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Challenges of Identity & Conviction: The Need to Construct an Islamic Worldview

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islamic online high school

He squirmed in his seat as his Middle East history professor–yet again–made a subtle jab about Islam, this time about the jizyah.  This professor claimed to be pro-Arab and pro-Islam and was part of a university department that touted itself for presenting history and narratives that are typically left out of the West’s Eurocentric social studies sequence. Still, she would subjectively only present an Orientalist interpretation of Islam. Ahmad* sighed. He felt bad just thinking about what all his classmates at this esteemed university thought about Islam and Muslims. He was also worried about fellow Muslims in his class who had not grown up in a practicing household-what if they believed her? He hated how she was using her position as the “sage” in the room to present her bias as absolute truth. As for himself, he knew deep down in his bones that what his professor was alleging just could not be true. His fitrah was protesting her coy smile as she knowingly agitated the few Muslims in her class of one-hundred-fifty.  Yet, Ahmad had never studied such topics growing up and felt all his years of secondary education left him ill-equipped as a freshman in college.  He tried to search for answers to her false accusations after class and approached her later during office hours, but she just laughed him off as a backward, orthodox Muslim who had obviously been brainwashed into believing the “fairy tale version” of Islam. 

***

Asiyah* graduated as class valedictorian of her Islamic school. She loved Biology and Physics and planned to major in Engineering at a top-notch program. While both family, friends, and peers were proud of her (some maybe even wishing they were in her shoes), they had no idea of the bitter inner struggle that was eating away at her, tearing her up from the inside out. Her crisis of faith shook her to the core and her parents were at their wits’ end. While she prayed all her prayers and even properly donned her hijab, deep down she felt……..sort of….……atheist.  Physics was her life–her complete being. She loved how the numbers just added up and everything could be empirically proven. But this led to her greatest anguish: how could certain miraculous events during the time of the Blessed Prophet ṣallallāhu 'alayhi wa sallam (peace and blessings of Allāh be upon him) have occurred? How could she believe in events that were physically and scientifically impossible?  She felt like an empty body performing the rituals of Islam.

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*names changed

***

An Unwelcome Surprise

Islam is a way of life. Its principles operate in every avenue of one’s life. However, English, History, Science and Mathematics are often taught as if they are beyond the scope of Islam. It is commonly assumed that moral teaching happens, or should happen, only in the Islamic Studies class. Yet, if we compare what is being taught in the Islamic Studies class with what is being taught consciously or unconsciously in other classes, an unwelcome surprise awaits us. Examining typical reading material in English classes, for example, reveals that too much of the material is actually going against Islamic norms and principles. Some of the most prominent problems with traditional English literature (which directly clash with Islamic moral and ethical principles) include: the mockery of God and religion, the promotion of rebellion against parents and traditional family values, the normalization of immoral conduct such as lying and rude behavior, and the condoning of inappropriate cross-gender interactions. Additionally, positive references about Islamic culture are either nonexistent or rare. Toxic themes of secularism, atheism, materialism, liberalism, and agnosticism are constantly bombarding our young Muslim students, thus shaping the way in which they view and interact with the world.

Corrective Lens: The Worldview of Islam

We need our children to develop an Islamic worldview, one that provides a framework for Muslims to understand their world from the perspective of the Qur’an.  It is impossible for the Islamic Studies classes alone to successfully teach Islamic behavior and nurture moral commitment unless the other classes also reflect the Islamic worldview- an outlook that emphasizes the idea that all our actions should be focused on pleasing Allah and doing good for ourselves and others. Therefore, the majority of what is taught in all academic disciplines should be based on Islamic values, aiming to improve the life of the student by promoting sublime ethical conduct. The unfortunate reality is quite the opposite: a typical child in a school in the West spends a minimum of 576 periods (16 periods of core classes/week * 4 weeks/month * 9 months) of classroom instruction annually on academic subjects that are devoid of Islam and contain minimal teaching of morality that aligns with Islamic principles. How much Islam a child learns depends on whether their parents choose Sunday school, Islamic schools, and/or other forms of supplementation to provide religious knowledge. However, rarely does that supplemental instruction undo the thousands of hours of the atheistic worldview that children soak in by the time they finish high school through the study of secular subjects. By not having an Islamic worldview and not having Muslims’ heritage and contributions to humanity infused into the teaching of academic subjects, we witness the problems experienced by the likes of Ahmad* and Asiyah*–problems that plague modern Muslim youth.

Identifying the Unlikely Suspect

This realization is perhaps the missing piece in the puzzle when it comes to our bewilderment: how are large swaths of youth from some of the kindest, sweetest, practicing Muslim families going astray and getting confused? When we shepherd our flock and find one or more of our “sheep” lost and off the beaten path, we think of the likely suspects, which include negative influences from peers, family, movies, social media, etc. We may even blame the lack of inspiring role models. We are less likely to suspect that the very literature that our children are consuming day in and day out through our well-intentioned efforts to make them “educated” and “sophisticated” could cause them to question Islam or fall into moral abyss.

Ibn ‘Umar reported that the Prophet, may Allah bless him and grant him peace, “All of you are shepherds and each of you is responsible for his flock. A man is the shepherd of the people of his house and he is responsible. A woman is the shepherd of the house of her husband and she is responsible. Each of you is a shepherd and each is responsible for his flock.”

Islamic Infusion in Academic Study as a Solution

There have been efforts across the globe to infuse Islam into academic study of worldly subjects. Universities such as the International Islamic University of Malaysia(IIUM), which has a dedicated “Centre for Islamisation (CENTRIS),” is an example. At the secondary school level, most brick and mortar Islamic schools do offer Arabic, Qur’an, and Islamic studies; however, few Muslim teachers are trained in how to teach core academic subjects using principles of Islamic pedagogy.

How exactly can educators infuse an Islamic perspective into their teaching? And how can Muslim children have access to high quality education from the worldview of Islam, taught by talented and dynamic educators?

Infusing Islam & Muslim Heritage in Core Academic Subjects, According to the Experts:

  • Dr. Nadeem Memon, professor of Islamic pedagogy, states that for a pedagogy to be Islamic, it should not contradict the aims, objectives and ethics contained in revelation (Qur’an) and should closely reflect an Islamic ethos that is based on revelation, the sunnah of the Prophet(pbuh), and the intellectual and spiritual heritage of his followers. It should also effectively develop the student’s intelligence (`aql), faith (iman), morality and character (khuluq), knowledge and practice of personal religious obligations (fard ain) and knowledge, skills and physical abilities warranted by worldly responsibilities and duties (Ajem, Ramzy and Nadeem Memon, “Prophetic Pedagogy: Teaching ‘Islamically’ in our Classrooms”)
  • Dr. Susan Douglass, expert in Social Studies, promotes a panoramic study of the world by global eras–emphasizing the interdependence of nations–rather than an isolationist civilizations approach (which in Western societies focuses only on Western civilization). Such study includes Islamic history and Muslims’ contributions to humanity throughout the ages.
  • Dr. Freda Shamma, pioneer in promoting culturally inclusive and ethical literature, emphasizes that English classes should carefully select literature aligned with Islamic moral values and include works by both Western authors and those from other cultures, i.e. literature that 1-features Muslim main characters and 2- is authored by Muslims.
  • Dr. Nur Jannah Hassan at CENTRIS, stresses that Science classes should be designed to awaken the student’s mind, to inspire a complete awe of and servitude towards the Creator and Sustainer, to instill the purpose of creation, vicegerency and stewardship of the earth and its inhabitants, to enable students to decipher God’s Signs in nature and in the self, to infuse responsibility in sustaining balance and accountability, and should include Muslims’ legacy in the field.
  • Dr. Reema alNizami, specialist in Math Education, advocates that Math classes should instill creative thinking, systematic problem solving and an appreciation of balance; include a survey of Muslims’ contributions to the field; and utilize word problems that encourage charitable and ethical financial practices.

Technology Enables Access to Islamically Infused Schooling for grades 6-12

Technology has now enabled this Islamic infusion for middle schools and secondary schools to become a reality on a global scale, alhamdulillah. Legacy International Online High School, a college preparatory, online Islamic school serving grades 6-12, whose mission is “Cultivating Compassionate Global Leaders”, offers all academic subjects from the Islamic worldview. Pioneered by leading Muslim educators from around the globe with background in Islamic pedagogy and digital learning, Legacy is the first of its kind online platform that is accessible to:

  • homeschooling families seeking full-time, rigorous, Islamically infused classes
  • Public school families looking for a part-time Islamic studies or Arabic sequence
  • Islamic schools, evening programs, and Sunday schools that are short-staffed and would like to outsource certain courses from the Islamic worldview
  • Schools and entities needing training/workshops to empower Muslim educators on how to teach from the Islamic worldview

Alhamdulillah, Legacy IOHS is an accessible resource for families with children in grades 6-8 who are seeking curriculum and instruction that is Islamically infused.

Strengthening Faith & Identity in College and Beyond

For those seeking supplementary resources to address the most prevalent hot topic issues plaguing young Muslims of our times, Yaqeen Institute, whose initial publications were more targeted towards a university audience, is now working to make its research more accessible to the general public through both its Conviction Circles initiative and its short videos featuring infographics.

Another online platform, California Islamic University, offers a comprehensive course sequence which allows college students to graduate with a second degree in Islamic studies while simultaneously completing their undergraduate studies at any accredited community college or university in the United States. Qalam and AlMaghrib Institute also offer online coursework in Islamic studies.

What We Hope to Avoid

While volunteering at his son Sulayman’s* public school with ten student participants, Ibrahim* was saddened when he met a young boy named Chris*. When Chris met Ibrahim, he piped up and eagerly told Ibrahim, “my grandparents are Muslim!” Through the course of the conversation, Ibrahim realized that he knew Chris’ grandparents, a very sweet elderly couple (and currently very practicing) who had not made the Islamic worldview a priority early on in their children’s lives. A mere two generations later, Islam is completely eliminated from their family.  *names changed

Our Resolve

Legacy IOHS recommends the following to Muslim families/educators and Islamic schools:

  1. Instill in our children a strong grasp of the foundational sciences of Islam, while preparing them with the necessary contemporary knowledge and skills
  2. Teach our children in their formative years to view the world (including their “secular” academic study) through the lens of Islam
  3. Follow this up with relevant motivational programs that assist them in understanding challenging issues of today and coach them on how to respond to the issues in their teenage years.

We pray that with the above, we will have fulfilled our duty in shepherding our flock in a comprehensive way, with utmost care. It is Allah’s help we seek in these challenging times:

رَبَّنَا لَا تُزِغْ قُلُوبَنَا بَعْدَ إِذْ هَدَيْتَنَا وَهَبْ لَنَا مِنْ لَدُنْكَ رَحْمَةً ۚ إِنَّكَ أَنْتَ الْوَهَّابُ

‘Our Lord, do not let our hearts deviate after You have guided us. Grant us Your mercy: You are the Ever Giving. [Qur’an 3:8]

 رَبَّنَا هَبْ لَنَا مِنْ أَزْوَاجِنَا وَذُرِّيَّاتِنَا قُرَّةَ أَعْيُنٍ وَاجْعَلْنَا لِلْمُتَّقِينَ إِمَامًا

‘Our Lord, give us joy in our spouses and offspring. Make us good examples to those who are aware of You’. [Qur’an 25:74]

يَا مُقَلِّبَ القُلُوبِ ثَبِّتْ قَلْبِيْ عَلَى دِيْنِكْ

“O turner of the hearts, keep my heart firm on your religion.”

Freda Shamma has a M.A. from the University of California, Berkeley, and an Ed.D. from the University of Cincinnati in the area of Curriculum Development. A veteran educator, she has worked with educators from the United States, South Africa and all over the Muslim world to develop integrated curricula based on an Islamic worldview that meets the needs of modern Muslim youth. She serves as Curriculum Advisor for Legacy International Online High School.

An avid student of the Islamic sciences, Zaheer Arastu earned his M.Ed from The George Washington University and completed his training in Educational Leadership from the University of Oklahoma. his experience in Islamic education spans over 15 years serving as both teacher, administrator, and dean of innovation and technology. He currently serves as the Head of School for Legacy International Online High School.

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The Prophet (SAW) has taught us the best of deeds are those that done consistently, even if they are small. Click here to support MuslimMatters with a monthly donation of $2 per month. Set it and collect blessings from Allah (swt) for the khayr you're supporting without thinking about it.

3 Comments

3 Comments

  1. Avatar

    Handsome Jack

    August 24, 2019 at 5:34 PM

    So Islamic dominance then? How about a ‘worldview’ about Christianity since Mohammed / Allah mocks in the Quran as polytheism?

  2. Avatar

    Muslimah11

    August 25, 2019 at 10:43 PM

    as salamu ‘alaikum,

    I really appreciate this thoughtful article. I like how the school focuses on the middle school age — a time when children are developing identities that tend to last a lifetime. May Allah swt bless and reward your efforts.

  3. Avatar

    Freda Shamma

    August 27, 2019 at 5:48 PM

    Christian students should definitely be taught according to a Christian worldview. It is not a matter of dominance but of sharing and learning from people of different faiths and experiences. As Christians living in Muslim majority lands should (and in most places do) have the freedom and need to teach children their own
    Christian culture as well as the Muslim culture around them, the Muslims in America should have the right to teach their children how to live as good, contributing Musim Americans

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#Islam

30 Khawaatir in 30 Days- A Parent’s Guide | Day 11: Gratitude

Now that we have learnt about the dua’ of Umm Salama, let’s talk about gratitude.

Question: Let’s all go around and state a few things we’re grateful for.

Those are all really great! Alhamdulillah for all of those! 

Question: Do you know what the opposite of shukr, or showing thanks, is? 

It’s actually the word kufr (unbelief). Sometimes, we complain so much that we hide all the good that Allah subḥānahu wa ta'āla (glorified and exalted be He) has given us and we only see the hardships. 

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Allah subḥānahu wa ta'āla (glorified and exalted be He) wants us to stay grateful for everything He has given us. Our health, our family, our talents, and most importantly, our religion. Allah subḥānahu wa ta'āla (glorified and exalted be He) reminds us in the Qur’an:

وَإِذْ تَأَذَّنَ رَبُّكُمْ لَئِن شَكَرْتُمْ لَأَزِيدَنَّكُمْ ۖ

“And [remember] when your Lord proclaimed, ‘If you are grateful, I will surely increase you [in favor]…” [Surah Ibrahim; 7] 

When Allah subḥānahu wa ta'āla (glorified and exalted be He) tells us, “If you are grateful, I will surely increase you,” He leaves the increase open-ended. 

Allah subḥānahu wa ta'āla (glorified and exalted be He) can give us more in what we thank Him for. He can also give us more appreciation and awareness of the blessings He has granted us. 

Did you know that saying alhamdulillah (all praise is due to Allah) and showing gratitude actually changes the way our brains are shaped, inside our heads? People who show gratitude on a daily basis end up feeling happier too! 

When Allah subḥānahu wa ta'āla (glorified and exalted be He) blew Adam’s raḍyAllāhu 'anhu (may Allāh be pleased with him) soul into him, Adam raḍyAllāhu 'anhu (may Allāh be pleased with him) responded by sneezing, and he said: alhamdulillah. That was the first word that was ever uttered by a human being.

And do you know what the last word will be?

وَتَرَى الْمَلَائِكَةَ حَافِّينَ مِنْ حَوْلِ الْعَرْشِ يُسَبِّحُونَ بِحَمْدِ رَبِّهِمْ ۖ وَقُضِيَ بَيْنَهُم بِالْحَقِّ وَقِيلَ الْحَمْدُ لِلَّـهِ رَبِّ الْعَالَمِينَ 

“And you will see the angels surrounding the Throne, exalting [Allah] with praise of their Lord. And it will be judged between them in truth, and it will be said, “[All] praise to Allah, Lord of the worlds,”’ [Surah az-Zumar; 75] 

Isn’t that amazing? We begin and end with praising and thanking Allah subḥānahu wa ta'āla (glorified and exalted be He)

 Allah subḥānahu wa ta'āla (glorified and exalted be He) reminds us in the Qur’an:

وَإِن تَعُدُّوا نِعْمَةَ اللَّـهِ لَا تُحْصُوهَا ۗ إِنَّ اللَّـهَ لَغَفُورٌ رَّحِيمٌ

“And if you should count the favors of Allah, you could not enumerate them. Indeed, Allah is Forgiving and Merciful,” [Surah an-Nahl; 18]

Question: Even though we won’t be able to list all of Allah’s subḥānahu wa ta'āla (glorified and exalted be He) favors, can each of you think of at least 10?

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From Tweet to Virtual Event: Online Organizing In The Time Of Corona | Muslim Virtual Grad

musllim grad

It was mid-April and we were one month into the pandemic. Ramadan  was a couple of weeks away and we had settled into the “New Normal,” but still learning every day of changes. The most recent one was schools, colleges and universities canceling graduation ceremonies. Many choosing to not to postpone but to cancel.

My wife received the email from her graduate program and was lamenting how she wouldn’t be able to wear the cap and gown she had gotten for the commencement.

Her phrasing made me think of the popular slang term “No Cap” that is used heavily these days, and I tweeted out what I thought was a funny joke.

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The tweet quickly got traction and was being shared as people resonated with it with people responding in various ways. One of these interactions seemed benign at first.

 

 

At the time, it didn’t go anywhere. Sara had left me with the thought but I didn’t act on it. Alhamdulillah, she did. Two weeks later, she messaged me. “Let’s do this,” she said. From there 2020 Muslim Virtual Graduation was born. 

We realized there was an opportunity to connect with the amazing organizations in our communities that are focused on Muslim students and the unique challenges they face. Since then, we have partnered with Midwest Muslim United Student Association (MMUSA), MIST Chicago, and A Continuous Charity, all of which are Muslim organizations dedicated to serving high school and college students in different capacities, from on-campus services, to inter-school competitions, to interest-free financial aid.

The 2020 Muslim Virtual Graduation will be free to attend and live streamed May 30th at 5:15 pm CST and live streamed to MMUSA’s Facebook Page. Inshallah, Dr. Omar Suleiman, President of Yaqeen Institute, (and a 2020 graduate himself) will be giving a Commencement Speech. There will be entertainment at the end.

It is open to high school, university, and professional grads, all around the world. 

Graduates who would like to be recognized can submit their slide with their name, degree, school and photo (optional), and a dedication or message to the following URL: bit.ly/vmggrads. The deadline to register is the of the day Friday, May 29th, 2020. 

Sara had previously recognized the merit of online organizing and resources, and compiled a master list of Islamic lectures and seminars that had been recently being streamed online due to the pandemic. “Online events cannot totally replace the spirit of in-person gatherings. But I think organizing during this time requires a shift in perspective: what challenges do we face when organizing in-person, and how can we take advantage of the new opportunity we do have now since those are gone? This is what inspired us to go global with the event,” says Sara.

Alhamdulilah, we already have graduates from the UK, Saudi Arabia, and Singapore registered! 


About Us

Ziyad Dadabhoy is a Civil Engineer living in Chicago, IL and Co-Founder of Midwest Muslim United Student Association (MMUSA). He has also been a part of AlMaghrib Chicago and MIST Chicago.

Sara Alattar is a student of Islamic Sciences, upcoming medical student, and Director of Operations at thinkbites.org, a new multimedia Islamic publication for personal development.

A Continuous Charity (acceducate.org) is the first and only national Muslim 501(c)3 that provides interest-free loans and financial mentoring for higher education. 

The Midwest Muslim United Student Association (midwestmsa.com) is dedicated to connecting college Muslim Student Associations (MSA’s) from around the Midwest for collaborative events and projects.

Muslim Interscholastic Tournament (mistchicago.org) is a non-profit that hosts annual educational and creative competitions for high school students across the US, and in 19 regions across the world.

Yaqeen Institute for Islamic Research (yaqeeninstitute.org) is a non-profit research institute which aims to instill conviction and inspire contribution based on mainstream Islamic texts.

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30 Khawaatir in 30 Days- A Parent’s Guide | Day 10: The Dua’ of Umm Salama

Now that we have learnt about a good word, let’s talk about the dua’ of Umm Salama.

Today I’m going to share with you a story of a very important woman in Islamic history named Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her). She was a female companion, which means she was a sahaabiya (female companion)

Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) was one of the first people to embrace Islam and she was one of the few Muslims who actually performed the hijrah twice. 

Question: Who can tell me what a hijrah is?

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A hijrah is when someone leaves a place they are in for the sake of Allah subḥānahu wa ta'āla (glorified and exalted be He). The first hijrah was to Ethiopia, where a just Christian ruler named Najashi took in a group of Muslims and took good care of them. 

So Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) and Abu Salama raḍyAllāhu 'anhu (may Allāh be pleased with him) went to Ethiopia. After some time living there, they really wanted to go back to Mecca so that they could be next to the Prophet Muhammad ṣallallāhu 'alayhi wa sallam (peace and blessings of Allāh be upon him) and learn everything about Islam. As they waited patiently, news traveled all the way to Africa saying that the Muslims were no longer getting persecuted because Umar ibn al-Khattab raḍyAllāhu 'anhu (may Allāh be pleased with him) and Hamza raḍyAllāhu 'anhu (may Allāh be pleased with him), the uncle of the Prophet ṣallallāhu 'alayhi wa sallam (peace and blessings of Allāh be upon him), had embraced Islam. 

Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) and Abu Salama raḍyAllāhu 'anhu (may Allāh be pleased with him) decided to return back to Mecca, and when they did, they realized that it was only a rumor and that the Muslims were still being tortured by Quraysh. So, when the Prophet Muhammad ṣallallāhu 'alayhi wa sallam (peace and blessings of Allāh be upon him) instructed all of the Muslims of Mecca to leave to Madina for the second hijrah, they wasted no time getting ready. 

Question: Do you see how they were so active and didn’t take their Islam for granted?

As Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) was about to mount her camel, her tribe, the Banu Makhzum, came and told Abu Salama  raḍyAllāhu 'anhu (may Allāh be pleased with him) that they would not allow him to take Umm Salama  raḍyAllāhu 'anha (may Allāh be pleased with her) to Madina. Then Abu Salama’s tribe, the Banu Asad, takes Salama, his child, away.  Abu Salama raḍyAllāhu 'anhu (may Allāh be pleased with him) could not defend himself against all of these men, so he sets off to Madina.

In just one day Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) lost her husband and her child, and she suffers so much because of it. She is in a lot of pain. After some time her cousin starts to feel sorry for her and speaks to the tribes on her behalf. He is then able to reunite her with her son. Then after a year of waiting, Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) is finally able to meet her husband in Madina. 

Abu Salama raḍyAllāhu 'anhu (may Allāh be pleased with him) was known to be a very caring husband and courageous man. He fought in the Battle of Badr as well as in the Battle of Uhud. In Uhud, he received a wound that he wasn’t able to recover from. 

Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) was so sad the day Abu Salama raḍyAllāhu 'anhu (may Allāh be pleased with him) died, but the Prophet Muhammad ṣallallāhu 'alayhi wa sallam (peace and blessings of Allāh be upon him) taught her to recite a beautiful dua’:

إِنَّا لله وإنا إليه راجعون اللهم أجرني في مصيبتي وأخلف لي خيرا منها 

“We belong to Allah and to Allah is our return. Oh Allah, reward me for my calamity, and replace my loss with something better.”

Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) recited this dua’, but in her mind she thought, “Who can be better than Abu Salama raḍyAllāhu 'anhu (may Allāh be pleased with him)?” 

After a few months passed, Umar ibn al-Khattab raḍyAllāhu 'anhu (may Allāh be pleased with him) proposed to Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her), but she said no. 

Then, Abu Bakr raḍyAllāhu 'anhu (may Allāh be pleased with him) proposed to Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her), but again she said no. 

Then, the Prophet Muhammad ṣallallāhu 'alayhi wa sallam (peace and blessings of Allāh be upon him) proposed to Umm Salama raḍyAllāhu 'anha (may Allāh be pleased with her) and she accepted. So now, she was not only the mother of Salama, but the mother of all of the believers until the end of time! 

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