Sheikh Obid, Demikha, Earnings Management: Islamic Perspective 77
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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. -
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. -
Weekend Islamic Schools: Are They Preparing Children for Life Ahead?
Weekend Islamic Schools: Are They Preparing Children for Life Ahead? n July 25, 2017, the Institute for Social Policy and Understanding (ISPU) hosted a one-day convening in partnership with the John O Templeton Foundation (JTF) to identify the needs, opportunities, and challenges for weekend Islamic schools as they relate to character development in students between the ages of 6 and 18. Islamic Weekend Schools: Are They Preparing Children for Life Ahead? 1 Conference Team Host and Co-Convener Institute for Social Policy and Understanding The Institute for Social Policy and Understanding (ISPU) is a nonprofit research and education organization. ISPU conducts objective, solution-seeking research that empowers American Muslims to develop their community and fully contribute to democracy and pluralism in the United States. Since 2002, ISPU has been at the forefront of discovering trends and opportunities that impact the American Muslim community. ISPU’s research aims to educate the general public and enable community change agents, the media, and policymakers to make evidence-based decisions. In addition to building in-house capacity, ISPU has assembled leading experts across multiple disciplines, building a solid reputation as a trusted source for information for and about American Muslims. Co-Convener and Funder ISPU would like to acknowledge our generous co-convener and funder whose contribution made this report possible, the John Templeton Foundation (JTF). The John Templeton Foundation serves as a philanthropic catalyst for discoveries relating to the deepest and most perplexing questions facing humankind. JTF supports research on subjects ranging from complexity, evolution, and emergence to creativity, forgiveness, and free will. -
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). -
The Legalization of Theology in Islam and Judaism in the Thought of Al-Ghazali and Maimonides
UC Berkeley Berkeley Journal of Middle Eastern & Islamic Law Title Law as Faith, Faith as Law: The Legalization of Theology in Islam and Judaism in the Thought of Al-Ghazali and Maimonides Permalink https://escholarship.org/uc/item/7hm3k78p Journal Berkeley Journal of Middle Eastern & Islamic Law, 6(1) Author Pill, Shlomo C. Publication Date 2014-04-01 DOI 10.15779/Z38101S Peer reviewed eScholarship.org Powered by the California Digital Library University of California 1 BERKELEY J. OF MIDDLE EASTERN & ISLAMIC LAW 2014 LAW AS FAITH, FAITH AS LAW: THE LEGALIZATION OF THEOLOGY IN ISLAM AND JUDAISM IN THE THOUGHT OF AL-GHAZALI AND MAIMONIDES Shlomo C. Pill1 I. INTRODUCTION Legal systems tend to draw critical distinctions between members and nonmembers of the legal-political community. Typically, citizens, by virtue of shouldering the burden of legal obligations, enjoy more expansive legal rights and powers than noncitizens. While many modern legal regimes do offer significant human rights protections to non-citizens within their respective jurisdictions, even these liberal legal systems routinely discriminate between citizens and non- citizens with respect to rights, entitlements, obligations, and the capacity to act in legally significant ways. In light of these distinctions, it is not surprising that modern legal systems spend considerable effort delineating the differences between citizen and noncitizen, as well as the processes for obtaining or relinquishing citizenship. As nomocentric, or law-based faith traditions, Islam and Judaism also draw important distinctions between Muslims and non-Muslims, Jews and non- Jews. In Judaism, only Jews are required to abide by Jewish law, or halakha, and consequently only Jews may rightfully demand the entitlements that Jewish law duties create, while the justice owed by Jews to non-Jews is governed by a general rule of reciprocity. -
1 TRS 152 Islam: Beliefs and Practices Fall 2014 MWF 8:00 Am
1 TRS 152 Islam: Beliefs and Practices Fall 2014 MWF 8:00 am – 9:05 am, Dante 113. Instructor: Ali Ataie, MA, PhD student, GTU. Office hours: Wednesdays 9:1511:15am (Galileo 207D) [email protected] Course Description: The purpose of this course is to introduce undergraduate students to the basic tenets of the Islamic faith tradition. We will read and discuss the biography (sirah) of the Prophet Muhammad according to the earliest historical sources as well as analyze various sciences (‘ulum) of the Qur’an and hadith (prophetic traditions), and how these two primary Islamic sources influenced the codification of Islamic law (shari’a), creedal literature (‘aqidah), and Islamic mysticism (Sufism [tasawwuf]). We will also examine the intellectual contributions of classical and contemporary Muslim theologians, philosophers, mystics, and metaphysicians as well as examine both the history and work of the Western Academy’s critical engagement with Islam. This course will explore the fundamental religious beliefs held by Muslims for over 1400 years by covering the three dimensions of Islam as outlined in the famous hadith of Gabriel: practice (Islam), faith (Iman), and spirituality (Ihsan). In addition, we will look at various contemporary understandings and manifestations of the global phenomenon of Islam and how these understandings are shaped by various historical, societal, literary, and cultural factors. Course Objectives: 1. To inform and educate future religious, academic, and community leaders about the normative understandings of traditional Islam by Muslim scholars of the past and present as well as analyze critical responses to those understandings by scholars of Western Academy. -
Islam and Politics in Tunisia
Islam and Politics in Tunisia How did the Islamist party Ennahda respond to the rise of Salafism in post-Arab Spring Tunisia and what are possible ex- planatory factors of this reaction? April 2014 Islam and Politics in a Changing Middle East Stéphane Lacroix Rebecca Koch Paris School of© International Affairs M.A. International Security Student ID: 100057683 [email protected] Words: 4,470 © The copyright of this paper remains the property of its author. No part of the content may be repreoduced, published, distributed, copied or stored for public use without written permission of the author. All authorisation requests should be sent to [email protected] Table of Contents 1. Introduction ............................................................................................................. 3 2. Definitions and Theoretical Framework ............................................................... 4 3. Analysis: Ennahda and the Tunisian Salafi movements ...................................... 7 3.1 Ennahda ........................................................................................................................ 7 3.2 Salafism in Tunisia ....................................................................................................... 8 3.3 Reactions of Ennahda to Salafism ................................................................................ 8 4. Discussion ................................................................................................................ 11 5. Conclusion -
Faith Guides for Higher Education: a Guide to Islam
islam_cover.qxp 15/08/2007 15:21 Page 1 Faith Guides for Higher Education Islam A Guide to Islam Amjad Hussain and Kate El-Alami Faith Guides for Higher Education A Guide to Islam Amjad Hussain, Kate El-Alami Series editor: Gary R. Bunt Copy editor: Julie Closs Copyright © the Subject Centre for Philosophical and Religious Studies, 2005 (formerly PRS-LTSN) Picture permissions: Page 5: Qur’anic Calligraphy © Aftab Ahmad/Saudi Aramco World/PADIA. Page 7: The Hajj, Mecca © S.M. Amin/Saudi Aramco World/PADIA. Page 9: A stained-glass window by Simon Tretheway © Lydia Sharman Male/Saudi Aramco World/PADIA. Page 11: Illuminated Ottoman Qur’an, 17th century © Dick Doughty/Saudi Aramco World/PADIA. Page 12: Kaaba, Mecca © S.M. Amin/Saudi Aramco World/PADIA. Page 15: Shah Jehan Mosque, Woking © Tor Eigeland/Saudi Aramco World/PADIA. Page 16: Regent’s Park Mosque, London © Tor Eigeland/Saudi Aramco World/PADIA. Published by the Subject Centre for Philosophical and Religious Studies (formerly PRS-LTSN) Higher Education Academy School of Theology and Religious Studies University of Leeds LS2 9JT First Published November 2005 Reprinted July 2007 ISBN 0-9544524-5-3 All rights reserved. Except for quotation of short passages for the purposes of criticism and review, and for use in learning and teaching contexts in UK higher and further education, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission of the publisher. While every effort has been made to ensure the accuracy of this publication and the other titles in the series, neither the publisher, series editor, nor authors are responsible for applications and uses of the information contained within. -
Inside the Jihadi Mind Understanding Ideology and Propaganda
Inside the Jihadi Mind Understanding Ideology and Propaganda EMMA EL-BADAWY MILO COMERFORD PETER WELBY 1 2 Contents Executive Summary 5 Policy Recommendations 9 Introduction 13 Framework for Analysis Values 23 Objectives 35 Conduct 45 Group Identity 53 Scripture and Scholarship How Jihadi Groups Use the Quran and Hadith 63 How Jihadi Groups Make Use of / Reject Scholarship 67 Appendices Methodology 70 Glossary 74 Acknowledgements 76 Note This report was first published in October 2015. The research was carried by the Centre on Religion & Geopolitics. The work of the Centre on Religion & Geopolitics is now carried out by the Tony Blair Institute for Global Change. 3 4 1.0 Executive Summary This report identifies what ideology is shared by ISIS, Jabhat al- Nusra, and al-Qaeda in the Arabian Peninusla, as revealed in their propaganda, in order to inform effective counter-narratives. The ideology of global extremism can only be countered if it is first understood. This combination of theology and political objectives needs to be uprooted through rigorous scrutiny, and sustained intellectual confrontation. After the 9/11 attacks, Osama Bin Laden’s al- Qaeda had approximately 300 militants. ISIS alone has, at a low estimate, 31,000 fighters across Syria 55 and Iraq. Understanding how ideology has driven this Salafi-jihadism is a vital motivating force for extremist phenomenon is essential to containing and defeating violence, and therefore must be countered in order to violent extremism. curb the threat. But violent ideologies do not operate in a vacuum. AIM OF THE REPORT SUMMARY EXECUTIVE A fire requires oxygen to grow. -
The Doctrines of Sufism
Perfecting The Religious Unity Of Existence Experience Annihilation Improving The Spiritual Self The Doctrines Of Sufism Wali: Spiritual Guide/sainthood Kashf: Enlightenment The doctrines of sufism.mmap • 3/4/2006 • Mindjet Team Emphasizes perception, maarifa leading to direct knowledge of Self and God, and Sufism uses the heart as its medium Emphasizes reason, ilm leading to understanding of God, uses the Aaql as The Context: (The Approaches To its medium, and subjects reason to Faith And Understanding) Kalam revelation Emphasizes reason, ilm leading to understanding of God, uses the Aaql as Philosophy its medium AL BAQARA Al Junayd Al Hallaj Annihilation By Examples Taqwa: Piety Sobriety The Goals Of The Spiritual Journey Paradox and biwelderment Intoxication QAAF The Consequence Of Annihilation Annihilation Abu Bakr (RAA): Incapacity to perceive is perception Perplexity Results from the negation in the first part of the Shahada (fana) AL HADEED And from the affirmation of the Living the Shahada subsistence in the second part of the Shahada: (Baqa) Be witness to the divine reality, and eliminate the egocentric self Living the Tawheed The Motivation For Annihilation Start as a stone Be shuttered by the divine light of the Self transformation divine reality you witness Emerge restructed as a jewel The Origins Of Annihilation AL RAHMAN Annihilation.mmap • 3/6/2006 • Mindjet Team Born and Raised in Baghdad (died in 910 or 198 H) His education focused on Fiqh and Hadith He studied under the Jurist Abu Thawr: An extraordinary jurist started as a Hanafii, then followed the Shafi school once al Imam Al Shafi came to Baghdad. -
Re the Five Pillars of Islam?
What are the Five Pillars of Islam? The Five Pillars of Islam are five duties that Muslims try to carry out. It helps them to feel like a part of the Muslim community. Each pillar has a different name; Shahada, Salah, Zakat, Sawm, and Hajj. Shahada – Pillar One This pillar is the main belief of all Muslim people and it is a declaration of their faith. The English words are: “There is no god except Allah, Muhammad is the messenger of Allah.” Muslims say this when they pray. Anyone who says these words and means it can become a Muslim. Salah – Pillar Two This pillar is prayer. Muslims pray five times a day and follow a special ritual to do so. First they must wash in symbolically clean water. All the prayers are said at the same time every day. Fajr – Morning, between dawn and sunrise. Zuhr – Mid-day or early afternoon. Asr – Late afternoon. Maghrib – Evening, around sunset. Isah – Night, before going to bed. Zakat – Pillar Three This pillar is about looking after other people. Each Muslim gives up a share of his wealth each year to provide for those less fortunate. The word zakat means to purify or cleanse. As a person gives away a share of their wealth they become cleansed from selfishness and greed. Sawm – Pillar Four This pillar is all about Ramadan. The ninth month of the Islam calendar is when Muhammad began receiving messages from God. For 30 days Muslims fast, they do not eat or drink during daylight hours. The fast is to remind them how difficult it is to be poor, hungry and thirsty. -
The Prophet, the Qur'an, and Islamic Ethics Conclusion
Conclusion The Prophet, the Qur’an, and Islamic Ethics Rudolph Ware Nun. By the pen, and what they trace. You are not insane, by your Lord’s grace. And indeed for you, a reward forever For you are indeed, atop great character (Qur’an, Sura al-Qala 68:1–5). he Prophet Muhammad, bearer of the Qur’an, holds a lofty ontolog- ical status in Islam. He is a human being, but his very being is sacred.1 He is the mediating instrument responsible For transmitting to the T 2 world what Muslims believe to be God’s verbatim speech. And as such, he is the source, embodied example, and center of contemplation For Muslim approaches to knowing God.3 For Fourteen centuries, the traditional religious sciences (‘ulum al-din) have grappled with the meaning of this one man’s life.4 Countless volumes have sought to come to terms with his legacy. Collections of records (hadith) about his life and times, his words and deeds, his virtues and miracles are essential to Muslim jurists, theologians, and historians alike.5 Scholars have penned countless volumes trying to know the Book, the God that sent it, and the man who brought it.6 They have poured out their ink— and the letter “nun,” which opens the Chapter of The Pen is often likened to an inkwell—trying to understand the man who inscribed God’s fnal revealed Book onto the tablet of history. Knowing—indeed loving—the Prophet is also the very core of the tra- ditional religious science known as Sufsm.7 For in envisioning, enacting, and embodying his example (sunna), Muslims seek to cultivate ethical excellence and draw near to God.8 And if ethics are at the heart of Sufsm—and its 223 224 RuDolph Ware wellsprings, the Qur’an and the sunna—then Suf values are not only meta- physical but also political.9 While this essay will not sketch the political history of Sufsm in the region, it is important to get a sense of the sheer demographic signifcance of Sufsm in West Africa.