1. Aqidah and Course Structure: Key Concepts and Context 8/05/25
Course Overview and Texts
Course focus: introduction to Islamic aqidah (creed), its grounding in Qur'an and Sunnah, and its systematization as a science; aim to connect creed to lived practice and to other disciplines like hadith, fiqh, tafsir, and Arabic.
Primary texts:
Main textbook: "77 Branches of Faith"; translation by Hussain (Mana Faihim Hussain). PDF uploaded on Canvas; one or two additional translations may be uploaded; English commentary to be provided.
PDF of the main translation available on Canvas; instructor may upload one or two more translations for broader understanding.
Course materials and access:
Syllabus uploaded on Canvas; main translation is brown/yellow cover; other translations may assist understanding.
In-class discussion and alignment with Qur'an and Sunnah; readings will be assigned from the main text and supplementary materials.
Course description and aim (summary):
First two weeks focus on "77 Branches of Faith" to understand creed not only as theory but as permeating life.
Majority of the semester and next semester dedicated to Bahá’íyah (Bahá’í Faith) content and its theological discussions, with the goal of a comprehensive study.
Assessment and grading (structure):
This course is heavy on assessments to reflect its foundational nature and active engagement requirements.
Participation/attendance: be present in class and engaged in discussions.
Reflective summaries (weekly): biweekly for Quran course previously; here weekly. Submissions are due one week after the covered week, ideally by next Wednesday. Weekend submissions are easier for grading. Each summary should be 1–2 paragraphs in your own words, no strict grammar edits required.
Content presentation: assigned to groups or individuals; 15–20 minutes per presentation; purpose is to develop research and article-reading skills (how to locate, read, reconstruct, and outline an article, identify the argument, evidence, and conclusions).
Midterm examination: straightforward; likely involves portions of translations and basic contents covered in class.
Term paper: due after the midterm; thesis proposal due in Week 11 (one to two paragraphs describing the topic and primary sources); 5–6 pages of content (standard formatting: 12-point font, double-spaced, with bibliography).
Primary sources for term paper: one to two English commentaries may be assigned as core sources; additional primary sources may be provided.
Class contact/dress presentations: standard for the syllabus; students should be prepared for presentations.
Weekly schedule (highlights):
Week 1: review syllabus and introductory topics; ensure access to readings; set expectations.
Week 2: continue introduction; begin in-depth exploration of the main text and see how it permeates life.
Mid-semester: switch focus to Bahá’íyah content; integrate with Qur’an and Sunnah; discuss theology and prophecy.
Post-midterm: focus on Prophethood, revelation, and the relationship between prophets and guidance; discuss the mode of revelation and its implications.
End of semester: continue Bahá’íyah discussions; link back to Quran, Sunnah, and Hadith; consider cross-disciplinary implications.
Core aim in relation to faith and action:
The creed (creed points) must lead to action; if belief does not translate into behavior, reevaluate the integration of knowledge and practice.
The course emphasizes that aqidah is grounded in revelation and rationality and should be reflected in life choices and attitudes.
Key goal for students:
Learn how aqidah is constructed from Qur'an and Sunnah and how it is systematized into a discipline that can withstand doubts and objections.
Recognize the interconnectedness of sciences (theology, hadith, fiqh, Qur'an, tafsir) and how each disciplinary perspective sheds light on creed.
Three-Fold Typology and Core Creed Points
Three major domains of belief (to be affirmed in aqidah):
The Divine (theology): God (Allah), His oneness, attributes, and actions
Prophetology (the prophets and their message): why prophets were sent, who they were, and what makes a prophet.
Unseen matters (related matters): matters beyond sensory ability, including the angels, the Day of Judgment, heaven, hell, and end-times concepts.
The six pillars of Imam (six articles of faith):
Allah (Tawhid) – God’s oneness and uniqueness
Angels – belief in their existence and roles
Books – belief in revealed texts (e.g., Qur'an and other scriptures)
Prophets – belief in prophets and their messages
Day of Judgment/Hereafter – belief in accountability and afterlife
Qadar (Divine Decree/Predestination) – belief that God has knowledge and control over all events
A nuanced note on the DOJ/Day of Judgment topic:
Some scholars distinguish the Day of Judgment from the Hereafter, leading to a potential seventh pillar in some lists; others group them together under Hereafter.
The term aqidah (root meaning):
Arabic root word meaning to tie things together; in practice it denotes the core beliefs about Allah, the prophets, and revelation that Muslims are required to affirm to be Muslim.
Creed as a starting point, not a mere list:
Affirmation of these points is a starting point for Muslims; the aim is to integrate these beliefs into life and to understand their scriptural basis (Qur’an and Sunnah) and rational implications.
The two-layer purpose of creed according to the course:
Establish creed (proof and grounding in scripture)
Refute doubts (address objections and misunderstandings)
Important methodological point:
Early Muslim creed had an intuitive foundation among the Sahaba; later formalization arose due to political leadership disputes and increased contact with other religious traditions, which necessitated rational defense and systematization.
Historical Context: From Intuition to Systematization
Sahaba-era Tawhid: intuitive belief, grounded in revelation rather than formal philosophical argument; their affirmation relied on Qur'an and Hadith rather than discursive proofs.
Jahili environment: polytheistic culture with intermediaries between humans and God; the Prophet’s message reoriented belief toward Tawhid and direct accountability to God.
Medinan interaction with Yahudi scholars: few accepted the Prophet; others denied; demonstrates how creed was debated in real-world contexts, with emphasis on revelation and prophetic testimony.
Early reception of revelation vs. rational argument:
Early creed relied on revelation; later theological discourse introduced rational argumentation and systematic defense.
Post-Prophet era: leadership disputes (Abu Bakr, Omar, etc.) and the expansion of the empire brought Arabs into contact with Christians, Jews, Zoroastrians, etc.; this contact prompted further theological reflection and comparison.
Catalysts for systematization of faith:
Leadership succession disputes: the need to articulate creed in a way that unified the community beyond personal loyalties.
Interfaith encounter: exposure to sophisticated Christian and other theological systems pushed Muslims to formalize their beliefs and develop a rational framework.
Result: the tradition develops a formal science of creed (aqidah) that seeks to establish creedal points and address doubts with rational arguments and scriptural grounding.
The Science of Aqidah: Definition, Scope, and Method
Core definition (two-fold):
Establish creed about Islamic creed (affirm and articulate the core beliefs)
Refute doubts (provide rational defenses against objections)
Variations among scholars:
Minor differences in definitions exist, but the two-pronged approach above is central.
Foundational sources and methodology:
Primary source: Qur'an and Sunnah; use of hadith to ground beliefs about the divine, prophets, and unseen matters.
Rational proofs (aqal) used to support and defend creed, especially after the initial establishment of creed.
The science seeks to connect revelation with reason and to present a coherent system that can be taught, studied, and defended.
The role of hadith in aqidah:
Hadith supports the authenticity and authority of prophetic statements; the science of hadith helps determine which hadith are authentic and their level of reliability; this underpins creed and action.
The relationship between creed and practice:
Creed should inform ethics, behavior, and daily life; contradictions between belief and action indicate the need for reinterpretation or deeper understanding.
Practical aim for students:
Learn to articulate the creedal points clearly, justify them using Qur'an and Sunnah, and respond to doubts using rational arguments.
Rationality, Action, and Addressing Cognitive Dissonance
The role of aqal (intellect):
After affirming theological points, use rationality to demonstrate the existence of God and the coherence of divine attributes.
The course stresses a progression: revelation grounds creed; rationality strengthens and defends it.
The problem of rationalized belief without ethical action:
Example discussion: If God is all-knowing and all-seeing, can one commit sins? This apparent dissonance is used to explore how belief should influence behavior and how to resolve apparent contradictions.
Possible resolutions discussed:
The relationship between knowledge and will; divine foreknowledge and human free will; the need for a coherent metaphysical framework.
The overarching message:
Creed is not merely theoretical; it should shape how one lives, practices, and reasons about reality in light of God, prophets, and revelation.
Interdisciplinarity and the Integrated Worldview
The interconnectedness of sciences:
Theology, hadith science, fiqh, Qur'an, and tafsir all interact; studying a single hadith or verse can illuminate multiple disciplines from different angles.
This cross-disciplinary approach deepens understanding and supports more robust arguments.
The aim of cross-pollination:
To understand how a single creed can be approached differently in each science, yet remain coherent across disciplines.
Practical takeaway for study:
Build a mental model where Qur'an, Sunnah, hadith, and teachings from other sciences reinforce each other rather than sit in isolation.
Practical Implications: Defending Faith in the Modern Context
The lecture emphasizes safeguarding aqidah against modern isms (e.g., feminism, liberalism) by instilling robust creed early in life and continually grounding beliefs in Qur'an and Sunnah.
The balance between openness and firmness:
While engaging with rational arguments and respectful dialogue, a strong foundational creed provides resilience against challenges to faith.
The role of textual authority and rational defense:
The authority of hadith and the Qur’an is affirmed; the discipline teaches how to evaluate evidence and maintain doctrinal integrity.
Illustrative Examples Used in the Lecture
Hadith vs. Qur'an tension example:
A woman cites Qur'an line that one shall not bear the burden of another to critique a hadith about the punishment of those who cry for the dead; highlights the need to balance hadith interpretation with Qur'anic principles and context.
Prophetology and revelation example:
Discussion on how prophets serve as the medium of revelation; the importance of understanding how divine messages are delivered and how to evaluate supportive evidence from hadith and Qur'an.
Theological reflection exercise:
The class frequently pauses to ask students to articulate what they believe and how it connects to the evidence in Qur'an and Sunnah, reinforcing the core concept that creed should be anchored in divine revelation and reason.
Summary: What Every Section Implicates for Study and Exams
The creed is a living project, grounded in Qur'an and Sunnah, and defended through rational argumentation.
The six pillars of faith are anchors to be remembered and elaborated upon: with nuanced discussion on their scope and the possible seventh item (Day of Judgment) depending on the scholar.
The three-fold typology (theology, prophetology, unseen) provides a framework for organizing discussions about Allah, His messengers, and the unseen realms.
The historical arc from intuitive Sahaba belief to formalized aqidah is driven by leadership disputes and interfaith exposure; this is essential for understanding why creed became a science.
The course structure emphasizes active learning: translations, commentary, reflective summaries, group presentations, and a term paper that integrates primary sources with scholarly analysis.
The ultimate educational aim is to align belief with action and to cultivate a durable intellectual habit that connects creed to daily life, studies, and future scholarship.