Stage 3: Islam Class

The weekly course or get-together stage, between experienced (or even inexperienced) workers and the community’s new Muslims. The important attribute here is a modest Islamic studies background to be able to prepare topics and not speak about anything you don’t know. As for having experience with new Muslims, while preferred, I’ve also found it interesting when those without such experience, when they get together with a group of new Muslims, they then develop inshaa’Allah a new appreciation for their fragile circumstances and need for nurture.

But this is a course, as long as a few college credits, with lessons, but without homework or tests except at the discretion of the instructor. It is for empowering new Muslims in the numerous dimensions of Islamic studies.

Go over the most important points they need to know, tell them what may help to increase their iman with it, explain important issues that separate Ahlus-Sunnah from the deviated groups^[1]Many ethnic Muslims prefer to brush over, ignore, and deny that the Muslim ummah consists of numerous opposing sects. Yes, the truth is one, and it has not changed in 1400 years, and those who have … Continue reading and then say basically “whoever wants to learn more about this subject, then they can read this book, or listen to this lecture series.” This should instill within the student the desire to learn and research about Islam on their own and foster a respect for knowledge. The instructor should also furnish the student with the best advice on where to go and where not to go on the internet for their Islamic needs. I do my best to summarize that material and present these classes like any other dars while allowing on-topic q/a throughout. I would hand out each student a note sheet for the class and I would list for them some recommended links/books. The class would consist of explaining that sheet, point by point, word-by-word, based upon what the teacher has studied. And I recommend at some point during the course a “teacher evaluation sheet” and brief quiz to see what direction the classes need to turn to if the students are dissatisfied in any way or are not benefitting. If tests were an announced part of the curriculum, then something really treasured (like the 10-volume Tafsir ibn Kathir, or 3-volume History of Islam) should be offered to the students for their patience with the project, and perhaps a pizza party at the end. The fear of an upcoming test should not prevent a student from attending, hence, it may be better to be unannounced. If the teacher wants, he may ask the students in the beginning of the semester about testing and if they sound eager, then he can be more flexible with them. But the main goal is understanding and digestion of the knowledge.

Before the class, the teacher should find out what time works best for all the students. Some reverts, unfortunately, are incredibly busy, with multiple jobs and perhaps school on top of that and even families to take care of. The instructor may find himself, in those situations, having to give the lessons more than once, or recording the lessons for those unable to attend yet desiring benefit.

When dealing with reverts, they may have questions/dilemmas/issues, the discussion of which could occupy entire class periods. Thus, it is best to only allow on-topic questions of clarification and understanding during the class time whilst making one’s self available before or after the scheduled class for those particular issues. And of course, there are some questions they may have during the first and second stage which are whole course topics. Try to delay going into detail on those subjects until the actually course. However, another approach to this course would be to allow issues like that to even take center stage and dominate an entire dars, if the instructor is capable enough of providing useful information and tarbiyah for all present in the process. In other words, this could essentially be, instead of a formal “course”, a weekly “new Muslim club” type thing, where the instructor/mentor has topics prepared, but isn’t afraid to abandon them should more pressing issues demand the floor.

Some may look at this curriculum and find it to be a lot, but I am not apologetic for that, since the time has come, for us not only to be religious Muslims, but to be knowledgeable Muslims.

I believe the class should be with few enough students that the environment remains intimate and people feel open to sharing feelings and asking “stupid questions”.

Course objectives:

• Foster yaqeen in the hearts/minds of new Muslims for Islam so that no matter what happens in life, they still call themselves a Muslim and do not lend an ear to the proselytizing and doubts of other sects and religions.
• Provide the initial foundation for learning the Arabic language and recitation of the Qur’an
• Create a sense of belonging and understanding within the Muslim for where he/she is in the world of Islam and Muslims.
• Provide a strong and rounded framework for understanding all that the attendee reads and hears about Islam – and being able to recognize whether what he/she hears and reads from is from authentic and researched sources or not.
• To aid the new Muslim in enjoying and understanding all aspects of Islam and be able to follow along with other Muslims that have more experience in those topics when being discussed—as sometimes the new Muslim is “lost” when more experienced/educated Muslims are talking about Islamic subjects.
• Giving the new Muslim the knowledge and skills to be able to learn about Islam on their own and find the answers to questions that they come upon later in life (research methods).
• Allow the new Muslim(s) to build a close rapport with the instructor(s) to feel comfortable to share information on problems happening outside the classroom—for the Muslim to realize that anything standing in the way of, or threatening, their practice of Islam, must be addressed.

NOTE: It is assumed that the attendee has the most basic knowledge of the pillars of Islam and Iman and knows how to perform ablution and pray the obligatory prayer. One who does not have that knowledge should sit with someone until they understand and adhere to these pillars at least before sitting in the class and learning what stems off of these pillars, and preferably, what was outlined in the previous stage.

Each class should contain four parts to it, first being a history lesson, then an ‘aqeedah lesson, then a brief fiqh lesson and lastly a brief Arabic lesson. Same-gender instructors could also do the Arabic and Quran separately, in essence removing this element from the class.

Classes could be once-a-week at best. They should be no less than once every two weeks so that the learning is steady and progressive and no more than twice weekly for any one student so as not to overload them and give the instructors time to prepare. Also, classes might best be held in a classroom if possible, so that formality and responsibility is felt, as opposed to a home or any other establishment apart from the masjid, unless intimacy is desired and the “homely” welcoming feeling, if all students and instructors are same gender.

History lessons explain the names and events that we continue to hear of today and still play an impact in our lives. History classes are not to be at college or even high school level. Such lessons give a brief entertaining and informative story of the most important and interesting events, with suggested videos and links for whoever is curious to learn more. Lessons should give special attention to those events that may be spoken about from time to time amongst the Muslims, and on the minbar, so the new Muslim is aware of the subject matter and knows how to learn more should they desire greater detail.

Arabic lessons are for helping the students read/recite the Arabic Qur’an. Teaching them the letters, helping them read words, and by the end of the course, be able to read well enough to practice on their own. I designed this course to teach Arabic, letter by letter, which was how I learned. I have observed in the past that teaching new Muslims the entire alphabet in one sitting is very time consuming and only the most intelligent and hard-working and quick-learning can keep up with it—most are not of that caliber, and I know I wasn’t. The course is not designed to teach grammar or significantly build vocabulary. However, the instructor(s) should hand out Arabic studying aids and vocabulary sheets that can be easily reviewed by the students and satisfy the thirst of the eager and hard-working among them. There is no expected homework for any lesson of the “Introduction to Islam” course except study and review of the Arabic portions of the classes. It is hoped that converts, after completing the course, continue learning tajweed and Arabic.

Fiqh lessons will cover specific issues and chapters of Islamic fiqh. For those chapters that may be immediately important to them, like najaasah and at-tayammum, there will be more detailed coverage. But for those chapters of less than urgent import, like hajj, will simply receive a brief overview.

The ‘aqeedah lessons would deal with more topics than are dealt with, in detail, in any single English volume. There are a few books that cover the six pillars of iman, along with some important messages about tawheed, but I do not know of a single one of them that includes discussion of the jinn/shaytaan, even though some books have been singled out for that topic. The best single volume book about the Islamic Aqeedah that is easy for beginners to understand is Shaykh Saalih al-Fawzan’s Guide to the Authentic Islamic Creed. The ‘aqeedah portion of the class is really the most important part, and that cannot be stressed enough. It is the ‘aqeedah of a believer which keeps him strong and drives him to continue practicing Islam when he feels tired or overwhelmed. Other topics are dryer but ‘aqeedah is what puts true life in a believer and makes them a believer.

Keep in mind, these are suggestions.

Class One –

History: The world before prophet-hood was placed among the Arabs, and the early life of the Prophet Muhammad ﷺ before prophethood, and the beginning of revelation, till public preaching began, and the first migrations to Ethiopia.

Aqeedah: Laa ilaaha illa Allah [meaning, implication, evidences, conditions, and importance]

Fiqh: Najaasah, wiping over socks/shoes, tayammum.

Arabic Reading: alif, baa, taa, thaa. The students learn that Arabic has 3 types of words (اسم فعل حرف), and the fathah.

 

Class Two –

History: Till the battle of Al-Khandaq, approximately.

Aqeedah: At-Tawheed (the three classes of tawheed and deviations in each class); also, where is Allah.

Fiqh: Salaah – clarifying and distinguishing conditions, pre-requisites and recommended acts; prayer of the traveler; prostration of forgetfulness. Also, mention some aspects of covering the ‘awrah, praying on time, and when the Sharee’ah is flexible/adaptable versus what a Muslim should never compromise on with their salaah.

Arabic Reading: jeem, Haa, khaa, waaw; the dhammah.

 

Class Three –

History: The treaty of Hudaibiyah; the next ‘umrah; khaybar; fath Makkah; Hunayn; Tabook; Hajj Abu Bakr and Ali; Fairwell prilgrimage; the death of the Prophet Muhammad ﷺ.

Aqeedah: Shirk

Fiqh lesson: Janaazah: washing the body, praying over it and burial

Arabic Reading: daal, dhaal, yaa; the kasrah.

 

Class Four –

History: The khilaafah of Abu Bakr, Umar, and the early part of ‘Uthmaan’s caliphate

Aqeedah: Eemaan and Kufr

Fiqh: zakaat; buying/selling (al-bai’) and ribaa; a Muslim’s stance towards wealth, and the differences between Islamic economics versus capitalism and Marxism.

Arabic Reading: raa, zaai, sukoon.

 

Class Five –

History: Fitnah times of Uthman, Ali, Mu’awwiyah and al-Hasan

Aqeedah: Faith in the Angels

Fiqh: fasting the month of Ramadhan, i`tikaaf, zakat al-fitr, and voluntary fasts throughout the year.

Arabic Reading: seen, sheen; shiddah.

 

Class Six –

History: Umayyad khilaafah period

Aqeedah: Faith in the Divinely Revealed Books; compilation of the Quran; inimitability of the Quran; tafseer; proper Muslim stance towards the Bible.

Fiqh: Hajj

Arabic Reading: ‘ain, ghain; “Al” al-ta’reef.

 

Class Seven –

History: Abbasid khilaafah pt. 1 – their revolution and a century of strength

Aqeedah: Faith in the Messengers, finality of prophethood; rights of the Prophet Muhammad ﷺ

Fiqh: The Sunnah: definition, status and ruling, divine preservation, approach to following the Sunnah; authenticity classification.

Arabic Reading: faa’, qaaf, kaaf; Hamzah al-wasl.

 

Class Eight –

History: Abbaasid Caliphate pt. 2 – centuries of weakness with intermittent periods of strength, some of the countries that split off completely or administratively with nominal recognition.

Aqeedah: Faith in the Last Day [Signs of the Day of Judgment, Life in the Grave, the Day of Resurrection, Paradise and Hell]

Fiqh: Marriage/Family fiqh

Arabic Reading: laam, meem, noon; learn that there are two types of sentences in Arabic (Ismiyyah, fi’liyyah).

 

Class Nine –

History: Andalus and other Islamic countries that split off from the Abbaasid’s.

Aqeedah: Jinn and Shaytaan

Fiqh: Inheritance and wasiyyah in Islam.

Arabic Reading: haa, Saad, dhaad.

 

Class Ten –

History: The Ottoman Empire

Aqeedah: Qadaa’ wal-Qadr

Fiqh: Da’wah; Purification of the Soul

Arabic Reading: Verbs – 3 tenses: past, present, command.

 

Class Eleven –

History: Colonialism; Muhammad ibn Abdul-Wahhaab and other anti-colonial movements before the 20th century.

Aqeedah: etiquette with the Muslim rulers; stray Islamic sects;

Fiqh: Seeking knowledge; respecting the scholars; learning why scholars differ; changing fiqh opinions (with a brief history of the transformation of fiqh and development of madhhabs); praying istikhaarah; and how to research a new issue that affects you (for example: organ/tissue donation, democratic voting process, etc) in light of Islam. All this can be done in context of explaining the hadeeth: The halal is clear and the haram is clear and between them are doubtful matters which only few people know of…

Arabic Reading: 3 cases (marfoo’ mansoob majroor).

 

Class Twelve –

History: Post-caliphate/Post-colonial Muslim world

Aqeedah: Al-walaa’ wal-baraa’, loving and defending all the Muslims, hating all sinners and disbelievers according to the amount of their sin; “love the sinner, hate the sin” (?);

Fiqh: hijrah, jihad, and the Islamic court system (Qadaa’, hudood, witnesses, lawsuits, etc) [the connection between these three items is their connection to an Islamic state; what about their application elsewhere?]

Arabic Reading: signs in the mushaf: qilee, Silee, jawaaz al-kull, laa no stop, meem mamnoo’ al-istimraar.

 

As mentioned previously, each class will follow a set plan, and the major topics of the day should be as revealed above. When a teacher comes to class, he/she gives each student an outline of the day’s topics, and they go through the outline together, with power point slides and perhaps listening to a few ayat about the topic. I highly recommend the teachers to read up as much as they can about each topic before making the presentation, because the questions new Muslims come with, sometimes can be very minute, and other times be very broad.

Although the topics might seem broad and massive, how do you possibly expect to cover one of those “lessons” in a couple hours!? I strongly believe as Einstein said–paraphrasing–a sign of true understanding and genius is being able to simplify the complex, relate was is far, and clarify the confusing. That is often done with fewer, not more, words. Basically explaining that such a concept in Islam exists, how it was understood during the Prophet’s time, how it relates to us and how we can apply it.

This educational stage is what should really help create an Islamic worldview. As for guaranteeing a person’s steadfastness upon the faith, that is only for Allah. Do not forget to recommend the new Muslim read my advices in the site for other matters. Perhaps one of the greatest methods of guaranteeing a person’s steadfastness is marrying (if eligible) a spiritually mature, patient and conservative Muslim that was born and raised in the same country, like a second generation immigrant or convert.

And Allah knows best!

If you have experience with this or another program for integrating and properly educating new Muslims that has witnessed success, or even dismal failure, please contact me with your experience. I’d like to know and learn from your experience and mistakes before I make my own! I can add your experience or documents to this page if it would be beneficial to others. Jazaakum-Allahu khairan.