LESSONS OF THE DAY

Keeping alive the Islamic tradition of scholarship, insight, and purification...one day at a time.

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Tuesday, 10 March 2015

Muslim dentist opens free clinic in California


Growing up in a large lower middle-class family on his father’s teaching salary, Makbul Patel said he learned early the value of a dollar. In his private practice, he saw that people were in need and wanted to help them, saying that this project is something that is close to his heart

World Bulletin / News Desk
When he immigrated to America about 30 years ago, Makbul Patel experienced something he hadn’t in his native India – a bone-chilling winter.
Patel, who lives in Riverside with his wife, Nasim, said his first stop when he came to the United States to continue practicing dentistry was Chicago.
“It was amazing,” he said. “When I came to Chicago, I saw my first winter. I didn’t have any exposure to snow.”
In an article in The Press Enterprise, Patel explains how who lived in California called him and urged him to come to a warmer climat which he did six months later. Thirty years later he has been serving patients in the Inland Empire and helping the community through his work and volunteer efforts.
Patel, 57, earned recognition from the city in late 2014 for his service when he received a Riverside Heroes Award.
 Patel also founded Al-Shifa Dental Clinic, a free clinic in San Bernardino that provides care to patients regardless of their income, social background, religion, race or ethnicity.
Patel, a devout Muslim, sees his mission to help people in need as a duty, he said.
“In my faith, medicine is a noble profession,” he said. “So serving the community is one of the noble things to do.”
Patel has been very active in his community especially as he saw a sharp rise in anti-Muslim sentiment after the 9/11 terrorist attacks - he spearheaded several efforts to connect the Muslim community with Riverside, and established the Open Mosque Day event, inviting the public to visit and learn about Islam.
He helped to establish the Annual Ramadan Iftar Dinner in Riverside, an event that brings residents from various faiths and walks of life together.
Omar Zaki, who met Patel more than 15 years ago at the Islamic Center, nominated his friend for the Heroes Award. What he saw in Patel, was his ability to give and still maintain his piety and humbleness. He pointed out that for Patel, the driving force was his Islamic faith.
“As a Muslim, it’s his responsibility to help others. He does this without asking for him. He is the guy in the back of the room doing 90 percent of the heavy lifting.”
Zaki recalled how Patel created an annual event that recognized students graduating from high school and going on to college, giving each youth a gift and providing them with a boost from the community.
“This man has really tried to demonstrate to everyone he has come across what the meaning of being a good Muslim is,” Zaki said. “He does so with his generosity. We as American Muslims need more Dr. Patels.”
Patel, born one of 10 children in Gujarat, India, was the first in his family to become a dentist but his shining example also has spurred his son Sameer and daughter Asma to dentistry and  a nephew who is also studying. His youngest son Hamza is at UC Riverside and is considering dentistry as well.
Patel’s nonprofit dental clinic is closest to his heart. Patel said in 1999, a group of Muslims started a nonprofit medical clinic in the unincorporated area of Muscoy. In 2004, Patel opened a dental office there.
“I’ve always wanted to do this,” he said. “I came here and saw lots of people who come to my dental office with no insurance. I was looking for a good opportunity. I’ve always wanted to give back to the community.”

Educating Muslim Children: Challenges and Opportunities

ABSTRACT 
Education is the birth right of every Muslim and Muslimah. Islam puts considerable emphasis on its followers to acquire knowledge. Investment in education is the best investment one can make, because it eventually leads to intellectual property. Intellectual property is the intangible property, which no one can steal or destroy. This is the property on which no Government can levy a tax. It was as a result of application of knowledge that Muslims were the superpower of the world for twelve centuries. 
Today, globally Muslims have the lowest literacy rate. Education of Muslim children in the west has both opportunities and challenges. 
In the Western World the purpose of education is to provide for the economic prosperity of a nation. At a personal level the purpose of education is to acquire academic and professional skills that enable one to earn a respectable living with riches and fame, and also a luxurious and comfortable life. For a Muslim providing economic prosperity of a nation does not contradict his/her Islamic beliefs, however focusing the goals of education solely for the purpose of money making is unpalatable. Muslims want to impart Islamic education. Vast majority of the Muslims think that Islamic education means acquiring Islamic religious knowledge-study of Qur'an, Arabic, Hadith, Sunnah, Seerah, Fiqh, Islamic history, and allied subjects. As a matter of fact, in the present world broadly speaking we have two types of Muslims. Those who have followed the Western type of education or secular education and those who have acquired Deeni or Islamic education.
 

In the twentieth century, due to Colonialism and Western influence, Muslim parents concentrated on imparting only Secular education to their children. The weak or not so bright students were sent to Deeni (religious) Madrasas (schools) in their own countries or to one of the Middle Eastern countries. The Muslims who emigrated to Western countries became aware of their religious identity and wanted to impart both Islamic and Secular education, what is now known as "Integrated Education." When they lacked the numbers and resources, they sent their children to public schools during the week and to the Islamic schools in the Mosque or Islamic Center during the weekends. As their numbers grew and acquired sufficient resources, they have opened full-time Islamic Schools from kindergarten (K grade) to 12th grade (senior or final year) in High School. In North America, an estimated 300 Islamic Schools are functioning which impart Integrated education. There are even a few full-time Hifz schools in North America producing homegrown Huffaz (plural of Hafeez-a scholar who has memorized the Qur'an). It takes about two to three years of full-time study to become a Hafeez. During this time the student takes an equivalent to sabbatical leave from his or her public or parochial school. 
This paper analyzes the choice the parents make in sending their children, to Public, Parochial, Private non-parochial, Islamic, Virtual Islamic, or Home School. Their advantages and disadvantages. 
The greatest objective of education is to prepare the young generation for leadership. Islamic education is of course has the highest objective, and more than that can hardly be imagined. The aim of Islamic education is Character building. Growth and development of an Islamic personality should be the final goal of any Islamic School. Islamic values are the foundation of the Islamic personality. As Muslims our educational aim is to develop the personalities of our children to the end that they will be conscious of their responsibility to Allah (the Creator) and to fellow humans. The aims and objectives of Islamic education has been defined in the Recommendation of the Committee I of the First World Conference on Muslim Education as under, "Education should aim at the balanced growth of the total personality of man through training of the human spirit, intellect, rational self, feelings and senses. The training imparted to a Muslim must be such that faith is infused into the whole of his/her personality and creates in him/her an emotional attachment to Islam and enables him to follow the Qur'an and Sunnah and be governed by Islamic system of values willingly and joyfully so that he/she may proceed to the realization of his/her status as Khalifatullah to whom Allah has promised the authority of the universe." 
We need to prepare the younger generation having leadership quality and not to be the followers of alien ideologies but to play the role of torchbearer by their excellence in knowledge, character, and positive action. Some scholars believe that this quality can be developed in Muslim youth by a direct study of the Qur'an with a view to solve the problems of life in its light. A program of action to upbring the younger generation for leadership has not yet been formulated.  
Every Muslim parent is advised to raise his or her children well and properly. A happy home, comfort, care and love, providing the necessities of life and a good education are some of the responsibilities that parents are required to fulfill. Prophet Muhammad (Peace be upon him) said whoever is not kind to young people is not one of us and the best teaching that a parent can give a child is the teaching of good manners and character. The Muslim child absorbs the Islamic values from its parents, teachers, peers, friends and the environment, including the care- givers. Nip it in the bud is the best advice. Otherwise once the Muslim child develops undesirable habits and unethical values, it becomes extremely difficult to make the child into a good Muslim/Muslimah. 
Parents play a vital role in the education of their children. Early childhood education program emphasizes the role of parents. It declares that learning begins in the first days of life and continues for long. Parents should develop a habit to read with their children every night. Parents should provide an Islamic environment, an Islamic culture. It is hypocritical to do things differently and expect the child to have Islamic values. Parents set the best examples for their children to imbibe. Like parents the role of family has also been considered important in learning and upbringing the children. As the children grow the teachers, community elders, their friends exert deep influence on the character of the child. The parents should choose the right schools for their children. Audio-Visual media such as TV, Video, video games, Movies, peer pressure could play an effective role in erasing the Islamic personality the parents are building and deeply influence the behavior of the children for years. It takes constant and continuos effort on the part of the parents and others to keep our youth on the path of Islamic values. Otherwise they will become an American statistic. Character education, promotion of order and discipline and ending the culture of guns and drugs from schools are the important steps of Islamic education. Islamic education should open the door of college education for every Muslim.  
The frontiers of learning are expanding across a lifetime. All the people, irrespective of age, must have a chance to learn new skills. Internet is now the power of information. The classroom, library and even the children's hospitals are planned to connect with it for easy access to knowledge. 
In America the parents of Muslim children are facing the challenge of picking the right school for their children. The parents have the choice to choose the school their children will attend. Parents would like to send their children to a school that promotes academic excellence and a value centered educational environment. The following pages list the different types of schools available for Muslim children, their advantages and disadvantages. 
WHY ISLAMIC EDUCATION? 
American society today is drifting aimlessly in a sea of problems: 
  • Crime
  • Guns and violence including rape
  • Sexual promiscuity and immorality
  • Drugs
  • Homosexuality
  • Poverty
  • Divorce
  • Single parent families
  • Children traumatized emotionally and psychologically as a result of broken families
  • Disrupted upbringing
  • One million teen-age pregnancies of unmarried mothers per year
  • Sexually abused children
  • Spousal abuse
  • Child abuse
All of this has great influence on and impacts the Muslims living in America, especially the children and youth. The parents try to teach Islamic values and morals to the children, hence children are to maintain these values at home environment. Outside the home, the children are in a totally different environment. At times the outside social environment is in opposition to what Muslim children are learning at home. As a result of this conflict, children are fighting a psychological battle in their minds. Islam is very deeply concerned with the welfare of human society and the family is considered to be the cornerstone for building the right society. Raising children in this culture and expecting Islamic values from them is a unique and very tough challenge. Muslim families are at a disadvantage in meeting the psychological and spiritual needs of the children. Giving more religious teachings to children at home is not enough. It is extremely important for parents to spend time with their children. Parents have to find time to be with their children at home, school, games, on the playground, field trips, picnics, and tours. The most essential element is to establish an open channel of communication with the children. An effort should be made to create an environment wherein children should not hesitate to say to their parents their thinkings and feelings. The school system in America deals with the teaching of Academic subjects. The system has also been gearing up to teach life skills, such as prevention of smoking and drug abuse, prevention of heart disease, pregnancy and sexually transmitted diseases. Children should get the Islamic education at an early age. In an effort to inculcate Islamic values, the teachings should be done at home as well as Islamic centers or Islamic schools. Islamic schools should create opportunities for Muslim children to get together to bond with each other as this would help in establishing confidence in an Islamic identity and get psychological support. When children meet other children who are Muslim, it enhances their confidence in being a Muslim and they feel more comfortable about their identity and they assert their Islamic identity in non-Muslim environment with more ease and comfort. Islamic identity, according to some, refers to characteristics of thought, behavior, and attitudes emanating from the Islamic beliefs; and it should be manifested in an Islamic way of life. The practice of Islam gives Muslims a tangible identity that they live with and project to the rest of the society. It can be preserved by their dynamic interaction with the realities of the American system of life and influencing and reforming the society through Islamic thoughts. The best role model is the parent's character. The social support systems, such as Islamic centers, weekend or full time Islamic schools should be built in communities across the country. 
Problems in Islamic Schools: 
  • No Adaab or Islamic etiquette or behavior
  • Parents want teachers to be lenient
  • Some girls and boys meet secretly in the basement.
  • They have girl-friends and boy-friends
  • They do smoke
  • Profanity is written on the walls, desks, blackboards, etc.
  • Behave roughly: laughing, talking, screaming, rip off their Hijab on the buses.
  • Discipline: Behavior is no different from the Public Schools.
  • Teachers are not fair. Spoiled kids as their parents are rich or important
  • Less school activities for girls. Little opportunity to interact with other students.
  • Islamic schools are running without an Islamic curriculum, often without a syllabus
  • No textbooks.
  • No qualified and trained teachers or certified teachers. (Quality in education is not possible without good teachers.)
  • Those who attend Muslim high schools do not fare better in college.
  • Non-Muslim teachers who are qualified and certified. (Live-in boyfriend, rejects institution of marriage. Wear tight and revealing outfit. Promote gay agenda, anti-religion agenda, or insensitive to Islamic values and events)
  • Qualified and certified Muslim teachers work in Public schools. As Islamic schools do not offer viable salaries, benefits (pension health benefits, etc.)
  • When they leave Islamic schools and graduate from colleges, some of them, they do marry non-Muslims as the Muslim community and their parents have exerted zero influence on them.
  • Chronic shortage of space, science labs, auditoriums, gyms, playgrounds, libraries, bathrooms.
  • High turnover rate (30 to 40 percent annually) of teachers.
  • Parents' fear Islamic schools trade off academics for Islamic environment.
  • Organization, planning and discipline -suffer most in Islamic schools.
  • Governance is the big reason why most Islamic schools suffer
  • Do not develop an autonomous and unique decision-making (governance) structure
  • School Boards require training in how to run a school
  • School Boards rarely include women
  • Parents do not play a part in Governance structure
  • No qualified administrators
  • Some parents worry Islamic schools offer an inferior quality of education.
  • Children are not prepared to face competitiveness and the challenges of the modern world.
  • Seriously lacking in Muslim literature and culture.
  • For many Muslim families, Islamic schools are not affordable.
  • In sparse Muslim population areas, Islamic schools are not financially viable.
  • Very few trained Muslim teachers in special education or none

In North America major problem is the prevalent moral degradation of the society. In establishing the Islamic Schools, Muslims lack a clear perception of their goals and seldom evaluate the final result if it is worth the money in producing the desired results. Many Islamic schools have run into financial difficulties. Their dreams have crumbled down, resulting in scaled down projects after short-lived disastrous venture.  
HOME SCHOOLING: 
  • The best and safest place for a Muslim child to be educated
  • Home schooling is possible only for a very small number.
  • Requires motivated parents who are qualified.
  • Parents should be trained and willing to devote long hours every day.
  • Parents should impart both 'Islamic' and 'secular' education
  • Prepare the children to successfully compete in the outside world.
  • Parents rejoice in the experiencing a child harvest the fruits of an education.
  • Taking children from pre-reading to reading is an exhilarating experience.
  • Public and / or private schools may have turned children away from being interested,
self-motivated learners and taken the joy of learning away from them.
  • The public/private schools are not as thorough as a parent wishes.
  • There is no available or affordable local full time Islamic school.
  • The Islamic school does not provide the entire K-12 educational experience.
  • Public schools work against the parent's authority and unfriendly to Muslim children-Hijab.
  • Public school texts and classroom materials may be destructive to Islamic values and parental authority.
  • Parents develop their own curriculum, pick out books, texts and workbooks that best suit
their needs and family or learners style.
  • Home schooling removes children from an environment of drugs, violence, alcohol, sexual
Experimentation, gangs, and peer pressure.
  • It returns them to a healthy, safe, Allah-centered learning environment.
  • A school schedule that is friendlier to the demands of an Islamic life can be followed.
  • Classes can be held on Saturday and Sunday, continued during Christian holidays,
lightened during Ramadan and stopped for Eids.
  • When family moves and relocates, continuity in education is preserved.
  • Homeschoolers do not have to fit the child to the curriculum
  • Homeschoolers make the curriculum fit the individual child.
  • Misconception: parents need to know everything or spend all day teaching.
  • School days need not be as long, either.
  • One-on-one instruction is faster than one-on-30.
  • Home schooling is legal in all fifty states, Canada, the United Kingdom and many other countries
  • Homeschooling of children with learning disabilities, special needs or gifted and talented is possible
  • There are magazines, WEB sites, distance learning programs and curriculum specifically designed for and devoted to this segment of the homeschooling population.
  • SOCIALIZATION: Muslim families arrange weekly or monthly field trips or social events. Participate in local Boy/Girl Scouts, sport teams, craft and sewing classes,
YMCA (physical education requirements).
  • Muslim organizations that meet social needs of Muslim children: Muslim Youth Camps, MYNA,
local Masjid youth programs, summer camps, vacation camps, Muslim Athletes United International
  • Home school students watch much less television than students nationwide.
  • Home school student achievement test scores are exceptionally high.
  • Home schooled students have higher scholastic achievement test (SAT) scores than students who attended other educational programs.
  • Homeschooled children are winning Spelling Bee and Geography Bee National Contests.
PUBLIC EDUCATION: 
  • No tuition fees. Public schools are run with tax-dollars to which Muslims contribute.
  • Have qualified, trained and certified teachers
  • Teachers are paid well, with all the benefits
  • Provide secular curriculum which has many good skills-like critical thinking
  • Tries to inculcate thirst for knowledge
  • Teachers are strict about homework
  • Classes are scheduled in blocks with longer times.
  • Provide college preparation with emphasis on science, math, English and other core subjects.
  • Provide real life experience-meet children of all strata of society, diversity, co-ed
  • Sufficient space for buildings, libraries, labs, playgrounds, gyms, Internet and individual PCs
  • Public schools in suburban areas provide quality education, relatively in a safe environment
  • Provide almost free Textbooks.
  • Provide free or subsidized lunches for low-income Muslim families.
  • Provide advanced classes for gifted and talented children.
  • Provide education for special children who are slow learners or mentally /physically handicapped
  • Public schools provide an excellent opportunity for advancing the cause of Islam
  • Gives opportunities for Muslim students and teachers to dispel misconceptions about Islam

  • Problems of Public Education:
  • Smoking
  • Alcohol
  • Drug abuse
  • Boyfriend-girlfriend -romantic pair- starts early in pre-school
  • Sexual Experimentation,
  • Violence
  • Gangs
  • Peer Pressure
  • Secular curriculum places undue emphasis on western culture and ignores Muslim culture
  • English literature is devoid of Muslim authors and Muslim topics
  • Cultural heritage (provides identity and belonging to a cultural group) taught is totally Western.
  • Muslim youth torn between school culture and Muslim culture at home
  • Religious holidays are celebrated but no Muslim holidays
  • Lying is accepted as growing up aspect.
  • Family concept is deeply eroded
  • Social studies class does not give credit to Muslim/Islamic contribution to the development of West

OTHERS: 
  • Correspondence courses
  • Distance learning via the World Wide Web and Internet.( www.thegateway.org)
  • Virtual Islamic Schools
  • Non-Muslim Parochial Schools
  • Non-Muslim Private Schools
  • Charter Schools-funded by state and local governments are Independent public schools formed by teachers, parents and/or community members. Exempt from state and local laws and/or policies in exchange for a written contract (or Charter) that specifies certain results are achieved. NOT ALLOWED TO TEACH RELIGION. However school's mission may emphasize on the study of a particular language, cultural and ethnic traditions, and history infused with state's core curriculum.
  • Charter schools provide solid foundations of knowledge and skills to compete in the world.
  • Admission is open to all state residents and students pay no tuition.
In his state of the union address on February 4, 1997, President Bill Clinton declared that if the United States failed to accept the responsibilities of leadership, it could endanger the peace of the world and its own welfare. He said, " The new promise of the global economy, the Information Age, unimagined new works, life enhancing technology-- all these are ours to seize….. We must be shapers of events not observers." President Clinton plans for strong economy, and democracy, job certainty to Americans, harnessing the force of technology and science, strengthening families and communities, saving the environment and making America the strongest forces for peace, freedom and prosperity. In his address President Clinton gave the topmost priority to education for the next four years. " Education is a critical national issue for our future" he declared. His " Call to Action for American Education" is based on ten principles ensuring that all Americans will have the best education in the world. The President fixes the goals of education at all levels. He observes that every 8-year-old must be able to read; every 12-year-old must be able to log on to the Internet; every 18-year-old must be able to go to college and every adult must be able to continue learning throughout one's life. 
REFERENCES: 
  1. Islamic Horizons May/June 2000
  2. The Message International May 2000

The Muslim Belief in Angels

Iman (faith) is to proclaim the Kalimah (principle) with the tongue and affirm its truth with the heart. In theKalimah one has to bear/witness to the truth in the following words: "I bear witness that there is no god (deity) but Allah and I bear witness that Muhammad is the Servant and Apostle of Allah." By proclaiming this Kalimah one implicitly believes in the following Articles of Faith: 
  1. Existence and Attributes of Allah
  2. Destiny or Measure (Taqdir)
  3. Angels
  4. Prophets
  5. Revealed Books
  6. The Hereafter
Iman is the basis of acts of worship and righteous deeds in Islam. 
One of the names and attributes of Allah is Al Haqq (The Truth). In reading and understanding the Qur'an, a Muslim man or a Muslim woman is seeking the truth. Muslims say Islam is the religion of Truth. As defined above our Iman (faith) is affirmation of the truths and not blind beliefs. 
There are religions whose followers believe the idols to be gods or Jesus to be Son of God. There are people who worship fire as god or natural entities or forces as gods. There are people who even worship Satan. One can have belief or faith in anything. So what is the difference between a Muslim and a non-Muslim. As pointed out before, the-Muslim's Iman is affirmation of the truth. In Dawah work a Muslim may encounter the challenge in the Article of Faith in "Angels." In other words a Muslim has to answer the question "Do Angels exist?" and what is the truth? 
Belief in the Angels 
 The Muslims conceptualize angels according to Western ideas as an anthropomorphic (human-like appearance), female in sex, white in color, having two white wings and a halo above the head. In Islam this is a false representation of the angels. 
From the Qur'an we know that human beings are made from clay and the Jinns are made of smokeless fire. The angels have no gender (neither male nor female). 
All life on earth is made of Carbon and water. Living things on earth need energy for their activities. Some of these activities are chemical reactions, which need a supply of energy. This supply of energy comes from the foods we eat, particularly the sugars. Fat is also a source of (stored) energy. When sugars (glucose) are oxidized by metabolism with oxygen they are converted into water, carbon dioxide and energy. This process is called respiration. Life as we know on earth consists of cells, etc., based on Carbon and chemical reactions and cannot be applied- to life and creatures based on physical reactions found on earth and elsewhere. For example, the author has shown that the Jinns have a more complex basis for their life involving electrical charges as well as magnetic forces. The positive and negative ions interact and respond to the presence of magnetic forces which in turn affect the stable structure and movement of the Jinns: This situation is similar to the influence of proteins and nucleic acids in earthly life. 
Hadith and Qur'an 
In order to explain the existence of the angels, one must know the nature of the angels. From the Hadith we get the following information:
 

  1. The angels are created from light' and are invisible.
     2.     They do not have any free will or an independent will to act on their own. That is they   have only a one-dimensional nature, something like a programmed robot 
    3.    They carry out without question all the Commands (laws) of Allah and do not oppose or neglect them in any way. 
  1. Like everything in the Universe, day and night they are engaged in praising and glorifying Allah and are never tired of this.

  1. They carry out their functions honestly, efficiently and responsibly and are never guilty of shirking work.
    6.     The number of angels is only known to Allah, however four of them are well known: Gabriel (conveys Allah's revelations and messages to the Prophets); Israfil (by Allah's Command will blow into the Trumpet on the Day of Resurrection); Michael (arranges for rainfall and supply of provisions to the creatures' of Allah, with His Command); and Izrail (takes people's souls at the time of death). 
    7.   Two angels, called 'Munkar' and 'Nakir' arc sent to the graves to question a person after his/her death. 
The Qur'an says: 
    Behold two (guardian angels) appointed W register (his doings): one sitting on the right and one on the left. Not a word does he (man) utter, but there is a sentinel by him ready (to register it). Surah L: 17-18 
These angels are called the Noble Scribes (Karamun, Katibun). LXXXII: 10-12 
And if it were
Our Will We could make angels
From amongst you, succeeding
Each other on the earth
  • (Surah, XLIII: 60) 
In explaining this Ayah one of the scholars says that the angels are created without a father or a mother and that they do not eat and drink. That is they do not have any emotions including passion and they are devoid of instincts (biological urges). They cannot commit sin nor disobey. 
Man is superior to the angels because he has a two-dimensional nature. Firstly, he is endowed with an immortal spirit, which is breathed into him by Allah. Secondly, he is endowed with the faculty of reason and an independent will of his own (free will) so that he can obey or disobey Allah's Commandments and choose his own way freely. Unlike the angels, man has a gender (sex), instincts and biological urges.
 

Scientific Views 
The author believes there is nothing wrong in attempting to understand or to interpret the concept of angels in the light of modern knowledge. After all, Muslims and scientists are seekers of the truth and truth is the same in either domain. Some Ulema or Islamic scholars have come very close to explaining the angels in terms of scientific terminology and have given the analogy of radio-waves, cinematography and the recordings of audio and video images on video-cassettes. It is the intention of the author to make efforts in better understanding and in conceptualization of angels, which are created by Allah in terms of nature, natural laws and natural forces, which are also created by Allah. 
Angels can be interpreted as Messengers or Instruments of Allah's Will, and may have a few or numerous errands entrusted to them. 
The scientific concept which very closely describes the angels is the electromagnetic force (electromagnetic radiation). If angels are made of light then light is made of electromagnetic radiation, which travels at 186,000 miles per second. Like angels electromagnetic force obeys the laws of nature incessantly without mistake and has. No free will or an independent will of its own. Hence it has a one-dimensional nature like angels. Electromagnetic radiation has no gender, no emotions including passions and has no instincts or biological urges. It is invisible except in the visible range of the electromagnetic spectrum (4,000 to 7,000 Angstroms wavelength). 
The Qur'an mentions that angels came in -the form of humans to Prophet Ibrahim, Prophet Lot and the Hadith mentions about angel Gabriel talking to Prophet Muhammad " " in the form of human being. This is also not difficult to understand because we can create Holographic images, which are three-dimensional human figures that can talk using laser light and white light (visible light). Again, laser light and white light are electromagnetic radiation. Communication is possible by means of radio waves or microwaves, which are also electromagnetic radiation. 
The four angels can be explained in terms of the four forces that exist in nature. These four obey the laws of Allah incessantly without any mistake, without any disobedience. These four forces are the Gravitational Force, Electromagnetic Force, Weak Force, and the Strong or Nuclear Force. 

The Big Bang Theory: From a Qur'anic Perspective

One of the great mysteries facing scientists today are the answers to the two following questions:
 
1. WHAT IS THE ORIGIN OF THE UNIVERSE?
 
2. WHAT IS THE ORIGIN OF LIFE? 
The answer to the first question is difficult than the answer to the second question. Allah (SWT) says in the Qur'an creation of the universe was a greater problem than the creation of man. 
The following verse in the Qur'an alludes to the Big Bang Theory:
 
DO THEY NOT THE UNBELIEVERS SEE THAT THE HEAVENS AND THE EARTH WERE JOINED TOGETHER (AS ONE UNIT OF CREATION) BEFORE WE CLOVE THEM ASUNDER? WE MADE FROM WATER EVERY LIVING THING. WILL THEY NOT THEN BELIEVE?
 
Surah: 21. Al-Anbiyaa, Ayath 30 
The origin of universe has been explained by several cosmological theories. One theory that seems philosophically far more attractive is called the Steady-State model. This theory was proposed in the 1940s by Herman Bondi, Thomas Gold and Fred Hoyle. They stated that the universe has always been just about the same as it is now. As it expands, new matter is continually created to fill up the gaps between the galaxies.  
This theory has been replaced by the "Standard Model" or the "Big Bang" Theory. Using the Doppler effect the astronomers confirmed that the galaxies are moving away and that the universe is expanding. The birth of the universe has been estimated to be between 15 and 30 billion years ago.
 
The experimental confirmation of the Big Bang Theory came from the detection of the Cosmic Microwave Radiation Background by a pair of radio astronomers, Arno. A. Penzias and Robert W. Wilson. In 1964 they were working in the Bell Telephone Laboratory which had in its possession of an unusual radio antenna on Crawford Hill at Holmdel, New Jersey. By measuring the cosmic microwave radiation background radiation which is the noise left over from the early universe, they calculated the temperature in the universe to be 3.5 degrees Kelvin.
 
In the beginning there was an explosion. This explosion is not the same as one observes on earth. As a result of this explosion, space and time were born and started to expand to this day, and they will continue to expand in the future. The temperature of the universe was about a hundred thousand million degrees Centigrade. It is so hot than none of the components of ordinary matter molecules, or atoms or even the nuclei of atoms, could have held together. In the early universe there was abundance of electrons,
Positrons (anti-electron) and neutrinos, ghostly particles with no mass or electric charge. Finally, the universe was filled with light. Light consists of particles of zero mass and zero electrical charge known as photons. The number and the average energy of the photons was about the same as for electrons, positrons or neutrinos. These particles were continually being created out of pure energy (original source of all matter in the present-day universe-galaxies, nebulae, stars, planets, earth, etc.).
 
As the time passed and the temperature of the universe cooled, nucleosynthesis took place and hydrogen and helium and other heavy elements were formed. After 3 minutes of the Big Bang, the universe consisted of 73 percent hydrogen and 27 percent helium. The resulting gases under the influence of gravitation ultimately condensed to form the galaxies and stars of the present universe. 
The Big Bang Theory is very close to a comprehensive understanding of Surah 21, Al-Anbiyaa and Ayath 30, which is cited above. In his note # 2690, Allama Yusuf Ali says " The evolution of the ordered worlds as we see them is hinted at. As man's intellectual gaze over the physical world expands, he sees more and more how Unity is the dominating note in Allah's wonderful Universe. Taking the solar system alone, we know that the maximum intensity of sun-spots corresponds with he maximum intensity of magnetic storms on this earth. The universal law of gravitation seems to bind all mass together. Physical facts point to the throwing off of planets from vast quantities of diffused nebular matter, of which the central condensed core is sun." Of course when Allama Yusuf Ali wrote this commentary it was 1935, long before the Big Bang Theory was espoused and long before the discovery of the Cosmic Microwave Background Radiation. 
Conclusion: The Big Bang Theory does not contradict the Qur'anic revelation (21:30) and it can be used as a Tafsir in understanding 21:30.
 
REFERENCE: Weinberg, S.: The First Three Minutes. A Modern View of the Origin of the Universe. Basic Books, Inc. Publishers, NY 1977.

Music and Muslims

Music and language are uniquely human. A world without either would be hard to imagine. "Both language and music are characteristics of the human species that seem to be universal," says the book The Musical Mind. They are aspects of our need to communicate. So it could be said that, as is true of language, when music "speaks" our emotions "listen." Music resounds through creation from the blowing wind, to the chirping birds, to the human voice and the tune of the harp. Music naturally occurs. The three great elemental sounds of Nature are music. Is the sound of rain, the sound of wind, and the sound of the ocean on a beach not reminiscent of an awe-inspiring rhythm? The sound produced by a rivulet cascading merrily over pebbles and stones, is music. Scientists are finding that the human brain is pre-wired for music ("Music on the Mind" by Sharon Begley. Newsweek, July 24, 2000, pp.50-52) Music is a marvelous and extremely powerful tool. The Qur'an is music. When the Qur'an is intoned with ilhaan andtajweed: is that not music? The recitation of the sacred Qur'anic text in rhythmic tones brought into being and developed the religious music of Al-Islam; this was a new branch of music. All throughout the Noble Book are images of music, such as trumpets blasting, thunder, angels singing praises, voices calling. The Arabic language lends to its prose a sweetness and melody. The Qur'an recited by the master chanter or Qari, is heard daily in many parts of the world; it is unequaled in charm and harmony. Music is one of Allah's great gifts to man, a means of rejoicing unto thy Lord, and can be used as a healing to the body, mind and spirit. Music relaxation training is used to treat many stress-related illnesses that include high blood pressure, migraine headaches and ulcers. It has direct physiological effects on people. It can make us relax or remember, or have all sorts of feelings. Music can transform an environment by changing our state of mind. The harp has long been recognized as an instrument for healing and calming the mind. It is important to use music to educate, to heal, to inspire and to unite.
 
Is Music Permissible? 
The question whether music is permissible at all began to be debated in the first century of Islam and the debate has continued to the present day. This debate has filled thousands of pages. Early religious authorities had opposed music due to the role it had played in society. This 'new music' was related more and more with a life of pleasure and a taste of luxury. It procured connotations of flightiness and sensual indulgence, reinforced by the participation of women in music-making and by the dancing (often considered obscene) and the drinking of intoxicating beverages that were associated with it. Even the two sacred cities of Makkah and Madinah were not invulnerable from these temptations, and indeed they quickly became authentic centers of entertainment. Islamic music is divided into six periods. During the first period of Islam, and particularly during the reigns of the last two Khulafa-e-Rashideen (the rightly guided Caliphs), Hadrat Uthman(RA) and Hadrat Imam Ali(RA), Madinah became the center of intense musical activity. Despite frequent campaigns against music by the religious authorities, professional musicians were welcomed in the houses of the rich and noble, and encouraged by lavish rewards. These musicians were mainly freed slaves of Persian origin, such as Tuwais (d. 92 AH/710 AD) and Khathir (d 64 AH/683 AD), who is said to have taught Arabic music to Nasheet, the Persian slave who became a famous musician. Among the female musicians of Arab origin 'Azza al-Mayla (d. 86 AH/705 AD) occupies the first place. Her house was a real cultural salon, visited by the literary and musical elite. Some of the rhythmical modes began to crystallize during this period; its most characteristic type of song is called the al-ghina' al-mutqan. (REF. The Dimension of Sound by A. Shiloah in The World of Islam, Ed. Bernard Lewis, Thames and Hudson Ltd, London, pp. 161-180, 1976) 
Under the Umayyads the center of musical interest moved to the new capital, Damascus. Some of the caliphs (Khulafa) had a real passion for music; consequently musical activity increased, musicians multiplied and their social status rose. With the Abbasid dynasty the capital shifted to Baghdad. Here, during the next two centuries, Islamic music attained its highest point. This was its golden age. Musicians continued to enjoy favor at the caliphs' court and to play an important part in the country's cultural life. Society was eager for knowledge of all kinds. The study of music was now obligatory for every educated man, part of the encyclopedic learning he was expected to acquire, and in the intellectual flowering, which reached a climax in the IV/10th century music played a role. At the same time, the musician was expected to be widely cultured. Music itself became highly sophisticated and began to be the subject of learned controversies between thinkers with different artistic conceptions. The melodic and rhythmic modes were definitively codified. Theories were evolved, practice described. Instruments themselves were perfected and standards of performance rose even higher. Among the great musicians were Ibn Misjah (d.169 AH/ 785 AD), Ibn Muhriz (d, 97 AH/ 715 AD), Ibn Surayj (13-108 AH/634-726AD), al-Gharid (d. 106 AH/724 AD), Siyyat (d. 169 AH/785 AD), Zalzaal (d. 175 AH/791 AD), Mukhariq (d. 229 AH/845 AD), 'Alluya and 'Amr ibn Baanaa (d 278 AH/891 AD). Distinguished female singers were Basbas, 'Ubayda, Shariyya, Dananir and Mahbuba. In Muslim Spain music continued to play a prominent part in spite of the worsening political situation. 
The greatest of Arabic theorists, al-Farabi (d. 339 AH/ 950 AD), wrote in his Kitab al-Musiqi al-Kabir: 'Theory did not appear until practice had already achieved its highest development.' This was certainly the case by his own time.
 
There was no clear line of separation between sacred and secular music, and sacred music itself has throughout its long history oscillated between art and folk music. According to some of the traditions, Prophet Muhammad (pbuh) approved the folk music and not the art music. Consequently art music was completely banished. 
The Qur'an is the only text that proclaims absolute Divine Laws, "Shari'ah". What is haram is clearly haram and what is halal is clearly halal. On the theological level, the authorities to which the two sides appeal are the Qur'an, the Hadith, the writings of religious leaders, the opinions of mystics and legal precedents. The Qur'an provides no specific verdict one way or the other, so it was the hadith which was the main source of ammunition. Literal interpretation of texts was reinforced by reasoning by analogy.  
Imam Al-Ghazali (d.505 AH/1111 AD) makes brilliant use of this method and the chapter devoted to music in his Ihya Ulum al-Deen (Vivification of the Religious Sciences) is a masterpiece. In it he says that there is something wrong with the man or woman who does not like music. He declared " One who is not moved by music is unsound of mind and intemperate; is far from spirituality and is denser than birds and beasts: because everyone is affected by melodious sounds." (ASK Joommal, Al-Balaagh, Supplement to August/September, 1985)
An African Muslim named Sa'id, who traveled widely, translated the songs of other countries into Arabic, and first worked out the system which became classic for Arabic music.
 
Singing has always been the most common and most loved form of music, partly no doubt because of the Arabs' fondness for poetry. Good songs and poetry have been in Islamic culture since the time of the Prophet (pbuh), and who himself listened to good poetry and encouraged Hassan bin Thabit (known as the Poet of the Prophet) to say the poetry in the praise of Allah and in the honor of His Religion and His messenger. Most often simple instruments accompany it. Early Muslims studied theories of sound and music, and the rhythmic measuring of music was practiced among the Arabs long before it was known in Europe and the use of the baton goes back to the eighth century, so the modern Drum Major is all unconsciously in their debt. They knew nothing of harmony and made little use of accent, but they adorned the melody by a comparison note now and again, which perhaps prepared the way for harmony, later developed in the West.  
Since instrumental music was a part of pagan ways of worship, Prophet Muhammad (peace be upon him) forbade it to his followers, saying it was "the devil's muezzin, calling men to worship him." 
His objections were soon ignored. Military bands accompanied armies and shared in the celebration of victories. They had drums, kettle-drums, pipes of many sorts, cymbals, and tambourines. Making musical instruments became a fine art.
 
The lute was the earliest stringed instrument; it was of many shapes and sizes. Then came the guitar-qitara, the harp, and the rabab, an instrument played with a bow. Skilled players could drive away fears and depression, as the young shepherd Prophet David (Dawood-peace be upon him) for King Saul. More modest fiddlers played at weddings, raveling from village, to village, as they do today using the same instruments.  
Makkah and Madinah became centers of music. Musicians in gala attire accompanied the pilgrimage processions to Makkah, rivaling in interest even the festivities of the Hajj itself, for the people believed that rejoicing with music and companionship was preparation for he ecstasy of the sacred celebration.
(REF: Allah-the God of Islam, Muslim Life and Worship by Florence Mary Fitch, published by Lothrop, Lee and Shepard Co., Inc. New York, 1950 p.90) 
Are Music and Singing Haram? 
The following excerpts are taken from: Sharif Khan, " Music and Singing in Islam (Submission) The true Islam," in the Web pages of Submitters (www.submission.org/music.html).
 
One of the most outrageous statements by some of the Muslims who refuse to accept the law of God in the Quran is that music and singing are haram (Prohibited). The sincere Muslim who is following the Quran will not find in the Quran ANY PROHIBITION OF MUSIC OR SINGING. Quran is the book that God calls COMPLETE, PERFECT and FULLY DETAILED. God, the Most Merciful, NEVER prohibited music or singing in the Quran, but some scholars and their followers did, despite their knowledge with the Quran. The Prophet Muhammed (pbuh), lived by, ruled by, preached and followed the Quran. God is the ONLY source of law (Qur'an, 6:114). No one can prohibit what God did not (Qur'an, 66:1). When the Prophet Muhammed (pbuh) once did, God admonished him in public to remind the believers that ONLY GOD can prohibit. (See Qur'an, 66:1 and 33:37).  
The prohibition of Music and singing cannot be found in the Quran because God did not prohibit them. The list of prohibitions in the Quran does not include Music or singing.  
"Say, "Who prohibited the nice things God has created for His creatures, and the good provisions?" Say,"such provisions are to be enjoyed in THIS life by those who BELIEVE. Moreover, the good provisions will be exclusively theirs on the Day of resurrection." We thus explain the revelations for people who know." (QUR'AN, 7:32). 
Now and before responding to those Muslims who claim that Music and singing are Haram, let us ponder for few seconds at our universe and the way God created this world. While we might remember that Galileo once said, "Mathematics is the language in which God wrote the universe." it may be fair enough to say that Music is the basic sound of that universe. 
 
Any keen observer of the universe will realize that the whole universe was created with music in every corner of it. Our heart beats, bowel sounds, breath sounds, the sound of our blood flow or even our brain waves are but music. The birds, the dolphins, the animals, the trees, the rain, the oceans, the wind and the clouds are all created with their own music. Those who are blind in the heart and deaf to the truth do not and cannot understand that music is in every corner of their universe. With music in every thing around us, it is naive to think that the One God who created all this music prohibited it. One of the most valuable gifts given to man is the voice box or the larynx, which is in reality a music box. It is one important instrument that allows us to communicate with each other and with other creatures around us. The arrival of the newborn to this life is announced by his/her scream, the best music to the mother's ear. 
 
(1) First, it is interesting to see the inverted logic of these people. After finding no proof in the Quran to prohibit music, by their own admission, they resort to the weaker sources one after the other to prove what they could not find in the Quran. This is almost like failing to have the approval of the president of the country on a matter, so they get the approval of his house keeper. If they fail, then they get the approval of his servant who cleans his room then claim that the approval they have is the approval of the president. Those who refuse to accept the Quran as a complete book for this religion, are led by Satan into inventing all kinds of laws from sources outside the Quran.
(2) In every verse they used in an attempt to prove that music is Haram, they ended by concluding that the verse does not really prohibit Music. Despite that, they never got the message that God DID NOT PROHIBIT MUSIC OR SINGING. They also failed to understand that prohibition laws ONLY COME from God. When the prophet Muhammed (pbuh) gave any prohibitions it was FROM THE QURAN ONLY, and was not from his own. Here are the verses that they claim to prohibit music and singing:
a)Allah addresses the disbelievers of the Quraysh as follows, "Do you marvel at this statement, and laugh and do not weep, while you amuse yourselves (proudly) in vanities? Rather, prostrate before Allah and worship Him." (Qur'an, 53:59-62)  
Because of the statement "amuse yourselves" these Muslims twisted the words and the logic to make a conclusion that music and singing is what is meant here. The word is general and indicates that any kind of amusement that keeps you from paying your duties to God is leading you to commit a sin. It does not make it haram or prohibited. If you amuse yourself by watching Baseball while forgetting to do your Salat-prayers on time then you are committing a sin but this does not make Baseball haram. If you amuse yourself by playing games with your children while forgetting to pray on time you are committing a sin but playing with your children will not be haram. If you listen to music or singing and forget to do your prayers then you commit a sin but music does not become haram. Remember that music is like air and water, it is not haram per se, but the way it is used in certain circumstances will control its status then. These group of Muslims find in human beings like sahaba, tabi'in, and later scholars of tafseer to prohibit for them what God did not. Al-Qurtubi, At-Tabari, Ibn Abbas, Al-Hasan, Mujahid, Ad-Dahhak, Ibn Jareer... etc. are more important to these people than Allah (SWT).
 
a) Allah (SWT) addresses Satan thus; "And excite any of them whom you can with your voice. Assault them with your cavalry and infantry, be a partner with them in their wealth and children, and make them promises. But Satan promises nothing but deceit" (Qur'an, 17:64)  
Using this verse as a proof of prohibition of music and singing shows only how naive and misguided are these people. No intelligent human being can accept the voice here as pointing to music and singing. It is clear from this verse that there is no prohibition here. They quote here Ibn Abbas, as saying "the voice mentioned in the verse refers to any form of invitation which calls to disobedience to Allah." If this form of invitation is "talking nicely" to someone to make him/her disobey Allah, this does not make "talking nicely" haram. If the invitation here is accompanied by music or singing, this does not make the music or singing haram but rather it is the invitation to disobey God in any form that is haram. They do not like what God says in the Quran, but find nothing wrong in listening to Ibn Abbas even if they do not know who Ibn Abbas is. 
 
b) The third verse, and the one most often referred to as evidence of the prohibition of music and singing (according to them) is found is Sura Luqman.  
"And there are among men those who purchase idle talk in order to mislead others from Allah's path without knowledge, and those who throw ridicule upon it. For such there will be a humiliating punishment." (31:6) 
 
Again, like the previous verse, using the statement "idle-talk" (lahwal hadeeth) to condemn music and singing is clearly corrupt. Idle-talk or idle-tales, can be any form of talk and not necessarily singing and music. Even a tale or story can be constructive and enlightening or idle, false and mischievous. The Arabic word for music is "musiqah". Musiqah means music. Hadeeth means tales. Are the learned Ulama suggesting that Allah (SWT) would use one word when he meant another? Allama Yusuf Ali in his commentary on the words "lahwal hadeeth" in the Qur'an 31:6, in his note 3584 says, " Life is taken seriously by men who realize the issues that hang upon it. But there are men of a frivolous turn of mind who prefer idle tales to true Realities and they are justly rebuked here. In the time of the holy Prophet there was a pagan, Nadhr ibn al-Haarith who preferred Persian romances to the Message of God, and turned away ignorant men from the preaching of God's Word". The Qur'an never mentions anywhere that music is haram.
 
NOW THAT QURAN DOES NOT PROHIBIT MUSIC OR SINGING, these people looked for other sources to do this for them. A look at what they claimed as hadith of the prophet (pbuh) will show their misguidance and confusion. Here is an example of what these people quote and claimed it to the prophet which is a clear lie. The prophet (pbuh) cannot deviate from the Quran.  
  • "The Prophet (SAWS) said, "There will be (at some future time) people from my ummah (community of Muslims) who will seek to make lawful: fornication, the wearing of silk (by men), wine-drinking, and the use of musical instruments (ma'azif). Some people will stay at the side of a mountain and when their shepherd comes in the evening to ask them for his needs, they will say, 'return to us tomorrow.' Then Allah will destroy them during the night by causing the mountain to fall on them, while he changes others into apes and swine. They will remain in such a state until the Day of Resurrection. (related by Imam Al-Bukhari in Fat-hul Baari, graded sahih) .

  • First, Allah (SWT) teaches us in the Qur'an that the Prophet Muhammed (pbuh) did not know the future. This will immediately expose the falsehood of this hadith and similar ones and expose the hypocrisy of those who claim to be Muslims but refuse to believe Allah (SWT) in the Qur'an. Allah (SWT) told them Prophet Muhammed (pbuh) did not know the future.
    The Jewish Rabbis of Yathrib had instructed the idolaters to ask Prophet Muhammad (pbuh) " of some youth who were of old, what was their fate? " of a much-traveled man who reached the sunrise regions of the earth and the sunset regions thereof, what was his history?" And " of Spirit, what it is" as a test of his Prophethood. Verses 60-82 of Surah Al-Kahf (The Cave) and verse 85 of Surah Bani Israel or Al-Isra were revealed to Prophet Muhammad to answer these questions. Furthermore nobody knows when Aakhira (the Last Day) will occur. 
"Say (O Muhammed), "I have no power to benefit myself, or harm myself. Only what God wills happen to me. If I KNEW THE FUTURE, I would have increased my wealth, and no harm would have afflicted me. I am no more than a warner, and a bearer of good news for those who believe."(Qur'an, 7:188).
 
"Say (O Muhammed), "I am not different from other messengers, I have NO IDEA what will happen to ME OR TO YOU. I ONLY follow what is revealed to me. I am NO MORE than a profound warner." (Qur'an, 46:9)
 
  • SECOND, For the past 1400 years there have been millions who listened to music and songs without mountains falling on top of them or turning into apes and pigs. What will happen to millions of people, who are turning to their computers now, will they turn into pigs and monkeys because their computers have all kinds of music built into them?

Those who really appreciate music and the beautiful voices that God created, are more appreciative of God's creations and closer to God than those who prohibit what God did not and see evil in every beautiful creation of God.  
"Say, "Who prohibited the nice things God has created for His creatures, and the good provisions?" Say,"such provisions are to be enjoyed in THIS life by those who BELIEVE. Moreover, the good provisions will be exclusively theirs on the Day of resurrection." We thus explain the revelations for people who know." (QURAN, 7:32).
 
It is these Muslims who prohibit which is not unlawful, who will be surprised on the Last Day that the prophet Muhammed (pbuh) will complain to God form them because they deserted the Qur'an (Qur'an, 25:30). 
 
MUSIC AND SINGING WERE NEVER PROHIBTED BY GOD. They are part of the most beautiful creations of God. As long as they do not call on the people or encourage them to commit sins, they are for the TRUE BELIEVERS TO ENJOY while remembering God with every beautiful note or rhythm.
La Elaha Ella Allah, There is no god besides God. Is it time yet to wake up and follow the QUR'AN, instead of following the man-made laws? (REF: Sharif Khan, Music and Singing in Islam (Submission) The true Islam, in the Web pages of Submitters (www.submission.org/music.html)

Shaikh Yusuf Al-Qaradawi in his well-known book, "The Lawful and the Prohibited in Islam", (American Trust Publications, Indianapolis, 1980, pp.300-304) says, " Among the entertainments which may comfort the soul, please the heart, and refresh the ear is singing. Islam permits singing under the condition that it not be in anyway obscene or harmful to Islamic morals. There is no harm in its being accompanied by music, which is not exciting. In order to create an atmosphere of joy and happiness, singing is recommended on festive occasions such as the days of "Eid, weddings and wedding feasts, births, 'aqiqat (the celebration of the birth of a baby by the slaughter of sheep), and on the return of the traveler." He continues "It is reported that many Companions of the Prophet (may Allah be pleased with them) as well as second generation Muslim scholars used to listen to singing and did not see anything wrong with it. As for the ahadith which have been reported against singing, they are all weak and have been shown by researchers to be unsound. The jurist Abu Bakr al-'Arabi says, "No sound hadith is available concerning the prohibition of singing," while Ibn Hazm says, "All that is reported on this subject is false and fabricated." 
Dr. Muzammil Siddiqui, President of ISNA (Islamic Society of North America) says, "Imam Shawkani in his famous Nail al-Awtar (vol.8 pp.260-271) has mentioned that some Sahabah, the Companions of the Prophet, used to listen to music. He even wrote a book with the title, "Ibtal Da'wa Al-Ijma' 'ala Tahrim Mutlaq al-Sama' " (The Refutation of the Alleged Claim of Consensus on the Absolute Prohibition of Music and Songs). While it is not right to say that all music is prohibited in Islam, it is important to use great discretion in the case of music. A lot of music that is available in the markets now days are very dangerous and harmful. Muslim youth should be extremely careful. There are, however, some Muslim groups in different countries who are developing songs that are very good, enjoyable, entertaining, and have good positive message." 
CONCLUSION: 
The music industry in America today is a multibillion-dollar business. Popular musicians and their promoters are making a great deal of money. However, it is a fact that unhappiness, premature death, and suicide have marked the lives of some very successful musicians. Our own Yusuf Al-Islam can testify to this fact from his own life experience. And it has been adequately demonstrated that some music is morally, emotionally, and spiritually debasing and can lead to violent, antisocial behavior. Hence it is important to have a balanced view of music. Some music can enrich one's life and bring a measure of joy and contentment. It can uplift us emotionally and spiritually. The ancient Hebrews did not read the psalms in the Torah, they sang them. Often they did so with beautiful musical accompaniment- a powerful way to link the wisdom of their God, with the emotions that trained singers could impart to the listeners. Spiritual music (Samaa') is the strength of the soul. Spiritual music is a specific cure of all desires. He, who hears it faithfully, finds the way to God; he who hears it to satisfy his sensual appetite turns a heretic. For Muslims the melodious recitation of the Qur'an is embedding more deeply in the hearts of the listeners, the knowledge of Allah, and Taqwa which are needed to guide our lives. In this 21-century world, which emphasizes education in science, economics, and logic, the development of the emotional side of personality through the arts is often neglected. Listening to a piece of fine music can be a beneficial and pleasurable experience. Of course, as with other good things in life, there is a need for moderation, good judgement, and selectivity in this area of entertainment (music). This is true not only in the type of music chosen but also in the amount of time spent in listening to or playing music.  
Music is one of the great provisions from God that we should be grateful for. We should use it and enjoy it, like we enjoy all the other provisions. Indulgence in eating favorite food or drinking favorite juice to the point that one does not have time to do the required duties towards Allah (SWT), then one is committing a sin. Hence food and drinks would not become haram (prohibited). If one indulges in any kind of music or singing that occupies one at the expense of remembering Allah (SWT), then one is committing a sin. However the music itself does not become haram (prohibited). If someone sings a song encouraging corruption or misbehavior then listening to that song intentionally may be a sin but this does not make all singing haram (prohibited). It is true that many of the songs and lyrics we hear these days are disturbing but this does not make music or singing haram, it makes these specific songs undesirable and should be avoided. (Sharif Khan, ibid).
 
If a certain type of music is beginning to have a negative effect on your emotions, actions, and relationships, then select another style. Protect your ears to protect your emotions to protect your heart and mind! If we should ever find that through the power of music, our emotions are beginning to becloud our critical judgement and reason and misdirect our actions, and then it is time to change our music-listening habits. The power of music can affect your heart and your mind-either for good or for bad! Without music, the world will be quiet, desolate, and lifeless, like a graveyard. On the issue of music, prominent Muslim jurists, such as Imam Ibn Hazm, Imam Ghazali, Imam Mufti Muhammad Abduhu and Shaikh Yusuf Al-Qaradawi have held the opinion that good music is good and bad music is bad. If music promotes corruption and evil, it is not accepted. However, if it promotes sensitivity and a sense of beauty, then there is no harm.

Breastfeeding

We read in the Qur'an the following verse: 
"Mothers shall suckle their children for two whole years; (that is) for those who wish to complete suckling……."
Surah, Al-Baqara (The Cow): 233(Verse #). 
This is a Qur'anic command for the mothers to suckle (breastfeed) their children for a period of two years. This command is modified by the subsequent words " (that is) for those who wish to complete suckling." Obeying the Qur'anic command is an Ibaada (worship). The wisdom of breastfeeding the children has been instilled in the Muslims through this Qur'anic revelations. Those who followed this Qur'anic command raised mentally and physically healthy Muslim children. Alhamdulillah. 
The following article gives us the opportunity to think and appreciate this Qur'anic wisdom. In the Western world, majority of the children are raised by drinking "formula" milk. Some are of the opinion that the mothers in the West are refusing to breastfeed their children to maintain their youthful figure. Now let us see what the Western studies reveal with regard to breastfeeding the children. 
Many epidemiologic studies reported over the years suggest that breastfeeding reduces the risk of infection and atopic disease in the breastfed infant and child. The United States Surgeon General released in October 2000, the Blueprint for Action on Breastfedeing, (HHS Blueprint for Action on Breastfeeding. Washington, DC: Dept of Health and Human Services, Office on Women's Health; 2000) which spells out the strategic plan for the country to improve the percentage of women who breastfeed and the duration of that breastfeeding. The health goals of the United States for 2010 include having: 
  1. at least 75 % of mothers leave the hospital breastfeeding and
  2. at least 50 % of women breastfeeding at 6 months and 25 % at 1 year postpartum(after delivery).
The American Academy of Pediatrics recommends that women breastfeed exclusively for 6 months and continues breastfeeding while adding weaning foods for at least a year and then for as long thereafter as mother and infant wish. 
In a very recent article titled " The Promotion of Breastfeeding Intervention Trial (PROBIT) - A Randomized Trial in the Republic of Belarus" published in the Journal of the American Medical Association (JAMA, January 24/31, 2001--Vol 285, No.4 pp.413-420), which is considered as masterful study of more than 17,000 mother-infant pairs recruited from the maternity hospital and polyclinics in the Republic of Belarus. The real and clear message of this study is that breastfeeding, especially prolonged breastfeeding, affects child health, particularly in the area of gastrointestinal infections and atopic eczema in the first year of life. This study confirms previously held impressions that breastfeeding is protective against acute problems in infancy, namely gastrointestinal and allergic diseases. Existing epidemiologic data suggest breastfeeding protects against childhood cancers, Crohn disease and celiac disease. 
New research, published in The Lancet - a British Medical Journal (Vol. 357, of Feb. 10, 2001, pp. 413-419) suggests that babies fed infant formula grow up to have higher blood pressure than those given breast milk. The scientists found that the diastolic blood pressure reading- the lower number- was 3.2 points lower in the teens fed breast milk than in those given pre-term formula. The systolic reading - the higher number - was 2.7 points lower. An elevation in either reading is bad. Major American heart disease studies have found that if adults' diastolic blood pressure was lowered just two points, the prevalence of high blood pressure would drop by 17 percent, the risk of heart disease and heart attacks would drop by 15 percent. " The most likely thing is there is something in breast milk that protects," Lucas said. (Alan Lucas is a co-author of the article along with Atul Singhal and Tim J Cole). Studies in the 1990s have shown that breast milk is associated with improved intelligence quotient, and cognitive development. On the other hand early childhood anemia is associated with mild or moderate mental retardation.
Consumption of human milk has been shown to have many benefits for infants-both preterm and full term-including a reduced risk of necrotising enterocolitis, atopy, and infection and improved later cognitive development. The breastmilk contains a wide range of non-nutrient factors, including trophic substances and hormones that are responsible for the beneficial effects of human milk.