Assalam alaikum,



In the Hadith, it was reported that the Noble Messenger of Allah, Prophet Muhammad, peace be upon him, said:--

"YOUR ACTIONS ALONE WILL NOT SAVE ANY OF YOU". [sahih Bukhari 6463].

While commenting on and/or explaining this Hadith, Imam al-Hafiz Ibn Rajab al-Hanbali came up with a master piece of a work titled "The Journey To Allah Most High". The book is hereby attached... open and examine it and see/learn of the amazing Light of Guidance it contains... so educative.

Best Wishes.

joruneytoallah.pdf

Attached Files

  joruneytoallah.pdf (Size: 5.04 MB / Downloads: 0)

Assalam alaikum,

May I have the pleasure of sharing with you two (2) books, hereby attached, for your perusal. They are:--

1) "Hikayat-e-Sahaba (Stories Of The Sahaba)"-by Sheikh Muhammad Zakariyya. It is about the companions of

Prophet Muhammad, peace be upon him, stories about whom serve

as a beacon of faith and practice. And as stories of the pious and Godly

encourages the hearts of those who strive in the Path of Allah, Most High,

this book should be closely studied.

2) "Rujoo,ilallah (Returning to Allah)"-by Sheikh Yunus P. Saheb. It inspires us to repent sincerely from our sins and create

hope in the Mercy and Forgiveness of Allah Ta'ala...open and examine it.

Hikayat-e-Sahaba..pdf

rujooilallah.pdf

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  Hikayat-e-Sahaba..pdf (Size: 1.11 MB / Downloads: 0)
  rujooilallah.pdf (Size: 1.86 MB / Downloads: 0)

Salaam everyone,

As you are aware, whatever is begun or started with/in the Name of Allah, Most High, will be successful and/or blessed. Indeed, the 'Basmala' contains lots of benefits-- material and spiritual. Chapter 112 of the Holy Qur'an also [surat Ikhlas] is reputed as containing benefits we can use for our material and spiritual development.

Find time to see... examine the BENEFITS of these two significant Qur'anic Verses... hereby attached for your use and possibly sharing with others as well.

Regards.

benefits-of-surah-ikhlas.zip

1354-benefits-of-bismillah.zip

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  benefits-of-surah-ikhlas.zip (Size: 9.05 KB / Downloads: 124)
  1354-benefits-of-bismillah.zip (Size: 13.78 KB / Downloads: 125)

Peace to you all,

Abdur-Rahman Ibn Shakhr ad-dowsi, also known as Abu Hurairah, may Allah be pleased with him, is one of the most famous companions of the Prophet Muhammad, peace and blessings be upon him. His name is synonymous with Prophetic Tradition (Hadith); he was/is known to have been trustworthy, just and reliable. He was also a humble servant whose sense of worship and spirituality was of the finest category.

Find hereby attached a brief account of his biography for your perusal and guidance... quite a lot to learn from it.

Many Regards.

abu-hurairah-forgotten-stars.pdf

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  abu-hurairah-forgotten-stars.pdf (Size: 216.4 KB / Downloads: 136)

Abu Dharr reported Allah's Messenger (may peace be upon him) as saying that Allah, the Exalted and Glorious, said:

My servants, I have made oppression unlawful for Me and unlawful for you, so do not commit oppression against one another. My servants, all of you are liable to err except one whom I guide on the right path, so seek right guidance from Me so that I should direct you to the right path. O My servants, all of you are hungry (needy) except one whom I feed, so beg food from Me, so that I may give that to you. O My servants, all of you are naked (need clothes) except one whom I provide garments, so beg clothes from Me, so that I should clothe you. O My servants, you commit error night and day and I am there to pardon your sins, so beg pardon from Me so that I should grant you pardon. O My servants, you can neither do Me any harm nor can you do Me any good. O My servants, even if the first amongst you and the last amongst you and even the whole of human race of yours, and that of jinns even, become (equal in) God-conscious like the heart of a single person amongst you, nothing would add to My Power. O My servants, even if the first amongst you and the last amongst you and the whole human race of yours and that of the Jinns too in unison become the most wicked (all beating) like the heart of a single person, it would cause no loss to My Power. O My servants, even if the first amongst you and the last amongst you and the whole human race of yours and that of jinns also all stand in one plain ground and you ask Me and I confer upon every person what he asks for, it would not. in any way, cause any loss to Me (even less) than that which is caused to the ocean by dipping the needle in it. My servants, these for you I shall reward you for thern, so he who deeds of yours which I am recording finds good should praise Allah and he who does not find that should not blame anyone but his ownself. Sa'id said that when Abu Idris Khaulini narrated this hadith he knelt upon his knees (<a class="" href="http://sunnah.com/muslim">Sahih Muslim</a>)

<div>The school is in a mess because the Board of Governors
have appointed a non-Muslim head teacher along with couple of non-Muslim female
teachers. There is no place for a non-Muslim child or a teacher in a Muslim
school. They do not understand and respect the needs and demands of the Muslim
children. Majority of children are from Pakistan, they need to learn and be well
versed in Urdu to keep in touch with their cultural heritage and enjoy the
beauty of Urdu literature and poetry. It is their social and emotional language.
The school does not teach Urdu language. The school only teaches Arabic language
which is a religious language. A Muslim must learn and be well versed in
standard English, Arabic and Urdu and other community languages. A Muslim is a
citizen of this tiny global village. He/she does not want to become notoriously
monolingual Brit.

There is no requirement for teaching staff to hold
appropriate qualifications or have the necessary experience; there is no
requirement to follow the national curriculum, which does work towards
recognised qualifications. In my town the children attending the state schools
have below average attainments at GCSE compared to the national average. The
children are not achieving their full potential and are being let down by the
qualified teachers at these schools. Although I’ve no doubt that there are many
non-’qualified’ people who could teach as well as, or better than, many of those
certificated to do so. A very real concern is that those who teach in state
schools (often also including “assistants”) lack proficiency in the subjects
they teach, even at the most basic levels. In those circumstances, what they are
doing is not teaching, but inculcating wrong information or none at all.
Curriculum seems to have been dumbed down to accommodate teachers who probably
would never have passed the subject at O level in times gone by – let alone A
level or a degree.

I heard 3 parents being interviewed on the radio a little
while ago, and god help me they were actually quite happy with the school! It
would seem that the spirit of the Crusades is alive and well. Al-Madinah is
certainly not the only failing school in the country. However, seasoned Ofsted
report readers will I hope agree that we have never read such a damning report.
Words like “dysfunctional”, “woefully inadequate” and “chaotic” do not normally
feature in Ofsted reports, even when they are slating a school. The evidence is
surely the 173 Free Schools that have, minor teething troubles aside, opened
perfectly successfully – many opened by teams that have never opened a schools
before. That’s the reality. So a Muslim school (which it seems retains a great
deal of parental backing) has come a cropper with serious questions to answer.
It seems however, despite the odd teething troubles (buildings, Ofsted confusion
over Montessori methods, etc.) here and there, that the other 173 Free Schools
have opened successfully against a backdrop of ideological sniping from local
authorities, the Labour Party and teaching Unions. So the Free School failure
rate so far is 0.6%. Disarray for sure. State schools get appalling Ofsted
reports as well. There will be good and bad state schools and good and bad free
schools.

State schools get appalling Ofsted reports as well. There
will be good and bad state schools and good and bad free schools. Muslim Girls
school tops state school rankings in Blackburn. Yet, the
only news we get is about a failing school in Derby. There are good Muslim
schools and there are bad ones. However, let’s be blunt, negative stories about
Muslims predominate. There is a reason for that. And no, it’s not because
Muslims predominantly do negative things. While it’s great that a Muslim school
toped some ranking that isn’t news – just like the many Christian and secular
schools that top local rankings aren’t. There is a very obvious reason why there
are more negative stories about Islam than positive ones. It is funny how
negative Muslim stories are given front page and positive Muslim stories are
packed away where you have to actively look for them. What about the Catholic
church for example: White British men who abused boys and were just placed in
different institutions when caught and protected by their superiors. Or is it
because we are white that we don’t behave badly or are blameless for any bad
behaviour?
Muslim children need state funded Muslim schools with Muslim teachers as role models during their
developmental period. This is the only solution for them to keep away from the
evils of western society. Let them teach what ever the native Brits would like
to teach their children. It is a crime against humanity to keep sending Muslim
children to state and church schools with non-Muslim monolingual teachers. This
is why the legal definition of genocide includes cultural killing, not only
actually killing. British education is the home of institutional racism and
British teachers are chicken racist.


What gives OFSTED the right, or indeed any Brit, to preach to minority groups about how they should live their
lives. This is a cosmopolitan country, the Muslim community have the right to
educate their children how they choose. Studying the Qur'an will certainly help
towards these children becoming fully integrated citizens of the UK.

A quarter of a million extra school places will be needed
in England by autumn 2014 to meet rising demand, the National Audit Office (NAO)
is warning. The spending watchdog said one in five primary schools in England
was full or near capacity and there were signs of "real strain" on places. The
demand for places has been driven by the birth rate rising more quickly than at
any time since the 1950s.

The solution of this problem is very simple. There are
hundreds of state and church schools where Muslim children are in majority. In
my opinion all such schools may be opted out as Muslim Academies.

It will satisfy the needs of those native parents who do
not want to send their children to those schools where the number of Muslim
children is on the increase.

Bilingual Muslim children need state funded Muslim schools
with bilingual Muslim teachers as role models during their developmental period.
There is no place for a non-Muslim child or a teacher in a Muslim
school.

The Muslims don't want to integrate or abide by western
law. Just because they don´t want to wear nude clothes or at least cloth that
can show how big her breast are... so these people failed to integrate. Just
because they don't like free sex, then these people failed again.. what a dirty
Bush mind you have!

Speaking English does not promote integration into
British, American and Australian societies, and broaden opportunities. English
speaking Muslim youths are angry, frustrated and extremist, thanks to state
schools with monolingual non-Muslim teachers and English language. English
language is not only a lingua franca but also lingua frankensteinia. Human right
are also covers linguistic right. Cultural and linguistic genocide are very
common. British schooling is murdering community languages like Arabic, Urdu and
others. English is today the world killer language. Linguistic genocide is a
crime against humanity and British schooling is guilty of committing this crime.
Language is not just a language. It defines one's culture, identity and
consciousness. It defines how we think, communicate and express ourselves. The
fact is the most South Asian Muslims have come to know Islam by way of Urdu, the
children's alienation from the language that connects them the heritage of their
parents and grand parents is disturbing. As a matter of fact, one has to get to
know his mother tongue well if one is to master any other language.
IA
London School of Islamics Trust
</div>

<div><iframe width="459" height="344" src="https://www.youtube.com/embed/q-oxDUG9DQg?feature=oembed" frameborder="0" allowfullscreen="true"></iframe></div>[youtube/]

As salaamu alaykum warahmatullahi wabarakatu.

Pray you are well and in the best of Imaan. Ameen.

Let's get you thinking.. What is your ambition in life???

If that ambition was not to seek the pleasure of Allah then you need to fix your intentions inshaAllah. Allah will reward us in accordance to what is in our hearts (intention). We should do everything to seek the pleasure of Allah.

This life is only for a blink of an eye. It will disappear, where as the Hereafter is our eternal life. Now whether you want eternal bliss or eternal punishment? That is completely up to you. But I know no one would want eternal punishment.

Key point: whenever doing anything, do it for the pleasure of Allah. Your ultimate goal in life should be to Please Allah.

If you feel that it is wrong to link your action to the pleasure of Allah, then what you are doing must be something that is not allowed. For example you wouldn't steal someone's property for the pleasure of Allah would you?

I sincerely ask everyone who has ever benefited from my texts to make du'a for me. Please ask Allah to help me succeed in the things that I wish to do for His Pleasure.

Wsalaam. :) written by my cousin

<div>Exam Factories

Almost all children now believe they go to school to pass
exams. The idea that they may be there for an education is irrelevant. Leading
companies are struggling to recruit teenagers with basic skills because schools
have been turned into “exam factories”, business leaders have warned. Many
employers had been left “disheartened and downright frustrated” by poor levels
of literacy, numeracy, communication and timekeeping among school leavers and
graduates. Overemphasis on sitting exams and hitting targets throughout
compulsory education had robbed children of the chance to develop the “soft”
skills needed in the work place. Business leaders believed the emphasis on
passing exams at school meant children failed to develop other skills, including
the ability to hold a conversation, display good work ethic, turn upon time and
apply basic literacy and numeracy.

State, independent and faith schools have become exam
factories and are only interested in A to C Grades. They do not educate
children. The result is that anti-social behaviour, gun and knife culture,
racism, drug addiction. binge drinking, high rate of teenage pregnancies and
abortions, high divorce rate are common in society. Exam results do not reflect
a candidate’s innate ability. Employers have moaned for years that too many
employees cannot read or write properly. According to a survey, school-leavers
and even graduates lack basic literacy and numeracy skills. More and more
companies are having to provide remedial training to new staff, who can’t write
clear instructions, do simple maths, or solve problems. Both graduates and
school-leavers were also criticised for their sloppy time-keeping, ignorance of
basic customer service and lack of self-discipline.

Even Muslim schools have also become Exam Factories, only
interested in A to C grades just like state schools. There is a positive
co-relation between faith, culture and language. Faith needs culture and
languages to flourish. According to a research, children who study the language
and culture of their parents may achieve more and become more involved citizens.
Migrant Muslims speak variety of languages. State schools as well as Muslim
schools give lip service to the community languages but majority of Muslim
schools completely ignore or discourage community languages. The ex- chairman of
the Association of Muslim Schools Mr.Idrees Mears, a native revert totally
rejects the teaching of Urdu and other languages. The same opinion was expressed
by the head of state funded Islamia School as well as by the ex- Chairman of the
Nida Trust. They are not in a position to understand the needs and demands of
the bilingual children because they are themselves monolinguals. It is a well
known fact that social and emotional education comes with ones own language,
literature and poetry. Pakistani children suffer more than other children. They
speak different languages at home and when they go to the Masajid they are
exposed to Urdu and Arabic. At schools they are exposed to English and at the
age of 11 are exposed to European languages. Now European languages are
introduced at Primary level, but Urdu is totally ignored and discouraged by the
state as well as by the Muslim schools. English, Arabic and Urdu must be
introduced at nursery level so that the children can grow up with three
languages. We have already lost three generation and the fourth one is in the
process of losing its linguistic and cultural identity by not learning Urdu. The
Muslim community is suffering because of social and cultural problems of high
rate of divorce, run away young girls, low academic achievements, drug
addiction, drinking, teenage pregnancies, disrespect for their parents and
elders, forced marriages and honour killings. It is all because our youth are
cut off from their cultural roots and languages. I blame state schools because
they have never been serious in the teaching of Urdu, Arabic and other community
languages.

An American research reveals in 2005 that bilingual
learners with no education in their first language take longer to learn English
and a bilingual learner with a good education in their own language do best of
all. Muslim schools are committing the same mistake by ignoring community
languages. Even OFSTED is not serious about the importance of bilingualism and
bilingual education. Their priority is the teaching of English language. No body
is denying the importance of English as an economic language but equally
important is the first languages of the children for social and emotional
literacy.

The Muslim community has been passing through a phase of
fourth Crusades. The battleground is the field of education, where the young
generation will be educated properly with the Holly Quran in one hand and
Sciences in other hand to serve the British society and the world at large. A
true Muslim is a citizen of the world, which has become a small global village.
We are going to prepare our youth to achieve that objective in the long run. A
true Muslim believes in Prophet Moses and the Prophet Jesus and without them one
cannot be a Muslim. My suggestion is that in all state, independent and
Christian based school special attention should be given to the teaching of
Comparative Religion and Islam should be taught by qualified Muslim Teachers to
make the children aware the closeness of Islam to Christianity and Judaism which
will help them to think about Islam, as “A Pragmatic and Modern Way of Life,”
during their life time.

British schooling and the British society is the home of
institutional racism. The result is that Muslim children are unable to develop
self-confidence and self-esteem, therefore, majority of them leave schools with
low grades. Racism is deeply rooted in British society. Every native child is
born with a gene or virus of racism, therefore, no law could change the
attitudes of racism towards those who are different. It is not only the common
man, even member of the royal family is involved in racism. The father of a
Pakistani office cadet who was called a "***" by Prince Harry has profoundly
condemned his actions. He had felt proud when he met the Queen and the Prince of
Wales at his son's passing out parade at Sandhurst in 2006 but now felt upset
after learning about the Prince's comments. Queen Victoria invited an Imam from
India to teach her Urdu language. He was highly respected by the Queen but other
members of the royal family had no respect for him. He was forced to go back to
India. His portrait is still in one of the royal places.

Children should be taught about the contribution Muslims
have made to civilisation in order to combat threats of extremism and
discrimination. It will help native children to develop positive attitudes
towards Muslims. It will bring divided communities closer together, by teaching
children about debt west owe to Muslims - coffee and pinhole camera to the three
- course dinner and advancement in maths. The teaching will bring together
science, history,RE, citizenship and community cohesion - some of the most
pressing problems for the minister responsible for the curriculum. One of the
major reasons for the alienation of British Muslims is a lack of clear identity.
It is crucial for the British society to understand the hugely positive impact
that Islamic inventors have had upon the world, and for Muslims to take pride in
it. At present there is a widespread mis-conception among many people worldwide
that the state of science and technology during the period known as "The Dark
Ages" was that of stagnation and decline. The Muslim civilisation flourished and
contributed to thousands of essential inventions that still affect western life
style. The open recognition of the contribution of the Muslims should be
reflected in the National Curriculum. The mainstream history of scientific ideas
has failed to acknowledge numerous Islamic scientists and their great efforts
and achievements throughout the centuries.

A report by the Institute for Community Cohesion found
that native parents were deserting some schools after finding their children out
numbered by pupils from ethnic minorities. Schools in parts of England are
becoming increasingly segregated. The study focused on 13 local authorities.
Many of the schools and colleges are segregated and this was generally worsening
over recent years. This is RACISM because British society is the home of
institutional racism. My statement regarding Muslim schools where there is no
place for non-Muslim child or a teacher is based on educational process and not
on racism. Muslim children need Muslim teachers during their developmental
periods. For higher studies and research, Muslim teacher is not a
priority.

I have been campaigning for Muslim schools since early 70s
because there is no place for foreign cultures, languages and faiths in state
schools. Muslim children are victim of racial abuse and discrimination. Neither
Muslim community nor the DFE paid any attention to my proposal. Muslim community
kept on setting up Masajid for worshiping and for the education of their
children. Masajid help Muslim children to recite the Holy Quran without
understanding and teach them how to perform their prayers. DFE introduced
Multicultural education for the integration and assimilation of the Muslims.

I regard Muslim schools not just Faith schools but more or
less bilingual schools. I set up the first Muslim school in Forest Gate London
in 1981. Special attention was given to Standard English, Arabic and Urdu
languages along with National Curriculum. But due to its closure, it could not
become a model school for others to follow. Islamia School, founded by Yusuf
Islam became the model school where there is no place for the teaching of Urdu
and other community languages and only Arabic is taught.

The sound knowledge of ones owns language would appear to
help – not hinder the acquisition of a second language and bilingual children
may even have cognitive advantages and that the ability to speak more than one
language is going to be increasingly important for the world of the future.
Therefore, Muslim children and young Muslims have potentially a major
educational advantage, although sadly this is not being developed well at
present. British policy makers now recognise bilingualism as an educational
asset rather than a problem. Education plays a central role in the transmission
of languages from one generation to the next. The teaching of mother tongues is
essential in terms of culture and identity. Arabic is a religious language for
the Muslims but for Pakistanis, Urdu is also essential for culture and identity.
Blind Muslim children in Bradford are learning to read Arabic and Urdu Braille,
by a blind teacher who travelled from Pakistan. Now blind Muslim children are
not going to miss out on culture, religion, language and the social aspects and
integration into their own community and identity.

Majority of Muslim children are from Pakistan, Bangladesh
and India They need to learn Arabic and Urdu to keep in touch with their
cultural roots and enjoy the beauty of their literature and poetry. Urdu is a
lingua frankua of the Muslim communities from the sub-continent. The young
generation learn Urdu from Indian/Pakistani films, more than two dozens TV
Channels and couple of radio stations broadcasting round the clock in
Urdu/Hindi. They can speak and understand but are unable to read and write Urdu
literature and poetry. Bilingualism and bilingual education should be part and
parcel of each and every Muslim school. The problem is that most of Muslim
schools are running by British educated Muslims who are made monolinguals by
state schools. They do not feel the charm of bilingualism. They have never been
given the chance to learn Arabic and Urdu along with English. An English man is
proud of his language, culture and faith or no faith. In the same way a Muslim
should be proud of his faith, languages and cultures. In my opinion at least
three hours a day must be given for the teaching of English, Arabic, Urdu and
other community languages from nursery level. The teaching of Standard English
will help them to follow the National Curriculum and go for higher studies and
research to serve humanity.

According to a recent report, Muslim schools performed
best overall, although they constitute only a fraction of the country's 7000
schools. Muslim schools do well because of their Islamic ethos and a focus on
traditional discipline and teaching methods. They teach children what is right
and what is wrong, because young children need structured guidance.

Bilingual Muslims children have a right, as much as any
other faith group, to be taught their culture, languages and faith alongside a
mainstream curriculum. More faith schools will be opened under sweeping reforms
of the education system in England. There is a dire need for the growth of state
funded Muslim schools to meet the growing needs and demands of the Muslim
parents and children. Now the time has come that parents and community should
take over the running of their local schools. Parent-run schools will give the
diversity, the choice and the competition that the wealthy have in the private
sector. Parents can perform a better job than the Local Authority because
parents have a genuine vested interest. The Local Authority simply cannot be
trusted.

The British Government is planning to make it easier to
schools to “opt out” from the Local Authorities. Muslim children in state
schools feel isolated and confused about who they are. This can cause
dissatisfaction and lead them into criminality, and the lack of a true
understanding of Islam can ultimately make them more susceptible to the
teachings of fundamentalists like Christians during the middle ages and Jews in
recent times in Palestine. Fundamentalism is nothing to do with Islam and
Muslim; you are either a Muslim or a non-Muslim. Muslim children suffer from
identity crises because their parents teach them Islam and their schools teach
them something else. There must be a positive co-relation between school and
home, otherwise, children will suffer academically, spiritually , socially and
emotionally. They are also unable to develop self-confidence and
self-esteem.

You better teach your children in your own schools and let
migrant communities teach their children according to their needs and demands.
British Establishment and society should concentrate on the evils of their own
society and stop trying to change the way of life of Muslims. Muslim community
does not want to integrate with the British society, indulging in incivility,
anti-social behaviour, drug and knife culture, binge drinking, teenage
pregnancies and abortion. Prince Charles, while visiting the first grant
maintained Muslim school in north London, said that the pupils would be the
future ambassadors of Islam. But what about thousands of others, who attend
state schools deemed to be "sink schools"? In education, there should be a
choice and at present it is denied to the Muslim community. In the late 80s and
early 90s, when I floated the idea of Muslim community schools, I was declared a
"school hijacker" by an editorial in the Newham Recorder newspaper in east
London. This clearly shows that the British media does not believe in choice and
diversity in the field of education and has no respect for those who are
different. Muslim schools, in spite of meager resources, have excelled to a
further extent this year, with couple of schools achieving 100% A-C grades for
five or more GCSEs. They beat well resourced state and independent schools in
Birmingham and Hackney. Muslim schools are doing better because a majority of
the teachers are Muslim. The pupils are not exposed to the pressures of racism,
multiculturalism and bullying.

There are hundreds of state primary and secondary schools
where Muslim pupils are in majority. In my opinion all such schools may be opted
out to become Muslim Academies. This mean the Muslim children will get a decent
education. Muslim schools turned out balanced citizens, more tolerant of others
and less likely to succumb to criminality or extremism. Muslim schools give
young people confidence in who they are and an understanding of Islam’s teaching
of tolerance and respect which prepares them for a positive and fulfilling role
in society. Muslim schools are attractive to Muslim parents because they have
better discipline and teaching Islamic values. Children like discipline,
structure and boundaries. Bilingual Muslim children need Bilingual Muslim
teachers as role models during their developmental periods, who understand their
needs and demands.
IA
London School of Islamics Trust
</div>

Bismillah

"If you help him (Muhammad) not (it does not matter), for Allah did indeed help him when the disbelievers drove him out, the second of two, when they (Muhammad and Abu Bakr) were in the cave, and he said to his companion (Abu Bakr): "Be not sad (or afraid), surely Allah is with us." Then Allah sent down His Sakeenah (calmness, tranquillity, peace, etc.) upon him, and strengthened him with forces (angels) which you saw not, and made the word of those who disbelieved the lowermost, while it was the Word of Allah that became the uppermost, and Allah is All-Mighty, All-Wise."(Quran 9:40)

At this time every year, one keeps pondering about this significant incident of Hira, one must and should continue pondering, reflecting, learning and digesting. As it encompasses endless aspects that are of paramount importance to our lives as Muslims, only if we take heed!