HOW TO ANALYSE THE CONTRIBUTION

OF SIGNIFICANT PEOPLE/SCHOOLS OF

THOUGHT IN THE 21ST CENTURY

Presenter

Dawud Ilham

Significant Person ??????

Fethullah Gülen topped the 2008 Top 100 Public Intellectuals Poll and came out as the most influential thinker.

Gülen was named as one of TIME magazine's World's 100 Most Influential People in 2013.

Oxford Analytica from www.Forbes.comGulen Inspires Muslims WorldwideOxford Analytica 01.21.08, 6:00 AM ET

Muhammed Fethullah Gülen (born 27 April 1941) is a

Turkish preacher, former imam, and writer.

The Muslim Martin Luther?Fethullah Gulen Attempts an Islamic Reformation

…. it is Gulen that has tried to make actual contributions as an Islamic intellectual and develop a genuinely modern school of Islam that reconciles the religion with liberal democracy, scientific rationalism, ecumenism, and free enterprise…..

By Victor Gaetan

https://www.foreignaffairs.com/articles/turkey/2014-02-20/muslim-martin-luther

Whatever we say

In social science

We only have 35% to 75%

possibility of to be correct

Kerim Balci (Editor in Chief, Turkish Review Journal)

John J. Mearsheimer is the R. Wendell Harrison distinguished service professor of

political science and co-director of the Program on International Security Policy at the

University of Chicago

Reality of Teaching - hints

Information overload Guide students how to learn Not just information

transfer

Give students explanation (WHY question centric) of the content in digestible chunks making it as much relative as possible to their understanding of world views.

This must be done while giving students access to abundance of useful resources

During teaching - hints

For every topic covered students are to:

Must Write “WHATEVER THEY WANT” in their class workbook with linking the key word in the topic

to the topic of their understanding in their sentences.

Students must establish skills linking keywords or ideas to

topic through out learning that means understanding

relationships, cause and effect etc.

Aim to Select one or two students to read their response

aloud and give quick positive feedback in each class

session if possible

Exam housekeeping guide

useful for students

General preparation before exam

Water, and minimum three tested black ink writing pen

Reading Time (according to Damien Kerr Holy Spirit College Lakemba)

Section 3: make a decision

Section 2: Check what you are up against

Section 4: just a glance

Section 3: mentalise a plan

DO NOT TOUCH SECTION I

Writing time

While your plan is in your head, write it down! Plan a response. It may not be there when you come back to answering your essay! ( 3 minutes) add to it later

Important: reality of exam

Enter exam knowing what is going to be in exam

You should have already made your decision during

the reading time, so there will be no need to

ponder which question to answer - no wasted time.

Each Section 2 should take 27 minutes, but

invariably candidates take longer.

You are given 1 minute and 48 seconds for each

mark

What do markers want?

Band 6?

Every genuine part of answer deserves a mark!

The question is WHAT MARK?

What do markers want?

No memory dump please!IF band 5 and above wanted

What do markers want?

Succinct answers - if you have time at the end, go

back to it

an answer to the question

WHO, WHAT, WHEN, HOW, WHY

example, explanation (cause and effect)

sacred text quotes, explanation

complementary quote, explanation

variants’ interpretation and application

Must memorise

Sources of information on the significant people/schools of thought

Context the people Lived (e.g. culture, issues.. etc.) and similarity to today

Background to people/schools of thought

Earlier occupation prior to becoming significant

Development PATH of significant people/schools of thought to be significant

Contribution to their own contemporary community

Contribution to their Religion

Impact of their contribution to the religion and community and individual adherents

Variants understanding of the significant person

Must Apply memorised facts

Link memory data to key words in the question

and make it relevant to the question.

Start each paragraph with the key word from the

question. This keyword should be in the first sentence

and last sentence and these sentence should NOT be

exact replica.

Ways to approach Learning Significant Person (SP)

Need to establish close to clear understanding of the context SP entered lived and left

Relate similar contextual settings of today’s world

Following the establishing of contextual understanding

Identify different social actors and ideas relevant to SP

What challenge the individuals and community faced is there any similarity today and how did they interact SP

Remove SP from the history to explore impact

Teacher role play as SP and let students challenge the position of the teacher by presenting the issues faced by SP

2010 SOR II Syllabus – HSC:ISLAMStudents learn about:

Students learn to:

Significant People and Ideas

the contribution to Islam of ONE significant person OR

school of thought, other than Muhammad and the Four

Rightly Guided Caliphs, drawn from:

– Khadijah Bint Khuwaylid

– A’isha Bint AbuBakar

– Fatima Al Zahra

– Imam Malik

– Imam Abu Hanifa

– Imam Al-Shafi

– Abu ali Hussein Ibn Sina

– Rabi’a al-Adawiyya

– Al-Ghazali

– Sayyid Maududi

– Sayyid Qutb

– another person or school of thought significant to Islam

the effect of that person OR school of thought on

Islam

Ethics

ONE of the following areas of ethical teaching in Islam:

– bioethics

– environmental ethics

– sexual ethics

Significant practices in the life of adherents

ONE significant practice within Islam drawn from:

– Friday prayer at the mosque

– Funeral ceremony

– Hajj

explain the contribution to the development and

expression of Islam of ONE significant person OR school

of thought, other than Muhammad and the Four Rightly

Guided Caliphs, drawn from:– Khadijah Bint Khuwaylid

– A’isha Bint AbuBakar

– Fatima Al Zahra

– Imam Malik

– Imam Abu Hanifa

– Imam Al-Shafi

– Abu ali Hussein Ibn Sina

– Rabi’a al-Adawiyya

– Al-Ghazali

– Sayyid Maududi

– Sayyid Qutb

– another person or school of thought significant to Islam

analyse the impact of this person OR school of

thought on Islam

describe and explain Islamic ethical teachings on bioethics OR environmental ethics

OR sexual ethics

describe ONE significant practice within Islam drawn from:

– Friday prayer at the mosque

– Funeral ceremony

– Hajj

demonstrate how this practice expresses the beliefs of Islam

analyse the significance of this practice for both the individual and the Muslim

community

What are the key themes on Syllabus ?

the contribution to the development and

expression

analyse the impact of this person

HSC Question 2015 Section II

Identify the Key words and start your paragraph with

the key words.

List the key words in the above question (a) (i)

List the key words in the above question (a) (ii)

(a)(i)Identify TWO contributions made by ONE significant person or school of

thought, other than Muhammad and the Four Rightly Guided Caliphs, to the

development of Islam (2 marks)

Answer

??????

Key word contributions, TO THE development of

Islam NOT Muslim adherents

Remember this is just two marks question

(a)(i)Identify TWO contributions made by ONE significant person or school of

thought, other than Muhammad and the Four Rightly Guided Caliphs, to the

development of Islam (2 marks)

(a)(ii) Summarise the impact on Islam of the significant person OR

school of thought in part (a)(i) (5 Marks)

Answer

??????

Key words Impact, ON Islam NOT adherents or

community

Remember this is FIVE marks question

(a)(ii) Summarise the impact on Islam of the significant person OR

school of thought in part (a)(i) (5 Marks)

HSC Question 2015 Section III

Identify the

key words and

use them to

start

paragraph

One key word

or concept per

paragraph

HSC Question 2013 Section III

HSC Question 2013 Section III

HSC Question 2013 Section III Note from marking center

Question 4 – Islam

Candidates showed strength in these areas:

demonstrating knowledge of the contribution of one significant person or school of thought in Islam – in particular, A’isha bint Abu Bakr, Al Ghazali, Sayyid Qutb and Sufism

describing the contribution of this person/school of thought to the development and/or expression of Islam

demonstrating accurate and detailed knowledge and understanding of Islamic ethical teachings, particularly environmental ethics

providing reasons for ethical teachings

using extracts from the sacred texts (Qur’an and Hadith) as well as from Muslim scholars and organisations.

Candidates need to improve in these areas:

making a judgement about the contribution of the significant person or school of thought to the development of Islam

demonstrating understanding of sexual ethics and bioethics

using Islamic terminology correctly.

HSC Question 2012 Section III

This statement strongly reflects the impact of ……….. in the work of reforming, transforming and revitalising the Islamic tradition.

His impact over time was enormous both as a ….. and ….. •

Contributions --. This had a ……… effect on the ….. Tradition…….

• His/Her teachings were the …….. – transforming the tradition from …… and establishing instructions for the Muslim

communities.

• The …… contributions (e.g. writings,) especially ………., were greatly influenced by his/her contribution.

SP(significant Person) is credited with ……….

His/Her contribution continue to revitalise ……… especially his/her concept.

Established contribution ……., for example ……...

Communities were reformed and transformed by the teachings of ……….

His/Her contribution/teachings inspired followers, including……….., to think deeply on …. (e.g. theological matters).

Although ……., SP experienced great difficulties, including ………….., while spreading his/her contribution (e.g. message of

love and God).

As a role model he/she revitalised the communities in which he/she preached/taught/helped and visited.

Best-known contributions …………….This inspirational message is a model for all ……….and still inspires followers today.

Often used as a ……….today for ………

Changed the societies that he/she visited/lived. He/She founded/contibuted to followers about how to live a …………..life,

based on the teachings of ………… This had a transforming and revitalising impact upon the then …….. communities.

Responsible for spread of……beyond – he/she was the arguably/first great ………….undertaking…...

His/Her example and teachings from his writings transformed, challenged and inspired …….. in the first century and still

continue today.

Tips on answering question

Demonstrate an explicit understanding of Religion (Islam)

Be clear and objective ( should not sound like a marketing advertisement)

Use Judgement and express without the derogative language

Explicitly supported by specific scripture references, other writings and examples

Know key contribution and impact (e.g. initial examples of change and challenge) – this needs to me memorised

Correct and relevant terminology

If there is a source/ quote/ stimulus provided – must refer to it through the entire response

NOT just at the beginning and ending of essay

HSC Question 2011 Section II

(a) Summarise the contribution of ONE significant person or school of 3

thought, other than Muhammad and the Four Rightly Guided Caliphs, to the

development and expression of Islam.

Answer

??????

Key word contributions, TO THE development of

Islam And Expression

Remember this is just THREE marks question

(a) Summarise the contribution of ONE significant person or school of 3

thought, other than Muhammad and the Four Rightly Guided Caliphs, to the

development and expression of Islam.

(a) Summarise the contribution of ONE significant person or school of 3

thought, other than Muhammad and the Four Rightly Guided Caliphs, to the

development and expression of Islam.

Question 4 — Islam Question : From marking center

4 (a) Answers could include: A’isha Bint Abu Bakr

Chose frugality and fidelity over wealth/marriage

Passionate about education, especially for women

Compassionate care of orphans and foster children

Recorded and preserved material that was basis of the

Hadith

Distribution of riches to the poor – model for Zakat

Strong, intelligent, independent Muslim woman Question

(b) Summarise the impact of the significant person or school of 4

thought chosen in part (a).

Answer

??????

Key words Summarise Impact

Remember this is just FOUR marks question

(b)Summarise the impact of the significant person or school of 4

thought chosen in part (a).

Summarise the impact of the significant person or school of 4

thought chosen in part (a).

4 (b) Answers could include: From marking center

A’isha is a model of intellect and independence in women while remaining a faithful Muslim.

The Hadith has become a text that offers models of desirable attitudes and behaviour, and a guide for decision-making in Islam.

A’isha’s life and contribution offers a model for women in Islam.

A’isha’s life and contribution offers resources to Muslim women that provide alternatives to negative stereotypes of Muslim women.

(c) All aspects of life are worship for a Muslim. 8

How well does the statement reflect the impact of the significant person or

school of thought chosen in part (a)?

(c) All aspects of life are worship for a Muslim. 8

How well does the statement reflect the impact of the significant person or

school of thought chosen in part (a)?

A’isha is one of the individuals in the history of Islam

who was able to live up to the above statement.

Her life was a testimony to how every aspect of it is

considered to be an act of worship.

The first example of this was in the private sphere of

her life, with her role as a wife and mother.

…………….

Glossary of terms

ANALYSIS AND CRITICAL THINKING

Analyse, distinguish, examine, explain, extract,

Investigate

APPLICATION AND PERFORMANCE

Demonstrate, discuss, apply, construct

KNOWLEDGE AND UNDERSTANDING

Define, describe, account for, outline, recall, recount

EVALUATION

Appreciate, assess, evaluate, justify, account for