HSD308 – Muslims in Britain and the Concept of Citizenship


Syllabus

  • Early Muslim migration and settlement in Britain
  • Demography, homogeneity and heterogeneity
  • The structure and organisation
  • The dilemma of two cultures
  • Integration
  • Multiculturalism
  • The degree of Muslim social cohesion
  • The problem of Islamophobia
  • Rushdi affair
  • Socio-economic profiles: education, employment, and housing
  • Muslim public life: Politics and civic participation
  • Islam and nationality and the idea of citizenship

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

  • Demonstrate a critical understanding of the structure and composition of the Muslim communities of the UK (A3)
  • Critically review and analyse various aspects of Muslims’ life in the UK (A2, A6)
  • Consolidate and extend a systematic and coherent knowledge on the huge diversity and dynamism inherent in the Muslim community of Britain (A3)
  • Show systematic understanding of key concepts in community cohesion and the idea of citizenship (A1)

Skills 
This module will call for the successful student to:

  • Communicate, transfer and apply critically ideas about different aspects of the Muslim community life in the UK (B5, C2, C4, D4)
  • Exercise significant judgment in analyze views on concepts such as social segregation and assimilation, integration and multiculturalism, and religion and nationality. (B3, B4, C3, D1, D2)

Learning, Teaching and Assessment Strategy

Lectures and the students’ reading communicate much of the subject matter. Seminars, class discussions, the essay and the examination encourage analysis and critical reflection.

Assessment Mode
Questions arising from lectures form the basis formative assessment, through small group discussions leading to student-led seminar presentations. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative is by a coursework and a written examination. The coursework consistes of an essay of 1,500  words on a topic agreed in class to demonstrate their skill to analyse the issues related to Muslims in Britain  [Outcomes 5, 6]. The written examination takes place at the end of the semester [Outcome 1, 2, 3, 4].

Assessment Weighting
Coursework: 50%
Written Examination: 50%

Reading Materials

Core readings

  • Ansari, Humayun (2004) The Infidel within: The History of Muslims in Britain, 1800 to the Present, UK: C Hurst & Co Publishers Ltd.
  • Gilliat-Ray S. (2011) Muslims in Britain. Cambridge University Press

HSC305 – Qur’anic Eschatology


Syllabus

The key topics discussed are:

  • The experience of death and its accompanying signs
  • Entering the world of Angels and conversing with them
  • Barzakh: Limbo, Oblivion or Purgatory
  • Questioning in the Grave and its reality
  • The Trumpet and Resurrection; the two blowings of the Trumpet
  • Coming back alive and starting the final journey towards the Lord
  • Categorization of people into different types
  • The imprint of the actions on the face, and the light and darkness of people
  • The Book (kitab): the amazing Book of creation, the Original Book, those with a knowledge of the Book, the Book of Human Record
  • Incarnation of actions, expiation (takfir) and annihilation (ihbat)
  • Meeting with God (liqa’ Allah)
  • The Balance (mizan) and the Path (sirat)
  • The Reckoning: evil reckoning and good reckoning
  • Revelation of personality
  • Witnessing and the final judgment, intercession
  • The Elevated Positions, a’raf, Paradise, and Hell

Learning outcomes

Knowledge
On completion of this module, the successful student will be able to:

  • Critically write about different viewpoints on those verses of the Qur’an dealing with eschatology. (A2, A3)
  • Collect and summarize the Qur’anic concept of the evolution of the human soul after death. (A1, A7)

Skills
This module will call for successful student to:

  • Critically assess some doctrinal implications of the verses about the afterlife and its comparison with a similar concept from one other religion. (B4, C5, C7)
  • Critically provide arguments to engage in comparative study of the subject. (B6, C1-C3, C5, D3, D6)

Learning, Teaching and Assessment Strategy

Alongside lectures and seminars, students will also be expected to undertake individual study in preparation for lectures, and as further reading required for the submission of their essay.

Assessment Mode
Questions arising from lectures form the basis formative assessment, through small group discussions leading the development of exegetical skills. Tutorial time enables Tutors to give constructive feedback to student on the preparation and development of their comparative studies, tutorials will not be assessed but will form part of the formative learning process. This should help develop students’ learning and enhance their final submission. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative Assessment is by a comparative study and written examination. The comparative study will require students to write an essay of 1,500  words that demonstrates a critical understanding of an eschatological concept as explained by the Qur’an and its comparison with a similar concept from one other religion
(Outcomes 3, 4). The 2 hour written examination will take place at the end of the module (1, 2).

Assessment Weighting
Comparative Study: 40%
Written examination: 60%

Learning Material

Core Reading 

  • Bahmanpour, M.S. (2015) Towards Eternal Life, n.l.: World Federation of KSIMC.
  • Al-Ghazali, Muhammad (2004). The Remembrance of Death and the Afterlife: Kitāb Dhikr al-Mawt wa Mā Ba’dahu, Book XL of Iḥyā’ ‘Ulūm al-Dīn (The Revival of the Religious Sciences), T. J. Winter (trans.), Cambridge: Islamic Texts Society.
  • Musavi Lari, Sayyid Mujtaba (1992). Resurrection, Judgment and the Hereafter: Lessons on Islamic Doctrine, trans. Hamid Algar, Potomac: The Islamic Education Center.
  • Swedenborg, E. (2010). Heaven and Hell, George F. Dole (trans.), West Chester, Pennsylvania: The Swedenborg Foundation.

HSC325 – Islamic Mysticism


Syllabus

This module examines some of the main mystical theories and concepts of the Islamic mystical tradition. It begins by asking ‘What is Islamic Mysticism?’ and explores its various roots and manifestations and its relationship with the Shari‘a. It discusses the relationship between the Imamology of Twelver Shi‘a Islam and the theory of sainthood in Sunni Sufism. It also examines the itinerary of the journey of the soul, with its states and stations, based upon the Holy Qur’an; the path to annihilation and subsistence in God; the importance of the angelic and spiritual realms; the theory of knowledge by presence (‘ilm al-huduri); the theory of the Unity of Existence (wahdat al-wujud); the concepts of the Muhammadan Truth and the Perfect Man; and the importance of ethical practice in the training of the soul.

  • Meaning of Islamic Mysticism
  • Roots and manifestations of mysticism and its relationship with shariah
  • Importance of ethical practice in the training of the soul
  • Development of early Sufism
  • Biographies of major Sufi and saints
  • Sainthood in Sufism and Imamology in Shiism
  • States and station of the spiritual journey of the soul
  • The theories of Ilm al-Huduri, Ilm al-Ladunni and Wahadat al-Wujud. –    Al-Haqiqa al-Muhammadiyya and the Perfect Man

Learning Outcomes

Knowledge
 On completion of this module, the successful student will be able to:

  • Critically analyse the foundational elements of the Islamic mystical tradition. (B2, B3, C1, D6)
  • Critically discuss the various debates on the legitimacy of certain manifestations of Islamic spirituality, especially as understood in the Shi’ite trend of Islam. (A1, A2, A3, A6, C4)
  • Critically evaluate doctrinal implications of mystical works. (A7, B1, C1, C6, C7D2)

Skills 
This module will call for the successful student to:

  • Effectively appraise and critically review theories within the Islamic mystical tradition. (B2, B5, C1, C2, D1, D3, D4)

Learning, Teaching and Assessment Strategy

Alongside lectures and seminars, students will also be expected to undertake individual study in preparation for and as follow-up to lectures. The lectures are interactive and thought provoking and require intellectual effort from students.

Assessment Mode
Participation in debates on a question around topics covered within class provides students the basis formative assessment, whereby students will be expected to present the case for or against a particular position and the quality of their argument be judged by peers. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative, graded assessment for this module consists of a coursework and a written examination. The coursework will require the student to write an essay of 1,500  words to be done based on class discussions (Outcomes 4, 5). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2, 3).

Assessment Weighting
Coursework: 50%
Written Examination: 50%

Learning Materials

Core readings

  • Burckhardt, T. (2008). An Introduction to Sufi Doctrine. Bloomington: World Wisdom Inc.
  • Safavi, G.S. ed. (2009). Sufism (‘Irfan). London: London Academy of Iranian Studies Press.

HSD324 – Islamic Education and Teacher Training


Syllabus

  • The Qur’an and Sunnah as foundations of Islamic knowledge and learning
  • The Islamic concept of education and its spiritual dimensions
  • The role of madrasas and institutions of Islamic learning in Muslim minority countries
  • Theories and principles for planning and enabling learning within the madrasa
  • Reflective practice and diversity within Islamic education
  • Learning styles and the inclusive practice
  • Classroom management techniques
  • Teaching development and assessment techniques
  • Modern theories of learning
  • Effective lesson planning and schemes of work
  • Learning resources and Islamic education
  • Health, safety, professional practice and learner protection

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

  • Compare and contrast and critique approaches to education and learning. (A1, A5)
  • Critically examine how the Qur’an and Sunnah help to construct Islam’s educative approach while evaluating modern theories of learning developed by Muslim and non-Muslim educationalists.. (A2, A5, B2)

Skills
This module will call for the successful student to:

  • Select and apply appropriate assessment techniques, and plan and develop appropriate use library and other resources in order to enrich teaching and enhance learning. (B2, B6, C4, C5, D2, D5)
  • Develop reflective learning by expressing considered approaches to foster personal growth as a teacher and individual, and in relation to others. (C3, D1)

Learning, Teaching and Assessment Strategy

Lectures and students’ reading communicate much of the subject matter. Seminars, presentations, class discussions and the assignments encourage analysis and critical reflection.

Assessment Mode
Formative assessment involves an in-depth search and review of publications related to the specific paper will be required. Students are required to see the module leader regularly in tutorials to receive formative feedback on their performance and support with their portfolio work. Tutorial sessions provide students an opportunity to gain guidance and help required to enhance their academic performance and tackle any possible difficulties that may affect their portfolio work. Each portfolio assignment is entitled to formative feedback from the lecturer before the 9th learning week. Additionally, students will also receive formative feedback on their presentations after completing them, which will help them improve future performance. They may also hand in their PowerPoint slides to the lecturer for guidance and feedback from student-led discussion.
Summative assessment is by presentation and portfolio. The portfolio is based on a portfolio of two assignments of about 500 words each (Outcomes 1,2, 3). The 20 minute presentation will require students to convey their research on an agreed area of the course in an effective manner, and should consist of roughly 10 PowerPoint slides (Outcome 4).

Assessment Weighting 
Portfolio: 60%
Presentation: 40%

Learning materials

Core readings

  • Hefner, R.W. and Zaman, M.Q. (2007). Schooling Islam: The Culture and Politics of Modern Muslim Education. Princeton: Princeton University Press.
  • Mutahhari, M. (2011). Training and Education in Islam. London: ICAS Press.
  • Thaine, C (2010) Teacher Training Essentials, Cambridge University Press

HSD321 – Principles of Qur’anic Exegesis


Syllabus

  • Introduction: Definition, Historical Precedent, Sources and Classification of Principles
  • Principles that are Applicable to Exegesis and Other Sciences
    • Principles that are Applicable to Exegesis and Principles of Jurisprudence
    • Principles that are Applicable to Exegesis and Logic
    • Principles that are Applicable to Exegesis and Arabic Language Studies
    • Principles that are Applicable to Exegesis and Sciences of the Qur’an
  • Principles Exclusive to Exegesis
    • The Principle of Connected Linguistic Context
    • The Principle of Flow and Application
    • The Principle of Relationship Between Different Parts of the Qur’an
    • The Principle of Effect of the Aims of the Qur’an, Chapters and Verses on Exegesis
    • The Principle of Employing Certainty in Exegesis
    • The Principle of Paying Attention to the Outer and Inner Aspects of Verses
    • The Principle of Conducting Exegesis Based on Reliable Sources, Evidence and Context
    • The Principle of Non-opposition of Exegesis to Decisive Verses, Established Tradition, Established Intellectual Matters and Scientific Facts
    • The Principle of Observing Fundamental Exegetical Presuppositions
    • The Principle of Conducting Exegesis Using Correct Exegetical Methods
    • The Principle of Conducting Exegesis by Exegetes who Possess the Required Expertise
    • The Principle of Prohibition of Imposing One’s Own Opinion in Exegesis

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

  • Critically analyse exegesis of verses of the Qur’an in terms of the principles employed by different exegetes (B1, B2, B3, C1, C6, D6).
  • Differentiate between and structure principles that are shared between Qur’anic exegesis and other fields of study and those that are largely exclusive to Qur’anic exegesis. (A1, B2, B3, B4, C1)

Skills
This module will call for the successful student to:

  • Develop correct application of relevant principles of exegesis to verses of the Qur’an. (B1, B3, C6, D2)

Learning, Teaching and Assessment Strategy

Alongside lectures and seminars, students are expected to develop their learning through independent study of set and free reading. The use of questioning and small group exercises based largely on applying principles to verses of Qur’an ensures that students are constantly engaged in class and take an active role in the learning process.

Assessment Mode
Questions arising from lectures form the basis formative assessment, through small group discussions leading the development of exegetical skills. Tutorial time enables the module leader to give constructive feedback to student on the preparation and development of their case studies. Tutorials would help develop students’ learning and enhance their final submissions. Formative feedback is also gained through mubāḥathah, a wellestablished and integral part of the Hawza tradition of learning. Informal and interactive, the mubāḥathah is an invaluable opportunity for students to consolidate their learning. Unresolved matters or new ideas resulting from mubāḥathah sessions are researched and brought to the attention of the module leader, serving to further student learning through formative learning process.
Summative, graded assessment is by case study, in which students will be required to investigate the application of exegetical principles by a particular exegete to verses of the Qur’an. Students must present their findings concisely and clearly in the form of a report of about 3,000  words (Outcomes 1, 2, 3).

Assessment Weighting
Case study: 100%

Learning Materials

Core readings

  • Abd al-Rahman al-Akk, S.K. (1986). Usul al-Tafsir wa Qawa’iduh. Beirut: Dar al-Nafa’is. Suyuti, J.A.A. (1987). Al-Itqan fi ‘Ulum al-Qur’an. Beirut: Dar al-Kutub al-‘Ilmiyyah.

HSD320 – Jurisprudential Maxims


Syllabus

  • Possession Indicates Ownership
  • The Principle of Permissibility
  • The Principle of Validity
  • The Principle of Purity
  • Islamic Law does not Occasion Harm
  • Islamic Law does not Occasion Unbearable Hardship
  • Certainty is not Challenged by Doubt
  • When a Text is Clear, Interpretations are Unacceptable
  • Avoidance of Disadvantage has Priority over Considerations of Benefit
  • Not to Cooperate in the Perpetration of Sinful Actions
  • Actions Undertaken with Good Intent do not Incur Liability
  • Reliance on the Muslim Market
  • Custom Circumscribes Religious Rulings
  • Inability to Fulfil a Religious Duty does not Absolve One from Obligation
  • Dissimulation and its Manifestations
  • Changes of Circumstance Lead to Changes in Rulings

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

  • Critically write about the meaning of different jurisprudential maxims. (A1, A5)
  • Critically evaluate evidence for the validity of jurisprudential maxims. (B1, B4, C1, C6, D2, D6)
  • Review and design examples of the application of jurisprudential maxims in every-day situations. (A4, B2, B5)

Skills
This module will call for the successful student to:

  • Demonstrate effective development of argument and communication of ideas in the field of Islamic jurisprudence. (B2, B5, C2, D1, D3)

Learning, Teaching and Assessment Strategy

Lectures largely comprise of a careful reading and explanation of the core texts coupled with discussions on key concepts. The use of questioning and small group work in class ensures that students are constantly engaged and take an active role in the learning process. Students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Formative assessment will be by means of discussions, and continuous questioning on the practical and theoretical aspects of the course syllabus. Revision sessions are also arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.  Each portfolio assignment is entitled to formative feedback from the module leader before the 10th learning week. Students are required to see the module leader regularly to receive feedback and support with their portfolio work. Additionally, tutorial time and also mubāḥathah enables the module leader to give guidance to students on topics of concern and provide constructive feedback related to portfolio work.
Summative, graded assessment is by portfolio and written examination at the end of the end of the semester. The portfolio will consist of two assignments of about 500 words each (Outcomes 3, 4). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2).

Assessment Weighting
Written examination: 50%
Portfolio: 50%

Learning Materials

Core readings

  • Al-Irawani, B. (1997). Durus Tamhidiyyah fi al-Qawa‘id al-Fiqhiyyah. Qum: Anwar al-Huda.
  • Milani, F.H. (2011). Thirty Principles of Islamic Jurisprudence. London: Islam in English Press.

HSD316 – Biographical and Narrative Studies


Syllabus

  • What are Biographical and Narrative Studies?
  • The Need for Biographical Studies
  • Ways of Ascertaining the Trustworthiness of a Narrator
  • The Consensus Companions
  • Biographical Study of Important Narrators
  • Terminology Employed in Biographical Studies
  • Classification of Traditions and the Level of their Authenticity
  • Terminology Employed in Narrative Studies
  • Modes of Receiving and Transmitting a Tradition

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

  • Critically write about criteria used for ascertaining the authenticity of traditions. (A1, A2)
  • Choose and differentiate an authentic tradition from a dubious one (B1, B3, C1, C6, D2, D6)
  • Formulate and define key terms and concepts in Biographical and Narrative Studies. (A1, A5)

Skills
This module will call for the successful student to:

  • Propose and use appropriate methodology to critically evaluate traditions reported from the Prophet, the Companions and the Shia Imams. (B1, B3, B6, C1, C5, D5, D6)

Learning, Teaching and Assessment Strategy

Delivery of this module is in the traditional Hawza style, whereby the teacher carefully reads and explains the core text, and discusses areas of particular complexity in more detail. Students are encouraged to examine the text critically and to engage in the discussions. Furthermore, students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Strategy
Formative assessment will be by means of discussions, and continuous questioning on the practical and theoretical aspects of the course syllabus. Revision sessions are also arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.  Each portfolio assignment is entitled to formative feedback from the module leader before the 10th learning week. Students are required to see the module leader regularly to receive feedback and support with their portfolio work. Additionally, tutorial time and also mubāḥathah enables the module leader to give guidance to students on topics of concern and provide constructive feedback related to portfolio work.
Summative, graded assessment is by portfolio and written examination. The Portfolio will comprise of two assignments about 500 words each (Outcome  4). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2, 3).

Assessment Weighting
Written examination: 50%
Portfolio: 50%

Learning Materials

Core readings

  • Al-Subhani, J. (2010). Durus Mujazah fi ‘Ilma al-Rijal wa al-Dirayah. Qum: Al-Mustafa International Translation and Publication Centre.

HSC312 – Project


Syllabus

The module begins with a reminder of some of the principles learned in the Research Methodology module and instruction is given on areas such as completing a Literature Review. Students undertaking quantitative research projects such as surveys are given separate class time in which they are trained in this type of research method. The majority of the sessions are tutorials in which the tutor provides individual students with step by step guidance and support on their research projects.

Learning Outcomes

Knowledge 
On completion of this module the successful student will be able to:

  • Select and apply appropriate research methods to a subject of their own choice relating to Hawza studies (A4, B6)
  • Plan and develop research, while critically analysing relevant views, issues and resources (A6, A7, A3, B1, B4)

Skills 
This module will call for the successful student to:

  • Originate research material by using library resources in order to identify source material, compile bibliographies, conduct research and enhance presentations (B6, C1, C5, C6, D1, D5, D6)
  • Apply I.T skills for data capture, to identify source material and support research and presentations (C5, D5)
  • Develop reflective learning by expressing considered thoughts and ideas (B2, B4, C4, C7, D1, D2)

Learning, Teaching and Assessment Strategy

Tutorial sessions will be used by the tutor to advise and assist individual students on developing their research outline and proposal, on reviewing the literature, collecting data, and eventually writing the research report. Individual student grades for the module will be determined solely by the final research report. Students will be assigned a supervisor with the appropriate expertise in the chosen subject area of the students’ Project who will provide them with the necessary guidance and supervision.

Assessment Modes
Formative assessment will be Module leader led seminars and workshops, students will discuss and presented topics. Module Leader will give guidance on appropriate literature and methodologies, the structure and organization of the material and agree a proposed timetable of work. Each student will be assigned and supported by a supervisor, with whom they will have regular tutorials. The supervisor will work with students following approval of the subject and title of the research proposal, ensuring formative feedback is received on the on a continuous basis. Students will also be asked to complete and submit a weekly reflective learning exercise based on the teaching and learning, student will be provided feedback regarding it and discuss the student’s progress and areas for future exploration. This is based on their formative learning process and students will be encouraged to complete these tasks to improve learning and satisfaction with the module.
Summative, graded assessment based entirely on the research report. Students are required to write a 1,000 word research proposal by the end of the first semester (Outcome 1), and an 8,000 word research report to be handed in at the end of the second semester. Research will be conducted under the supervision of the module leader (Outcomes 2, 3, 4, 5). Students need to keep a self-reflective journal where they keep track of their progression as a researcher. (Outcome 3, 4, 5).

Assessment Weighting
Proposal: 20%
Project: 80%
Journal: Pass/Fail

Learning Materials

Core readings

  • Bell, J. (2014). Doing Your Research Project: A guide for first-time researchers. McGraw-Hill Education (UK).
  • Flesch, R. (1996). The Classic Guide to Better Writing : Step-by-Step Techniques and Exercises to Write Simply, Clearly and Correctly. US: Collins. 
  • Lipson, C., (2005). How to Write a BA thesis. A Practical Guide from Your First Ideas to Your. University of Chicago Press.

HSD311 – Muslim Social and Political Thought


Syllabus

The views of some of the most important representatives of classical Islamic thought including Farabi, Ghazali, Ibn Rushd, , Khwajah Nasir al-Din Tusi, Ibn Khaldun, and a number of well-known modern representatives of Islamic thought including, Muhammad Abduh, Ali Shari’ati, Ayatollah Khomeini, Muhammed Arkoun, Nasr Hamed Abu Zaid, are discussed. Applying the general approach of ‘situational analysis’ the module critically explores the views of each of the classic and modern representatives of Islamic political and social thought in its historical context. In this way students get a more comprehensive understanding of the development of various intellectual trends which emerged in the sphere of Islamic culture and civilisation.

Learning Outcomes

Knowledge 
On completion of this module, the successful student will be able to:

  • Demonstrate an analytical understanding of the key themes and debates in Muslim political thought. (A1, A2, A3, A4, A6, B2)
  • Summarize and critique major social and political trends in the Muslim world. (B2, B4, C1, C2, D6)
  • Evaluate a range of scholarship associated with the main controversies and issues in modern Muslim thought. (B4, B6, C1, C5, D6)

Skills 
This module will call for the successful student to:

  • Engage with empathy, integrity and critical reflection with the ideas and arguments on social and political issues in the Muslim world. (B2, B4, B5, C4, D2, D3, D4)

Learning, Teaching and Assessment Strategy

Lectures will provide the basic structure of the module and will include time for informal discussions. Seminars will be used to debate and explore specific issues. Students will also be expected to undertake individual study consisting of free and set reading.

Assessment Modes
Formative assessment includes a class presentation of a critical review of a theme covered within the course syllabus. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process.
Summative, graded assessment is by coursework, which will require students to demonstrate their learning of key skills and concepts by researching a particular theme mentioned in the Qur’an and presenting their findings effectively in the form of an essay of 3,000  words (Outcomes 1, 2, 3, 4).

Assessment Weighting
Coursework: 100%

Learning Materials

Core readings

  • Black, A. (2010). The History of Islamic Political Thought From the Prophet to the Present. Edinburgh: Edinburgh University Press.

HSC 310 – Principles of Jurisprudence 3


 

Syllabus

The syllabus for this module is based on selected readings from the second volume of Muhammad Baqir al-Sadr’s Al-Halaqat series. This volume discusses many of the topics mentioned in the first volume (covered in the Principles of Jurisprudence 1 and 2 modules); however this time, the author explores the topics in far greater detail and depth and evaluates differing jurisprudential perspectives. This approach of studying a subject more than once but with increasing depth each time is a feature of the Hawza tradition of learning, and is a style that al-Sadr has adopted in Al-Halaqat.

  1. Legal Rulings and their Divisions
  2.  Substantiating Arguments (al-’Adillāt al-Muḥrizah)
    o Religious Evidence (al-Dalīl al-Shar‘ī)
     Verbal Religious Evidence (al-Dalīl al-Shar‘ī al-Lafẓī)
     Non-Verbal Religious Evidence (al-Dalīl al-Shar‘ī Ghayr al-Lafẓī)
    o Rational Evidence (al-Dalīl al-‘Aqlī)
  3.  Procedural Principles (al-Uṣūl al-‘Amalīyyah)
  4.  Contradiction Between Evidences (Ta‘arruḍ al-’Adillah)

Learning, Teaching and Assessment Strategy

Assessment Mode

Graded assessment is by presentation and written examination. The presentation will be for 15 minutes, requiring students to compare and evaluate different opinions of jurists on a particular area of Principles of Jurisprudence and to present their research in a concise and effective manner that demonstrates a critical understanding of the issues. The 2 hour written examination will take place at the end of the semester.

Assessment Weighting
Presentation: 40 %
Written examination: 60 %
Each assessment component must be passed in order to pass the module.

Learning materials

Core readings
Al-Sadr, M.B. (2007). Durus fi ‘Ilm al-Usul (al-Halaqat al-Thaniyah). Qum: Markaz al-Abhath wa al-Dirasat al-Takhassusiyyah li al-Shahid al-Sadr.