The Existence of God Unit Plan

The Case for
Allah’s Existence
The Case for Allah’s Existence YAQEEN INSTITUTE FOR ISLAMIC RESEARCH
Authors
Hameem Rahman
Rania Abuisnaineh
Tasnim Salem
Sadaf Ahmed
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The Case for Allah’s Existence CONTENTS
Contents
Unit overview and objectives 4
•Unit overview
•Learning objectives
•Content standards
Read before you teach 6

• Yaqeen publication
• Additional videos, infographics, etc.
• General FAQs
Instructions and activities

Lesson 1 | Science, the Heart, and the Mind 8
Lesson 2 | Fitra: Our Primordial Nature 19

Lesson 3 | The Rational Proof of God 30
References 42
3
The Case for Allah’s Existence UNIT OVERVIEW & OBJECTIVES
Unit overview and objectives

The following unit is blinded by the material powers of science, making
based on the Yaqeen it difficult to see the reality of God.
publication, “The Case
for Allah’s Existence in In this curriculum unit, we enter into the discourse
the Qur’an and Sunnah.” on God’s reality through a critique of our
contemporary worldview. In many ways, the
Overview current forms of thinking have alienated humanity
from knowing what is real in its fullest sense. By
This curriculum unit establishing and upholding the scientific method
serves as the first in our to be the only true means of ascertaining truth,
series on Islamic Creed, we are limited in our ability to answer the
where we attempt to fundamental questions that have historically
answer the fundamental question “What is real?”. intrigued humanity. After our critique of the
In many ways, we are our thoughts. Our prevailing worldview, in the first lesson, we utilize
awareness and consciousness determine our a Qur’anic framework to approach the question of
reality. Thoughts have the power to mold our God’s existence. In the Qur’an, God describes and
nature and shape our destiny. Considering that establishes His reality through two primary
thoughts have the potential to determine our approaches: the heart and mind—each of which is
present situation and our final outcome, it is fundamental to the very make-up of the human. In
worthwhile focusing on the contents of our the second lesson, we explore the heart-based
thoughts and the ends toward which our minds approach to God’s Reality by highlighting the fact
should be dedicated. In the Islamic tradition, our that every culture across time and space has
thinking should be focused on what is real—and attempted to connect with a transcendent being.
there is nothing more real than God Himself. This cross-cultural phenomenon is explained in
Therefore, any thought, vision, or understanding the Qur’an as an expression of the fitra, or an
that is not informed and guided by an awareness intuitive human sense to seek God. This intrinsic
of God’s overwhelming reality loses sight of the drive to connect with transcendence has
nature of things and the purpose and meaning of motivated cultures to produce symbols through
human life. language and images to explain the divine.
However, like all other faculties in the human, the
In the Islamic intellectual tradition, tawhid, or a fitra too has the potential to become tainted by
unitary vision of metaphysics and cosmology, is the external world. Thus, during the second
taken for granted and serves as our intellectual portion of class, students will be introduced to the
starting point. This worldview allows us to see that various stimuli that blind our intuitive sense to
God is the origin and ultimate destiny of all things, experience the divine.
and that God is the support and sustenance of all
things at every moment. These fundamental facts Finally, in the third lesson, students will explore
provide a true comprehension of reality in order the second Qur’anic approach to establishing
for us to properly orient ourselves in relation to God’s reality, which is through the intellect.
our ultimate concerns as humans: returning to Students will be introduced to two mind-based
God. However, our current historic moment is arguments that affirm God’s reality through pure
4
The Case for Allah’s Existence UNIT OVERVIEW & OBJECTIVES
reason and experience: the teleological (e.g., quantitative data, video, multimedia) in order
argument and the kalam cosmological argument. to address a question or solve a problem.
Each of these arguments have been utilized by
Muslim and non-Muslim philosophers alike, both CCSS.ELA-LITERACY.RH.9-10.8
in the classical and modern periods. Through Assess the extent to which the reasoning and
these lessons, we hope to establish that God’s evidence in a text support the author's claims.
existence is a fact that has been historically taken
as a truth that resides in the heart of every CCSS.ELA-LITERACY.W.11-12.9
human without the need for “proof” in the Draw evidence from literary or informational texts to
modern sense. support analysis, reflection, and research.
Learning objectives CCSS.ELA-LITERACY.W.9-10-4

Produce clear and coherent writing in which the
Toward the completion of this unit, students should development, organization, and style are
be able to: appropriate to task, purpose, and audience.
1 Recognize the limitations of our present-day CCSS.ELA-LITERACY.RI.9-10.2

discourse on proving God’s existence and how it Determine a central idea of a text and analyze its
has been shaped by the ideological force of development over the course of the text, including
scientism. (cognitive) how it emerges and is shaped and refined by
2 Recognize and appreciate the varying Qur’anic specific details; provide an objective summary of
approaches (heart and mind-based) for making a the text.
case for God’s existence. (cognitive and affective)
CCSS.ELA-LITERACY.RST.9-10.8
3 Appreciate the natural human disposition, fitra, Assess the extent to which the reasoning and
to be an appropriate means to realize the truth of evidence in a text support the author's claim or a
God. (cognitive and affective) recommendation for solving a scientific or technical
problem.
4 Feel inclined to consider the importance of
cultivating the soul to facilitate a relationship with
God. (affective)
5 Appreciate creation and its inherent complexity
as signs of God. (affective)
6 Understand the classical kalam cosmological
argument and appreciate its argument’s rationale
from both experience and pure reason. (cognitive
& affective)
Content standards
Compare and contrast findings presented in a text
to those from other sources (including their own
experiments), noting when the findings support or
contradict previous explanations or accounts.
Integrate and evaluate multiple sources of
information presented in diverse formats and media
5
The Case for Allah's Existence READ BEFORE YOU TEACH
Read before you teach

Yaqeen publication
This curriculum unit is based on Justin Parrot’s publication, “The

Case for Allah’s Existence in the Qur’an and Sunnah.” In order to
gain the full benefits of the lesson plans, we expect teachers to
read the publication in its entirety. You can also encourage your
students to read it as well.
Infographic
This publication also includes an
infographic that visually breaks
down the details of the publication.
To view the infographic in full, visit
our page.
Animated
video
This publication
includes an
animated video
that summarizes
the key points.
General FAQs How do I steer tangents?

Demonstrate concern and acknowledge the
How can I navigate a tough feelings of those who are speaking by recognizing
discussion? the value in everyone’s contributions. Do not
assume any student has malicious intent in their
Expect varying understandings and interpretations comments or tangents, and work towards a
of religious content. To offset contestations, solution. Be aware of the tendency to have a
mention varying points beforehand and engage “scapegoat” in the group (i.e., a student who
the strengths and weaknesses of each argument. questions a lot). Be mindful not to treat them like
a black sheep and respect their journey. Use their
questions to push the thinking of everyone in
the group.
6
The Case for Allah's Existence READ BEFORE YOU TEACH
How do I engage a quiet group? How do I respond to a question that

It is important to understand your students and
I don’t know the answer to?
tailor engagement strategies to help capture
Recognize that there are various types of
their attention. Here are some general tips that
questions. Many questions are open to individual
might help:
reflection, and can be answered through personal
• Begin the class by mentioning any relevant reflection, discussion and/or engaging the
anecdotes or current events to prompt student perspectives of others. Other questions can be
interest. technical in nature and requires specialized study
(e.g., fiqh questions). Some questions tie back to
• If time permits, start the discussion with an the questioner’s personal life journey and require
icebreaker.
individual counseling. Finally, some questions do
• Allow students to develop comfort for silence not have a clear-cut answer and can serve as a
by giving them at least 10 seconds to reflect on reminder for how limited our knowledge is as
the question/topic before responding, and humans.
rephrase if necessary.
By knowing how to categorize the type of
• Have students talk to a partner before sharing question, you will know how to appropriately
with the larger group. respond and have a better sense of when to say, “I
do not know, but I can help us find out.” Within and
beyond Yaqeen, there are many resources to help
you facilitate the questioner’s journey towards an
answer.
7
The Case for Allah's Existence LESSON PLAN 1
Lesson plan 1
Science, the Heart, and the Mind
Stage 1: Big ideas and desired results
empiricism is in no conflict with metaphysics or
Lesson overview religious knowledge. The pursuit of knowledge in
Islam is always to bear witness to reality for
Students will begin this unit with an introduction to
oneself—God being the highest form of what is
the scientific revolution, which serves as the basis
real. For Muslims, God serves as the anchor that
for our prevailing worldview. One way to describe
renders the entire system of Islamic thinking to be
the ideology that this revolution wrought is to use
meaningful and in this lesson, we will highlight the
a catch-all phrase, such as scientism or the belief
ontological necessity of God as the foundation for
that the scientific method and scientific findings
morality and purpose.
are the sole criterion for truth. Like most belief
systems, for its believers, scientism is passively
During the last portion of class, students will be
accepted without critique. Therefore, for us to
given a Qur’anic framework for recognizing God's
establish God's reality, the first part of this lesson
reality. In this framework, God establishes His
attempts to critique and highlight the problems of
existence through two primary approaches: mind-
scientism. This is important because it is difficult to
based and heart-based. By differentiating both
solve the errors of faulty thinking if we are
approaches, the Qur’an presents the reality of
encapsulated in faulty thinking ourselves. Of its
God through a holistic means that speaks to all
many problems, the primary issue with scientism is
aspects of our humanity. It also allows for each
its rejection of the idea that human aspirations to
individual to come to know God through the
achieve moral or intellectual betterment have no
means that speaks most to them. In the Qur’an,
grounding in objective reality. Scientism seriously
neither approach is given greater importance;
limits our collective ability to answer fundamental
they complement one another in recognizing the
questions such as “What is moral?” and “What is
existence of God. The following lesson plans will
our purpose?”—both essential questions for living
allow students to dive deeper into each of these
a meaningful life. Students will also recognize that
unique ways of confirming God's reality.
the need to “prove” God is an inherently flawed
discourse due to its faulty assumptions and limited
methodologies of proof. Essential questions
In the second part of the lesson, students will be • How has the Scientific Revolution impacted our
presented with an alternate worldview to present-day discourse on God’s existence?
scientism inherent to Islam. As Muslims, our belief
in a unified domain between God and the cosmos • How does the Qur'anic discourse on God
appeal to the multidimensional nature of human
(tawhid) is the guide to all of our efforts. Thus, we
beings?
do not distinguish between the domains of sacred
and secular knowledge. In other words,
knowledge of the material world through
8
Learning objectives
Toward the completion of this lesson, students
should be able to:
1 Recognize the limitations of our present-day

discourse on proving God’s existence and how it has
been shaped by the ideological force of scientism.
(cognitive)
2 Recognize and appreciate the varying Qur’anic
approaches (heart and mind-based) for making a
case for God’s existence. (cognitive and affective)
Key vocabulary
Naturalism
a worldview according to which reality is exclusively
governed by the physical and natural laws,
containing nothing “supernatural”, and that the
scientific method should be used to investigate all
areas of reality, including the “human spirit”
Scientism
the belief that science (its tools and empirical inquiry
methods) is the best and only objective means of
explaining all of reality
Scientific method
an empirical method of acquiring knowledge that
begins from a place of rigorous doubt/skepticism
and relies on careful observation through sense-
perception and interpretation of observable data to
establish knowledge
Spiritual instinct
an innate recognition of a Higher Power (God) and
an inclination to seek out and connect with that
Higher Power
9
a. Our present-day discourse about God's

Stage 2: Learning plan Reality is heavily shaped by the Scientific
Revolution and the subsequent ideological
Total time: 60 min force of scientism, which contends that
science (its tools and empirical methods of
Supplies and equipment inquiry) is the only reliable way to ascertain
Lesson plan 1 presentation (for teacher) reality. In other words, we live in an historical
•
era where science, not religion or other
• Projector/screen/computer/internet bodies of knowledge, is regarded as the sole
connection to display presentation and vehicle for truth.
play videos
b. Anything that cannot be “proven” through
• Printouts of 1.1, 1.2, 1.3, 1.4 for each student scientific means is deemed doubtful and
irrational, including the Reality of God.
c. While this revolution was spurred from the
TEACHER’S NOTE
intellectual conflict between science and the
The opening of this unit follows a flipped learning
model in which some of the instruction occurs outside
Roman Catholic Church (ca. 16th century
of the classroom, independent of the teacher. So Europe), it is not reflective of Islam’s attitude
before teaching this lesson, give students copies of toward science. What we observe, instead, is
1.1 “Scientific Revolution” and instruct them to watch that the scientific development in the Islamic
the video listed on the handout, take notes on the world paralleled the development of the
video’s content, and respond to the three reflection religious sciences, pioneered by polymaths in
questions. At the opening of this lesson, students will both the religious and worldly sciences.
need their notes to partake in a discussion on the
Scientific Revolution and its impact on our present-day Teacher takeaway: The purpose of this opening
discourse on God. activity is to review the video’s instructional material
on the Scientific Revolution, which students learned
prior to this lesson. Its content is critical because it
explains why we speak about God’s existence today
Opening activity as something doubtful and in need of “scientific
proof.” Dating back to the 16th century, scientism (the
Slide 1 prevailing attitude that science alone can determine
1. Open slide one. Ask students to spend a few what is true and real) played a pivotal role in
minutes reviewing their notes about the Scientific removing God, revelation, religion, or even reason as
Revolution (1.1) with their elbow partners. the starting point of knowledge. Instead, we are
taught to begin with a blank slate—a belief in nothing
2. Then, facilitate a discussion around the two —and then accept as reality only that which is
questions: first, what is the main idea from the “proven” through the scientific method, through
video, and second, according to the pioneers of testable hypotheses and controlled observation.
the Scientific Revolution, how can we come to
know what is real? Explain that “real” refers to the This is problematic because God is unobservable
true state of things as they exist, whether or not and His existence is beyond what we can
we believe it or if we, as a society, have verified or empirically and scientifically ascertain. In the
ascertained it. Toward the end of the discussion, following learning activity, students will recognize
direct students to the mind map on page three of that, despite its role in the material advancement
their handout (1.1) and establish the following of society, the scientific method is too limited in its
points: scope of inquiry. By demanding empirical proofs
for God, we leave the Big Questions of our
existence unanswered, since God is the necessary
10
ontological anchor by which everything has people who consistently exhibit caring and
meaning. trustworthy behavior; they continue looking for
these same signs of trustworthiness in other
Learning activity (50 min) people as they grow up. And through our sense
of reason, we develop language skills as early
Slides 2-3 as toddlerhood by mentally mapping out
grammatical speech patterns from the
1. Proceed to slide two and direct students to the conversations we hear around us.
vocabulary definitions on the first page of their
handout (1.1). Point to naturalism and scientism. 4. But according to these dominating ideologies (i.e.,
Explain these ideological forces that culminated naturalism and scientism), we can only be certain
from the Scientific Revolution, and how they of something if it can be “proven” using the
dominate our present-day discourse on God’s scientific method. Without “evidence,” something
existence. is rendered doubtful, irrational, and conclusively
a. Naturalism: a belief that only physical matter, absurd.
its properties, and the natural laws of the Slides 4-6
universe are real. This belief rejects God’s
existence and categorically discounts any Limits of Science
supernatural or spiritual explanation of reality.
b. Scientism: a belief that only science (its tools 1. Proceed to slide four. To illustrate the limitations
and empirical methods of inquiry) can provide of the scientific pathway to knowledge, inform
complete and reliable knowledge of reality. students that you will showcase a series of
This belief relies heavily on the scientific pictures alongside alleged “answers” to big
method and empirical evidence to construct questions that we collectively pursue. Each slide
physical, observable truth. ends with the question, “Can we answer these
questions without God, through the scientific
2. Continue to slide three. Ask students to think
method alone?” Students will share their
about the meaning behind the command to
thoughts with their elbow partners and then
“prove that God is real.” In the paradigms of
with the whole class at the conclusion of each
naturalism and scientism, what constitutes
slide.
“proof”? Why do we need empirical evidence to
“prove” God's Reality? Is belief in God's Reality a. Slide four, the purpose/meaning of human life:
“irrational” and “absurd” without this kind of Your neighbor believes that the purpose of
evidence? his existence and the meaning of life is to
accumulate wealth and create the most
3. Remind students that, throughout our lives, we
comfortable life for himself. He doesn’t value
establish knowledge through a variety of
family, humanitarian aid, or charity to the
pathways: from the testimony of others, our
needy, and he measures the success of his
experiences, reason, individual and shared
life by the money in his bank account. But
memories, and so on.
what is the real purpose of life? Can we
Teacher’s note: If students need concrete answer this question without God, through
examples of this, they may consider the way the scientific method alone?
they come to know things about history, b. Slide five, morality:
language, and the signs of trust, love, and Many people claim that animals do not exist
friendship. For example, we construct our for our consumption; it is immoral to turn
knowledge of past historical events through animals or their byproducts into food or
testimony—from transmitted reports about material goods (e.g., leather, fur, flesh, milk,
events we did not witness firsthand. Our eggs, and so on). Killing an animal for
knowledge of trust, love, and friendship grows consumption is as immoral as killing a human
with experience and memory. As early as infant being. But what is real morality? Can we
hood, babies develop attachment bonds with
11
answer this question without God, and the answers to Life’s Big Questions? Why
through the scientific method alone? does God need to be ‘proved?’”
c. Slide six, life after death: 3. Facilitate a whole-class discussion around
Many people claim that we are just material those questions. Then, toward the end of the
flesh that came into existence through discussion, establish the following points:
evolution; after death, we will all a. Reality: There is one reality, and it exists
decompose in the dirt and become fodder whether or not we believe it to be true. The
for blowflies, beetles, and maggots, without absence of personal conviction in God’s
experiencing resurrection or judgment. existence isn’t proof that He doesn’t exist.
There is no point in being “good” and b. Superior pathway for knowing reality: In
resisting the “bad” because, in the end, the this age of science and atheism, there is a
Hitlers and Abu Bakrs of the world will prevailing ideological force declaring
experience the same ending. But what is science as the superior and only acceptable
the reality of humans after death? Can we pathway for knowing reality (scientism).
answer this question without God, Everything else is treated with skepticism
through the scientific method alone? until it can be tested and “proven.” Why do
we have an infatuation with the scientific
enterprise? For one, we associate the
TEACHER’S NOTE
While listening to students share their reflections to
scientific enterprise and its empirical
each question, prompt them to consider the non- methods of inquiry with all of the medical,
empirical realities that shape our human experience: technological, agricultural, and economic
life’s purpose/meaning, morality, ethics, virtues, prosperity we enjoy today. From this
measures of success, and so on. Ask them if they can pathway, for example, we sent human
think of a scientific method that would help us come to beings to space. We mapped the
know the reality of these essential parts of human geographical contours of our moon and
existence. If we remove God from the picture because other celestial bodies in our solar system.
He can’t be “proven” through science, how can we We discerned weather patterns across our
determine a world of meaning, purpose, and morality? planet and developed sophisticated tools to
Even if we could hypothetically determine a moral detect the formation of hurricanes,
system built on principles of survival alone, is that a
tornadoes, and tsunamis before they strike.
world we would want to live in?
We also charted the intricacies of the human
body. Through rigorous experimentation, we
observed that the human body’s immune
Slides 7-8 system produces antibodies that detect and
1. After showcasing the content from each slide, fight against pathogens (harmful bacteria
continue to slide seven. Explain to students and viruses), and that consuming certain
that knowing what is real (the true state of plant foods strengthens our immune system.
things as they exist, whether or not we believe From this knowledge, we developed
it) comes from a variety of sources. But medicines and medical practices to nurse
because we live in the scientific era, we are our ill back to physical health, contributing to
taught to doubt what is not “proven” through unprecedented records of human longevity.
science and its methods of choice. Science is now affi liated with our present-
2. Pose the questions, “Is the scientific method day power structures (medical,
alone capable of proving the Reality of God technological, and academic institutions)
and the beloved technologies it has given
12
birth to. Consequently, we have grown cannot be empirically “proven”—God, especially

excessively infatuated with science. Our —is dismissed as irrational.
prevailing attitude that science alone can
provide complete and reliable knowledge of Slide 9
reality is built off our infatuation of these
advances in modern societies. 1. Proceed to slide nine and explain that the first
c. Limitations of this pathway: Science—its section of this lesson had students analyze
empirical methods of inquiry and our the way science works to prove reality.
sensory observations—has, no doubt, Highlight the following: empirical inquiry and
allowed our species to advance careful observations are the only means of
materialistically in unmeasurable ways. discerning reality. While there is no conflict
However, this pathway is limited. It can only between Islam and science, the conflict arises
test what is physical and within our reach; it when science is the sole vehicle of
can only determine the mechanics of the knowledge, causing a disregard for other
universe, the “what” and the “how,” but not human faculties.
the “why.” Science does not have within its 2. Draw the students’ attention to the second
scope of inquiry the ability to prove God's half of the slide and explain that in the next
Reality or the answers to Life’s Big section of this lesson, they will explore how
Questions. the Qur’an makes a case for God’s existence.
3. Continue to slide eight and pass out copies of Ask students to reflect on the question: What
1.2 “The Reality of God.” Ask students to approach does the Qur’an take to discern
spend a few minutes creating a flowchart to reality, and more specifically, God's Reality?
summarize what they learned about the Students may not be able to provide a
dominant pathway to knowing reality, and the concrete answer to this question yet;
limitations of these pathways in “proving” however, this question may help students
God’s existence and the answers to life’s Big transition from scientific discourse on God’s
Questions. They will also complete the existence to the Qur’anic discourse.
reflection question beneath the flowchart Slide 10
about the problematic nature of the demand
to “prove” God’s existence. 1. Proceed to slide ten and give students a few
4. After a few minutes, collect the handouts from minutes to read through the Heart & Brain
students as a means of formatively assessing comic and the verse from Surat al-Hajj.
the first objective. 2. Turn & Talk: After a few minutes, ask
students to talk with an elbow partner about
Teacher takeaway: This instruction is designed the following questions:
around the first objective. From this material,
a. What is the main idea of the comic? What is
students will realize that the present-day
the main idea of the verse?
discourse on God is almost exclusively
preoccupied with “proving” God’s existence. b. How do we commonly characterize the
This notion of “proof” is conditioned and heart and the brain?
mediated by scientific naturalism, the belief that 3. Call on a few students to share their thoughts
only nature, its properties, and its physical laws and use the takeaway below to help further
are real and that science, not God or revelation, explain the meaning and connection between
can provide complete and reliable knowledge of the verse and comic.
reality. According to this worldview, science is
the sole vehicle of truth, and anything that
13
Teacher takeaway: The purpose of this activity is must also consider our spiritual faculty that
to prompt students to consider the multiple drives us to believe in the metaphysical
faculties we possess to discern God's Reality: our realities beyond our senses (i.e., God). The
hearts, minds, and bodies (physical senses). As a Qur’an combines both logic and experience to
result of the Scientific Revolution, science (and its speak to God’s existence.
empirical methods of inquiry) is highly regarded as
c. If we deny our spiritual faculty, we would
the only reliable pathway to knowledge.
consequently have to question the validity of
Something has to be observable and testable
our other faculties. The mind is what is used to
before it can be established as “real.” But are our
decipher what we experience through our five
senses the only reliable pathways to knowledge?
senses. Our spiritual instinct is also derived
What about our hearts? Our minds? Our instincts?
from the self—if we can trust our sensory
Our hearts and emotions, as in the example of perceptions and the empirical data they
the comic, are often portrayed as erratic, produce, we must also accept the spiritual
irrational, and incapable of discerning reality. data. This is the attitude being described
This is contradictory to the Qur’an’s through this verse: if we trust some of our
characterization of the human heart. In the verse faculties (i.e., empirical and rational), then we
from Surat al-Hajj, Allah describes the heart as a must trust others (i.e., spiritual).
site of knowledge and reason, perfectly capable
d. Lastly, point out that the Qur’an uses a holistic
of discerning reality. This next section will
approach to highlight the reality
explore how the Qur’an addresses the basis of
of God. This means that the Qur’an recognizes
inquiry through the heart and mind—
that humans have multiple dimensions which
differentiating the two approaches by
they use to draw conclusions. Explain to
recognizing that the heart contains intuitive
students that the upcoming activity, 1.3
beliefs, while the mind contains reflective and
“Qur’anic Approaches” will further explore
conscious beliefs that result from thoughts.
Qur’anic approaches to God’s existence.
While the Qur’an does encourage empirical
reflection of God’s signs as a means of knowing Teacher takeaway: The discussion on this slide
Him, it does not rely on empirical reflection brings to light the fact that to truly accept the
alone. Students will come to recognize that the Reality of God, we cannot fail to acknowledge all
Qur’an takes a multidimensional approach by human faculties. In the previous section, students
engaging our various faculties of knowledge explored how the scientific method and empirical
(heart, body, and mind) to discern God's Reality. reasoning are used as the basis for theorizing the
origins of the world. While Islam has no issue with
Slide 11 science or the scientific method, it does have an
issue with making empiricism the sole means of
1. Proceed to slide eleven and read the verse inquiry. Furthermore, the scientific method cannot
and translation aloud. Use the following points answer questions of purpose and mortality, which
to help students understand the purpose makes other sources of inquiry necessary to
behind this verse: discern reality.
a. In the previous section, we discussed that
God’s existence is beyond the scope of being Slide 12
empirically or scientifically ascertained. 1. Proceed to slide twelve and give students
Relying exclusively on the scientific method handout 1.3 “Qur’anic Approaches.” Give
limits us to empirical conclusions about the students fifteen minutes to read through the
world around us. verses and respond to the question prompts
b. If we are willing to accept our empirical and on the handout.
logical faculties to ascertain reality, then we
14
2. After reading the verses and responding to sailing in the sea, or in the manner the wind
the questions, facilitate a whole-class blows. These signs help us come to the
discussion and encourage students to briefly conclusion that the universe was designed for
share their responses. After hearing student life and was not just a random occurrence.
responses, use the following points to ensure
c. Recognition of multiple dimensions is the
student understanding of the assignment:
primary approach used in the Qur’an to
a. Heart-based reasoning: Remind students of recognize God's Reality. The Qur’an is in full
the verse from Surat al-Hajj they read two recognition of humans as multidimensional
slides back. Explain how in that verse, the beings, which results in speaking with regard
heart was highlighted to be a source of to all of a human being’s dimensions: the
reasoning for humans. In the heart-based heart, body, and mind. Conviction in faith is
verses students just reviewed on 1.3 attained when the basic faculties of the heart
“Qur’anic Approaches'', the verses appeal to and mind combine in reflection upon the facts
the heart first, by remembering God often of existence and the message of the Prophets.
which results in attaining peace and, second, Because of its holistic approach, the Qur’an
by appealing to humans intuitively by does not fall into limitations that exist with
recognizing God's Reality on a deeply spiritual present day discourse when presenting an
level. To expand this further, explain to argument for God's Reality. Instead of limiting
students that the scholar Ibn Rajab states: to only one epistemic category, the Qur’an
“Knowledge is not memorizing narrations or makes an argument for God's Reality that
sayings, but rather it is a light that Allah places takes a multidimensional approach.
in the heart by which a servant understands
the truth and he distinguishes it from Teacher takeaway: This section and student
falsehood.” This quote implies that the heart is activity highlight the way the heart and mind
used to understand and distinguish truth from work together to reinforce the belief and
falsehood. The greatest proof for the reality of God’s existence. The heart is the site
existence of God is discovered in the visceral where certainty of God resides, while the mind
experiences of the heart through which the is there to help with the conviction of God in
believers find comfort, inner-peace, moral the heart. Early Muslim scholars came to the
education, and meaning in life—the spiritual conclusion that knowledge of God resides
fruits of true religion. primarily in the heart and is reinforced by
reason; however, it cannot be consolidated by
b. Mind-based reasoning: The second portion
reason alone. Therefore, early scholars
of 1.3 “Qur’anic Approaches” encourages
defined knowledge of God as a light within the
students to analyze verses from the Qur’an
heart. The Qur’an ignites the light within the
that appeal to mind-based reasoning.
heart in the modern world to provide an
Naturally, humans will ask themselves big,
anchor that can color the world to provide
existential questions such as: “Why am I
meaning, purpose, and direction to individuals
here?” or “Why is there something and not
and society as a whole.
nothing?” When reflecting on how humans,
the Earth, and all components of the universe
were created, the only reasonable conclusion
Consolidation (10 minutes)
is to recognize that the universe was created Slides 13-14
by something more powerful than itself. Taking
this a step further, point out to students that 1. Proceed to slide thirteen. Display the diagram
when using mind-based reasoning, it is easily and use the following notes to summarize the
recognizable that everything was created with concepts presented in this lesson:
a purpose and that signs are all around us to
help identify the purpose. Allah mentions a. God's Reality is beyond the scope of
many of these signs in the Qur’an such as the science and its empirical methods of inquiry.
alternation of the night and day, the ships Rejecting God because He cannot be
15
“proven” renders our existence meaningless into a fruit-bearing plant could not have
and life’s Big Questions unanswered. emerged from nothing; it must have been set
b. We are a multidimensional creation in motion from a supernatural cause outside
comprised of mind, body, and soul: if we of this material universe.
accept that we have an instinctive capacity c. spiritually intuit that the seed serves a
for sensory perception (bodies) and an purpose greater than itself: it blossoms into a
innate cognitive ability to reason (minds), fruit-bearing plant, nourishing other
then we must also accept the spiritual creatures and releasing more oxygen for us
instinct that drives us to seek a Divine to breathe. Everything has a purpose for its
Power and purpose/meaning beyond our existence, which it actualizes under specific
material existence (hearts). So while science conditions—seeds and humans alike.
and its empirical methods are valuable,
contributing immensely to our material Teacher takeaway: This consolidation serves as
advancement, it isn’t the only pathway to a wrap-up of this lesson and as a preview into
knowing what is real. Our hearts and the summative assessment students will
spiritual instincts are also reliable centers of complete at home. Limiting our knowledge of
knowledge. Being a multidimensional reality to what science can empirically observe is
creation, we must allow our hearts, minds, problematic because it dismisses our
and bodies to work synergistically to affirm multidimensional nature and two other equally
God's Reality. reliable faculties of knowledge: our hearts and
c. We can experience God's Reality on a minds. Science alone cannot provide complete
spiritual, mental, and physical level by and reliable knowledge of reality, and deferring
examining the many signs around and to God/supernatural explanations is necessary
within us. for us to live a life filled with purpose. Viewing
2. Proceed to slide fourteen and play the video. everyday signs, such as seed germination or the
While they watch the process of seed rising and setting of the sun, requires
germination, ask students to use their spiritual, recognizing and using multiple faculties which
mental, and physical faculties to reflect on ultimately will lead us to the recognition of God's
God's Reality. Reality.
3. After the video, call on some students to share
their reflections. Homework
4. Proceed to slide fifteen and display the
Pass out a copy of 1.4 “Homework” to each
diagram filled in with supporting details from
student. In this assignment, students will be
the video to highlight the way our faculties
summatively assessed on this lesson’s second
work synergistically to discern God's Reality
objective, which focuses on our multidimensional
around us. Watching the seed germinate, we
nature and need for a heart and mind-based
can...
approach to knowing God’s existence. Below are
a. sensorily observe the seed germination the assignment instructions:
process, which occurs organically around the
world and always under requisite conditions, 1. First, students will capture photos of two
and we recognize that the delicate fine- things through which they personally
tuning of the natural world could not have experience God's Reality in a multidimensional
happened at random. way: in heart (spiritually), in body (physically),
b. logically conclude that the germination and in mind (mentally). Note that these photos
process through which a tiny seedling turns have unlimited possibilities, so encourage
creativity! Their photos can range from dew
16
droplets at dawn to a sentimental display of

human affection, or from an aesthetic food
spread to the cover of a favorite novel.
2. Second, students will describe their two photos.
On the diagrams, students will identify the
subject matter of each photo and then explain
the way they spiritually, physically, and mentally
experience God's Reality through the thing
being captured. Note that the lesson’s
consolidation modeled this assignment for
students using the example of the seed
germination process. Remind students of that
example to help them successfully complete the
diagrams independently. The following
sentence frames may be given to students that
need additional scaffolding:
a. Heart: Looking at the __(subject matter)__,
I spiritually intuit…
b. Body: Looking at the __(subject matter)__,

I sensorily observe (or physically sense)...
d. Mind: Looking at the __(subject matter)__,

I logically conclude…
The objective is to demonstrate how, when

observing the thing in the photo, our hearts,
bodies, and minds work synergistically to
experience God's Reality.
3. Third, students will design, cut, and build a

cube. Once students complete the diagram,
they will create a cube that will be used to
record how the photo’s subject matter helps
experience God's Reality through the heart,
body, and mind. There are two squares related
to each faculty where students will record their
connections.
4. At the end of the assignment, we have
provided a rubric for student self-assessment.
We encourage you to use this rubric as well to
gauge student performance, or to modify it as
necessary.
17
Stage 3: Assessments
Performance tasks
Formative assessment
1. To formatively assess the first objective, have
students complete the flowchart on 1.2 “The
Reality of God”. They will first evaluate our
society’s prevailing attitude that God’s existence
must be doubted until empirically proven, and that
scientific naturalism is the sole vehicle of truth.
After deconstructing that attitude, students will
then explain the limitations of science and
scientific inquiry as the only reliable way of
discerning reality.
2. The student activity on 1.3 “Qur’anic
Approaches” will be used to informally assess the
second objective. After being presented with
mind-based and heart-based rationales from the
Qur’an, students will analyze how the Qur’an takes
a holistic approach in addressing the
multidimensional nature of humans. By reading
through the verses and reflecting on the
relationship they have to affirming God's Reality,
students will be able to recognize and appreciate
the approaches the Qur’an takes to combine
spiritual instinct and experience along with logic
and reason to develop certainty of God's Reality.
Summative assessment
See 1.4 “Homework” above.
18
Lesson plan 2
Fitra: Our Primordial Nature
ethical, spiritual, and intellectual processing
Lesson overview functions by which the external reality is rendered
meaningful and life’s journey toward God is
In the first lesson, students were introduced to two
appropriately conceived.
ways to establish God’s existence: through the heart
and the mind. In this lesson, students will dive further
into the heart-based approach. People have long Essential questions
wondered and debated about human nature—are
there some behaviors that arise naturally from the • Is there an internal drive within humans that
human being and others that arise solely due to the pushes us to be God-centered? Can we identify
influence of the surrounding culture? How can we this faculty? How can we cultivate it? What
explain why every culture across time and space has taints it?
had rituals of worship to seek transcendence? The
Qur’an presents us with an explanation through the Learning objectives
doctrine of “fitrat Allah”. The fitra refers to the Toward the completion of this lesson, students
natural constitution of human beings or the pure and should be able to:
pristine original state upon which God created all
human beings. The Qur’an presents the most 1 Appreciate the natural human disposition, fitra, to
fundamental aspect of the fitra as the spiritual be an appropriate means to realize the truth of God.
inclination toward God, expressing one’s love of God (cognitive and affective)
in prayer and gratitude, and striving to come closer 2 Feel inclined to consider the importance of
to God. The human’s natural state also encompasses cultivating the soul to facilitate a relationship with
an inclination toward that which is morally and God. (affective)
spiritually pure, upright and wholesome.
In this lesson, students will explore the inner Key vocabulary
workings of the fitra and the feelings of loss and
anxiety when we do not serve our inner human- Fitra
calling toward transcendence. The fitra is like the pristine, primordial nature upon which God
having an internal compass that always points in created every human being, which drives humans
the direction of good works that bring us closer to toward God, purpose, and spiritual, moral, and
God. However, without guidance and proper intellectual excellence
sustenance, the fitra is corruptible. Accordingly, in
the second part of this lesson, students will
explore the various worldly pursuits that agitate
and attempt to cover up this intuitive sense. A
human being can distract oneself from the deeper
questions of life by pursuing fleeting bodily
pleasures as many do or challenge oneself to
engage in a serious search for meaning. The fitra
is thus composed of a conceptual apparatus with
19
Stage 2: Learning plan Opening activity (15 min)

Slides 1-3
Total time: 60 min
1. Open slide one. While passing out copies of 2.2
Supplies/equipment “Gallery Walk Reflection”, inform students that
they will participate in a gallery walk. They have
• Lesson plan 2 presentation (for teacher) five minutes to silently walk around the room,
observe the collection of photos, and reflect on
• Projector/screen/computer/internet connection to the following questions (2.2):
display presentation and play videos
a. Describe the photos. What do you observe?
• Printout of 2.1 for teacher b. What are the people gaining or seeking to
gain from the activities captured in the
• Printouts of 2.2, 2.3, and 2.4 for students
photos?
• Printouts of 2.3 and 2.6 (optional) for teacher c. What do you think drives people to
experience this historical and cross-cultural
• Highlighter for each student
phenomenon?
d. What do these photos suggest about human
TEACHER'S NOTE nature?
Before teaching this lesson, set up the gallery walk for 2. Think, Write, Share: After five minutes, call
the opening activity. To do this, you will need to print students back to their seats and transition to
one colored copy of 2.1 “Gallery Walk” and hang the
slide two to display some of the photos from the
photos around the classroom where they are visible
gallery walk. Ask them to spend a couple of
and accessible to all students. You will also need to cut
the copies of 2.2 “Gallery Walk Reflection” in half, as minutes recording their answers to the
each page contains two sets of the reflection questions. reflection questions on 2.2.
The Qur’an refers to human religious nature as fitrat 3. Then, facilitate a whole-class discussion around
Allah, the instinctive and inherent disposition with which the questions. Call on many students to
God created people. It is this disposition that allows us determine the common thread between all of
as human beings to sense the existence of God by pure the photos and what they think may be the
instinct, outside of logical reasoning or interaction with source of that commonality.
prophetically revealed texts. One of the primary
objectives of this lesson is to establish the human fitra During the discussion, seek to accomplish two
as a heart-based approach for recognizing God’s things. First, highlight the human universality of
existence. We accomplish this through three avenues: spiritual expression as well as the visceral
feeling of inner-calm people derive from
A Humanity’s collective experience: In the opening
spiritual practices. While pointing to the gallery
gallery walk, students will reflect on the historical and
cross-cultural phenomenon of spiritual expression. photos, emphasize that human beings
B Our personal experience: In the movie clip and throughout history and across all cultures
journaling prompt, students will reflect on their intuitively sense the existence of God—or what
individual experiences feeling instinctively inclined they perceive as a transcendent, higher power
toward God, morality, and purpose, while deriving inner- beyond the physical world—with or without a
peace from nourishing their fitra. prophetic revelation to guide them.
C Islamic scripture: In the close-reading activity,
students will reflect on the Qur’anic explanation for Even modern-secular people have developed
spirituality as a personal, historical, and cross-cultural ways to satiate their spiritual fervor with what is
phenomenon—the site of which is the fitra—using three labeled “new age spirituality.” Tracing back to
verses as anchor texts.
20
the mid-twentieth century, this form of spirituality Gilbert finds herself in a state of misery and
(such as meditation, yoga, tarot-reading, what she describes as “life-threatening despair.”
astrology, mediumship, etc.) persists outside of A month of midnight meltdowns culminates into
organized religions and their respective something unusual for Gilbert: prayer. She slips
institutions and uses secularized language to out of bed and into the bathroom, and in a
rationalize its purpose. Rituals and practices that moment of spontaneous spirituality, she
induce mystical and transcendental states also collapses onto her knees and begs God for
continue; for example, the use of psychedelics guidance regarding what she feels is an
and transcendental meditation (TM) aim to fulfill unhappy marriage.
this universal human drive but do so without the
“And so the prayer narrowed itself down to that
use of religious language.
simple entreaty—Please tell me what to do—
We observe from these examples that the need repeated again and again,” she narrates.
to seek out, conceptualize, and connect with the
What is interesting is that Gilbert opens her
divine is a historical and cross-cultural
prayer with an apology to God for her spiritual
phenomenon, instinctive to all people in the
disconnect. Praying, she says, is “such a foreign
same way that eating, drinking, procreating,
concept” to her that she almost begins her
cultivating relationships, and communicating
prayer with “I’m a big fan of Your work.”
through language is instinctive. The question we
Nonetheless, she persists in prayer, hoping that
must ask ourselves is, “What is the site of this
a sincere supplication to God will grant her
spiritual instinct?”
guidance and clarity through her overwhelming
Second, keep note of what students believe is grief.
the site of this spiritual instinct. Rather than
6. Explain to students that this clip is an anecdotal
providing the answer, listen and observe
illustration of a broader human tendency: to
whether or not the students know to attribute it
recognize our intrinsic need for God and to call
to the fitra, the primordial human disposition
to Him in moments of neediness, despair, or life-
which will be explained in the beginning of this
threatening danger, as the verse from Surat
lesson’s instruction.
Yunus [10:12] reminds us: “And when humankind
4. Continue to slide three. Inform students that is touched with hardship, he calls upon Us,
they are going to watch a scene from the film whether lying on his side, or sitting, or
adaptation of the memoir Eat, Pray, Love, written standing…”
by Elizabeth Gilbert.
TEACHER'S NOTE
‫ٱﻟﴬ َد َﻋﺎﻧَﺎ ﻟِ َﺠﻨ ِﺒ ِﻪۦٓ أَ ْو َﻗﺎ ِﻋﺪً ا أَ ْو َﻗ ِﺂمئًﺎ‬ َٰ ِٕ‫َوإِ َذا َﻣ ﱠﺲ ْٱﻻ‬
‫ﻧﺴ َﻦ ﱡ ﱡ‬
The memoir Eat, Pray, Love is about a successful modern
woman. The protagonist, Elizabeth Gilbert, initiates a divorce 7. Invite students to share their thoughts on the
from her husband in her early thirties and spends the following movie scene and the verse from Surat Yunus.
year traveling around the world, seeking fulfillment in foreign Ask them if they have ever experienced or
cuisine (eat), spirituality (pray), and a romantic relationship (love). witnessed prayer as an instinctive reaction to
intense hardship.
5. Play the movie clip. Afterward, share the
following commentary with students: In this clip Teacher takeaway: In this two-part opening
from the movie adaptation, Gilbert is seen in her activity, the gallery walk and the movie clip,
large, newly-purchased house in a prestigious students explore outward manifestations of
suburb of New York. She is at the pinnacle of spirituality and our instinctive drive toward God
success: married, educated, well-traveled, and on two levels: the collective and the personal.
celebrating successive milestones in her
bustling writing career. Yet despite all of that, The purpose of this movie clip and commentary
is to further establish the reality of the fitra.
21
Ingrained with knowledge of God’s existence,

TEACHER'S NOTE
the fitra propels our prayer instinct; it manifests
most sincerely and instinctively when we In the following section, students will explore the
experience overwhelming neediness, despair, Qur’anic explanation for what they observed as a
or life-threatening danger. There are many personal, historical, and cross-cultural phenomenon of
cases of people for whom a near-death spiritual expression. The Qur’an asserts that the innate,
experience is a catalyst toward spiritual/ natural state of the human is belief in God, and the site of
this spiritual instinct is the fitra. The hadith corpus
religious growth. This phenomenon is
provides more commentary on the fitra. However, in this
consistent with the Qur’anic view: “When lesson, we focus on two Qur’anic verses (Surat Rum,
humankind suffers some affliction, he prays to 30:30 and Surat al-A’raf, 7:172). Students will work in small
his Lord and turns to Him, but once he has been groups to complete a close reading of these texts. During
granted a favor from God, he forgets the One the follow-up discussion, encourage students to share
he had been praying to and sets up rivals to their own connections, reflections, and questions about
God, to make others stray from His path” [Surat the fitra before providing any instructional material.
az-Zumar, 39:8]. Various verses iterate a similar
Some students may regard this approach (i.e., using the
commentary on the fitra’s prayer instinct. Qur’an to establish the heart-based approach to God’s
existence) as tautological and circular. However, a shared
When reflecting upon mystical experiences, thematic flaw amongst all of the arguments against Islam
Muhammad Iqbal notes in his work, The is that none of them actually confront the epistemological
Reconstruction of Islamic Thought, “The force of the Qur’an in legitimizing its own establishment
revealed and mystic literature of mankind bears as the word of God—that is, the literary miracle of the
ample testimony to the fact that religious text. As is well-known, the Qur’an challenges its reader or
experience has been too enduring and interlocutor on many occasions to bring a surah/chapter
dominant in the history of mankind to be like itself. It is this specific challenge that needs to be met
rejected as mere illusion.” We each have an by atheists in order to undermine the textual legitimacy of
instinct or an impulse to believe that there is the Qur’an and therefore Islam more broadly. The Qur’an
comes with its own falsification criterion. The atheist or
something greater that goes beyond ourselves;
other, if he truly wishes to negate the Islamic worldview,
reality cannot be fully explained by our senses needs to prove that the Qur’an is not a literary miracle.
alone and that there must be something greater
and more enduring. This is manifest in all *The term “primordial,” which appears here in two
cultures through art, poetry, mythology, rituals, contexts, may need to be defined for students. It is a
and religious traditions, humans until today Latin term combining the suffixes primus (meaning “first”)
have attempted to conceptualize, describe, and and ordiri (meaning “to begin”). So in the context of our
experience the Divine. This realization will human nature, the term “primordial” refers to the
segue into a larger conversation about the fitra, fundamental aspects of the human being from the time
e.g., the intrinsic drive all humans have to of its original creation—the human being’s default factory
believe in God. setting, so to speak. Our second usage of the term refers
to the covenant between God and all of humanity, which
Learning activity (50 min) is described as “primordial” in that it occurred at the
beginning of time prior to our earthly existence (see Surat
Slides 4-6 al-A’raf, 7:172).
1. Proceed to slide four and pose the following

question to the class: “How does the Qur’an They will have ten minutes to accomplish these
explain this personal, historical, and cross- tasks:
cultural phenomenon?” a. First, read the text under “Part I: Reading.”
2. To set up the student-led exploration of this b. Second, continue to “Part II: Close-Reading &
question, distribute highlighters and copies of Discussion.” Study the two Qur’anic verses
2.3 “The Human Fitra” to the class. Ask that explain the site of this spiritual instinct
students to form groups of 3-4 with whom they (i.e., the fitra), jotting your notes along the
will closely read and discuss the scriptural texts margins and highlighting anything that you
about the site of humanity’s spiritual instinct. want to discuss with your group.
22
c. Third, have a group discussion about the monotheistic (not to be confused with
two Qur’anic verses. What thoughts, “Muslim”) and enters this world stamped with
feelings, and questions arise as you read the innate tendency toward a monotheistic
each text? Which words or phrases stick way of life. This strong desire to connect with
out? What connections are you making the Divine Reality, this historical and cross-
between the verses and yourself? The cultural phenomenon of spiritual expression,
verses and the world around you? The is the working of the fitra, i.e., the pristine,
verses and other things you have read or primordial disposition upon which God
seen recently? And lastly, what is the main created every human being. Perfectly poised
idea of each text? Record your connections, to receive guidance, the fitra works like an
reflections, and questions on the table. internal compass. It remains oriented toward
three things—spirituality (pure monotheism,
3. After ten minutes, transition to slide five and
truth, and purpose), morality (loving
redirect student attention to the first of two
compassion, justice, and virtuous character,
texts about the fitra. To facilitate this whole-
and abhorring their opposites), and
class discussion, toggle between slides five
intellectuality (truth, meaning, and language/
and six, recite each text aloud, and invite
communication)—with or without prophetic
students to share the personal connections,
guidance, unless corrupted by negative,
reflections, and questions they formed during
external effects.
their group study. You may consult the
following notes on each text to further engage Slide six, the primordial covenant
students, to clarify any misunderstandings,
Text: And remember when your Lord brought
and to help deepen their appreciation of
forth from the loins of the children of Adam
the fitra.
their descendants and had them testify
Slide five, the primordial nature regarding themselves. [Allah asked] “Am I not
your Lord?” They replied, “Yes, You are, we
Text: So turn your face toward the true, natural
testify.” [He cautioned] “Now you have no
way of life, as a seeker of truth—God’s chosen
right to say on Judgment Day, ‘We were not
fitra (primordial disposition) upon which He
aware of this.’” [Surat al-A’raf, 7:172]
has formed humanity. There is no substituting
the primary state of God’s creation. That is the ‫َو اِذ اَ َﺧ َﺬ َرﺑﱡﻚَ ِﻣﻦ ﺑَ ِﻨﻰ اٰ َد َم ِﻣﻦ ﻇُ ُﻬﻮ ِر ِﻫﻢ ُذ ﱢرﻳﱠ َﺘ ُﻬﻢ‬
correct way of life, though most people fail to
realize it. [Surat ar-Rum, 30:30] ُ ‫َواَﺷ َﻬﺪَ ُﻫﻢ َﻋ ٰٓﲆ اَﻧﻔ ُِﺴﻬِﻢ ۚ اَﻟ‬
ۚۛ ‫َﺴﺖ ِﺑ َﺮﺑﱢﻜُﻢ ؕ َﻗﺎﻟُﻮا ﺑَ ٰﲆ‬
‫ﺎس‬َ ‫ﻳﻦ َﺣ ِﻨﻴﻔًﺎ ؕ ِﻓﻄ َﺮ َت اﻟﻠﱣ ِﻪ اﻟﱠ ِﺘﻰ َﻓﻄَ َﺮ اﻟ ﱠﻨ‬ ِ ‫ﻓﺎ ِﻗﻢ َوﺟ َﻬﻚَ ﻟِﻠﺪﱢ‬ ‫ۙ ﺷَ ﻬِﺪﻧَﺎ ۛۚ اَن ﺗَﻘُﻮﻟُﻮا ﻳَﻮ َم اﻟ ِﻘ ٰﻴ َﻤ ِﺔ اِﻧﱠﺎ ﻛُ ﱠﻨﺎ َﻋﻦ ٰﻫ َﺬا ٰﻏ ِﻔﻠِﻴ َﻦ‬
‫ َوﻟٰـ ِﻜ ﱠﻦ‬ ۙ ‫َـﻠﻖ اﻟﻠﱣ ِﻪ ؕ ٰذﻟِﻚَ اﻟﺪﱢ ﻳ ُﻦ اﻟ َﻘ ﱢﻴ ُﻢ‬
ِ ‫َﻋﻠَﻴ َﻬﺎ ؕ َﻻ ﺗَﺒ ِﺪ َﻳﻞ ﻟِﺨ‬ Commentary: This verse is called ayat al-
mithaq (‫)آية امليثاق‬, or the verse of the treaty,
‫ﺎس َﻻ ﻳَﻌﻠ َُﻢ‬ ََ ‫ا‬
ِ ‫َﻛرث اﻟ ﱠﻨ‬
because it recounts the primordial covenant
Commentary: According to the Islamic God took with all of humanity before our
paradigm, the most fundamental aspects of earthly existence. In this metaphysical
human nature were formed before existence exchange, every soul experienced the Reality
—not at birth, as is commonly believed, nor of God; every soul bore witness to its true
strictly through the interplay of nature monotheistic faith, thus stamping into memory
(genetics) and nurture (environment). This its knowledge of God and precipitating its
verse delineates some of these fundamental journey to remembering God throughout its
aspects of humanity and contends that they lifetime on earth. Interestingly, the question
cannot be substituted. What are these God posed in that exchange—“Am I not your
fundamental aspects? First and foremost, Lord?”—is rhetorical, meaning that the answer
every human soul is instinctively hanif or was already known to the souls being
23
questioned. In other words, every human soul and not in need of theologizing, as this section
instinctively affirms God’s existence and is concludes.
compelled to seek Him, though this tendency
Muslims have a long and dynamic tradition that
may diminish due to distraction and/or
stresses the spiritual component of human
corruption.
existence as a valid epistemological gateway to
4. At the conclusion of the discussion, reiterate God, in addition to the empirical and logical
the main idea of each verse for students, which means of attaining knowledge of Him. An
they should cross-check with their individual important component of the atheist movement is
responses on 2.3. to either reject the spiritual aspect of the human
being or to reduce it to mere brain signals. Thus,
a. Surat Rum, 30:30 | The main idea of this
spirituality is not considered to be a valid
verse is that every human being was created
epistemic criterion on their account. Muslims
upon the fitra (the primordial disposition)
should acknowledge this point of departure as a
which orients him or her toward the belief in
feature of the dialogue between atheists and
God, moral education, and intelligence.
theists, but they should not forget that the spirit is
the fundamental core of human existence within
b. Surat al-A’raf, 7:172 | The main idea of this
the Islamic framework. Furthermore, they should
verse is that every human fitra has an
bear in mind that the nourishment of the spirit,
intimate imprint of God’s existence and bore
mind, and body occurs within the inseparable and
witness to God’s Reality prior to its earthly
triangular balance between the various sciences
existence.
of Islamic studies including jurisprudence, Sufism,
Teacher takeaway: The objective of this section is and dialectic theology: one cannot be raised
to first explain our collective and personal above the other, nor can one dispose of any of
tendencies toward spirituality through the reality the three.
of the fitra. According to the Qur’an, this historical
and cross-cultural phenomenon of spiritual Slides 7-8
expression stems from human instinct, the site of 1. Proceed to slide seven and pose the following
which is the fitra. This fitra is ingrained with the question to students: “If every child is created
spiritual, moral, and intellectual imperatives that upon the fitra and born oriented toward pure
drive human behavior in the unified pursuit of God monotheism (the belief and submission to One
(or whatever people perceive as a Higher Power). God), why isn’t everyone a monotheist?” In
The close-reading activity students completed other words, what accounts for the discrepancy
earlier may also help them appreciate the between the primordial state of human beings
Qur’an’s holistic approach to the question of and how some people live today?
God’s existence. Unlike present-day discourse on
God and reality—which is shaped by radical 2. To explore this discrepancy, students will turn to
skepticism, scientism, the rejection of the spiritual “Part III: Continued Discussion” on their
faculty, and the demand for empirical proofs—the handout (2.3) and collaborate with an elbow
Qur’anic approach to God’s existence considers partner to complete a close-reading of the
the human as a tripartite being, consisting of hadith. As with the first close-reading exercise,
mind, body, and soul. It stresses our spiritual they will also form personal connections,
faculty as a valid epistemological gateway to reflections, and questions about the text and
knowing God, in addition to our empirical/physical record their notes in the table.
and logical means of attaining knowledge of Him.
3. After a few minutes, direct student attention to
With the affirmation of the fitra, the Qur’an
the next slide (slide eight). Recite the hadith
establishes God’s existence not as a hypothesis in
narration aloud and invite students to share the
need of proof, but rather, as an uncontested,
personal connections, reflections, and
fundamental matter known instinctively by the
questions they formed during their close-
fitra. In other words, the belief in God is universal
24
reading. You may consult the following notes on Humanity is home to millions of these
each text to further engage students, clarify any manufactured ideologies and worldviews, some
misunderstandings, and help deepen their of which are aberrations from our primordial
understanding of the fitra’s likelihood of being human nature. To follow any of them against the
corrupted. better judgment of the fitra is akin to an animal
amputating part of its body: each is left feeling
TEACHER'S NOTE invariably defective and un-whole.
For a meaningful discussion on this subject, ask students to
share personal stories about the impact that various worldviews So while the fitra is pure upon a child’s birth,
incongruous with reality/morality have had on their belief in God imprinted with knowledge of God and bound by
(or stories about unnamed friends and family). Or, perhaps, you its primordial covenant with Him, it is also
may share your own stories about people you know who susceptible to corruption throughout a child’s
experienced a tainted fitra and an impaired moral compass due lifetime. The role of prophets and revelation is to
to overwhelming external influences. The examples may be mild,
such as the case with someone becoming distracted from God in
simply awaken and reinforce the disposition that
the relentless pursuit of materialistic pleasures, or more severe, is already inside us.
as the case with someone who adopts scientism and rejects
God’s existence until some empirical proof is presented to them.
In any event, supply students with an example from your 4. Conclude the discussion by stating the hadith
personal life that will engender openness as they share theirs. narration’s main idea: Every human being is
born upon the fitra, and every one of us, Muslim
or non-Muslim, enters this physical world with
Slide eight, the possibility of corruption
an innate set of beliefs and motivations that
orients us in the direction of God and His
Text: Prophet Muhammad (s) said, “No child is
guidance. However, our fitras are likely to be
born except upon the fitra, though his parents
corrupted from negative, external effects.
[may] raise him a Jew, a Christian, or a Magian,
Regardless of any suboptimal influences and
etc., just as an animal is born whole—do you see
pressures we experienced growing up, it is our
any part of its body amputated or
individual responsibility to rectify our fitras in
deformed?” [Bukhari & Muslim]
order to achieve a meaningful, God-oriented
existence, moral uprightness, and a true sense
َ ‫ َﻓﺎَٔﺑَ َﻮا ُه ﻳُ َﻬ ﱢﻮ َداﻧِ ِﻪ أَ ْو ﻳُ َﻨ ﱢ‬،‫َﻣﺎ ِﻣ ْﻦ َﻣ ْﻮﻟُﻮ ٍد إِﻻﱠ ﻳُﻮﻟَﺪُ َﻋ َﲆ اﻟْ ِﻔﻄْ َﺮ ِة‬
‫ﴫاﻧِ ِﻪ‬ of fulfillment.
َ‫ َﻫ ْﻞ ﺗُ ِﺤ ﱡﺴﻮن‬،‫ ﻛ ََام ﺗُ ْﻨ َﺘ ُﺞ اﻟْ َﺒﻬِﻴ َﻤ ُﺔ ﺑَﻬِﻴ َﻤ ًﺔ َﺟ ْﻤ َﻌﺎ َء‬،‫أَ ْو ُميَ ﱢﺠ َﺴﺎﻧِ ِﻪ‬
Teacher takeaway: So far in this lesson, students
‫ِﻓﻴ َﻬﺎ ِﻣ ْﻦ َﺟﺪْ َﻋﺎ َء‬ have been introduced to two social phenomena
that occur on a mass scale. The first is the cross-
Commentary: As stated earlier, the fitra is cultural phenomenon of individuals praying and
perfectly poised to receive guidance, and it engaging in rituals that call upon a transcendent
remains oriented toward pure monotheism, truth, being, as was demonstrated through the gallery
purpose, and moral education unless corrupted walk activity. The second is the contemporary
by negative, external effects. These negative phenomenon where people actively deny the
pollutants originate in our environment, primarily possibility of God’s existence due to ideological
from family influences, societal and cultural beliefs, such as scientism and naturalism. From
pressures, media, societal and cultural pressure, the Qur’an and hadith, we learn why these
satanic whispering, and so on. An atheistic phenomena exist. Every human being is created
upbringing, for example, may bury one’s belief in with an innate disposition to believe in God,
God or a Higher Power. A secular society may known as the fitra. This “God-sense”, however, is
condition one to believe that there is no absolute easily corruptible. Given the ideological forces
purpose for human existence; that we can each that characterize our historical moment, a growing
determine our own version of “truth” and define number of individuals deny God’s existence. The
morality according to what makes us happy. primary takeaway for students here is to realize
25
that, despite the corruption of the fitra leading to high-end brands like Gucci and Louis Vuitton.
the denial of God, every human maintains this He persisted in his materialistic pursuits until,
God-sense and therefore has the potential to one day, Ali was diagnosed with stage-four
steer back to their natural disposition. It is also cancer—the “gift,” as Ali called it, that opened
worth recognizing that when humanity moves his eyes to the Reality of God and His existence
away from cultivating this inner sense, they feel and inspired his spiritual awakening. Ali died in
empty and without purpose. In the next section, Ramadan at the age of thirty-six.
students will learn the story of two individuals,
one from a Christian upbringing and another from 3. Think, Pair, & Share: After playing both clips,
a Muslim upbringing, who pursued a hyper- ask students to reflect on and discuss the
materialistic lifestyle, and upon finding it following question with an elbow partner, “How
unsatisfactory, returned to their fitri senses. come material pleasures do not produce a fully
satisfactory life?” After a few minutes, call on
Slides 9-10 some students to share.
1. Proceed to slide nine. Inform students that they 4. Conclude the discussion with the following:
will watch video clips about two unique
Living in contradiction to the fitra (Scott’s
individuals: Scott Harrison and Ali Banat. As
story): Scott’s story is archetypal of the short-
they listen to Harrison and Banat’s stories, they
lived happiness and subsequent emptiness
should reflect on the message each story is
humans experience when consumed by
communicating about the consequences of
materialism and an immoral way of life.
corrupting the fitra, and our individual
imperative to restore it, cultivate it, and reclaim Scott spent ten years chasing hedonic
its higher purpose. pleasures. Bouncing between casinos, night
lounges, and strip clubs, he was earning a
2. Give students a brief biography of each fortune promoting and selling alcohol at New
individual and then play the video clips: York’s busiest parties, yet what he felt at the
pinnacle of that pursuit wasn’t what he
Meet Scott Harrison: Scott grew up with a expected. “Although it looked glamorous on the
loving Christian family in a Philadelphia suburb. outside, there was a long decline in happiness,”
At the age of four, his mother became ill from Scott admits. “I remember just feeling so
carbon-monoxide poisoning, so Scott began unhealthy about it all [...] I was spiritually
taking care of her in between school, work, bankrupt; I was emotionally bankrupt; I was
piano practice, and Church services. Then, at certainly morally bankrupt. I tried to find my way
the age of eighteen, Scott’s life took a complete back to a very lost faith.” From his story and the
turn. He left home and spent ten years working story of many others, we learn that corrupting
as a nightclub and party promoter in Manhattan, the fitra and depriving it of what it craves—a
where he chased after pleasure, popularity, and relationship with the Divine, and the spiritual,
worldly possessions. moral, and existential direction provided by that
relationship—inevitably leads to feelings of
Meet Ali Banat: Ali was a young Australian- emptiness and perpetual discontent. Perhaps
Muslim businessman of Lebanese descent. this is why the Prophet (s) compared the person
Through his self-built security and electrical with a corrupted fitra to a deformed animal with
company, Ali quickly became a successful an amputated limb: both are no longer healthy
millionaire before the age of thirty and built a and whole.
reputation for a luxurious, materialistic lifestyle.
He spent his twenties traveling the world and Living in alignment with the fitra (Ali’s story):
accumulating diamond-encrusted watches, Ali’s story is archetypal of the heedlessness
ferraris, and a limited-edition wardrobe from people often fall into when immersed in
material abundance, and the spiritual
26
awakening they often experience when struck emptiness and dissatisfaction we feel when we
with hardship. Before Ali was diagnosed with neglect this instinctive need and falsely believe
stage-four cancer, he had dedicated his life in that materialistic and hedonic pursuits can
pursuit of luxuries and material comforts, which substitute our relationship with God. In reality,
he gradually acquired with the success of his no amount of materialistic success or hedonic
business. But news of his cancer diagnosis pleasure can fill the void that remains from a
instantly opened his eyes to the shallowness of deprived fitra. The greatest proof for the
his materialistic way of life and reoriented him existence and Lordship of Allah, then, is
toward God, moral uprightness, and greater discovered in the visceral experiences of the
purpose. “Driving [a $600,000 Ferrari spider] heart through which the believers find comfort,
like this doesn’t really cross my mind anymore,” inner-peace, moral education, and meaning in
Ali said in an interview. “This is the last thing I life—the spiritual fruits of true religion. The
want to chase.” He then spent his final days Qur’an promises those who have faith that they
establishing charities and building mosques, will live a “good life” and move into an infinitely
which he described as more meaningful to him greater existence in the afterlife. The peace that
and his relationship with God than everything believers experience in this life is only a brief
he ever owned. taste of the peace to come in the Hereafter.
Reflecting upon this fact day after day in prayer
Ali’s story teaches us that when we orient
contributes to a state of calm and tranquility.
ourselves toward God, moral uprightness, and
The Prophet ‫ ﷺ‬said, “Wealth is in the heart and
greater purpose, we experience the spiritual
fruits of inner-peace that no amount of hedonic poverty is in the heart. Whoever is wealthy in
pleasure, popularity, and worldly possessions his heart will not be harmed no matter what
can provide. happens in the world. Whoever is impoverished
in his heart will not be satisfied no matter how
5. Continue to slide ten and read aloud the much he has in the world. Verily, he will only be
following statement made by successful harmed by the greed of his own soul. As a
Hollywood actor and comedian Jim Carrey: “I result, those who achieve this state of being—
wish everybody could get rich and famous and along with their basic worldly needs—are truly
do everything they ever dreamed of so they the wealthiest people in the world. The soul is
can see that it’s not the answer.” Explain that his not of this world so it can not be fulfilled with
statement captures something we all know things of this world” [Tabarani]. The
intuitively through the fitra: that is, the material contentment described in Islamic texts is a state
world—meaning pleasure, popularity, and of stability that protects believers from
worldly possessions—only provides us oscillating between extremes of momentary
temporary satisfaction. Living a God-less euphoria and sorrow, such that they can remain
existence and depriving the fitra what it seeks in a state of calm and tranquility regardless of
of spirituality, purpose, and moral education will what happens in their lives.
lead to an overwhelming sense of
dissatisfaction that can only be lifted by Slide 11
cultivating and living in alignment with the fitra.
1. Proceed to slide eleven and pass out copies of
2.4 “The Allegory of the Fitra”.
Teacher takeaway: The purpose of this section
is tied to this lesson’s second objective—that is, 2. Tell students that they will demonstrate their
to help students feel some consideration for the understanding of the fitra, and the implications
importance of cultivating their fitra, and some of cultivating or corrupting it, in a take-home
awareness of the external influences and project. The objective of this project is to create
individual behaviors that may be corrupting it. an allegory of the fitra in short-story form along
Every fitra craves a relationship with God. Scott with an accompanying diorama (i.e., a three-
Harrison and Ali Banat’s stories highlight the dimensional visual representation of their
27
allegory). This allegory must use objects and Frayer Model by sharing examples and non-
figures symbolically in order to convey a examples of a life upon the fitra.
deeper message about one of the following:
b. Second, reflect on and respond to the
a. Absence of God | The consequences following question: “Reflect on the reality of
of living a God-less life: corrupting the the fitra and how it drives us (on a personal
fitra through negative, external influences and collective level) to seek God, meaning,
and immoral behavior and rejecting its and moral excellence. How does the reality of
instinctive needs fitra establish a heart-based rationale for
b. Presence of God | The consequences of God’s existence? How do you feel about this
living a God-centered life: cultivating the line of evidence?”
fitra through positive, external influences 2. Collect the exit tickets from students before
and moral behavior and nourishing its concluding the lesson.
instinctive needs.
3. Direct student attention to the first page of 2.4
and read aloud the example of an allegory on Homework
climate change. Use this time to explain the Pass out a copy of 2.4 “The Allegory of the Fitra” to
characteristics of an allegory and respond to each student.
any student questions.
Teacher’s note: If this specific literary device
(i.e., allegory) is too challenging for students to
apply to the fitra, you may modify this project
by asking them to develop a metaphor of the
fitra instead.
4. Give students a few minutes to select their
focus from the two options, and to begin listing
the real-world influences that work to cultivate
or corrupt the fitra. They should reflect on their
own life experiences: “What are the external
forces, positive or negative, and personal habits
influencing your fitra?”
5. After a few minutes, continue on to the
consolidation.
Consolidation (8 min)
Slide 12
1. Proceed to slide twelve and direct students to
“Part IV: Exit Ticket” on their handout (2.3). To
conclude the lesson, students will now
summarize what they learned about the fitra
and reflect on its role as a heart-based proof for
God’s existence. Set the timer for 6-7 minutes
while students complete the following tasks:
a. First, develop a definition of the fitra based
on what you learned in class. Then, list its
defining characteristics. Conclude your
28
Performance tasks
Formative assessment 2.3
To formatively assess the first objective, have
students complete the Frayer Model and
reflection question on 2.3 “The Human Fitra”.
Students will use that space to define the fitra,
elaborate on its core characteristics, and explain
its role as a heart-based proof for God’s
existence. A rubric is provided at the end for
student assessment.
The student activity on slide eleven will be used

to formatively assess the second objective.
Summative assessment 2.4

See the homework assignment.
29
Lesson plan 3
The Rational Proof of God
Lesson overview Essential questions
In the final lesson plan of this unit, students will • What are the distinctive qualities between the
focus on two mind-based arguments for two Qur’anic approaches to proving God’s
establishing God’s reality: the teleological existence?
argument and the kalam cosmological argument.
As it was explored in the previous lesson, although • How are the mind-based approaches to God’s
knowledge of God is an intuitive sense that all existence based on rationality and experience?
humans are predisposed with, the Qur’an presents
another approach to recognizing God’s reality by Learning objectives
using one’s intellect. A mind-based or “rational” Toward the completion of this lesson, students
way of proving God’s existence is necessary in should be able to:
case the fitra is corrupted. This approach may also
work in tandem with what the heart already knows 1 Appreciate creation and its inherent complexity as
in order to strengthen one’s conviction. Through signs of God. (affective)
the mind-based approach, the Qur’an provokes its 2 Understand the classical kalam cosmological
readers to not take God for granted, but to argument and appreciate its argument’s rationale
rationally imagine creation and its intricacies from both experience and pure reason. (cognitive
without a cause or creator. This reflection of the and affective)
sensible world forces one to grapple with the
illogical position that things come into existence Key concepts and vocabulary
without the need of an agent, not to mention
something as complex as the universe. Students Teleological argument
will come to appreciate that the world is
discernible and, with greater knowledge of the the argument for the existence of God from the
world within all fields of scientific inquiry including evidence of order, and hence design, in nature
biology and physics, one is only further pushed to
Fine-tuning
accept that there must be a volitional and
intelligent Creator. to make small adjustments for optimal performance
or effectiveness
To conclude, students will learn about the classical
Islamic argument for God’s existence, referred to in Kalam cosmological argument
this unit as the “kalam cosmological argument”. In
short, this argument is composed of two premises a three-pronged argument (developed by Muslim
that, if proven accurate, necessitate the truth of the theologians of the cosmological argument) that
concluding statement. Students will parse through makes an inference from particular alleged facts
these two premises in a way that will demonstrate about the universe (cosmos) to the existence of a
their absolute certainty and allow them to unique being, generally identified with or referred to
necessarily conclude without a doubt that God as God
most certainly exists.
30
Principle of causality
the philosophical principle that every change in the
universe is produced by some cause
Principle of noncontradiction
the principle that contradictory opposites cannot
both be true at the same time and in the same sense
31
distributing the three trials to the whole class and

Stage 2: Learning plan giving every two groups a specific position on
the grid. If you choose to do it this way, then each
Total time: 60 minutes group would receive one balloon and only
complete one trial. The class can then
collectively share their data and graph the results
Supplies/Equipment as a class. Provide the students with a pre-
measured string to ensure all the balloons are
• Lesson plan 3 presentation (for teacher) inflated to the same size.
• Projector/screen/computer/internet connection to b. Prior to beginning the experiment, tell students
display presentation and play videos that they will research the following questions:
• Printouts of 3.1, 3.2, 3.3, and 3.4 for each student Do systems occur at random? Will the confetti
fall into the quadrants randomly or will a pattern
• 6/18 latex confetti balloons be observed?
• Masking tape c. Have students fill out their 3.1 “Lab Report” as a
• 6 pre-measured string the size of an inflated balloon group and discuss their results. The purpose of
the experiment is related to the verse displayed
• 2 blank notecards/half-sheets of paper for each on the slide. The students are to draw a
student connection between the verse and the reasons
• 20-30 dominoes behind the experiment. Instruct students to write
down the number of confetti in each quadrant in
Opening activity (10 min) the data section. They are to shade in the four
quadrants that were directly underneath the
balloon prior to popping it. At the completion of
Slide 1 the experiment, students should arrive at the
1. Open slide one. Display the confetti experiment conclusion that the confetti does not fall
and inform students that they will conduct a group randomly on the grid. They will see a burst of
experiment. To set up this activity, complete the confetti in the quadrants directly underneath the
following: area where they popped the balloon no matter
where they positioned the balloon on the grid.
a. Divide the class into six groups. Hand each
student a copy of 3.1 “Lab Report”. Each group Teacher takeaway: The purpose of this experiment
should also receive masking tape, one pre- is to provide students with a tangible way to
measured string, a thumbtack, and three confetti interact with the concepts of teleology and fine-
balloons. Have students use the masking tape to tuning covered in this section. They will notice that
create a 4x4 grid on their table (see slide for direction cannot be spontaneous and that
sample). They should have a total of sixteen everything has a discernible purpose and design.
squares. Both the positioning and the popping of the balloon
Teacher’s note: The lab report is set up for three were necessary causes in order to achieve the
trials per group. The trials are so that the desired outcome. The great scholar Abu Hanifah
students can experiment positioning the balloon similarly devised a thought experiment while
over different parts of the grid. If time does not debating with some philosophers of his time. When
permit, this method can be modified by they questioned the existence of One Creator, he
32
asked, “Can you imagine a ship on the Tigris River verse on slides two and three and highlight their
that moved and navigated by itself, filled itself with importance using the following notes:
food, goods, and other materials, went back by
a. Allah asks us to reflect on the nature of our
itself, anchored itself, unloaded itself and
existence and the universe.
continued to do all of this without anyone
managing it?” They responded, “That could never b.Allah tells us to look at ourselves as proof.
happen.” Abu Hanifah said, “If it is impossible for a What are some examples within our own
ship, then how is it possible for the entire world in selves that serve a greater purpose? Our eyes
all of its vastness?” If neither balloons in our were made to see. Our ears were made to
opening activity nor a ship in the Tigris River can hear. Our lungs were made to breathe.
possibly move without a discernible purpose and
design, how can we imagine or think that the c. What do we notice when we observe the
universe with all of its complexity came into being universe and all that it contains? The very
without a designer? In the next section, students fabric of the cosmos, from the macroscopic
will examine a number of Qur'anic verses that stars to the microscopic world of microbes
establish God’s existence from the argument of and everything in between, contains a set of
purpose and design. universal, natural laws that produce order.
Encourage students to share examples of
order in the universe.
Learning activity (50 min)
2. Continue to slide three and read the verses
TEACHER'S NOTE and translation aloud. There are similarities
between these verses and the previous one.
In the previous lesson, we looked at a heart-based
Give students a chance to point them out.
approach to establishing God’s existence. In this
section, students will explore a mind-based approach a. Prompt students to reflect on the meaning of
through verses that call us to ponder the signs in the verses. Give students two minutes to jot
nature. We are called to engage in thoughtful reflection down their thoughts to the following
(tafakkur) upon all of these signs as a means of questions:
recognizing our purpose and attaining conviction. The
case for God’s existence in the Qur'an and Sunnah is i. Have you ever had a moment where you
straightforward, easy to comprehend, and supported reflected on the purpose of your existence
by logic and sound reasoning. Special training or or whether or not anything can exist
mastering a philosophy is not needed to arrive at the without an intent or purpose? What evoked
truth of theism; the evidence and arguments are those thoughts?
accessible to all people regardless of their level of
education. This is a manifestation of the wisdom and ii. Why was the universe in all of its intricacy
mercy of the Creator, who created the world so that He created?
would be known, as a stepping-stone toward the
greater life to come in the Hereafter. The spiritual path b.Invite students to share their answers with the
does require, however, a sustained and patient effort to class.
seek out the truth, to answer the most important
existential questions, and to remove specious doubts.
Teacher takeaway: The Qur'an addresses this
question with a cosmological discourse, a
reminder that it was God who created everything
Slides 2-3 and caused it to be, as the only logical explanation
for the universe. Human beings are asked to
1. Proceed to slide two and display the first verse. reflect upon the nature of their existence and the
Inform the class that they will now take a glance universe. Is it really plausible, sensible, and
at what the Qur’an says regarding seeking out intuitive that the universe appeared arbitrarily for
the truth and finding our purpose. Read the no reason? Or that anything can come into
33
existence from a complete vacuum? effectuated the universe's expansion and life on
earth.
Slide 4
Slide 6
1. Proceed to slide four and play the video clip.
1. Proceed to slide six. Play the video clip to
2. Turn & Talk: After the video, encourage
introduce examples of fine-tuning in the
students to turn and discuss the following
universe.
questions with a partner:
a. What fascinated you most about the video?
TEACHER'S NOTE
b. What are some ways we silence our fitra and This video introduces students to the term “fine-tuning”
distract ourselves from questioning our through examples that exist in our universe. It is
purpose? important to note that in this video and the slides that
follow, the constants provided are only a reflection of
Slide 5 what we currently know. We presume that there are
others that we will be able to measure as our
1. Proceed to slide five and introduce the technologies and tools to calculate such numbers
students to the teleological argument. Read the improve.
text on the slide and elaborate with the
following notes:
a. The term teleological comes from the Greek Slides 7-10
words telos and logos. Telos means the
1. Proceed to slide seven. Pass out 3.2 “Guided
“goal”, “end”, or “purpose of a thing”, while
Notes” and instruct students to take notes as
logos means “the study of the very nature of a
you go through the next four slides. Inform
thing.”
students that they will now expand on some of
b. The Qur'an encourages us to ponder this very the numbers mentioned in the video. These
question and to examine the world around us. constants play a crucial role in the expansion of
c. When we look closely, we notice that the the universe.
universe contains order, coherency, design, a. N ≈ 1036: N is the square ratio of the
and complexity. electrostatic and the gravitational forces
d. How do we know there is this fine tuning and between two protons. N governs the relative
intentionality in this universe? Let’s take a look importance of gravity and electrostatic
at some examples. attraction/repulsion in explaining the
Teacher takeaway: In this section, students learn properties of matter. If it had any less zeros,
about one of three mind-based rationales for only a miniature earth would exist and no
God's existence, namely the teleological creature would grow larger than an insect.
argument, based on the Qur’an and their personal 2. Continue to slide eight to display the next
experience. The teleological argument is also number.
known as the argument from design. It has been a. ε ≈ 0.007: E measures how firmly the atomic
used by philosophers and various faiths to argue nuclei bind together and governs the energy
for the existence of God. “Telos” is the Greek output of stars. The value of epsilon controls
word for “goal” or “purpose.” With so many clear the power from the sun and, more sensitively,
instances of purpose that we repeatedly how stars transmute hydrogen into all the
experience in the different parts of the universe, it atoms of the periodic table. Carbon and
is only logical to conclude that there must be a oxygen are common, and gold and uranium
designer that instilled this purpose, God. In the are rare, because of what happens in the
next section, students will learn about the stars. If epsilon were 0.006 or 0.008, human
cosmological forces whose numerical precision life would be impossible.
34
3. Transition to slide nine. not deem it a dimensionless physical constant of

a. Ω ≈ 0.3: Omega represents the ratio of the the sort discussed in this entry. Emphasize to
actual density of the universe to the critical students that the primary reason for studying these
(minimum) density required for the universe to fine-tuned numbers is that they point to an
eventually collapse under its gravity. Ω intelligent designer existing outside of creation.
determines the ultimate fate of the universe. If How can this fine-tuning occur by chance?
Ω ≥ 1, the universe will experience a Big
Crunch. If Ω < 1, the universe will expand Slide 11
forever.
1. Proceed to slide eleven and direct students to
4. End this section with slide ten.
the story of Anthony Flew. Upon examining the
a. λ ≈ 0.7: Lambda stands for a very small anti- emerging evidence of fine-tuning, he concluded
gravity that controls the expansion of the that some intelligence beyond humanity must
universe. Fortunately for us, this number is account for the origins of life. Anthony Flew
very small. Had it been any larger, it would went from arguing against theism for decades to
have stopped galaxies and stars from forming. accepting the existence of God. He converted at
It would have also stifled evolution before it age 68.
even began.
5. Play the video [min. 2:10-5:33] to show students Teacher takeaway: Antony Flew was a long-time
what would happen if we were to lose gravity for atheist philosopher who wrote against theism for
just five seconds. over fifty years. Yet, upon examining the emerging
a. Give students a few minutes to complete evidence of fine-tuning, he came to conclude that
handout (3.2). some intelligence beyond humanity must account
6. Collect handout (3.2) from students as a for the origins of life. In the scientific community,
formative assessment for the first objective. the idea of a finely-tuned universe has its critics
and skeptics. Even so, the abundant evidence in
Teacher takeaway: Above are four of the six nature and the plausible, rational argument for
numbers found in Just Six Numbers by Martin theism it produces cannot honestly be denied. By
Rees. Tracing the explanations for why things are definition, science cannot “prove” or “disprove”
as they are leads to the reasonable conclusion that the existence of God in a direct and conventional
the universe is designed for life. Scientists have way, such as in a laboratory. Science only deals
referred to this as the finely-tuned universe or the with the physical, tangible world of things that can
anthropic principle, meaning that the laws of be measured. God is beyond the physical world
nature are configured in such astonishingly precise and beyond measurement. What we learn through
measurements in order for the universe to exist science and experience is that everything in life
and for life to thrive. According to physicist and has a purpose. God does not only ask us to rely on
philosopher Robin Collins, “If the initial explosion what our fitra already knows, but to also open our
of the big bang had differed in strength as little as eyes and look around us. In the previous lesson,
one part in 1060, the universe would have either we noted that the fitra can become corrupted.
quickly collapsed back on itself or expanded too Having other approaches to recognizing God’s
rapidly for stars to form." In either case, life would existence provides people with more avenues
be altered or even threatened. Each of these toward that realization. We are also able to
forces and phenomena is balanced in a way that recognize patterns in the world—that every
produces the wondrous universe in which we live. change requires a cause and that nothing
It is hardly rational or logical to assume—without happens at random.
hard evidence—that all of these natural laws, with
every miracle that they produce, appeared without Slides 12-13
cause or purpose. Hence most physicists would
35
another object to move it or a process to

TEACHER'S NOTE cause it. If a bird appeared in your house, for
Set up the following activity by passing out two example, you would naturally conclude that it
notecards or two half-sheets of paper to each student. came in from a screen-less window or a door
On the first notecard or half-sheet of paper, students accidentally left open. It would be absurd to
will write the letter “A” in large, bold print. On the conclude that it materialized into existence
second notecard or half-sheet of paper, they will write without a cause.
the letter “B” in large, bold print. If students want to challenge this principle,
ask them to write about a time they saw an
1. Proceed to slide twelve and read aloud the object or an event materialize on its own,
following scenario: “Imagine that you walk out without an external cause (3.3).
of your garage one morning and find a brand- b. The principle of noncontradiction:
new Tesla sitting on your driveway. What do contradictory propositions (e.g., “an object is a
you conclude? A) Someone built and brought square and a circle”) cannot both be true at
that car to your driveway. B) The car simply built the same time and in the same sense.
itself over your driveway.” In the “Imagine that…” scenario, we would
2. Instruct students to hold up the letter (A or B) conclude that someone built that Tesla; it
that reflects their answer to the question. didn’t build itself while it was simultaneously
3. Once the class is ready, call on various non-existent. This is because we know,
students to explain the rationale behind their through reason and from experience, that
conclusion. Students will most likely hold up the something cannot exist and not exist from the
letter A, “Someone built and brought the car to same perspective. If a bird appeared in your
your driveway.” During the class discussion, house, for example, you wouldn’t conclude
prompt students to consider the principles of that it gave birth to itself, existing and not
causality and noncontradiction using the existing simultaneously. Believing so is
following line of questioning: irrational and contradictory.
If students want to challenge this principle,
a. Why would you conclude that someone built
ask them to close their eyes and visualize an
and brought that car to your driveway if you
object that is a square and a circle at the
didn’t witness that happening firsthand? How
same time, and to draw what they see on 3.3.
can you be so sure that it didn’t materialize
They will discover that a “squircle” is neither a
on its own?
square nor a circle because it doesn’t meet
b. Is it physically possible that the car built the requirements of either shape: it lacks the
itself? In other words, can a car exist and not four sides of equal length and the four 90-
exist at the same time? degree angles necessarily characteristic of a
4. Transition to slide thirteen at the conclusion of square. And the points along the shape aren’t
the discussion, and then pass out copies of 3.3 equal distance from the center of the
“Kalam Cosmological Argument” to students. “squircle”, thus disqualifying it from being a
Explain that, through reason and from circle.
experience, we can establish the following
principles: 5. Tell students to keep these two principles in
mind as they learn about a syllogism for God’s
a. The principle of causality: every change in the
existence.
universe is produced by some cause.
In the “Imagine that…” scenario, we would a. Define “syllogism” as a kind of logical
conclude that someone brought that Tesla to argument in which a conclusion is necessarily
your driveway. This is because we know, derived from two true premises.
through reason and from experience, that b. To demonstrate the workings of a syllogism,
things do not appear randomly without give students the following example and ask
36
them to determine the conclusion: “Premise A Slides 14-18

states that all humans are mortal. Premise B
states that Fatima is a human. What conclusion 1. Proceed to slide fourteen. Inform students that
necessarily follows?” They should record their one of the mind-based rationales for God’s
answer—i.e., “Fatima is mortal”—on 3.3. existence is called the “Kalam cosmological
c. Explain to students that the strength of a argument,” a three-pronged syllogism in which
syllogism depends on the validity of its first two the conclusion of God’s existence is derived
premises. If we can disprove the first premise from two foundational premises. In other words,
that “all humans are mortal,” or the second the logical argument that God exists hinges
premise that “Fatima is a human,” the syllogism upon two propositions asserted as established
falls apart and the conclusion that Fatima, a truths.
human, is mortal becomes invalid. 2. Tell students that they must determine on their
own whether or not they believe the first two
Teacher takeaway: This section provides students premises of the syllogism. If a premise makes
with the foundational knowledge necessary to sense through reason and from experience, then
appreciate the premises of the kalam they will place a checkmark next to it and
cosmological argument. Developed by eleventh- summarize it in their own words. If a premise
century scholar Imam al-Ghazali, this iteration of doesn’t make sense, then they should challenge
the argument is a three-pronged syllogism it before the class, arguing for its opposite
whereupon the truth of the first and second through reason and from experience.
premises necessarily concludes that the universe,
a temporally finite ‘thing,’ was brought to existence
TEACHER'S NOTE
from an uncaused cause, or God. Students must
understand and believe in the principles of As you move through the kalam cosmological
causality and noncontradiction in order to accept argument, be sure to provide your students the time,
the argument’s conclusion. As for the principle of space, and autonomy to determine whether or not they
causality, we know from rational intuition and believe in each premise. Encourage them to debate
experience that something (in this case, the one another, to apply their reason, and to share their
universe) cannot come into being from nothing experiences before they place a checkmark next to a
premise.
and out of a state of nothingness. Otherwise, we
would all have experienced things popping into
existence without a preceding cause. Nor do Premise 1
things exist and not exist simultaneously, as
established by the principle of noncontradiction. 3. Continue to slide fifteen and read aloud the first
premise of the Kalam cosmological argument,
TEACHER'S NOTE “Everything in the universe that has a beginning
must have a cause.”
The following section is a teacher-led exploration of the a. Give students two minutes to discuss this
kalam cosmological argument. To set up the activity,
premise with their individual groups. Explain
ask students to gather their handouts (3.3), A and B
letter cards, and writing utensils, and to sit in groups of
that the only alternative is that things appear
three. You will present each premise of the syllogism, randomly and without a cause preceding it.
whereupon students will spend two minutes discussing b. Once time is up, invite students to hold up the
with their groups whether or not they believe that letter card that represents their stance (A for
premise and why. Following their short discussion,
“agree” and B for “disagree”). Call on various
students will hold up the letter that represents their
stance (A for “agree” and B for “disagree”). Then, invite
students to express their thoughts, especially
students from both camps to express their thoughts on those who want to challenge the premise.
the strength of each premise. c. Conclude the discussion by explaining that
the principle of causality and noncontradiction
37
undergird this first premise. No one believes regresses infinitely into the past and has no
that something can pop out of nothing or beginning.
come into existence without a cause, and b. Once time is up, invite students to hold up
that logic applies to the physical universe as the letter card that represents their stance (A
well. for “agree” and B for “disagree”). Call on
various students to express their thoughts,
Premise 2 especially those who want to challenge the
premise.
TEACHER'S NOTE
c. Conclude the discussion by explaining that
The second premise of the kalam cosmological the universe’s finitude is established by a
argument asserts that the universe is temporally finite collection of scientific theories and
and began to exist. Rejecting its finitude leaves us with discoveries. Most notable of these is the Big
a metaphysical quandary in which the universe always Bang Theory, which postulates that, 13.7
existed in an infinite temporal regress of causes and billion years ago, our universe emerged from
without a singular beginning. To illustrate the a singularity--a point of immense density,
metaphysical impossibility of an infinite universe,
gravity, and heat from which the universe
prepare the following visual: on a hard surface, such as
began to form and expand. Play the
a table or a desk, arrange a big handful of dominoes in
a long line so that the final domino is standing on one embedded video to provide students with
edge of the table. The line of dominoes regressing more information on the modern scientific
infinitely represents the sequence of causes preceding theories and discoveries that undergird the
this exact moment in time. universe’s finitude.
7. Direct students to the table on their handout
(3.3). Instruct them to summarize the first two
4. Transition to slide sixteen and pose the
premises of the Kalam cosmological argument
following question: “Imagine that this front
in their own words and to place a checkmark
domino above the tub of water represents this
next to the premises which they believe to be
moment right now. If behind it is an infinite
true. Next, pose the question, “If the first two
number of dominoes stretching back without a
premises are true, then what conclusion
beginning, will this front domino ever fall down?
necessarily follows?” Give students a few
Yes or no?” Students may express their answer
minutes to complete these tasks and then call
by holding up the letter A for “yes” or the letter
on some students to share their take on the
B for “no.”
conclusion.
5. Call on some students to explain the reasoning
behind their stance. Then, click on the Premise 3 [Conclusion]
embedded video to further illustrate the
metaphysical impossibility of an infinite 8. Continue to slide eighteen and read aloud the
universe. conclusion, “Therefore, the beginning of the
existence of the universe must be caused by
6. Continue to slide seventeen and read aloud
something. The only such cause must be an
the second premise, “The universe began to
uncaused cause, or God.”
exist.”
a. Give students two minutes to discuss this
a. Give students two minutes to discuss this concluding premise within their individual
premise with their individual groups. Explain groups. Explain that if they are certain of the
that the alternative to this premise is that the first and second premises, then the truth of
universe has no temporal beginning (i.e., no the conclusion necessarily follows: the
moment of origin that is postulated by the universe must be caused by something that
Big Bang theory); rather the universe exists outside of it, an uncaused cause with
38
volitional willpower—or God. Given that He humankind by interweaving heart-based and

brought the entirety of the universe into mind-based rationales for establishing and
existence, God is beginning-less, timeless, affirming the existence of God. It contains its own
spaceless, immaterial, and enormously iteration of the Kalam cosmological argument in
powerful. two succinct verses, as students will see in the
b. Direct student attention to the line of following section.
dominoes. Tell students that the Kalam It is also important to note that despite the
cosmological argument points to God as the significant political differences among early
first “cause”; from His volitional action to Muslims, Muslims far and wide have always
create, the universe began to exist. unanimously accepted the text of the Qur’an as it
c. Once time is up, invite students to express is today.
their thoughts regarding the concluding
premise. You may also use this time to Slide 19
address any questions or misunderstandings
students have about the entire kalam 1. Proceed to slide nineteen. Tell students that the
cosmological argument. Qur’an provides a powerful, mind-based
rationale for God’s existence in two succinct
Teacher takeaway: The purpose of this section is verses (Surat at-Tur, 52:34-35). Recite these two
to present the Kalam cosmological argument as verses loud: “Or were they created by nothing,
one of the most compelling mind-based or were they the creators [of themselves]? Or
rationales for God’s existence. The argument is did they create the heavens and the earth?
undergirded by our a priori knowledge of Rather, they are not certain.”
causality—our rational and experiential 2. Then, ask students to answer the following
knowledge that something cannot come into questions with an elbow partner: “What four
being from nothing; rather, it requires an external possibilities for the universe’s existence does
cause (since it cannot bring itself into being, as the Qur’an present? And how do they correlate
known through the principle of noncontradiction). with the Kalam cosmological argument?” They
The argument’s second underpinning idea is that may record their thoughts on page two of 3.3
the universe is temporally finite, brought into and make corrections, if necessary, after you
being by a first cause. Though Islamic in its origin, provide the answer.
the Kalam cosmological argument (KCA) has been 3. After a few minutes, call on some students to
popularized by Western philosophers and list the four possibilities and to find their
theologians for centuries, namely Christian correlation with the Kalam cosmological
philosopher William Lane Craig. He wrote the argument. The following notes are provided as
following summary of the argument: an answer key:
“...transcending the entire universe there exists a
a. Created by nothing (‫)اَم ُﺧﻠِﻘُﻮا ِﻣﻦ ﻏَﻴ ِﺮ ﺷَ ﻰ ٍء‬: this
cause which brought the universe into being ex
nihilo, from nothingness [...] our whole universe implies that the universe materialized into
was caused to exist by something beyond it and existence and without an external cause. This
greater than it. For it is no secret that one of the possibility violates the principle of causality.
most important conceptions of what theists mean َؕ ‫)اَم ﻫ ُُﻢ اﻟ ٰﺨﻠِﻘ‬: this implies that the
b. Self-created (‫ُﻮن‬
by ‘God’ is Creator of heaven and earth.” While it universe brought itself into existence while
is possible to reach knowledge of these premises being non-existent at the same time. This
and conclusion without recourse to revelation, possibility violates the principle of
interestingly, we find an argument similar to the noncontradiction.
KCA in the Qur’an. The Qur’an, as we established c. Created by something created (‫اَم َﺧﻠَـﻘُﻮا‬
in the first lesson, is holistic in its message; it
considers the multidimensional nature of
ۚ َ ‫اﻟﺴ ٰﻤ ٰﻮ ِت َواﻻ‬
‫َرض‬ ‫) ﱠ‬: this implies that the universe
39
exists without a beginning, in a causal chain every change in the universe is produced by
that regresses infinitely into the past. In other some cause. The second possibility is that the
words, the universe would go on forever universe created itself. But to have brought itself
without it ever completing. If there were an into existence means that, at one point in time,
infinite number of moments before this the universe existed and didn’t exist
moment, we would, in actuality, never arrive simultaneously. Existing and not existing are two
at this moment in time. contradictory propositions and cannot be true at
d. Created by something uncreated, i.e., God the same time and in the same sense. The third
possibility is that the universe was created by
َؕ ‫) َﺑ ْﻞ ﱠﻻ ُﻳﻮ ِﻗ ُﻨ‬: this implies that the denial of
(ۚ ‫ﻮن‬
another created thing. Believing this would lead
God is baseless and the only plausible to an infinite regress of causes; we would have to
explanation to the universe’s beginning is an ask ad infinitum, “and who created that created
uncreated Creator, i.e., God. thing that caused the universe?” The final
4. Explain the following to the class: possibility is that the universe came into
a. Although the Qur’anic argument refers to the existence from something uncreated, powerful,
human being, it can also be applied to immaterial, and existing outside of time and
anything that began to exist, like the space. In other words, God began the creation of
universe. The term used is khuliqu, which the universe.
means “created,” “made,” or “originated” to
encompass anything and everything that
Consolidation (5 min)
came into being. 1. To conclude the lesson, pass out copies of 3.4
b. The Qur’anic argument for God’s existence “Homework” to students and review the
can be understood without necessarily instructions before dismissal.
referencing scripture. Essentially, it is arguing
the following: the universe is finite. A finite
thing could not have come from nothing; it Homework
could not have created itself or caused itself Pass out a copy of 3.4 “Homework” to each
to exist; nor could it have come from an student. In this assignment, students will continue
infinite sequence of created things. Only the learning about the universe’s fine-tuning and the
final possibility is plausible: the universe was external causes that bring things into existence.
created by something uncreated, i.e., God. Selecting between a visual art piece or a written
5. At the end of the discussion, collect the blog post, students will focus on something in the
handout (3.3) from students as a formative natural world that piques their interest. They will
assessment for the second objective. then research and present the answers to the
Teacher takeaway: The purpose of this section is following questions:
to acquaint students with the Qur’anic basis of 1. What complexities are found in this creation
the Kalam cosmological argument. In just two that are necessary for its existence and the
verses, the Qur’an argues God’s existence from existence of other things around it?
Reductio ad Absurdum; in other words, it 2. What physical law, natural process, or external
presents four possibilities for how the universe cause allows this creation to exist, and what
began and then refutes three of them as absurd does that tell us about the purpose this
or incomprehensible if followed to their logical creation serves?
conclusions. The first possibility is that the 3. What would happen if this particular creation
universe materialized from nothing, without an did not exist or was slightly different in its
external cause to bring it to existence. Such a design?
proposition defies our rational and experiential
understanding of causality, the principle that
40
Performance tasks
Formative assessments 3.2, 3.3
1. To formatively assess the first objective, have
students fill out the connection on the bottom
of 3.2 “Guided Notes”. After they have
completed the confetti experiment, explored
what the Qur'an says about seeking our
purpose, and witnessed examples of fine-
tuning in the universe, the students should be
able to draw the connection between them and
demonstrate an understanding of the
teleological argument.
2. Use the checklist and table on 3.3 “Kalam

Cosmological Argument” to informally assess
students on the second objective. To
demonstrate their understanding of the Kalam
cosmological argument, students will
summarize each of its premises in their own
words and determine whether or not they
agree with each premise. You may also use the
class discussion to gauge how well students
apply their sense of reason and draw on their
personal experiences when discussing the
KCA’s premises.
Summative assessment 3.4

See 3.4 “Homework” above.
41
The Case for Allah's Existence REFERENCES AND RESOURCES
References and resources

Quranic references ‫ُﻗﻞ َﻣﻦ ﱡﻳ َﻨ ﱢﺠﻴﻜُﻢ ﱢﻣﻦ ﻇُﻠُ ٰﻤ ِﺖ اﻟ َﺒ ﱢﺮ َواﻟ َﺒﺤ ِﺮ ﺗَﺪ ُﻋﻮﻧَﻪٗ ﺗَﻀَ ﱡﺮ ًﻋﺎ ﱠوﺧُﻔ َﻴ ًﺔ‬
‫ۚ ﻟَـ ِﺌﻦ اَﻧ ٰﺠﯩ َﻨﺎ ِﻣﻦ ٰﻫ ِﺬ ٖه ﻟَـ َﻨﻜُﻮﻧَ ﱠﻦ ِﻣ َﻦ اﻟﺸﱣ ِﻜﺮِﻳ َﻦ ﻗُﻞِ اﻟﻠﱣﻪُ ﻳُ َﻨ ﱢﺠﻴﻜُﻢ‬
Lesson plan 1
َ‫َﺮب ﺛُ ﱠﻢ اَﻧـ ُﺘﻢ ﺗُﺸ ِﺮﻛُﻮن‬ٍ ‫ﱢﻣﻨ َﻬﺎ َو ِﻣﻦ ﻛ ﱢُﻞ ﻛ‬
ٌ‫ُﻮب ﻳَ ْﻌ ِﻘﻠُﻮنَ ِﺑ َﻬﺎ أَ ْو آ َذان‬
ٌ ‫أَ َﻓﻠ َْﻢ ﻳَ ِﺴﻴ ُﺮوا ِﻓﻲ ْاﻻَٔ ْر ِض َﻓ َﺘﻜُﻮنَ ﻟَ ُﻬ ْﻢ ُﻗﻠ‬ “Say [Prophet Muhammad], ‘Who is it that saves
ُ ‫َﻳ ْﺴ َﻤ ُﻌﻮنَ ِﺑ َﻬﺎ ۖ َﻓﺎِٕﻧﱠ َﻬﺎ َﻻ ﺗَ ْﻌ َﻤﻰ ْاﻻَٔ ْﺑ َﺼﺎ ُر َوﻟَٰ ِﻜﻦ ﺗَ ْﻌ َﻤﻰ اﻟْ ُﻘﻠ‬
‫ُﻮب اﻟﱠ ِﺘﻲ‬ you from the dark depths of land and sea when
you humbly and secretly call to Him [and say], “If
‫ِﻓﻲ ﱡ‬
‫اﻟﺼﺪُ و ِر‬ He rescues us from this, we should truly be
“So have they not traveled through the earth, and thankful”’? Say, ‘God rescues you from this and
have they not hearts by which to reason and ears every distress; yet you still worship [and turn to]
by which to hear? For indeed, it is not eyes that are others besides him.’” [Surat al-An’am, 6:63-64]
blinded, but blinded are the hearts which are within
the chests.” [Surat al-Hajj, 22:46]
َ‫ﳾ ٍء أَ ْم ُﻫ ُﻢ اﻟْﺨَﺎﻟِﻘُﻮن‬ ْ َ ‫أَ ْم ُﺧﻠِﻘُﻮا ِﻣ ْﻦ ﻏ ْ َِري‬
ِ ‫ ِﺑ َﺒ ْﻌ ِﺾ اﻟْ ِﻜ َﺘ‬ َ‫أَ َﻓ ُﺘ ْٔﻮ ِﻣ ُﻨﻮن‬
‫ﺎب َوﺗَﻜْ ُﻔ ُﺮونَ ِﺑ َﺒ ْﻌ ٍﺾ‬ َ‫اﻻ ْر َض ۚ ﺑَﻞ ﱠﻻ ﻳُﻮ ِﻗ ُﻨﻮن‬ َٔ ْ ‫ات َو‬ِ ‫اﻟﺴ َام َو‬‫أَ ْم َﺧﻠَﻘُﻮا ﱠ‬
“So do you believe in part of the book and deny the َ‫أَ ْم ِﻋﻨﺪَ ُﻫ ْﻢ َﺧ َﺰاﺋِ ُﻦ َر ﱢﺑﻚَ أَ ْم ُﻫ ُﻢ اﻟْ ُﻤ َﺼ ْﻴ ِﻄ ُﺮون‬
other part?” [Surat al-Baqarah, 2:85] ‫أَ ْم ﻟَ ُﻬ ْﻢ ُﺳﻠ ٌﱠﻢ َﻳ ْﺴ َﺘ ِﻤ ُﻌﻮنَ ِﻓﻴ ِﻪ ۖ َﻓﻠْ َﻴﺎ ِْٔت ُﻣ ْﺴ َﺘ ِﻤ ُﻌ ُﻬﻢ ﺑ ُِﺴﻠْﻄَﺎنٍ ﱡﻣ ِﺒ ٍني‬
‫اِنﱠ اﻟﻠﱣﻪَ ﻓَﺎﻟِ ُﻖ اﻟ َﺤ ﱢﺐ َواﻟ ﱠﻨ ٰﻮ ؕى ﻳُﺨﺮ ُِج اﻟ َﺤ ﱠﻰ ِﻣ َﻦ اﻟ َﻤ ﱢﻴ ِﺖ َو ُﻣﺨﺮ ُِج‬
َ‫اﻟ َﻤ ﱢﻴ ِﺖ ِﻣ َﻦ اﻟ َﺤ ﱢﻰ ؕ ٰذﻟِﻜ ُُﻢ اﻟﻠﱣﻪُ َﻓﺎَﻧﱣﻰ ﺗُﺆ َﻓﻜُﻮن‬ “Were they created out of nothing? Were they the
creators? Did they create the heavens and the
“Certainly, God is the cleaver of the grain and fruit earth? No, they do not have faith. Do they possess
seeds. He brings out the living from the dead and your Lord’s treasures or have control over them? Do
the dead from the living. That is God. So how can they have a ladder to climb, in order to eavesdrop
you turn away from the truth?” [Surat al-An’am, 6:95] (on the Heaven’s secrets).” [Surat at-Tur, 52: 35-38]
‫َوإِن ﻛُﻨ ُﺘ ْﻢ ِﻓﻲ َرﻳْ ٍﺐ ﱢﻣ ﱠﻤﺎ ﻧَ ﱠﺰﻟْ َﻨﺎ َﻋﻠ َٰﻰ َﻋ ْﺒ ِﺪﻧَﺎ َﻓﺎْٔﺗُﻮا ﺑ ُِﺴﻮ َر ٍة ﱢﻣﻦ ﱢﻣ ْﺜﻠِ ِﻪ‬ ‫ات َو ْاﻻَٔ ْر َض َو َﻣﺎ‬ ‫أَ َوﻟ َْﻢ َﻳ َﺘ َﻔﻜﱠ ُﺮوا ِﻓﻲ أَﻧﻔ ُِﺴﻬِﻢ ۗ ﱠﻣﺎ َﺧﻠ ََﻖ اﻟﻠﱠﻪُ ﱠ‬
ِ ‫اﻟﺴ َﻤﺎ َو‬
‫َوا ْد ُﻋﻮا ﺷُ َﻬﺪَ ا َءﻛُﻢ ﱢﻣﻦ ُدونِ اﻟﻠﱠ ِﻪ إِن ﻛُﻨ ُﺘ ْﻢ َﺻﺎ ِد ِﻗﻴ َﻦ‬ ِ
‫ﺎس ِﺑﻠِﻘَﺎء َرﺑﱢﻬ ِْﻢ‬ ِ ‫ﺑَ ْﻴ َﻨ ُﻬ َﻤﺎ إِ ﱠﻻ ﺑِﺎﻟْ َﺤ ﱢﻖ َوأَ َﺟﻞٍ ﱡﻣ َﺴ ٍّﻤﻰ ۗ َوإِنﱠ ﻛَ ِﺜﻴ ًﺮا ﱢﻣ َﻦ اﻟ ﱠﻨ‬
“And if you are in doubt about what We have sent َ‫ﻟَﻜَﺎ ِﻓ ُﺮون‬
down upon Our servant [Muhammad], then produce “Have they not thought about their own selves?
a surah the like thereof and call upon your God did not create the heavens and earth and
witnesses other than Allah, if you should be truthful.” everything between them without a serious
[Surat al-Baqarah, 2:23] purpose and an appointed time, yet many people
deny that they will meet their Lord.” [Surat ar-Rum,
ُ ‫اﻟﱠ ِﺬﻳ َﻦ آ َﻣ ُﻨﻮا َوﺗَﻄْ َﻤ ِﺌ ﱡﻦ ُﻗﻠُﻮﺑُ ُﻬﻢ ِﺑ ِﺬﻛْ ِﺮ اﻟﻠﱠ ِﻪ ۗ ا ََٔﻻ ِﺑ ِﺬﻛْ ِﺮ اﻟﻠﱠ ِﻪ ﺗَﻄْ َﻤ ِﺌ ﱡﻦ اﻟْ ُﻘﻠ‬
‫ُﻮب‬ 30:8]
“Those who have faith and whose hearts find peace
in the remembrance of God - truly it is in the
‫َواﻟﻠﱠﻪُ أَ ْﺧ َﺮ َﺟﻜُﻢ ﱢﻣﻦ ﺑُﻄُﻮنِ أُ ﱠﻣ َﻬﺎﺗِﻜ ُْﻢ َﻻ ﺗَ ْﻌﻠَ ُﻤﻮنَ ﺷَ ْﻴ ًﺌﺎ َو َﺟ َﻌ َﻞ ﻟَﻜ ُُﻢ‬
remembrance of God that the hearts find
َ‫اﻟﺴ ْﻤ َﻊ َو ْاﻻَٔ ْﺑ َﺼﺎ َر َو ْاﻻَٔ ْﻓ ِﺌﺪَ َة ۙ ﻟَ َﻌﻠﱠﻜ ُْﻢ ﺗَﺸْ ﻜُ ُﺮون‬
‫ﱠ‬
peace.” [Surat ar-Ra’d, 13:28] “And Allah has extracted you from the wombs of
your mothers not knowing a thing, and He made for
you [the senses of] hearing, vision, and perceptive
42
hearts that perhaps you would be grateful.” [Surat

an-Nahl, 16:78] ٍ َ‫ات َو ْاﻻَٔ ْر ِض َوا ْﺧ ِﺘ َﻼ ِف اﻟﻠﱠ ْﻴﻞِ َواﻟ ﱠﻨ َﻬﺎ ِر َﻵﻳ‬
‫ﺎت‬ ‫إِنﱠ ِﻓﻲ َﺧﻠ ِْﻖ ﱠ‬
ِ ‫اﻟﺴ َﻤﺎ َو‬
ِ ‫ﱢﻻُٔوﻟِﻲ ْاﻻَٔﻟْ َﺒ‬
‫ﺎب‬
Lesson plan 2
Indeed, in the creation of the heavens and the earth
‫ﻧﺴ َﻦ ٱﻟﻀﱡ ﱡﺮ َد َﻋﺎﻧَﺎ ﻟِ َﺠﻨ ِﺒ ِﻪۦٓ أَ ْو َﻗﺎ ِﻋﺪً ا أَ ْو َﻗﺂﺋِ ًﻤﺎ‬
َٰ ِٕ‫َوإِ َذا َﻣ ﱠﺲ ْٱﻻ‬ and the alternation of the night and the day are
signs for those of understanding. [Surat Ali ‘Imran,
“And when humankind is touched with hardship, he 3:190]
calls upon Us, whether lying on his side, or sitting,
or standing...” [Surat Yunus, 10:12]
ٰ َ ‫ا ﱠﻟ ِﺬﻳ َﻦ ﻳَ ْﺬﻛُ ُﺮونَ اﻟ ﱠﻠﻪَ ِﻗ َﻴﺎ ًﻣﺎ َو ُﻗ ُﻌﻮ ًدا َو َﻋ‬
‫ﲆ ُﺟ ُﻨﻮ ِﺑﻬ ِْﻢ َوﻳَ َﺘ َﻔﻜﱠ ُﺮونَ ِﰲ‬
‫ﺎس َﻋﻠَﻴ َﻬﺎ ؕ َﻻ‬ َ ‫َﻓﺎَ ِﻗﻢ َوﺟ َﻬﻚَ ﻟِﻠﺪﱢ ﻳﻦِ َﺣ ِﻨﻴﻔًﺎ ؕ ِﻓﻄ َﺮ َت اﻟﻠﱣ ِﻪ اﻟﱠ ِﺘﻰ َﻓﻄَ َﺮ اﻟ ﱠﻨ‬ ‫ﺎﻃ ًﻼ ُﺳ ْﺒ َﺤﺎﻧَﻚَ َﻓ ِﻘ َﻨﺎ‬
ِ َ‫ْﺖ َٰﻫ َﺬا ﺑ‬ َ ‫ات َو ْاﻻَٔ ْر ِض َرﺑﱠ َﻨﺎ َﻣﺎ َﺧﻠَﻘ‬ ِ ‫اﻟﺴ َام َو‬‫َﺧﻠ ِْﻖ ﱠ‬
َ‫ﺎس َﻻ ﻳَﻌﻠَ ُﻤﻮن‬ ِ ‫ۙ ﺗَﺒ ِﺪ َﻳﻞ ﻟِﺨ‬
ِ ‫ َوﻟٰـ ِﻜ ﱠﻦ اَﻛ َﺜ َﺮ اﻟ ﱠﻨ‬ ۙ ‫َـﻠﻖ اﻟﻠﱣ ِﻪ ؕ ٰذﻟِﻚَ اﻟﺪﱢ ﻳ ُﻦ اﻟ َﻘ ﱢﻴ ُﻢ‬ ‫اب اﻟ ﱠﻨﺎ ِر‬َ ‫َﻋ َﺬ‬
So turn your face toward the true, natural way of life,
as a seeker of truth—God’s chosen fitra (primordial Who remember Allah while standing or sitting or
disposition) upon which He has formed humanity. [lying] on their sides and give thought to the
There is no substituting the primary state of God’s creation of the heavens and the earth, [saying], "Our
creation. That is the correct way of life, though most Lord, You did not create this aimlessly; exalted are
people fail to realize it. [Surat ar-Rum, 30:30] You [above such a thing]; then protect us from the
punishment of the Fire. [Surat Ali ‘Imran, 3:191]
‫َو اِذ اَ َﺧ َﺬ َرﺑﱡﻚَ ِﻣﻦ ﺑَ ِﻨﻰ اٰ َد َم ِﻣﻦ ﻇُ ُﻬﻮ ِر ِﻫﻢ ُذ ﱢرﻳﱠ َﺘ ُﻬﻢ َو اَﺷ َﻬﺪَ ُﻫﻢ‬
‫َﺴﺖ ِﺑ َﺮ ﱢﺑﻜُﻢ ؕ َﻗﺎﻟُﻮا َﺑﻠٰﻰ ۛۚ ﺷَ ﻬِﺪﻧَﺎ ۛۚ اَن ﺗَﻘُﻮﻟُﻮا َﻳﻮ َم‬ُ ‫َﻋﻠٰٓﻰ اَﻧﻔ ُِﺴﻬِﻢ ۚ اَﻟ‬ ‫اَم ُﺧﻠِﻘُﻮا ِﻣﻦ ﻏَﻴ ِﺮ ﺷَ ﻰ ٍء‬
‫ۙ اﻟ ِﻘ ٰﻴ َﻤ ِﺔ اِﻧﱠﺎ ﻛُ ﱠﻨﺎ َﻋﻦ ٰﻫ َﺬا ٰﻏ ِﻔﻠِﻴ َﻦ‬ َؕ ‫اَم ُﻫ ُﻢ اﻟ ٰﺨﻠِﻘ‬
‫ُﻮن‬
And remember when your Lord brought forth from ۚ َ ‫اﻟﺴ ٰﻤ ٰﻮ ِت َواﻻ‬
‫َرض‬ ‫اَم َﺧﻠَـﻘُﻮا ﱠ‬
the loins of the children of Adam their descendants
and had them testify regarding themselves. [Allah َؕ ‫ۚﺑَ ْﻞ ﱠﻻ ﻳُﻮ ِﻗ ُﻨ‬
‫ﻮن‬
asked] “Am I not your Lord?” They replied, “Yes, You
are, we testify.” [He cautioned] “Now you have no Or were they created by nothing?
right to say on Judgment Day, ‘We were not aware Or were they the creators [of themselves]?
of this.’” [Surat al-A’raf, 7:172] Or did they create the heavens and the earth?
Rather, they are not certain.
Lesson plan 3 [Surat at-Tur, 52:34-35]
ِ ‫اﻟﺴ َام َو‬
َٔ ْ ‫ات َو‬
‫اﻻ ْر َض‬ ‫أَ َوﻟ َْﻢ ﻳَ َﺘ َﻔﻜﱠ ُﺮوا ِﰲ أَﻧﻔ ُِﺴﻬِﻢ ۗ ﱠﻣﺎ َﺧﻠ ََﻖ اﻟ ﱠﻠﻪُ ﱠ‬ ۗ ‫َﺳ ُﻨﺮِﻳﻬ ِْﻢ َءاﻳَٰ ِﺘ َﻨﺎ ِﻓﻰ ْٱل َءاﻓَﺎقِ َو ِﻓ ٓﻰ أَﻧﻔ ُِﺴﻬ ِْﻢ َﺣ ﱠﺘ ٰﻰ ﻳَ َﺘ َﺒ ﱠﻴ َﻦ ﻟَ ُﻬ ْﻢ أَﻧﱠﻪُ ٱﻟْ َﺤ ﱡﻖ‬
ِ ‫َو َﻣﺎ ﺑَ ْﻴ َﻨ ُﻬ َام إِ ﱠﻻ ﺑِﺎﻟْ َﺤ ﱢﻖ َوأَ َﺟﻞٍ ﱡﻣ َﺴ ٍّﻤﻰ ۗ َوإِنﱠ ﻛَ ِﺜ ًريا ﱢﻣ َﻦ اﻟ ﱠﻨ‬
‫ﺎس‬ ٌ‫ْﻒ ِﺑ َﺮﺑﱢﻚَ أَﻧﱠﻪُۥ َﻋﻠ َٰﻰ ﻛ ﱢُﻞ ﺷَ ْﻰ ٍء ﺷَ ﻬِﻴﺪ‬ ِ ‫أَ َوﻟ َْﻢ ﻳَﻜ‬
َ‫ِﺑﻠِﻘَﺎ ِء َرﺑﱢﻬ ِْﻢ ﻟَﻜَﺎ ِﻓ ُﺮون‬
“We will show them Our signs in the horizons and
within themselves until it becomes clear to them
Have they not thought about their own selves? that it is the truth. But is it not sufficient concerning
God did not create the heavens and earth and your Lord that He is, over all things, a
everything between them without a serious Witness?” [Surat Fussilat, 41:53]
purpose and an appointed time, yet many people
deny that they will meet their Lord. [Surat ar-Rum, Hadith resources
30:8]
Lesson plan 2
43
‫ َﻓﺎَٔﺑَ َﻮا ُه ﻳُ َﻬ ﱢﻮ َداﻧِ ِﻪ أَ ْو ﻳُ َﻨ ﱢﺼ َﺮاﻧِ ِﻪ أَ ْو‬،‫َﻣﺎ ِﻣ ْﻦ َﻣ ْﻮﻟُﻮ ٍد إِﻻﱠ ﻳُﻮﻟَﺪُ َﻋﻠَﻰ اﻟْ ِﻔﻄْ َﺮ ِة‬ Western Wall: https://www.flickr.com/photos/
‫ َﻫ ْﻞ ﺗُ ِﺤ ﱡﺴﻮنَ ِﻓﻴ َﻬﺎ ِﻣ ْﻦ‬،‫ ﻛَ َﻤﺎ ﺗُ ْﻨ َﺘ ُﺞ اﻟْ َﺒﻬِﻴ َﻤ ُﺔ ﺑَﻬِﻴ َﻤ ًﺔ َﺟ ْﻤ َﻌﺎ َء‬،‫ﻳُ َﻤ ﱢﺠ َﺴﺎﻧِ ِﻪ‬ 20792787@N00/2720247112
‫َﺟﺪْ َﻋﺎ َء‬
Praying at the Wall: https://www.flickr.com/
Prophet Muhammad said, “No child is born except photos/94588149@N00/5318705227
upon the fitra, though his parents [may] raise him a
Jew, a Christian, or a Magaian, etc., just as an animal
is born whole—do you see any part of its body Hindu Worship: https://www.flickr.com/photos/
amputated or deformed?” [Bukhari & Muslim] 129651693@N07/16725187255
Textual resources Hindu Worship (2): https://www.flickr.com/

photos/43109416@N00/9674576181
Lesson plan 2
Shinto Worship: https://www.flickr.com/photos/
Fitrah: The Primordial Nature of Man 21186555@N07/49144943583
What Islam Offers to Modern Self-Help: An
Islamic Paradigm of Psychology Shinto Worship (2): https://www.flickr.com/
photos/68532869@N08/16261544452
The Reconstruction of Islamic Thought:
[Muhammad Iqbal; pp. 15-16]
Roman Catholics: https://www.flickr.com/photos/
Multimedia resources 35409814@N00
Lesson plan 1 Stairway to Heaven: https://www.flickr.com/

Plant Growth Timelapse: | Signs of God? photos/46783079@N00/46126386285
Crash Course: Scientific Revolution Ancient Egyptians: https://www.flickr.com/

The Awkward Yeti: Heart & Brain Comic photos/96884693@N00/23816882835
Lesson plan 2 Ancient Egyptians (2): https://www.flickr.com/

photos/82575904@N00
Charity Water Story: https://www.youtube.com/
watch?
v=bdBG5VO01e0&feature=emb_logo&ab_chann Ancient Greek Gods: https://www.freepik.com/
el=charitywater free-vector/ancient-greek-gods-2-horizontal-
cartoon-figures-sets-with-dionysus-zeus-
Gifted with Cancer: https://www.youtube.com/ poseidon-aphrodite-apollo-
watch? athena_6845839.htm#page=1&query=ancient%2
v=dzL6BLPAFBo&feature=emb_logo&ab_channel 0greek%20gods&position=0
=OnePathNetwork
Ancient Persepolis: https://
Buddhist Monks: https://www.flickr.com/photos/ creativecommons.org/licenses/by-sa/1.0/deed.en
36751871@N00/8033349164
Nabu Diety: https://sketchfab.com/3d-models/
Buddhist Monks (2): https://www.flickr.com/ statue-neo-assyrian-temple-of-
photos/10504927@N08/3518635593 nabu-5b0fcce6567a4bccae578aa09681ab80
44
Muslims Praying: https://en.wikipedia.org/wiki/ v=TgisehuGOyY&feature=emb_logo&ab_channel

Creative_Commons =CrashCourse
Taraweeh Prayer: https://www.flickr.com/photos/ Cosmological Argument (2): https://

53285566@N00 www.youtube.com/watch?
v=6CulBuMCLg0&feature=emb_logo&ab_channe
l=drcraigvideos
Lungshan Temple: https://www.flickr.com/
photos/19348052@N00/3601924968
Blog Post: https://www.pexels.com/photo/
assorted-color-artwork-equipment-set-1053687/
Lesson plan 3
Meaning of Life: https://www.youtube.com/ Blog Post (2): https://www.pexels.com/photo/
watch?v=7d16CpWp- photography-of-laptop-computer-camera-
ok&feature=emb_logo&ab_channel=TalkIslam smartphone-headphones-and-mug-705164/
Fine-Tuning the Universe: https://

www.youtube.com/watch?
v=EE76nwimuT0&feature=emb_logo&ab_channel
=drcraigvideos
What If We Lost Gravity?: https://

www.facebook.com/watch/?v=829409347567631
Miniature Universe: https://images.pexels.com/

photos/1275393/pexels-photo-1275393.jpeg?
auto=compress&cs=tinysrgb&dpr=2&h=750&w=12
60
Atomic Bond: https://live.staticflickr.com/

7205/6944232135_722f80977d.jpg
Google Search: https://upload.wikimedia.org/

wikipedia/commons/thumb/c/c1/
Google_Homepage.svg/1200px-
Google_Homepage.svg.png
Expanding Universe: https://

images.unsplash.com/
photo-1585961265340-0bde8bbf00f6?
ixlib=rb-1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&auto
=format&fit=crop&w=1490&q=80
Cosmological Argument: https://

www.youtube.com/watch?
45

The Existence of God Unit Plan

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The Existence of God Unit Plan

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The Case for

Copyright © 2020, YAQEEN INSTITUTE OF ISLAMIC RESEARCH

Read before you teach 6

Instructions and activities

Lesson 2 | Fitra: Our Primordial Nature 19

Unit overview and objectives

Learning objectives CCSS.ELA-LITERACY.W.9-10-4

1 Recognize the limitations of our present-day CCSS.ELA-LITERACY.RI.9-10.2

Read before you teach

This curriculum unit is based on Justin Parrot’s publication, “The

General FAQs How do I steer tangents?

How do I engage a quiet group? How do I respond to a question that

1 Recognize the limitations of our present-day

a. Our present-day discourse about God's

birth to. Consequently, we have grown cannot be empirically “proven”—God, especially

droplets at dawn to a sentimental display of

b. Body: Looking at the __(subject matter)__,

d. Mind: Looking at the __(subject matter)__,

The objective is to demonstrate how, when

3. Third, students will design, cut, and build a

Stage 2: Learning plan Opening activity (15 min)

Ingrained with knowledge of God’s existence,

1. Proceed to slide four and pose the following

The student activity on slide eleven will be used

Summative assessment 2.4

distributing the three trials to the whole class and

3. Transition to slide nine. not deem it a dimensionless physical constant of

another object to move it or a process to

them to determine the conclusion: “Premise A Slides 14-18

volitional willpower—or God. Given that He humankind by interweaving heart-based and

2. Use the checklist and table on 3.3 “Kalam

Summative assessment 3.4

References and resources

hearts that perhaps you would be grateful.” [Surat

Textual resources Hindu Worship (2): https://www.flickr.com/

Lesson plan 1 Stairway to Heaven: https://www.flickr.com/

Crash Course: Scientific Revolution Ancient Egyptians: https://www.flickr.com/

Lesson plan 2 Ancient Egyptians (2): https://www.flickr.com/

Muslims Praying: https://en.wikipedia.org/wiki/ v=TgisehuGOyY&feature=emb_logo&ab_channel

Taraweeh Prayer: https://www.flickr.com/photos/ Cosmological Argument (2): https://

Fine-Tuning the Universe: https://

What If We Lost Gravity?: https://

Miniature Universe: https://images.pexels.com/

Atomic Bond: https://live.staticflickr.com/

Google Search: https://upload.wikimedia.org/

Expanding Universe: https://

Cosmological Argument: https://

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b. Body: Looking at the (subject matter),

d. Mind: Looking at the (subject matter),