Unit 1.2
Why we worship God
When we think of our obligation as Muslims to worship God, some of us may express confusion at the idea that God “needs” or “wants” us to worship Him. Some may even perceive God as being egotistical to demand devotional service. This is neither common sense nor sound logic–rather, it results from a faulty image of God. Islamic theology steers clear of connecting human needs and motivations to God. Instead, Islam provides a grounded and honest answer to the question “Why does God ask to be worshiped?” Guide students through the answer with this unit.
Introduction
Unit overview, learning objectives and content standards
Lesson 1: Human limitations and biases
In this lesson, students will reflect on the differences between the finite nature of humans (with a focus on our limited knowledge) and God’s infinite and unlimited nature. When the limited human mind attempts to grasp God’s full reality, it tends to impart human-like qualities to God, and therefore thinks of God as asking to be glorified and obeyed based on human motives such as neediness. Students will learn that to attribute limited human qualities to the Divine is called anthropomorphism and that while humans may share certain aspects of qualities with God such as sight and mercy, these human versions are only poor facsimiles of the greater and more perfect traits of God.
Lesson instructions
1.1 In-class activity | Anthropomorphic bias
1.2 Homework | Anthropomorphizing god
1.3 Teacher’s reference | Anthropomorphizing god
Presentation
Lesson 1: Optional extension
The optional extension addresses an apparent paradox in Lesson 1: the Qur’an describes God as utterly unlike His creation while also describing Him using traits and attributes familiar to humans. At the end of this optional lesson, students will find clarity by recognizing that God uses language in order for us to know Him, even though language cannot encapsulate His full reality.
Lesson instructions
Presentation
Lesson 2: Indebted to God
This lesson attempts to bring to life some of God’s divine names and attributes. Students will be able to conclude that God’s requests and demands for worship arise both from His absolute power and will, as well as from His compassionate regard for our well-being and benefit. By considering the immense blessings He has bestowed upon His creation, students will feel compelled to worship Him.
Lesson instructions
2.1 In-class activity | God: the One worthy of worship
2.1a Teacher’s reference | God: the One worthy of worship
Presentation
Lesson 2: Optional extension
The extension introduces students to a holistic definition of “worship” that applies to all aspects of human life, including both ritualistic and non-ritualistic forms of worship, involving the human mind, body, and heart. By the end, students will realize that holistic worship involves submitting to God in all aspects of one’s life.
Lesson instructions
Presentation
Lesson 3: God’s mercy and human benefit
The final lesson of this unit invites students to reflect on how God’s command to worship Him truly benefits humans. To do so, this lesson aims to shift the modern belief that “benefits” are whatever provide instant gratification to a more holistic understanding that true benefit generates individual and collective good in this world and the next.
Lesson instructions
3.1 In-class activity | Charting benefits
3.2a In-class activity | What’s in it for me?
3.2b In-class activity | What’s in it for me?
3.2c In-class activity | What’s in it for me?
3.2d In-class activity | What’s in it for me?
3.3 Homework | Benefits reflection
3.4 Teacher’s reference | What’s in it for me?
Presentation
References
References
Feedback
Additional resources
See other units
Unit 1.1
The case for Allah’s existence
Is Allah real? How do we know God exists? Belief in God and the quest for existential truth is not always easy, especially in a social environment where faith is derided as superstition, wishful thinking, or even a dangerous fantasy. This unit begins by challenging this mindset before exploring a number of arguments that establish the existence of God in a way that speaks to both the heart and mind.
Unit 1.3
The proofs of prophethood
Believing in prophets and messengers is a key pillar of faith in Islam. This unit unpacks the nature and necessity of these individuals by first exploring the ethical need for guidance facilitated by prophets. Students then go on to examine two types of proofs of prophethood in detail: mind-based or cognitive proofs (e.g., miracles) and heart-based proofs (e.g., prophetic character traits).
Unit 1.4
Qur’an: The living literary miracle
The greatest miracle in Islam is the Qur’an. It is divine in nature and irreplicable, having been preserved over millennia. This unit will guide students through some major concepts that illustrate the Qur’an’s miraculous nature and why it is the word of God. By the end of the unit, students will find that the Qur’an’s revelation and compilation fit the highest markers of historical accuracy.
Unit 1.5
Conscious or coerced: Divine decree in Islam
This unit explores a difficult question brought up by Muslim youth and adults alike: if God has knowledge of all things and we are subject to His will and power, then how do we have free will? Students will explore the Qur’anic discourse on predestination and free will to equip them with the tools to navigate and resolve this apparent paradox.
Unit 1.6
How can evil coexist with a merciful God?
The ‘problem of evil’ is a major point of contention in philosophical and religious circles. To address the topic, this unit first clarifies the terms of the debate by explaining that human knowledge can never encompass the reality of ‘goodness’ or ‘evil.’ It then surveys how Islamic theodicies have responded to the problem of evil. The unit concludes by inviting students to explore how the prophetic model allows them to find meaning and be inspired to act positively in a world where ‘evil’ exists.