Giving and fasting

Actions people perform to meet their tradition's expectations, and practices that reflect its teachings (D1.3, D1.5).

Lesson 2 of 4 4 of 10 in the course

Course map

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What your class asks

This lesson asks you to describe actions people perform to meet the expectations of their belief tradition, and to explain practices that reflect its teachings. The museum serves the Islamic part, the obligatory alms and the fast of Ramadan; your class adds the giving and fasting of other traditions. 1

Curriculum expectations, with their official codes

  • D1.3 describe actions people perform to fulfil the expectations of their particular belief tradition […]
  • D1.5 identify and explain practices that reflect the principles and/or teachings of various reli­gions and belief traditions […]

The lesson

What does a practice teach by being done?

The expectations connect what people do with what their tradition teaches. For each practice, ask who does it, how often, with whom, and what teaching you think it carries. Then compare with a practice from another tradition.

Go deeper

Read how the rules of one duty reach us. According to the record of zakat, the Encyclopaedia of Islam says that, apart from the Qur'anic list of recipients, the main elements of the law rest on hadith: the kinds of property liable, the minimum quantity in each case, the rate, and the one-year holding period 2. The best-known traditions on camels and sheep are reports of written instructions kept as family heirlooms, among them the instructions to Amr ibn Hazm (may God be pleased with him), sent to Yemen; instructions the Prophet ﷺ is said to have prepared but not issued before his death, which Abu Bakr, Umar and later Umar ibn Abd al-Aziz carried out; and Abu Bakr's instructions to Anas ibn Malik (may God be pleased with him), sent to collect in Bahrain 2. The sources say collection was already in full force in the Prophet's lifetime, and the hadith also indicates that he died before the definitive guidelines for camels and sheep were issued 2.

Two views

What is the fast? The record of fasting in Ramadan gives two accounts from the Encyclopaedia of Islam. In the Shafi'i résumé the article follows, the fast in the legal sense is abstinence from the things that break it, together with a special intention, and the person fasting must be a Muslim in full possession of his senses 3. In the Kitab Asrar al-sawm of the Ihya, al-Ghazali declares that the regulations, once listed as a jurist would list them, are not what is essential, and distinguishes three steps: that of the jurists; one that suffices for the pious and consists in keeping the senses and limbs free from sin; and that of the prophets, the truthful and those brought near to God 4. For him the subjection of the passions, not mere abstention, is the real object of the fast 4. The article judges that his ethical conception supplements what it calls the barren law of the jurists 4. The record gives no verdict between the two.

How do we know?

On zakat, scholars disagree about when the duty began: a common view puts it in Shawwal of the year 2/624; others give 1/622, 4/625 or even 9/630; and another view holds that it came in general terms before the hijra and in detail at Medina 5. On the fast, the article gives the law of the Shafi'i school, following the treatise of Abu Shuja al-Isfahani, of the fifth Islamic century 3, and says that the three other schools differ from it on minor questions only, too tedious to list 4. What the record gives of the fast is therefore one school's law as one encyclopaedia summarises it, not a survey of all the schools.

Think about it

Al-Ghazali holds that the subjection of the passions, not mere abstention, is the real object of the fast 4, while the Shafi'i résumé defines the fast as abstinence from what breaks it together with a special intention 3. If a researcher had to describe a fast to a class of mixed faiths, which of the two descriptions can an outside observer check, which can only the person fasting report, and why does that difference matter to how the researcher words the description?

Into the museum

  • Zakat: the written instructions kept in the hadith, the schools' differences on liable property and on recipients, and the Kuwaiti encyclopaedia's definition.
  • Fasting in Ramadan: the Shafi'i résumé, al-Ghazali on the steps of the fast, and the jurists on the last ten nights.

Try this

Read the records on Zakat and Fasting in Ramadan. For each, write what is done, when, and by whom, using only what the records report.

Carry it further

Where this lesson leads in the museum.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Not in this lesson. Look again at the cards above.

Not in this lesson. Look again at the cards above.

Yes. That is the one from this lesson.

In your own words: what does Zakat (obligatory alms) have to do with this lesson?

Compare with the card

A due on wealth. The Kuwaiti encyclopaedia of jurisprudence says zakat names both the due paid on specified wealth, under hawla and nisab conditions, and the portion itself; it is so called because it purifies and fructifies wealth. It cites the Prophet's instruction to Mu'adh for Yemen: a sadaqa on their wealth, 'taken from their rich and returned to their poor'. What does this practice ask of a believer?

In your own words: what does Fasting in Ramadan have to do with this lesson?

Compare with the card

A month marked by the crescent. Muslims fast in Ramadan by abstaining from food and drink from dawn to sunset. The Kuwaiti encyclopaedia of jurisprudence says the month is established by sighting its crescent, or by completing Sha'ban to thirty days when sighting fails. For its last ten nights it reports that the jurists agree it is recommended to redouble effort in night prayer, alms and reciting and studying the Qur'an, and that i'tikaf is emphatically recommended. How do these practices turn a month on the calendar into a spiritual season?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Social Sciences and Humanities
  2. 2. Encyclopaedia of Islam, 2nd edition (Leiden: Brill, 1954–2008), 13 volumes, vol. 11 p. 421
  3. 3. Encyclopaedia of Islam, 2nd edition (Leiden: Brill, 1954–2008), 13 volumes, vol. 9 p. 103
  4. 4. Encyclopaedia of Islam, 2nd edition (Leiden: Brill, 1954–2008), 13 volumes, vol. 9 p. 104
  5. 5. Encyclopaedia of Islam, 2nd edition (Leiden: Brill, 1954–2008), 13 volumes, vol. 11 p. 420
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