伊斯蘭教與生態學（自訂進度）
在這個為期 5 週的課程中，我們將探討伊斯蘭教的歷史、古蘭經（古蘭經）的章節、先知穆罕默德的聖訓、魯米（蘇菲派）的神秘主義以及當代關於生態責任的論述。
Professor Dave, PhD
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5.0
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包含什麼
5 預錄課程
5 週
教師的支持1 年訪問權
到內容評估
For each of the five learning modules, there will be a short-answer quiz. Students are encouraged to complete the quiz while listening to the video clips. It is a way to focus their attention on the key concepts. Each quiz will be corrected with comments to help each learner.我們無法翻譯此文，請刷新頁面並再試一次。
課堂經歷
英語程度 - 未知
美國 8 - 11 年級
This course will give your young learner an introduction to the history and traditions of Islam. This class is structured as follows: 1) There will be 5 weekly lecture videos per the course schedule detailed below. 2) For each week, the student will be provided with a lecture guide to help focus them on the important aspects of each lecture. 3) For each week, the student will have a short quiz (10 questions: short answer) that should be completed by the student while watching the lecture; this is to focus them on the important aspects of each lesson, and to aid in knowledge retention. 4) For each week, the completed quiz will be corrected by the professor with commentary and encouragement for the student. 5) For each week, the student will be asked to reflect on which aspects on the lecture and subjects covered interested them the most, and which they want to reflect more on with the professor through the classroom discussion board. Content Overview A particular focus for this course will be ecological responsibility, the challenges facing Muslim communities, the 2015 Islamic Declaration on Global Climate Change, and Islamic ecological initiatives in the world today. The approach for this course will be historical, descriptive, and secular; no personal opinions are offered, only the findings of secular academics will be taught. This is because Religious Studies is a secular academic discipline not based in any religious tradition nor opposed to any. It is history and culture, pure and simple. This class is prepared especially for young learners. The material will be made approachable just for them. For parents, the following is a (very) technical and detailed list of topics and terms for each week of the course. The actual weekly lessons will be delivered so that young learners will easily find them informative and engaging. I make the 'complex' simple to understand!
學習目標
Students will learn about the history, key concepts, and worldview of Islam in relation to ecology, as well as about contemporary responses to environmental issues including climate change.
教學大綱
5 課程
超過 5 週課 1:
Week 1
Topics covered include: the Prophet Abraham (Ibrahim), pre-Islamic Arabia, the Hanifs, the cultural world experienced by the Prophet Muhammad, Khadija, the visitations of the Angel Jibril, Tawhid and Shirk, Muhammad in Medina (Yathrib), the Sunnah, Hadith, and Sira, the Five Pillars of Islam, the Major Denominations (Sunni, Shi'a, Ibāḍī, Ahmadiyya), and Baha'i (before it became its own religion). 課 2:
Week 2
Topics covered include the arrangement of surahs in the Quran, the Quranic concepts of Tawhid, Khalifah, ammanah, fasād, Ummah, qada' and the influence of Aristotle on Islamic tradition, hima (protected natural areas), and the treatment and protection of animals and nature in the Hadiths. 課 3:
Week 3
Topics covered include Jalāl ad-Dīn Muhammad Rūmī (Rumi), the Mevlevi Order of Rumi (Dervish), the Sufi concepts of nafs al-raḥmān and 'ishq, the poetry of Rumi, and Sufi understandings of Tawhid in light of Q 2:115. 課 4:
Week 4
Topics covered include the Islamic understandings of extravagance and waste (Isrāf and Tabdhīr), harm (ḍara), renewal (tajdīd ḥaḍārī), and renewing the Earth (Iʿmār al-Ard and ʿUmrān), and the arguments of Islamic scholars (ʿulamā’) in the 2015 Islamic Declaration on Global Climate Change. 其他詳情
父母的引導和規範
This course includes two sensitive topics: religion and climate change science.
Religion (Islam) will be addressed descriptively from a secular perspective, yet very respectfully with respect to Islamic tradition and sensitive topics. Nothing judgmental or in terms advocacy will be implied at any time. The aim is to be illustrative and informative for young learners about a major world religion of over 1.8 billion adherents worldwide. It will be a great course to learn about different Islamic cultures and traditions.
Climate change science is also considered controversial by some families. The Islamic Declaration on Global Climate Change considers anthropogenic climate change to be a true reality, and which will result in severe (yet still uncertain) consequences for sustainability, economic systems, and human lives. The mitigation strategies, however, are less controversial, emphasizing subsistence agriculture improvements, renewal energy, and minimizing ecological and carbon impacts on the biosphere. All these topics will be addressed descriptively (without overt advocacy). It will be a great opportunity to learn what Islamic cultures are doing in terms of sustainability.
Students will be referred to their parents for questions regarding Islam and Climate Change beyond the scope of this class.
Disrespectful comments about Islam will not be tolerated in class discussions; this will be a safe space for students of all faith traditions, or none at all. Everyone is welcome to attend and learn.
Please refer to the Outschool Community Standards and Codes of Conduct -- Be Kind, Be Safe, Be Respectful !
外部資源
學習者無需使用標準 Outschool 工具以外的任何應用程式或網站。
來源
Islamic Declaration on Global Climate Change (August 2015)
http://www.ifees.org.uk/wp-content/uploads/2016/10/climate_declarationmMWB.pdf
Available in French, Arabic, and several other languages at:
http://www.ifees.org.uk/declaration/
Ammar, Nawal. (2001). "Islam and Deep Ecology." In, Deep Ecology and World Religions. Edited by David Barnhill and Roger Gottlieb. Suny Press.
Kamali, Mohammad Hashim. (2016.) “Islam and the Environment: An Examination of
the Source Evidence.” In, Islamic Perspectives on Science and Technology. Mohammad
Hashim Kamali, Osman Bakar, Daud Abdul-Fattah Batchelor, Rugayah Hashim,
editors. Springer: Singapore, pp. 171-192.
Kartanegara, Mulyadhi. (2016.) “Rumi on the Living Earth: A Sufi Perspective.” In,
Islamic Perspectives on Science and Technology. Mohammad Hashim Kamali, Osman
Bakar, Daud Abdul-Fattah Batchelor, Rugayah Hashim, editors. Springer: Singapore,
pp. 75-83
Haq, Z. A., Imran, M., Ahmad, S., & Farooq, U. (2020). Environment, Islam, and women: a study of eco-feminist environmental activism in Pakistan. Journal of Outdoor and Environmental Education, 23(3), 275–291. https://doi.org/10.1007/s42322-020-00065-4
Grossman, Kristina. (2019). "‘Green Islam’: Islamic environmentalism in Indonesia." New Mandala: New Perspectives on Southeast Asia. 28 August. Available at: https://www.newmandala.org/green-islam/
Özdemir, İbrahim. (2019). A bestowed trust: The perception of nature and animals in Islam. The Ecological Citizen Vol 3 No 1: 33-34.
Calvao, Kaleigh. (2019). "Islamic Environmentalism in Indonesia: Inherently Ecological or Reactionary Apologism?" Available at: https://blog.uvm.edu/imorgens-rel195a/2019/12/03/islamic-environmentalism-in-indonesia-inherently-ecological-or-reactionary-apologism/
已加入 November, 2021
5.0
114評論
教師專業知識和證書
博士學位 由 McGill University
I have a PhD in Religious Studies from McGill University, and many years teaching world religions. One course I have taught for first year undergrads is "Religious Ethics and the Environment" that covers ecological responses to climate change and other environmental concerns (pollution, resource depletion, sustainable development) which had a special focus on Eco-Islam. This course on Outschool is based on that university course, but tailored especially for younger learners.
