Category Archives: Comparative Religion

Exam Factories

This is an article I was sent and asked to comment on, I thought I’d share my thoughts with you!
Exam Factories
education-system
Almost all children now believe they go to school to pass exams. The idea that they may be there for an education is irrelevant. Leading companies are struggling to recruit teenagers with basic skills because schools have been turned into “exam factories”, business leaders have warned. Many employers had been left “disheartened and downright frustrated” by poor levels of literacy, numeracy, communication and timekeeping among school leavers and graduates. Overemphasis on sitting exams and hitting targets throughout compulsory education had robbed children of the chance to develop the “soft” skills needed in the work place. Business leaders believed the emphasis on passing exams at school meant children failed to develop other skills, including the ability to hold a conversation, display good work ethic, turn upon time and apply basic literacy and numeracy.
How can you pass exams with poor literacy and numeracy?
I think that good schools teach these things, and they are embedded in to the ethos. You learn through conversations.
State, independent and faith schools have become exam factories and are only interested in A to C Grades. They do not educate children. The result is that anti-social behaviour, gun and knife culture, racism, drug addiction. binge drinking, high rate of teenage pregnancies and abortions, high divorce rate are common in society. Exam results do not reflect a candidate’s innate ability. Employers have moaned for years that too many employees cannot read or write properly. According to a survey, school-leavers and even graduates lack basic literacy and numeracy skills. More and more companies are having to provide remedial training to new staff, who can’t write clear instructions, do simple maths, or solve problems. Both graduates and school-leavers were also criticised for their sloppy time-keeping, ignorance of basic customer service and lack of self-discipline.
Education begins in the home. What is the role of the schools? Is it down to schools to teach morals and manners, or to uphold what has already been taught at home? If parents don’t care how can schools have an effect? Customer Service is a skill which is taught at work? why would it be taught at school? it takes self discipline to pass exams?
Can I also say these skills like I am using now, critiquing articles, and evaluating sources like WHU video, where did I learn them? I learnt them at school, year 7, comprehension on fox hunting, influence of media etc, I learnt them in GCSE History and Geography, in English, these things are all in the syllabus.’One thing my school wasn’t hot on was IT which is why I am so bad at using Excel etc! But I taught myself html and stuff.
 
As well as exams we were expected to do one term community service (which i didn’t do because i was a rebel) in 6th form, we were expected to run activities for younger kids, and so on.

Even Muslim schools have also become Exam Factories, only interested in A to C grades just like state schools.There is a positive co-relation between faith, culture and language. Faith needs culture and languages to flourish. According to a research, children who study the language and culture of their parents may achieve more and become more involved citizens

Yes I agree in part. Faith doesn’t need language, the language of our faith is Arabic. However I understand studying parents language may be beneficial.

. Migrant Muslims speak variety of languages.

Are the majority of Muslim Children currently in school migrant Muslims, or are they the grand kids of migrant Muslims? What does the study say about the effect of your grandparents 1st language? Children need to be fluent in one language at least so they are able to communicate and understand the technicalities, grammar etc of language. It doesn’t matter what language that is. Learning it creates certain brain patterns which expands the childs development and thinking. It is better to speak one language fluently then 2 broken. Therefore parents are taught to speak to their children in their first language. 
For many parents in their 20
s 30’s and 40’s English is our first language. It is the language we are most confident in and spend the most time speaking.
However if a parents first language is something else they should speak to the child in that language. This does not disadvantage the child as it is not important which language they learn first, as long as they learn one language fluently to teach them the beneficial development skills, and they meet they skills by the right ages.
In the Children’s Centre we measure these developmental targets in the child’s home language. and we encourage parents to talk the home language. Once the skills involved in language are developed then it is easy for kids to pick up English later.
Although these children are behind in KS1, the skills involved in learning two sets of grammar, two languages, ,mean that by age 11 the outcomes for bilingual children are better then for those with only one language. 
 

State schools as well as Muslim schools give lip service to the community languages but majority of Muslim schools completely ignore or discourage community languages. The ex- chairman of the Association of Muslim Schools Mr.Idrees Mears, a native revert totally rejects the teaching of Urdu and other languages. The same opinion was expressed by the head of state funded Islamia School as well as by the ex- Chairman of the Nida Trust. They are not in a position to understand the needs and demands of the bilingual children because they are themselves monolinguals. It is a well known fact that social and emotional education comes with ones own language, literature and poetry.

You are not born with culture and identity, it is something you develop. English may become ones own language, Children may identify more with peers and predecessors in the country of residence rather then the country of their parents or grandparents origin.

Pakistani children suffer more than other children. They speak different languages at home and when they go to the Masajid they are exposed to Urdu and Arabic. At schools they are exposed to English and at the age of 11 are exposed to European languages. Now European languages are introduced at Primary level, but Urdu is totally ignored and discouraged by the state as well as by the Muslim schools. English, Arabic and Urdu must be introduced at nursery level so that the children can grow up with three languages. We have already lost three generation and the fourth one is in the process of losing its linguistic and cultural identity by not learning Urdu. The Muslim community is suffering because of social and cultural problems of high rate of divorce, run away young girls, low academic achievements, drug addiction, drinking, teenage pregnancies, disrespect for their parents and elders, forced marriages and honour killings. It is all because our youth are cut off from their cultural roots and languages. I blame state schools because they have never been serious in the teaching of Urdu, Arabic and other community languages.   

Basically Pakistanis should have their own schools?
What is the correlation between loss of language and these problems? It is cultural or is it lack of understanding of Islam? Is part of the issues not that parents were disconnected from the reality children were growing up in? and the need for the second generation diaspora to create their own identity and culture, and for the culture to adapt to its new environment?

An American research reveals in 2005 that bilingual learners with no education in their first language take longer to learn English and a bilingual learner with a good education in their own language do best of all.

This sentence doesn’t even make sense, longer then what? Why is it bad they take longer to learn English? After they take longer to learn English what is the outcomes at older age? How long do they remain disadvantaged for? Bi lingual learner with what level of education in their own language? best in what? in comparison to?
(and yes I learnt these evaluating sources skills at school)

Muslim schools are committing the same mistake by ignoring community languages. Even OFSTED is not serious about the importance of bilingualism and bilingual education. Their priority is the teaching of English language. No body is denying the importance of English as an economic language but equally important is the first languages of the children for social and emotional literacy.

Again what is the role of the school? Is it the same as the role of the home?
The Muslim community has been passing through a phase of fourth Crusades. The battleground is the field of education, where the young generation will be educated properly with the Holly Quran in one hand and Sciences in other hand to serve the British society and the world at large. A true Muslim is a citizen of the world, which has become a small global village. We are going to prepare our youth to achieve that objective in the long run.
By educating Pakistani kids separately in Urdu? again this makes no sense.
A true Muslim believes in Prophet Moses and the Prophet Jesus and without them one cannot be a Muslim. My suggestion is that in all state, independent and Christian based school special attention should be given to the teaching of Comparative Religion and Islam should be taught by qualified Muslim Teachers to make the children aware the closeness of Islam to Christianity and Judaism which will help them to think about Islam, as “A Pragmatic and Modern Way of Life,” during their life time.
 Secular schools do teach the basics of religion. However again what is role of school? The things mentioned here should be taught in madrassah. In Islamic schools there is a place for them. However it is not up to the schools to teach each child their culture and religion.
 
I will give you an example. When I was in reception there was a school play, and there were some princesses in the play. I came home and told my mum something about I am a doll not a princess, but of course I couldn’t be a princess as there was no such thing as a brown princess. Now why did I think this? because of Disney probably. Anyway my mum got mad and took me out of the school. But was it the schools responsibility to teach me my own culture, about Indian princesses and stuff? I was 4! Obviously what I saw in the home influenced me, and I saw Disney movies etc! 
British schooling and the British society is the home of institutional racism.
Why? Another unfounded statement.
The result is that Muslim children are unable to develop self-confidence and self-esteem, therefore, majority of them leave schools with low grades.
Again is it the role of schools to teach esteem and confidence? What research has been done on the differences between those who do well and do badly? Particularly within the same school? It May be likely that the differences is from the home emphasis on education, building esteem, and giving confidence.
 
Racism is deeply rooted in British society. Every native child is born with a gene or virus of racism, therefore, no law could change the attitudes of racism towards those who are different.
Are they actually serious? Like Pakistanis aren’t racist? This statement in itself is racist and shows the mentality of whoever wrote this article.
It is not only the common man, even member of the royal family is involved in racism. The father of a Pakistani office cadet who was called a “***” by Prince Harry has profoundly condemned his actions. He had felt proud when he met the Queen and the Prince of Wales at his son’s passing out parade at Sandhurst in 2006 but now felt upset after learning about the Prince’s comments.
Now this article has just descended in to an incoherent rant, there is so much wrong with this statement.
1) Judge a whole race/nation by actions of one person?
2)How many citizens would say that the royal family represent them
Queen Victoria invited an Imam from India to teach her Urdu language. He was highly respected by the Queen but other members of the royal family had no respect for him. He was forced to go back to India. His portrait is still in one of the royal places.
relevance? we are talking about hundreds of years ago now? Shall we talk about partition and say Muslims are racist?
Children should be taught about the contribution Muslims have made to civilisation in order to combat threats of extremism and discrimination. It will help native children to develop positive attitudes towards Muslims. It will bring divided communities closer together, by teaching children about debt west owe to Muslims – coffee and pinhole camera to the three – course dinner and advancement in maths. The teaching will bring together science, history,RE, citizenship and community cohesion – some of the most pressing problems for the minister responsible for the curriculum.One of the major reasons for the alienation of British Muslims is a lack of clear identity. It is crucial for the British society to understand the hugely positive impact that Islamic inventors have had upon the world, and for Muslims to take pride in it. At present there is a widespread mis-conception among many people worldwide that the state of science and technology during the period known as “The Dark Ages” was that of stagnation and decline. The Muslim civilisation flourished and contributed to thousands of essential inventions that still affect western life style. The open recognition of the contribution of the Muslims should be reflected in the National Curriculum. The mainstream history of scientific ideas has failed to acknowledge numerous Islamic scientists and their great efforts and achievements throughout the centuries.
This is integrated curriculum that we are working on.
A report by the Institute for Community Cohesion found that native parents were deserting some schools after finding their children out numbered by pupils from ethnic minorities. Schools in parts of England are becoming increasingly segregated. The study focused on 13 local authorities. Many of the schools and colleges are segregated and this was generally worsening over recent years. This is RACISM because British society is the home of institutional racism. My statement regarding Muslim schools where there is no place for non-Muslim child or a teacher is based on educational process and not on racism. Muslim children need Muslim teachers during their developmental periods. For higher studies and research, Muslim teacher is not a priority.
Or maybe it is because of scare mongering, like in this article, which makes people think that children whose first language is not English will do worse and make the school worse, and there is lack of knowledge or emphasis on outcomes at age 11 for bilingual children. This article is actually also promoting segregation? Schools in which Urdu is taught? This article totally lacks coherent thought, it is full of contradictions.

I have been campaigning for Muslim schools since early 70s because there is no place for foreign cultures, languages and faiths in state schools. Muslim children are victim of racial abuse and discrimination. Neither Muslim community nor the DFE paid any attention to my proposal. Muslim community kept on setting up Masajid for worshiping and for the education of their children. Masajid help Muslim children to recite the Holy Quran without understanding and teach them how to perform their prayers. DFE introduced Multicultural education for the integration and assimilation of the Muslims.

I regard Muslim schools not just Faith schools but more or less bilingual schools. I set up the first Muslim school in Forest Gate London in 1981. Special attention was given to Standard English, Arabic and Urdu languages along with National Curriculum. But due to its closure, it could not become a model school for others to follow. Islamia School, founded by Yusuf Islam became the model school where there is no place for the teaching of Urdu and other community languages and only Arabic is taught.

The sound knowledge of ones owns language would appear to help – not hinder the acquisition of a second language and bilingual children may even have cognitive advantages and that the ability to speak more than one language is going to be increasingly important for the world of the future. Therefore, Muslim children and young Muslims have potentially a major educational advantage, although sadly this is not being developed well at present. British policy makers now recognise bilingualism as an educational asset rather than a problem. Education plays a central role in the transmission of languages from one generation to the next. The teaching of mother tongues is essential in terms of culture and identity. Arabic is a religious language for the Muslims but for Pakistanis, Urdu is also essential for culture and identity. Blind Muslim children in Bradford are learning to read Arabic and Urdu Braille, by a blind teacher who travelled from Pakistan. Now blind Muslim children are not going to miss out on culture, religion, language and the social aspects and integration into their own community and identity.

Majority of Muslim children are from Pakistan, Bangladesh and India They need to learn Arabic and Urdu to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Urdu is a lingua frankua of the Muslim communities from the sub-continent.

What about Bengali? Tamil? Telagu? Malayalam? Punjabi? why pick on Urdu? It is just nationalism.

The young generation learn Urdu from Indian/Pakistani films, more than two dozens TV Channels and couple of radio stations broadcasting round the clock in Urdu/Hindi.

learning language and culture from Bollywood Films?…… no comment.

They can speak and understand but are unable to read and write Urdu literature and poetry. Bilingualism and bilingual education should be part and parcel of each and every Muslim school. The problem is that most of Muslim schools are running by British educated Muslims who are made monolinguals by state schools. They do not feel the charm of bilingualism. They have never been given the chance to learn Arabic and Urdu along with English. An English man is proud of his language, culture and faith or no faith. In the same way a Muslim should be proud of his faith, languages and cultures.

Again makes no sense, we should be proud of ourselves by copying what another person is proud of about their selves? It is still putting the “British native” (as if there is such thing) as a yard stick to be emulated.

In my opinion at least three hours a day must be given for the teaching of English, Arabic, Urdu and other community languages from nursery level. The teaching of Standard English will help them to follow the National Curriculum and go for higher studies and research to serve humanity.

If you talk to your child in these languages then that is the teaching done.
According to a recent report, Muslim schools performed best overall, although they constitute only a fraction of the country’s 7000 schools. Muslim schools do well because of their Islamic ethos and a focus on traditional discipline and teaching methods. They teach children what is right and what is wrong, because young children need structured guidance.
So lets quote some random American studies incorrectly, but ignore all the studies on learning through play in the Early Years, and child led learning? 
This article has no credibility. The amount of nonsense in it obscures any valid points and devalues its argument.

Bilingual Muslims children have a right, as much as any other faith group, to be taught their culture, languages and faith alongside a mainstream curriculum. More faith schools will be opened under sweeping reforms of the education system in England. There is a dire need for the growth of state funded Muslim schools to meet the growing needs and demands of the Muslim parents and children. Now the time has come that parents and community should take over the running of their local schools. Parent-run schools will give the diversity, the choice and the competition that the wealthy have in the private sector. Parents can perform a better job than the Local Authority because parents have a genuine vested interest. The Local Authority simply cannot be trusted.The British Government is planning to make it easier to schools to “opt out” from the Local Authorities. Muslim children in state schools feel isolated and confused about who they are.

How do Muslim children in Islamic schools feel? Don’t the majority of teens feel this way?

This can cause dissatisfaction and lead them into criminality, and the lack of a true understanding of Islam can ultimately make them more susceptible to the teachings of fundamentalists like Christians during the middle ages and Jews in recent times in Palestine. Fundamentalism is nothing to do with Islam and Muslim; you are either a Muslim or a non-Muslim. Muslim children suffer from identity crises because their parents teach them Islam and their schools teach them something else. There must be a positive co-relation between school and home, otherwise, children will suffer academically, spiritually , socially and emotionally. They are also unable to develop self-confidence and self-esteem.

Or maybe their Islamic schools teach Islam and their cultural homes teach something else.

You better teach your children in your own schools and let migrant communities teach their children according to their needs and demands.

So advocating segregation according to nationality in schools, while condemning “natives” for doing this?

British Establishment and society should concentrate on the evils of their own society and stop trying to change the way of life of Muslims.

HOLD UP. NOW I AM REALLY MAD. “THEIR OWN SOCIETY?” WE LIVE IN BRITAIN, WE ARE INVOLVED IN BRITISH LIFE, HOW CAN WE BE SEPERATE FROM THIS SOCIETY? THIS IS OUR OWN SOCIETY!!!!!!!!!! REMEMBER IF THE SHIP SINKS WE ALL DROWN!!!

Muslim community does not want to integrate with the British society,

WHO THE HELL R U TO TALK FOR THE MUSLIM COMMUNITY? 
ok *deep breath* what do you mean by integrate? anyway another nonsensical, groundless, therefore meaningless sentence

indulging in incivility, anti-social behaviour, drug and knife culture, binge drinking, teenage pregnancies and abortion. 

This is another racist statement. the majority of British people do not do these things. those who shout the loudest and make biggest headlines are not the majority. Muslims should know this.

Prince Charles, while visiting the first grant maintained Muslim school in north London, said that the pupils would be the future ambassadors of Islam. But what about thousands of others, who attend state schools deemed to be “sink schools”? In education, there should be a choice and at present it is denied to the Muslim community. In the late 80s and early 90s, when I floated the idea of Muslim community schools, I was declared a “school hijacker” by an editorial in the Newham Recorder newspaper in east London. This clearly shows that the British media does not believe in choice and diversity in the field of education and has no respect for those who are different. Muslim schools, in spite of meager resources, have excelled to a further extent this year, with couple of schools achieving 100% A-C grades for five or more GCSEs. They beat well resourced state and independent schools in Birmingham and Hackney.  Muslim schools are doing better because a majority of the teachers are Muslim. The pupils are not exposed to the pressures of racism, multiculturalism and bullying.

A couple of schools out of how many Muslim schools?
Not exposed to the pressures of multiculturalism????????????????????? R u serious? this person is a loony. BEING MUSLIM DOESNT MAKE YOU A PAKISTANI YOU IDIOT
 
Bullying, there is no Bullying in Muslim schools? Prove it.

There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries. Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands.

Iftikhar Ahmad

London School of Islamics Trust

63 Margery Park Road London E7 9LD

http://www.londonschoolofislamics.org.uk


Video: Khilafah – The Forgotten Obligation

“They have determined that the greatest threat to western civilization and continued dominance of Western culture is to make sure, that no nation amongst the Muslims develops amongst themselves a global identity, and secondly that they never ever ever have the ability to re establish a khilafah….

this division is subtle and hidden, meaning most Muslims wouldn’t even know it….

The Muslims are divided in to the following social political groups, Asians, Arabs, Africans, those of the far east, those of the near east, those of European american and Australasian, those of Slavic and Russian, and those of south American,”

Look how they divide us! exploit our cultural differences! subhanAllah

and the prophet Muhammad sas said “All mankind is from Adam and Eve, an Arab has no superiority over a non-Arab nor a non-Arab has any superiority over an Arab; also a white has no superiority over black nor a black has any superiority over white except by piety and good action. Learn that every Muslim is a brother to every Muslim and that the Muslims constitute one brotherhood.”

O Muslims where is that now!

Some differences between Christianity and Islam

Peace everyone,

One of my commenters has told me he is familiar with Christianity, but not with Islam, so I have the upper hand! lol,

I came accross this post, and I felt it was a good beginning to understanding some of the differences between Christianity and Islam. http://muslimahvoicesbafts.wordpress.com/2012/11/11/interfaith-dialogue-q-a-sinful-nature-and-original-sin-the-islamic-perspective/#comment-851

“All the three religions of Judaism, Christianity, and Islam agree on one basic fact: Both men and women are created by God. But the Judeo-Christian tradition teaches that Satan appeared in the form of a serpent before Eve and tempted her to eat from the forbidden tree and that it was Eve who seduced Adam to eat with her.

According to the Genesis story, God rebuked Adam for what he did, but then Adam put all the blame on Eve: “The woman you put here with me – she gave me some fruit from the tree and I ate it” (Genesis 3:12).

Consequently, God said to Eve, “I will greatly increase your pains in childbearing; with pain you will give birth to children. Your desire will be for your husband and he will rule over you” (Genesis 3:16).

God now rebukes Adam for listening to Eve:-

God said to Adam, “Because you listened to your wife and ate from the tree … cursed is the ground because of you; through painful toil you will eat of it all the days of your life” (Genesis 3:17).

A careful look into the two accounts of the story of the creation reveals some essential differences. The Qur’an, contrary to the Bible, places equal blame on both Adam and Eve for their mistake. The Qur’an does not say that Eve tempted Adam to eat from the tree or even that she had eaten before him. Eve in the Qur’an is not a seducer or deceiver. God, according to the Qur’an, punishes no one for another’s faults. Both Adam and Eve committed a sin and then asked God for forgiveness and He forgave them both. So there is no question of a hereditary sin called Original Sin in Islam.

The whole garden story is actually a symbolic event. It’s sending the message that mankind is not perfect, we all have the gift of free will, the power of choice. And If we disobey God, we will be punished and become disconnected from God; and will not be able to enjoy the many blessings and bounties he has given us (the garden) unless we sincerely ask for his mercy and forgiveness.”

Obviously the other major difference is that we don’t believe in the trinity, but we believe Jesus peace be upon him is a Prophet of God. We believe Jesus was sent a book, but that the bible we have now is corrupted from the original gospels. We also don’t believe he alayhi salaam died on the cross. But we do believe in the second coming.

What the Holy Qur’an says about Jesus:

They slew him not, nor did they crucify him but it was made dubious to them.
(Holy Qur’an, Surah Nisaa, Verse 157)

Hadhrat Isa (A.S.) himself told of the coming of Prophet Muhammad (Peace be upon him). In the Bible, Jesus (A.S.) says,

If you love me, Keep my commandments. And I will pray to the Father and He shall give you another comforter that he may abide with you forever.
(Bible, John 14-15/16)

But when the comforter is come, whom I will send unto you from the Father, even the spirit of Truth, which proceedeth from the Father, he shall testify of me, and he also shall bear witness, because ye have been with me from the beginning.
(Bible, John 15-26/27)

I have yet many things to say unto you, but you cannot bear them now. How be it when he, the spirit of Truth will come, he will guide you into all truth, for he shall speak not of himself, but whatsoever he shall hear, that he shall speak, and he will show you things to come. He shall glorify me, for he shall receive of mine, and he shall show it unto you.
(Bible, John 16-12/14)

Ulema (learned scholars in Islam) have said that the person who is described by Hadhrat Isa (A.S.) to come after him – in the above verse – does not comply with any other person but Prophet Muhammad (Peace be upon him).

In this case, the “comforter” he mentions is none other than Prophet Muhammad (Peace be upon him) and his laws and way of life (Shariah) and Book (Holy Qur’an) are those that Hadhrat Isa (A.S.) asks his followers to abide by.

The “person” whom Jesus (A.S.) prophecised will come after him, is called Pargaleeta in the Bible . This word was deleted by interpreters and translators and changed at times to “Spirit of Truth” and at other times, to “comforter” and sometimes “Holy Spirit.” The original Greek and its meaning is “one whom people praise exceedingly.” The sense of the word, then, is applicable to the word Muhammad in Arabic, since Muhammad means “the praised one.”

Jesus (A.S.) also says in the Bible,

… and a little while and you shall not see me; and again a little while, you shall see me because I go to the Father.
(Bible, John 16:16)

… and the Holy Qur’an says,

And surely they slew him not. But Allah (God) raised him unto Himself.
(Holy Qur’an, Surah Nisaa, Verse 157-158)

As such, Muslims believe that Hadhrat Isa (A.S.) was raised to heaven. According to Hadith, he is on the second heaven. Rasulullah (Sallallaahu Alayhi Wasallam=Peace be upon him) mentioned, “During the Meraj (Ascension), I met Hadhrat Isa (A.S.) on the second heaven. I found him of medium stature, reddish white. His body was so clean and clear, that it appeared as though he had just performed ghusal (ablution, cleansing of the entire body) and come.” In another Hadith, Rasulullah (Sallallahu Alayhi Wasallam) mentioned to the Jews that, ” Hadhrat Isa (A.S.) is not dead, he will most surely return to you before Qiyamat (the Day of Judgement).”

May Allah Guide all people to the Truth. Aameen.

(For more information about Jesus A.S. in Islam, Click Here)

II. Hadhrat Isa’s (A.S.) Descension The Physical Features of Hadhrat Isa (A.S.)

He will resemble the famous Sahabi (A.S.) Hadhrat Urwa bin Masoodi (R.A.). He will be of average height and red and white in colour. His hair spread to the shoulders, straight, neat and shining as after a bath. On bending his head, it will seem as if pearls are falling. He will have an armour on his body. He will be wearing two pieces of cloth light yellow in color.

His Descension

He will descend on a Jamaat (group) that will be righteous at the time and comprising of 800 men and 400 women. The people will be preparing for war at the time against Dajjal (the anti-Christ). It will be time for Fajr prayers, and Imam Mahdi will be the Amir (leader). From the darkness of the dawn, a sound will suddenly be heard that “one who listens to your pleas has come” — the righteous people will look everywhere and their eyes will fall on Isa (A.S.). Briefly, at the time of Fajr, Isa (A.S.) will descend. When descending, Isa (A.S.)’s hands will be on the shoulders of two angels (according to another source (Kab Abrar), a cloud will carry him). On their insistence Hadhrat Isa will introduce himself. He will inquire about their enthusiasm and thoughts on Jihad against Dajjal. Hadhrat Isa (A.S.) will descend on the eastern side near the Minaret in Damascus (or in Baitul-Muqaddus by Imam Mahdi). At the time Imam Mahdi will have proceeded forward to lead the Fajr Salaat. The Iqamat of the Salaat would have been said (already recited) and Imam Mahdi will call Hadhrat Isa (A.S.) for Imamat (to lead the prayer), but he (Hadhrat Isa (A.S.)) will instead tell Imam Mahdi to lead the prayer since the Iqamat of that Salaat has already been said for him. Thus Imam Mahdi will lead the prayer, and Hadhrat Isa (A.S.) will follow him. After the ruku, he will make this statement: “Allah has killed Dajjal and the Muslims have appeared.”

The Killing of Dajjal (anti-Christ) and the Victory of the Muslims

After the completion of Fajr Salaat (congregational dawn prayers), Hadhrat Isa (A.S.) will open the door behind him where Dajjal accompanied by 70,000 Yahudis (Jews) will be. He will indicate with his hand to move away between him (Hadhrat Isa (A.S.)) and Dajjal. Dajjal will then see Hadhrat Isa (A.S.). At that time every Kafir on whom the breath of Hadhrat Isa (A.S.) will reach, will die. His breath will reach up to the distance of his eyesight. The Muslims will then come down from the mountains and break loose on the army of Dajjal. There will be war, Dajjal will retreat, and Hadhrat Isa (A.S.) will pursue Dajjal. Hadhrat Isa (A.S.) will have two flexible swords and one shield with him and with these he will kill Dajjal at the Gate of Hudd. He willl show the Muslims the blood of Dajjal which will get on his shield. Eventually the Yahudis will be selected and killed. The swine will be killed and the cross broken. People will revert to Islam. Wars will end, and people will return to their respective countries. One Jamaat (group) of Muslims will remain in his service and companionship.

Hadhrat Isa (A.S.) will go to Fajr Rawha and perform Haj or Umrah (or both) from there. He will also go to the grave of Rasulullah (Sallallahu Alayhi Wasallam) and present his greetings and Rasulullah (Sallallahu Alayhi Wasallam) will reply. People will live comfortable lives. The wall of Yajooj and Majooj (Gog and Magog) will then break.

III. The Blessings of Hadhrat Isa (Jesus) (A.S.)

1 Hadhrat Isa (A.S.) will descend and stay on earth.
2 His descension will be in the last era of the Ummat.
3 He will be a just ruler and a fair judge.
4 His ummat will be the Khalifa (deputies) of Rasulullah (Sallallahu Alayhi Wasallam).
5 He will act himself and instruct others on the Qur’an and Hadith (Shariat/Tradition of Islam).
6 He will lead people in Salaat (Prayer).
7 He will stay on earth for a period of 40 years after descending. The will be the best era of the Ummat after the first era of Islam.
8 Allah will protect his companions from Jahannam.
9 Those who will save the Deen of Islam by associating themselves with Hadhrat Isa (A.S.) will be amongst the most loved by Allah Ta’ala.
10 During this period all other religions and mazhabs besides Islam will perish, hence there will be no kuffaars (non-believers) in the world.
11 Jihad will be stopped.
12 No Khiraaj will be taken.
13 Nor Jizya (protection tax) money from the kafirs (non-believers)
14 Wealth and property will be in surplus to such an extent that there will be no one to accept the wealth of the other (everyone will be independent).
15 Receiving Zakaat (Alms-giving, Charity to poor) and Saadaqa will be discarded (as there will be no poor to receive them!).
16 The people will love the sajda (prostration to God) more than the world and what it consists of.
17 All types of Deeni (religious) and worldly blessings will descend on earth (many halaal (lawful) things will be created).
18 There will be peace, harmony and tranquility during the time of Hadhrat Isa (A.S.)’s stay in the world.
19 There will be no animosity for a period of seven years, even between two persons.
20 All hearts will be free from miserliness, envy, hatred, malice and jealousy.
21 For a period of forty years no one will fall ill or die.
22 Venom will be taken out of all venomous animals.
23 Snakes and scorpions will not harm anyone to the extent that if a child put his hand in its mouth, he will not be harmed.
24 Will animals will not harm anyone.
25 If a man will pass a lion, he will not be troubled or harmed, or even if any girl will open its mouth to test if it will do anything.
26 The camels will graze among lions, cheetahs with cattle and the jackals with goats.
27 The fertility of the land will increase to such an extent that even if a seed is planted in a hard rock, it will sprout.
28 A pomegranate will be so huge that a jamaat will be able to eat it and the people will use its peel as shade.
29 There will be so much barakaat (blessing) in milk that a camel will suffice for a huge jamaat, a cow for a tribe and a goat for a family.
30 In short, life will be most pleasant after the descension of Jesus (A.S.).

His Marriage, Death and Deputies

After his descension on earth, Hadhrat Isa (A.S.) will marry. He will have children, and he will remain on earth 19 years after marriage. He will pass away and Muslims will perform his Janaza Salaat and bury him net to Rasulullah (Sallallahu Alayhi Wasallam). (Tirmidhi)

Response to – Ex-Muslim Writes Open Letter To Muslim World

Ex-Muslim Writes Open Letter To Muslim World.

I am not a scholar, so unfortunately I cannot answer all the points in the detail required. However when my deen is being attacked I will try my best, with the help of Allah to clear up misconceptions, not for the person who wrote the article, but for those reading it. Just so they can read another viewpoint inshallah.

So there are a few things I would like to say.

1. Why Allah changed his own statements in the Holy Quran?..the attitude of the Prophet and tone of Allah’s subsequent verses dramatically changed..

The situation of the Muslims dramtiacally changed, the first verses revealed were about faith and the later verses once faith was established were about rulings.

You quoted some verses saying nice things about disbelievers and then some later verses about fighting. Well it is obvious that the situation had changed in to a situation in which Muslims were commanded to stand up for themselves. In Islam we don not preech turn the other cheek, we are meant to stand up for ourselves and others in oppression.

“Slay the idolaters wherever you find them.” (Q.9.5)

You quoted one part of the ayat, the full ayat is full of mercy

But when the forbidden months are past, then fight and slay the Pagans wherever ye find them, an seize them, beleaguer them, and lie in wait for them in every stratagem (of war); but if they repent, and establish regular prayers and practise regular charity, then open the way for them: for Allah is Oft-forgiving, Most Merciful.

you also omitted the context of this verse, which is made clear in the ayah before, which is there were a tribe who the Muslims had a treaty with, and they went against the treaty. . The Holy Prophet was able to send missions among different clans for the propagation of Islam. The result was that during the short period of two years, it became such a great power that it made the old order of ignorance’ feel helpless before it. So much so that the zealous elements from among the Quraish were so exasperated that they broke the Treaty in order to encounter Islam in a decisive combat. But the Holy Prophet took prompt action after the breach so as not to allow them any opportunity to gather enough force for this. 

So they attacked a people who were planning an attack on them.

Similarly with Surah 2. 191 you omitted the verse before

Fight in the way of Allah those who fight you but do not transgress. Indeed. Allah does not like transgressors.

as well as the verse after

And if they cease, then indeed, Allah is Forgiving and Merciful.

which gives a totally different context to  the verse

And kill them wherever you overtake them and expel them from wherever they have expelled you, and fitnah is worse than killing. And do not fight them at al-Masjid al- Haram until they fight you there. But if they fight you, then kill them. Such is the recompense of the disbelievers.

It is clear the verses are saying fight those who fight you, and not those who do not fight you.

Allah also says

Allah does not forbid you from those who do not fight you because of religion and do not expel you from your homes – from being righteous toward them and acting justly toward them. Indeed, Allah loves those who act justly

Clearly showing the way we are commanded to treat people who do not fight us.

you also say 2. Accusation of our Holy Prophet of being a paedophile? – Is it normal for a 50-year-old Holy Prophet to fall in love with a 9-year-old girl and for a 53-year-old Holy Prophet to consummate a 9-year-old girl?

I would say in the year 600 it was normal for girls of that age to marry older men.

In the 12th century Gratian, the influential founder of Canon law in medieval Europe, accepted age of puberty for marriage to be between 12 and 14 but acknowledged consent to be meaningful if the children were older than 7.

It should be noted that Judges honored marriages based on mutual consent at ages younger than 7, in spite of what Gratian had said; there are recorded marriages of 2 and 3 year olds.

The American colonies followed the English tradition, and the law was more of a guide. For example, Mary Hathaway (Virginia, 1689) was only 9 when she was married to William Williams. Sir Edward Coke (England, 17th century) made it clear that “the marriage of girls under 12 was normal, and the age at which a girl who was a wife was eligible for a dower from her husband’s estate was 9 even though her husband be only four years old.

you can check more about marriagable age here http://en.wikipedia.org/wiki/Marriageable_age

There are many hadith in which Aysha rashi anhu describes her life with the Prophet Muhammad, a large proportion of the Prophetic traditions are narrated by her. She has an exalted status in Islam.

Are we to follow this example and marry six-year-old girls?”

erm no is the short answer.

The Quran says

And try orphans (as regards their intelligence)until they reach the age of marriage; if then you find sound judgement in them, release their property to them, but consume it not wastefully, and hastily fearing that they should grow up, and whoever amongst guardians is rich, he should take no wages, but if he is poor, let him have for himself what is just and reasonable (according to his work). And when you release their property to them, take witness in their presence; and Allah is All Sufficient in taking account. S. 4:6 Hilali-Khan

Note that the expression “until they reach the age of marriage” takes it for granted that there is an age that girls have to reach before a man can marry them. Presumably, that age would be puberty.

It is not rocket science. A girl can get married before puberty and the marriage can be consumated at puberty. Many girls have sex after ouberty and before marriage out of choice. Why is it ok (as in socially acceptable) for girls to have sex outside marriage after they have reached puberty, and to have boyfriends etc, but it is not ok for them to be married?

If a woman is married before puberty she stays with her parents then at puberty goes to stay with her husband, and she has the right to annul marriage.

3. Accusation that our Holy Prophet a looter of caravans, a rapist and a slave trader?

Slavery In Islam is a totally different concept to the western idea of slavery. You have to feed and clothe a slave in the same manner you feed and clothe yourself, the slave lives in the same conditions as you do, eats with you, shares jobs with you, the slaves work load can be no larger then your own. The slave also can be intimate with you. Islam does not deny women’s sexuality, it acknowledges that women have desires and sexual needs just like men.

Being intimate with a slave girl does not equate to rape. I think that is where the confusion is.

4. Accusation that our Holy Prophet was a mass murderer?

He fought those who fought him, as in the above verses. He is a mercy to mankind, he saves them from these kind of people who will kill you and attack you even if you have a treaty with them, and who will mistreat captives and children. Like I said, Islam is a religion in which believers are told to stand up for themselves if attacked.

5. Accusation of polygamy against our Holy Prophet”

I don’t get the question. Yes he had lots of wives. He treated them all well. Loved them all. Looked after and provided for them all, and their children. What’s the problem?

6. Did Our Holy Prophet marry his own daughter-in-law Zainab”

Zaid, son of Harithah bin Sharahil Al – Kalbi, was the salve of Allah’s Messenger (peace be upon him), who he had freed and taken him as his son, and he was known as Zaid bin Muhammad, until Allah revealed His Words:

“Call them (adopted sons) by (the names of) their fathers, that is more just with Allâh. But if you know not their father’s (names, call them) your brothers in faith and Mawâlîkum (your freed slaves). And there is no sin on you if you make a mistake therein, except in regard to what your hearts deliberately intend. And Allâh is Ever Oft*Forgiving, Most Merciful.” (Al-Ahzab 33:5)

So they called him Zaid bin Harithah.As for Zainab, she was the daughter of Jahsh bin Ri’ab Al – Asadiyyah and her mother was Umaimah bint ‘Abdul Muttalib, the paternal aunt of the Messenger of Allah (peace be upon him).With Regard to the story of Zaid’s marriage to Zainab, it was the Messenger of Allah (peace be upon him) who arranged it for him, due to his having been his slave and adopted son; he proposed to her on Zaid’s behalf, but she rejected him, saying: “I am of more noble descent than his:she responded in obedience to Allah and in fulfilment of the wishes of His Messenger (peace be upon him. She lived with Zaid for about a year, then there took place between them what (often) takes place between a man and his wife (i.e. disagreement) and so Zaid complained of her to the Messenger of Allah (peace be upon him), due to their relationship to him, for he was his (former) slave and his foster son, while Zainab was his paternal aunt’s daughter. And it seems that Zaid suggested divorcing her, so Allah’s Messenger (peace be upon him) ordered to hold on to her and be patient with her. WHich he did for a while.

As for the marriage of the Prophet (peace be upon him) to Zainab, May Allah be pleased with her, he proposed to her after the expiry of her ‘Iddah (The prescribed waiting period for a woman following divorce, during which she may not marry.) following her divorce from Zaid. 

Allah abolished adoption as it had been practised in the pre-Islamic period out of ignorance, and He permitted the Muslims to marry the widowed or divorced wives of their adopted sons, as a mercy from Him upon the believers, and in order to relieve them of their difficulties.

The point is people should be attributed to their fathers, adopted children are not mahram to opposite sex parents or adopted siblings and their wives not mahram to opposite sex parents in law. They retain the identity of their own family lineage.

For the stuff about Women’s rights in Islam, I don’t want to repeat myself so you can see some here

https://muslimahdirections.wordpress.com/2012/11/06/329/

https://muslimahdirections.wordpress.com/2012/11/03/she-follows-your-lead/

https://muslimahdirections.wordpress.com/2012/11/03/it-is-not-the-cloth-that-oppresses-it-is-the-illiterate-mind/

http://dawahdirections.wordpress.com/2012/08/04/faq-on-hijab/

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