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