Study of Seerah of Prophet Muhammad

PBUH as role model for

INDIVIDUAL
DIPLOMAT
EDUCATOR
MILITARY STRATEGIST
PEACE MAKER
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 From a Royal family

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As an Individul

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 Role Model as

Individual
Diplomat
Educator
Military Strategist
Peace Maker

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 Introduction
1. He (PBUH) was not a Preceptor for a specific subject
2. Neither did he categorize any specific group to be his disciples, Preceptor for all
the human groups
3. His teaching comprises for mankind of all ages
4. His universal Prophet hood is described as Allah Almighty says:
“And we have not sent you (O Muhammad (PBUH) except as a giver of
glad tidings and Warner to all mankind, but most of men know not.”
“Say (O Muhammad (PBUH): O mankind! Verily, I am sent to you all as the
messenger of Allah”
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As an Individual
1. Preceptor of Ethics
2. As a Social Preceptor
3. As Trader

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As individual
In order to give ethics and purify all ethical ills, his
personality presents a complete, comprehensive and safe
pattern to be followed
He vividly described the purpose of his Prophethood in
these words: “That I have been sent to complete good
morals”

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The basic purpose of his Prophethood was to show a
climax of good morals
As a moral Preceptor he himself was embodiment of lofty moral
values
Hazrat Abuzar Ghaffari (R.A) sent his brother to view his
Seerah and message and his brother told him: “I saw Holy Prophet
(PBUH) gives education of good morals

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Individual in Social Life

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 Important rules of Social Life /
Education
1. Do not be jealous of others
2. Do not provoke each other to mutual opposition
3. Do not feel malice
4. Do not break relations with others
5. Do not make a bargain over someone else’s bargain
6. Do not be cruel to one another
7. Do not leave each other helpless
8. Do not insult one another
9. Every Muslim’s blood, property, honor are unlawful to the other
◦ Even to be virtuous or wicked depends upon the evidence of the neighbors. So, in social education to
consider
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the rights of relatives and neighbors was regarded a standard of faith 24
As an individual in Politics
The Holy Prophet also educated humanity in the field of politics
In political life he abolished sovereignty of man over other men and
established a system of the sovereignty of Allah
He commanded:
“There is no obedience of creature in the disobedience to God”

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Principles of Political Life
1. Sovereignty of Allah
2. Human Rights
3. Equality before law
4. Social Justice
5. Consultancy in governance
6. Khalafat of Man Kind
7. Decision by Shura

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Individual in Economic Life
1. Sacredness of lawful Earning
2. Obligations of Charity and Zakat
3. Prohibition of Interest
4. Determined the rights and duties of the employer and the
employed

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Almida 03

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‫‪Forbidden unto you (for food) are carrion and‬‬ ‫تمپر حرامکیا گیامردار اور خوناور خنزیر کا گوشت‬
‫‪blood and swineflesh, and that which hath been‬‬ ‫ےکککا نامپکاراگی ا ہواور‬‫ےس وادوسککک ر‬ ‫ککک ک‬‫ککللہ‬
‫اور جسپر ا‬
‫‪dedicated unto any other than Allah, and the‬‬ ‫مکککر‬
‫س‬‫مکککر ا ہواور جو کسی ضربککے‬ ‫ے‬‫کککے ککس‬ ‫گھٹ ن‬ ‫جوگل‬
‫‪strangled, and the dead through beating, and the‬‬ ‫گکککر کرمر ا ہواور جو‬ ‫گہ ککسے‬‫گی ا ہواور جو اونچیج کک‬
‫‪dead through falling from a height, and that which‬‬ ‫دککک رندوں‬
‫س‬ ‫واور جککے‬ ‫مکککر ا ے‬
‫کککے ککس‬
‫ے‬ ‫مار ن‬ ‫س ینگ‬ ‫کسیکککےک‬
‫‪hath been killed by (the goring of) horns, and the‬‬ ‫نے پھاڑ کھایا ہو لیکن اسے تم ذبح کر ڈالو تو حرام نہیں‬
‫‪devoured of wild beasts, saving that which ye‬‬ ‫اور جو آستانوں پر ذبح کیا گیا ہو اور یہ بھی کہ قرعہ‬
‫‪make lawful (by the death-stroke), and that which‬‬ ‫ےسب بدترین گناه‬ ‫ےف الگیریکروکک ی‬ ‫ےکک ریککک ع‬‫ےتککیروںککک کذ‬ ‫کک ک‬
‫ککنکککاامیدوگکککئے‪،‬کک خبردار! تم‬
‫ہ‬ ‫س‬‫ےدککین ے‬ ‫ہیں‪ ،‬آجکفارت م ہاککک ر‬
‫‪hath been immolated unto idols. And (forbidden is‬‬
‫ان سے نہ ڈرنا اور مجھ سے ڈرتے رہنا‪ ،‬آج میں نے‬
‫‪it) that ye swear by the divining arrows. This is an‬‬ ‫ےککک ئے د ینکو کاملکردیااور تمپر اپنا انعام‬ ‫ت م ہاککک لرکک‬
‫‪abomination. This day are those who disbelieve in‬‬ ‫ےککینوہککک نےپ ر‬
‫ککک کد‬
‫ےککک ئے اسلم‬‫بھرپور کردیااورت م ہاکککلرکک‬
‫‪despair of (ever harming) your religion; so fear‬‬ ‫رضامند ہوگیا۔ پس جو شخص شدت کی بھوک میں بے‬
‫‪them not, fear Me! This day have I perfected your‬‬ ‫را ر ہوجاککک ئے بشرطیککہککککسی گناه کیطرف اسکا میلن‬
‫‪religion for you and completed My favour unto‬‬ ‫کرککک نےو اﻻ اورب ہتبڑا‬ ‫یمعاف‬ ‫تعال‬ ‫ا‬
‫ککلل‬
‫ہ‬ ‫ککک نہ ہو تو یقینا ا‬
‫ی‬
‫‪you, and have chosen for you as religion al-Islam.‬‬ ‫مہربان ہے‬
‫‪Whoso is forced by hunger, not by will, to sin: (for‬‬
‫‪him) lo! Allah is Forgiving, Merciful.‬‬
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 As a trader
1. Encouraged industrialization and trade
2. The biggest source of man’s exploitation is interest and the biggest evil that
destroys man’s morals and character is wine/drinking
3. The income got from interest, wine, and adultery absolutely unlawful
4. Excellent rules of marketing by prohibiting to make a bargain over another
bargain, to sell goods at the place from where purchased, and to sell it before
gaining its possession
5. He founded trade upon hard work, exchange of beneficial things, services and
mutual willingness instead of cheating or coincidence
6. Even today these Eco-Trade teachings are the singular source of solving
economical problems
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As Military
Strategist

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Famous military Strategists
1. Sun Tzu defined 13 principles in his The Art of War
A Chinese military general, strategist Born: 544-496 BC

2. Napoleon’s 115 maxims on war

3. General Nathan Bedford Forrest

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Sun Tzu principles in his The Art
of War
The art of war is governed by five constant factors,
1.The Moral Law
2.Heaven
3.Earth
4.The Commander
5.Method and discipline

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Napoléon Bonaparte
1. Napoléon Bonaparte had pioneered the "Principles of War“
2. The armies of today are based on the organization created by
Napoleon
3. Originally concerned with strategy, grand tactics and tactics,
4. The principles are largely applied to the strategic decision-making,
and in some cases, to operational mobility of forces

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Principles of war in the Soviet Union
and Russia from (Soviet AirLand Battle Tactics.)
1. High combat readiness 7. full use of morale-political factor
2. Surprise, decisiveness and 8. firm and continuous command
active seeking to secure the and control
initiative 9. decisiveness during the mission
3. full use of all means of combat 10. security of combat operations
4. coordination and interaction of 11. timely restoration of troop
all types and branches combat readiness

5. decisive concentration
6. simultaneous attack in depth
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General Nathan Bedford Forrest
American Civil War General had only one:
to "[get] there first with the most men

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United States principles of war (US Army Field Manual)

1. Objective –early defined, decisive and attainable objective

2. Offensive – Seize, retain, and exploit the initiative
3. Mass – Mass the effects of overwhelming combat power at the decisive place and time
4. Economy of Force – Employ all combat power available in the most effective way possible
5. Maneuver – Place the enemy in a position of disadvantage Unity of Command – For every
objective, seek unity of command and unity of effort
6. Security – Never permit the enemy to acquire unexpected advantage.
7. Surprise – Strike the enemy at a time or place or in a manner for which he is unprepared
8. Simplicity – Prepare clear, uncomplicated plans and concise orders

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 Holy Prophet as Military
Strategist

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 Strategy in Badar 624 AD
1. The Makkans had 3-1 superiority -adequate for a
breakthrough
2. The Muslims wanted to return to Medina and
fight there, but the holy Prophet wished to stand
and fight at Badr and his desire prevailed
3. It is the considered view of historians, both
Muslims and others that the battle of Badr was
won by the Muslims with Allah's blessings and
owing to the personal leadership of the holy
Prophet
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Analysis
It was the correct decision from the tactical and political point of
view
He was able to galvanize his small force and motivate them with his
personal courage and conviction to attain victory
Holy prophet was knowing the train
Holy Prophet gave his followers two tactical advantages
I. the choice of ground and time of attack; selected hard ground for his force
II. and forced the Makkans to attack through soft sand with the sun in their
eyes

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 ‫فضائے بدر پیدا کر فرشتے تیری نصرت کو‬

‫‪What is‬‬
‫اتر سکتے ہیں گردوں سے قطار اندر قطار اب بھی‬
‫‪important‬‬

‫فضائے بدر اسباب کی‬

‫محتاج نہیں ہوتی۔ اسباب‬
‫تو تھوڑی سی متاع ہوتی‬
‫ہے‬
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 War of Uhad 625 AD
1. A force of about 3,000 Makkans arrived near Medina to defeat the Muslims
2. Holy Prophet wished to fight around the city itself but accepted the advice of
the elders to have the battle outside Medina
3. Holy prophet led a force of 1000 Muslims and the battle took place near the hill
of Uhad
4. Losses were heavy on both sides
5. Khalid bin Walid with his cavalry nearly turned the tide for the Makkans
6. The holy Prophet PBUH successfully exhort his followers to hold fast compelling
the Makkan force to withdraw

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War of Trench (khanqaq)/ Battle of the
Confederates‫ب‬ (‫ )غزوة اﻻحزا‬627 AD
1. Makkans made yet another attempt to defeat and destroy the
Muslims in Medina
2. attacking force was 10,000 strong, the biggest force ever seen in
Arabia
3. 3,000 Muslims for the defense of Medina, but he had a large ditch
dug around the vulnerable areas of the city
4. This was a revolutionary idea at the time
5. These defenses were able to halt the enemy advance, punish his
attempts to cross and eventually forced the Makkans to withdraw
with considerable losses
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War of Khaiber
1. In September 628 the holy Prophet marched to Kheibar, 75 miles north of
Medina
2. Kheibar was an action against the Jews and consisted of a series of battles
against fortified positions had to be reduced,This was the first occasion when
the Muslims came across fixed defenses
3. The holy Prophet PBUH took Wadi al Qura, also inhabited by Jews
4. As war with Muslims seemed imminent, the Jews of Khaybar entered into an
alliance with the Jews of Fadak

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Fattha E Makkah January 630
The holy Prophet occupied Makkah along with 10,000
followers
It was a peaceful capture of Makkah
Having taken Makkah the supreme triumph of the career,
the circle was complete
Muslims defeated the tribe of Hawazin east of Makkah at
Hunain

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Battle of Tebook September 630
September 630 the Holy Prophet led an expedition to the Byzantine
frontier to the north as it was reported that a large garrison of
Byzantine troops had gathered at Tebook
The holy Prophet led an army of 30,000
At Tebook he signed an agreement with the local Christian and
Jewish leaders under which they were afforded protection and in
return they agreed to pay pool tax
This was the pattern followed later in all cases

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Reason for war against the
Byzantine Empire/ Tabook
One of Muhammad's ambassadors was killed by Sharhabeel
bin ‘Amr Al-Ghassani (the governor of Al-Balqa).
This led to the Battle of Mutah
The emperor of the Byzantine Empire, Heraclius was
preparing a force to demolish the growing Muslim power in
the region Ar-Rahīq al-Makhtum by Safiur Rahman Mubarakpuri

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Holy Prophet as Military
Strategist
1. Before taking a final decision the holy Prophet always consulted
his companions
2. Occupying strategically locations
3. Disobeying the commander may reverse the result of war
4. Consolidation after war was important too
5. Pre-emptive strike against emery
6. General immunity after war

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As diplomat

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Diplomacy in the Nabuwat SAW-
Outline
1. Initial diplomacy of Arabs
2. Initial Diplomacy in the time of Nabuwat
a. Delegation and diplomats appointed by Holy Prophet PBUH
b. Peace Treaties by Holy Prophet PBUH
i. Treaty Of Madina
ii. Treaty of Hudabia
c. Diplomatic Epistles

3. Effects of Diplomatic Efforts of Holy Prophet PBUH

4. Modern Standards of a Diplomat

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Initial Ambassadors/Delegation of Arabs
1. Bannu Udai was initial Diplomat of Arabs - Initially it was Hazrat
Umer RA
2. Initial Delegation was sent to Banu Khazaraj by Bannu Ouws
3. Quraish sent their delegation to Habsha to send Muslim back

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Initial Diplomats appointed by Holy
Prophets
1. Ghazwa Bannu Nuzair – Muhammad Bin Musalma Owsi was
appointed as ambassador
2. Delegation was sent during Battle of Ahzab to Banu Quraiza to
remained them the pacts signed with Muslims
3. Diplomatic delegation was led by Hazrat Usman RA during
Hudabia Treaty

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Name of Sent to The Country Purpose Impact
Diplomat was
Hazrat Diha Kalbi Roman King Super Power at •Invitation to embrace Spreading
RA Herkul that time Islam Islam beyond
Hazrat Abdullah King of Iran Do •To remain with peace Arab peninsula
Bin Sahmi RA Khusro Perviz
with Muslim State of Minimizing the
Hazrat Uro Bin Ruler of Neighbor
Ummyia Habsha Madina chances of
Najashi aggression
Hazrat Hatib Bin Ruler of Egypt Regional Good will
Abi Balta RA Maqoqas Power
generated
Hazrat Shuja Bin Ruler of Syria Regional
Wahab Asadi Power

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Name of Diplomat Sent to Area/Tribal Purpose Impact
Chief

Hazrat Numair RA Taif •Local •Political relations Spreading

Influential
•To end religious Islam
•Tribal Chief enmity Minimizing the
Hazrat Tabyan RA Bakar Bin Vail
chances of local
aggression
Hazrat Haris RA Haris Bin Umair Good will
generated
•To help the poor
Quraish
Hazrat Alqama RA Abu Sufyian
Hazrat Umro RA

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Important-where diplomacy fails
war becomes inevitable
1. Hazrat Haris Bin Umair , sent to Shah Busra and Hazrat
Habib Zaid RA sent to Musalma Kizab were assassinated
2. Army was deployed

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Charter of Madina
622 AD
1 AH

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 Back Ground of Charter of
Madina
Prolonged Wars
1. There was fighting in Medina mainly involving its pagan and Jewish i for around a
hundred years before 620
2. The recurring slaughters and disagreements over the resulting claims,
3. In last years in Mecca, a delegation from Medina, consisting of the representatives of
the 12 important clans of Medina, invited Holy prophet as a neutral outsider to
Medina to serve as the chief arbitrator for the entire community
4. It was obvious to them that the tribal conceptions of blood-feud and an eye for an eye
were no longer workable unless there was one man with authority to adjudicate in
disputed cases

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2. Increasing influence of
Quresh-e-Makkah
1. And the threat to the life of both the Ansar and the
Muslims was such that they were reported as
having to sleep by their weapons all night
2. Two Options
a) Gaining the control of Trade routes of Quresh with Syria
b) Peace treaty with neighbors

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Offer
The delegation pledged themselves and their
fellow-citizens to accept Muhammad into
their community and physically protect him as
one of themselves

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 Major clauses of the Charter of Madina
  622 ‫ککلامدينه‬
‫ميثاق‬
1. Fidiya/Qasas shall continue-Tribal values honoured
2. The mutual assistance of each other if one signatory were to be attacked by a third
party-Like SETO, CENTO
3. Freedom to posses religion-The resolution that the Muslims would profess their
religion and the Jews theirs
4. The appointment of Muhammad as the leader of the state- Role as political leader
5. No one shall protect the Quraish-e-Makkah
6. If a peace treaty is signed between one party other shall accept ( not in case of
religious issues)

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 Analysis Charter of Madina   1/2‫ميثاقککلامدينه‬
1. Constitution of Medina, to regulate the matters of governance of the city
2. The extent and nature of inter-community relations since signatories to it included
the Muslims, the Ansar and the various Jewish tribes of Medina
3. To end the bitter intertribal fighting between the rival clans of Banu Ows and Banu
Khazraj
4. To maintain peace and cooperation among all Medinan groups for fashioning them into a
social unity
5. To ensured freedom of religious beliefs and practices for all citizens
6. To assured that representatives of all parties, Muslim or non-Muslim, for consultations
and negotiation with foreign states
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 Cont… 2/2
8. No one should go to war before consulting the Prophet – No war Pact
9. It established the security of women
10. A judicial system for resolving disputes
11. It declared the role of Medina as a ḥaram (‫ حرم‬sacred place), where no weapons can
be carried and no blood spilled
12. Charter of Medina, Established Federation" among the eight Medni tribes and
Muslim emigrants
13. Specified the rights and duties of all citizens and the relationship of the different
communities in Medina (including other "Peoples of the Book“)

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Rights of non-Muslims
1. The security of God is equal for all groups
2. Non-Muslim members will have the same political and cultural rights as
Muslims
3. They will have autonomy and freedom of religion
4. Non-Muslims will take up arms against the enemy of the Ummah and share
the cost of war
5. There is to be no betrayal between the two
6. Non-Muslims will not be obliged to take part in religious wars of the Muslims

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Quotes
1. The constitution reveals Muhammad's Great Diplomatic Skills,It
allows the ideal that he cherished of an Ummah (community) based
clearly on a religious outlook to sink temporarily into the
background and is shaped essentially by practical considerations
(Encyclopedia of Islam )
2. Constitution of Medina is the precious documents, it turned in
prostrating both the Roman and the Persian Empires in two decades
(In the shadow of the sword: The Battle for Global Empire and the End of
the Ancient World, Tom Holland)

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 Analysis
1. Bernard Lewis one important aspects was the inclusion of the Jewish tribes in the
Ummah because although the Jewish tribes were "one community with the
believers," they also "have their religion and the Muslims have theirs."
2. The contract was built upon the concept of one community of diverse tribes living
under the sovereignty of one God
3. Muhammad T-U-Q argues that it is the first written charter, He has published an
e-book of the 63 constitutional articles
4. The Charter of Medina also instituted peaceful methods of dispute resolution
among diverse groups living as one people but without assimilating into one
religion, language, or culture
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Treaty of Hudabia
BETWEEN MUHAMMAD, REPRESENTING THE STATE
OF MEDINA , AND THE QURAYSH TRIBE OF MECCA IN
MARCH 628/ZIQAAD 6 AH)

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Treaty of Hudabia-Back ground
1. The treaty showed the holy Prophet as a statesman who could
achieve his objective without resort to arms
2. Holy Prophet wished to perform Umra and left Medina with about
1600 followers
3. When the Quresh heard of his journey they deployed 200
horsemen to prevent his advance
4. Many attempts of negotiation failed
5. Baiat-e-Rizwan

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 Treaty of Hudabia
The main points of the treaty
1. There would be peace between the two sides for 10 years
2. The Muslims would not perform Umra that year but could return
the following year and stay in Makkah for three days
3. Muslims shall come without arm , next year
4. Madni Muslims cant take Makki Muslims with them, if a Mandi
muslim want to stay he shall be allowed
5. If any Makki went to Madina he shall be returned not the Madni
6. Arab Tribes shall be allowed to join any aprty i.e Muslim or Quraish
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 Three Important points
1. Accepting Holy Prophet
(PBUH)-Suhayl ibn Amr
2. sReturning pagan back to
Makkans
◦ Embracing Islam by Umme
Kulsum

3. No permission to perform
Hajj this year

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Significance of the Ummah
1. Redefinition of ties between Muslims
2. It sets relationship of faith above blood-ties and emphasizes
individual responsibility
3. Tribal identities are still important, and are used to refer to different
groups, but the important relation for the newly created ummah
was religion In contrasts with the norms of pre-Islamic Arabia
4. This is an important event in the development of the small group of
Muslims in Medina to the larger Muslim community and empire

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 Aftermath
1. In 629, the Muslims returned as promised in the treaty, for the first pilgrimage
2. The next year, the clan of the Banu Bakr, allied with the Quraish, attacked the Bedouin
Khuza'a, Muslims’ allies
3. Muhammed considered the Banu Bakr attack a breach of the treaty, citing one of the
clauses of the treaty: "an attack on an ally of the party, will be considered an attack on
the party itself", and offered the Quraish three alternatives:
 Dissolve their alliance with the Banu Bakr
 Compensate by paying money
 Dissolve the treaty
4. The Quraish chose the third alternative, Muslims decided to march on to Mecca with an
army of 10,000, leading to the Conquest of Makkah
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Famous Epistles

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HERACLIUS CHOSROES II MUQAUQIS NEGUS AL- MUNZHIR
(610-641) ASHAM, TAIMI, Chief
The Byzantine Known as He was the Prefect as well as KING OF of Bahrain.
Empire+Irania Khusro Parvez Patriarch of Alexandria acting as ABYSSINIA This letter
n counterpart, sent through the Governor of Egypt on behalf of carried by was carried
kept a tight ‘Abdullah bin the Byzantine Emperor. carried by ‘Amr bin by ‘Ala’ ibn
hand over the Hudhafara Hatib ibn Abi Balta‘ara. Umayya Hadramira
civilized world Damrira

Famous When he read Al-Muqauqis did not accept Islam Accepted Accepted
Dialogue the letter, -treated the envoy with respect Islam Islam
Khusroe tore it -sent some - two slave-girls, one of
up and ill- whom was Maria Qubtiya (RA)
treated the -white mule -Daldal. Muqauqis
envoy. "No more kept the letter in an ivory box, still
Chosroes after preserved in the Topkapi - Turkey.
Chosroes dies."

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MUQAUQIS

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Analysis
1. As the subsequent events show, this treaty proved to be beneficial for the
cause of Islam
2. It ended the atmosphere of constant hostility and the non-believers of
Makkah started coming to Madinah
3. Having free contacts with the believers, they got the chance to study closely
the Islamic way of life
4. Large number of unbelievers accepted Islam after this treaty
5. This was the turning point for the Muslims and thus proved the victory later
for Muslims

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Impacts of Diplomatic Efforts
1. International Poetical Scenario changed in later years
2. Islam spread beyond Arab Peninsula
3. Expansion of Islamic state
4. Oman, Bahrain and Yemen entered in the circle of Islam
5. These were fertile land and rich in natural resources
6. These states proved to be a good source of raw material, man
power and other resources

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 Qualities of a Diplomat
Ambassador Robert D. Blackwill
Henry A. Kissinger Senior Fellow for U.S. Foreign Policy

1. Passion for peace diplomacy and international relations

2. Be a tough and effective negotiator
3. Know History
4. Cultivate policy flexibility
5. Know political ideology
6. Take advantage of luck when you encounter it

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Diplomat/Important
Principles/Characteristics of
Diplomacy
1. Peace as main tool of diplomacy
2. Preaching the ideology _ Islam
3. Be flexible on ways but firms on goal
4. Give importance to all sort of powers (Super powers, regional, local)
5. Never ignore minorities and women
6. War is the result of failure of diplomacy
7. Protect the ambassador by all means
8. Minimize the chance of aggression
9. Appointed Ambassadors of High Caliber and prestige

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As peace Makers

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Pre Prophet hood and after
prophethood
1. Half Al-fazool
2. Fixing Hijer-e-Aswad
3. Charter of Madina
4. Hudabiya Treaty
5. Kept the treaty of Shaib-e-Abi Talib
6. Did not opted curse for people of Taif

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Al-Fudoul Confederacy 1/2
1. At the conclusion of herb-e-Fijar /wars peace was restored
2. People felt the need for forming confederacy at Makkah for suppressing
violence and injustice, and vindicating the rights of the weak and the
destitute
3. Representatives of Banu Hashim, Banu Al-Muttalib, Asad bin ‘Abd Al-‘Uzza,
Zahrah bin Kilab and Taim bin Murra were called to meet in the habitation of
an honorable elderly man called ‘Abdullah bin Jada‘an.

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Al-Fudoul Confederacy 2/2
The Messenger of Allah witnessed this league and commented
"I witnessed a confederacy in the house of ‘Abdullah bin Jada‘an. It
was more appealing to me than herds of cattle. Even now in the
period of Islam I would respond positively to attending such a
meeting if I were invited." [Ibn Hisham 1/113,135]
In fact, the spirit of this confederacy and the course of deliberations
therein marked a complete departure from the pre-Islamic tribal-
pride.

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Peace through
1. Religious Tolerance
2. Human Equality
3. Economic Justice
4. Prefer peace over War
5. Peace Treaties

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As an Educator

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 Introduction
1. He (PBUH) was not a Preceptor for a specific subject
2. Neither did he categorize any specific group to be his disciples, Preceptor for all
the human groups
3. His teaching comprises for mankind of all ages
4. His universal Prophet hood is described as Allah Almighty says:
“And we have not sent you (O Muhammad (PBUH) except as a giver of
glad tidings and Warner to all mankind, but most of men know not.”
“Say (O Muhammad (PBUH): O mankind! Verily, I am sent to you all as the
messenger of Allah”
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Multidimensional Teachings
1. All departments of life were touched by his inspirational teaching
2. Ethical, matrimonial, socio-political and economic life, his sayings
for military, religion, management and health
3. His Seerah is as relevant to our dilemmas as it is for all the times
4. He also gave psychological and legal guidance to humanity
5. Along with men he educated women, children and even slaves

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Prayer of Hazrat Ibrahim AS

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Back Ground
1. Iqra ; First Message
2. Holy Prophet PBUH said : I am sent as a Teacher
3. Opted to teach the people around him when Arab
were Illiterate
4. Banu Hashim was respectable for their Education too

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1. Philosophy of Education
1. Philosophy of Education was – Ilam-o-Nafian ( The
Useful knowledge)
a. The Knowledge required for self = Mandatory
b. The knowledge for other = Useful
c. The Knowledge and Practice = Piety
2. Education of all type (religious + Scientific)

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2. Establishment of Institutions
1. Suffa first school _ Modern (Maktab-Madarssas)
2. First Boarding school - Suffa
3. Masjid as educational Institution
4. Institution of Compilation – Hazrat Abada bin Sabit
RA

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3. Curriculum
1. Not fixed about according to ability of student- modern
education system is based on it
2. Curriculum Include
A. Modern Business Administration
B. Philosophy
C. Linguistic
D. Civics
E. Social Sciences

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4. Importance of Education
1. Meaning
2. Enlightenment
3. Change of Behaviors
4. Seeking Knowledge as Jihad
5. Knowledge as Basic Right

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5. Teaching Methodology
1. Repeating the talk 1. Comparison of things
2. Explanatory talk with 2. Narrating main points then
examples explanations of all
3. Educating with practice 3. Asking questions from
students
4. Education with lectures
4. Permitting questions
5. Use of drawings
5. Praising good questions

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6. Of students
1. Accepting more from intelligent students
2. Preferring needy students over himself
3. Understanding the abilities f students
4. Respecting intelligent students
5. Noticing the absentees

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7. Characteristics
1. Taught without wages
2. Never concealed knowledge
3. Education and practice at a time
4. Know the students-Psychologist
5. Gave importance to the education of Women and Children
equally
6. Teaching at every time

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Cont…
7. Teaching at every appropriate place
8. Teaching to every one-Slaves, Women , Children
9. Teaching at specific occasion - At Lunar eclipse
10.Welcome the students
11.Calling with the names of the person
12.Praying for students

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 Thank You
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