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Diamond Jubilee His Highness the Aga Khan Iv [1957 – 2017]
DIAMOND JUBILEE HIS HIGHNESS THE AGA KHAN IV [1957 – 2017] . The Diamond Jubilee What is the Diamond Jubilee? The Diamond Jubilee marks the 60th anniversary of His Highness the Aga Khan’s leadership as the 49th hereditary Imam (spiritual leader) of the Shia Ismaili Muslim Community. On 11th July, 1957, the Aga Khan, at the age of 20, assumed the hereditary office of Imam established by Prophet Muhammad (peace be upon him and his family), following the passing of his grandfather, Sir Sultan Mahomed Shah Aga Khan. Why is the Community celebrating His Highness the Aga Khan’s Diamond Jubilee? The commemoration of the Aga Khan’s Diamond Jubilee is in keeping with the Ismaili Community’s longstanding tradition of marking historic milestones. Over the past six decades, the Aga Khan has transformed the quality of life of hundreds of millions of people around the world. In the areas of health, education, cultural revitalisation, and economic empowerment, he has inspired excellence and worked to improve living conditions and opportunities in some of the world’s most remote and troubled regions. The Diamond Jubilee is an opportunity for the Shia Ismaili Muslim community, partners of the Aga Khan Development Network (AKDN), and government and faith community leaders in over 25 countries to express their appreciation for His Highness’s leadership and commitment to improve the quality of life of the world’s most vulnerable populations. It is also an occasion for His Highness to recognise the friendship and longstanding support of leaders of governments and partners in the work of the Imamat and to set the direction for the future. -
Longines Turf Winner Notes- Owner, Aga Khan
H.H. Aga Khan Born: Dec. 13, 1936, Geneva, Switzerland Family: Children, Rahim Aga Khan, Zahra Aga Khan, Aly Muhammad Aga Khan, Hussain Aga Khan Breeders’ Cup Record: 15-2-0-2 | $3,447,400 • Billionaire, philanthropist and spiritual leader, Prince Karim Aga Khan IV is also well known as an owner and breeder of Thoroughbreds. • Has two previous Breeders’ Cup winners – Lashkari (GB), captured the inaugural running of Turf (G1) in 1984 and Kalanisi (IRE) won 2000 edition of race. • This year, is targeting the $4 million Longines Turf with his good European filly Tarnawa (IRE), who was also cross-entered for the $2 million Maker’s Mark Filly & Mare Turf (G1) after earning an automatic entry via the Breeders’ Cup Challenge “Win & You’re In” series upon winning Longines Prix de l’Opera (G1) Oct. 4 at Longchamp. Perfect in three 2020 starts, the homebred also won Prix Vermeille (G1) in September. • Powerhouse on the international racing stage. Has won the Epsom Derby five times, including the record 10-length victory in 1981 by the ill-fated Shergar (GB), who was famously kidnapped and never found. In 2000, Sinndar (IRE) became the first horse to win Epsom Derby, Irish Derby (G1) and Prix de l'Arc de Triomphe (G1) the same season. In 2008, his brilliant unbeaten filly Zarkava (IRE) won the Arc and was named Europe’s Cartier Horse of the Year. • Trainers include Ireland-based Dermot Weld, Michael Halford and beginning in 2021 former Irish champion jockey Johnny Murtagh, who rode Kalanisi to his Breeders’ Cup win, and France-based Alain de Royer-Dupre, Jean-Claude Rouget, Mikel Delzangles and Francis-Henri Graffard • Almost exclusively races homebreds but is ever keen to acquire new bloodlines, evidenced by acquisition of the late Francois Dupre's stock in 1977, the late Marcel Boussac’s in 1978 and Jean-Luc Lagardere’s in 2005. -
Islam in Kenya: the Khoja Ismilis
INSTITUTE OF CURRENT VJORLD AFFAIRS DER- 31 & 32 November 26, 1954 Islam in Kenya c/o Barclays Bank Introduction Queeusway Nairobi, Kenya Mr. Walter S. Rogers (Delayed fr revl sl Institute of Current World Affairs 522 Fifth Avenue New York 36, New York Dear Mr. Roers: All over the continent of Africa, from Morocco and Egypt to Zanzibar, Cape Town and Nigeria, millions of eople respond each day to a ringing cry heard across half the world for 1300 years. La i.l.aha illa-'llah: Muhmmadun rasulm,'llh, There is no God but Allah and Muhammad is his Prophet By these words, Muslims declare their faith in the teachings of the Arabian Prophet. The religion was born in Arabia and the words of its declaration of faith are in Arabic, but Islam has been accepted by many peoples of various races, natioual- i tie s and religious back- grounds, includiu a diverse number iu Kenya. Iu this colony there are African, Indian, Arab, Somali, Comoriau and other Muslims---even a few Euglishmeu---aud they meet each Frlday for formal worship in mosques iu Nairobi, Mombasa, Lamu and Kisumu, in the African Resewves and across the arid wastes of the northern frontier desert. Considerable attention has been given to the role of Christianity in Kenya and elsewhere iu East Africa, Jamia (Sunni) Mosque, and rightly so. But it Nairobl is sometimes overlooked that another great mouo- theistic religiou is at work as well. Islam arose later iu history than Christianity, but it was firmly planted lu Kenya centuries before the first Christian missionaries stepped ashore at Mombasa. -
The Migration of Indians to Eastern Africa: a Case Study of the Ismaili Community, 1866-1966
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2019 The Migration of Indians to Eastern Africa: A Case Study of the Ismaili Community, 1866-1966 Azizeddin Tejpar University of Central Florida Part of the African History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Tejpar, Azizeddin, "The Migration of Indians to Eastern Africa: A Case Study of the Ismaili Community, 1866-1966" (2019). Electronic Theses and Dissertations, 2004-2019. 6324. https://stars.library.ucf.edu/etd/6324 THE MIGRATION OF INDIANS TO EASTERN AFRICA: A CASE STUDY OF THE ISMAILI COMMUNITY, 1866-1966 by AZIZEDDIN TEJPAR B.A. Binghamton University 1971 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2019 Major Professor: Yovanna Pineda © 2019 Azizeddin Tejpar ii ABSTRACT Much of the Ismaili settlement in Eastern Africa, together with several other immigrant communities of Indian origin, took place in the late nineteenth century and early twentieth centuries. This thesis argues that the primary mover of the migration were the edicts, or Farmans, of the Ismaili spiritual leader. They were instrumental in motivating Ismailis to go to East Africa. -
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. -
The Foundation of Ba Ybars Al-Jashankir: Its Waqf, History, and Architecture
LEONOR FERNANDES THE FOUNDATION OF BA YBARS AL-JASHANKIR: ITS WAQF, HISTORY, AND ARCHITECTURE The purpose of this study is to examine one of the Muhammad is known to have built or restored several earliest extant Mamluk khanqahs, that of Baybars al zawiyas, among them those for the two Tarturiyya Jashankir (Index 0] Mohammedan Monuments in Cairo, no. brothers, Muhammad and Ahmad, and for Shaykh 32; built in 1306-10), in the light ofits endowment deed Taqiy al-Din Rajab al-CAjami. 5 (waqfiyya) and the historical sources contemporary to it. Despite their sponsoring of shaykhs, however, and The reasons for selecting this particular foundation are their involvement in the construction of zawiyas, three: first, the building is in fairly good condition; sultans as weil as amirs were not yet ready openly to second, its waqfiyya and contemporary sources provide endorse the institution still disapproved of by the information that allows us to determine its plan and majority of the ulema and]uqahä) Only on rare occa functions with a reasonable degree of darity; and third, sions do we see the name of a royal or amirial patron both the building and the sources enable us to deter appear on the inscriptions of zawiyas they built or mine how the monument was inserted into a complex endowed with waqfs. One ofthese rare exceptions is on urban fabric and thus grasp the difficulty of the task the zawiya built in 1379 for Shaykh Hajji Rajab al the "architect"l was given when he was asked to Shirazi al-Haydari by Amir Barquq.6 put up a building that would satisfy both his patron While patronage of popular Sufism by the ruling and the unwritten architectural laws defining funerary dass was cautious and restrained, its endorsement of architecture of the period. -
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. -
Book of Islamic Arts Overview There Is Much Diversity Within Islamic Culture
Book of Islamic Arts Overview There is much diversity within Islamic culture. During this unit, students will learn about several significant forms of Islamic art (mosque architecture, geometric/arabesque design, and calligraphy) by completing a children’s book that is missing important information or images. The book is divided up into 5 class sessions with an optional 6th session to wrap up missing sections or create a cover. Through the exploration, students will learn that Islamic art around the world can include many different concepts, and they will apply new knowledge through note-taking, graphic organizers, drawing, calligraphy, and optional mosaic portions of the book. When finished, each student will have a completed book that reviews the arts covered in the unit and celebrates the diversity of Muslim culture around the world. Grade 5 Subject Visual Arts Essential Standards • 5.V.2.2 - Use ideas and imagery from the global environment as sources for creating art. • 5.V.3.3 - Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology. • 5.CX.1 - Understand the global, historical, societal, and cultural contexts of the visual arts. Essential Questions • How do pictures help to tell a story? • How do Muslim artists reflect their local culture through the arts? • What can we learn about Islamic culture from the diversity of Islamic arts? • Why is it important to learn about cultures other than our own? Materials • Copies of the children’s book for each student (attached). The student book is 10 pages long and can be printed on regular copy paper, or on stronger paper like Bristol or cardstock if the teacher intends to use paint. -
Lembaga Pendidikan Kaum Sufi Zawiyah, Ribath Dan Khanqah
LEMBAGA PENDIDIKAN KAUM SUFI ZAWIYAH, RIBATH DAN KHANQAH Oleh : M. Faizul Amirudin Dosen STAI Bumi Silampari Lubuklinggau ABSTRACT The institutions for non-formal education before the period madrassa showed concern for the importance of education for citizens who showed the dynamics of Islamic education is very dynamic, and it showed a model of democratic education, freely controlled even tolerance. Educational institutions that include mosques, al-Kutab, Zawiyah, Ribath, Khanaqah and others Kata kunci: Zawiyah, Ribath, khanqah. A. Pendahuluan Dalam sejarah awal perkembangan Islam, pendidikan Islam sebagaimana yang telah dilaksanakan oleh Nabi Muhammad SAW adalah merupakan upaya pembebasan manusia dari belenggu akidah sesat yang dianut oleh kelompok Quraisy dan upaya pembebasan manusia dari segala bentuk penindasan suatu kelompok terhadap kelompok lain yang dipandang rendah status sosialnya. Dalam perkembangan tasawuf, baik sebagai sebuah konsep pemikiran maupun sebuah praktik dan gerakan, membutuhkan dan mengembangkan satu sistem pendidikan yang khas di mana persoalan spiritual mendapat tempat paling dominan. Pada gilirannya, per- kembangan ini melahirkan lembaga-lembaga pendidikan Sufi yang merupakan fenomena besar dan tidak mungkin diabaikan dalam kajian sejarah pendidikan Islam. Dengan demikian, ada korelasi yang cukup signifikan antara tasawuf sebagai bagian dari ajaran Islam di satu pihak dan pendidikan (Islam) sebagai hasil dari peradaban (budaya) di pihak lain. Munculnya lembaga-lembaga pendidikan non formal sebelum periode madrasah memperlihatkan kepedulian 120 M. Faizul Amirudin, Lembaga Pendidikan Kaum Sufi terhadap pentingnya pendidikan bagi warga masyarakat yang menunjukkan adanya dinamika pendidikan Islam yang amat dinamis, serta menunjukkan sebuah model pendidikan yang demokratis, bebas terkendali bahkan juga toleransi. Pada umumnya lembaga pendidikan Islam sebelum masa periode madrasah atau disebut juga masa klasik, diklasifikasikan atas dasar muatan kurikulum yang diajarkan. -
The Golden Jubilee: a Global Journey
Memories Memories Golden Jubilee of Mawlana Hazar Imam Shah Karim Al Hussaini July 11, 2007 to December 13, 2008 0 BISMI-LLAHI-R-RAHMANI-R-RAHIM And hold fast, All together, by the Rope Which God (stretches out For You), and be not divided Among yourselves; And remember with gratitude God’s favour on you; For ye were enemies And He joined your hearts In love. So that by His Grace, Ye became brethren; And ye were on the brink Of the Pit of Fire, And He saved you from it. Thus doth God make His signs clear to you: That ye may be guided. Holy Qur’an 3:103 O mankind! Verily There hath come to you A convincing proof From your Lord: For we have sent unto you A light (that is) manifest Holy Qur’an 4:174 “Believe, therefore, in Allah and His Messenger, and in the Light which we have sent down. And Allah is well acquainted with all that ye do.” Holy Qur’an 64:8 “I am leaving behind me two important things: the Quran and the Ahl al-bayt. If you follow them both, you will never go astray.” Prophet Muhammad 1 BISMI-LLAHI-R-RAHMANI-R-RAHIM Allah is the Light Of the heavens and the earth. The parable of His Light Is as if there were a Niche And within it a Lamp: The Lamp enclosed in a Glass: The glass as it were A brilliant star: Lit from a blessed Tree An Olive neither of the East Nor of the West Whose Oil is well-nigh Luminous, Though fire scarce touched it; Light upon Light! Allah doth guide Whom He will To His Light. -
Curriculum & Syllabi
School of Islamic Studies B.A. ISLAMIC STUDIES ENGLISH MEDIUM – EVENING PROGRAMME Duration: Seven Semesters CURRICULUM & SYLLABI 1 SEMESTER I Course S.No. Name of the Course L T P C Code Foundation Courses: 1 ISB1121 Arabic Language & Tajweed 4 0 0 4 2 ISB1122 Communicative English 3 0 0 3 Core Courses: 3 ISB1123 Quran Meaning Word by word: Al Baqara 3 0 0 3 4 ISB1124 Moral & Ethics - Guidance of Prophet (PBUH) 3 0 0 3 Allied Courses: 5 ISB1125 Biography of Prophet (PBUH) & Caliphate 3 0 0 3 Total: 16 SEMESTER II Course S.No. Name of the Course L T P C Code Foundation Courses: 1 ISB1231 Arabic Language & Grammar 4 0 0 4 2 ISB1232 English Language 3 0 0 3 Core Courses: Quran Meaning Word by word: Ala Imran – An 3 ISB1233 3 0 0 3 Nisa 4 ISB1234 Hadeeth - Teachings of Prophet 3 0 0 3 5 ISB1235 Islamic Fiqh - Ibaadath 3 0 0 3 Total: 16 2 SEMESTER III Course S.No. Name of the Course L T P C Code Foundation Courses: 1 ISB2121 Functional Arabic & Grammar 4 0 0 4 Core Courses: Quran Meaning Word by word: Al Maidah – Al 2 ISB2122 3 0 0 3 A’raf 3 ISB2123 Tafseer: At Tawbah & Yousuf 3 0 0 3 4 ISB2124 Islamic Doctrine - Aqeedah 3 0 0 3 5 ISB2125 Islamic Fiqh – Zakath & Hajj 3 0 0 3 Total: 16 SEMESTER IV Course S.No. Name of the Course L T P C Code Foundation Courses: 1 ISB2231 Advanced Arabic 4 0 0 4 Core Courses: 2 ISB2232 Tafseer: Selected Chapters 3 0 0 3 3 ISB2233 Hadith: Abu Dawood 3 0 0 3 4 ISB2234 Principles of Jurisprudence - Adillah 3 0 0 3 Allied Courses: 5 ISB2235 Islamic History - Umayyad Period 3 0 0 3 3 Total: 16 SEMESTER V Course S.No.