Principal ethical teachings of islam

Islam22 indicative hoursThe focus of this study is the contribution of significant people, ideas, practices and ethical teachings to an understandingof Islam as a living religious tradition. The study of Islamis to be of the WHOLE tradition where applicable.Syllabus Outcomes: H1explains aspects of religion and belief systemsH2describes and analyses the influence of religion and belief systems on individuals and societyH4describes and analyses how aspects of religious traditions are expressed by their adherentsH5evaluates the influence of religious traditions in the life of adherents H6organises, analyses and synthesises relevant information about religion from a variety of sources, considering usefulness, validity and biasH7conducts effective research about religion and evaluates the findings from the researchH8applies appropriate terminology and concepts related to religion and belief systemsH9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms.Incorporating a Catholic emphasis:In approaching the teaching of this unit within the context of a Catholic Religious Education program it is expected that:1.Each lesson would begin with prayer that is meaningful for students and pertinent to current local and global occurrences. Where possible prayer should incorporate references to Church teachings and lived experience that relates to the content of the unit.2.At some stage in this unit Catholic teaching regarding interfaith dialogue should be referred to. Catechism of the Catholic Church:842The Church’s bond with non-Christian religions is in the first place the common origin and end of the human race: All nations form but one community. This is so because all stem from the one stock which God created to people the entire earth, and also because all share a common destiny, namely God. His providence, evident goodness, and saving designs extend to all against the day when the elect are gathered together in the holy city.843The Catholic Church recognises in other religions that search, among shadows and images, for the God who is unknown yet near since he gives life and breath and all things and wants all men to be saved. Thus the Church considers all goodness and truth found in thesereligions as ‘preparation for the Gospel and given by him who enlightens all men that they may at length have life.’856 The missionary task implies a respectful dialoguewith those who do not yet accept the Gospel. Believers can profit from this dialogue by learning to appreciate better ‘those elements oftruth and grace which are found among peoples, and which are, as it were, a secret presence of God.’3.At the conclusion of this unit of study students will complete an activity on how the study of Islamhas assisted them to reflect on their Catholic faith in relation to such areas as personal witness, commitment to liturgical practice and awareness of Church teachings on issues of interfaith dialogue.

Students learn about:Students learn to:Suggested Teaching and Learning Strategies/ResourcesSignificant People and Ideas the contribution to Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:Khadijah Bint KhuwaylidA’isha Bint AbuBakarFatima Al ZahraImam MalikImam Abu HanifaImam Al-ShafiAbu ali Hussein Ibn SinaRabi’a al-Adawiyya Al-Ghazalianother person or school of thought significant to Islamexplain the contribution to the development and expression of Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:–Khadijah Bint Khuwaylid–A’isha Bint AbuBakar–Fatima Al Zahra–Imam Malik–Imam Abu Hanifa–Imam Al-Shafi–Abu ali Hussein Ibn Sina–Rabi’a al-Adawiyya –Al-Ghazali–another person or school of thought significant to IslamPreliminary link: Identify the contributions of the individual or school of thought in regard to beliefs, sacred texts, core ethical teachings and expression of faith. 1. Provide details about the life of the individual or the establishment of the school of thought.(See bibliography for a list of sites relating to the individuals named in the Syllabus)a. Examine the social, cultural and historical context of the individual or the establishment of the school of thought-Students research the social and cultural contexts of the individual using the internet or library based research. This could be done by dividing the class into three groups and having them separately research culturalcontext, social context and historical content-Use textbooks or Class handout to provide an overview of the principal historical and religious development of Islamup to the time of the individual or school of thought-Use visual media to inform an understanding of the cultural and historical context-Outline the initial relationship of the individual or school of thought to Islam.b. Clarify the issues, events, situations which the individual or school of thought addressed -List the significant issues of the religious tradition at the time of the individualor school of thought-Align these issues in relation to the characteristics of religion studied in the Preliminary course:beliefs, sacred texts, ethics and ritual. -Discuss reasons why the issue(s) was seen as significant by the individual or school of thought.Writing task: Describe the context that gave rise to the teachings/reflection of X. 2. Describe the teachings of the individual orthe school of thought.a. Establish the role of the individual or school of thought within the Islam-Outline the position held by the individual or school of thought within Islam-Discuss the importance of this role in regard to its potential to bring about change.b. Examine gender issues where applicable in relation to the individual or school of thoughtc. Clarify the central teachings of the individual or school of thought. -Students use a variety of sources to list the main teachings of the individual or school of thought-Develop a comparison table using two columns, one showing the innovationof the individual or school of thought andthe other the beliefs or practices of Islam that were addressed.

the effect of that person OR school of thought on Islamanalyse the effect of this person OR school of thought on Islam3. Examinethe contribution/changes made by the individual or school of thought to thedevelopment and expression of Islam-Students discuss which of the contributions/changes were more significant and analyse why they this was the case-Students align the changes brought about with the key teachings of the individual or school of thought-Students examine the use of sacred texts in support of these contributions and changesAssessment: PowerPoint presentation:In small groups students synthesis material to complete a ppt summary: The contribution of X to the expression of belief in Islam4. Analyse the impact of this person or school of thought on Buddhisma. Immediate impact of the individual or school of thought on Islam-Summarise available resourcesin regard to the immediate impact-Summarise resourcesunder the headings: contribution made,significance at the time of the change, significance to the development of the traditionc. Continuing impact today onIslam-Discuss the boundaries of the individual or school of thoughts impact –was it confined to one part of the tradtion and if so, where? Was it universal in application?-Debate –‘Islam was indelibly changed because of X ’Affirmative: Individual or school of thought brought change to Islam. This may not have been across the whole tradition but is significant enough to have brought a response from a large sector of believers. For example it maybe confined to one expression (Sunni, Shi’ia...)or one region.Negative: Individualor school of thoughtmerely responded to what would have been inevitable changes in Islam. The change was confined to such a smallpercentage of the Muslim population that it did not have far-reaching impact.-Peer assess the debate using a criteriato ascertain what were the strengths and weaknesses of both sides, indicating whatargumentsweremissed by either side.Writing task:Analyse the role of X in contributing to the understanding and expression of Islam

EthicsONE of the following areas of ethical teaching in Islam: –bioethics–environmental ethics –sexual ethicsdescribe and explain Islamic ethical teachings on bioethics OR environmental ethics OR sexual ethics5. Describethe ethical teachingsof Islam(See bibliography for a list of sites that will assist the teaching of this component of the Syllabus)a.Preliminary link: Review the ethical teachings ofIslam and the process of Islamic jurisprudence–the Qur’an–the Sunna and Hadith–ijma’ –consensus among religious leaders –qiyas –comparison with teachings of the Qur’an or HadithPreliminary link review task:Writing task: Explain the process of Islamic jurisprudence in determining what is halal or haraam.a.A basis for studying the teachings of Islamon bioethics, sexual ethics or environmental ethics-Define for the classthe parameters of the branch of ethics chosen for study-Provide studentswith excerpts from the Qur’an and the Sunna which deal with ethical area chosen for study. Use these as a source of reference throughout the study of ethics.-A summary of the process of b. Identify the teachings of Islam in relation to one area of ethicsExaminespecific examples which illustrate the central teachings of Islamon bioethics.It is suggested that twoareas be studied.For example, cloning, IVF, abortion, euthanasia, stem cell research.ORExamine specific examples which illustrate the central teachings of Islamon environmental ethics.It is suggested that three areas be studied.For example, global warming, deforestation, issues of population (growth, regional shift), salination, alternative energies.ORExamine specific examples which illustrate the central teachings of Islamon sexual ethics.It is suggested that three areas be studied.For example, pre-marital sex, homosexuality, gender roles and discrimination, intimacy, contraceptionc Explain the teachings of Islam in relation to one area of ethicsWith reference to the Qur’an and interpretations given through the process of jurisprudence explain the teachings of Islam in relation to the area of study chosen.Writing task: Describe the ethical teachings of Islam in relation to X. Using references from sacred texts