Sunni and Shi'a Islam: Differences and Relationships
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All About Ramadan What Is Ramadan? Ramadan Is a Religious Festival Celebrated by Muslims Which Lasts for 29 Or 30 Days
All about Ramadan What Is Ramadan? Ramadan is a religious festival celebrated by Muslims which lasts for 29 or 30 days. It is in the ninth month of the lunar calendar. Muslims believe that Ramadan is a time to remember when the Qur’an was revealed by the Prophet Muhammad. What Do Muslims Do During Ramadan? • They go to the mosque more often. • They read the Qur’an more regularly. • They try to give up bad habits. • They give money to charity. • They fast during daylight hours. This means they won’t eat or drink between sunrise and sunset. Why Do People Fast During Ramadan? People fast during Ramadan as a way of learning to wait for things and to have empathy and understanding for people who do not have as much as themselves. Fasting is difficult and young, old or unwell people do not have to fast. What Happens at the End of Ramadan? At the end of Ramadan, there is a 3-day celebration called Eid al-Fitr. Friends and family gather together to pray and share meals and gifts. Food is also given to the poor. Page 1 of 3 All about Ramadan Key Words • Muslims - a follower of Islam who believes that there is one true God called Allah • pilgrimage - a religious journey • Qur’an - the holy book for Muslim people The Five Pillars of Islam Salat: Hajj: Shahada: Zakat: Sawm: Prayer, Pilgrimage Faith Five times Charity Fasting to Mecca a day These are the five things you must remember to be a good Muslim. Page 2 of 3 All about Ramadan Questions 1. -
Understanding the Concept of Islamic Sufism
Journal of Education & Social Policy Vol. 1 No. 1; June 2014 Understanding the Concept of Islamic Sufism Shahida Bilqies Research Scholar, Shah-i-Hamadan Institute of Islamic Studies University of Kashmir, Srinagar-190006 Jammu and Kashmir, India. Sufism, being the marrow of the bone or the inner dimension of the Islamic revelation, is the means par excellence whereby Tawhid is achieved. All Muslims believe in Unity as expressed in the most Universal sense possible by the Shahadah, la ilaha ill’Allah. The Sufi has realized the mysteries of Tawhid, who knows what this assertion means. It is only he who sees God everywhere.1 Sufism can also be explained from the perspective of the three basic religious attitudes mentioned in the Qur’an. These are the attitudes of Islam, Iman and Ihsan.There is a Hadith of the Prophet (saw) which describes the three attitudes separately as components of Din (religion), while several other traditions in the Kitab-ul-Iman of Sahih Bukhari discuss Islam and Iman as distinct attitudes varying in religious significance. These are also mentioned as having various degrees of intensity and varieties in themselves. The attitude of Islam, which has given its name to the Islamic religion, means Submission to the Will of Allah. This is the minimum qualification for being a Muslim. Technically, it implies an acceptance, even if only formal, of the teachings contained in the Qur’an and the Traditions of the Prophet (saw). Iman is a more advanced stage in the field of religion than Islam. It designates a further penetration into the heart of religion and a firm faith in its teachings. -
The Iran-Iraqwar Volume I
FMFRP 3-203 Lessons Learned: The Iran-IraqWar Volume I U.S. Marine Corps PCN iJOU332U3UUU DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited DEPARTMENT OF TIlE NAVY Headquarters United States Marine Corps Washington, D.C. 20380—0001 10December 1990 FOREWORD 1. PURPOSE FleetMarine Force Reference Publication (FMFRP) 3—203, Lessons Learned: The Iran-Iraci War, Vol. I, provides useful information to the reader about the Iran-Iraq War, particularly the lessons that can be drawn from it. 2. SCOPE This manual starts with an overview of the Iran—Iraq War. Then it discusses the strategy followed by both sides and the tactics which evolved as the war unfolded. 3. BACKGROUND This manual was written by Dr. Stephen C. Pelletiere and LTC Douglas V. Johnson II of the Strategic Studies Institute of the U.S. Army War College. Originally, this version was intended as a draft. Because the information in this manual is particularly significant to forces participating in or preparing for Operation Desert Shield, this manual has been published in its present form. 4. RECOMMENDATIONS This manual will not be revised. However, comments on it are important because they will be used to improve other manuals. Submit comments to —— CommandingGeneral Marine Corps Combat Development Command (WF12) Quantico, VA 22134—5001 i 5. CERTIFICATION Reviewed and approved this date. BY DIRECTION OF THE COMMANDANT OF THE MARINE CORPS - M.P. CAULFt'ELD Major General, U.S. Marine Corps Deputy Commander for Warfighting Marine Corps Combat Development Command Quantico, Virginia DISTRIBUTION: i4UU3(J3QO J.i FIgure 1. Map ofIraq. -
The Five Pillars of Islam
The Five Pillars of Islam Objectives: I will be able to describe the basic beliefs of Islam and explain the meaning of each of the Five Pillars of Islam. I will compare and contrast the Five Pillars of Islam with the duties of Catholicism. Materials: ● Station Note Taking Guide for students ● Primary Source Documents for each student station ● Construction paper (11x17) ● Colored pencils ● Rulers Technology: ● Computer ● SmartBoard ● Personal student devices Procedures: 1. Whole Group Share: What do you know about Islam? 2. Introductory Video: Students will watch “5 Pillars of Islam - part 1 | Cartoon by Discover Islam UK” (https://youtu.be/9hW3hH9_7pI) and “5 Pillars of Islam - part 2 | Cartoon by Discover Islam UK” (https://youtu.be/_bujwCZ9RHI) 3. Small Group Activity: Students will work in small groups of 4-5 and rotate between five stations (see below) and complete 5 Pillars of Islam note taking guide. a. Declaration of Faith (Appendix A-B) b. Ritual Prayer (Appendices C-G) c. Obligatory Expenditure (H-I) d. Fasting Ramadan (J-M) e. Pilgrimage to Mecca (N-P) 4. Individual Activity: Using their notes, students will create a visual representation of the Five Pillars of Islam. 5. Pair Activity: Students will create a double bubble comparing and contrasting Islam with Christianity. (**You can substitute any other religion the students are familiar with or have been studying.**) Resources: www.pbslearningmedia.org/resource/islam08.socst.world.glob.lppillars/the-five-pillars-of-islam/ http://www.thirteen.org/edonline/accessislam/lessonplan2.html http://www.discoverislam.co.uk/ http://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html THE FIVE PILLARS OF ISLAM PILLAR DESCRIPTION/ NOTES PICTURE The Declaration of Faith Ash - Shahadah STATION 1: DECLARATION OF FAITH With your group, examine Appendices A-C and discuss the following questions. -
Join the MCA Mailing List and Stay Connected Advertisements Is Tuesday at 5:00 PM 2 46
PRAYER TIMINGS Effective 02/13 MCA NOOR Fajr 6:10 6:10 Dhuhr 12:35 12:35 Asr 3:45 4:30 Maghrib Sunset Sunset Isha 7:20 7:20 Juma 1 12:15 12:15 Juma 2 01:00 01:00 Newsletter Juma 2 01:45 01:45 Published Weekly by the Muslim Community Association of San Francisco Bay Area www.mcabayarea.org Jamadi ‘II 30, 1442 AH Friday, February 12, 2021 Grand Mosque of Brussels AL-QURAN And to Allah belong the best names, so invoke Him by them. And leave [the company of] those who practice deviation concerning His names.1 They will be recompensed for what they have been doing. Quran: 7:180 HADITH Narrated/Authority of Abdullah bin Amr: Once the Prophet remained behind us in a journey. He joined us while we were performing ablution for the prayer which was over-due. We were just passing wet hands over our feet (and not washing them properly) so the Prophet addressed us in a loud voice and said twice or thrice: “Save your heels from the fire.” Al-Bukhari: Ch 3, No. 57 Final Deadline to submit Join the MCA Mailing List and Stay Connected Advertisements is Tuesday at 5:00 PM www.mcabayarea.org/newsletter 2 46. Al-Hakeem (The Wise One) The Wise, The Judge of Judges, The One who is correct in His doings. “And to Allah belong the best names, so invoke Him by them.” [Quran 7:180] 3 Youth Corner Mahmoud’s Love for Basketball There was a boy who was 9 years old, standing tall at he didn’t like was every Friday night the basketball court the gate “HEY” and his adrenaline freezes, the ball 4 feet and 5 inches, and weighing a whole 90 pounds. -
IN ISLAMIC LITERATURE A. Waliy> in the Fiqh Study in Terms of Fiqh, The
CHAPTER II THE CONCEPT OF WALIY<> IN ISLAMIC LITERATURE A. Waliy> in the fiqh study In terms of fiqh, the word of "waliy> " has an meaning the person who according to the law (religious, traditional) obligations entrusted to attend to orphans, before the child is an adult; parties which represent a bride at the time married (is doing the ceremony with the groom).1 1. Waliy> in marriage a. Definition of waliy> and its position in marriage In marriage, the word of waliy> is a person who acts on behalf of the bride in a marriage ceremony. The existence of waliy> in the marriage ceremony is one thing that must there and will not be valid marriage contract without action of the waliy>. Waliy> was placed as a pillar in marriage according to ulema agreement in principally. In the marriage contract itself waliy> can be located as a person acting on behalf of the bride and also as the person who requested approval for the survival of the marriage. 1Departemen Pendidikan dan Kebudayaan, Kamus Besar Bahasa Indonesia,(Jakarta: Balai Pustaka, 1989), p. 1007 19 Position as a person who acts on behalf of the bride in performing the contract there is a difference of opinion among ulema. To the young bride, both male or female scholars agree on him sit as a pillar or a condition in the marriage contract. The reason is that the bride is still not able to perform the contract by itself and therefore the contract made by their waliy>. But for women who have grown up either widowed or still a virgin, ulema have different idea. -
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. -
Teaching Aqidah: Islamic Studies in Malaysia
International Journal of Islamic and Civilizational Studies Full Paper UMRAN Teaching Aqidah: Islamic Studies in Malaysia Wan Hassan Wan Embong*, Ajmain Jimaain Safar, Bushrah Basiron Islamic Civilization Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor, Malaysia *Corresponding author: [email protected] Article history Received: 2019-06-24 Received in revised form: 2019-11-02 Accepted: 2019-11-04 Published online: 2020-02-29 Abstract It is widely agreed that Malaysia will achieve sustainable prosperity when its citizen live together in harmony. Moreover, a good society derives from good families and good families derive from righteous individuals who transmit insight that builds good character. In Islam, the transmission of this insight is called aqidah (belief system), which continually plays an active role in the enhancement of personal accountability. This study took a qualitative approach using personal interviews to determine methods used to teach aqidah in Malaysia. Findings revealed four methods including multimedia, slide presentations, group discussions and teacher didactics. Keywords: aqidah (belief), individual personality, social responsibility, teaching method © 2020 Penerbit UTM Press. All rights reserved |01 (2020) pp. 25 -32| www.http://jurnalumran.utm.my/index.php/umran | Wan Hassan Wan Embong, Ajmain Jimaain Safar & Bushrah Basiron / UMRAN – International Journal of Islamic and Civilizational Studies. vol. 7, no.1 (2020) pp. 25- 32 1.0 INTRODUCTION Effective teaching and learning depends on a teacher’s ability to create an interactive environment (Azmi & Halim, 2007). An innovative teacher has skills and knowledge that show the relevance of subject matter to daily living and potential spiritual enhancement that can be integrated with contemporary issues aligned with nation building (Huda & Sabani, 2018). -
Oman 2019 International Religious Freedom Report
OMAN 2019 INTERNATIONAL RELIGIOUS FREEDOM REPORT Executive Summary The Basic Law declares Islam to be the state religion but prohibits discrimination based on religion and protects the right of individuals to practice other religions as long as doing so does not “disrupt public order or contradict morals.” According to the law, offending Islam or any other Abrahamic religion is a criminal offense. There is no provision of the law specifically addressing apostasy, conversion, or renunciation of religious belief. Proselytizing in public is illegal. According to social media reports, in August police detained and brought in for questioning at least five individuals who had gathered to perform Eid al-Adha prayers a day before the official date announced by the Ministry of Endowments and Religious Affairs (MERA). MERA monitored sermons and distributed approved texts for all imams. Religious groups continued to report problems with opaque processes and unclear guidelines for registration. Nonregistered groups, such as The Church of Jesus Christ of Latter-day Saints (Church of Jesus Christ) and others, remained without permanent, independent places of worship. Non-Muslim groups said they were able to worship freely in private homes and government-approved houses of worship, although space limitations continued to cause overcrowding at some locations. MERA continued to require religious groups to request approval before publishing or importing religious texts or disseminating religious publications outside their membership, although the ministry did not review all imported religious material. In September Catholic and Muslim leaders, including a senior MERA official, attended the inauguration of a new Catholic church in Salalah. In February the Anti-Defamation League (ADL) called on the government to remove a number of anti-Semitic titles being sold through the country’s annual state-run Muscat International Book Fair. -
Lessons from the Sunnah and Seerah of Prophet Muhammad (PBUH)
Lessons from the Sunnah and Seerah of Prophet Muhammad (PBUH) BS Foad, M.D 2011 The Sunnah and the Seerah The Sunnah is the tradition of Prophet Muhammad (PBUH): -His sayings -His actions -What he approved or did not object to The Seerah is the life story of Prophet Muhammad (PBUH) before and after the revelation We need to understand the Sunnah and the Seerah according to the guidance in the Qur’an. The Qur’an is closely associated with the life of Prophet Muhammad and the difficulties that he faced and solved Lessons from the Seerah Prophet Muhammad (PBUH) serves as: -God’s messenger and prophet to all mankind -As an example of human behavior and noble character Therefore, in studying his life-story we should derive lessons and morals that can help us in our lives today. The Prophet of God may be dead but his teachings remain alive The life of Muhammad before the revelation -He was an orphan His father died before he was born; his mother died when he was 3 years old; he was raised by his grandfather who died when Muhammad was 6 years old, then his uncle took care of him -He was poor but had dignity -He was from the most noble family in Quraish -He is a descendant of Prophet Abraham -He worked as a Shepard -Later on he worked as a merchant, and gained experience as how to deal with people Muhammad before the revelation -He was known among his people as Al-Ameen (The one to be trusted); and they kept their valuables with him for safe-keeping -He also was known as As-Sadiq (The one who is truthful) since he never lied or cheated -He was also known for his sound judgment. -
Madrasah Education System and Terrorism: Reality and Misconception
92 Madrasah Education System And Terrorism: Reality And Misconception Mohd Izzat Amsyar Mohd Arif ([email protected]) The National University of Malaysia, Bangi Nur Hartini Abdul Rahman ([email protected]) Ministry of Education, Malaysia Hisham Hanapi ([email protected]) Tunku Abdul Rahman University College, Kuala Lumpur Abstract Since the terrorist attacks on September 11, 2001, the Islamic schools known as madrasah have been of increasing interest to analysts and to officials involved in formulating U.S. foreign policy toward the Middle East, Central, and Southeast Asia. Madrasah drew added attention when it became known that several Taliban leaders and Al-Qaeda members had developed radical political views at madrasah in Pakistan, some of which allegedly were built and partially financed through Saudi Arabian sources. These revelations have led to accusations that madrasah promote Islamic extremism and militancy, and are a recruiting ground for terrorism. Others maintain that most of these religious schools have been blamed unfairly for fostering anti-U.S. sentiments and argue that madrasah play an important role in countries where millions of Muslims live in poverty and the educational infrastructure is in decay. This paper aims to study a misconception of the role and functions of Islamic traditional religious schools which have been linked with the activities of terrorism. The study will be specifically focus on practice of the traditional Islamic school, which is locally called as ‘madrasah system’. Keywords: madrasah, terrorism, Islamic schools INTRODUCTION The September 11 terrorist attacks on the World Trade Centre in New York changed the international politics, security and law. The attacks gave rise to the new catchword of war against terrorism, which has been universally accepted as a new millennium global threat. -
Proquest Dissertations
The history of the conquest of Egypt, being a partial translation of Ibn 'Abd al-Hakam's "Futuh Misr" and an analysis of this translation Item Type text; Dissertation-Reproduction (electronic) Authors Hilloowala, Yasmin, 1969- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 10/10/2021 21:08:06 Link to Item http://hdl.handle.net/10150/282810 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly fi-om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectiotiing the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book.