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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. -
Pourjavady Reza (Ed.) Philosophy in Qajar Iran Leiden Boston, Brill
II. ISLAMOLOGIE, DROIT, PHILOSOPHIE, SCIENCES Pourjavady Reza (ed.) were the works of the 17th century philosopher Mulla Philosophy in Qajar Iran Sadra (d. 1045/1635-36), whom Pourjavady in his introduction to the edited volume describes as “the Leiden Boston, Brill major authoritative philosopher of Iran” (p. 7). In fact, (Handbook of Oriental Studies, Section One, Mulla Sadra’s thought has remained at the center of The Near and Middle East Studies, 127) philosophical discourse in Iran ever since the opening 2019, X, 392 p. part of the 17th century. ISBN : 9789004385610 Chapter 1 examines Mulla Mahdi Naraqi’s life and philosophical thought. It is argued that The book under review examines one of the Mulla Sadra’s philosophical contributions deeply understudied aspects of intellectual history in Qajar influenced Naraqi’s thought as a theosophist. Even Iran: the lives and contributions of the most pro- so, according to Pourjavady, “there are some crucial minent 19th century philosophers and theosophists. ontological issues with respect to which Naraqi took Under the Qajars (r. 1796-1925), Iran came under a different position, his discourse remains invariably the influence of Western modernization, a develop- post-Sadrian [sic].” After examining Naraqi’s theolo- ment that triggered the process of transition from gical and philosophical writings, it is concluded that the traditional to the modern. Put in the context of he was by no means a Sadraian thinker. All his life these trends and events, the history of philosophical Naraqi remained critical of Mulla Sadra’s concept thought in Qajar Iran is, therefore, worth close atten- of “existence” which had its origins in the ideas of tion by students of modern Iran. -
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. -
Journal of American Science, 2011;7(5)
Journal of American Science, 2011;7(5) http://www.americanscience.org Critical Viewpoint toward Shaykhiyya Concerning the Coincidence of Hurqalya and the Imaginal World Yaser Salari1 1 PhD student, Department of Islamic Philosophy and Theology, Science and Research branch, Islamic Azad University, Tehran, Iran [email protected] Abstract: The Shaykhis believed, that between the physical world and the spiritual world, there exists an intermediary world called Hurqalya (from the Greek word Huvarkalya) or the world of archetypal images (Alame' Mithal). From the Shaikhi's point of view, the first corporal form will annihilate completely after death and there will have no there return in the Intermediately World and the Resurrection Day, while the corps astral body will remain rotundas, away from any annihilation and destruction. The first body of man will accompany the soul only to the end of the Intermediately World, and while the first Israfil's Blowing of trumpet is heard it will be annihilated too. But the second body as the soul carrier will always accompany the soul and it will never be separated from it, except the time of the Blowing after the second Blowing of the Trumpet in the Resurrection Day, the soul will join the second corps along with the second body, and therefore the spiritual and the corporal resurrection of Sheikhiet will occur. In this paper, the critical viewpoint toward Shaykhiyya is discussed concerning the coincidence of Hurqalya and the Imaginal World. The imaginal world in the spiritual topography of a domain that can only be seen by those who have turned away from the sensus communis and rely on spiritual hermeneutics (ta’wil), a profound issue which he discusses both in the al - Talwihat and Alwah- i imadi. -
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. -
THE TWELVER SHIA in MODERN TIMES Religious Culture & Political History
THE TWELVER SHIA IN MODERN TIMES Religious Culture & Political History EDITED BY RAINER BRUNNER AND WERNER ENDE BRILL LEIDEN • BOSTON • KOLN 2001 CONTENTS Preface ix list of Contributors xxi PART ONE Theology and Learning A Shiite in Mecca. The Strange Case of Mecca-born Syrian and Persian sayyid Muhammad Haydar (d. 1139/1727) .' 3 MARCO SALATI Casting Away the Self: The Mysticism of Shaykh Ahmad al-AhsaT 25 JUAN R. I. COLE An Absence Filled with Presences. Shaykhiyya Hermeneutics of the Occultation 38 MOHAMMAD ALI AMIR-MOEZZI Madrasa and Learning in 19th-century Najaf and Karbala' 58 MEIR LITVAK The Clerics of Jabal cAmil and the Reform of Religious Teaching in Najaf since the Beginning of the 20th Century 79 SABRINA MERVIN Aspects of the Social Structure of Shiite Society in Modern Iraq 87 PETER HEINE PART TWO Internal Debates and the Role of Dissidents 19th-century Ottoman and Iranian Encounters: Ahmed Midhat Efendi and Ebrahim Jan Mo'attar (Mohammad Baqer Bawanati) 97 JOHANN STRAUSS VI CONTENTS Why do they cry? Criticisms of Muharram Celebrations in Tsarist and Socialist Azerbaijan 114 VOLKER ADAM The Controversy about the Shaikhiyya Tendency among Shia 'ulama' in Pakistan 135 SYED HUSSAIN ARIF NAQJVI The Politics of Shahld-e Jdwld 150 EVAN SIEGEL A Shiite Cleric's Criticism of Shiism: Musa al-Musawi 178 RAINER BRUNNER Marja'iyya and Shurd 188 ROSWITHA BADRY "The Tragedy of Fatima al-Zahra"' in the Debate of two Shiite Theologians in Lebanon 207 STEPHAN ROSINY PART THREE Ideology and Politics in the 20th Century Shaykh Muhammad al-KhalisI (1890-1963) and his Political Role in Iraq and Iran in the 1910s/20s 223 PIERRE-JEAN LUIZARD The Shiites in the Eastern Province of Saudi Arabia (al-Ahsa') 1913-1953 236 GUIDO STEINBERG Shl'i-shuyu'i or: How to Become a Communist in a Holy City 255 SILVIA NAEF The Struggle for Equal Rights as a Minority: Shia Communal Organizations in Pakistan, 1948-1968 268 ANDREAS RIECK Foreign Missionaries, Homemade Dissidents and Popular Islam. -
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 -
Elements of Sufism in the Philosophy of the Order: an Examination of The
1 Elements of Sufism in the Philosophy of the Order: An Examination of the Lectures and Writings of Hazrat Inayat-Khan and Zia Inayat-Khan Keenan Nathaniel Field Ashland, Virginia Bachelor of Arts, History, Virginia Commonwealth University, 2015 Bachelor of Arts, Religious Studies, Virginia Commonwealth University, 2015 Associates of Science, J. Sargeant Reynolds Community College, 2013 A Thesis presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Master of Arts Department of Religious Studies University of Virginia December, 2020 Dr. Shankar Nair Dr. Jessica Andruss 2 In 1910, when Hazrat Inayat Khan left India to visit New York and the United States for the first time, he began his journey as a traveling musician, having come from a family of highly respected musicians in Baroda, India. Before long, however, he began publicly teaching a form of primarily Chishti Sufism. The next seventeen years of his life would be spent crisscrossing the Western world giving lectures to thousands of Europeans and Americans in an attempt to spread this philosophical message. This message shifted over those first seventeen years and the subsequent century from one that heavily emphasized specifically Sufi elements of teaching and philosophy to a religious message that placed heavy emphasis on the universal elements that it considered to be the core of all religions. This philosophy is most readily observable and easily understood by studying its current iteration, the Inayattiya, who developed out of a number of schisms and splits in the mid twentieth century and trace their silsila, or spiritual lineage, back to HIK by way of his siblings and cousins, to his son Pir Vilayat Inayat-Khan, and his grandson, the current head, of the Order Pir Zia Inayat-Khan. -
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. -
Shia-Muslims-Published-By-IMAM.Pdf
Shia Muslims Shia Muslims Our Identity, Our Vision, and the Way Forward Sayyid M. B. Kashmiri Imam Mahdi Association of Marjaeya, Dearborn, MI 48124, www.imam-us.org © 2017, 2018. by Imam Mahdi Association of Marjaeya All rights reserved. Published 2018. Printed in the United States of America ISBN-13: 978-0-9982544-9-4 Second Edition No part of this publication may be reproduced without permission from I.M.A.M., except in cases of fair use. Brief quotations, especially for the purpose of propagating Islamic teachings, are allowed. Contents Preface ............................................................................... vii Our Identity ......................................................................... 1 3 .................................. (التوحيد :Monotheism (Tawhid, Arabic 4 .................................... (المعاد :The Hereafter (Ma’ad, Arabic 7 ....................................................... (العدل :Justice (Adl, Arabic 11 ........................... ( النبوة :Prophethood (Nubuwwah, Arabic 15 ................................. (اﻹمامة :Leadership (Imamate, Arabic Our Vision ......................................................................... 25 Acquiring Moral Attributes ................................................. 27 The Age of Justice ................................................................. 29 The Way Forward .................................................................. 33 Leadership in the Absence of Imam al-Mahdi ........................ 35 Preparation for the Age of the Return -
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.