Syllabus: Islam Flashcards
The contribution to Islam of one significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from
A’isha Bint Abu Bakr
Chosen wife of Muhammad→ taught about new faith and responded to queries from early community on religious matters
Contributed accounts of Muhammad’s life which became part of official history of Islam→ eventually established patterns of normative behaviour in Islamic society
Not afraid of asking questions→ teaches importance of questioning what adherents don’t understand
Prophet died in her lap and she was temporarily involved in politics. Never married after his death
The effect of that person OR school of thought on Islam
Spread word of Muhammad and contributed to Hadith recordings→ strengthened Islamic tradition
Role model for Sunni Muslims and women→ promoted women’s rights and education
Education amongst Muslim women→ subverted social standards of time
Explain the contribution to the development and expression of Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:
A’isha Bint Abu Bakar
Analyse the impact of this person OR school of thought on Islam
HADITH
CONTRIBUTION:
- Responsible for transmitting over 2000 Hadith (greatest contribution to Islam)
- Little education→ but became known for intelligence and memory
IMPACT:
- Informs adherents of prophet’s personal behaviours
- Provides info about different ways of living
- Became source of knowledge and wisdom from transmitting
- Significant→ impossible to understand Qur’an without reference to Hadith (considered 2nd to Qur’an)
- Hadith clarifies, explains and paraphrases Qur’an→ without Aisha much of Hadith wouldn’t have been recorded
- Invaluable contribution to Islamic jurisprudence
- She questioned legitimacy of existing Hadith after M died and critiqued how to use Hadith to make legal decisions
Explain the contribution to the development and expression of Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:
A’isha Bint Abu Bakar
Analyse the impact of this person OR school of thought on Islam
REJECTS WEALTH
CONTRIBUTION:
- Role model: Rejection of wealth
- Continued to live in poverty after M died
IMPACT:
- When came into wealth→ gave it to poor
- Role model to Muslims faced with choice between faith or wealth (should choose faith)
- Revelation to M to offer wives choice between leaving him and being wealthy or staying with him in poverty→ A chose poverty
- When had money would give it away even if no provisions in house:
- Thought her maid said “couldn’t you have bought a dirhams’ worth of meat with which to break your fast?” “If I had thought of it, she replied, I would have done so” → shows her selflessness and willingness to serve others
- Willingness to give up wealth and serve Allah→ role model/ guide for Muslim living.
Explain the contribution to the development and expression of Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:
A’isha Bint Abu Bakar
Analyse the impact of this person OR school of thought on Islam
ROLE MODEL TO WOMEN
CONTRIBUTION:
- Promoted women’s education
- Regularly asked to interpret revelations (seen as one of foremost scholars of Islam)
- Took children into her care→ educated them; sit with other women and pass on knowledge received from M
IMPACT:
- Role model for women;
- Demonstrated women could by authority on religion/Islam
- Left house and became political figure→ challenges gender norms of time and for present time
- Broke through restrictions of masculine society and excelled in male dominated world
- Powerful model for women’s scholarship, political engagement and leadership
- Muslim women typically stereotyped as meek; oppressed
- A’s contributions show impact women can have on govt, military, education, religion and law
- Powerful figure to advance human rights towards empowerment in Muslim societies/communities today
Explain the contribution to the development and expression of Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:
A’isha Bint Abu Bakar
Analyse the impact of this person OR school of thought on Islam
1st REVELATION: CAMEL
CONTRIBUTION:
- A’s journeys led to revelations in Qur’an
- M returning from battle→ A accompanied him and when stopped was accidently left behind at camp
- Accepted ride back to Mecca with other lost army member who offered her his camel
- Scandalous; rumours circulated; weren’t married
IMPACT:
- M advised to disown Aisha→ but received revelation; Led to Surah 24:4 on adultery
- “And those that accuse honourable women but bring not four witnesses…never accept their testimony.” (SURAH 24:4)
- Highlighted no charge of adultery is valid unless supported by 4 witnesses
- A’s journeys led to new revelations
Explain the contribution to the development and expression of Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:
A’isha Bint Abu Bakar
Analyse the impact of this person OR school of thought on Islam
2nd REVELATION: ABLUTION
CONTRIBUTION:
- Next journey leading to revelation: Lost her necklace and prophet and people stayed behind to look for it
- Hours passed and when it came time to pray; no water for ablution
IMPACT:
- Revealed to M that in absence of water; could be performed with fine dust or sand
- Provides adherents with instructions on how to perform ablution without water
2 journeys led to revelations:
- Affair of the slander→ revelation about adultery
- Revelation of ablution→ ritual of cleansing
One of the following areas of ethical teachings in Islam
Bioethics
OVERVIEW
Bioethics; ethical issues relating to human biology, health care, biological science
Islamic ethics; related to Tawhid (oneness of Allah)
Expected to obey his commands in Quran and express obedience in behaviour and belief
Greatness of Allah→ humans expected to obey and fulfill his purposes in life; ethical behaviour to others
Bioethics; importance of human life and belief that Allah can only decide issues of life and death
One of the following areas of ethical teachings in Islam
Bioethics
EXAMPLE: ABORTION
Allah is only one who can decide life and death
Permitted in some cases; some will allow abortions up to the 120th day of pregnancy (when it is believed soul enters child)
Condemned mainly as life is not in the hands of Allah
Mostly considered wrong as it suggest lack of trust in Allah to provide for child
Emphasis on prevention and treating with respect and compassion; physical concerns not final consideration
Value of life in the Qur’an → “It is Allah who gives you life then gives you death” (SURA
One of the following areas of ethical teachings in Islam
Bioethics
EXAMPLE: CONTRACEPTION
Discouraged; interferes with natural process of procreation
Some believe it’s appropriate if health concerns for mother/financial hardship
Not allowed when it’s performed to avoid birth of female
Some believe practice is sign of no trust in Allah→ preventing pregnancy implies don’t trust in Allah to provide for family
One of the following areas of ethical teachings in Islam
Bioethics
EXAMPLE: EUTHANASIA
Not accepted; contradictory to role of Allah as divine planner for human life
Muslims seek patience of Allah to cope with sufferings in life→ trust in Allah and in his purposes are required for Muslims
Voluntary euthanasia (ill person seeking to die) considered suicide and thus condemned in Hadith
“Whoever commits suicide with something will be punished with the same thing in the hell fire.” (BUKHARI 78:647)
Concern for providing palliative care for dying/ experiencing pain rather than euthanasia
Describe and explain Islamic ethical teachings on bioethics OR environmental ethics OR sexual ethics
Qur’an outlines laws governing human life→ represents preordained structure of Allah’s commands
Sharia law tells how life is to be lived→ understanding of law is jurisprudence
Ethical principles based on obedience to Allah’s law
Living according to principles/ realise them fully→ essence of jihad (includes struggle against evil tendencies; personal faults and flaws (greed, selfishness, resentment)
Describe one significant practice within Islam drawn from:
Hajj
OVERVIEW
Fifth pillar of Islam→ Every devout male has to go once in their life
Means to embark on a journey with purpose; to essentially visit the Ka’ba in Makkah and worship on Mount Arafat
Occurs in 12 month of Muslim calendar
Over a million people gather annually in Saudi Arabia
Certain degree of physical fitness expected
Some are unable to undertake due to poor health, lack of financial means or unexpected or unavoidable circumstances→ in this case; intention suffices (belief Allah judges them on their intentions providing their efforts are sincere)
Some unable to go join in symbolic way; give money to charity or pay for someone else to go
Describe one significant practice within Islam drawn from:
Hajj
PHASES OF PILGRIMAGE
Preparation phase occurs outside Makkah (placing themselves in an appropriate attitude: striving towards purity) sign of preparedness; all normal clothing removed and replaced with simple white garments
Immediately on arriving→ go to Ka’ba and circle 7 times
Next event; Sa’y→ procession between Safa and Marwah (7 times) based on Hajar’s search for water in the desert
Next; journey to Mina: pebbles thrown at pillars; symbolises rejection of the devil
Camp at Mina then go to plain of Arafat and stand from midday until sunset in meditation , then climb Mount Arafat where sermon preached
Pilgrimage continues to Mina (night prayer)
In Mina- camp for red days while offering animal sacrifice; after this→ men shave heads and women required to cut at least 2.5 cm of hair
Hajj then returns to Makkah for another encircling of Kabah as final event
Demonstrate how this practice expresses the beliefs of Islam
TAWHID
Essence of Islam→ surrender to Allah (in undertaking Hajj) → commitment to surrender
Hajj requires sacrifice and commitment
Circling of Ka’ba→ Obedience and submission to will of Allah; sums up essence of Islam and purpose of Hajj
Rituals relate to number of important encounters between Allah and humankind (in ancient times)
Pilgrims seek to imitate submission displayed
