sponsoring panels; and to foster communication among individuals and organizations with an interest in the study of the medieval Middle East. As part of its effort to promote scholarship and facilitate communication among its members, MEM publishes al-ʿUṣūr al-Wusṭā (The Journal of Middle East Medievalists). EDITORS Antoine Borrut, University of Maryland Matthew S. Gordon, Miami University MANAGING EDITOR Christiane-Marie Abu Sarah, University of Maryland EDITORIAL BOARD, BOARD OF DIRECTORS, AL-ʿUṢŪR AL-WUSṬĀ (THE JOURNAL OF MIDDLE EAST MEDIEVALISTS) MIDDLE EAST MEDIEVALISTS Zayde Antrim, Trinity College President Sobhi Bourdebala, University of Tunis Matthew S. Gordon, Miami University Muriel Debié, École Pratique des Hautes Études Malika Dekkiche, University of Antwerp Vice-President Fred M. Donner, University of Chicago Sarah Bowen Savant, Aga Khan University David Durand-Guédy, Institut Français de Recherche en Iran and Research -
Ethics, Gender, and the Islamic Legal Project
ethics, gender, and the islamic legal project Marion Holmes Katz The Abdallah S. Kamel Lecture Series on Islamic Law and Civilization October 20, 2015 Yale Law School a Occasional Papers Marion Holmes Katz is Professor of Middle Eastern and Islamic Studies at New York University. These remarks were delivered on October 20, 2015 as part of the Abdallah S. Kamel Lectures on Islamic Law and Civilization. The views expressed in this lecture are solely those of Professor Katz. © 2016 Marion Holmes Katz. ver the last decade, Islamic studies in Western aca- O deme have taken an “ethical turn” bringing to the forefront the role of projects of ethical self-formation in the lives of pious Muslims. This literature depicts the pre-mod- ern period as one in which Islamic law and ethics were in harmony—a harmony that was disturbed, if not completely upended, by the emergence of the modern state and its proj- ect of codification. Talal Asad defines Shari‘a in the “tradi- tional” model as the means “whereby individuals are edu- cated and educate themselves as moral subjects.”1 Hussein Agrama similarly argues that prior to the modern period “Shari‘a was characterized by interconnected techniques of moral inquiry and criticism that aimed to secure virtues fun- damental to it” rather than being framed in terms of pub- lic order.2 Even Wael Hallaq, otherwise a very differently trained scholar, adopts a similar model that underscores the 1 Talal Asad, “Reconfigurations of Law and Ethics in Colonial Egypt,” in Formations of the Secular: Christianity, Islam, Modernity (Stanford: Stanford University Press, 2003), 240. -
Table of Contents
Table of Contents Section One - Akhlaq Introductory Lesson 8 Lesson 1 : Keeping Promises 11 Lesson 2 : The Best Neighbor 14 Lesson 3 : Seeking Knowledge 17 Lesson 4 : Hifz & Tafseer 20 Lesson 5 : From The Hadeeth 22 Revision 26 Section Two - Iman Lesson 1 : Belief in Allah’s Prophets 32 Lesson 2 : The Message of the Prophets 35 Lesson 3 : The Common features of the Prophets 38 Lesson 4 : The Belief in Allah’s Angels (1) 40 Lesson 5 : The Belief in Allah’s Angels (2) 42 Lesson 6 : Quran Memorization 44 Revision 47 Section Three - Tawheed Lesson 1 : The meaning of Tawheed 52 Lesson 2 : Shirk (Polytheism) 55 Lesson 3 : From the sayings of The Prophet s 58 Lesson 4 : Knowing Allah By His Most Beautiful 60 Names and Attributes Lesson 5 : Understanding Allah’s names 63 Lesson 6 : From Quran Surah Al ‘Araaf 66 Section Four - Fiqh Lesson 1 : Purifying oneself in Islam 70 Lesson 2 : The Importance of Salah 72 Lesson 3 : The Jamaah (Congregation) Prayer 74 Lesson 4 : Seeking Allah help and Mercy 78 Lesson 5 : The Importance of Zakaah 80 Lesson 6 : Memorizing and understanding the Quran 82 Lesson 7 : Memorizing and understanding hadeeth 84 Lesson 8 : The Early Muslims (Al Salaf al Saalih) 86 Section Five - Islamic History The Companions of the Prophet 90 Lesson 1 : Omar bin Khattab Embracing Islam 93 Lesson 2 : Musab Ibn Umayr acceptance of Islam 96 Lesson 3 : The Pledge of ‘Aqabah 98 Lesson 4 : From The Quran Surah Al-Fath 99 Lesson 5 : The Inhumane Boycott 101 Section Six - Sunnah Introductory Lesson 111 Lesson 1 : The Status of the Hadeeth in -
Let's Learn About Wudu', Ghusl, and Salah
t n -------------------------------------------------------------------------------------------------------------------- o Let’s Learn About Wudu’, Ghusl, and Salah © Erkam Publications 2013 / 1434 H Erkam Publications İkitelli Organize Sanayi Bölgesi Mahallesi Atatürk Bulvarı Haseyad 1.Kısım No:60/3-C Başakşehir, Istanbul, Turkey Tel: (+90 212) 671 07 00 pbx Fax: (+90 212) 671 07 17 E-mail: [email protected] Web site: http://www.islamicpublishing.net All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any from or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permisson of the copyright owner. ISBN: 978-9944-83-493-3 A translation of "Abdest, Gusül ve Namaz Öğreniyorum" The author : Asim Uysal Translator : Joseph Shamis Copy Editor : Suleyman Derin Graphics : Rasim Şakiroğlu (Worldgraphics) Printed by : Erkam Printhouse Let’s Learn About Wudu’, Ghusl, and Salah By Asim Uysal ERKAM PUBLICATIONS n --------------------------------------------------------------------------------------------------------------------b o Let’s Learn About Wudu’, Ghusl, and Salah “Bismillahi r-Rahmani r-Rahim” “In the name of Allah, the Compassionate, the Merciful.” Basmalah Allah is our first word. Our essence is full of iman. When I wake every morning, I hurry to say bismillah. When I eat or drink something, Or open my book, I turn to my Lord, And strength comes to my heart, It never falls from my tongue, Allah holds my hand. 4 n Religious Knowledge Through Questions and Answers o ------------------------------------------------------------------------------------- Religious Knowledge Through Questions and Answers Who is your Lord? Allah. Who made you? Allah made me. Whose servant are you? Allah’ servant. Where did we come from and where are we going? We came from Allah and we’re returning to Allah. -
Differences in Fiqh Made Easy Part I and II
Differences in Fiqh Made Easy At-Tahaarah (Purification) & As-Salaah (Prayer) Prepared by: Mohamed Baianonie (Imam at the Islamic Center of Raleigh, NC, USA) 2 List of Contents List of Contents…….……………………………………………………………………………. 2 Introduction………….……………………………………………………………………………. 9 At-Tahaarah (Purification)………….…………………………….…………………… 11 What are Physically Impure Things?...........……………………………………………………. 11 First: Confirmed Impurities (agreed upon by all scholars)……….………………………........ 13 Second: Controversial Impurities with the Stronger Opinion being Impure…………………. 14 Third: Controversial Impurities with the Stronger Opinion being Pure……………................ 14 How to Purify Things………………………………………………………………………………. 17 21 Sunan Al- Fitrah………………………...……………………………………………………… Going to the Bathroom…………………………………………………………………............. 24 Al-Wudhu’ (Ablution) ……………………..………………………………… 27 Obligatory Acts……………………………..………………………………..…………………….. 28 Agreed upon by the Muslim jurists………………………………………………………………. 28 Disagreed upon by Muslim jurists………………………………………………………............. 29 Ablution: Recommended (Sunan) Acts………………………………………........................... 31 Nullification of Ablution……………………………………………………………………………. 33 Agreed upon by Muslim jurists…………………………………………………......................... 33 Disagreed upon by Muslim jurists………………………………………………………………... 35 Actions which require ablution………………………………………………….......................... 38 Agreed upon by Muslim jurists……………………………………………..……………............. 38 Disagreed upon by Muslim jurists………………………………………………………............ -
Ramadan Planner Intentions
F r i e n d s F u n a n d F a i t h R a b a t e e n s Rama dan p l a n n e r Table of Contents Rabateen Ramadan Planner Intentions...............3 What’s Dhikr Week ...............4 Feed Your Heart ...............5 Getting Started ...............6 So Many Ways to Remember ...............7 Powerful Prayers ...............8 The Most Beautiful Names ...............9 Pour Your Heart Out ...............10 Let’s Go!What You Heart Needs ...............11 My Dhikr Plan ...............12 Checklist Checklist (Create Your Own) ...............13 Dhikr Week Reflections ...............14 Ramadan Bucket List ...............15 My Du’a List ...............16 Good Deeds and Habits ...............17 Ramadan Good Deeds ...............18 Mood Tracker ...............19 My Ramadan Recipes ...............20 Ramadan Reflections ...............21 One Line A Day ...............22 Reflective Journal ...............23 Notes ...............24 Intentions “ T H E R E A L I T Y O F A C T I O N S A R E I N T H E I R I N T E N T I O N S ” ( ﷺ ) H A D Ī T H O F P R O P H E T M U Ḥ A M M A D ) What would you like to come out of Ramaḍān with? Dream big and aim high! Take some time to set your intentions. !grant you all your intentions and more ﷻ May Allāh Ya Allah, I intend this Ramaḍān to: Receive the blessings of Ramaḍān in all areas of my life Achieve Allāh's mercy, forgiveness and protection from Hell Develop my relationship with the Qur’ān Draw closer to the Prophet Muḥammad (saws) _______________________________________________________________ _______________________________________________________________ -
Fatawa Marriage, Divorce, Related Properties 2000-2019 Fatawa Marriage, Divorce, Property 2019
FATAWA MARRIAGE, DIVORCE, RELATED PROPERTIES 2000-2019 FATAWA MARRIAGE, DIVORCE, PROPERTY 2019 From: Dr. Mohsen Sent: Thursday, March 7, 2019 Subject: wife's jewellery As-salamu alaykum dear Prof. Monzer, Hope you are fine. Please take the time to answer the following question: Few months back I was going to my parents house for delivery of my first child. My mother wanted me to wear all the Gold jewellery and come. I had some at home and the remaining in the Banks locker. I asked my husband to get the remaining jewellery from the locker but he didn't take me to the bank nor got it. He kept saying he will not. As per him it didn't make sense for me to take all my jewellery to my home for delivery. I told him as it belonged to me I want it but he was not listening to me.. I started crying so my mother spoke to my husband in a harsh and rude (her tone was high) way as she was angry cos I was pregnant and my husband made me cry. she asked him to get it that day only it doesn't matter.. My husband was upset and angry as he thought my mother was accusing him that he has taken my jewellery and misused that's why she wanted to see the gold to cross check if it's there or not. My mother did speak to him in angry Tone but she didn't accuse him directly. My husband still thinks that my mother accused him of taking my jewellery, while I tell him that It's also his mistake as he didn't listen to me when I was pleading him to get the jewellery from bank.