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Answers Chapter 5 Islam (Preliminary) Activities (p. 103) 1 Using a map of the Arabian Peninsula, identify the places named in this geographical and historical background. Through the use of maps, students should be able to gain insights into the significance of the location of the Arabian Peninsula and specific areas in it travelled by Muhammad and his followers. Students are encouraged to compare distances travelled with their own experiences of journeying. Why would Muhammad and his followers have travelled? How would they have travelled? Would they have travelled by day or by night? How long would particular point-to-point journeys have taken? What might the ethnic and religious mix of the travellers have been? What would they have talked about or how otherwise would they have passed the time as they travelled? Would the physical terrains through which they passed, the climatic conditions and the distances have had any influence on their view of life? What dangers would they have faced? Could anything in their experience have provided a catalyst for them to accept Islam or, if they were already Muslims, to reflect on Islam in their lives? 2 Prepare a written report, or oral report, describing the geography of the region. Students’ reports will vary. 3 Outline the human endeavours undertaken in the region around 500–600 CE. Students’ outlines will vary, based on their research. Activities (p. 107) 1 Outline Muhammad’s eary life. Students’ outlines will vary. They should develop a sense of the life experience of Muhammad as a boy, young man and merchant that prepared his for his role as Messenger of God. As students work through the events documented in Muhammad’s early life they will find opportunities to reflect on how these experiences had a direct bearing on his first visitation by the angel of revelation. Muhammad during his early adult life won growing respect in the Mecca community. After the Call, there were many among them who were to accepting him as the Messenger of God, and to become the first Muslims. What personal qualities did Muhammad possess that led people to accept him as what he claimed to be, and to say with Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia him ‘There is no god but God? What were the circumstances surrounding his Call, and what led people to accept him as their leader. Did his claim provoke hostility? If so, why? 2 What event is reported to have happened to him at seven years of age that told of the unusual life he would have? Explain what happened. Muhammad at the age of seven was approached by two angels who removed his heart and cleaned it of a ‘single black spot’. This black spot was a trace of evil; its removal prepared Mohammad for his vocation as a prophet specially chosen by God. 3 Describe the apprenticeship Muhammad started and what sort of work he would have undertaken. Muhammad was a shepherd who then became apprenticed as a caravan trader. He was involved in purchasing and selling goods as well as managing the distribution of responsibilities within the caravan party. During this time, he displayed a capacity for strong leadership and communication skills. 4 How do the words, ‘Did He not find you poor, and enrich you; and find you wondering, and guide you; find you in need, and enrich you’ (Qur’an 93: 6–8) explain Muhammad’s life? Muhammad grew up in material poverty. When he was poor, and later when he had become a successful merchant, he felt a spiritual emptiness and a questioning yearning. God provided him with the answers he needed. God enriched Muhammad even before the call with dreams of ‘extraordinary radiance’. 5 Why is the year 610 CE so important? What happened and how did this moment transform Muhammad’s life? In 610 CE, Muhammad was first spoken to by the angel Gabriel who presented to him the first words of the Qur’an revelation. He told Muhammad that he was the new bearer of the religion revealed to Moses, and this is how Muhammad saw himself. From this moment, he was to have the responsibility of preaching the religion now being revealed to him. 6 Where did Muhammad get the words for the Qur’an? How and when did these words reveal themselves to Muhammad? The first verses of the Qur’an were revealed to him in a cave. Later verses were revealed to him at critical times during the rest of his life, the moments of revelation being determined by divine wisdom. 7 Who did Muhammad initially preach to and who did he upset doing this? Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia Muhammad initially preached to members of his family and then to the community at large. His preaching provoked the hostility of the Umayya branch of his tribe, the Quraysh. They were wealthy and saw his preaching creating social unrest among the poor, who were often the first to respond to his message. They also feared that his condemnation of idol worship would harm their business interests. 8 Fearing for his life, Muhammad left. Why did he leave and where was he going? After the death of his uncle, Abu Talib, whose senior status enabled him to protect him from tribal enemies, Muhammad began to look for another base where he could preach his message in relative safety. He heard of a plot to kill him, and so migrated with Abu Bakr to Yathrib (Madina), about two hundred miles to the north, where he had support and was well respected. 9 What was his role at Madina? At Madina he made a treaty (sahifa) with Arab and Jewish tribes. He built a place of prayer, a mosque. As head of his community, he was designated as a Prophet of God. He was seen as a spiritual leader and one to whom groups could come for advice and mediation in disputes. 10 How did this role help build his leadership? The situation, under God’s guidance, made the man. Muhammad needed to exercise great leadership skills to maintain order in communities with conflicting interests. Inevitably there were tensions, and the revelations he received gave him the motivation and capacity to exercise such leadership. His responsibilities increased and did his involvement in the struggle to maintain Madina’s economy, which depended in large part on control of the north–south trade route, in face of Meccan hostility. He was able to ensure the livelihood of his fellow migrants as well as that of the Madinans who supported him. 11 How did his relationship with the Jewish community change during this time? During this time, relations between the Muslim community and the Jewish tribes deteriorated. One reason was a latent ethnic hostility between Jews and Arabs. Another was that the Jewish rabbis claimed that the revelations that Muhammad received did not align with the Torah. Therefore, they could not accept Muhammad as a new prophet sent after Moses. 12 In what circumstances and when did Muhammad die? In 632 CE, Muhammad fell ill and died within a few days. This was less than two years after Muhammad had returned victorious to Mecca. Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia Activities (p. 110) After the death of Muhammad there were decisions to be made as to who would provide leadership of the community in his place. His first four successors were his Companions, and were to be known as the rightly guided caliphs. Each had his own personality and abilities that he used further to maintain and develop Islam as a religious and political entity. There were community tensions associated with the installation of each of them and this tension escalated with the appointment of Ali. For the Sunni, ‘Ali is the 4th (and last) of the rightly guided Caliphs. For the Shi ‘a, he is the first Imam. Students should be encouraged to reflect on how leaders are chosen, appointed, or consecrated in other religious and political traditions across the world and through history. In what ways do groups express dissatisfaction with the individuals who in power? How important is it for a community (religious or secular) to have a leader who represents the views and vision of its members, and guide them in times of challenge, uncertainty and crisis 1 Who were the four Caliphs, and how well did they know Muhammad? The four rightly guided Caliphs were successors to Muhammad’s political authority. Each of them had a close association with him, they were numbered among his Companions—the first generation of Muslims–aand played a significant role in the consolidation of Islam in the Arabian Peninsula, and its expansion in Egypt, Palestine, Syria and beyond. Abu Bakr—an early Companion and father-in-law to Muhammad Umar—a Companion who accepted Islam after hearing a recitation of the Qur’anic telling of the story of Moses around 616.; also a father-in-law of the Prophet Uthman—a Companion of the Umayya wing of Quraysh; a son-in-law of the prophet Ali—a paternal cousin of Muhammad and a son-in-law, married to his best-known daughter Fatima, and father of his only grandchildren 2 Discuss the contribution of each to the development of Islam. Students’ answers will vary. 3 Why did the appointment of Ali as Caliph lead to civil war? How was this linked to events immediately after Muhammad’s death? Students’ reports will vary. 4 Ali had lots of enemies. Who were they and why were they opposed to him? Prominent among them was Mu’awiya, cousin of Uthman, and governor of Syria at the time of his death. He opposed Ali as he and others regarded Ali as implicated in the murder of his kinsman Uthman. Others who had ambitions for the Caliphate also turned him. The Kharijites, a Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia sectarian group who believed that the right to rule was founded on moral virtue not race of descent, became his bitter enemies. 5 How did Ali die? Discuss as a class the changes created by his death. Ali was murdered as he entered the mosque in Kufa on January 61 CE. Class discussion. Activities (p. 113) The struggles which developed between groups within the Islamic community, and the social and theological tensions that ensued, took Muslims into uncharted territory. Leadership of the community was a major issue. Some (the Sunni) held that leadership was decided by consensus. Others (the Shi ‘a) held that it required lineal descent from the prophet. The turmoil resulting from this disagreement is etched into the history of Islam and has resulted in divisions which effect the ways in which Islam is perceived and lived today. Even minority variants of Islam have had significant influences on the development of Islamic Law and other traditions. Can you offer any reasons why this is so? 1 What are the origins of the division between Sunni and Shi’a Muslims and how do they differ in their beliefs? Sunni—those following the tradition that the first four caliphs, chosen by consensus, and recognised by the community were the rightful successors to Muhammad. Shiite—the party of Ali, Ali being seen as member of a sacred family, one of ‘five of the cloak’ Muhammad, Fatima, Ali, Hasan and Husayn. Only those in his bloodline are eligible for the position of leader. For the Shi’a, Ali is seen primarily not as the fourth caliph but the first Imam and divinely consecrated leader of the Muslim community after Muhammad. 2 ‘For the Shi’a, Ali is not regarded as the fourth Calipf but the first Imam.’ Why is this statement so significant? Because of the special Shi’a understanding of the word Imam: one who has an innate understanding of the esoteric aspect of the Qur’an, and an exclusive authority to interpret its meanings. 3 What happened to Husayn in his battle to regain the caliphate? He led an army against Yazid, successor to Mu ‘awiya, in an attempt to overthrow him. As the battle approached, however, many of his army abandoned him and he was left significantly weakened. The result was a heavy defeat. He was killed; his head was cut off and taken in procession to Yazid in Damascus. Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia 4 Why is this battle so important to the Shi’a identity? It is important to Shi’a identity because it provided an image of Husayn, grandson of the prophet, as a martyred Imam, slain by the grandson of Muhammad’s one-time bitter enemy, Abu Sufyan 5 How is Husayn linked to the fourth Caliph? Husayn was the son of Ali and younger brother of Hasan (the second Imam). 6 Research the Imami, or Twelvers, and explain what they are waiting for. Students’ work will vary. 7 This wing of the Shi’a (question 6) are located in which regions? This wing is principally located in Iraq, Iran, in the Gulf States, and the Indian sub-continent. There are significant Diaspora communities in North America, Australia and the Indian subcontinent 8 What are the fundamental differences between these two traditions of Islam? Do these differences necessarily lead to armed conflict or even mob violence? The differences do not necessarily lead to conflict. The Shi’a is marked by the exuberance of their exultation of Ali and Fatima and lack of respect for Aisha, reverence for the Imams, selfflagellation to share in the suffering of Husayn on the anniversary of his martyrdom, and frequent pilgrimages to their tombs. They have a rich cultural and mystical tradition, and a more developed philosophical tradition than do the Sunni. Activities (p. 115) As they live their faith, Muslims have in mind their core beliefs. All their religious actions reflect a deep tradition that has endured and grown out of the history of Islam, and they are important because they are the fruit of efforts to ensure a pure and sincere representation of what it is to be a follower of Islam. Students are invited to reflect on each of the six articles of faith, and in the light of this reflection, consider what individually they contribute to being a Muslim. Individually, and as the content of Iman, the level of spiritual commitment which is the interior life of the religion, they offer Muslims an awareness of the values and goals of life that become accessible to them through submission to God (Allah). The Qur’an comprises God’s direct revelations to the Prophet, and Hadith reports of the words and actions of the Prophet, complement and interpret these revelations, and show how they were realised in the life of the prophet. Students are to consider the importance of Hadith in a Muslim’s life. If the Quran was Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia the only source of reference for religious truth for Muslims, with what challenges would they be faced? Why? 1 Outline the components of what is referred to as ‘Tawhid’. Belief in Allah, his transcendence and unity Angels accompany human beings, guarding and guiding and helping them The Books of God—the revelations that God has given to his messengers The Messengers of God—Rusul, vehicles of salvation by virtue of the books entrusted to them The Hereafter—what will happen on the last day akhira; all will be judged The Decree—predestination, humans are responsible for their acts but God see all and is`aware of all that will happen- mystery. 2 What are the implications of the Tawhid for Muslims? It is acceptance of Allah and total submission to him alone. This act of submission is made by the utterance of the sentence ‘There is no god but God’. It is accompanied by an awareness of the reality of Angels, Books of God, his messengers of the hereafter and the decree (qadar). 3 How are the prophets and prophecies incorporated into the Tawhid? They are seen within the articles of faith. The prophets were men chosen by God to take his revelations to different peoples. Every prophet was sent to his own people. Every people had equal rights in the economy of salvation on accepting his message. Activities (p. 119) 1 What are hadith? The word hadith is used in two senses: individual reports of the words and acts of the prophet, and generically to refer to collections of individual hadith. 2 Who put them into writing? Individual Hadith—the sayings and accounts of the actions of the prophet were at first carried by the oral tradition. Around the 700 CE, scholars began to collect the Hadith, develop techniques for ascertaining their authenticity, and preserve them in writing. Among the transmitters of hadith is Aisha. The two most authoritative compilers are Bukhari and Muslim. 3 Why are they so important to Muslims? Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia Hadith complements the Quran and provides guidance and authority for the resolution of jurisprudential issues. It gives examples of how the Qur’an can be lived out using Muhammad and the issues he faced as examples. 4 Undertake research to identify more examples of the content of the hadith. Students’ work will vary. 5 Read the following examples of hadith (page 119) and discuss their meaning and implications for the life of Muslims. Students’ work will vary. Activities (p. 121) Religious traditions have ways of determining the appropriate responses of their adherents to the many ethical decisions that need to be made in life. Students are invited to present how ethical teachings are developed within Islam and what these teachings aim to achieve for all adherents of Islam. It would be useful to compare the development of Islamic teachings to those formulated in secular society. Why are ethical teachings required? What ways does Islam have at its disposal to ensure that Muslims adhere to these ethical teachings? Students may wish to consider each of the five pillars of Islam, and to reflect on how the implications of each are deeply related to a full understanding and alignment of Islamic ethical teachings. 1 What is Islamic jurisprudence and what community needs is it designed to meet? This is the systematic organisation of and guide to Islam’s legal provisions and the realisation of its ethical values. 2 What are the principles on which Islamic jurisprudence is based? Islamic jurisprudence (fiqh) is based on the Quran and Hadith, which provide values and principles that in turn lead to virtue. Virtue is obedience to the teachings that are found within the Islamic sacred texts. 3 Outline the basic rules of the Islamic moral code and explain their ethical implications. Avoid whatever defiles body or mind. Give full weight and measure as justice demands. Lay no hands on the property of an orphan. Slay no-one who God has protected without just cause. Never kill your children out of poverty for God will provide. Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia 4 Explain what is meant by the terms halal and haram. Halan: Classified as permitted Haram: Classified as forbidden Activities (p. 125) 1 Outline each of the Five Pillars. Profession of Faith: there is no god but God and Muhammad is his messenger Prayer/Salat: five daily ritual prayers Poor Tax/Zakat: payment of a poor tax; 2.5% of the poor have a claim against the wealth of the rich. The Fast of Ramadan: no food, drink, smoking, and sex from first light to sunset Hajj: pilgrimage to Mecca 2 Can one be a believing Muslim without fulfilling faithfully the requirements of all the pillars? Why or why not? Student answers will vary. 3 Research the site of Mecca. Why do Muslims believe it has been so important in world religious history? What does Mecca have to do with Adam and Eve? Would Jews and Christians visit Mecca in throngs if it oplayed the same role in their religious history as it did in that of Muslims? What conflicts are still occurring because of events that happened at Mecca 1400 years ago? Students’ research and reports will vary. Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia