Critique of The Law of Apostasy in Islam Essay Example for Free

Critique of The Law of Apostasy in Islam Essay In 1924 Samuel Zwemer wrote The Law of Apostasy in Islam as a response to several books and articles that claimed there is no punishment in Islam for apostate Muslims. Zwemer quotes Khwajah Kemal-ud-Din who wrote in his book India in the Balance, in Islam there is no penalty for apostasy and Mohammed Alis English translation of The Koran neither here nor anywhere else in the Holy Koran is there even a hint of the infliction of capital or any other punishment on the apostate. Zwemer disputes these claims and tries to prove his contention that there is a long history of punishing apostates throughout the Muslim world (Zwemer 8-9). Zwemer was a missionary for the Christian Dutch Reformed church in the Middle East during the latter part of the nineteenth and early twentieth century. The people he worked with and tried to convert to Christianity were Muslims. Zwemer begins his argument in the chapter Why so Few Moslem Converts by citing numerous cases where Muslims practiced punishment and ostracism against apostate Muslims, that is, Muslims who had converted to Christianity. The incidents described are anecdotal and deal with specific examples where apostate Muslims underwent punishment or discrimination at the hands of practicing Muslims. Assuming, for the sake of argument, Zwemer is correct and such practices occurred, Zwemer still does not disprove either of the statements quoted above. What Zwemer proves is that some Muslims were punished, nothing more. He has not proven the Koran supports such practices. The title of this chapter must give the reader pause; it does not seem to be the title of an intellectual argument, but more like a defense of his and other missionaries efforts while working among Muslims. Apparently he had concluded the reason for his lack of success was due to fear of punishment by other Muslims, not because he was a bad missionary, or because the tenets of Islam were more convincing to people in the region than the principles in Christianity (Zwemer 15-29). In the chapter two The Law of Apostasy Zwemer quotes three passages of the Koran that he claims indicate an official sanctioning of punishment of apostates. Zwemer is unconvincing. The phrase take from them [apostate Muslims] neither patron or help (IV. 90, 91) and alleges that the standard commentary of Baidhawi, whoever that is, means take and kill him wheresoever you find ye find him, like any other infidel (Zwemer 33). It appears Baidhawi has chosen an interpretation that is not justified from the original text. He treats the other passages in a similar fashion, interpreting them to mean apostates should be killed or punished, when a more straightforward interpretation does not imply his conclusion. Zwemer errs in at least two fashions. First he appears to equate evidence that indicates punishment has been administered against apostates indicates the sanction of such actions by the teaching of Islam. This is not the case. Throughout history there are far too many examples where common practices were either directly prohibited by official policies or were not addressed by these policies. This does not indicate official policies authorized such actions. Secondly, Zwemers evidence is largely either anecdotal or demand such contrived interpretations of the Koran as to unconvincing. Consequently The Law of Apostasy in Islam does not prove that punishment for apostate Muslims is a tenant of Islam. Works Cited Zwemer, Samuel M. The Law of Apostasy. London: Marshall Brothers Ltd, n. d.

My Metamorphosis to a Reasonably Confident Adult :: Personal Narrative Writing

My Metamorphosis to a Reasonably Confident Adult In grade school, I can remember being insulted and humiliated because I displayed traits some of my peers thought were feminine. I was informed that I walked, spoke, and generally behaved like a girl. I recall feelings of anger and resentment mixed with shame and self-consciousness. I wondered why I was being singled out. Now I realized that every boy who showed some trace of femininity was singled out, not just me. At the time, of course, I thought I was the only one. I tried to hypothesize about why I was being insulted. Maybe this pink shirt is too girlish, I thought. Maybe my hair is too long. Maybe there is just something wrong with me. As I entered junior high, I began to consciously eliminate any behaviors, mannerisms, etc. that could possibly be perceived as feminine. After all, fitting in with my sexist, homophobic peers was my main objective. I wore "masculine" clothing (dark colors, button-downs, workboots), got a short haircut, and lowered my voice about three octaves when I spoke. Gym class was my worst dread. As Cooper Thompson says, "Competitive activites . . . too easily become a lesson in the need for toughness, invulnerability, and dominance." This was one-hundred percent true in my junior high school. The most violent kids ruled the gym class, and they received the most recognition from the teacher. If one of them made a violent tackle in a football game, for instance, he would be applauded by the teacher, who called such kids "men." Of course, I felt like less than a man, because I couldn't play sports for my life. This horrible truth was exposed every time gym class met, and I was mortified. Frustrated with my ineptitude, I spent hours practicing by myself: shooting baskets, hitting baseballs, anything to gain some physical coordination. In retrospect, I laugh about how much effort I put into impressing my peers in gym class! Eventually, P.E. didn't humiliate me as much, but fear of ridicule prevented me from ever trying out for a team. In high school, I made a few good friends-people who like me for the way I was and didn't care if I was inept at certain things. However, feelings of insecurity still lingered. I was terrified that girls wouldn't like me if I didn't act like a real man (whatever that is).

Education and Method Essay

Submitted By Wamia Akhtar (111011142) Fowzia Morshed (102011133) Rubia Khatun Rubi (113011002) Zannatul Ferdous Bristy (103011202) Nusrat Jahan Jebin (103011156) Research subject: Teaching Method Concept: Learning Process Constructs: * Traditional Classroom teaching * Active Learning Methods * Teaching with Instruments * Teaching Through Tour * Teaching By Creating Pressure Questions: * Traditional Classroom Teaching 1. What system has been followed for traditional teaching? 2. What elements are used in this teaching method? 3. How the traditional teaching has been given? 4. Is it a time sufficient method 5. Can students maintain direct interaction with teacher? 6. Can it make good bonding among the students? 7. How it can be a motivated method for students? 8. Can it create general competitive nature in students? 9. Do you think it pressurize the students to do hard work? 10. Do you think it bring good results for students? 11. Is it interesting or not? 12. Do you think resuming text books are enough? 13. Is it a memorizing based method? 14. Do you find this helpful? 15. Do you feel it is an old system of teaching? 16. Can you relate teaching concepts with real facts? 17. Do you find it challenging? 18. Is it a lengthy process? 19. What kind of preparation you need to take for assuming this method? 20. Do you feel active with this process? * Active Learning Method 1. Do you find group working helpful? 2. Is it a more practical based process of teaching? 3. Can students be involved physically in this process? 4. Is it easy to learn in this way? 5. Are students getting dependent on the course teacher? 6. Do you find this method interesting? 7. Is it an internationally recognized system? 8. Is it helpful for enriching conceptual thoughts? 9. Do you think it creates a distance between you and the books? 10. Is it a stressful method? 11. Do you find it more helpful for making good results? 12. Is it a modern process? 13. Is it saves your time? 14. Can you enjoying the learning through this method? 15. Do you find it easy? 16. Can you reach personally to all technical tools? 17. Do you feel necessity of practicing at home? 18. How you handle this technique of teaching? 19. Is it important for students to be presented all time? 20. Do you find it as short cut? * Teaching With Instruments 1. Are all materials easily findable? 2. Are the materials easy to use for all? 3. How much helpful is the method? 4. Is it a time saving process? 5. Is it a practical based method? 6. Is it a time saving process? 7. In this method of teaching how many times you need to come to the classroom? 8. What kind of role a teacher plays in this method? 9. How often you need to use your text books? 10. Are students enjoying lerning like this? * Learning Under Pressure 1. Do you find teaching with forceful tendency is good? 2. Is it makes you do better result? 3. What kind of difficulties usually you faces? 4. Is it an old form of teaching? 5. How many students can make better result in this method? 6. Do you think teachers work more harder than a student in this method? 7. How much pressure you can handle at a time? 8. Hwo much pressure of study you feel at home? * Learning Through Tour 1. How learning through tour has been worked? 2. How students are participating here? 3. What is the teacher’s role here? 4. Do you find any practical experience by this? 5. Because it is not a classroom based method, how you manage to study by touring? 6. Do you appreciate this system? 7. How students manage their time for this? 8. Is it an internationally recognized system? 9. How many tours you have to join? 10. Is it helpful for making better result?

Did Cotton Drive the Industrial Revolution

The British textile industry involved several fabrics, and before the industrial revolution, the dominant one was wool. However, cotton was a more versatile fabric, and during the Industrial Revolution cotton rose dramatically in importance, leading some historians to argue that the developments spurred by this burgeoning industry — technology, trade, transport — stimulated the whole revolution. Other historians have argued that cotton production wasn’t any more important than other industries which experienced rapid growth during the Industrial Revolution and that the size of the growth is distorted from the low starting point. Deane has argued that cotton grew from insignificance to a position of major importance in a single generation, and was one of the first industries to introduce mechanical / labor-saving devices and factories. However, she also agreed that the role of cotton in the economy has still been exaggerated, as it only affected other industries indirectly. For example, it took many decades to become a major coal user, yet coal production experienced change before then. Wool By 1750, wool was one of Britain’s oldest industries and the major source of wealth for the nation. This was produced by the ‘domestic system’, a vast network of local people working from their homes when they were not otherwise engaged in the agricultural sector. Wool would remain the main British textile until around 1800, but there were challenges to it in the first part of the eighteenth century. The Cotton Revolution As cotton began to come into the country, the British government passed a law in 1721 banning the wearing of printed fabrics, designed to restrict the growth of cotton and protect the wool industry. This was repealed in 1774, and demand for cotton fabric soon boomed. This steady demand caused people to invest in ways to improve production, and a series of technological advances throughout the late eighteenth century led to huge changes in the methods of production — including machines and factories — and stimulating other sectors. By 1833 Britain was using a huge amount of U.S. cotton production. It was among the first industries to use steam power, and by 1841 had half a million workers. The Changing Location of Textile Production In 1750 wool was produced largely in East Anglia, West Riding, and the West Country. The West Riding, in particular, was near both sheep, allowing local wool to save transport costs, and plentiful coal used to heat up the dyes. There were also many streams to use for watermills. In contrast, as wool declined and cotton grew, the major British textile production concentrated in South Lancashire, which was near Britain’s main cotton port of Liverpool. This region also had fast-flowing streams — vital at the start — and soon they had a trained workforce. Derbyshire had the first of Arkwright’s mills. From the Domestic System to the Factory The style of business involved in wool production varied across the country, but most areas used the ‘domestic system’, where the raw cotton was taken to many individual houses, where it was processed and then collected. Variations included Norfolk, where spinners would gather their raw materials and sell their spun wool to merchants. Once woven material had been produced this was marketed independently. The outcome of the revolution, facilitated by new machines and power technology, was large factories containing many people doing all the processes on behalf of an industrialist. This system did not form immediately, and for a while, you had ‘mixed firms’, where some work was done in a small factory — such as spinning — and then local people in their homes performed another task, such as weaving. It was only in 1850 that all cotton processes had been fully industrialized. Wool remained a mixed firm longer than cotton. The  Bottleneck in Cotton and Key Inventions Cotton had to be imported from the USA, whereupon it was blended to achieve a common standard. The cotton was then cleaned and carded to remove husks and dirt, and the product is then spun, weaved, bleached and died. This process was slow because there was a key bottleneck: spinning took a long time, weaving was much faster. A weaver could use a person’s entire weekly spinning output in one day. As demand for cotton rose higher, there was thus an incentive to speed this process up. That incentive would be found in technology: the flying shuttle in 1733, the spinning jenny in 1763, the water frame in 1769 and the power loom in 1785. These machines could operate more effectively if linked together, and sometimes demanded bigger rooms to operate in and more labor than one household could produce to maintain peak production, so new factories emerged: buildings where many people gathered to perform the same operation on a new ‘industrial’ scale. The Role of Steam In addition to cotton handling inventions, the steam engine allowed these machines to operate in large factories by producing plentiful, cheap energy. The first form of power was the horse, which was expensive to run but easy to set up. From 1750 to 1830 the water wheel became the essential source of power, and the prevalence of fast-flowing streams in Britain allowed demand to keep up. However, demand outstripped what water could still cheaply produce. When James Watt invented the rotary action steam engine in 1781, they could be used to produce a continuous source of power in the factories, and drive many more machines than water could. However, at this point steam was still expensive and water continued to dominate, although some mill owners used steam to pump water back uphill into their wheel’s reservoirs. In took until 1835 for steam power to really become the cheap source required, and after this 75% of factories used it. The move to steam was partly stimulated by the high demand for cotton, which meant factories could absorb the expensive setup costs and recoup their money. The Effect on Towns and Labor Industry, finance, invention, organization: all changed under the effects of cotton demand. Labour moved from spread out agricultural regions where they produced in their homes towards newly urbanized areas providing the manpower for new, and ever-larger factories. Although the booming industry allowed fairly decent wages to be offered — and this was often a powerful incentive — there were problems recruiting labor as cotton mills were at first isolated, and factories appeared new and strange. Recruiters sometimes circumvented this by building their workers new villages and schools or brought populations over from areas with widespread poverty. Unskilled labor was particularly a problem to recruit, as the wages were low. Nodes of cotton production expanded and new urban centers emerged. The Effect on America Unlike wool, the raw materials for cotton production had to be imported, and these imports had to be cheap and of a high enough quality. Both a consequence and an enabling factor of Britain’s rapid expansion of the cotton industry was an equally rapid growth in cotton production in the United States as plantation numbers soared. The costs involved declined after need and money stimulated another invention, the cotton gin. Economic Impacts Cotton is often cited as having pulled the rest of British industry along with it as it boomed. These are the economic impacts: Coal and Engineering: Only used coal to power steam engines after 1830; coal  was also used to fire bricks used in building the factories and new urban areas. Metal and Iron: Used in building the new machines and buildings. Inventions: Inventions in textile machinery helped to increase production by overcoming bottlenecks such as spinning, and in turn encouraged further development. Cotton Use: A growth in cotton production encouraged the growth of markets abroad, both for sale and purchase. Business: The complex system of transport, marketing, finance and recruiting was managed by businesses that developed new and larger practices. Transport: This sector had to improve to move raw materials and finished goods and consequently overseas transport improved, as did internal transport with canals and railways. Agriculture: Demand for people who worked in the agriculture sector; the domestic system either stimulated or benefited from rising agricultural production, which was necessary to support a new urban labor force with no time to work the land. Many out workers remained in their rural environments. Sources of Capital: As inventions improved and organizations increased, more capital was required to fund larger business units, and so sources of capital expanded beyond just your own families.