This document summarizes the concept of God in major world religions, including Hinduism, Zoroastrianism, Judaism, Christianity, and Islam. It analyzes the concept of God as described in religious scriptures and traditions of each faith. The key concepts discussed include monotheism in Zoroastrianism, Judaism, and Islam; the oneness of God emphasized in Hindu scriptures like the Upanishads and Vedas despite common polytheistic practices; and the Islamic rejection of the Christian doctrine of Trinity. Overall, the document provides a concise overview of the concept of divinity across the major religious traditions.
40 hadith on knowledge - Abu Amina Eliasnabeelsahab
This document provides information about a collection of 40 hadith on knowledge compiled and translated by Abu Amina Elias (Justin Parrott). It includes biographical information about the compiler, noting his educational qualifications and experience. The document then presents 5 sample hadith from the collection, translated from Arabic into English, with their corresponding grades and sources. The hadith discuss the importance and virtues of seeking knowledge.
John Duns Scotus was an influential 13th century philosopher and theologian. He was born in Scotland around 1266 and ordained as a Franciscan priest in 1291. Scotus studied and taught at Oxford and Paris. His works focused on natural theology, metaphysics, epistemology, and ethics. For Scotus, moral truths fall into two categories: necessary truths that are self-evident based on the definition of God, and contingent truths left to God's discretion. The commandments regarding worship of God are necessary, while other commands depend solely on God's will.
Significance of knowledge and education is explained in the light of Quran and Sunnah and scholar's writings. Meaning of education and its scope is elaborated in the light of Islamic teachings. Types of knowledge is explained and how to effectively educate. Finally, it is explained how to maintain and enhance our knowledge throughout our life.
The document summarizes the events of the Night Journey (Isra) and Ascension (Miraj) of the Prophet Muhammad. It describes how he traveled from Mecca to Jerusalem on a magical creature called Al-Buraq, led by the Angel Jibreel. At several holy sites along the way, including Jerusalem, Bethlehem, and Mount Sinai, the Prophet performed prayers. In Jerusalem, he led other prophets in prayer. He then ascended through the seven heavens and beyond, speaking with previous prophets and angels. The Quran provides proof of these events.
The chapter describes the central beliefs and social context of the growth of Islam. It outlines the five pillars of Islam - Shahada, Salat, Zakat, Sawm, and Hajj. It also discusses the Koran, Hadith, and social regulations in early Islamic societies. The chapter aims to correct misconceptions that Islam is exotic, militant, intolerant, ultraconservative, or sexist by providing historical context. It explains how Islamic principles were a result of the social customs of the time and have been interpreted differently over history.
This document provides an introduction and overview of the concept of God in major world religions according to Dr. Zakir Naik. It begins by discussing the importance and centrality of religion throughout human history. It then categorizes the world's major religions into Semitic, Aryan, and non-Aryan religions. The bulk of the document focuses on analyzing the concept of God as described in Hindu scriptures such as the Bhagavad Gita, Upanishads, and Vedas. It highlights passages that describe God as one without image, form, or likeness - similarities shared with the Islamic concept of God. The document aims to find common ground between Hindu and Islamic beliefs about God.
The document provides an introduction to some key concepts in Islam, including definitions, spiritual motivations, pillars of faith and worship. It defines Islam as submission to God and explains the meanings of Muslim. It outlines three spiritual motivations (love of God, desire for paradise, fear of punishment). It discusses the six pillars of faith (belief in God, angels, scriptures, prophets, Day of Judgment, God's decisions) and five pillars of worship (declaration of faith, prayer, fasting Ramadan, charity, pilgrimage to Mecca).
The document discusses the types of divine revelations in Islam and defines hadith and sunnah. It explains that hadith refers to reported sayings or actions of the prophet Muhammad, while sunnah refers to the prophet's model behavior. The document also addresses criticisms of the preservation of hadith, responding that hadith were preserved through memorization, practice, and documentation during the prophet's lifetime. It provides categories of hadith authenticity and clarifies that Bukhari and Muslim do not contain all authentic hadith.
40 hadith on knowledge - Abu Amina Eliasnabeelsahab
This document provides information about a collection of 40 hadith on knowledge compiled and translated by Abu Amina Elias (Justin Parrott). It includes biographical information about the compiler, noting his educational qualifications and experience. The document then presents 5 sample hadith from the collection, translated from Arabic into English, with their corresponding grades and sources. The hadith discuss the importance and virtues of seeking knowledge.
John Duns Scotus was an influential 13th century philosopher and theologian. He was born in Scotland around 1266 and ordained as a Franciscan priest in 1291. Scotus studied and taught at Oxford and Paris. His works focused on natural theology, metaphysics, epistemology, and ethics. For Scotus, moral truths fall into two categories: necessary truths that are self-evident based on the definition of God, and contingent truths left to God's discretion. The commandments regarding worship of God are necessary, while other commands depend solely on God's will.
Significance of knowledge and education is explained in the light of Quran and Sunnah and scholar's writings. Meaning of education and its scope is elaborated in the light of Islamic teachings. Types of knowledge is explained and how to effectively educate. Finally, it is explained how to maintain and enhance our knowledge throughout our life.
The document summarizes the events of the Night Journey (Isra) and Ascension (Miraj) of the Prophet Muhammad. It describes how he traveled from Mecca to Jerusalem on a magical creature called Al-Buraq, led by the Angel Jibreel. At several holy sites along the way, including Jerusalem, Bethlehem, and Mount Sinai, the Prophet performed prayers. In Jerusalem, he led other prophets in prayer. He then ascended through the seven heavens and beyond, speaking with previous prophets and angels. The Quran provides proof of these events.
The chapter describes the central beliefs and social context of the growth of Islam. It outlines the five pillars of Islam - Shahada, Salat, Zakat, Sawm, and Hajj. It also discusses the Koran, Hadith, and social regulations in early Islamic societies. The chapter aims to correct misconceptions that Islam is exotic, militant, intolerant, ultraconservative, or sexist by providing historical context. It explains how Islamic principles were a result of the social customs of the time and have been interpreted differently over history.
This document provides an introduction and overview of the concept of God in major world religions according to Dr. Zakir Naik. It begins by discussing the importance and centrality of religion throughout human history. It then categorizes the world's major religions into Semitic, Aryan, and non-Aryan religions. The bulk of the document focuses on analyzing the concept of God as described in Hindu scriptures such as the Bhagavad Gita, Upanishads, and Vedas. It highlights passages that describe God as one without image, form, or likeness - similarities shared with the Islamic concept of God. The document aims to find common ground between Hindu and Islamic beliefs about God.
The document provides an introduction to some key concepts in Islam, including definitions, spiritual motivations, pillars of faith and worship. It defines Islam as submission to God and explains the meanings of Muslim. It outlines three spiritual motivations (love of God, desire for paradise, fear of punishment). It discusses the six pillars of faith (belief in God, angels, scriptures, prophets, Day of Judgment, God's decisions) and five pillars of worship (declaration of faith, prayer, fasting Ramadan, charity, pilgrimage to Mecca).
The document discusses the types of divine revelations in Islam and defines hadith and sunnah. It explains that hadith refers to reported sayings or actions of the prophet Muhammad, while sunnah refers to the prophet's model behavior. The document also addresses criticisms of the preservation of hadith, responding that hadith were preserved through memorization, practice, and documentation during the prophet's lifetime. It provides categories of hadith authenticity and clarifies that Bukhari and Muslim do not contain all authentic hadith.
Islam is a monotheistic religion founded by the prophet Muhammad that teaches submission to the will of God (Allah) as revealed in the Quran and through the teachings and practices of Muhammad. It is the second largest religion in the world with over 1.8 billion followers. The core beliefs and practices of Islam are derived from the sacred texts of the Quran and Hadith, which provide the divine revelations and traditions of Muhammad respectively.
Christianity is a monotheistic religion centered on the life and teachings of Jesus Christ. It believes Jesus is the Son of God and the Messiah prophesied in the Hebrew Bible. Christians hold that Jesus died for humanity's sins and was resurrected, offering salvation. It is one of the largest religions in the world, with over 2 billion adherents. Major branches include Catholicism, Protestantism, and Eastern Orthodoxy. Core beliefs include the Trinity, divinity of Christ, salvation through faith, and that Jesus will return to judge all people.
The document discusses Islamic concepts of knowledge ('ilm) and true knowledge (ma'rifah). It provides definitions of both terms and explores their usage in the Quran. Some key differences between 'ilm and ma'rifah are outlined. The Islamic epistemological perspective is described as comprehensive, incorporating revelation, reason, experimentation and senses. This is contrasted with the secular Western approach, which rejects revelation and takes a more empirical, reductionist view. Imam Ghazali's definition of knowledge as leading to the true goal of knowing Allah is mentioned.
This document provides an overview of the science of Mustalah al-Hadeeth, which determines the acceptance or rejection of hadith chains of transmission (sanad) and texts (matn). It discusses the subject, purpose and history of the science, noting that verification of narrations originated from the Quran and Sunnah. It outlines some of the most renowned works on the topic and provides definitions for important terminology related to hadith studies and the scholars involved.
The document discusses several key aspects of prophethood in Islam:
1) Prophets receive revelation from God through inspiration, angels, or behind a veil, but not incarnation. Their role is to teach and guide people to Allah.
2) Muhammad is considered the final prophet, as with the completion of Islam's message and his death, the need for further divine revelation ended.
3) While some prophets are greater than others, their fundamental message of monotheism and submitting to God was the same. Prophethood fulfilled needed roles in different times and places but is now complete through Muhammad.
This document outlines the course objectives, description, evaluation, and outline for a Fundamental Theology course. The course aims to make the fundamental Christian faith understandable to students and help them reflect on and live out their faith. Students will learn about the Nicene and Apostles' Creeds, integration of faith, and community formation through projects, exams, quizzes, and class participation.
This document discusses Hadith, which are sayings and actions of the Prophet Muhammad that represent the Sunnah or traditions of Islam. It explains that Hadith are classified based on their authenticity, from sahih (authentic) to fabricated. The document also outlines the structure of Hadith, including the isnad or chain of narrators, and discusses special types of Hadith like Hadith Qudsi, which are inspired revelations but were not verbatim revelations from Allah like the Quran. It provides an example of a Hadith Qudsi to illustrate the difference between it and the Quran.
This document discusses the four principles of Tawheed (monotheism) according to Shaykh Muhammad ibn ‘Abdul-Wahaab. It defines Tawheed ar-Ruboobiyyah as singling out Allah as the sole creator and sustainer of all things. Tawheed al-Uloohiyyah is defined as singling out Allah alone for all acts of worship. Examples of each type of Tawheed are provided from the Quran and hadiths. The document stresses that the purpose of creation is to worship Allah alone without any partners. Associating any form of worship to other than Allah constitutes shirk.
Caliphate basically means, a state of entire Muslim nation, which is recognized by the Islam. It doesn’t mean only for Muslim, but also non-Muslims can also have citizenship of the Caliphate. It is the symbol of spiritual, political, economical and military unity.
There was many other empire claimed to be the Caliphate, but this three empire was well recognized by the entire Muslim nation, though they didn’t control over entire Muslim nation all along.
In this slide you can learn about ISLAM. Here you can see theoretical knowledge of ISLAM, Origin of ISLAM, Biography of ISLAM, Spared of Muslim civilization.
The document summarizes the history of tafseer (Quranic exegesis) in 3 main periods:
1) During the time of the Prophet Muhammad, when the Quran was being revealed and any questions could be asked directly to him. Key companions like Ibn Abbas were known for their knowledge of tafseer.
2) The period of the companions after the Prophet's death, when leading figures like Ibn Abbas systematized tafseer using sources like the Quran, hadiths, Arabic language etc. Key centers of learning emerged in Makkah, Madinah and Kufa.
3) The period of the successors (tabi'een
The document discusses hijab or Islamic modest dress as mentioned in the Quran. It summarizes that hijab is meant to make Muslim women identifiable in society and minimize sexual stimuli. The most relevant verses come from Surah an-Nur verses 30-31, which say both men and women should lower their gaze and guard their private parts. For women, it also says to cover their adornments except for what is apparent like the face, hands, and some say feet. The verses indicate hijab is an attitude of resisting inappropriate influences as well as rules for modest clothing, with women's requirements being more extensive. The Quran establishes different levels of covering for the public, non-marriage relatives, and husbands to
The document summarizes the population groups in Madinah before and after the Hijrah. The main groups were Arab tribes like the Aus and Khazraj, and Jewish tribes like the Bani Qaynuqa, Bani Al-Nadir, and Bani Qurayza. After conflicts with the Muslims, the Bani Qaynuqa and Bani Al-Nadir were banished, while the Bani Qurayza broke a treaty and were punished. After the Hijrah, the key characteristics of Madinan society were sincerity to Allah, unity among diverse groups, collectivism in decision making, and competition to do good works and seek knowledge.
obligatory matters, benefecial and non benefecial knowledge, rewards for seeking knowledge, (reference- uthool-e-thalatha, the excellence of knowledge by al-Hafiz ibn Rajab al-Hanali)
1. The document discusses the importance of good character (husn-e-akhlaq) in Islam. It emphasizes that true beauty is not only physical but also in one's character and dealings with others.
2. It provides examples from the Quran and hadiths of the Prophet Muhammad emphasizing the importance of good character such as having mercy, empathy and treating others as you wish to be treated.
3. The document advises that good character is developed through continuous effort, reflection on one's actions, and striving to emulate the high moral standards set by the Prophet Muhammad.
The document provides an overview of basic facts about Islam, including its history, beliefs, practices, and key figures. It states that Islam is the third largest monotheistic faith, with over 1.2 billion adherents worldwide and growing. The document outlines the origins of Islam in Arabia in the 7th century CE with the prophet Muhammad receiving revelations from God. It also summarizes some of the major beliefs, practices like prayer and fasting, and important sites like mosques.
Muslims perform five prayers a day. Each prayer does not take more than a few minutes to perform. Prayer in Islam is a direct link between the worshipper and God. There are no intermediaries between God and the worshipper.
Prayers are performed at dawn, noon, mid-afternoon, sunset, and night. A Muslim may pray almost anywhere, such as in fields, offices, factories, or universities.
The document discusses the role and responsibilities of a caliph in Islam. It explains that a caliph acts as a successor or vicegerent to the Prophet Muhammad and is elected democratically by the people. The caliph's role is to judiciously rule over people according to Islamic law and serve the interests of the community. The four caliphs that succeeded the Prophet - Abu Bakr, Umar, Uthman, and Ali - are held up as exemplary models. The caliph is meant to uphold justice, avoid oppression, and can be removed if failing to perform duties competently and justly.
Hermeneutics is the science of biblical interpretation. Understanding how to read Scripture is an exciting and crucial way to grow as a Christian, grow in discernment, and rightly divide the Word of God. In this workshop, you will learn how to extract the intended meaning out of a passage without reading your own meaning into it. You will also learn what the Literal, Historical, Grammatical, Synthetic and Practical Principles are and how to use them to correctly interpret Scripture.
The art of_conveying_the_message_revised_-_new_may_13,_2011Khalid Abdullah
This document provides guidance on effectively conveying the message of Islam through dawah (invitation). It emphasizes sincerity, understanding goals, trusting in Allah for success, and living according to Islamic teachings. Specific tips include studying situations carefully, using various platforms like the internet for dawah, holding oneself accountable, and applying dawah principles to one's own life. The overall message is that dawah requires knowledge, skills and good behavior, with the greatest impact coming from what is unknown rather than what is known to others.
This document discusses connections between Hinduism and Islam. It mentions the Kaaba in Mecca containing objects inside and Muslims throwing stones at an obelisk before going to Mecca for Hajj. It notes the black stone in the Kaaba was once worshipped by Sabaists as the footprint of Vishnu and fasting in the ninth month of the year was devoted to Ram in the Saba religion. The document also includes controversial quotes from the Quran about fighting non-Muslims and allowing murder, rape and plunder in the name of Islam.
Islam is a monotheistic religion founded by the prophet Muhammad that teaches submission to the will of God (Allah) as revealed in the Quran and through the teachings and practices of Muhammad. It is the second largest religion in the world with over 1.8 billion followers. The core beliefs and practices of Islam are derived from the sacred texts of the Quran and Hadith, which provide the divine revelations and traditions of Muhammad respectively.
Christianity is a monotheistic religion centered on the life and teachings of Jesus Christ. It believes Jesus is the Son of God and the Messiah prophesied in the Hebrew Bible. Christians hold that Jesus died for humanity's sins and was resurrected, offering salvation. It is one of the largest religions in the world, with over 2 billion adherents. Major branches include Catholicism, Protestantism, and Eastern Orthodoxy. Core beliefs include the Trinity, divinity of Christ, salvation through faith, and that Jesus will return to judge all people.
The document discusses Islamic concepts of knowledge ('ilm) and true knowledge (ma'rifah). It provides definitions of both terms and explores their usage in the Quran. Some key differences between 'ilm and ma'rifah are outlined. The Islamic epistemological perspective is described as comprehensive, incorporating revelation, reason, experimentation and senses. This is contrasted with the secular Western approach, which rejects revelation and takes a more empirical, reductionist view. Imam Ghazali's definition of knowledge as leading to the true goal of knowing Allah is mentioned.
This document provides an overview of the science of Mustalah al-Hadeeth, which determines the acceptance or rejection of hadith chains of transmission (sanad) and texts (matn). It discusses the subject, purpose and history of the science, noting that verification of narrations originated from the Quran and Sunnah. It outlines some of the most renowned works on the topic and provides definitions for important terminology related to hadith studies and the scholars involved.
The document discusses several key aspects of prophethood in Islam:
1) Prophets receive revelation from God through inspiration, angels, or behind a veil, but not incarnation. Their role is to teach and guide people to Allah.
2) Muhammad is considered the final prophet, as with the completion of Islam's message and his death, the need for further divine revelation ended.
3) While some prophets are greater than others, their fundamental message of monotheism and submitting to God was the same. Prophethood fulfilled needed roles in different times and places but is now complete through Muhammad.
This document outlines the course objectives, description, evaluation, and outline for a Fundamental Theology course. The course aims to make the fundamental Christian faith understandable to students and help them reflect on and live out their faith. Students will learn about the Nicene and Apostles' Creeds, integration of faith, and community formation through projects, exams, quizzes, and class participation.
This document discusses Hadith, which are sayings and actions of the Prophet Muhammad that represent the Sunnah or traditions of Islam. It explains that Hadith are classified based on their authenticity, from sahih (authentic) to fabricated. The document also outlines the structure of Hadith, including the isnad or chain of narrators, and discusses special types of Hadith like Hadith Qudsi, which are inspired revelations but were not verbatim revelations from Allah like the Quran. It provides an example of a Hadith Qudsi to illustrate the difference between it and the Quran.
This document discusses the four principles of Tawheed (monotheism) according to Shaykh Muhammad ibn ‘Abdul-Wahaab. It defines Tawheed ar-Ruboobiyyah as singling out Allah as the sole creator and sustainer of all things. Tawheed al-Uloohiyyah is defined as singling out Allah alone for all acts of worship. Examples of each type of Tawheed are provided from the Quran and hadiths. The document stresses that the purpose of creation is to worship Allah alone without any partners. Associating any form of worship to other than Allah constitutes shirk.
Caliphate basically means, a state of entire Muslim nation, which is recognized by the Islam. It doesn’t mean only for Muslim, but also non-Muslims can also have citizenship of the Caliphate. It is the symbol of spiritual, political, economical and military unity.
There was many other empire claimed to be the Caliphate, but this three empire was well recognized by the entire Muslim nation, though they didn’t control over entire Muslim nation all along.
In this slide you can learn about ISLAM. Here you can see theoretical knowledge of ISLAM, Origin of ISLAM, Biography of ISLAM, Spared of Muslim civilization.
The document summarizes the history of tafseer (Quranic exegesis) in 3 main periods:
1) During the time of the Prophet Muhammad, when the Quran was being revealed and any questions could be asked directly to him. Key companions like Ibn Abbas were known for their knowledge of tafseer.
2) The period of the companions after the Prophet's death, when leading figures like Ibn Abbas systematized tafseer using sources like the Quran, hadiths, Arabic language etc. Key centers of learning emerged in Makkah, Madinah and Kufa.
3) The period of the successors (tabi'een
The document discusses hijab or Islamic modest dress as mentioned in the Quran. It summarizes that hijab is meant to make Muslim women identifiable in society and minimize sexual stimuli. The most relevant verses come from Surah an-Nur verses 30-31, which say both men and women should lower their gaze and guard their private parts. For women, it also says to cover their adornments except for what is apparent like the face, hands, and some say feet. The verses indicate hijab is an attitude of resisting inappropriate influences as well as rules for modest clothing, with women's requirements being more extensive. The Quran establishes different levels of covering for the public, non-marriage relatives, and husbands to
The document summarizes the population groups in Madinah before and after the Hijrah. The main groups were Arab tribes like the Aus and Khazraj, and Jewish tribes like the Bani Qaynuqa, Bani Al-Nadir, and Bani Qurayza. After conflicts with the Muslims, the Bani Qaynuqa and Bani Al-Nadir were banished, while the Bani Qurayza broke a treaty and were punished. After the Hijrah, the key characteristics of Madinan society were sincerity to Allah, unity among diverse groups, collectivism in decision making, and competition to do good works and seek knowledge.
obligatory matters, benefecial and non benefecial knowledge, rewards for seeking knowledge, (reference- uthool-e-thalatha, the excellence of knowledge by al-Hafiz ibn Rajab al-Hanali)
1. The document discusses the importance of good character (husn-e-akhlaq) in Islam. It emphasizes that true beauty is not only physical but also in one's character and dealings with others.
2. It provides examples from the Quran and hadiths of the Prophet Muhammad emphasizing the importance of good character such as having mercy, empathy and treating others as you wish to be treated.
3. The document advises that good character is developed through continuous effort, reflection on one's actions, and striving to emulate the high moral standards set by the Prophet Muhammad.
The document provides an overview of basic facts about Islam, including its history, beliefs, practices, and key figures. It states that Islam is the third largest monotheistic faith, with over 1.2 billion adherents worldwide and growing. The document outlines the origins of Islam in Arabia in the 7th century CE with the prophet Muhammad receiving revelations from God. It also summarizes some of the major beliefs, practices like prayer and fasting, and important sites like mosques.
Muslims perform five prayers a day. Each prayer does not take more than a few minutes to perform. Prayer in Islam is a direct link between the worshipper and God. There are no intermediaries between God and the worshipper.
Prayers are performed at dawn, noon, mid-afternoon, sunset, and night. A Muslim may pray almost anywhere, such as in fields, offices, factories, or universities.
The document discusses the role and responsibilities of a caliph in Islam. It explains that a caliph acts as a successor or vicegerent to the Prophet Muhammad and is elected democratically by the people. The caliph's role is to judiciously rule over people according to Islamic law and serve the interests of the community. The four caliphs that succeeded the Prophet - Abu Bakr, Umar, Uthman, and Ali - are held up as exemplary models. The caliph is meant to uphold justice, avoid oppression, and can be removed if failing to perform duties competently and justly.
Hermeneutics is the science of biblical interpretation. Understanding how to read Scripture is an exciting and crucial way to grow as a Christian, grow in discernment, and rightly divide the Word of God. In this workshop, you will learn how to extract the intended meaning out of a passage without reading your own meaning into it. You will also learn what the Literal, Historical, Grammatical, Synthetic and Practical Principles are and how to use them to correctly interpret Scripture.
The art of_conveying_the_message_revised_-_new_may_13,_2011Khalid Abdullah
This document provides guidance on effectively conveying the message of Islam through dawah (invitation). It emphasizes sincerity, understanding goals, trusting in Allah for success, and living according to Islamic teachings. Specific tips include studying situations carefully, using various platforms like the internet for dawah, holding oneself accountable, and applying dawah principles to one's own life. The overall message is that dawah requires knowledge, skills and good behavior, with the greatest impact coming from what is unknown rather than what is known to others.
This document discusses connections between Hinduism and Islam. It mentions the Kaaba in Mecca containing objects inside and Muslims throwing stones at an obelisk before going to Mecca for Hajj. It notes the black stone in the Kaaba was once worshipped by Sabaists as the footprint of Vishnu and fasting in the ninth month of the year was devoted to Ram in the Saba religion. The document also includes controversial quotes from the Quran about fighting non-Muslims and allowing murder, rape and plunder in the name of Islam.
Dr. Zakir Naik is an Indian Islamic scholar and public speaker who has become renowned for his knowledge of comparative religion and debates about Islam. He received his medical degree but since 1991 has focused on preaching Islam and clearing misconceptions. He has given over 600 public talks in many countries and regularly appears on TV channels in over 100 countries. Through his extensive knowledge of religious scriptures from memory and logical arguments, he aims to revive Islamic fundamentals and counter anti-Islamic biases.
This document compares cooking for the first time with and without guidelines to giving da'awah (Islamic proselytizing) with and without following the example of the Prophet. It provides verses from the Quran emphasizing the importance of inviting people to good and forbidding wrong. The document states that following the way of the Prophet makes Muslims the best nation. It includes hadith about the reward of giving da'awah and the Prophet's advice to Ali about how guiding one person to Allah is better than possessing cattle. The document concludes by suggesting next steps in giving effective da'awah.
This document provides an introduction and overview of the concept of God in major world religions according to the book "Concept of God in Major Religions" by Dr. Zakir Naik. It begins by defining religion and discussing how religion has been central to human history. It then categorizes the world's major religions into Semitic, Aryan, and non-Aryan religions. The document proceeds to discuss the concept of God in Hinduism, noting that Hindu scriptures like the Bhagavad Gita and Upanishads affirm a singular, formless God without parents or likeness, mirroring the Islamic concept of God.
This document provides tips and techniques for conducting da'wah, or Islamic proselytizing, to non-Muslims from various religious backgrounds. It recommends using an "A-B-C-D-E-F-F" approach: Attractive Approach, Break the Barrier, Cash on Commonalities, Discuss the Differences, Evaluate your Efforts, and Future Follow-up. Specific tips are given for conducting da'wah to atheists, Christians, Hindus, and Buddhists, focusing on explaining Islamic concepts and comparing/contrasting with their own beliefs. The overall goal is to initiate communication, strengthen relations, and help guide them to Islam.
This document discusses using various media types for da'wah (Islamic preaching and proselytizing). It outlines that print media like books and magazines, audio media like tapes and radio, video media, and electronic media online can all be effective ways to convey Islamic messages. It notes the retention rates are highest for audio-visual content that uses both sight and sound. The document also provides examples of incorporating Islamic messages on bills, slogans, stickers, postcards, and leaflets as good ways to make da'wah through media. It emphasizes the importance of using languages people understand to maximize reaching others with Islamic advice.
The document provides tips and guidelines for effectively giving dawah or calling others to Islam through various methods such as pamphlet distribution, group discussions, one-on-one conversations, and online outreach. It emphasizes the importance of patience, wisdom, and using polite speech when discussing Islam with others in order to overcome obstacles and guide people to accepting the Islamic faith. Quranic verses and hadith are cited to explain the religious obligation of dawah and rewards for those who guide others aright.
Proofs for the Existence of God PowerpointARH_Miller
The document summarizes three philosophical arguments for the existence of God: the ontological, cosmological, and teleological proofs. It outlines the key premises and conclusions of each proof, and then discusses criticisms of each proof put forth by philosophers David Hume and Charles Darwin. The criticisms question whether the proofs demonstrate a logical necessity of God's existence or merely impose order through human reasoning.
Prince Siddhartha Gautama was born wealthy but witnessed suffering, which led him to meditate under a tree and discover the Four Noble Truths and Eightfold Path. He became known as the Buddha and taught that suffering stems from desire and can be overcome by following his teachings to reach Nirvana. Buddhism spread across Asia with both sects that worship Buddha as a teacher and as a god.
Psychology is defined as the scientific study of behavior and mental processes. There are many fields and areas of focus within psychology, including clinical, counseling, school, developmental, cognitive, and social psychology. Psychologists conduct research using various methods and theoretical orientations to better understand human thought and behavior. Today, psychology integrates perspectives from biology, cognition, humanism, psychodynamics, learning, and sociocultural influences.
This document discusses concepts of God in various religions based on their scriptures. It begins by discussing Hindu scriptures like the Upanishads, Bhagavad Gita, and Vedas which contain references to believing in one supreme God without form or likeness. It then compares these passages to verses in the Quran describing God. The document suggests both Hindu scriptures and the Quran point to a singular, formless divine authority. It also briefly defines Sikhism and notes it originated as a branch of Hinduism.
This document summarizes the concept of God in major world religions according to an Islamic research foundation. It begins by categorizing major religions as Semitic (including Islam, Christianity, Judaism) or non-Semitic (Aryan including Hinduism and non-Aryan). It then focuses on analyzing the concept of God in Hindu scriptures such as the Upanishads, Bhagavad Gita, and Vedas. It finds passages stating that God is one and without image, likeness or form. While some differences exist between Islamic and Hindu concepts of God, the document aims to find commonalities to establish common worship of one God.
This document summarizes the concept of God in major world religions according to an Islamic research foundation. It begins by categorizing major religions as Semitic (including Islam, Christianity, Judaism) or non-Semitic (Aryan including Hinduism and non-Aryan like Confucianism). It then focuses on analyzing the concept of God in Hindu scriptures such as the Upanishads, Bhagavad Gita, and Vedas. It finds passages stating that God is one and without image, likeness or form. It argues this aligns with the Islamic concept of God as described in the Quran and Hadith. The document aims to find common ground between Hindu and Islamic concepts of God.
This document provides an overview of the concept of God in major world religions according to an Islamic research foundation. It begins by introducing the topic and categorizing religions as Semitic, non-Semitic, Aryan and non-Aryan. The bulk of the document then focuses on analyzing passages from Hindu scriptures like the Bhagavad Gita and Upanishads to show they support a singular God without form, which aligns with the Islamic concept of God. It provides direct quotes and comparisons to argue Hindu scriptures and Islam ultimately share a common view of the divine.
This document summarizes the concept of God in major world religions according to an Islamic research foundation. It begins by categorizing major religions as Semitic (including Islam, Christianity, Judaism) or non-Semitic (Aryan including Hinduism and non-Aryan). It then focuses on analyzing the concept of God in Hindu scriptures such as the Upanishads, Bhagavad Gita, and Vedas. It finds passages stating that God is one and without image, likeness or form. While some differences exist between Islamic and Hindu concepts of God, the document aims to find commonality and understanding between the religions.
There has always been a question in the minds of people about the existence of God. All major religions have believed in one god or another. Thus, believing in a supreme being that is omnipotent and omniscience is essential to the existence of mankind.
This lecture tackles the issue of existence of God from a different perspective including starting off with how different people view God. It first categorizes the belief of the major religions into 5 types of religions. Then, it describes the concept of God for world’s several major religions including Hinduism, Sikhism, Judaism, Christianity and others. The lecture ends with Question
This document summarizes the concept of God in major world religions according to an Islamic research foundation. It begins by categorizing major religions as Semitic (including Islam, Christianity, Judaism) or non-Semitic (Aryan including Hinduism and non-Aryan like Confucianism). It then focuses on analyzing the concept of God in Hindu scriptures such as the Upanishads, Bhagavad Gita, and Vedas. It finds passages stating that God is one and without image, likeness or form. It argues this aligns with the Islamic concept of God as described in the Quran and Hadith. The document aims to find common ground between Hindu and Islamic conceptions of God
This document provides an overview of the concept of God in Hinduism according to major Hindu scriptures like the Bhagavad Gita, Upanishads, and Vedas. It notes that while most Hindus believe in multiple gods, the scriptures point to a singular Supreme God or Divine Authority. Verses from texts like the Upanishads, Yajur Veda, and Rig Veda describe God as one without a second, without parents or likeness, and the greatest. Overall, the document suggests that an impartial analysis of Hindu scriptures shows consistency with the Islamic concept of God as a singular deity who is all-powerful and all-knowing, rather than the practice of polytheism common among many Hindus
This document provides an introduction and overview of the concept of God in major world religions according to Dr. Zakir Naik. It begins by explaining the categorization of religions into Semitic, non-Semitic, Aryan and non-Aryan. It then focuses on analyzing the concept of God in Hinduism by examining passages from major Hindu scriptures like the Bhagavad Gita, Upanishads and Vedas. The analysis finds that many Hindu scriptures affirm a singular, formless God without partners or images, which is consistent with the Islamic concept of God.
This document provides an introduction and overview of the concept of God in major world religions according to Dr. Zakir Naik's book. It begins by defining religion and explaining that all major religions believe in a supreme divine authority. It then categorizes the world's religions into Semitic, non-Semitic, Aryan, and non-Aryan religions. The document focuses on analyzing the concept of God in Hinduism by examining verses from Hindu scriptures like the Bhagavad Gita and Upanishads that affirm the oneness of God, and comparing this concept to the Islamic concept of God.
Concept Of God In Major Religions (By Dr Zakir Naik)zakir2012
This document provides an introduction and overview of the concept of God in major world religions according to Dr. Zakir Naik. It begins by discussing the importance and centrality of religion throughout human history. It then categorizes the world's major religions into Semitic, Aryan, and non-Aryan religions. The bulk of the document focuses on analyzing the concept of God as described in Hindu scriptures such as the Bhagavad Gita, Upanishads, and Vedas. It highlights passages that describe God as one without image, form, or likeness - similarities shared with the Islamic concept of God. The document aims to find common ground between Hindu and Islamic beliefs about God.
This document provides an introduction and overview of the concept of God in major world religions according to Dr. Zakir Naik's book. It begins by defining religion and explaining that all major religions believe in a supreme divine authority. It then categorizes the world's religions into Semitic, non-Semitic, Aryan, and non-Aryan religions. The document focuses on analyzing the concept of God in Hinduism by examining verses from Hindu scriptures like the Bhagavad Gita and Upanishads that affirm the oneness of God, and comparing this concept to the Islamic concept of God.
This document provides an introduction and overview of the concept of God in major world religions according to Dr. Zakir Naik's book. It begins by defining religion and explaining that all major religions believe in a supreme divine authority. It then categorizes the world's religions into Semitic, non-Semitic, Aryan, and non-Aryan religions. The document focuses on analyzing the concept of God in Hinduism by examining verses from Hindu scriptures like the Bhagavad Gita and Upanishads that affirm the oneness of God, and finding common ground between Hindu and Islamic beliefs.
Concept of God in Major Religon - Part Onenng_agus
This document provides an introduction and overview of the concept of God in major world religions according to Dr. Zakir Naik. It begins by explaining the categorization of religions into Semitic, non-Semitic, Aryan and non-Aryan. It then focuses on analyzing the concept of God in Hinduism by examining passages from major Hindu scriptures like the Bhagavad Gita, Upanishads and Vedas. The analysis finds that many Hindu scriptures affirm a singular, formless God without partners or images, which is consistent with the Islamic concept of God.
The document provides an overview of the five major world religions: Christianity, Buddhism, Islam, Hinduism, and Judaism. It describes their origins, key beliefs, sacred texts, and founders. For each religion, it outlines their views on God, the afterlife, moral philosophy and practices like prayer, pilgrimages or houses of worship. The document serves as a primer on comparing and contrasting the core tenets of the world's most widely professed faiths.
The document provides information about world religions, including their origins, characteristics, and similarities and differences. It discusses how religion involves belief in supernatural powers, and how origins of religion can be traced back to early human burials. The three main elements of religion are described as wisdom/creed, worship/cult, and works/code. Examples of major world religions such as Judaism, Christianity, Islam, Hinduism, Buddhism are outlined. Religions are also categorized based on their geographic origins in the Middle East or Far East.
The document provides information about world religions, including their origins, characteristics, and similarities and differences. It discusses how religion involves belief in supernatural powers, and how all religions celebrate a sense of the sacred. It outlines the basic elements of wisdom/creed, worship/cult, and works/code that characterize religions. The document also summarizes the history, beliefs, and practices of Judaism, including its sacred texts, prayers, and synagogue worship.
The document discusses the five major world religions - Christianity, Islam, Hinduism, Buddhism, and Judaism. It describes their founding figures, central beliefs, sacred texts, and places of worship. The religions are compared based on their concepts of God, life after death, moral principles and practices around prayer and worship.
Buddhism is the dominant religion in Cambodia comprising 96.5% of the population. Buddhism in Cambodia has a history spanning nearly 2,000 years across successive kingdoms and focuses on practice over belief. Hinduism was also an early influence but there are now almost no traces remaining. Smaller religions include Islam at 3.5% concentrated in Kampong Cham, local tribal religions comprising 100,000, and various Christian denominations such as Mormonism, Jehovah's Witnesses, and Seventh Day Adventism.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
5. • Religions of the world can be divided into major
categories:
• a) Semitic Religions
• b) Non semitic Religions
6. S EMI T I C R E L IGIONS
• The religions that originated among Semites are
known as Semitic religions.
• According to the Bible, Prophet Noah (PBUH) had a
son called Shem. The descendents of Shem are known
as Semites.
• Prophetic religions.
• Major Semitic religions are Judaism, Christianity and
Islam.
7. NON S EMI T I C R E L IGIONS
• The non-Semitic religions are further subdivided into
two major categories:
• a) Aryan Religions
• b) Non- Aryan Religions
8. A R YAN R E L IGIONS
• Aryan religions are the religions that originated among the Aryans.
• Aryans was a powerful group of Indo-European speaking people that
spread through Iran and Northern India from 1500 to 2000 BC.
• Hinduism or Brahminism, Sikhism, Buddhism, etc.
• Non-Prophetic religions.
• Zoroastrianism is an Aryan Religion that claims to be a prophetic
religion.
9. NON ARYAN R E L IGIONS
• The non-Aryan religions have diverse origins.
• Confucianism and Taoism are of Chinese origin while
Shintoism is of Japanese origin.
• Many of these non-Aryan religions do not have a
concept of God.
• They are better referred to as ethical systems rather
than as religions.
11. • The most popular among the Aryan religions is Hinduism.
• Hindu is actually a Persian word which stands for the
inhabitants of the region beyond the Indus Valley.
• In common language Hinduism is a comprehensive term
for a variety of religious beliefs, most of whom are based
on the Vedas, the Upanishads and the Bhagwad Geeta.
12. COMMON CONC E P T
• Hinduism is commonly perceived as a polytheistic religion.
Indeed, most Hindus would attest to this, by claiming in a
multitude of Gods.
• Some Hindus believe in the system of three God while Some
Hindus actually believe in the existence of thirty-three crore i.e.
330 million Gods.
• Learned Hindus who are well aware of their scriptures ( sacred
books) insist that a Hindu should believe in and worship only one
God.
13. PANTHE I SM
• Pantheism considers everything, living and non-living to be
divine and sacred. The Hindus therefore consider the trees,
the sun, the moon, the animals and even the human beings
as manifestations of God. For the common Hindu,
everything is God.
• The major difference between the Hindu and the Muslim
perception of God is the common Hindus belief in the
philosophy of Pantheism.
14. • Islam, exhorts man to consider himself and his
surroundings as examples of divine creation rather than as
divinity itself.
• Muslims therefore believe that everything is God's i.e. God
with an apostrophe s. In other words we believe that
everything belongs to God. The trees, the Sun , the Moon
and everything in this (Universe belong to God).
15. • Thus the major difference between the Hindu and the Muslim
beliefs is difference of the apostrophe s. The Hindus says
everything is God. The Muslim says everything is God's.
• The Holy Quran says :
• "Come to common terms as between us and you.The first
common term is that we worship none but Allah".
• The first common term is "that we worship none but Allah".
16. UPANI SHADS
• The upanishads are considered sacred scriptures by the Hindus.
Consider the following verses from the Upanishads :
• "He is One only without a second" [Chandogya Upanishad 6:2:1]
• "Of Him there are neither parents nor Lord". [Svetasavatara
Upanishad 6,9] [ part II page 263.]
• Compare the above verses with the following verses of the Holy
Quran
• And there is none like unto Him. [Holy Quran , 112:4]
• There is nothing whatever like unto Him.[Holy Quran ,42:11]
17. THE VEDAS
• Vedas are considered the most sacred amongst all the
Hindu scriptures. There are 4 main vedas.
• 1. YajurVed
• i) Consider the following verses from the Yajur ved :
• as He is unborn, He deserves our worship. [The
Yajurveda by Devi Chand M. A. pg 377]
18. RIG- VEDA
• ) The oldest of all the vedas is Rig veda. It is also the one considered most sacred by
the Hindus. The Rig Veda states that "Sages (learned Priests) call one God by many
names".[Rigveda 1:164:46)]
• ii) The Rigveda gives no less than 33 different attributes to Almighty God, Many of
these are mentioned in Rigveda Book 2
• Amongst the various attributes given in Rigveda, one of the beautiful attributes!
Mentioned in Rigveda Subh II verse 3 for Almighty God is Brahma. Brahma means
The Creator. Translated into Arabic this word it means Khaliq. Muslims can have no
objection if Almighty God is referred to as Khaliq or Creator or Brahma. However
Muslims definitely do not subscribe to the view that Brahma is Almighty God who
has four heads (nauzubillah), Muslims are strongly against it. Again, Muslims can
have no objection if Almighty God is referred to as Rabb or Sustainer or Vishnu.
19. BHAGWAD GE E TA
• The most popular among all the Hindu scriptures is the Bhagwad
Geeta. Consider the following verse from the Geeta :
• Those whose intelligence has been stolen by material desires
surrender unto demigods and follow the particular rules and
regulations of worship according to their own natures.
• [Bhagwad Geeta chapter 7 verse 20 (B.G. 7:20)]
• The Geeta is referring to people who are materialistic and therefore
worship demigods i.e. besides the True God.
20. CONC LUS ION
• The concept of God adopted by a religion cannot be
judged by merely observing the practice of its followers.
• It is quite common for the followers of many religions to
be ignorant of the concept of God in their scriptures.
• It is therefore better to analyse the concept of God in any
religion by referring to its holy scriptures.
22. History
• Zoroastrianism is an ancient Aryan religion.
• It has few followers.
• It is one of the oldest religions.
23. Founder
• The Iranian prophet zoroaster was the founder of
zoroastrianism.
• It is commonly known as parsiism.
24. God according to zoroastrians
• They believe that there is one universal supreme God.
• They call God Ahura mazda.
• Ahura means the god or the lord.
• And mazda means the wise.
25. Vision of zoroaster
• Zoroaster went into a diatri river.
• He received a vision of vohu monah.
• After meeting voha monah, he believed one worship of God.
26. Sacred Books
• The sacred books of the parsis icludes the Dasatir and Avesta.
27. According to Dasatir
• He is one.
• Nothing resembles him.
• He is without origin or end.
• He has no mother, father, wife or son.
• He is without body.
• Neither the eyecan behold him, nor the power of thinking can
conceive him.
• He is above all that you can imagine of.
• He is nearer to you than your ownself.
28. According to Avesta
• Creator
• Most mighty, The greatest.
• Beneficient, Hudai.
• Bountiful, Spenta
29. Importance of water and fire
• Water and fire are life for them.
• They usually pray in the presense of some form of fire.
• Fire is consider as medium to get wisdom.
• Water is consider source of that wisdom.
30. Contradiction with Islam
• The concept of active participation of life throuh good deeds
and to keep choas at bay.
• The concept of monoasticism.
• But in Islam, there are few rules and regulation.
31. QuranicVerses
• یَدْعُوۡا لَمَنۡ ضَرُّ ہٗۤ اَقْرَبُ مِنۡ نَّفْعِہٖ لَبِئْسَ الْمَوْلٰی وَ لَبِئْسَ الْعَشِیۡرُ
﴾۱۳﴿
• ایسے کو پوجتے ہیں جس کے نفع سے )ف ۳۶ ( نقصان کی
توقع زیادہ ہے )ف ۳۷ ( بیشک )ف ۳۸ ( کیا ہی برا مولٰی اور
بیشک کیا ہی برا رفیق
They worship such that whose harm is more expected than •
his benefit. No doubt, what an evil patron and no doubt what
an evil comrade!
32. • e also:Western Perceptions of Zoroastrianism
• Farvahar. Persepolis, Iran.
40. CONC E P T OF GOD IN
CHR I S T IANI T Y
• What is Christianity?
• It is based on the life and oral teachings of Jesus
• Belief of Trinity.
• It is to believe in three gods, i.e. Jesus, His mother and His
father.
• The most divine book of Christians is Bible.
41. • Christians believe that Christ is god but he himself did not
claim to be a god in his life.
• Indeed there is not even a single sentence in the Bible who
supports this belief.
42. • According to the Bible, the statement attributed to the
Jesus Christ (PBUH),
• I cast out devils with the spirit of God. ( Mathew 12:28 )
• .....with the finger of God cast out devils....(Luke 11:20 )
43. MI S S ION OF J E SUS
• "Think not that I am come to destroy the law, or the
prophets; I am not come to destroy but to fulfill". (The
Bible, Mathew )
44. GOD S ENT J E SUS ( P BUH)
• Bible mentions the prophetic nature of Jesus
mission in the following verses.
• "And this life is eternal that they might know the
only true God who has sent me" ( The Bible, John
17:3 )
45. THE F I R S T COMMANDMENT I S
THAT GOD I S ONE
• Hear, O Israel : The Lord our God is one Lord.
( Mark (12:29).
46. S TATUS OF J E SUS ( P BUH) IN I S LAM
• Islam is the only non christian faith which makes it an
article of faith to believe in Jesus (PBUH). No Muslim is a
muslim if he does not believe in Jesus (PBUH).
• We believe that He gave life to the dead with God's
permission.
47. Concept of God in Islam
Presented by : Ahsan Mahmood
(2013-ME-424)
48. • The meaning of Islam is to “submit your will to
Allah”.
• Islam is the 2nd biggest religions of the world.
• There are more than 1.2 billion people in world
who follows Islam.
• Muslims believe in Monotheism.
49. Beliefs of Muslims
• Muslims belief in Monotheism.
• According to the Muslims Allah sent messengers to the
mankind.
• The purpose of the sending of the prophets is to teach the
lesson of Monotheism.
• Islam thus makes an article on believe upon all prophets
from Adam to till Jesus(A.S)
52. Monotheism
• There are three types of Monotheism.
• 1: Tawheed Ar Raboobiyah
• 2: Tawheed Al Asma Wa Safaat
• 3: Tawheed Al Ibadah.
53. Conclusion
• All Religious Scriptures Ultimately Speak about
Monotheism
• Quran Rejects All Self Made Beliefs of Heretics
• In a Nut Shell, Islam Represents the True
Concept of Monotheism and God.