Approachtolearnquran

1. D-1 Appendix D: Understand
In the name of Allah, the Most Beneficent, the Most Merciful
APPENDIX D: A SIMPLIFIED AND PRACTICAL
METHODOLOGY OF LEARNING TO UNDERSTAND THE
QUR'AN
‰Â ï¾

2. ÷ú ÷’òŠçŽÂ’ïOÀô óÈÀ¡ÂŒì’ó¦¢ûÂȾŠìŠóÈÂ
And We have indeed made the Qur'an easy to understand and remember, then is there any that will
remember (and receive admonition)? [Al-Qur'an, 54:17].
ʧ¢¦’󊘒󦦌óÌÂÉ¢ÂMïŠÀ¬ óÈ þ «¢¡¦ÂÂ¥¾OóƽȰ¢¦÷îŠóʤÉÁ¢ü’óÄûȢƧ¢¬ ï
(This is) a Book (the Qur'an) which We have sent down to you, full of blessings that they may
ponder over its messages, and that men of understanding may receive admonition
[Al-Qur'an, 38:29].
ÉÁ¦ÈÂÈ°þøMôßÈÂÈÀ¡ÂŒì’ó¦öMôà«ú÷öŒï»7Ê…¦É¾ÇȰȾ¢ŠëȾ¢Šë9ÈÀ¢Mèߎú¥ÈÀ¢ø’°ßúß
ÄÊ°¢¼¦’ó¦
Uthman ibn 'Affan (may Allah be pleased with him) relates that the Messenger of Allah (peace be
upon him) said: The best among you are those who have learnt the Qur'an and teach it (to others)
[Bukhari].
Ⱦ¢Šë7Ž¦üó¦Žúß9ȨÂÂÿŽ¥È¢úß
öŽ ŠôߪŠóÄû¢Móʤöü¥þûÇÈ°¦¾¬ÈÂÊ…¦È§¢¬ ïÈÀŒô¬…¦Ê©¥ú÷
ª¥ çÆ¿ŠëÞø¬³¦¢÷ÈÂ
ö ôÈ÷ÉÁ¦ÈÂÈ°

3. ÉÁ¾ü ßúø çÉ…¦öÿŠïȯȝŒ¨Šð Ÿ¢Šôø’ó¦ö¬Mè·ÈŒ¨ø·Âó¦ö¬ ÌŠãȝŒ¨ü ðÈó¦
On the authority of Abu Hurairah, may Allah be pleased with him, that the Prophet (peace be
upon him) said: No people gather together in one of the houses of Allah, reciting the Book of Allah and
studying it among themselves, without tranquility descending upon them, Mercy (of Allah) enveloping them,
the angels surrounding them, and Allah making mention of them amongst those who are with Him
[Muslim].
Learning to understand the book of Allah is of the utmost importance after having received basic
education. We have emphasized the importance of hifz and have consequently seen miracles in
terms of young children memorizing the entire Qur'an. However, understanding the Qur'an,
which is one of the most important rights of the Qur'an, has not been given due attention. One can
find numerous verses asking us to ponder over Allah's Word, not just understand it. InshaAllah, if

4. D-2 Appendix D: Understand
proper attention is given to the actual understanding of the Qur'an, similar miracles will be
evidenced.
The methodology of learning presented below enables the reader to understand the meaning and
the message of the Qur'an while reciting it in Arabic. In this methodology, the primary focus is
on the vocabulary. In principle, if you take out those words which occur repeatedly, the total
number of words in the Qur'an may well be around 2000!!! Allah Subhanahu wa ta'aala has
revealed His book which contains such a small number of words. This is another miracle of the
Qur'an.
Three approaches of learning have been outlined below. Any one of these can be used depending
on individual circumstances of the student. Approaches B and C have been implemented very
successfully in different places. More and more people were attracted because of the simplicity
and practicality of these approaches. These approaches need not be strictly adhered to and can be
altered according to one's preferences and/or practical experiences. The only prerequisite here is
that one should be able to recite the Qur'an.
A. INDIVIDUAL APPROACH
For those who want to study the Qur'an by themselves, the following approach is suggested.
1. In the beginning, spend some time on Appendix B. It may be emphasized here that you need
not master this appendix to proceed further.
2. Start from the beginning of the Qur'an, i.e., from Surah Al-Fateha.
3. Go page by page or Ruku by Ruku or whatever part of the Qur'an you are comfortable with.
Initially you may need more time for understanding a page or Ruku. However, as you
progress, you will be able to do better because the number of new words in each part (Juz')
decrease drastically.
4. For each part (a) memorize the meanings of new words (it is highly recommended to use
The Easy Dictionary of the Qur'an / Vocabulary Cards) ; (b) read the boxed translation and
try to connect the Arabic verse with its meanings; and (c) check and correct your
understanding of the verse with the translation provided on the left column.
Once you start understanding the Qur'an, you will feel a huge difference in terms of your
attachment with the Qur'an.
B. GROUP APPROACH
In this approach, a group of people decides to learn the book of Allah together. In addition to the
steps followed in the individual approach, the following will benefit the participants:

5. D-3 Appendix D: Understand
1. Reminder: The first five minutes of the class could be used for discussing reminders based
on the Qur'an and Hadith. It should be remembered that mere learning of the language and
acquiring self satisfaction that we have learned the Arabic of the Qur'an would not be
sufficient for true guidance, unless it is followed by living the Qur'an by reciting it daily and
trying to implement its commandments.
2. Previous Session Review: A review of the previous class may be conducted. This may take
another five minutes. This review not only reinforces the students' learning process but also
establishes the continuity of the verses to be covered in the current session.
3. The Main Part:
• One of the participants recites the first verse or just a part of it. He then reads each word
and its meaning. After this, he reads the verse again with the translation of the whole
verse (or the part which he had recited).
• The next participant continues from where the first left off. The process is continued until
all the participants have taken their turns. Consequently, a section or a number of verses
are covered in one session.
4. Summary: In the last five minutes of the class, the group conducts a review of what was
covered in the present session.
5. Homework -1: The participants are strongly encouraged to carry the vocabulary cards
corresponding to the section or verses being studied with them all the time. Everyday, till the
next class, they spend just a minute or two to scan over the card(s) and try to memorize the
meanings of new words written on the cards. This makes the whole learning process of
memorizing the meanings of new words and more importantly, retaining, remembering, and
living the message of the Qur'an very efficient and effective. These cards are presently being
prepared and will be printed soon and/or published on the Internet InshaAllah. If cards are
not available, 'The Easy Dictionary of Qur'an' by Shaikh Abdul Kareem Parekh can be used as
an alternative.
6. Homework -2: Each participant is asked to memorize the meanings of the next section (or
the verses) to be covered in the next class.
C. TEACHER-AIDED APPROACH
1. TEACHING TOOLS
1. Two white (or black) boards with erasable color markers. One board is used for writing a
verse or part of it along with the meaning of every word right below it while the other board is
used for practicing basic Arabic grammar.
2. Posters displaying basic grammar tables (provided in Appendix B).

6. D-4 Appendix D: Understand
2. SYLLABUS ITEMS
1. Word-for-word translation of the Qur'an.
2. The Easy Dictionary of the Qur'an (if available).
3. Vocabulary cards (if available): Each card should contain the words and their meanings of
about one page or whatever part you are comfortable with, either a Ruku or its half.
3. SUGGESTED RULES OF TEACHING
The teacher should try his best to live the Qur'an by (i) trying to complete the plain recitation of
the whole Qur'an within a month, and (ii) following its commandments in his day-to-day life. It is
his sincerity, his trust in Allah, and his consistent effort that will enable him to receive Allah's
help in performing this task effectively.
1. Reminder: The first five minutes of the class could be used for giving general reminders
based on the Qur'an and Hadith. Special attention should be given to daily recitation of the
Qur'an. It should be duly emphasized that mere learning of the Qur'an is not enough, unless it
is followed by living the Qur'an by reciting it daily and trying to practice it.
2. Simple grammar: Brief and basic grammar could be covered in the next five minutes. In
each class, the teacher selects a commonly occurring verb in the Qur'an and repeats the
grammar table (see Appendix C) for that verb. In order to make the class interactive, each
student is asked to repeat at least two verbal forms.
3. Previous Class Review: After this, a review of the previous class may be conducted. This
may take another five minutes. The teacher asks all students to listen to him. He then recites
verses that were covered in the last class. He stops at each verse or part of a verse and asks
the meanings of important words. This review not only reinforces the students' learning
process but also establishes the continuity of the verses to be covered in the current session.
4. The Main Part: The teacher writes the first verse or a part of it on the board. If he is unable
to write the full verse, he writes the important words of that verse.
• The first student sitting on the teacher's right side recites the first verse or just a part of it.
He then reads each word and its meaning. After this, he reads the verse again with the
translation of the whole verse (or the part which he had recited).
• The teacher repeats the whole verse word by word along with its meaning. This repetition
helps the students reinforce the meanings in their mind. He emphasizes the meanings of
certain words and shows their link to the various forms on the grammar chart, wherever
appropriate.
• The teacher may take three to four minutes to explain the meanings of that verse.

7. D-5 Appendix D: Understand
The next student continues from where the first left off. For each verse, the teacher may
write the whole or part of the it on the board. The process is continued until all the students
have taken their turns. Consequently, a Ruku or a number of verses are covered in one
session.
5. Summary: In the last five minutes of the class, the teacher recites the whole Ruku again. He
stops at every new word that is covered in the session. This exercise further enhances the
retention of the meanings of the new words.
6. Homework -1: The teacher distributes vocabulary cards, if possible. The students are
strongly encouraged to carry these cards with them all the time. Everyday, till the next class,
they spend just a minute or two to scan over the card(s) and try to memorize the meanings of
new words written on the cards. This makes the whole learning process of memorizing the
meanings of new words and more importantly, retaining, remembering, and living with the
message of the Qur'an very efficient and effective. These cards are presently being prepared
and will be printed soon and/or published on the Internet Insha'Allah. If cards are not
available, 'The Easy Dictionary of Qur'an' by Shaikh Abdul Kareem Parekh can be used as an
alternative.
7. Homework -2: The student is asked to memorize the meanings of the next Ruku (or the
verses) to be covered in the next class.
5. ADDITIONAL TEACHING GUIDELINES
1. Students are shown a number of times a word which has been used repeatedly in the Qur'an.
This can be done especially for commonly occurring words. For example, the prepositions ʾ ,
úº ÷ , ʧ , ç , Šôß , and Šóʤ , have occurred 3656, 3221, 2538, 1692, 1439, and 737 times,
respectively! A teacher may look up in the famous Qur'an Index öŽÂŠð’ó¦ÊÀ¡ÂŒì’ó¦Ê·¢Šè’óŠ˜ ó²Â Šèø’ó¦ö´àø’ó¦
to find for himself the number of times a word and its derivatives have been used in the
Qur'an. Two examples of many are: Ⱦ¢Šë and its different forms (around 1700 times); and ÈÀ¢Šï
and its different forms (around 1300 times). This information is a great encouragement to
students. They return home with a feeling of having learnt the meanings of a number of
words in the Qur'an in just one session.
2. The student fixes a black/white board near the dining table or any other prominent place in his
home. Everyday, he writes just one line or a part of a verse for his family. Such a practice
will benefit him in numerous ways.
• He learns much faster and better, as the best way to learn is to teach.
• He gets his family members involved effectively in this process, thereby fulfilling a
part of the responsibility of being a good ra'ee (caretaker) of the family.
• This is a simple learning process for his family too! It is extremely easy for every
family member to devote five minutes and discuss that small part of the verse at some
suitable time during the day, preferably when all the family members are together.
• Further, he prepares himself to become an effective teacher in the future.

8. D-6 Appendix D: Understand
3. For a couple of sessions in the beginning, the teacher covers the last ten or fifteen Surahs of
the Qur'an and those prayers which are recited in the Salah. This not only helps one
understand what one reads everyday but also enhances the student's appreciation of Arabic
sentence structure. Furthermore, through these Surahs, he memorizes many words commonly
occurring in the Qur'an. This gives him a smooth start for studying the Qur'an in depth. In
our daily prayers and azkar, we recite around 200 words and 50 sentences. There are spiritual
advantages too. The student develops a stronger relationship with Allah, His Messenger, His
Book, and pious brethren.
4. In every class, the students are reminded of the importance of this learning process with the
help of the Qur'anic verses and Ahadith. Thus, their interest is retained throughout the course.
¢üŠô¦Çöü ¾ üŠó¢ü ç¦Â¾ÿ¢³ú ÀMó¦ÈÂ
As for those who strive hard in Us (Our Cause), We will surely guide them to Our Paths [Al-Qur'an
29: 69].
¦È¯Ê¤þà÷¢ûȢȝŽ¥Ä ¾¦ßúŠÛ¾ü ߢûÈ¢D¢à«É…¦É¾Œì7

9. Ž¦üó¦È¾¢ŠëȾ¢Šë9ȨÂÂÿŽ¥È¢úß
öü÷‰Â»‰œŠô÷ çþ«ÂŠïȯ‰œŠô÷ çŽûŠïȯÌÀʤÈÂÊÈ’èû çþ«ÂŠïȯ þÊÈ’èû çŽûŠïȯÌÀŽœŠçŽûŠïȯ
Žû¢«È¢ÌÀʤȝ¢ß¢¥ þŠóʤª¥ÂŠì«¢ß¦È°Ê¯ŠóʤȧŠì«ÌÀʤȝ¢ß¦È°Ê¯ þŠóʤª¥ÂŠì«‰Â¦ ÌŽ¥ŠóʤȧŠì«ÌÀʤÈÂ
¨³¢÷ú¥¦ÂöôÈ÷ÂÄÀ÷¬ó¦ÂÄ°¢¼¦ó¦Á¦Â°

10. †¨ŠóÈÂÂÿþ¬«È¢ Ìø
On the authority of Abu Hurairah (may Allah be pleased with him) who said that the Prophet
(peace be upon him) said: Allah the Almighty says:
I am as My servant thinks I am. I am with him when he makes mention of Me. If he makes mention of Me to
himself, I make mention of him to Myself; and if he makes mention of Me in an assembly, I make mention of
him in an assembly better than his. And if he draws near to Me a hand's span, I draw near to him an arm's
length; and if he draws near to Me an arm's length, I draw near to him a fathom's length (the length of two
hands stretched apart), and if he comes to Me walking, I rush towards him.
[Bukhari, Muslim, Tirmidhi, and Ibn Majah].
6. SECRETS OF SUCCESS OF THIS APPROACH
I. Involvement of everybody present in the class/group:
Remember the famous saying:
Tell me I forget;
Show me I remember;
Involve me I learn!

11. D-7 Appendix D: Understand
In this method, every effort is made to involve each student/participant in the class/group.
II. Less Brainwork:
Researchers contend that the brain does not learn the two-way translation automatically, if it is
just taught. Translating words and/or sentences from English to Arabic involves extra cerebral
effort. Consequently, in this method, the teacher asks the meanings of the Arabic verses and
words and never vice versa. The objective of the course is not to make the students speakers of
Arabic language. That stage is eventually reached when they finish the entire Qur'an and gain
enough vocabulary.
III. Using Almost all the Means of Memorization:
1. Seeing: Looking at the words and their meanings on the board. The teacher should write the
whole verse or at least new words in the verse on the board.
2. Listening: Hearing the words and their meanings repeated by other participants in the class
and by the teacher.
3. Saying: Saying the words loudly at one's turn as well as when they are being repeated by the
whole class.
4. Remembering it within a context: The teacher provides the context of new word(s) in the
class through discussion. For example, while reciting Surah òº è’óȦ (the elephant), if the
student remembers the meaning of just one word, ò ç, the whole story of Abraha will come to
his mind instantly (if he had heard it from a teacher). Further, once the story is there in his
mind, it will help him remember the meanings of some of those words in the Surah which he
might have forgotten, such as ¨°¢´ ·ÂŠ× .
5. Anchoring: Relating the new word(s) to other commonly known words. For example, the
teacher can help link the word,¾¦àû with the word ¨®¢¦ ß .
6. Repeating: Referring to the meaning again and again at the dining table or from the index
card kept in the pocket. A very famous linguistic expert and writer of the book, How to
learn a foreign language says that the index card is a very efficient means of memorizing the
meanings of new words.
7. Teaching: The students should make every effort to teach the material to others, however
little it might be. Remember the famous saying: The best way to learn a subject is to teach it
to others. One can start teaching without any hesitation at least at his home. Alternatively,
just two or three friends in the neighborhood will suffice. In addition to his learning, the
teacher also fulfills his basic duty of guiding everybody who is under his control and
influence.

12. D-8 Appendix D: Understand
8. Listening to audio tape: The audio tape consists of the recording in the class or a
professionally developed version of the class. A student listens to the audio tape while in the
car or while doing any physical activity at home. Women too can listen to the tape while
performing household chores.
IV.Minimum Grammar:
Grammar is taught in the first five minutes of each session with the help of the two charts given in
Appendix C. A part of the charts could be covered in each session. The teacher helps the
students reproduce the second chart with different verbs.
Natural Way: It should be remembered that one has to develop vocabulary before learning
grammar for the following reasons:
• A child first learns words and then starts linking them together. We speak our mother
tongue fluently without ever learning the grammatical rules. We learn it by repeatedly
listening to our elders.
• Learning grammar before improving vocabulary is like putting the cart before the horse.
Or it is like learning different styles of swimming by moving hands in the air inside a
swimming pool without water. One has to fill the swimming pool with water (i.e.,
increase word power) and then learn to swim (i.e., to connect the words with grammatical
rules).
No dual and feminine gender forms in the beginning: It is of little use teaching verbal forms
and pronouns of feminine gender or dual in the beginning of the course since they are not
frequently used in the Qur'an.
V. Learning Arabic Directly from the Qur'an:
In these classes, the objective of the proposed method is not to teach the students how to write or
speak the Arabic language. It is just to enable them understand the message of the Qur'an while
reciting it. Consequently, from the first class itself, the Qur'an is used for teaching.
• The famous Hadith, The best of you are those who learn the Qur'an and teach it is very
relevant to this approach.
• There is a greater reward for learning through this method. For example, one does not
get any reward for the letters of this sentence: Žû¢ çÆÀ¢MïÉ®¦ŠÀÿ. However, if he practices
learning Arabic from ö ì¬È

13. ÷ƶ¦Â ϦŠÀÿ (a part of verse 3:51), he gets a reward for reciting
each letter!
• Non-Qur'anic words are not taught unless they are different forms of Qur'anic words;
thus, the student is able to link and remember the meanings of the Qur'anic words easily.
For example, in the sentence Žû¢ çÆÀ¢MïÉ®¦ŠÀÿ, ÆÀ¢MïÉ® and Žû¢ ç are not Qur'anic words.
Hence, for a beginner, it is least beneficial to teach Qur'anic Arabic using such sentences.

14. D-9 Appendix D: Understand
HOW TO INVITE PEOPLE TO THIS COURSE
Muslims have divided themselves into many groups, parties, and organizations. Yet, all read the
same Arabic Qur'an. Let us maximize that point of unity. Consequently, this course can be
entitled: Understanding the Qur'an.
SOME CONCLUDING REMARKS:
By the Sun and his (glorious) splendour;
By the Moon as she follows him;
By the Day as it shows up (the Sun's) glory;
By the Night as it conceals it;
By the Firmament and its (wonderful) structure;
By the Earth and its (wide) expanse;
By the Soul, and the proportion and order given to it;
And its enlightenment as to its wrong and its right;-
Truly he succeeds that purifies it,
And he fails that corrupts it!
[Al-Qur'an 91:1-10].
*¢ÿ¢Šô«¦È¯Ê¤ŽÂøŠì’ó¦ÈÂ*¢ÿ¢¸ÓÈÂŽÆøÌó¦ÈÂ
*¢ÿ¢Ìä¦È¯Ê¤ŽòMôó¦ÈÂ*¢ÿ¢Mô³¦È¯Ê¤Ê°¢üó¦ÈÂ
*¢ÿ¢¸Š×¢÷ÈÂʵ̰Š˜’ó¦ÈÂ*¢ÿ¢ü¥¢÷È ¢øÈó¦ÈÂ
¢ºÿÈ°´Œç¢ººø ’󊘊ç*¢ÿ¦Ç¢÷ȉƒèûÈÂ
ȧ¢º»¾ŠëÈÂ*¢ÿ¢Mïȱú÷¶Šô’çÈ¢ ¾Šë*¢ÿ¦’ì«ÈÂ
*¢ÿ¢ÇÈ®ú÷
Anyone who aspires to total success, and is afraid of failure in the life of this world and in the life
hereafter, should ponder over the Quranic verses mentioned above.
The Creation of the Almighty is without flaws or imperfections. Everything in this universe is
functioning within the limits defined by its Creator. Only man is prone to adopt a course not
approved by his Creator. Although the freedom of choice is granted by Allah Himself to test
every human being, the one who choose wrongly will suffer the consequences.
Allah is the Most Merciful towards His wonderful creation, i.e., man. He has promised Paradise
for those who shall act according to the code of conduct fixed by Him. This code has been
bestowed for the guidance throughout the human history. The final edition of this code is the
Qur'an which is revealed in Arabic. Since this is the final edition, He has taken the responsibility
to preserve it.
ÈÀŒÜ 碸ŠóþŠó¢ûʤÈÂÂ’ïOÀó¦¢ü’óÄûú¸û¢ûʤ
We have, without doubt, sent down the Message; and We will assuredly guard it (from corruption).
[Al-Qur'an, 15:9].
It is for our own benefit, rather betterment of our life, to be acquainted with the Guidance. If one
desires to know the subject matter of the Message of his Creator, he can get it through any of the
translations of the Qur'an. But it is not the same as understanding the Qur'an directly from the

15. D-10 Appendix D: Understand
Arabic text. One should try his best to learn the original language of the Qur'an. It will
inshaAllah be very easy because Allah himself has promised:
‰Â ï¾

16. ÷ú ÷’òŠçŽÂ’ïOÀô óÈÀ¡ÂŒì’ó¦¢ûÂȾŠìŠóÈÂ
And We have indeed made the Qur'an easy to understand and remember, then is there any that will
remember (and receive admonition)? [Al-Qur'an, 54:17].

17. Sw if t Lo g ic a l
21Qu est io n s An y o n e Gu id in g t o Al l a h w il l be a sk ed
Prepared by Muhammad Alshareef; © 2003 AlMaghrib Institute
[1] Question: The
Polygamy question.
Plural marriage vs. plural mistresses
If in the U.S. the culture and the law allow a macho man to have 1 or 4 or
15 mistresses – why should we condemn Islam for making those men
legally responsible for the women?
Plural marriage is not new to the Bible or the Torah. Islam did not initiate
it; Islam regulated and fought the injustice that was happening in plural
marriages.
[2] Question: Men
polygamous, why not
women?
It’s not fair? Does fairness mean I must get half the orange and you get
half? Or can fairness be I get the peel, you get the fruit?
There is no denying it, men are polygamous by their nature, and women
are monogamous by their nature.
If God legislated it like that, doesn’t He know what He created?
[3] Question: Are women
oppressed in Islam?
Most likely someone thinks this because of the Muslim woman’s head
covering. So, that thinking tells us that the more clothes a woman takes
off, the more liberated she is. Therefore, according to this belief, the most
liberated women are pornography models.
To a Muslim woman liberation is to be respected for who she is not what
she looks like.
A Muslim woman’s beauty is seen by her female friends, her children, her
close relatives, and her husband. The only people that don’t see her beauty
are strange men.

18. 2 Double-Weekend-ACCREDITED-Seminar
[4] Question: Does Islam
c ommand the murder of
innoc ent people?
Why do you say so? (Let them explain. Most likely it will be something
they saw on TV or ‘media’ related.)
Let me ask you this, “Are bats evil? If you saw one at night would you get
scared?” We’ve both watched too many Dracula movies right? Stereotype.
Don’t let the media indoctrinate you with stereotypes. Travel the world
and experience the diversity. There is more to planet earth then America
and CNN.
Surah Al-Maa’idah 5/ 32
[…Whoever kills a soul, unless (it is in legal retribution for muder) of a
soul, or whoever spreads corruption in the land – it is as if he had
murdered all of mankind. And whoever saves (a soul) – it is as if he had
saved all of mankind.]
[5] Question: The spread
of Islam was by the
sword, through violenc e.
Then why today is Islam the fastest growing religion amongst Americans
and Europeans? Where are the swords? Or is it the power of truth?
If it is the truth from God, your Creator, don’t you think you deserve to
learn more about it? He’s your Creator too.
[6] Question: Do Muslims
worship the Grand
Mosque in Makkah?
It is a point of direction for all Muslims around the world. It is the
universal axis of universal brotherhood and sisterhood.
If a Muslim harbored the belief that they were worshipping the Ka’bah,
they would be committing a sin that Allah would never forgive. In Arabic
‘shirk,’ to associate partners in worship with God.
[7] Question: Non-Muslims
c annot enter Makkah
and Madinah?
Every man, woman, and child is allowed to enter Makkah – but they must
purify their heart first. There cannot be in their heart love for any God
other than the one true God. This is the visa requirement.

19. Double-Weekend-ACCREDITED-Seminar 3
[8] Question: Why c an’t
Muslims drink alc ohol?
Of the things that the prophets warned of is alcohol and pork. This is
guidance that will bring an individual prosperity and a warning that will
bring an individual harm.
We don’t need humans to tell us alcohol is a disease and detrimental to
one’s health and prosperity. God already told us.
[9] Question: The world is
one big c oinc idenc e.
Nothing comes from nothing – you believe that. How can an abstract
nothing make a human? A human cannot make a fly, but an abstract
nothing can make an intricate voice box and eyeballs, right? I’m sorry but
I feel that is just sssooo illogical.
Do you believe in a higher being? Yes.
If this is one big coincidence, do you think there is any purpose to your
life? Because if there isn’t any purpose to your existence, then your shoes
are more valuable. At least the shoes have a purpose.
Modern science has rejected the Darwin theory as heresy. Something can
evolve, but not into a different animal and not again and again out of
coincidence, chance, and accident.
The similitude of the illogicalness of this is like someone who dumps a
bucket of ink over a table hoping that it’ll fall into an Oxford collegiate
dictionary. Illogical minds say that is what happened. So, let’s say for the
sake of argument that’s what happened. Tell me now the odds of it
happening again and again – trillions of times for all the life forms on
earth.
I’m sorry, but I feel that is just sssooo illogical.
I’m not willing to go to the grave with Darwin around my neck. Nice guy,
but he’s not MY prophet.
[10] Question: Why 2
women witnesses for 1
male witness?
This is only in regards to monetary transactions. If in an Islamic law court
there is a dispute regarding issues where women are more familiar, 4 male
witnesses may be canceled by 1 female witness.
This is in regards to monetary transactions in the beginning
documentation stage of the transactions. However, at times of dispute, the
Judge may have nothing more than 1 female witness and so judgment may
legally pass on that 1 female witness.

20. 4 Double-Weekend-ACCREDITED-Seminar
[11] Question: Why does
a woman get ½ of what
the man gets in
inheritanc e?
Check this out: In Islamic law if a man dies, leaving behind a 1 month old girl
and a powerful, wealthy, and influential brother, guess how the inheritance will
be divided. ½ for the girl, ½ for her uncle! So it is not about male/ female, it is
about who will now have to take responsibility for the family.
If it was just a son and daughter, the son will get more inheritance, but he will
also ‘inherit’ the fatherly responsibility of providing for the family; something
that he will be held accountable for in front of God.
[12] Question: I don’t
believe there to be life
after death.
What is easier: to invent something totally new (say like a computer chip) or to
mass duplicate it after it is created? Why do you think your body -- that you at
this moment see, feel, and hear -- is so hard to duplicate?
Person you are talking to is named Jenny. Close your eyes and say: “Jenny does
not exist.” 5 times. Then open your eyes and say, “Hey, you are still here.” See,
just because I think of something in my head, doesn’t change its reality. Just
because someone thinks there is no life after death, doesn’t mean it’ll disappear.
[13] Question: Why are
there so many sec ts in
Islam, like Shia and
Sunni?
With human differences, there is still one body of Muslims. Our God is the
same, our Prophet is the same, our book is the same, our prayer is the same,
our direction of prayer is the same, our name is the same (Muslims), our fasting
is the same, our pilgrimage (Hajj) is the same on the same day and so much
more. Our sources of legislation are the Qur’an and authentic Hadith. Whatever
opinion comes, it is by these two we judge it. So, yes, there will be people who
differ. Muslims always have a standard to go back to by which the statements
of men are measured.

21. Double-Weekend-ACCREDITED-Seminar 5
[14] Question: Purpose of
religion is high moral
c harac ter. Then why Islam?
And why should those others
be c ondemned? (Good
ac ting person in hell?)
Who said the sum total of religion is good character? Could there be more to
religion ... say ... the right of God to be worshipped alone? Do you think it’s
possible for a person to be good to humans, but in their relationship with
God they are the most wretched?
[15] Question: Watc hmaker
theory.
Ever heard of a watch repair shop?
[16] Question: Are Muslims
intolerant of other religions?
The law of the Jizyah tax in Islam is legislated to protect the rights of the
religious minorities. It is a fundamental principle in Islamic law that these
people are not to be harmed. Harming these religious minorities is an
abomination inconsistent with Islam.
But now I ask: Where was the religious tolerance of the Crusaders that
slaughtered thousands of innocent people in the name of Jesus? Where was
the religious tolerance in the Spanish Inquisition? Today, where is the
religious tolerance in Israel or Bosnia or India?
[17] Question: Homophobia
Of the things that all prophets warned of is homosexuality. Now let’s
separate the problem from the people. This is not a condemnation of a
human – it is guidance to that which will bring the individual prosperity and a
warning of that which will bring the individual harm.
We don’t need doctors to tell us homosexuality is detrimental to one’s health
and prosperity. God already told us.
[18] Question: How c an you
be so arrogant to say that
you are guided and I am
not?
God sent Prophets and books and created in you a natural desire to recognize
His Oneness (the ‘higher being’ as you call Him). That doesn’t sound like a
God that has abandoned you – that sounds like a God that loves that you
become guided.
A human does not know in which state they will die and whether what they
are doing is sincerely for God. So, a Muslim does not testify to the world that
he or she is ‘accepted.’ Instead, a Muslim prays that their actions are accepted
by God and prays to be kept firm on the truth till the day he or she dies.
Your argument is geared more for Christians – so you’ve mistaken Islam for
the ‘accept-Jesus-and-all-sins-are-ok’ doctrine. We don’t believe that. Each
soul is responsible for what he or she has earned.

22. 6 Double-Weekend-ACCREDITED-Seminar
[19] Question: Death for the
apostate?
The U.S. acknowledges the punishment for treason – death. Islam is not a
bunch of theories; it is a way of life that encompasses spiritual, moral, and
social laws. As you understand the punishment for U.S. treason, this is
Islam’s punishment for violent treason.
[20] Question: Is Jesus God?
If the ‘Father’ wanted to destroy the son or Mary, could he? Someone may
say, ‘No, Jesus/ Mary is God.’
Is Jesus God? Or is he a half god? Or is he human? (Whatever they say, tell
them) ‘Well, your priest said otherwise. Who am I supposed to believe? If the
priests aren’t sure, then how can you expect me to be sure? This is about
God, for heaven’s sake. Shouldn’t we be certain of something so
fundamental?
When you pray, do you pray to the father or the son? How does that make
you feel? I would feel weird to pray to other then God alone. I’m sorry but
that’s how I feel.
Simply put: Jesus and Mary ate food, therefore they cannot be Gods.
Someone who eats is not self-sufficient. Someone who eats must expel the
waste.
[21] Question: Beating
wives?
Go up to a random pick of American homes and ask the woman of the
house if she has ever been physically ill-treated by the man of the house. It is
not possible to find a nation on earth whose men have not in some form
physically ill-treated their women. This is the man’s nature.
It could never be said that Prophet Muhammad promoted ill treatment of
one’s spouse. How so when he himself said, “ The best of you is he who is
best to his womenfolk.”
The verse in the Qur’an is talking about the extreme case where the husband
and wife are on the brink of marital breakdown. Even then, there are stages
before one reaches the point of physical discipline.
And if all stages are gone through and the spouse needs to be restrained,
Islam prohibits hitting of the face. Islam prohibits uglification of the spouse.
Islam prohibits that the restraint bring physical pain. Islam prohibits all of
this and the best example was our Prophet Muhammad – sal Allaahu alayhi
wa sallam. He never in his life hit a member of his family and we are
commanded to emulate him.
Some children only learn through gentle physical restraint. They may be too
young to fully comprehend a situation.
Which is better: gentle physical restraint or emotionally crushing someone
until they submit? No doubt the emotional abuse could be much more
devastating then a simple slap on the wrist. Doesn’t God know what He
created? He is AlAleem AlHakeem (the All-Knowing, the All-Wise).