This describes the ninety-nine most beautiful Names which come from the haddith or Tradition where the blessed Prophet said, “There are ninety-nine Names of God. One who commits them to memory will go to paradise.” This haddith varies in terms of the names in some Traditions but is the same for the most part. Brief notes on Asma-ul-Husna given in this book are aimed at explaining to the faithful the meaning and significance of individual attributes. And more it’s describing the importance of reciting the Names of Allah as commanded in the Quran; the importance of the Great Name of Allah and where in the Quran they can be found. Allah’s responding to the caller according to the Name the caller invokes; For example, difference between Rabb, Rahman, Raheem, Aadil, Merciful; completion and perfection of the 99 names as narrated by Abu Hurairah (RA) in his Haddith from the Prophet (SAW); making sure that the heart is always adoring the Creator. Each Beautiful Name of Allah is then taken out from a passage of the Quran. Its literal and spiritual meaning is explained and what effect spiritual or mundane an ISM of Allah is likely to bring out for one who recites it. At the end of the book, there are lists showing the names, their meanings, and where they can be found in the Quran. There are again Lists of Names related to His Knowledge, His Power, His Greatness and Glory, His Love and Mercy, and His Act of Creation.

"A short volume pact with empowering Islamic examples of personal development in every aspect of daily life. It covers in short chapters topics such as sincerity in worship, maintaining ties of kinship, teaching children, thankfulness, modesty etc. It focuses on morality, manners and in this way it serves both as an excellent foundation not only for further study of the great works of hadith, but also as a guide to the Islamic way of life thus reviving the importance of Islamic moral conduct. It covers over 45 short chapters such as sincerity in worship, maintaining ties of kinship, teaching children, thankfulness, modesty etc. It focuses on morality, manners and in this way it serves both as an excellent foundation not only for further study of the great works of hadith, but also as a guide to the Islamic way of life thus reviving the importance of Islamic moral conduct in the English Language.

Additionally, anyone new to the science of hadith may be overawed by its sheer volume and complexity. Tahdhib al-Akhlaq: A Hadith Guide for Personal and Social Conduct, is a gentle introduction that takes over 500 Ahadith from the six authentic collections predominantly from Bukhari and Muslim and arranges them into an easily understood and accessible subject matter.

Its unique style of inter-twining each subject matter with the appropriate verses of the Qur’an at the beginning of each chapter followed by carefully selected hadiths makes it fascinating to read, – a truly scholarly work made accessible to the general reader."

Curriculum
The Weekend Learning Islamic Studies books are based on a comprehensive 12-year curriculum. The curriculum contains broad aspect of Islam based on the Qur'an and authentic hadeeth. The topics in the curriculum are laid out in a systematic manner to suit the teaching needs in a weekend Islamic school. Topics are selected based on age, grade and learning levels of each grade. Some topics are covered in multiple grades to add different perspective, details and additional emphasis. The teachers and director of the school will find continuity in the curriculum as it unfolds year to year. Teachers will know how much each student will learn year to year, and how much they will have learned at the end when they graduate out of the school.
 
Books
All Weekend Learning Islamic Studies books have age and grade appropriate lessons. The length and depth of each lesson and sentences in the lessons are age and grade appropriate. The lessons are tailored for 50-60 minute classes. Students in all grades will love the simple and child-friendly language and sentences in the books. The language of the lessons and the treatment of the subjects are made from children's perspective. Even the English spelling of Arabic words is age-appropriate. The books do not simply disseminate knowledge, but make it relevant to the students' life and their world. The lessons do not use a lecturing tone, but engage the students in a respectful discussion.

There are five content areas:

1. ‘Aqeedah (Islamic doctrine)
2. The Glorious Qur’an and its sciences
3. Seerah (biography of the Prophet (s) and Islamic History
4. ‘Ibadat (Worship)
5. Morals and manners

The material is presented, using a spiral approach, where students revisit each area and study it in greater depth each year. The Student's Textbook contains the subject text of the lessons, exercises as well as activities.

The ICO project is a distinguished one because:

1. Our curricula meet the needs of the target audience for integrated, coherent, and appropriate curricula.
2. They were prepared according to scientific bases, assimilating the most recent educational and psychological theories.
3. They were prepared by special educationists who are experienced in designing curricula and who are familiar with the needs of the target group.
4. They employed the most recent techniques and educational aids.
5. They went through many quality control processes, which were carried out by specialized committees, and they were enhanced by teachers who evaluated the curricula before releasing them.

The Features and Characteristics of the Textbooks:

These books were prepared by the International Curricula Organization (ICO) and have certain features, which distinguish them from any other textbooks:

First: The Technical Features:

1. The textbooks have been designed in accordance with the international quality standards in all aspects: colors, paper, size, illustration, and printing.
2. They have been furnished with the appropriate illustrations and pictures which match the students’ educational stage and environment.
3. The texts have been distributed and organized in a way that makes the text stand out, paying special attention to the font type and size, and the spaces; and colors were chosen carefully to appeal to the target audience.

Second: The Instructional and Linguistic Features:

1. Reinforce the proper linguistic basis of the non-Arabic speaking students.
2. They build the students’ linguistic dictionary according to their environmental needs.
3. Provide non-Arabic speaking students with a good deal of Islamic vocabulary.
4. Identify the correct articulation of the different sounds through the study of the Glorious Qur’an.
5. Enable the students to evade making mistakes when reciting the Glorious Qur’an through employing the rules of the Arabic language.
6. Provide an integrated curriculum with well-prepared scientific content and vocabulary.
7. Take into consideration the students’ individual mental differences and their diverse linguistic skills.
8. Consider the students’ different cultures.
9. Develop the students’ creativity and mental faculties.

Third: The Educational Content Features:

1. Reinforce the principle of forgiveness and the etiquette of disagreement with others.
2. Develop the spirituality, morality, and values of the students.
3. Help students have good and balanced personalities.
4. Develop the students’ pride in their Muslim identity.
5. Help the caller to Islam to develop a balanced personality that reflects the moderation of Islam.

System Requirements for CD-ROM:

• Windows 2000, XP, or Vista

This book is a useful curriculum for schools teaching the interpretation of the whole Qur’an. The authors followed one systematic, closed, and gradual method while they interpreted the Qur’an. Here are some points that were followed:

• Clear and simple sentences appropriate to students’ ages and levels
• Each lesson begins with new and previous vocabulary words that students need to know while learning the meanings of the Qur’an
• Brief introductions explains general ideas for each Surah
• Interpretation for each Surah in direct language
• Provides a connection between previous Surahs and upcoming ones
• Provides one interpretation that most interpreters agree on with careful avoidance of weak and multi-interpretations
• Follows the predecessor method while interpreting Allah’s character verses
• Provides several enrichment activities that aim to stimulate students while searching and thinking of Surahs’ meanings; thus, these activities keep information fresh in the minds of students while they discuss the results with teachers
• Provides each Surah with significant lessons for teachers to bridge the connection between each theme and its related verse. This is useful to guide students and deepen their Islamic morals
• Each lesson ends with multiple questions which aim to evaluate student comprehension
• Provides foot notes of sayings, narrations, events, or ahaddith related to the lesson theme which enriches students’ knowledge
• Provides only Al-Sahih ahaddith, plus mentions the group of ahadith reporters and the history behind each Sarah’s revelation

Vol. 10: Surahs Al-Mujadilah, Al-Hashr, Al-Mumtahanah, As-Saff, Al-Jumu'ah, Al-Munafiqoon, At-Taghabun, At-Talaq, At-Tahrim, Al-Mulk, Al-Qalam, Al-Haaqqah, Al-Ma'arij, Nooh, Al-Jinn, Al-Muzzammil, Al-Muddaththir, Al-Qiyamah, Al-Insan, Al-Mursalat, An-Naba', An-Nazi'at, Abasa, At-Takwir, Al-Infitar, Al-Mutaffifin, Al-Inshiqaq, Al-Burooj, At-Tariq, Al-'A'ala, Al-Ghashiya, Al-Fajr, Al-Balad, Ash-Shams, Al-Layl, Ad-Dhuha, As-Sharh, At-Tin, Al-'alaq, Al-Qadr, Al-Bayyinah, Az-Zalzalah, Al-'adiyat, Al-Qari'ah, At-Takathur, Al-Asr, Al-Humazah, Al-Fil, Quraish, Al-Ma'un, Al-Kauther, Al-Kafiroon, An-Nasr, Al-Masad, Al-Ikhlas, Al-Falaq and An-Nas

This book is a useful curriculum for schools teaching the interpretation of the entire Qur’an. The authors followed one systematic, closed, and gradual method when interpreting the Qur’an. Here are some points that were followed.

• Clear and simple sentences appropriate to students’ ages and levels are used.
• Each lesson begins with new and previous vocabulary words that students need to know while learning the meanings of the Qur’an.
• Brief introductions explain general ideas for each surah.
• Interpretations are given in direct language.
• Connections are pointed out between previous surahs and upcoming ones.
• The interpretation that is given is one that is agreed upon by most interpreters and weak interpretations are avoided.
• The predecessor method is followed when interpreting Allah’s character verses.
• Several enrichment activities are provided that aim to stimulate students as they contemplate the surahs’ meanings. These activities keep information fresh in the minds of students while they discuss their answers with teachers.
• Each surah is accompanied by significant lessons for teachers to bridge the connection between themes and related verses. This is useful to guide students and deepen their Islamic morals.
• Each lesson ends with questions which evaluate student comprehension.
• Footnotes outlining sayings, narrations, events, and ahadith related to the lesson are provided to enrich students’ understanding.
• Only sahih ahadith are used, and the group of ahadith reporters and the history behind each surah’s revelation are also included.

Volume 7 includes: Surahs Al-Furqan, Ash-Shuara, An-Naml, Al-Qasas, Al-Ankaboot, Ar-Room, Luqman and As-Sajdah

As the need for a book like this among students living abroad has increased, the Society has taken this blessed step in contributing to the spread of the sciences of the Qur’an to a broader audience by shortening the Al-Munir book, limiting it to the major sections in its latest edition (No. 36).

Tajweed is the science that explores the ways of pronouncing the letters from the correct points of articulation and with the appropriate characteristics. It also includes other rules, such as stopping, starting, joining, and finishing.

The ruling of tajweed has two aspects: the theoretical and the practical.

1. The theoretical side is to know, understand, and memorize the rules of tajweed. The ruling of this is fardh kifaya.
2. The practical side is to implement the rules of tajweed during recitation.

The ruling of this is wujub ayni for everyone reciting the Quran. The proof of this is the following ayah: “And recite the Quran with a measured recitation” (al-Muzzammil:4).

This is a current expanded, revised edition of the author's original work. This book presents a detailed explanation of the classical Islamic concept of God's unity as it relates to faith and acts of religious devotion. It also discusses the major areas within which the Islamic unitarian belief (tawheed) is either nullified or compromised by idolatrous concepts collectively called shirk. The uniqueness of this work lies not only in its thorough treatment of the subject in a fluid and uncomplicated English style, but is also unique in its modern presentation of classical theological issues.

True faith of a standard acceptable to Allah has to be based on tawhid free from shirk, as stated in the Qur'an and ahaddith and outlined in detail in the preceding chapters. Anything less than that represents an aspect of idolatry and or disbelief, regardless of how firmly those who join partners with God profess their faith in Him or how skillfully they rationalize their unsanctioned practices. Allah's unity must he maintained spiritually, intellectually, and practically in all facets of human life within which the pleasure of God is sought. Monotheism, as brought by the Prophets of God, was not merely a theory to be philosophically appreciated or emotionally championed, but a pragmatic blueprint for human existence in submission to the will of Almighty God, Allah. The significance of this fact lies in the purpose of man's creation. Allah said: "I only created the jinn and man for my worship" (Qur'an 51: 56).

The creation of man is itself a manifestation of Allah's perfect attributes. He is the Creator (al-Khaliq), and thus man was brought into existence from non-existence. He is the Most Merciful (ar-Rahman), and thus the pleasures of this world were granted to him. He is the Most Wise (al-Hakeem), and thus He prohibited the substances and acts which are harmful to man while allowing those which are not. He is the Most Forgiving (al-Ghafoor), and thus He pardons those who turn to Him in sincere repentance.

Abu Ayyub and Abu Hurayrah both reported that the Prophet (s) said: "If you did not commit sins, Allah would have swept you out of existence and replaced you by another people who would commit sins, ask Allah's forgiveness, and He would pardon them." Similarly all of the other divine attributes are manifest in man's creation by God's will. On the other hand, man's worship of God is for his own benefit, as Allah is in no need of man's worship. In the worship of God man realizes both his material and spiritual potential for all aspects of goodness and thereby earns for himself the everlasting abode of bliss at the end of this brief earthly journey. Consequently, the Godly way of life, Islam, provides a means of turning each and every human act, no matter how insignificant or mundane it may seem, into an act of worship. As long as the following two basic conditions are fulfilled:

1. The act must be consciously done for the pleasure of God alone and,
2. To be done according to the Sunnah of the Messenger of Allah (s) man's whole life can enter completely into the service of Allah, as He prescribed.

"Say: 'Truly, my prayer my sacrifice, my life and my death are all for Allah, Lord of all the worlds'” (Qur'an 6: 162). Such a state can only be attained through the knowledge of tawhid and its careful, conscious implementation according to the methodology taught by the final Prophet of God, Muhammad Ibn 'Abdullah (s). Thus, it is the duty of every sincere believer in God to put aside his or her cultural experiences and emotional ties to family, tribe or nation, and acquire a working knowledge of tawhid, the foundation of faith. For it is only in the application of that knowledge that man may achieve salvation.

An indispensable translation of the classic work of the early Islamic scholar Abu Ja'far at-Tahawi (D.321AH), the book covers the requisite beliefs of Sunni Islam, presented in a methodical manner. The great scholar Hujjat-al-Islam Abu Ja'far al-Warräg al¬Tahawi al-Misri, may Allah (SWT) have mercy on him, said: This is a presentation of the beliefs of 'ahla-(a)s-Sunnah wa-(a)l-Jama'ah, according to the school of the jurists of this religion, Abu Hanifah an-Nu'man 'Ibn Thabit al-Kuifi, 'Abu Yusuf Ya'qub 'Ibn 'Ibrahim al-Ansari and Abu 'Abdullah Muhammad 'Ibn al-Hasan ash-Shaibani, may Allah (SWT) be pleased with them all, and what they believe regarding the fundamentals of the religion and their faith in the Lord of all the Worlds. This book is for Senior High students as well as adult readers. Imam Tahawi's al-'Aqidah, representative of the viewpoint of Ahl-al-Sunnah wa-al-Jama'a, has long been the most widely acclaimed, and indeed indispensable, reference work on Muslim beliefs, of which this is an edited English translation.

Imam Abu Ja'far Ahmad bin Muhammad bin Salamah bin Salmah bin 'Abd al Malik bin Salmah bin Sulaim bin Sulaiman bin Jawab Azdi, popularly known as Imam Tahawi, after his birth-place in Egypt, is among the most outstanding authorities of the Islamic world on Haddith and Fiqh (jurisprudence). He lived 239-321 A.H., an epoch when both the direct and indirect disciples of the four Imams - Imam Abu Hanifah, Imam Malik, Imam Shafi'i and Imam Ahmad bin Hanbal - were teaching and practicing. This period was the zenith of Haddith and Fiqh studies, and Imam Tahawi studied with all the living authorities of the day. He began as a student of his maternal uncle, Isma'il bin Yahya Muzni, a leading disciple of Imam Shafi'i. Instinctively, however, Imam Tahawi felt drawn to the corpus of Imam Abu Hanifah's works. Indeed, he had seen his uncle and teacher turning to the works of Hanafi scholars to resolve thorny issues of Fiqh, drawing heavily on the writings of Imam Muhammad Ibn al-Hasan al-Shaybani and Imam Abu Yusuf, who had codified Hanafi Fiqh. This led Imam Tahawi to devote his whole attention to studying the Hanafi works and he eventually joined the Hanafi School.

Imam Tahawi stands out not only as a prominent follower of the Hanafi School but, in view of his vast erudition and remarkable powers of assimilation, as one of its leading scholars. His monumental scholarly works, such as Sharh Ma'ani al-Athar and Mushkil al-Athar, are encyclopedic in scope and have long been regarded as indispensable for training students of Fiqh. Al-'Aqidah, though small in size, is a basic text for all times, listing what a Muslim must know and believe and inwardly comprehend. There is consensus among the Companions, Successors and all the leading Islamic authorities such as Imam Abu Hanifah, Imam Abu Yusuf, Imam Muhammad, Imam Malik, Imam Shafi'i and Imam Ahmad Ibn Hanbal on the doctrines enumerated in this work. For these doctrines shared by Ahl-al-sunnah wa-al-Jama'ah owe their origin to the Holy Qur'an and consistent and confirmed Ahadith - the undisputed primary sources of Islam. Being a text on the Islamic doctrines, this work draws heavily on the arguments set forth in the Holy Qur'an and Sunnah. Likewise, the arguments advanced in refuting the views of sects that have deviated from the Sunnah, are also taken from the Holy Qur'an and Sunnah.

As regards the sects mentioned in this work, a study of Islamic history up to the time of Imam Tahawi would be quite helpful. References to sects such as Mu'tazilah, Jahmiyyah, Qadriyah, and Jabriyah are found in the work. Moreover, it contains allusions to the unorthodox and deviant views of the Shi'ah, Khawarij and such mystics as had departed from the right path. There is an explicit reference in the work to the nonsensical controversy on khalq-al-Qur'an in the times of Ma'mun and some other 'Abbasid Caliphs.

While the permanent relevance of the statements of belief in al-'Aqidah is obvious, the historical weight and point of certain of these statements can be properly appreciated only if the work is used as a text for study under the guidance of some learned Person able to elucidate its arguments fully, with reference to the intellectual and historical background of the sects refuted in the work. Such study helps one to better understand the Islamic doctrines and avoid the deviations of the past or the present.May Allah grant us a true understanding of faith and include us with those to whom Allah refers as 'those who believe fear Allah and do good deeds; and “he, who fears Allah, endures affliction, then Allah will not waste the reward of well-doers.”