Understanding Islam
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Women Islamic Scholars, Theological Seminaries.18 Similar to the Muftis, and Judges Are the Great Exception
ISSUE BRIEF 10.02.18 Women as Religious Authorities: What A Forgotten History Means for the Modern Middle East Mirjam Künkler, Ph.D., University of Göttingen Although the history of Islam includes family members of the prophet were numerous examples of women transmitting frequently consulted on questions of Islamic hadith (i.e., sayings of the prophet), writing guidance. This practice was not limited to authoritative scholarly commentaries on the prophet’s family and descendants. As the Quran and religious law, and issuing Islamic scholar Khaled Abou El Fadl notes, fatwas (rulings on questions of Islamic law), “certain families from Damascus, Cairo, and women rarely perform such actions today. Baghdad made a virtual tradition of training Most Muslim countries, including those in female transmitters and narrators, and… the Middle East, do not allow women to these female scholars regularly trained serve as judges in Islamic courts. Likewise, and certified male and female jurists and few congregations would turn to women therefore played a major contributing role for advice on matters of Islamic law, or in the preservation and transmission of invite women to lead prayer or deliver the Islamic traditions.”1 sermon (khutba). Women’s role in transmitting hadiths For decades, Sudan and Indonesia were was modeled after ‘A’ishah, the prophet’s the only countries that permitted female youngest wife, who had been such a prolific judges to render decisions on the basis of transmitter that Muhammad is said to have the Quran and hadiths (which are usually told followers they would receive “half their conceived as a male prerogative only). -
The Qur'anic Manuscripts
The Qur'anic Manuscripts Introduction 1. The Qur'anic Script & Palaeography On The Origins Of The Kufic Script 1. Introduction 2. The Origins Of The Kufic Script 3. Martin Lings & Yasin Safadi On The Kufic Script 4. Kufic Qur'anic Manuscripts From First & Second Centuries Of Hijra 5. Kufic Inscriptions From 1st Century Of Hijra 6. Dated Manuscripts & Dating Of The Manuscripts: The Difference 7. Conclusions 8. References & Notes The Dotting Of A Script And The Dating Of An Era: The Strange Neglect Of PERF 558 Radiocarbon (Carbon-14) Dating And The Qur'anic Manuscripts 1. Introduction 2. Principles And Practice 3. Carbon-14 Dating Of Qur'anic Manuscripts 4. Conclusions 5. References & Notes From Alphonse Mingana To Christoph Luxenberg: Arabic Script & The Alleged Syriac Origins Of The Qur'an 1. Introduction 2. Origins Of The Arabic Script 3. Diacritical & Vowel Marks In Arabic From Syriac? 4. The Cover Story 5. Now The Evidence! 6. Syriac In The Early Islamic Centuries 7. Conclusions 8. Acknowledgements 9. References & Notes Dated Texts Containing The Qur’an From 1-100 AH / 622-719 CE 1. Introduction 2. List Of Dated Qur’anic Texts From 1-100 AH / 622-719 CE 3. Codification Of The Qur’an - Early Or Late? 4. Conclusions 5. References 2. Examples Of The Qur'anic Manuscripts THE ‘UTHMANIC MANUSCRIPTS 1. The Tashkent Manuscript 2. The Al-Hussein Mosque Manuscript FIRST CENTURY HIJRA 1. Surah al-‘Imran. Verses number : End Of Verse 45 To 54 And Part Of 55. 2. A Qur'anic Manuscript From 1st Century Hijra: Part Of Surah al-Sajda And Surah al-Ahzab 3. -
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. -
BILAL, the FIRST MUEZZIN a MUSLIM STORY Key Ideas
BILAL, THE FIRST MUEZZIN A MUSLIM STORY Key Ideas: Islam, the call to prayer, courage Bilal stood on top of the Ka’aba in Mecca. It had been a difficult and dangerous thing to do, but he had a far more important task to complete. He filled his lungs with as much air as he could, then used his deep and powerful voice to call faithful Muslims to prayer. Allah is the greatest. I bear witness that there is no god but Allah. I bear witness that Muhammad is Allah’s messenger. Come to prayer. Come to salvation. There is no God but Allah. Even Bilal could not believe how his life had changed to bring him to this point. Bilal was born in Arabia, but he was a slave. His parents had been black Africans who had also lived as slaves, so their son had to be a slave too. When he was old enough, he was taken to the market place and sold to a new master. Umaya owned Bilal. He was a merchant, who made a good living from selling idols in Mecca. He had a number of slaves, and treated them badly, for slaves were cheap, and Umaya had plenty of money. When the merchant heard Muhammad teaching about one god, Allah, he was angry. He might lose money. But when he heard Muhammad say that all people were equal, like the teeth in a comb, he was furious. No slave was equal to him. The merchant decided to test Muhammad’s teachings. He ordered Bilal to strike one of the Prophet’s companions, firmly believing that a slave would not disobey his master. -
Verses in the Qur‟An About Adl (لدع)
Verses in the Qur‟an - (عدل) about Adl Insaaf (Justice) - Compiled ([email protected]) Institute of Objective Studies 162, Jogabai Main Road, Jamia Nagar, New Delhi - 110025 Justice - (عدل) Verses in the Qur‟an about Adl ‟an Arabic Word meaning Insaaf „Justice - (عدل) ʻAdl .is an Arabic word meaning insaaf (justice) in Urdu. It is an important aspect of Islam (عدل) Adl Justice is one of the characteristics of Allah. The Quran considers justice to be a supreme virtue. Allah does not deny the prayers of three people and one of them is that of Adil Badshah (Ruler doing justice). It is not only for Muslims but for all in general. If it is the case of Muslim and the other party is Non-Muslim, the justice should be done even if it is going to be in favour of Non- Muslim. Justice among people will bring peace in the society. Presently due to dual standards followed by people there are problems in the world at all levels. is an Arabic word meaning ‟justice‟. Adl is essentially part of Tawheed. Belief that God is (عدل) ʻAdl Just, He will reward or punish any person according to his deeds and thus the notion of predestination (where all decisions are God‟s and not anyone else‟s) in one‟s deeds does not exist. It is absolutely forbidden in Islam to believe that the Almighty, Merciful Allah planned our destiny and that the good and the bad are just His Will and there is no choice for us between them (Nauzubillah). -
305110158.Pdf
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Apollo Questioning the Promotion of Friendship in Interfaith Dialogue: Interfaith Friendship in Light of the Emphasis on Particularity in Scriptural Reasoning Jennifer Ruth Fields Jesus College 9 December 2019 This dissertation is submitted for the degree of Doctor of Philosophy. This thesis is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the preface and specified in the text. It is not substantially the same as any work that has already been submitted before for any degree or other qualification except as declared in the preface and specified in the text. It does not exceed the prescribed word limit for the Faculty of Divinity Degree Committee. ABSTRACT Questioning the Promotion of Friendship in Interfaith Dialogue: Interfaith Friendship in Light of the Emphasis on Particularity in Scriptural Reasoning Jennifer Ruth Fields ‘Friendship’ is among the buzzwords such as ‘peace’, ‘tolerance’, and ‘understanding’, that are part of a shared vocabulary in the interfaith world. In discussions of the goals and benefits of interfaith dialogue, buzzwords such as ‘friendship’ are often implicitly presented as a common currency, and there is little attempt to explore how people within each religious tradition might define, shape, and describe them differently. How might, for example, Christians and Muslims differ in their opinions on the nature, possibilities, and limits of interfaith friendship? Looking at general interfaith dialogue material and at material for a specific type of interfaith dialogue, ‘Scriptural Reasoning’, I consider Christian and Muslim discourse, including promotional material for charities, speeches by religious leaders, religious documents, non-academic material (e.g. -
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 -
A Message of Peace and a Word of Warning
A Message of Peace And a Word of Warning by Hadhrat Mirza Nasir Ahmad rh Khalifatul Masih III A Message of Peace and a Word of Warning A lecture delivered by Hadrat Mirza Nasir Ahmadrh, Khalifatul Masih III, on 28th July 1967, at Wandsworth Town Hall, London. © Islam International Publications Ltd. First Edition published undated by the Oriental and Religious Publishing Corporation Ltd, Rabwah, Pakistan. First Edition published in UK in 2006 First Edition Published in India in 2008 Present Edition Published in India in September 2014 Copies: 2000 Published By: Nazarat Nashr-o-Isha’at, Sadr Anjuman Ahmadiyya Qadian, Distt Gurdaspur, Punjab – 143516, India. Printed in India at: Fazle Umar Printing Press Qadian. ISBN: 978-81-7912-202-0 ABOUT THE AUTHOR rh Hadrat Hafiz Mirza Nasir Ahmad M.A. (Oxon)–1909–1982–of blessed memory, the third Manifestation of Divine Providence, the Imam of the International Ahmadiyya Muslim Jama‘at, the Voice Articulate of God, sign and fulfillment of His Promise and the Promised Grandson was elected as the third successor (Khalifa) of the Promised as Messiah and Mahdi on November 8, 1965 on the demise of his great and illustrious father, the second successor of the Promised as Messiah , Hadrat Mirza Bashirud Din ra Mahmood Ahmad , al-Muslih Ma‘ud (the Promised Reformer). He occupied this exalted spiritual station for seventeen years till his death, and as the Promised as Grandson of the Promised Messiah , he was a Sign of Allah Who bestowed on him His special Graces and Favours from the time of his birth to his death. -
ALI RIZA DEMIRCAN.Indd
INDEX FOREWORD CHAPTER ONE: SEXUAL EDUCATION IS FARD (MANDATORY) CHAPTER TWO: SEXUAL LIFE IS PART OF A LIFE OF WORSHIP CHAPTER THREE: SEXUALITY AND THE ISLAMIC REALITY, WHICH PRESIDES OVER SEXUAL LIFE CHAPTER FOUR: IT IS FORBIDDEN TO ABANDON SEXUAL LIFE CHAPTER FIVE: MARRIAGE IS AN INNATE NEED AND RELIGIOUS OBLIGATION CHAPTER SIX: THE ROLES OF SEXUAL PLEASURE CHAPTER SEVEN: SEXUAL PROHIBITIONS BETWEEN SPOUSES AND EXPIATION FOR HARAM BEHAVIOR CHAPTHER EIGHT: GUIDING RULES ON SEXUAL RELATIONS IN MARRIAGE AND GHUSL CHAPTHER NINE: SEXUAL DEFECTS, ILLNESSES, AND OTHER ISSUES THAT INVALIDATE MARRIAGE CHAPTER TEN: SEXUAL ISSUES IN MARRIAGE, DIVORCE, AND IDDAH CHAPTER ELEVEN: JEALOUSY CHAPTER TWELVE: HARAM SEXUAL ACTS CHAPTER THIRTEEN: PENALTIES FOR SEXUAL CRIMES CHAPTER FOURTEEN: POLYGAMY (Ta’addud Al-Zawajat) CHAPTER FIFTEEN: PROPHET MUHAMMAD’S MARRIAGES CHAPTER SIXTEEN: Concubines and Their Sexual Exploitation CHAPTER SEVENTEEN: SEXUAL LIFE IN HEAVEN ABBREVIATIONS: BIBLIOGRAPHY: ABOUT THE AUTHOR: 2 ABBREVIATIONS: Ibid. : (Latin, short for ibidem, meaning the same place) Avnul-Mabud: Avnul-Mabud SHerh-u Sunen-i Ebi Davud B. Meram : Buluğul-Meram min Edilletil-Ahkam El- Jami’us Sagir: el-Jamius-Sagir Fi Ehadisil-Beshirin-Nezir. Et-Tac: et-Tac el-Camiu lil-Usul Fi Ehadisir Resul. Feyzul Kadir: Faidul-Qadir Sherhul-Camius-Sagir. Hn: Hadith Number. Husnul-Ustevi: Husnul-Usveti Bima Sebete Minellahi ve Resulihi Fin-Nisveti. H. İ. ve İ.F. Kamusu: Hukuk-u Islamiyye ve Istilahat-i Fikhiyye Dictionary Ibn-i Mace: Sunnen-i Ibn-i Mace. I.Kesir : Tefsirul-Kur’anil-Azim. B. : Book K. Hafa : Kesful Hafa ve Muzlul-Iibas Ammeshtehere Minel-Ehadisi Ala Elsinetin Nasi. M.