Curriculum and dhikrs for the Fusus al-Hikam course

Updated Introduction to Islam Syllabus for Summer 2023; includes all basic readings from regular semester.

International Handbooks of Religion and Education, 2018

The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in religion and education. Each Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these religious dimensions in education. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. Its scale and scope bring a substantive contribution to our understanding of the discipline and, in so doing, provide an

The objective of this course is to give students an understanding of what it means to be Muslim, in terms of beliefs (cosmology and theology), practices (rituals and moral teachings), and culture. In order to achieve this three-part objective, we will read materials from various perspectives and of different genres. We will devote some time to the history of the foundations and civilization of Islam, because even if a religion is conceived in terms of universals and ideals, its actual manifestation is always tempered by historical, cultural and social context. We will explore the meaning of Islam as a worldview and a moral system through examining its doctrinal, ritual, philosophical, ethical and spiritual dimensions. This course is designed for students with no prior knowledge of Islam.

Training Guide for Islamic Workers - 4th Edition, 2001

Now more than ever before, Muslim young men and women need to improve not only their personal skills but also their ‎group performance. This Guide presents easy-to-follow instructions which can be used by those who desire to acquire ‎these skills.‎ This Guide focuses on the training needs of Muslim young men and women by providing the experience acquired by ‎Muslim leaders over the last several decades. Thus, the new generation of leaders will be able to start from where their ‎leaders left off, rather than having to duplicate their predecessors’ successes and/or failures. Using a simple Do’s and ‎Don’ts format, this Guide enables the user to optimize his/her understanding of the art and science of da’wah and how it ‎can be applied in today’s world.‎ Like genius, leadership entails harder work for the one who was born without this skill. It is to such people that this Guide is ‎addressed. We are confident that, with the help of Allah, the user will be able to make a quantum leap forward in the areas ‎of growth and improvement through the proper use of the methods outlined in this Guide. Over time, there will be ‎noticeable improvements in the areas of concepts, management, administration, and communication as well as the skills ‎needed for conducting camps, conferences, and meetings. This Guide is supplemented by suggested workbooks which ‎will lead to an even deeper understanding of the skills needed for successful leaders.‎

How much can fourteen undergraduate students learn from a six-week summer course about Islam? One of the course assignments in a six-week undergraduate Summer course on Islamic Traditions at the University of California, Santa Barbara was for the students to maintain their notes on all aspects of the course as a collaboratively authored living document that would be continually updated and reorganized to present their total understanding of the course topics in the form of a textbook. Their remarkable final product is presented here, without any significant changes to the content. This volume offers educators the valuable opportunity to directly perceive what students took away from an introductory undergraduate course on Islam. How did the students understand the assigned readings? What topics did students engage with most enthusiastically, and why? What expermental teaching styles were employed in the course, and how effective were they as means to support the learning objectives of the course? Collaboratively authored by Sean Knight, Trent Davidson, Paul Pineda, Thao Nguyen, Anthony Khoa A. Tran, Leslie J.Acero, Sara Moretti, Alexandra Kineret, Blake Keane, Mingfei Xu, Afreen Chaus, Ramzi Bekeri, Kaitlyn Woodward, and Aniela Grych. Edited by Brendan Newlon. Forewords by Ahmad Atif Ahmad, Ovamir Anjum, Jamaal Diwan, and Suheil Laher.

Muslim scholars, teachers and educationists will most probably enjoy and profit from this loaded and interesting book probably with a title capable of arresting the attention of even the most absent-minded Muslim scholar: A manual for the teacher of Islamic Studies. Murtala A. Bidmos, a professor of Islamic education at the University of Lagos since 2007 and current Chief Imam of the University, through this book, contributes impressively to Islamic scholarship. To this task, Bidmos brings many a qualification. For three decades he has taught Islamic Studies at the University of Lagos, establishing a reputation as a pioneer lecturer in the discipline. A product of traditional Arabic system with no formal secondary education, Bidmos' academic credentials are a Thanawiyya certificate from a prestigious madrasa in Agege, Lagos, an ordinary certificate in Arabic and Islamic Studies from the University of Ibadan, a Bachelor's degree in Arabic from the University of Kuwait, a Master and doctorate degrees from the University of Ibadan all of which were topped up with a Postgraduate Diploma in Education also from the University of Ibadan. Bidmos' qualifications show that his academic territory is Arabic and not Islamic education. Yet, an Arabic scholar of high caliber that he is, is certainly not an unfamiliar guest in the domain of Islamic Studies in view of the inter-twinned and interrelated nature of the two disciplines. This is Prof. Bidmos' first book on Islamic education. What would have passed as his first and therefore made this his second major work on the subject, though entitled Islamic Education in Nigeria (n.d) is merely a selection of papers by him on various topics that are not necessarily connected directly to Islamic education in Nigeria which is why the contents of the 170 page book are not interlinked. Through the book under review, however, the discipline of Islamic education now benefits from Bidmos' erudition as many students that are keenly interested in the subject will read and reread this magnum opus of his, for a long time to come -and rightly so.

This paper attempts to understand Shaykh Nizam al-Din Awliya as a teacher. The Fawa'id al-Fu'ad, written in the early fourteenth century, is arguably the first example of the malfuzat form of literature. The text contains a record of the sayings of Shaykh Nizam al-Din Awliya in numerous majalis held at his hospice. The text records the Shaykh's teachings about the Prophet Muhammad, the Sahaba, Tabi'in, Taba'-tabi'in, his Master, and his Master's Master among others. The Shaykh always uses anecdotes of the past in his majalis and therefore he is acting as a mediator of the past. In his discourse, the Shaykh often touches various themes related to God, namaz, fasting, Zakat, Hajj, Qur'an, ethics, morality, and so on. Using the Fawa'id al-Fu'ad, this paper devotes itself to summarizing Shaykh Nizam al-Din Awliya's understanding of Islam.

UUD II, 2015

The Qur’an-based physics education means every topic in physics associated with the Qur'an. In 2010, some activities have been carried out since the subjects of the Qur’an-Based Physics adjust into the syllabus of the Physics Education Department. The reason for this course was added to the syllabus, including; (i) Experience as a lecturer, seeing the teaching of physics’ course is delivered separately with the concepts of Quran. Conversely, in the Qur'an, there are 800 verses Qauliah that are associated with Science (Physics). (ii) At this time, it emerges issues among students about silting up aqeedah. In Physics Education Department there are students who were involved in the case of silting aqeedah. (iii) To restore the students' understanding of science (physics) toward the origin of the Quran, and the As-Sunnah. The purpose of this course is to connect the student's understanding of physics concepts with the verses of the Qur'an. In practice, there are several opportunities and challenges, among this chances; (i) Implementation of this course has the support of the study program managers and teaching staff, (ii) adequate reading materials available in the form of a text book or also material from cyberspace, (iii) Students have a response and high enthusiasm for implementation this course. While the challenge; (i) Lack of teacher knowledge, especially knowledge of the Arabic language and knowledge about interpretation of the Qur'an verses. (ii) Lack of students’ experience in tracing the verses of the Qur'an which were associated with Science (Physics). (iii) There is no standard reference how teaching techniques for this course in order to more efficiently and effectively. Based on the results of qualitative studies and literature review, in the future, that is expected can be developed formal syllabus with oriented to other departments which has adequate experiences in application subjects based on the Qur'an.