Big questions in public debates: nature and the beginning of life

Two public debates that the curriculum names, the environment and abortion, as the museum's records of Islamic thought state them (D1.2).

Lesson 1 of 1 6 of 6 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to explain how some big questions of philosophy matter to your community and the wider society. The museum offers two cases from the debates the curriculum names, the environment and abortion, as its records of Islamic thought state them. It does not set out the present public debates, so your class will bring them. The abortion record is one tradition's classical legal account; secular medical, legal and ethical positions, other religious positions and Canadian law are for your class. 1

Curriculum expectations, with their official codes

  • D1.2 explain the relevance of some of the big questions of philosophy to their community and the broader society […]

Before you start

A thought to carry into the lesson.

The lesson

Which big question sits under each debate?

For each record, find the question about people, nature or life that a public debate would turn on, and ask what an answer to it would change in a public policy.

Go deeper

Read the one sentence on which the jurists agree, and see what it uses to mark the point. The record of abortion, drawn from the Kuwaiti encyclopaedia of jurisprudence, says that as a term ijhad is the expulsion of a foetus before its time 2. It then says that after ensoulment, at about a hundred and twenty days, abortion is forbidden by consensus 3. The agreement is stated through a stage, ensoulment, with a count of days beside it. The record does not say how the jurists reached either the stage or the count. A student who wants to see the question as a philosophical one should first ask what a stage is and what a count of days is a count of.

Two views

Before ensoulment, the encyclopaedia reports, the jurists differ. Some allow abortion only for an excuse, as the Hanafis do; some allow it at the earliest stage, as one Hanbali view does; and the Shafi'is forbid it once the drop has settled 4 5. The three positions use three kinds of marker: a condition of the case, a stage of the pregnancy, and the state of the drop. The record gives each school's position and not its reasons, and it states no ruling of its own. The reasons would have to be read in the schools' own books.

How do we know?

Each record rests on one modern work. The positions above come from the Kuwaiti encyclopaedia of jurisprudence, which the record summarises in a few sentences. The record of environmental protection rests on Muhyi al-Din Afifi Ahmad, who holds that the pollution of water, air and soil threatens the safety of persons and societies, and that international conference resolutions went unimplemented 6. He presents Islam as taking care that people make good use of their natural environment and coexist with it in a way that preserves its constituents 7. The record adds that this is the author's reading, attributed to him.

Think about it

In debates on abortion, the markers named in the record are a stage, a count of days, a condition of the case and the state of the drop. Which of these kinds of marker could people who disagree about the underlying question still share in a public debate, and what is the strongest objection to your answer?

Into the museum

Try this

Read environmental protection in Islam and abortion. For each, write the big question in one sentence and name one community that the answer would affect.

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.

Yes. That is the one from this lesson.

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

In your own words: what does Environmental protection in Islam have to do with this lesson?

Compare with the card

People and the natural environment. Muhyi al-Din Afifi Ahmad holds that the pollution of water, air and soil threatens the safety of persons and societies, and that international conference resolutions went unimplemented. He presents Islam as taking care that people make good use of their natural environment and coexist with it in a way that preserves its constituents. This is the author's reading. Which big question about people and nature lies under a debate on environmental policy?

In your own words: what does Abortion (ijhad) have to do with this lesson?

Compare with the card

When does the question of abortion arise?. The Kuwaiti encyclopaedia of jurisprudence records that classical jurists hold that after ensoulment, at about a hundred and twenty days, abortion is forbidden by consensus, and that before ensoulment they differ; the views it gives are these: some allow it only for an excuse, as the Hanafis do, some at the earliest stage, as one Hanbali view does, and the Shafi'is forbid it once the drop has settled. Which big question about the beginning of a person's life does a debate on abortion turn on?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Social Sciences and Humanities
  2. 2. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.1705
  3. 3. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.1706
  4. 4. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.1707
  5. 5. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.1708
  6. 6. Objective Views on Human Issues — Muhyi al-Din Afifi Ahmad, p. 119
  7. 7. Objective Views on Human Issues — Muhyi al-Din Afifi Ahmad, p. 120
Use the arrow keys or the buttons. Esc leaves.