Good conduct and key moral principles Week Learning activities Resources 7–8 Make links to life as a moral test/purpose of life/preparation for judgement. YouTube search on ‘Islam sanctity of life’ Discuss greater jihad personal spiritual and moral development; constant battle with – personal weaknesses. Qur’an 17: 32–33; 5:32 Illustrations of freedom and judgement’ may vary considerably and reflect later Qur’an 23:14 for stages of ‘personal – topics of study (ie A-level only topics). creation within the womb Shari’ah as a comprehensive guide to human behaviour but flexible in its application three – of five categories are left open to human judgement; some forbidden actions are permitted under certain circumstances, eg eating non-halal food permitted if by hunger’. Some ‘forced duties only become binding under specific circumstances, eg hajj. Understanding of Shari’ah also varies according to the school/tradition, eg use of Qiyas analogy, and ijtihad, and according to the value attributed to hadith. For those progressing to A-level this provides a basis for dialogues with ethical studies. Discuss examples of rulings: the embryo is not human only a potential life; ensoulment does not take place at – conception majority view states 120 days. Embryos therefore have no rights and may be – treated in the same way as any cell of the body, eg as a source of stem cells. IVF (AIH) permitted. unborn child abortion permitted up to 120 days and in the opinion of some modern – – jurists where it is the lesser of two evils after that time (ie mother facing death if pregnancy continues). Hanafi school gives most flexible interpretation Maliki school contrasts or Jafari (Shi’a). – – Lesser jihad relevant points to consider: – war at the time of the Prophet: arrows, swords, horseback hand to hand fighting where – enemies could be individually targeted
Good conduct and key moral principles Week Learning activities Resources 7–8 Make links to life as a moral test/purpose of life/preparation for judgement. Discuss greater jihad – personal spiritual and moral development; constant battle with personal weaknesses. Illustrations of ‘personal freedom and judgement’ may vary considerably – and reflect later topics of study (ie A-level only topics). Shari’ah as a comprehensive guide to human behaviour but flexible in its application – three of five categories are left open to human judgement; some forbidden actions are permitted under certain circumstances, eg eating non-halal food permitted if ‘forced by hunger’. Some duties only become binding under specific circumstances, eg hajj. Understanding of Shari’ah also varies according to the school/tradition, eg use of Qiyas analogy, and ijtihad, and according to the value attributed to hadith. For those progressing to A-level this provides a basis for dialogues with ethical studies. Discuss examples of rulings: the embryo is not human – only a potential life; ensoulment does not take place at conception – majority view states 120 days. Embryos therefore have no rights and may be treated in the same way as any cell of the body, eg as a source of stem cells. IVF (AIH) permitted. unborn child – abortion permitted up to 120 days – and in the opinion of some modern jurists where it is the lesser of two evils after that time (ie mother facing death if pregnancy continues). Hanafi school gives most flexible interpretation – Maliki school contrasts – or Jafari (Shi’a). Lesser jihad – relevant points to consider: war at the time of the Prophet: arrows, swords, horseback – hand to hand fighting where enemies could be individually targeted YouTube search on ‘Islam sanctity of life’ Qur’an 17: 32–33; 5:32 Qur’an 23:14 for stages of creation within the womb