Promoting Religious Literacy about Islam

1. Webinar Series 2016 Promoting religiousliteracy about Islam The importance of teaching pupils different aspects of a religion 4.00pm - 4.45pm Thursday 28th April 2016 http://www.interfaithexplorers.com/webinars

2. www.interfaithexplorers.com • Supported by UNESCO • Helps pupils understand the world around them & respect cultural and religious diversity • Offers high quality cross-curricula resources to use with pupils at Key Stage 2 and those embarking on their Key Stage 3 transition • Supports core personal and social skills development as well as self-directed, exploratory learning • Promotes universal core values & the development of ethical thinking • Designed to compliment RE and PSHE teaching, alongside citizenship education

3. Webinars • Support teachers in their work around interfaith dialogue and RE; as well as PSHE and Citizenship learning in schools • Offers a space for teachers to come together and think about issues arising from classroom practice in these areas

4. Webinar Presenter • Claire Clinton • An experienced teacher within EYFS, Primary and Secondary education • She has over 20 years of classroom experience, and 16 years of advisory work at a national and local level • For the past 10 years has been the Religious Education Advisor for the London Borough of Newham • Sayed Ali Abbas Rawazi • An international scholar, with training in Islamic Sciences and degrees in History, Comparative Philosophy and Law • Director General of the Scottish Ahlul Bayt Society & chair of the external-policy committee of the Shi'a Council of Scholars Europe • Member of the National Council for Imams and Rabbis

5. Session objectives • To consider: • What teachers need to know about the main differences between Shia and Sunni Islam - including religious authority; • Attitudes to other religions within Shia Islam and Shia attitudes to interfaith work; • Why is it important to understand the different aspects of a religion when teaching RE, Citizenship and PHSE • Offer practical activities that teachers can use in the classroom

6. What is religious literacy? • Religious literacy is the knowledge of, and ability to, understand religion • In the British context: more people profess a post-Christian spirituality, humanism or atheism belief & other faith communities have become prominent • The Commission on Religion and Belief in Public Life on religious literacy: ‘the potential for misunderstanding, stereotyping and oversimplification based on ignorance is huge – and schools have a big part to play in putting this right’

7. Islam: some facts (1) • Islam is the second-largest religion in the world – and the fastest growing; • The word 'Islam' in Arabic has two meanings: ‘submission to the will of God’ and ‘Peace” • Followers of Islam are called Muslims. • The world's largest Muslim population is in Indonesia; • Islam is regarded as one of the three Abrahamic faiths alongside Judaism and Christianity.

8. Islam: some facts (2) • Muslims believe: • there is only one God (Allah which is the gender neutral word in Arabic for God); • Islam was revealed over 1400 years ago in what is the Holiest city in Islam: Mecca in modern-day Saudi Arabia; • Islam was revealed to a man called Muhammad, whom Muslims believe is the final prophet in a chain of prophets going back to Adam; • Muslims commonly address the prophet Mohammed with the phrase 'peace be upon him' after his name.

9. Islam: some facts (3) • Muslims believe: • God sent prophets as a means of guidance for mankind to live virtuously (having or showing high moral standards)and to worship the one God; • That Abraham (Ibrahim), Moses (Musa) and Jesus (Isa) are respected prophets. • The Holy book followed by Muslims is called the Qur'an which are believed to be the word of God; • They also subscribe to the Sunnah, which they believe to be the practical example set by Prophet Muhammad.

10. Islam: some facts (4) • Muslims follow the five basic Pillars of Islam – which are an essential part of Muslim life. • These pillars are: • The declaration of faith (Shahada) • Praying five times a day (Salat) • Giving money to charity (Zakah) • Fasting (Sawm) • A pilgrimage to Mecca at least once in a lifetime(Hajj) • Muslims can worship in a building called a Mosque, but also they can pray at home or at work if there are prayer facilities; • When Muslims pray, they must always face Mecca • The Muslim day of rest is a Friday and the main congregational prayer (Jummah prayer) is held at noon.

11. Islam & its two branches • In Islam there are two main branches: • Sunni Islam • Shia Islam • Both branches of Islam have a theological and a legal dimension • Of the estimated 2.8 million Muslims in Britain, 5% follow Shia Islam

12. Sunni’s & Shia’s in Britian 2.8 MILLION MUSLIMS IN BRITAIN 95% SUNNI

13. Sunni Islam (1) • Modern day Sunni Islam consists of 4 Schools of Theology: • Maturidi: which is prominent across the Indian Subcontinent (India, Pakistan, Bangladesh) • Ash’ari: which is prominent in the Far East and parts of the Middle East • Mu’tazili: which was historically the leading theological school in Sunni Islam but has diminished over the last 300 years • Wahhabism & Salafism: which is prominent in modern day Saudi Arabia

14. Sunni Islam (2) • Modern day Sunni Islam consists of 4 Schools of Law: • Hanafi: the predominant school since the 19th century, and traditionally known as the School of Kufa (in Iraq); • Maliki: the oldest official school known as the ‘School of Madina’(the second Holiest site in Islam) • Sha-fi: this was the dominant school followed before the start of the 19th century • Hanbali: this is the minority school followed, and an off-shoot of the school is followed in modern day Saudi Arabia

15. Shia Islam (1) • Modern day Shia Islam consists of the following schools of theology: • Twelvers: believe in the 12 Imams who are the descendants of Prophet Muhammad, and are vested with both spiritual and political authorit; • This is and is the school followed by the majority of Shia Muslims around the world. • Isma’ili: a minority school within Shia Islam which is branches off from the 6th Shia Imam. They believe in a ‘living’ Imam who is referred to as the Aga Khan • Bohra: another minority school which is also an off-shoot of the 6th Shia Imam. Within the Bohra Shia tradition there are some Sunni branches • Zaidi: another minority school within Shia Islam and dominant in Yemen. This tradition branches off from the 4th Imam.

16. What does the word ‘Shia’ mean? • In Arabic Shia or Shi‘ah literally means ‘follower’; • So in the Quran: • ‘Abraham was among his [Noah’s] shi’ah’(Quran 37:83) • ‘He [Moses] found two men fighting, one being his shi’ah, the other his enemy…’(Quran 28:15) • Muslims also use the word Shia or Shi‘ah as an abbreviation of Shia-ne-Ali (followers of Ali) • It refers to those Muslims who believe that the prophet Mohammed designated his son-in-law, Imam Ali as his successor and the leader of the Muslims

17. Who are the Shia according to Google?

18. The split – Shia perspective • Following the death of Prophet Muhammad – there was an issue of who would lead the Muslims; • For Shias’ Ali is regarded as the first Imam and is considered, along with his descendants, to be one of the divinely appointed successors of Muhammad; • Instead, after Muhammad’s death, the Muslims voted for a leader instead. These leaders became known as the ‘rightly guided Caliphs’, with Ali being the 4th of these. • Although Ali was regarded, during the lifetime of Muhammad, as his initial successor, it would be 25 years before he was recognized with the title of Caliph(successor); • The supporters of Ali remained loyal to him and, along with Ali, protested on certain occasions. However, they remained cooperative in order to not cause friction in the Islamic community.

19. Shia sources of authority • Quran • + The Ahlulbayt • (People of the House) • Who are the Ahlulbayt? • Prophet Muhammad • Prophet Muhammad’s daughter – Fatima • The 12 Imams Prophet Muhammad Lady Fatima Imam Ali Imam Hussain Imam Hassan 5 Shia Principles of Faith(Usul-e-Deen) • Tawhid (divine unity) • Prophethood (Nabuwwah) • Divine Justice (Adalah) • Imamate (Imamah/Wilayah) • Day of Judgement (Qiyamah) Imam ZainulAbideen Imam Muhammad Baqir Imam JafarSadiq Imam Musa Kadhim Imam Ali Ridha Imam Muhammad Taqi Imam Ali Naqi With thanks to Zameer Hussain for this diagram Imam Hasan Askari Imam Muhammad Mahdi

20. Some Shia beliefs about the Ahlulbayt • The word ‘Imam’ is not just one who leads prayer or a cleric – it is someone chosen by Allah with authority. The 12 Imams are chosen by Allah, not by humans: • "He [Allah] said: ‘Lo! I appoint you an Imam for mankind.’ (Abraham) said: • ‘And of my offspring (will there be Imam)?’ He said: ‘My covenant does not • reach the wrong-doers.’”(Quran 2:124). • They are infallible – they do not sin nor do they commit errors. They are the ‘perfect’ human beings for Muslims to follow: • “…Allah intends only to keep away from you the impurity [of sin], oh • Ahlulbayt, and to purify you with [thorough] purification.” (Quran 33:33) • They have authority over all and obedience to them is obedience to Prophet Muhammad and Allah. • “O you who believe, obey Allah and obey the Messenger and those in authority among you.”(Quran 4:59) • They were all killed, apart from the final Imam, who is still alive.

21. At the start of the Islamic New Year, Shias begin a period of mourning. They commemorate the death of the 3rd Imam – Imam Hussain. He and his family were massacred by the tyrant ruler after Hussain refused to pledge allegiance to him. This is arguably the most important time of the year for Shias. The differing cultures mourn in their own particular way all over the world.

22. As well as Hajj, Shias have a huge emphasis on visiting the graves of their holy personalities. Some periods are busier than others, where over 20 million pilgrims attend – in particular on Ashura and Arbaeen.

23. The Awaited Messiah – The 12th Imam Prophet Muhammad Lady Fatima Imam Ali Imam Hussain Imam Hassan Imam ZainulAbideen They were all killed, apart from the final Imam, who is still alive. Imam Muhammad Baqir Imam JafarSadiq Imam Musa Kadhim Imam Ali Ridha Imam Muhammad Taqi Imam Ali Naqi Imam Hasan Askari Imam Muhammad Mahdi

24. "As far as newly occurring circumstances are concerned, you should turn (for guidance) to the narrators of our hadiths, for they are my proof over you just as I am Allah's proof over them" - Imam Mahdi (the 12th Imam) During the absence of the 12th Imam, the Shia refer to clerics for religious guidance. The highest ranking clerics are known as ‘Grand Ayatollahs’ – they have achieved a level of knowledge that allows them to be experts in Islamic law and deduce their own rulings using the Quran and Ahlulbayt. Every Shia usually follows an Ayatollah, who has rulings on issues such as prayer, fasting, transactions etc based on their research. Although they all use the same sources, their conclusions on some legal issues may differ. These are usually minor.

25. Representing Islam in the classroom • Like most religions on the major ideas and theology Sunni and Shia Muslims agree; • As in many religions the disagreement is over authority and who makes a decision, or who you listen to; • So for teachers it is important we understand in any religion there is more than one way that something is done, or interpreted.

26. Practical activities • Avoid questions that result in recall or comprehension answers ; • Ask questions that demand analysis, application, evaluation and synthesis; • Deploy games and dialogue that build up confidence in using religious terminology, e.g. Key word quiz; • Use classroom activities that develop thinking skills, and the ability to reference other beliefs.

27. Key word games: idea 1 Last Man Standing • This game is fast-paced, but allows students some time to think! • It also encourages peer learning, as students will pick up on words they hear others speaking; • To play the game: • Grab a ball and have all the students form a circle. Name a category or theme, ‘Islam’; • Begin by tossing the ball at a student. That student will shout a word related to the theme and throw the ball to another student; • As each person catches the ball, they need to come up with another word that fits the theme; • If they repeat a word that has already been said or can’t think of a new one within a few seconds, they are out and must sit on the side-lines; • Don’t worry, they’ll still be learning!

28. Key word games: idea 2 Pictionary! • Make your own game by writing Muslim people, places or things on note cards and give them to your pupils to either act out or draw. • To play the game: • Divide the children into two teams • Have one member from each team act out or draw a picture from Muslim history, culture or the Qur’an. • Other team members try to guess the correct word. • If the team gets it within a few minutes, they get a point. • The team with the most points at the end of the night wins. • Have props for your pupils to use during the game • Give younger pupils more time to guess or help them come up with Muslim people, places and things. • You can use the game with other religions!

29. And finally… ‘Religious literacy helps you move from tolerance to respect’ Prof Adam Dinham • What teacher’s need to do differs depending on school and community context; • Regular conversations in our classrooms helps pupils build up their ability to discuss religion with respect and curiosity • Ensure we as educators keep up with current developments within any religion

30. Wrap up Any questions?

31. Contact us For further information about the webinar series and how Interfaith Explorers can support you visit: www.interfaithexplorers.com or contact Rokhsana Fiaz OBE Chief Executive Maimonides Interfaith Foundation rokhsana@maimonides-foundation.org