The Symbol of Light in Classical Mosques Julie Bonnéric
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Ihyaail Mayyit Be Fazail-E-Ahle Bayt
Imam Suyuti's ‘Ihya-Il Mayyit Be Fazaile Ahlul Bayt’ The Dead Become Alive By Grace of the Holy Five A Brief Introduction to the Author and his Book Qady Iyad relates that the Messenger of God, peace and blessings be upon him, said, “Recognition of the family of Muhammad is freedom from the Fire. Love of the family of Muhammad is crossing over the Sirat. Friendship for the family of Muhammad is safety from the Fire”. Jalaluddin Abdul Rahman Suyuti was born at Cairo and died there in 910 A.H. He travelled to various places in search of knowledge and visited Egypt, Syria, Hejaz, Yemen, India and Africa. His fields of specialization were, the exegesis of the Holy Quran, Traditions, Jurisprudence and Arabic Grammar. At the age of forty years he withdrew from public life and spent all his time writing, compiling and translating books. At the time of his death he had completed nearly 600 books on a range of subjects, including poetry. He was one of the greatest scholars of his time in Cairo, and a well-known figure among his contemporaries. In his own home-town in the district of Isyut he was considered by the people to be a holy personality having miraculous powers. He was a follower of the Shadhali Tariqa (Sufi Order) and a graduate of Al Azhar, the world’s oldest university and Sunni Islam’s foremost seat of learning. The following work of his is most definitely a most precious work and the study of it and its contents a must for all lovers of the Prophet (peace and blessings be upon him and his family). -
THE AMERICAN UNIVERSITY in CAIRO School of Humanities And
1 THE AMERICAN UNIVERSITY IN CAIRO School of Humanities and Social Sciences Department of Arab and Islamic Civilizations Islamic Art and Architecture A thesis on the subject of Revival of Mamluk Architecture in the 19th & 20th centuries by Laila Kamal Marei under the supervision of Dr. Bernard O’Kane 2 Dedications and Acknowledgments I would like to dedicate this thesis for my late father; I hope I am making you proud. I am sure you would have enjoyed this field of study as much as I do. I would also like to dedicate this for my mother, whose endless support allowed me to pursue a field of study that I love. Thank you for listening to my complains and proofreads from day one. Thank you for your patience, understanding and endless love. I am forever, indebted to you. I would like to thank my family and friends whose interest in the field and questions pushed me to find out more. Aziz, my brother, thank you for your questions and criticism, they only pushed me to be better at something I love to do. Zeina, we will explore this world of architecture together some day, thank you for listening and asking questions that only pushed me forward I love you. Alya’a and the Friday morning tours, best mornings of my adult life. Iman, thank you for listening to me ranting and complaining when I thought I’d never finish, thank you for pushing me. Salma, with me every step of the way, thank you for encouraging me always. Adham abu-elenin, thank you for your time and photography. -
Rituals of Islamic Spirituality: a Study of Majlis Dhikr Groups
Rituals of Islamic Spirituality A STUDY OF MAJLIS DHIKR GROUPS IN EAST JAVA Rituals of Islamic Spirituality A STUDY OF MAJLIS DHIKR GROUPS IN EAST JAVA Arif Zamhari THE AUSTRALIAN NATIONAL UNIVERSITY E P R E S S E P R E S S Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] This title is also available online at: http://epress.anu.edu.au/islamic_citation.html National Library of Australia Cataloguing-in-Publication entry Author: Zamhari, Arif. Title: Rituals of Islamic spirituality: a study of Majlis Dhikr groups in East Java / Arif Zamhari. ISBN: 9781921666247 (pbk) 9781921666254 (pdf) Series: Islam in Southeast Asia. Notes: Includes bibliographical references. Subjects: Islam--Rituals. Islam Doctrines. Islamic sects--Indonesia--Jawa Timur. Sufism--Indonesia--Jawa Timur. Dewey Number: 297.359598 All rights reserved. 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 or otherwise, without the prior permission of the publisher. Cover design and layout by ANU E Press Printed by Griffin Press This edition © 2010 ANU E Press Islam in Southeast Asia Series Theses at The Australian National University are assessed by external examiners and students are expected to take into account the advice of their examiners before they submit to the University Library the final versions of their theses. For this series, this final version of the thesis has been used as the basis for publication, taking into account other changesthat the author may have decided to undertake. -
Bab Al-Nasr • Is the Massive Fortified Gate with Rectangular Stone Towers Flanking the Semicircular Arch of the Eastern Portal
كلية السياحة والفنادق)قسم اﻻرشاد السياحي( مادة اثار مصر اﻻسﻻمية 1كود المقرر ر.س 326 الفصل الدراسي الثاني الفرقة الثالثة إرشاد سياحي أ.د سماح عبد الرحمن اﻻستاذ بالقسم القائمه علي تدريس المقرر [email protected] 01010119940 Bab Zuwayla (Bab al-Mitwalli) المحاضرة اﻻولي .(1092A.D/485A.H) • One of the three Fatimid gates that remain standing, this one at the south end of al- Qahira is perhaps the least interesting structurally. An attack from Syria was expected from the north, not the south. Visually, however, with its crowning fifteenth-century minarets, it is the most dramatic and it gives into abazaar quarter that is as full of life today as it was in the middle Ages المحاضرة اﻻولي • Bab Zuwayla, also called Bab al-Mitwalli, dates from 1092. It was part of the city fortifications put up by the Armenian wazir Badr al-Gamali and his Anatolian or Mesopotamian Christian architects. The gate was named after Fatimid soldiers from the Berber tribe al-Zawila who were quartered in the vicinity after the building of the original gate in 969, when alQahira was founded. The name Bab al-Mitwalli dates from Ottoman times, when the wali, or Ottoman officer, charged with maintaining public order, had his residence and headquarters near here. المحاضرة اﻻولي • The gate's projecting, rounded towers connected by a covered passageway over the large, arched opening are northern Syrian or Byzantine, not Arab, in inspiration and spirit. The two minarets that spring from the towers belong to the Mosque of al-Mu'ayyad Shaykh, just inside the gate, which forms the wall to the west. -
Islamic Calendar from Wikipedia, the Free Encyclopedia
Islamic calendar From Wikipedia, the free encyclopedia -at اﻟﺘﻘﻮﻳﻢ اﻟﻬﺠﺮي :The Islamic, Muslim, or Hijri calendar (Arabic taqwīm al-hijrī) is a lunar calendar consisting of 12 months in a year of 354 or 355 days. It is used (often alongside the Gregorian calendar) to date events in many Muslim countries. It is also used by Muslims to determine the proper days of Islamic holidays and rituals, such as the annual period of fasting and the proper time for the pilgrimage to Mecca. The Islamic calendar employs the Hijri era whose epoch was Islamic Calendar stamp issued at King retrospectively established as the Islamic New Year of AD 622. During Khaled airport (10 Rajab 1428 / 24 July that year, Muhammad and his followers migrated from Mecca to 2007) Yathrib (now Medina) and established the first Muslim community (ummah), an event commemorated as the Hijra. In the West, dates in this era are usually denoted AH (Latin: Anno Hegirae, "in the year of the Hijra") in parallel with the Christian (AD) and Jewish eras (AM). In Muslim countries, it is also sometimes denoted as H[1] from its Arabic form ( [In English, years prior to the Hijra are reckoned as BH ("Before the Hijra").[2 .(ﻫـ abbreviated , َﺳﻨﺔ ﻫِ ْﺠﺮﻳّﺔ The current Islamic year is 1438 AH. In the Gregorian calendar, 1438 AH runs from approximately 3 October 2016 to 21 September 2017.[3] Contents 1 Months 1.1 Length of months 2 Days of the week 3 History 3.1 Pre-Islamic calendar 3.2 Prohibiting Nasī’ 4 Year numbering 5 Astronomical considerations 6 Theological considerations 7 Astronomical -
Knowledge: the Qur'anic Discourse Concerning Reason and Revelation
KNOWLEDGE: THE QUR’ĀNIC DISCOURSE CONCERNING REASON AND REVELATION AND ITS IMPACT by AMRA BONE A thesis submitted to The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Theology & Religion School of Historical Studies The University of Birmingham January 2016 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ACKNOWLEDGMENTS First and foremost, I would like to thank every single person who crossed my path during the period of my studies. My greatest debt is to my mum and dad and my brother. Throughout my life they strove to give me the opportunity to study and better myself. Without their love and support I would never have been able to pursue an academic life. I would like to wholeheartedly thank Dr Draper, Dr Khir, Dr Buaben, Dr Surty and Sheikh Evans for their support and help. I am indebted to my dear husband for all his love, support and patience, being a soundboard for ideas and spending hours typing from my hand written pages. I would also like to thank my friend Muhammad Ali who patiently supported me in my translation of some of the classical texts. -
Mistranslations of the Prophets' Names in the Holy Quran: a Critical Evaluation of Two Translations
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.2, 2017 Mistranslations of the Prophets' Names in the Holy Quran: A Critical Evaluation of Two Translations Izzeddin M. I. Issa Dept. of English & Translation, Jadara University, PO box 733, Irbid, Jordan Abstract This study is devoted to discuss the renditions of the prophets' names in the Holy Quran due to the authority of the religious text where they reappear, the significance of the figures who carry them, the fact that they exist in many languages, and the fact that the Holy Quran addresses all mankind. The data are drawn from two translations of the Holy Quran by Ali (1964), and Al-Hilali and Khan (1993). It examines the renditions of the twenty five prophets' names with reference to translation strategies in this respect, showing that Ali confused the conveyance of six names whereas Al-Hilali and Khan confused the conveyance of four names. Discussion has been raised thereupon to present the correct rendition according to English dictionaries and encyclopedias in addition to versions of the Bible which add a historical perspective to the study. Keywords: Mistranslation, Prophets, Religious, Al-Hilali, Khan. 1. Introduction In Prophets’ names comprise a significant part of people's names which in turn constitutes a main subdivision of proper nouns which include in addition to people's names the names of countries, places, months, days, holidays etc. In terms of translation, many translators opt for transliterating proper names thinking that transliteration is a straightforward process depending on an idea deeply rooted in many people's minds that proper nouns are never translated or that the translation of proper names is as Vermes (2003:17) states "a simple automatic process of transference from one language to another." However, in the real world the issue is different viz. -
Light in Her Eyes FINAL
POV Community Engagement & Education DISCUSSION GUIDE The Light in Her Eyes A Film by Julia Meltzer and Laura Nix www.pbs.org/pov LETTER FROM THE FILMMAKERS LOS ANGELES, 2012 Filmmaker Julia Meltzer Filmmaker Laura Nix Photo courtesy of Tracey Landworth Photo courtesy of Anne Etheridge In a courtyard off a busy street in Damascus, Syria, boisterous girls run and play before class starts in the women’s side of Al-Zahra mosque. Inside the mosque, preacher Houda al-Habash teaches the Quran, educating women and girls about their religion, and their rights, within their faith. Julia Meltzer lived in Damascus in 2005, and from the moment she first entered Al-Zahra mosque, she recognized what a unique place it was. Houda’s school was well-organized and energized—filled with women and girls supporting each other in their studies. Most people don’t associate Islam with women’s rights, and that’s exactly what we found interesting about the Al-Zahra Mosque Quran School. Inside this community, we uncovered a lively debate about women’s roles as mothers, teachers, wives, workers, sisters and daughters. Houda insists that secular education is an integral part of worship, because it gives her stu- dents the tools to make decisions about their futures. However, the school also emphasizes the importance of modesty and piety. These women and girls are following “the straight path” of Islam, because they want to live according to its structure, rules and ethics. DISCUSSION GUIDE The Light in Her Eyes |2 LETTER FROM THE FILMMAKERS Houda’s version of women’s rights doesn’t look like ours. -
Transcendent Philosophy an International Journal for Comparative Philosophy and Mysticism Editor Transcendent Philosophy Is a Publication of the Seyed G
Volume 9. December 2008 Transcendent Philosophy An International Journal for Comparative Philosophy and Mysticism Editor Transcendent Philosophy is a publication of the Seyed G. Safavi London Academy of Iranian Studies and aims to SOAS, University of London, UK create a dialogue between Eastern, Western and Islamic Philosophy and Mysticism is published in Book Review Editor December. Contributions to Transcendent Sajjad H. Rizvi Philosophy do not necessarily reflect the views of the Exeter University, UK editorial board or the London Academy of Iranian Editorial Board Studies. Contributors are invited to submit papers on the G. A’awani, Iranian Institue of Philosophy, Iran following topics: Comparative studies on Islamic, A. Acikgenc, Fatih University, Turkey Eastern and Western schools of Philosophy, M. Araki, Islamic Centre England, UK Philosophical issues in history of Philosophy, Issues in contemporary Philosophy, Epistemology, S. Chan, SOAS University of London, UK Philosophy of mind and cognitive science, W. Chittick, State University of New York, USA Philosophy of science (physics, mathematics, R. Davari, Tehran University, Iran biology, psychology, etc), Logic and philosophical logic, Philosophy of language, Ethics and moral G. Dinani, Tehran University, Iran philosophy, Theology and philosophy of religion, P.S. Fosl, Transylvania University, USA Sufism and mysticism, Eschatology, Political M. Khamenei, SIPRIn, Iran Philosophy, Philosophy of Art and Metaphysics. B. Kuspinar, McGill University, Canada The mailing address of the Transcendent Philosophy is: H. Landolt, McGill University, Canada Dr S.G. Safavi O. Leaman, University of Kentucky, USA Journal of Transcendent Philosophy Y. Michot, Oxford Centre for Islamic Studies, UK 121 Royal Langford 2 Greville Road M. Mohaghegh-Damad, Beheshti University, Iran London NW6 5HT J. -
TITLE of UNIT What Do Muslims Do at the Mosque
Sandwell SACRE RE Support Materials 2018 Unit 1.8 Beginning to learn about Islam. Muslims and Mosques in Sandwell Year 1 or 2 Sandwell SACRE Support for RE Beginning to learn from Islam : Mosques in Sandwell 1 Sandwell SACRE RE Support Materials 2018 Beginning to Learn about Islam: What can we find out? YEAR GROUP 1 or 2 ABOUT THIS UNIT: Islam is a major religion in Sandwell, the UK and globally. It is a requirement of the Sandwell RE syllabus that pupils learn about Islam throughout their primary school years, as well as about Christianity and other religions. This unit might form part of a wider curriculum theme on the local environment, or special places, or ‘where we live together’. It is very valuable for children to experience a school trip to a mosque, or another sacred building. But there is also much value in the virtual and pictorial encounter with a mosque that teachers can provide. This unit looks simply at Mosques and worship in Muslim life and in celebrations and festivals. Local connections are important too. Estimated time for this unit: 6 short sessions and 1 longer session if a visit to a mosque takes place. Where this unit fits in: Through this unit of work many children who are not Muslims will do some of their first learning about the Islamic faith. They should learn that it is a local religion in Sandwell and matters to people they live near to. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that hep them to learn. -
Non-Muslim Integration Into the Early Islamic Caliphate Through the Use of Surrender Agreements
University of Arkansas, Fayetteville ScholarWorks@UARK History Undergraduate Honors Theses History 5-2020 Non-Muslim Integration Into the Early Islamic Caliphate Through the Use of Surrender Agreements Rachel Hutchings Follow this and additional works at: https://scholarworks.uark.edu/histuht Part of the History of Religion Commons, Islamic World and Near East History Commons, and the Medieval History Commons Citation Hutchings, R. (2020). Non-Muslim Integration Into the Early Islamic Caliphate Through the Use of Surrender Agreements. History Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/histuht/6 This Thesis is brought to you for free and open access by the History at ScholarWorks@UARK. It has been accepted for inclusion in History Undergraduate Honors Theses by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected]. Non-Muslim Integration Into the Early Islamic Caliphate Through the Use of Surrender Agreements An Honors Thesis submitted in partial fulfillment of the requirements of Honors Studies in History By Rachel Hutchings Spring 2020 History J. William Fulbright College of Arts and Sciences The University of Arkansas 1 Acknowledgments: For my family and the University of Arkansas Honors College 2 Table of Content Introduction…………………………………….………………………………...3 Historiography……………………………………….…………………………...6 Surrender Agreements…………………………………….…………….………10 The Evolution of Surrender Agreements………………………………….…….29 Conclusion……………………………………………………….….….…...…..35 Bibliography…………………………………………………………...………..40 3 Introduction Beginning with Muhammad’s forceful consolidation of Arabia in 631 CE, the Rashidun and Umayyad Caliphates completed a series of conquests that would later become a hallmark of the early Islamic empire. Following the Prophet’s death, the Rashidun Caliphate (632-661) engulfed the Levant in the north, North Africa from Egypt to Tunisia in the west, and the Iranian plateau in the east. -
Sunday School SYLLABUS
Sunday School SYLLABUS Course Name: Learning Islam through stories Course Stage: Beginner Stage Theme: Islamic Foundation and Concepts Level: 1 Ages: 9-10 years Version: 1.0 Total Weeks: 34 www.ghamidi.org/sunday-school Al-Mawrid USA Ghamidi Center for Islamic Learning 1 2 Overview: The purpose of this course is to build a strong foundation for children learning about Islam for the very first time in a classroom setting. The course introduces Islam through Islamic history, personalities, events and stories. For younger ages, this is the most effective method of introducing concepts like God, prophets, creation and many others like ethics, morals, human attitude, values and cultural norms and differences. Also, through historical Islamic events and life stories of mighty prophets of Islam, the course will introduce worship rituals, religious festivals, practices, and utterances of various supplications taught by Prophet Muhammad (peace be upon him). The course will specifically train children to understand, discuss, appreciate and apply the key message and morals behind these historical events and stories and evaluate their daily lives in the light of this learning. Objectives: At the end of this course the students will be able to: • Narrate the stories of the lives of the Prophets in Islam • Understand the wisdom behind stories and how to benefit from them • Narrate various stories from the Quran • Memorize and recite Prophetic Duas • Understand worship rituals, the pillars and wisdom behind these rituals • Perform their religious rituals correctly e.g. ablution and prayer • Memorize and recite the utterances in prayer • Learn about religious festivals and the rituals performed in them e.g.