The Concept of Jihad

By Shaibu Asali*

The meaning  of jihad and the type of jihad
The word jihad has attracted a lot of controversy, and misunderstanding about Islam. It has led to a negative portrayal of the Muslims. This has been partly due to the fact that the word jihad has been mistranslated in English dictionaries. The Merriam-Webster dictionary defines jihad as “holy war.” This definition is totally wrong because the concept of a “holy war” does not exist in Islam. The Arabic equivalent of “holy war” is harb muqaddas, and that term does not exist in any Islamic texts. In any case, the true meaning of an Arabic word like jihad can only be found in an Arabic dictionary. The Arabic dictionaries define jihad as to “exert the utmost, to strive, to expend one’s best efforts.” (an-Nihaayah fee Ghareeb al-Hadeeth wa al-Athar,1/319).
The unfortunate translation by the English dictionary gives the impression that jihad is limited to warfare. However, that is far from the truth.  Ibn al-Qayyim mentioned several types of jihad which are jihad an-nafs (jihad against one’s self), jihad ash-Shaytaan (jihad against the devil), and warfare. He went on to say:
“Jihad an-nafs (jihad against one’s self) is of four kinds:
1 – Striving to learn the teachings of Islam.
2 – Striving to make oneself act in accordance with what one has learned. Simply knowing without acting, even though it may not cause any harm, is not going to bring any benefit.
3 – Striving to call others to Islam, and teaching those who do not know about it.
4 – Striving to bear patiently the difficulties involved in calling people to Allah and the insults of people; bearing all that for the sake of Allah.

If a person achieves all these four levels, then he will be one of the rabbaaniyyeen (learned men of religion who practice what they know and also preach to others).
Jihad against the devil is of two types:
1 – Warding off the doubts that he stirs up to undermine faith.
2 – Striving against him to ward off the corrupt desires that he provokes.
The first jihad is followed by certainty of faith, and the second is followed by patience. Allah said: “And We made from among them (Children of Israel), leaders, giving guidance under Our Command, when they were patient and used to believe with certainty in Our Ayaat (proofs, evidences, verses, lessons, signs, revelations, etc.)” [Qurꞌan 32:24] (Zaad al-Ma’aad, 3/159)

The concept of jihad can be extended to cover everything which a person strives to do well. A man passed by the Prophet (peace be upon him), and the companions of the Prophet (peace be upon him) saw his strength and activeness, and they said: “Would that he was fighting in Allah’s cause (jihad). The Prophet (peace be upon him) said: “If he has gone out striving for his young children, then he is in the path of Allah. If he has gone out striving for his elderly parents, then he is in the path of Allah. If he has gone out striving for himself, then he is in the path of Allah. If he has gone out for show-off, then he is in the path of the devil.” [at-Tabaraani, 19/129] Thus, an ordinary task like working and seeking a livelihood to sustain oneself, one’s children, and parents is considered to be jihad.

Jihad also involves warfare. However, the declaration of warfare is the prerogative of the head of a Muslim state who may after consultation decide to engage in warfare for the best interests of the country. So, jihad is an instrument through which the Islamic state can preserve itself if the need arises. Warfare is not child’s play whereby some people buy guns or bombs and start slaughtering people in the name of religion. That is not what Islam teaches, and nothing of that sort was mentioned in the Islamic texts. 
Does Islam support terrorism?
Islam has often been portrayed as the religion of war, suicide bombers, and wanton killing. However, this is not what is reflected in the Islamic texts. Human life is protected, and unjust killing is prohibited. It is a major sin. Serious types of punishments have been legislated for a murderer. Whoever kills one person unjustly it is as if he has killed the entire humanity, and whoever saves one person’s life, it is as if he has saved the life of the entire humanity. [Quran 5: 32]

However, the question which naturally arises is that why do extremist groups like Boko Haram, Al-Qaidah, Al-Shahab exist, and fight in the name of Allah? The answer is that Islam is defined by what is stated in the Quran and the Sunnah, and not the wrong actions of people. Therefore, the Islamic texts are against terrorism and murder. So, that is the position of Islam on the matter. The extremist groups are a tiny minority who account for less than one percent of the Muslim population. The majority of the Muslims live their life in a normal, and peaceful manner, and they are not a threat to anyone. The extremist groups and organizations do not fight for the sake of Allah. This is because they have been known to declare other Muslims as apostates, and to attack them in mosques, and homes. Thus, they fight for economic, political or other agendas which are best known to themselves.

Questions

1. “The concept of jihad has been greatly misunderstood.” Discuss

2. Evaluate the importance of jihad.

Shaibu Asali is an Author and Islamic Scholar based in Harare-Zimbabwe.
Mobile details:
+263 0771928869

National Environment Cleaning Day gains momentum in Zim schools

By Brian Maregedze

Walking up and about Harare streets and beyond on every first Friday of the month has become a norm to see the young and old being actively involved in the National Clean-Up campaign. The first Friday of August 2019 was no different with a number of stakeholders from the Ministry of Primary and Secondary Education, Zimbabwe Tourism Authority (ZTA) and the business community converging at Theatre in the Park-Harare Gardens.  Schools from the non-formal sector under Hatfield-Mbare district attended the clean-up campaign include Valley Crest Academy (VCA), B.E.S.T College, Denmark College, Avenues High school, Forward in Faith Christian College, Vista Vision College, Face to Face Academy, The Good Samaritan, Harare Adventist College as well as Phoenix College. The event started at 08:00 hours and ended at 10:00 hours mid-morning.

Speaking on the occasion, Mr Naison the principal Schools’ Inspector for non-formal learning, Harare province under the Ministry of Primary and Secondary education argued that it is necessary for learners to have knowledge on how to take care of their environment at the same time putting into practicing that which they know. He further argued that, “we should catch them” referring to the learners who are supposed to have an environmental ethic at a tender age. Mr Naison went on to encourage more of such environmentally friendly grounded activities by the schools which attended the event.

Speaking on the same occasion, Mrs Mangwende addressing the learners just outside Theatre in the Park, Harare Gardens, reiterated on the need for an environmental conservation culture. “Although every first Friday on the beginning of the month has been set aside for making sure that environmental reflections and actions are given special attention, there is need for clean-up steps in everyday life at schools and home,” argued Mrs Mangwiro to a big applause from the audience.

Among stakeholders who made the event a success include Clean City, a new business under Cassava Smartech which is part of the Econet group launched in mid-July 2019. Clean City is already living up to its main objective of providing sustainable waste management in urban areas, in partnership with local authorities and the private sector. Mr. C. Tafanehama from Clean City interacted with the writer of this piece for a short time noting that they were ever busy and ready to engage with everyone who has an agenda towards a clean Zimbabwe and the world. Put simply, Clean City is a digital platform used by private waste collection companies to collect rubbish bins from homes and it’s also the first of its kind in Africa. Vaya App Africa is the online application which has also made Clean City known to members of the society countrywide and beyond. With a vision to become the top waste management company in Zimbabwe and beyond, Mr Kutadzaushe, Valley Crest Academy Principal acknowledged the central role being played by Clean City in addressing waste management in urban areas as observed from the hard work exhibited on this event.

His Excellency, the president of Zimbabwe Emmerson Mnangagwa officially launched the National Environment clean-up campaign in December 2018 under the theme ‘Zero Tolerance to Litter-My Environment, My Pride.’ The way citizens have responded to the national clean- up campaign under the New Dispensation has been interpreted as a ‘cleaning legacy’ for health living. This is also in line with upholding the Zimbabwe 2013 constitution, Section 73 (Ammendment 20) and section 4(1) of the Environmental Management Act (Cap 20:27) of 2002 which stipulates the following;
“Every citizen has a right to;  a clean environment that is not harmful to health; and protect the environment for the benefit of present and future generations and to participate in the implementation of the promulgation of reasonable legislative policy and other measures that prevent pollution and environmental degradation.

This August, various stations had people converging to deal with the problem of waste management. In Mabvuku-Kamunhu Shopping centre, the First Lady Amai Auxillia Mnangagwa who is also the environmental patron led the National Environment Cleaning Day campaign. President E. D. Mnangagwa also led the clean-up event at Ashbrittle Shopping Centre in Harare. The Vice President, V.P Mohadi also took another front in Beitbridge where he led the National Environment Cleaning Day at Pagomba Café in Ward 5. Many other stations across the country had similar activities in this quest for a hygienic society.

Given the various challenges the local authorities are facing, schools, churches and the business community are now offering space for resilience in the Zimbabwe society. The “Sunshine city” dream is only possible with collective effort.  The problem of a bed of litter, chaos and disorder in the cities, communities can however be solved.

Experiences from across the region are a clear testimony. In Gaborone, the capital of Botswana has a public court ready to deal with people who are careless with litter. Braamfontein in Johannesburg, Kigali in the Rwandan capital are such places among many that have had a negative reality on cleanliness in cities but now shining beacon on hygiene.  Collective action is vital for Zimbabwe to claim its space in waste management. There is also the need to decongest the city/ cities as Harare which has a population of over four million people and was built during the colonial era with a population less than one million then. The road to sunshine city may appear to be long but it’s necessary to pursue against all odd circumstances the country is currently facing.

Brian Maregedze is an author, historian and columnist. He can be contacted at bmaregedze@gmail.com. He is also a Researcher with Leaders for Africa Network (LAN), a Pan-African research think-tank. Membership with Zimbabwe Historical Association (ZHA). Currently a Tutor at Valley Crest Academy, Parktown-Waterfalls in Harare.

Advanced Level Essay terms- Definitions

Analyse
Break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate
to one another.

Assess

Weigh up to what extent something is true. Persuade the reader of your argument by citing relevant research but also remember to point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition.

Clarify

Literally make something clearer and, where appropriate, simplify it. This could involve, for example, explaining in simpler terms a complex process or theory, or the relationship between two variables.

Comment upon

Pick out the main points on a subject and give your opinion, reinforcing your point of view using logic and reference to relevant evidence, including any wider reading you have done.

Compare

Identify the similarities and differences between two or more phenomena. Say if any of the shared similarities or differences are more important than others. *‘Compare’ and ‘contrast’* will often feature
together in an essay question.
Consider Say what you think and have observed about something. Back up your comments using appropriate evidence from external sources, or your own experience. Include any views which are contrary to your own and how they relate to what you originally thought.

Contrast

Similar to compare but concentrate on the dissimilarities between two or more phenomena, or what sets them apart. Point out any differences which are particularly significant.

Critically evaluate
Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.

Define
To give in precise terms the meaning of something. Bring
to attention any problems posed with the definition and different interpretations that may exist.

Demonstrate

Show how, with examples to illustrate.

Describe

Provide a detailed explanation as to how and why something happens.

Discuss

Essentially this is a written debate where you are using your skill at reasoning, backed up by carefully selected evidence to make a case for and against an argument, or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion.

Elaborate
To give in more detail, provide more information on.

Evaluate

See the explanation for ‘critically evaluate’.

Examine

Look in close detail and establish the key facts and important issues surrounding a
topic. This should be a critical evaluation and you should try and offer reasons as to why the facts and issues you have identified are the most important, as well as explain the different ways they could be construed.

Explain

Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research.

Explore

Adopt a questioning approach and consider a variety of different viewpoints. Where possible reconcile opposing views by presenting a final line of argument.

Give an account of

Means give a detailed description of something. Not
to be confused with ‘account for’ which asks you not only what, but why something happened.

Identify

Determine what are the key points to be addressed and implications thereof.
Illustrate A similar instruction to ‘explain’ whereby you are asked to show the workings of something, making use of definite examples and statistics if appropriate to add weight to your explanation.

Interpret

Demonstrate your understanding of an issue or
topic. This can be the use of particular terminology by an author, or what the findings from a piece of research suggest to you. In the latter instance, comment on any significant patterns and causal relationships.

Justify

Make a case by providing a body of evidence to support your ideas and points of view. In order to present a balanced argument, consider opinions which may run contrary to your own before stating your conclusion.

Outline

Convey the main points placing emphasis on global structures and interrelationships rather than minute detail.

Review

Look thoroughly into a subject. This should be a critical assessment and not merely descriptive.

Show how

Present, in a logical order, and with reference to relevant evidence the stages and combination of factors that give rise to something.

State

To specify in clear terms the key aspects pertaining to a
topic without being overly descriptive. Refer to evidence and examples where appropriate.

Summarise

Give a condensed version drawing out the main facts and omit superfluous information. Brief or general examples will normally suffice for this kind of
answer.

To what extent

Evokes a similar response to
questions containing ' How far... '. This type of question calls for a thorough assessment of the evidence in presenting your argument. Explore alternative explanations where they exist

Embracing ICT in Pedagogy of History and Heritage Studies in Zimbabwe

by Brian Maregedze 

Three schools in Harare on 1st March 2019 converged at Seke One High school in Chitungwiza for the History Exchange program under the theme, Embracing Information Communication Technology (ICT) in the teaching and learning of History and Heritage Studies. The host school, Seke One High was accompanied by two schools, George Stark High and Mount Pleasant High. Three main objectives saw the trio of the schools converging with the agenda to share and exchange knowledge in sync with the dictates of the upgraded curriculum, to exchange information on how to use ICT in the teaching and learning of History and finally,  to learn History through student-centred approaches.

 Flying high at Seke One High

The event comes at a time when Seke One High School scooped the award for Quality Results in History with 15As under the Ministry of Primary and Secondary Education November 2018 public examinations. Interestingly, Seke One High school made headlines for leading in History advanced levels performance. The one day event organized by Seke One High school commenced at 0900-1500hours. The Consultant, Mr S. Mundondo as he is affectionately known coordinated the Exchange Program at Seke One High school together with the Humanities department. The Seke One High team on the event comprised of J. Musikavanhu, M. Nyawiri, P. Mushandu, P.F Matongo, P. Mupedzi, J. Mtetwa, M. Mudzudza, Mukodzongi and C.Y.T Usiku

E-learning, symposiums, seminars, educational tours and exchange programs among others constitute methodological steps undertaken in fulfillment of the learner-centred and multi-sensory approaches in History and Heritage Studies.  As such, advanced level learners from Seke One High school, Simbarashe Kazingizi and Tariro Live worked on a drama on The French Revolution. Another pair of pupils from Seke One High school, only form twos presented the whole topic on Great Zimbabwe which was described by Ms Sibanda as 'off ahead of their syllabus.' It is on record that the arguable 'National Shutdown' in Zimbabwe, in a way disrupted the learners earlier in January 14-16th 2019.

The Seke One High school Headmaster, Mr Muduzu, in an interview after the Exchange program affirmed his commitment to making Seke One High School a centre of learning and contribute to national development. Mr Muduza also went on to positively remark on the commitment exhibited by the learners as well as their teachers who made the Exchange Program a success. The humble Headmaster of the host school went on to argue that, "it is out of these Exchange programs that Seke One High school is excelling, elevating the school's flag high and more programs of this nature shall be carried out to promote problem solving techniques among the learners."

Mount Pleasant High school-the Shining example of ICT development

ICT skills were imparted under the tutelage of Ms T. S Sibanda from Mount Pleasant High school. The well experienced sage of 27 years in the teaching profession was the National Trainer in Syllabus Interpretation in 2016 and also launched the Mount Pleasant school History and Heritage Studies Television Channel (2017).  Ms T. S Sibanda has passion for the two disciplines, History and Heritage Studies merged in ICT to the point of presenting research papers focusing on the duo of the disciplines. Among her many other research papers, she presented a paper in 2017 on an Educational Expo titled, Effectiveness of ICT is ladida by teachers' attitude: a case study of Mount Pleasant High School. Above that, Ms T.S Sibanda went on to receive an award for starling work done on the exceptionally critical paper by the Ministry of Primary and Secondary Education under Technology and Education. Other names which featured on the same category in 2017 included Dr. Hapanyengwi and Mr. Gwatidzo.Among many cross-cutting themes encompassed on the Form 1-6 syllabus in History as a subject is the ICT skills and heritage studies as prerequisites for learners as noted by the Curriculum Development and Technical Services (2015).Mt Pleasant High a participant on the Exchange program made positive contributions on this important day with displays showing graves on some of the Heroes buried at the National Heroes Shrine. From the illustrations, the trio of the late National Heroes, Joseph Msika, Joshua Mqakubo Nkomo "Father Zimbabwe" and Simon Vengesai Muzenda "Son of the Soil" are well appealing.

George Stark High- the place of 'Harare History Mega Seminars'

In spite of  having a colonial name in independent Zimbabwe, George Stark, the school which had its first ever advanced level sitting in November 2018 under the Zimbabwe School Examination Council (Zimsec) scored 13As in History in Mbare-Hatfield District under the tutelage of Mrs Chatara. On this event, Bunu T.S and Chigwedere L. were ambassadors of George Stark High.

It is no coincidence that Mr Muso, real name Manners Msongelwa, the current president of History Teachers Association in Zimbabwe has made remarkable strides in facilitating History seminars at George Stark High school since 2017 dubbed, Harare History Mega Seminars. The venue at George Stark accommodates well over three hundred students, based on my previous experiences in attending workshops and seminars organized at the school.

Some of the comments made by students after the Exchange Program

The Exchange program was actually a good initiative because I personally learnt a lot. For instance, from Ms Sibanda's presentation, I got that in the learning sector, it is up to the teacher to be always present but it should be a joint venture… the percentage being 70:30 effort of the student and teacher respectively. I think it should be implemented by the government so as to benefit the student body at large-Tapiwa Trey Matemera, Upper 6 studentThe workshop was pleasing, educative, entertaining and interactive… Simbarashe Kazingizi, upper 6 student.We learnt much on using ICT and doing projects which help in life-Tendai-Lower 6 student.I learnt that teachers are just facilitators… students should base on research more-Shadreck, Lower 6 student.I learnt that dramas are helpful as we do edutainments-LaetetiaHistory is a superb subject with a lot of understandable practical-Grace, Lower 6.I learnt that presentations helps to understand or question much better and you will not forget about what you present easily-SarahFinally, Tariro Live an upper six student remarked that, "the History Exchange Program was really great as it benefited me a lot. I learnt some effective ways of learning which I didn't know, the likes of the use of educational drama, the use of Power Point. I would like to thank our facilitators, Mr Mundondo and Ms Sibanda, among others for organizing the Exchange Program."

The way forward

Having successfully carried out such an event, it was observed that students enjoy outdoor learning activities, hence, teachers should embrace the same. Students should be exposed to the outside world more often than not, there is plenty of untapped knowledge out there. The Consultant, Mr Mundondo, on behalf of the three schools appealed for guidance and assistance to the parent Ministry, through its esteemed office, to facilitate Exchange Programs with any foreign country, possibly Asia and Europe.

*Brian Maregedze is an author, historian and columnist writing in his own capacity. He can be contacted at bmaregedze@gmail.com

A Guide to Islam: An Advanced Level Textbook on Islam

by Brian Maregedze 

Shaibu Asali in, A Guide to Islam: An Advanced Level Textbook on Islam is a 2019 publication grounded on an insider's perspective on Islam as a religion. Shaibu Asali's eight chapter book of 95 pages captures the essentials of Islam from Tenets of Islam to natural environment as prescribed by the Family and Religious Studies syllabus for advanced levels under the Ministry of Primary and Secondary Education. More notable is that the book goes beyond addressing demands of advanced levels' learners and teachers in FRS but "anyone interested in studying Islam (p.3)."

The author, Shaibu Asali is a Zimbabwean Islamic scholar, researcher, consultant, resource person and Arabic English translator. He holds a degree in Islamic Jurisprudence from Saudi Arabia, and a Master's degree in Contemporary Islamic Jurisprudence from Qatar. He is not a new name to interreligious dialogue and programmes on Islam through the national television in Zimbabwe as well as local radio stations. As such, Shaibu Asali becomes an important voice on, Islam in Zimbabwe, so to use the late Ephraim Mandivenga's most cited book title in Islamic Studies published in 1983. Asali is also the Head of the Arabic Department at New Hope College in Harare and a Senior Lecturer in Islamic Studies and Arabic Language.

Due to Shaibu Asali's linguistic academic prowess in Islam, the book in some chapters has linguistic meaning/s on important key terms such as basics of definitions of Islam, Quran, ethics and marriage. In striking the balance on meanings of terms, the author also invoked technical and scholarly citations which address Islamic daily discourses usually misinterpreted. The first chapter covers the essentials on the tenets of Islam.

The second chapter is well engaging since unlike existing textbooks on the topic, Mohammad, prophecy and revelation offers the historical and political background of Arabia Peninsular before the Advent of Islam. Again, the role of Prophet Muhammad (peace be upon him) in the spread of Islam answers the generally asked questions by learners and teachers with an insider's tone. This is so, since, Asali made it clear from the onset in his foreword that the book, "provides authentic and verified information about Islam from primary sources and secondary sources of the religion (p.3)." More illuminating is the way Asali opens up to the way Islam spread beyond the claims of "the sword narrative" with three main reasons posited which readers may want to read on their own. The centrality of Muhammad's legacy in championing monotheism, being an agent of sanity in Arabia, promotion of knowledge and literacy, doing away with racism and alcoholism through divine legislation and ensuring that women be given due rights and respect forms important aspects in this 2019 publication (p.51-52).

In chapter three of the book, the author demonstrates his judicious handling of sources on Ethics in Islam as the Oxford dictionary is frequently cited in defining terms of words under study. Also important is the Quranic citations and explanations from Asali using his vast research skills.Chapter four focuses on Islam and gender relations. Far from the conventional view that women are oppressed and denied their rights, Asali worked hard to dispel and demystify such notions (p.69).Again, it is within this same chapter that Asali dealt with the arguably controversial issue of polygamy. The question on whether it is a necessity to have polygamy or not in society is addressed (p.72). The chapter ends with women and politics, citing both Islamic scholars and the Quran.

Chapters, 5, 6 and 7 confronts issues such as social responsibility, governance and marriage in Islam respectively. Humanitarian services in Islam encompasses making people happy, alleviating their suffering, and empowering them (p.79). Another myth dispelled by Asali is that of Jihad which is misinterpreted as military action. The centrality of New Hope Charity Trust, Majlisul, Zakat Fund and Direct Aid among others as charitable organizations is articulated (p.80). Furthermore, the meaning and importance of marriage using Islamic texts is addressed. Relying on Islamic scholars, the contested issue of forbidden marriages and divorce are analysed (p.90-93).The last chapter focuses on Islam and the natural environment. The Quran and the Sunnah are used as key texts to instruct on issues relating to the natural environment. The book ends with emphasis on planting of crops as an imperative activity among Islamic believers.A closer reading of the book indicates that it cannot be read on its own as there is the need to engage with practice questions as per demands of the FRS curriculum. The history of Islam in Zimbabwe, which the late Ephraim Mandivenga addressed remains with case studies not updated.

Last but by no means least,  Asali could have at least offered a list of references for the Islamic scholarly works cited in the whole book to assist learners and teachers have access for further reading. Above that, it is clear that Asali's book is not the last one but a new journey in the life of an author who has the desire to immensely contribute to Zimbabwe's New Curriculum in FRS in fulfillment of the multi-faith approach. To reinforce the cross-cutting themes articulated in the FRS syllabus that is, Information Communication Technology (ICT), Asali has his website, www.shaibuasali.net, for "Islamic content, media, articles, insights and beliefs." Personally, I visited the online website and the information generated by Asali exhibits his unending commitment to the teaching and learning of Islam in Zimbabwe.

With Islam being the second largest religion from Christianity, the book is worth buying especially students and teachers in FRS. The book is affordable, readable with well appealing Islamic terminology to novices and advanced learners. A Guide to Islam: An Advanced Level Textbook on Islam is a welcome contribution which I am proud to have in my library. Local bookshops in Zimbabwe already have the book in large quantities as it is one of the best offers in 2019 first term in FRS advanced levels.

*Brian Maregedze is an author, historian and columnist writing in his own capacity. Brian has written advanced levels History, and Family and Religious Studies textbooks in Zimbabwe. He can be contacted at bmaregedze@gmail.com

FRS Sample Questions for Advanced Level Paper 1

1.  The definition of religion is incomplete and misleading without the inclusion of Indigenous Religion. Discuss.
2.  Discuss the attributes of the Supreme Being Indigenous Religion.
3.  Analyse the concept of Dziva/Perennial river in light of God's providence in Indigenous Religion.
4. The spiritual dimension of life is more pronounced than the physical dimension in Indigenous Religion. Critically evaluate this notion.
5.  Ability to amass wealth is viewed as a blessing from ancestors and poverty as a curse from ancestors.To what extent do you agree with this statement?
6. "Avenging spirits, Ngozi play an instrumental role in the promotion of Ubuntu spirit among the Shona/Ndebele." Critically analyse this statement.
7.  Discuss the status of women in Indigenous Religion.
8. Indigenous Religion is too anthropocentric. How far true is this statement in the study of IR?
9.  Globalisation is a major threat to Ubuntu in contemporary Zimbabwe. Is this a fair assessment?
10. "Tourism in Zimbabwe plays a very important role in the preservation of sacred places in Zimbabwe." How far true is this statement?
11.  Critically evaluate the view that, "marriage in Indigenous Religion is nothing more than a sexual union."
12. Marriage in Indigenous religion has no place for women's rights. Discuss
13. How far true is the view that Indigenous Religion has no place for women in the political sphere.
14. "The concept of medium-ship has degraded the status of women in Indigenous Religion." To what extent do you agree/disagree?
15.  "Indigenous health methods have failed to address health challenges in contemporary society in Zimbabwe." How valid is this statement?
16.  "Totemism has resulted in the preservation of the natural environment and the promotion of tourism in Zimbabwe." Discuss.
17.  Traditional leadership provides a model of good governance that state governance should adopt in Zimbabwe. Evaluate.
18.  Analyse the centrality of the covenant in Judaism.
19. "The origins of prophecy in Judaism are shrouded in obscurity." Discuss the validity of this statement.
20. Prophets were nothing more than a hindrance in the political affairs of Judaism. Evaluate.
21.  Analyse the connection between covenant and land in Judaism.
22.  Evaluate Jewish attitude towards the Environment.

Know your Authors in Family and Religious Studies: Wilson Zivave

By Brian Maregedze

The New Curriculum in Zimbabwe has seen students and teachers alike struggle to have access to teaching aids particularly reading material, thereby relying on internet sources. In a number of circumstances, the internet isn’t adequate to address the demands set out in the syllabus. This series of Know your authors has opened avenues for me to meet and engage with some of the authors whom I share the same interests, that is, interpreting the New Curriculum as an opportunity for academic entrepreneurship rather than an impediment to learning in Zimbabwe.

Wilson Zivave is the author of two books, namely, A Practical Approach to Family and Religious Studies Form 4 under Secondary Book Press in Harare. More interesting from the author is that the book is approved by the Ministry of Primary and Secondary Education, an indicator of progress within the Family and Religious Studies (FRS) fraternity. An upcoming book from Zivave, co-authored text with Chivhenge E. and Mazuruse, M. is titled, Family and Religious studies: A dynamic guide to Indigenous religion at ‘A’ level under Booklove publishers in Gweru.
Wilson Zivave is an exceptional author and young rising scholar in Religious Studies with vast teaching experience of the subject currently based in Masvingo province in Zimbabwe. Zivave’s research interests include but not limited to Media and literature representations and religious practices, Curriculum Development and Technology, Old Testament and Contextual Concerns affecting Africa (for instance HIV-AIDS, gender, social justice and landlessness etc.) and also Old Testament prophecy (pre-classical and classical prophets).

The rising thought power, Zivave is currently pursuing his PhD Studies at the University of South Africa (UNISA), the same university he attended and graduated with a Masters of Arts in Religious Studies in 2018. Zivave worked his M.A in Religious Studies titled, Gender and Power: A Feminist Critique of Hosea’s Sexual Imaging in Hosea 1-3 And Its Implications for Contemporary Shona Women.
In Zimbabwe, Zivave attained his B.A General at the then Masvingo State University (2003-2005) and later on B. A Honours (Special) in Religious Studies at Great Zimbabwe University (GZU) in 2011.

Zivave has learning experiences from different universities and attained his Post Graduate Diploma at the Zimbabwe Open University (ZOU) in 2016.  The 2016 research by Zivave is titled;  E-Learning Pedagogy: An Assessment Of The Effectiveness Of E-Learning In The Teaching And Learning Of Religious Studies At Rural Day Secondary School-A Case Of Ndawi Secondary School In Gutu.

The well experienced teacher, Zivave taught at Chikwanda High School (2006-2010) in Gutu, Masvingo province and now currently at Ndawi High School from 2010 to present. Some of his upcoming journal articles focus on examining, assessing and critically engaging with the Zimbabwe’s New Curriculum in Family and Religious Studies. For example, Indigenous Religion and the stability of Marriage Institution: A critical review of Indigenous ways of reducing divorce in Zimbabwe. Above all, Zivave is a husband to wife- Shoko Angela-Billiet.

*Brian Maregedze is an author, historian and columnist. He can be contacted at bmaregedze@gmail.com

Seke One High School Rules the Roost in History Advanced Levels 2018 Zimsec Exams

By Brian Maregedze

Seke One High school in Chitungwiza defied the odds in the November 2018 public examinations under the Zimbabwe School Examination Council (Zimsec), under the tutelage of Shepherd Mundondo popularly known as “the Consultant.” History advanced levels learners scored high in Chitungwiza District with 15 As, 27Bs, 18Cs, 14Ds and 4Es making the 100% pass rate possible. Seke One High received the Certificate of Merit with the specific recipient, Shepherd Mundondo for 2018 ‘A’ Level Quality Results (History). The school is headed by Mr Muduzu R.

This comes at a time when a number of schools in Zimbabwe were uncertain on the best way to tackle the New Curriculum subjects. With twenty five years teaching experience, Mr Mundondo has proved beyond reasonable doubt that indeed he is “the Consultant” in pedagogy of History at advanced level. On Saturday 2 February 2019, attending a Chitungwiza History Seminar under the guidance of Manners Msongelwa who is the History Teachers Association of Zimbabwe President, Mr Mundondo informed students on the exceptional results produced by the Seke One High school 2018 candidates to much applause from the audience. After being granted access to the Seke One High 2018 results analysis dated 21 January 2019, it was also observable that 5 candidates had 15 points in the Humanities department, a remarkable achievement under the tutelage of Mr Mundondo. Mundondo is also the Head of Department for Humanities department.

In addition to that, the Seke One High 2018 results analysis indicated that Family and Religious Studies candidates had 5As, Literature in English 9As and Literature in Shona 4As among others.

More importantly, Arts candidates who sat for the 2018 public examinations dominated other departments in Communication Skills with 93.10%.
Mr Mundondo, trained at Gweru Teachers’ college and finally the University of Zimbabwe holds a Master’s degree in History as well as pursuing PhD Studies in the same discipline. He is a Curriculum Development specialist who has previously taught at Mukai High, Mabvuku High and Ndawi High in Gutu, Masvingo province.

Also notable being the excellent results produced by “the Consultant.”
Mundondo didn’t waste words in terms of sharing tips on how the 2018 candidates attained the high grades. “Diversified teaching strategies, seminars/workshops, educational tours, inviting resource persons/facilitators made the success story possible,” echoed Mr Mundondo in an interview after the Chitungwiza History Seminar.

Mr Mundondo besides repositioning Seke High One School to its glorious days, he occupies various leadership positions including the Harare History Teachers Association Organizing Secretary, Chitungwiza District History Teachers Association Chairperson and above all, National Coordinator for Zimbabwe National Teachers Union (ZINATU).

*Brian Maregedze is an author, historian and columnist writing in his own capacity. For feedback contact, bmaregedze@gmail.com

Mushava’s Rhyme and Resistance

Book review by Brian Maregedze

It is possible but not so easy for artists to write in good and bad times without reflecting their life experiences. Rhyme and Resistance is a poetic work by Stan Mushava, who was born in Gutu Mission, Masvingo, in 1990, and pursued his primary and secondary education in Buhera and Gutu.

This 2019 collection of poems published in Zimbabwe by Underclass Books and Films is political and autobiographical, telling the life-journey of an award-winning author and journalist, while the Zimbabwe crisis unfolds in almost all the poems.

Interestingly, to some analysts, Stan’s poetic genius writing has given birth to contemplations on “dethroning” the greats. Journos in Zimbabwe are indeed defining the pace as wordsmiths, with Tichaona Zindoga, Phillip Chidavaenzi, Lazarus Sauti and Tendai Makaripe, among others, chasing literary clout.
The 87-page poetry anthology has 37 poems, a number of which speak to Zimbabwe’s so-called New Dispensation. It is no coincidence that the poet, Stan, reflects on a number of key events which took shape prior to the ouster of the longtime political leader, Robert Mugabe and the ascendancy of Emmerson D. Mnangagwa to the presidium.

The poem, “The Evolution Will Not Be Televised” (p. 7-10) takes the reader into the journey of the poet, tracing his passion for creative writing traced from primary school to the National University of Science and Technology (NUST), accompanied by the accolades and reputation won.

From this poem, Dambudzo Marechera is an inspiration to the poet, while Winky D (given name, Wallace Chirumiko) is viewed as representative of the voices of weak, championing their cause:
When injured at the money game I would bleed ink,
Downtown scholar from day one like conscious Winky.” (p.7)

Old peers and teachers are invoked, foreseeing the “philosopher-king of Gutu” would “write for the povo.” It is undisputed the journey to the 2018 National Arts Merit Award (NAMA) Outstanding Fiction Prize was not a walk in the park for the young poet. High school experiences, teenage fantasies, young love and the rural-to-urban shift are well articulated in curated terms and the “rhymes” from which “resistance” arises. Here is the story of a uniquely talented poet trying to find a place in society.
To the young, unsure of a career path, this poem I recommend since the journey is not always easy but it is the dogged that do it. My musings with Journalism and Media Studies are being rekindled as Stan naturally pushes one to the motivational edge in creative writing.

In Sungura Timekeeper, the poet proffers the moral value of music in the face of hardships. Sungura is one of the most popular music genres in Zimbabwe. While the young generation in Zimbabwe youths is all in for Zimdancehall, Stan has a broader cultural horizon.
Sungura music, or museve as it is known in street lingo, is celebrated with shout-outs to notables such as  Leonard Dembo, John Chibadura, Biggie Tembo, Solomon Skuza, Nicholas Zakaria, Simon Chimbetu, Alick Macheso, “the living protégé,” among many.

One is left with the desire to listen to sungura as it is poetically unpacked by Stan. Sungura is also explored in various moments in Zimbabwe’s independent history with “Love in the Time of Austerity” being typical (p.19-20).Stan in stanza two of, Love in the time of austerity notes:
Let sungura awaken my soul by a sunset brook,
And raw strains of jit stud my new timepiece. (p.19)

No wonder Tanaka Chidora, a poet, literary critic and my academic wizard argued that Mushava is a “poet worthy of serious attention” in his analytics.

More notable is that Stan never stops being political in some of his poems. “A Croc-and-Bull Story” is the longest poem and prototype among the politically rich poems in this collection (p.23-28).

To literature aficionados, the poem is reminiscent of George Orwell’s Animal Farm.For instance, anyone familiar with Zimbabwe’s post independent political landscape easily captures the symbolism found in animals such as lizard-crocodile, the rooster and dogs among others. The last stanza of the poem is worthy capturing;
The lizard, who soaked up secrets of the house and the bush,
Had the king’s right hand of fellowship till a fateful ambush;
Having grown on farm supplements from lizard to crocodile,
He plucked the rooster for lunch to serfs’ captive applause. (p.28)

Although names of people are not explicit in the poem assuming feudal-like language where ‘serfs’ exist, Stan speaks volumes to power dynamics in Zimbabwe’s politics. To retain the value of the poetic texts, I am persuaded to leave it to the readers to take their time in reading this powerful collection of my generation.

Some of the politically themed poems include "Harare by Bicycle," “Send Us No More Patriots,” “The Planting of New Flags,” “No Country for Young Men,” “Blueroof Freestyle” among others. However, other themes beyond the political realm are tackled with succinct expressions, the spiritually tuned “Dead Prophets’ Society” being typical of many such.

Having said that, for universal appeal, Rhyme and Resistance demands space for explaining names of places, people and terms which seem to be indigenous to Zimbabwe. Also, abbreviations and the full meanings encompassing SADC, ESAP, CIA among others need attention.

Stan Mushava shared a free electronic version of anthology with the public on his Facebook wall, mixtape-style, during the internet blackout, “for the love of Zimbabwe.” Some of the poems are drawn frown his upcoming collaborative anthology with iconic singer-songwriter Michael Lannas while few are culled from his award-winning debut collection, Survivors Café.

Above all, Stan’s intertextual poetry is indeed a welcome contribution to literary critics, ethnomusicologists and aspiring young poets of this generation and future writers. He is unquestionably a voice to recognise among the youthful and mature poets.

If Marechera pushed Zimbabwe’s prose to the world, then Stan Mushava is here to revive the glorious days of Zimbabwean poetry and stoke the creative flame among the youths. A reading of Rhyme and Resistance opens one’s interpretation to the elasticities found in exploring the “philosopher-king” of Gutu.

Brian Maregedze is an author, historian and columnist. He can be contacted at bmaregedze@gmail.com. He is currently a tutor at Valley Crest Academy in Waterfalls – Parktown, Harare.

Know your authors: Profile of Costain Tandi

By Brian Maregedze

Advanced levels students undertaking Humanities subjects usually struggle with identifying authors who contribute to their academic well-being. Fortunately, today I have good news particularly to those students studying History, Sociology and Shona. This is important to know and have in your file for research at advanced level. As some students are reflecting on what they can do after attaining their excellent grades, learning from others can be well enlightening.
Thanks to the New Curriculum, for some voices are now emerging to the readers and worth embracing. Constain Tandi has written 20 articles in internationally refereed journals, author of more than 10 textbooks and his research interests include but not limited to Indigenous Knowledge Systems, Climate Change and Variability, Rural Poverty, Agriculture and Community Development. The profile is being shared at a time when a number of advanced level students received their November 2018 public examinations results under the Zimbabwe School Examination Council (Zimsec).

Costain Tandi is a Graduate teacher for advanced level, History and Sociology as well as Head of Department (Humanities) at Rufaro High School in Chatsworth, Masvingo province in Zimbabwe. Tandi is well decorated academic and educationist with;

~Masters of Arts Degree in Development Studies from Midlands State University,

~Bachelor of Arts 4th year Honours (History) - Great Zimbabwe University,

~Bachelor of Arts General Degree - University of Zimbabwe,

~Graduate Certificate in Education - Great Zimbabwe University,

~An Executive Certificate in Project and Program Monitoring and Evaluation- University of Zimbabwe and

~An Executive Certificate in Project Management from the University of Zimbabwe.

Books written by Tandi include;

Tandi, C & Mawere, M. (2018).People-Centred Public Works Programmes:  A Strategy for Poverty alleviation and rural development in sub-Saharan Africa, Bamenda: Langaa research & publishing.

Tandi, C. 2018. New Trends in History, Form 1, Harare: Edulight Publishers.

Tandi, C. 2018. New Trends in History, Form 2, Harare: Edulight Publishers.

Mawere, M, Tandi, C. 2017. Total Sociology Book One, Harare, Priority Projects Publishing.

Mawere, M & Tandi, C. 2017. Total Sociology Book Three, Harare, Priority Projects Publishing.

The above are some of Tandi’s works. However, he has also contributed in Guidance and Counselling whilst some of his books are upcoming. Tandi is also currently studying for a PhD studies in Development Studies (Community Development specialty), with Tilburg University, Netherlands. Personally, I am inspired by Mr Tandi not only by his academic contributions but also his wealth of experience spanning over a decade as a teacher. It’s wise to learn from those who walk the talk.

Brian Maregedze is an author, historian and columnist.
Feedback; bmaregedze@gmail.com

Career matters: Don’t Put All Your Eggs in One Basket

By Brian Maregedze

In the past year, I was invited to speak on Career matters and specific subjects in the humanities by a number of schools, namely, Kwenda High School, Howard Mission, St Columba’s High in Honde Valley, Seke 1 High school, Seke 4 High school, Seke 5 High School, Cranborne Boys High school, His Mercy Christian College, George Stark among others around the country. Due to circumstances beyond my control in certain scenarios, I didn’t manage to visit other schools from which invitations were made available, apologies. Questions on programmes to pursue after excelling at advanced level were averagely not many as some students doubted their potential, some were worried about their financial background but the reality has now knocked on every candidate who sat for the 2018 advanced level public examinations. Results are out, what next? In the past week, I have received over 100 WhatsApp messages and calls from different students in different parts of the country enquiring about the “proper degree” to apply for, some are still making efforts to have access to their results due to some pending issues with their respective schools, whilst there is crisis of expectation for a number of reasons. To those who are heart-broken and still in disbelief, I believe this blog post is for you. Parents/guardians, teachers and candidates had their various positive expectations. What can be done as some of those dreams haven’t materialized?

I have previously written on some programs offered by the University of Zimbabwe in the Faculty of Arts, department of History (https://humanitiesspecialists.blogspot.com/2017/07/history-major-career-opportunities.htm? and department of Economic History (https://humanitiesspecialists.blogspot.com/2017/12/economic-history-degree-to-pursue.html?). For more information, it’s vital to use the link; www.uz.ac.zw/index.php/faculties-units/arts/208-arts-programmes, for full details on entry requirements to the University of Zimbabwe.

Therefore, I encourage readers to utilise this opportunity to revisit the posts so that one is assisted in making a wise decision on career matters. It’s no doubt that thinking of the degree you want to pursue without the result slip and with-the result slip are two different contexts.
Firstly, I say congratulations to all those who are happy with their deserved hard work. As a University of Zimbabwe (UZ) alumni, I can only remind and or inform potential UZ candidates that undergraduate programmes now have one intake which is in August.

In the past two years, UZ had embarked on a two intake recruitment approach which they eventually dropped. However, this does not stop potential candidates to start applying for the career programmes of their choice. This is the time to apply. Make hay while the sun shines if you have collected your results. The application form is only $20. The pass rate for the 2018 November public examinations is 81.9% and this implies that competition for places at the most prestigious university in Zimbabwe do exist.

As long as you passed particular subjects, it follows that you have your place at tertiary level. You can still pursue your studies. I have also engaged with some students who think they can add up their grades cum June 2019 to cover up for the 2018 November public examinations which may not have materialized as expected. The will to push ahead and never give up under tough circumstances defines and shapes our capacity to be responsible citizens. Focusing on that which one desires to attain remains our primary goal.

I understand that whenever one submits an application form, options are offered. It is advisable to apply programmes that raise your chances for acceptance rather than to apply for a programmes which demands higher grades than those you have. This step actually destroys your chances of having a place at the university and a wastage of resources takes shape. Paying a visit to UZ is a MUST so that you avoid many myths about the academy that some students have. My high school tours in some parts of the country through workshops as a resource person helped me to listen to some of the views that some students have, which may be misleading. As such, I encourage potential UZ candidates to apply and live their dreams. Above all, if your first option didn’t materialize in terms of grades, it’s also possible to try other options- DON'T PUT ALL YOUR EGGS IN ONE BASKET

Brian Maregedze is an author, historian and columnist. Email; bmaregedze@gmail.com
Mobile details; +263779210440.

Robert Mugabe defeats four prophets?

By Brian Maregedze

It has been a while since I posted on Humanitiesspecialists.blogspot.com. Firstly, I can say compliments of the new season to readers of this important blog. Although the year has started with uncertainties on a clear path in Zimbabwe’s education system particularly with civil servants salaries issue dominating the print media, education has to be however pursued against these odd circumstances. Interestingly, to those in Harare you can now find me at Valley Crest Academy, situated in Waterfalls-Park town, along Masocha Ndhlovu road. More importantly, along the next few weeks, am expecting a dose of motivation from Advocate Arthur Marara in the form of an e-book as per now tradition in January. Today’s blog post pays attention to a story carried by Bulawayo24.com written by Mandla Ndlovu, Robert Mugabe defeats four prophets (08.01.2019). In three days the story already has over 1000 views and I found the story worth reflecting on. Is the story significant in light of its title and having a Zimbabwean society still confronting the past ‘death wishes’ on the life of Robert Mugabe whenever he was on leave? Above all, isn’t the story a work of sensational media reporting of the 21st century or some information worth engaging intellectually can be addressed both in Divinity and or Family and Religious Studies discussions?

Church leaders in Zimbabwe, namely, Apostle Johnson Suleman are reported to have prophesied that the former president of Zimbabwe, Robert G. Mugabe would die in 2018; Prophet Itai Ukama of Abundant Life Ministries was reported to have seen Zimbabweans gathering to mourn on the 3rd of December 2018; pastor Ian Ndlovu of Divine Kingdom Ministries was also reported to have been given a message of a father figure in Southern Africa departing, although exact date isn’t given and finally prophet Sham Hungwe was reported to have noted that;
“I am seeing the spirit of the late political leader ‘R’ calling another spirit of a living political leader ‘R’ to a resting place and this will happen by July.”
Mandla Ndlovu concludes the story by reporting that despite these prophecies, former President Mugabe has remained the last man standing.

The above four narratives seem to have some challenges especially with an open mind to events surrounding claimed prophecies on Robert Mugabe. In an article by Mediel Hove and Vincent Chenzi (2017), Robert Mugabe labelled those claimed prophets critical of his authority, ‘prophets of doom.’ Even the biblical Amos, an 8th century prophet attracted the same label ‘prophet of doom’ after making various pronouncements against the people of Israel (Amos 2:6ff) and other nations due to their transgressions against Yahweh.

I found the title used by Mandla Ndlovu misleading since the report supposes that one can be labelled a prophet by claiming that anyone who makes a prediction is a prophet. For instance, Pastor Ian Ndlovu, what makes him a prophet to fit the title of the story? What makes a prophet a prophet?
On another note, the conclusion by the reporter suggests that the so-called prophets were defeated by Robert Mugabe. Also on my Facebook post on the same topic, Archieford Mtetwa, my academic senior and an expert in Old Testament Studies argued that such claimed prophecies being grounded on ‘simply false positive prophets/sons of Sceva (Acts 19:14-16), a synagogue of Satan (Rev 2:9 and 3:9), sons of perdition.’

I also note that, the claimed prophets didn’t defeat Robert Mugabe but rather made self-defeating statements in the name of predictions.  The story reminds me of the need to engage with the debate between true and false prophets among learners. From a related study, particularly Obvious Vengeyi (2013), argued that the difference between true and false prophets is the same. As such a compromise or stalemate is reached thereby dropping the whole narrative by Mandla Ndlovu making it futile despite opening up to the idea that predictions made about death of Robert Mugabe have been in vain. The story may offer an entry point to the topical issue of true and false prophets, focusing on their features/characteristics.

For feedback, email; bmaregedze@gmail.com

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