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Cambridge International AS & A Level

ISLAMIC STUDIES 9488/02Paper 2 Islamic Law (Shariah) and its Application For examination from 2021MARK SCHEME

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9488/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021

of 16© UCLES 2018

Gen

eric

Mar

king

Prin

cipl

es

Thes

e ge

nera

l mar

king

prin

cipl

es m

ust b

e ap

plie

d by

all

exam

iner

s w

hen

mar

king

can

dida

te a

nsw

ers.

The

y sh

ould

be

appl

ied

alon

gsid

e th

e sp

ecifi

c co

nten

t of t

he m

ark

sche

me

or g

ener

ic le

vel d

escr

ipto

rs fo

r a q

uest

ion.

Eac

h qu

estio

n pa

per a

nd m

ark

sche

me

will

als

o co

mpl

y w

ith th

ese

mar

king

pr

inci

ples

.

GE

NE

RIC

MA

RK

ING

PR

INC

IPLE

1:

Mar

ks m

ust b

e aw

arde

d in

line

with

:

•th

e sp

ecifi

c co

nten

t of t

he m

ark

sche

me

or th

e ge

neric

leve

l des

crip

tors

for t

he q

uest

ion

•th

e sp

ecifi

c sk

ills

defin

ed in

the

mar

k sc

hem

e or

in th

e ge

neric

leve

l des

crip

tors

for t

he q

uest

ion

•th

e st

anda

rd o

f res

pons

e re

quire

d by

a c

andi

date

as

exem

plifi

ed b

y th

e st

anda

rdis

atio

n sc

ripts

.

GE

NE

RIC

MA

RK

ING

PR

INC

IPLE

2:

Mar

ks a

war

ded

are

alw

ays

who

le m

arks

(not

hal

f mar

ks, o

r oth

er fr

actio

ns).

GE

NE

RIC

MA

RK

ING

PR

INC

IPLE

3:

Mar

ks m

ust b

e aw

arde

d po

sitiv

ely:

•m

arks

are

aw

arde

d fo

r cor

rect

/val

id a

nsw

ers,

as

defin

ed in

the

mar

k sc

hem

e. H

owev

er, c

redi

t is

give

n fo

r val

id a

nsw

ers

whi

ch g

o be

yond

the

scop

e of

the

sylla

bus

and

mar

k sc

hem

e, re

ferr

ing

to y

our T

eam

Lea

der a

s ap

prop

riate

•m

arks

are

aw

arde

d w

hen

cand

idat

es c

lear

ly d

emon

stra

te w

hat t

hey

know

and

can

do

•m

arks

are

not

ded

ucte

d fo

r err

ors

•m

arks

are

not

ded

ucte

d fo

r om

issi

ons

•an

swer

s sh

ould

onl

y be

judg

ed o

n th

e qu

ality

of s

pelli

ng, p

unct

uatio

n an

d gr

amm

ar w

hen

thes

e fe

atur

es a

re s

peci

fical

ly a

sses

sed

by th

e qu

estio

n as

indi

cate

d by

the

mar

k sc

hem

e. T

he m

eani

ng, h

owev

er, s

houl

d be

una

mbi

guou

s.

GE

NE

RIC

MA

RK

ING

PR

INC

IPLE

4:

Rul

es m

ust b

e ap

plie

d co

nsis

tent

ly e

.g. i

n si

tuat

ions

whe

re c

andi

date

s ha

ve n

ot fo

llow

ed in

stru

ctio

ns o

r in

the

appl

icat

ion

of g

ener

ic le

vel

desc

ripto

rs.

GE

NE

RIC

MA

RK

ING

PR

INC

IPLE

5:

Mar

ks s

houl

d be

aw

arde

d us

ing

the

full

rang

e of

mar

ks d

efin

ed in

the

mar

k sc

hem

e fo

r the

que

stio

n (h

owev

er; t

he u

se o

f the

full

mar

k ra

nge

may

be

lim

ited

acco

rdin

g to

the

qual

ity o

f the

can

dida

te re

spon

ses

seen

).


of 16© UCLES 2018

GE

NE

RIC

MA

RK

ING

PR

INC

IPLE

6:

Mar

ks a

war

ded

are

base

d so

lely

on

the

requ

irem

ents

as

defin

ed in

the

mar

k sc

hem

e. M

arks

sho

uld

not b

e aw

arde

d w

ith g

rade

thre

shol

ds o

r gra

de

desc

ripto

rs in

min

d.

Gen

eric

leve

ls o

f res

pons

e de

scrip

tors

Thes

e le

vel d

escr

ipto

rs a

ddre

ss a

sses

smen

t obj

ectiv

es (A

Os)

1 a

nd 2

, and

sho

uld

be u

sed

in c

onju

nctio

n w

ith th

e in

dica

tive

cont

ent f

or e

ach

ques

tion

in th

e m

ark

sche

me.

Ass

essm

ent o

bjec

tives

AO

1 K

now

ledg

e an

d un

ders

tand

ing

Dem

onst

rate

kno

wle

dge

and

unde

rsta

ndin

g of

Isla

mic

teac

hing

s, te

xts,

bel

iefs

and

pra

ctic

es in

clud

ing

thei

r rel

evan

ce fo

r ind

ivid

ual M

uslim

s an

d co

mm

uniti

es.

AO

2 A

naly

sis

and

eval

uatio

n A

naly

se, e

valu

ate

and

disc

uss

evid

ence

, poi

nts

of v

iew

and

issu

es in

Isla

m.

Gen

eric

mar

king

prin

cipl

es

(a)

Exa

min

ers

shou

ld u

se th

e pe

rform

ance

sum

mar

y st

atem

ents

at t

he to

p of

the

desc

ripto

rs to

hel

p to

iden

tify

a le

vel w

hich

mat

ches

the

cand

idat

e’s

resp

onse

. How

ever

, the

fina

l dec

isio

n on

the

band

and

the

mar

k w

ithin

the

band

sho

uld

be m

ade

on th

e ba

sis

of a

ll th

e de

scrip

tors

in th

e le

vel

and

not p

rimar

ily u

sing

the

perfo

rman

ce s

umm

ary

stat

emen

t. (b

) E

xam

iner

s sh

ould

sta

rt at

the

low

est l

evel

, if t

he a

nsw

er m

eets

all

the

crite

ria th

ey s

houl

d th

en m

ove

to th

e ne

xt le

vel a

nd s

o on

. The

Exa

min

er

shou

ld re

peat

this

pro

cess

unt

il th

ere

is a

mat

ch b

etw

een

the

over

all a

nsw

er a

nd th

e le

vel d

escr

ipto

r. E

xam

iner

s sh

ould

use

a b

est-f

it ap

proa

ch

whe

n de

cidi

ng u

pon

the

leve

l, it

is p

ossi

ble

for a

diff

eren

t lev

el to

be

chos

en fo

r eac

h A

O.

(c)

If th

e E

xam

iner

iden

tifie

s al

l asp

ects

of t

he le

vel d

escr

ipto

r with

in th

e an

swer

then

the

high

est m

ark

for t

he le

vel s

houl

d be

giv

en. E

xam

iner

s sh

ould

als

o m

ake

refe

renc

e to

the

indi

cativ

e co

nten

t whe

n de

cidi

ng o

n th

e m

ark

with

in a

leve

l to

ensu

re th

at th

ere

is s

uffic

ient

rele

vant

con

tent

ev

iden

t with

in th

e an

swer

for t

he le

vel a

nd m

ark.

Exa

min

ers

shou

ld b

e pr

epar

ed to

cre

dit m

ater

ial i

n an

swer

s w

hich

is n

ot c

onta

ined

in th

e in

dica

tive

cont

ent.

(d)

The

Exa

min

er m

ay n

eed

to m

ake

a ju

dgem

ent w

ithin

a le

vel o

r bet

wee

n tw

o or

mor

e le

vel s

tate

men

ts. O

nce

a ‘b

est-f

it’ le

vel s

tate

men

t has

bee

n id

entif

ied,

use

the

follo

win

g gu

idan

ce to

dec

ide

on a

spe

cific

mar

k:

•W

here

the

cand

idat

e’s

wor

k co

nvin

cing

ly m

eets

the

leve

l sta

tem

ent,

you

shou

ld a

war

d th

e hi

ghes

t mar

k. •

Whe

re th

e ca

ndid

ate’

s w

ork

adeq

uate

ly m

eets

the

leve

l sta

tem

ent,

you

shou

ld a

war

d th

e m

ost a

ppro

pria

te m

ark

in th

e m

iddl

e of

the

rang

e. •

Whe

re th

e ca

ndid

ate’

s w

ork

just

mee

ts th

e le

vel s

tate

men

t, yo

u sh

ould

aw

ard

the

low

est m

ark.


of 16© UCLES 2018

AO

1 K

now

ledg

e an

d un

ders

tand

ing

grid

(For

Que

stio

ns 1

(b),

2(b)

, 3(a

) and

4(a

))

Leve

l A

O1

Kno

wle

dge

and

unde

rsta

ndin

gM

arks

Leve

l 4D

etai

led

accu

rate

kno

wle

dge

with

goo

d un

ders

tand

ing

•U

ses

a ra

nge

of d

etai

led,

acc

urat

e an

d re

leva

nt k

now

ledg

e. •

Dem

onst

rate

s un

ders

tand

ing

thro

ugh

a w

ell-d

evel

oped

resp

onse

. •

Fully

add

ress

es th

e qu

estio

n. •

Goo

d un

ders

tand

ing

of th

e w

ider

con

text

, if r

elev

ant.

9–10

Leve

l 3M

ostly

acc

urat

e kn

owle

dge

with

som

e un

ders

tand

ing

•U

ses

a ra

nge

of m

ostly

acc

urat

e an

d re

leva

nt k

now

ledg

e. •

Dem

onst

rate

s un

ders

tand

ing

thro

ugh

a de

velo

ped

resp

onse

. •

Add

ress

es m

ost a

spec

ts o

f the

que

stio

n.

•S

ome

enga

gem

ent w

ith th

e w

ider

con

text

, if r

elev

ant.

6–8

Leve

l 2Pa

rtia

lly a

ccur

ate

know

ledg

e w

ith li

mite

d un

ders

tand

ing

•U

ses

a ra

nge

of k

now

ledg

e w

hich

may

be

parti

ally

acc

urat

e. •

Dem

onst

rate

s lim

ited

unde

rsta

ndin

g th

roug

h a

parti

ally

dev

elop

ed re

spon

se.

•A

ttem

pts

to a

ddre

ss th

e qu

estio

n.

•A

ttem

pts

to e

ngag

e w

ith th

e w

ider

con

text

, if r

elev

ant.

3–5

Leve

l 1Li

mite

d kn

owle

dge

and

basi

c un

ders

tand

ing

•Id

entif

ies

a lim

ited

rang

e of

kno

wle

dge

whi

ch m

ay n

ot b

e ac

cura

te.

•D

emon

stra

tes

basi

c un

ders

tand

ing

thro

ugh

a lim

ited

resp

onse

. •

Res

pons

e is

rele

vant

to th

e to

pic,

but

doe

s no

t dire

ctly

add

ress

the

ques

tion.

•Li

ttle

or n

o re

fere

nce

to th

e w

ider

con

text

, if r

elev

ant.

1–2

Leve

l 0N

o re

leva

nt m

ater

ial t

o cr

edit.

0


of 16© UCLES 2018

10-m

ark

grid

for A

O2

Ana

lysi

s an

d ev

alua

tion

(For

Que

stio

ns 1

(c) a

nd 2

(c))

Leve

l A

O2

Ana

lysi

s an

d ev

alua

tion

Mar

ks

Leve

l 5A

ltern

ativ

e co

nclu

sion

s w

ith a

naly

sis

of p

oint

s of

vie

w •

Ana

lyse

s th

e im

porta

nce

and/

or s

treng

th o

f diff

eren

t poi

nts

of v

iew

in d

etai

l. •

Use

s ac

cura

te e

vide

nce

to s

uppo

rt a

cohe

rent

and

wel

l-stru

ctur

ed d

iscu

ssio

n. •

Coh

eren

t con

clus

ion

to th

e qu

estio

n w

hich

eva

luat

es k

now

ledg

e an

d po

ints

of v

iew

and

ass

esse

s al

tern

ativ

e co

nclu

sion

s.

9–10

Leve

l 4C

oher

ent c

oncl

usio

n su

ppor

ted

by e

vide

nced

poi

nts

of v

iew

•D

iscu

sses

diff

eren

t poi

nts

of v

iew

in s

ome

deta

il. •

Use

s ac

cura

te e

vide

nce

to s

uppo

rt a

wel

l-stru

ctur

ed d

iscu

ssio

n. •

Coh

eren

t con

clus

ion

to th

e qu

estio

n w

hich

eva

luat

es k

now

ledg

e an

d po

ints

of v

iew

.

7–8

Leve

l 3C

lear

con

clus

ion

with

diff

eren

t poi

nts

of v

iew

•

Rec

ogni

ses

diffe

rent

poi

nts

of v

iew

and

dis

cuss

es a

t lea

st o

ne in

som

e de

tail.

•U

ses

accu

rate

evi

denc

e to

sup

port

disc

ussi

on.

•C

lear

con

clus

ion

to th

e qu

estio

n w

hich

is li

nked

to a

rang

e of

kno

wle

dge

and

poin

ts o

f vie

w.

5–6

Leve

l 2B

asic

con

clus

ion

with

a s

uppo

rted

poi

nt o

f vie

w •

Dis

cuss

es o

ne p

oint

of v

iew

. •

Use

s su

ppor

ting

evid

ence

for o

ne o

r mor

e re

leva

nt p

oint

s. T

he s

uppo

rt m

ay n

ot b

e w

holly

rele

vant

or a

ccur

ate.

•A

ttem

pted

con

clus

ion

to th

e qu

estio

n w

hich

is li

nked

to k

now

ledg

e an

d/or

a p

oint

of v

iew

.

3–4

Leve

l 1Li

mite

d in

terp

reta

tion

with

a p

oint

of v

iew

•S

tate

s a

poin

t of v

iew

. •

Littl

e or

no

supp

ortin

g ev

iden

ce.

•A

ttem

pted

inte

rpre

tatio

n w

hich

may

not

dire

ctly

add

ress

the

ques

tion.

1–2

Leve

l 0N

o re

leva

nt m

ater

ial t

o cr

edit.

0


of 16© UCLES 2018

15-m

ark

grid

for A

O2

Ana

lysi

s an

d ev

alua

tion

(For

Que

stio

ns 3

(b) a

nd 4

(b))

Leve

l A

O2

Ana

lysi

s an

d ev

alua

tion

Mar

ks

Leve

l 5A

ltern

ativ

e co

nclu

sion

s w

ith a

naly

sis

of p

oint

s of

vie

w •

Ana

lyse

s th

e im

porta

nce

and/

or s

treng

th o

f diff

eren

t poi

nts

of v

iew

in d

etai

l. •

Use

s ac

cura

te e

vide

nce

to s

uppo

rt a

cohe

rent

and

wel

l-stru

ctur

ed d

iscu

ssio

n. •

Coh

eren

t con

clus

ion

to th

e qu

estio

n w

hich

eva

luat

es k

now

ledg

e an

d po

ints

of v

iew

and

ass

esse

s al

tern

ativ

e co

nclu

sion

s.

13–1

5

Leve

l 4C

oher

ent c

oncl

usio

n su

ppor

ted

by e

vide

nced

poi

nts

of v

iew

•D

iscu

sses

diff

eren

t poi

nts

of v

iew

in s

ome

deta

il. •

Use

s ac

cura

te e

vide

nce

to s

uppo

rt a

wel

l-stru

ctur

ed d

iscu

ssio

n. •

Coh

eren

t con

clus

ion

to th

e qu

estio

n w

hich

eva

luat

es k

now

ledg

e an

d po

ints

of v

iew

.

10–1

2

Leve

l 3C

lear

con

clus

ion

with

diff

eren

t poi

nts

of v

iew

•

Rec

ogni

ses

diffe

rent

poi

nts

of v

iew

and

dis

cuss

es a

t lea

st o

ne in

som

e de

tail.

•U

ses

accu

rate

evi

denc

e to

sup

port

disc

ussi

on.

•C

lear

con

clus

ion

to th

e qu

estio

n w

hich

is li

nked

to a

rang

e of

kno

wle

dge

and

poin

ts o

f vie

w.

7–9

Leve

l 2B

asic

con

clus

ion

with

a s

uppo

rted

poi

nt o

f vie

w •

Dis

cuss

es o

ne p

oint

of v

iew

. •

Use

s su

ppor

ting

evid

ence

for o

ne o

r mor

e re

leva

nt p

oint

s. T

he s

uppo

rt m

ay n

ot b

e w

holly

rele

vant

or a

ccur

ate.

•A

ttem

pted

con

clus

ion

to th

e qu

estio

n w

hich

is li

nked

to k

now

ledg

e an

d/or

a p

oint

of v

iew

.

4–6

Leve

l 1Li

mite

d in

terp

reta

tion

with

a p

oint

of v

iew

•S

tate

s a

poin

t of v

iew

. •

Littl

e or

no

supp

ortin

g ev

iden

ce.

•A

ttem

pted

inte

rpre

tatio

n w

hich

may

not

dire

ctly

add

ress

the

ques

tion.

1–3

Leve

l 0N

o re

leva

nt m

ater

ial t

o cr

edit.

0


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

EITH

ER

1(a)

Stat

e fiv

e rig

hts

of w

omen

acc

ordi

ng to

Isla

m.

AO

1 –

Kno

wle

dge

and

unde

rsta

ndin

g

Ans

wer

s m

ay in

clud

e so

me

of th

e fo

llow

ing

idea

s, b

ut a

ll va

lid m

ater

ial m

ust b

e cr

edite

d.

One

mar

k sh

ould

be

awar

ded

for e

ach

resp

onse

.

•R

ight

to a

n ed

ucat

ion

•R

ight

to h

ave

a ca

reer

/bus

ines

s (e

.g. K

hadi

ja)

•R

ight

to a

n in

herit

ance

•R

ight

to b

e pr

otec

ted

(e.g

. by

husb

ands

with

in m

arria

ge)

•R

ight

to h

ave

finan

cial

inde

pend

ence

•R

ight

to c

onse

nt to

or c

hoos

e m

arria

ge p

artn

er (n

ot fo

rced

) •

Rig

ht to

div

orce

her

hus

band

•R

ight

to p

ract

ise

her r

elig

ion

•C

redi

t ref

eren

ce to

Shi

ʾi pe

rspe

ctiv

es

5


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

1(b)

Des

crib

e in

herit

ance

for w

omen

acc

ordi

ng to

Isla

mic

law

(sha

riah)

.

AO

1 –

Kno

wle

dge

and

unde

rsta

ndin

g

Mar

k ac

cord

ing

to th

e A

O1

– 10

mar

k le

vels

of r

espo

nse

mar

king

grid

for k

now

ledg

e an

d un

ders

tand

ing.

Ans

wer

s m

ay in

clud

e so

me

of th

e fo

llow

ing

idea

s, b

ut a

ll va

lid m

ater

ial m

ust b

e cr

edite

d.

•Th

e Q

urʾa

n gi

ves

a ge

nera

l gui

de th

at fr

om w

hat p

aren

ts le

ave

behi

nd th

ere

is a

sha

re fo

r men

and

a s

hare

for w

omen

. •

Can

dida

tes

mig

ht q

uote

evi

denc

e fro

m th

e Q

urʾa

n 4:

11 w

hich

sta

tes:

‘Alla

h (th

us) d

irect

s yo

u as

rega

rds

your

chi

ldre

n’s

(Inhe

ritan

ce):

to th

e m

ale,

a p

ortio

n eq

ual t

o th

at o

f tw

o fe

mal

es: i

f onl

y da

ught

ers,

two

or m

ore,

thei

r sha

re is

two-

third

s of

the

inhe

ritan

ce; i

f onl

y on

e, h

er s

hare

is a

hal

f. Fo

r par

ents

, a s

ixth

sha

re o

f the

inhe

ritan

ce to

eac

h, if

the

dece

ased

le

ft ch

ildre

n; if

no

child

ren,

and

the

pare

nts

are

the

(onl

y) h

eirs

, the

mot

her h

as a

third

; if t

he d

ecea

sed

left

brot

hers

(or

sist

ers)

the

mot

her h

as a

six

th. T

he d

istri

butio

n in

all

case

s is

afte

r the

pay

men

t of l

egac

ies

and

debt

s. Y

e kn

ow n

ot

whe

ther

you

r par

ents

or y

our c

hild

ren

are

near

est t

o yo

u in

ben

efit.

The

se a

re s

ettle

d po

rtion

s or

dain

ed b

y A

llah

and

Alla

h is

All-

know

ing,

All-

wis

e.’ (

Yusu

f Ali)

•O

n on

e oc

casi

on o

ne o

f the

Ans

ar d

ied

leav

ing

a w

ife a

nd th

ree

daug

hter

s. H

is m

ale

cous

ins

cam

e an

d to

ok a

ll th

e po

sses

sion

s. T

he w

idow

cam

e to

the

Pro

phet

(pbu

h) w

ho s

lept

on

it an

d th

en a

dvis

ed th

ere

shou

ld b

e a

shar

e fo

r the

w

omen

. •

If th

ere

is o

ne s

iste

r of a

n he

ir by

rela

tions

hip

then

she

may

rece

ive

a si

xth;

if m

ore

sist

ers

they

sha

re a

third

. If a

man

di

es c

hild

less

and

has

onl

y a

sist

er, s

he m

ay in

herit

a th

ird; i

f mor

e, th

ey s

hare

two

third

s. A

lthou

gh th

ese

inst

ruct

ions

co

me

from

the

Qur

ʾan,

som

e sc

hola

rs in

terp

ret t

hem

as

appl

ying

to c

erta

in s

ituat

ions

rath

er th

an in

gen

eral

, and

rule

that

w

omen

may

als

o in

herit

an

equa

l sha

re.

•Th

ere

are

som

e di

ffere

nces

bet

wee

n th

e sc

hool

s of

thou

ght i

f a m

an d

ies

durin

g th

e pr

oces

s of

div

orce

, with

the

Mal

iki

scho

ol g

rant

ing

right

s to

the

wife

(or e

x-w

ife) r

egar

dles

s.

•C

redi

t det

ails

of i

nher

itanc

e in

var

ious

cas

es a

nd fo

r var

ious

fem

ale

rela

tives

(inc

ludi

ng in

the

case

of g

rand

mot

her,

cous

in, e

tc.)

as a

ppro

pria

te.

•A

lso

give

cre

dit t

o ot

her s

choo

ls o

f Isl

amic

juris

prud

ence

(fiq

h), s

uch

as T

wel

ver S

hiʾi.

10


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

1(c)

‘Isla

mic

juris

prud

ence

(fiq

h) s

houl

d co

nsid

er lo

cal c

ultu

ral p

ract

ices

(ʿur

f).’

Dis

cuss

this

sta

tem

ent w

ith re

fere

nce

to d

iffer

ent p

oint

s of

vie

w.

AO

2 –

Ana

lysi

s an

d ev

alua

tion

Mar

k ac

cord

ing

to th

e A

O2

– 10

mar

k le

vels

of r

espo

nse

mar

king

grid

for a

naly

sis

and

eval

uatio

n. A

nsw

ers

may

refe

r to

any

Isla

mic

relig

ious

theo

ry o

r tea

chin

g. C

andi

date

s m

ay p

ropo

se, a

naly

se a

nd e

valu

ate

som

e of

the

follo

win

g ar

gum

ents

. All

rele

vant

arg

umen

ts m

ust b

e cr

edite

d.

•Th

e te

rm ʿu

rf re

fers

to lo

cal c

ultu

ral h

abits

. It i

s st

ated

in th

e Q

urʾa

n th

at G

od m

ade

the

diffe

rent

peo

ples

of t

he w

orld

so

that

they

may

kno

w o

ne a

noth

er, s

o it

may

be

seen

as

natu

ral t

o co

nsid

er lo

cal d

iffer

ence

s. •

How

ever

, the

Qur

ʾan

is th

e fir

st s

ourc

e of

sha

riah

and

the

Had

ith o

r say

ing

of M

uham

mad

(pbu

h) th

e se

cond

. Not

hing

ca

n ov

erw

rite

wha

t is

said

in th

ese

text

s. A

s th

e re

veal

ed w

ord

of G

od fo

r all

time,

the

Qur

ʾan

take

s pr

eced

ence

. It i

s no

t ac

cept

able

for a

loca

l com

mun

ity to

con

tradi

ct th

e Q

urʾa

n or

Muh

amm

ad (p

buh)

, who

set

s a

perfe

ct e

xam

ple,

bec

ause

of

loca

l tra

ditio

n.

•H

owev

er, n

ot a

ll m

atte

rs a

re s

trict

ly la

id d

own

in th

e Q

urʾa

n an

d H

adith

. In

mov

ing

on to

con

side

r the

ijmaʿ

of t

he s

chol

ars

and

anal

ogy

with

sim

ilar s

ituat

ions

, the

nex

t tw

o so

urce

s of

sha

riah,

loca

l cul

tura

l pra

ctic

es m

ight

be

take

n in

to a

ccou

nt in

di

scus

sion

. The

re is

room

for a

var

iety

of o

pini

on w

here

mat

ters

are

unc

lear

. •

Can

dida

tes

mig

ht a

pply

the

fiqh

of in

herit

ance

for w

omen

and

dis

cuss

whe

ther

loca

l cul

tura

l pra

ctic

es (ʿurf),

suc

h as

in

coun

tries

whe

re w

omen

are

giv

en e

qual

righ

ts, s

houl

d al

so b

e re

cogn

ised

in s

haria

h. C

redi

t exa

mpl

es w

here

rele

vant

fro

m lo

cal s

ecul

ar s

yste

ms

of la

w a

nd h

ow th

is m

ight

affe

ct in

terp

reta

tion

of s

haria

h. •

Goo

d an

swer

s m

ight

con

side

r exa

mpl

es. I

n so

me

coun

tries

loca

l mar

riage

s ar

e pe

rform

ed in

diff

eren

t way

s an

d no

t re

gist

ered

by

natio

nal a

utho

ritie

s, b

ut fi

qh m

ight

con

side

r the

se w

hen

allo

catin

g sh

ares

for d

ivor

ce o

r inh

erita

nce.

Rul

es

of d

ress

mig

ht c

onsi

der w

hat b

est d

emon

stra

tes

the

prin

cipl

e of

hum

ility

and

mod

esty

with

in th

e lo

cal c

ultu

re. C

redi

t loc

al

exam

ples

giv

en w

here

app

ropr

iate

. •

The

best

ans

wer

s m

ight

focu

s on

the

wor

d ‘c

onsi

der’

and

disc

uss

the

rela

tive

cons

ider

atio

n lo

cal c

ultu

re m

ight

be

give

n de

pend

ing

on th

e si

tuat

ion

of M

uslim

s an

d ho

w c

lear

inju

nctio

ns g

iven

in th

e pr

imar

y so

urce

s of

sha

riah

are.

10


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

OR 2(

a)Id

entif

y th

e da

ily p

raye

rs a

ccor

ding

to Is

lam

.

AO

1 –

Kno

wle

dge

and

unde

rsta

ndin

g

Ans

wer

s m

ay in

clud

e so

me

of th

e fo

llow

ing

idea

s, b

ut a

ll va

lid m

ater

ial m

ust b

e cr

edite

d.

One

mar

k sh

ould

be

awar

ded

for e

ach

resp

onse

.

•M

orni

ng (F

ajr)

. •

Lunc

htim

e (Z

uhr)

. •

Afte

rnoo

n (A

sr).

•E

veni

ng (M

aghr

ib).

•La

te e

veni

ng (I

sha)

.

5

2(b)

Expl

ain

the

timin

gs o

f the

dai

ly p

raye

rs a

ccor

ding

to o

ne s

choo

l of I

slam

ic ju

rispr

uden

ce (f

iqh)

.

AO

1 –

Kno

wle

dge

and

unde

rsta

ndin

g

Mar

k ac

cord

ing

to th

e A

O1

– 10

mar

k le

vels

of r

espo

nse

mar

king

grid

for k

now

ledg

e an

d un

ders

tand

ing.

Ans

wer

s m

ay in

clud

e so

me

of th

e fo

llow

ing

idea

s, b

ut a

ll va

lid m

ater

ial m

ust b

e cr

edite

d.

•C

andi

date

s sh

ould

cho

ose

one

of th

e sc

hool

s of

Isla

mic

juris

prud

ence

(fiq

h) a

nd c

lear

ly s

tate

thei

r cho

ice

givi

ng a

n ex

ampl

e of

Sun

i or S

hiʾi.

Whe

re g

ener

al e

xam

ples

are

giv

en, t

hese

sho

uld

be a

pplic

able

to th

e sc

hool

of I

slam

ic

juris

prud

ence

(fiq

h) c

hose

n. •

In g

ener

al, t

he fi

ve d

aily

pra

yers

dev

elop

ed fr

om th

e in

junc

tions

in th

e Q

urʾa

n to

pra

y in

the

mor

ning

and

the

even

ing,

w

hich

giv

es o

nly

a ge

nera

l gui

de. M

ost d

etai

l com

es fr

om v

ario

us tr

aditi

ons

pass

ed d

own

thro

ugh

Had

ith w

hich

giv

e th

e tim

es o

f day

and

met

hod

in w

hich

the

Pro

phet

(pbu

h) p

raye

d.

•C

redi

t exa

mpl

es o

f tim

es w

hen

the

Pro

phet

(pbu

h) p

raye

d w

hen

rele

vant

, i.e

. whe

re th

ese

have

bee

n us

ed b

y a

scho

ol

of S

unni

fiqh

to d

eriv

e th

e tim

ing

of a

pra

yer.

Dep

th m

ight

be

show

n by

giv

ing

deta

ils o

f how

the

exac

t tim

ing

of o

ne o

f the

pr

ayer

s is

der

ived

. Bre

adth

mig

ht b

e sh

own

by re

ferr

ing

to s

ever

al o

f the

diff

eren

t pra

yer t

imes

. •

Goo

d an

swer

s ar

e lik

ely

to re

cogn

ise

that

this

que

stio

n is

sig

nific

ant,

beca

use

the

five

daily

pra

yers

are

see

n as

co

mpu

lsor

y ac

cord

ing

to th

e S

unni

sch

ools

of f

iqh.

To

wilf

ully

dis

rega

rd a

pra

yer i

s se

en a

s si

nful

. It i

s im

porta

nt to

get

the

timin

g rig

ht s

o th

at a

pra

yer i

s no

t mis

sed.

Bot

h th

e st

art a

nd e

nd ti

me

slot

s ar

e im

porta

nt p

artic

ular

ly a

t Faj

r and

Mag

hrib

, to

ens

ure

the

slot

is n

ot m

isse

d.

10


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

2(c)

‘The

diff

eren

ces

of Is

lam

ic ju

rispr

uden

ce (f

iqh)

with

rega

rds

to th

e tim

ings

of d

aily

pra

yers

are

ver

y im

port

ant.’

D

iscu

ss th

is s

tate

men

t with

refe

renc

e to

diff

eren

t poi

nts

of v

iew

.

AO

2 –

Ana

lysi

s an

d ev

alua

tion

Mar

k ac

cord

ing

to th

e A

O2

– 10

mar

k le

vels

of r

espo

nse

mar

king

grid

for a

naly

sis

and

eval

uatio

n. A

nsw

ers

may

refe

r to

any

Isla

mic

relig

ious

theo

ry o

r tea

chin

g. C

andi

date

s m

ay p

ropo

se, a

naly

se a

nd e

valu

ate

som

e of

the

follo

win

g ar

gum

ents

. All

rele

vant

arg

umen

ts m

ust b

e cr

edite

d.

•To

wha

t ext

ent a

re th

ere

diffe

renc

es?

Som

e of

the

mai

n di

ffere

nces

are

: –

Fajr

– th

e st

art t

ime

of fa

jr va

ries

acco

rdin

g to

the

inte

rpre

tatio

n of

the

star

t of f

irst l

ight

; the

end

of f

ajr i

s ca

lcul

ated

as

slig

htly

late

r by

Shi

ʾi sc

hool

s–

Asr

– th

e tim

ing

star

ts w

hen

the

shad

ows

leng

then

to th

e sa

me

heig

ht o

f the

obj

ect (

Sha

fiʿi s

choo

l) or

dou

ble

the

heig

ht (H

anaf

i sch

ool)

acco

rdin

g to

diff

eren

t Had

ith tr

aditi

ons

follo

wed

; to

Shi

ʾi th

e pr

ayer

is u

sual

ly p

erfo

rmed

to

geth

er w

ith Z

uhr

– M

aghr

ib –

the

star

t is

abou

t 10

min

utes

late

r acc

ordi

ng to

Shi

ʾi sc

hool

s; th

ere

are

varia

tions

in th

e en

d tim

e be

twee

n di

ffere

nt s

choo

ls.

•It

mig

ht b

e ar

gued

that

thes

e di

ffere

nces

in ti

min

gs a

re n

ot im

porta

nt. A

fter a

ll, M

uslim

s ge

nera

lly a

gree

on

the

patte

rn o

f da

ily p

raye

rs, a

nd th

e di

ffere

nces

are

a m

atte

r of a

few

min

utes

her

e an

d th

ere.

If a

per

son’

s ge

nuin

e in

tent

ion

is to

follo

w

the

Pro

phet

’s e

xam

ple,

how

ever

they

inte

rpre

t it,

then

that

mig

ht b

e co

nsid

ered

the

mai

n po

int.

•H

owev

er, t

here

are

trad

ition

s qu

oted

with

in fi

qh w

hich

sug

gest

the

diffe

renc

es a

re im

porta

nt. O

ne H

adith

sug

gest

s it

is

forb

idde

n to

pra

y be

fore

the

star

t of t

he p

raye

r tim

e. S

o, if

fajr

is p

raye

d ea

rly a

ccor

ding

to a

diff

eren

t sch

ool o

f tho

ught

, th

en th

is m

ight

be

decl

ared

inva

lid a

ccor

ding

to a

noth

er s

choo

l. •

Furth

erm

ore,

the

pray

er ti

mes

als

o si

gnal

tim

es fo

r sta

rting

and

end

ing

fast

ing

in R

amad

an. T

his

coul

d le

ad to

con

fusi

on

abou

t whe

n a

Mus

lim c

an e

at.

•O

ver m

uch

of h

isto

ry, M

uslim

s of

diff

eren

t sch

ools

of t

houg

ht h

ave

pray

ed to

geth

er re

gard

less

of d

iffer

ence

s of

tim

ing,

w

hich

sug

gest

s th

ese

diffe

renc

es a

re n

ot im

porta

nt a

nd n

eed

not l

ead

to d

ivis

ion

of d

isun

ity.

•H

owev

er, t

here

are

als

o ca

ses

toda

y w

here

Mus

lims

of d

iffer

ent s

choo

ls o

f tho

ught

hav

e op

ted

not t

o pr

ay to

geth

er in

on

e co

ngre

gatio

n, s

peci

fical

ly b

ecau

se th

ey d

id n

ot a

ccep

t the

oth

ers

inte

rpre

tatio

n of

the

corr

ect t

imin

g, m

akin

g th

is a

ca

use

of d

ivis

ion.

10


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

EITH

ER

3(a)

Expl

ain

Mus

lim b

elie

f in

the

onen

ess

of G

od (t

awhi

d).

AO

1 –

Kno

wle

dge

and

unde

rsta

ndin

g

Mar

k ac

cord

ing

to th

e A

O1

– 10

mar

k le

vels

of r

espo

nse

mar

king

grid

for k

now

ledg

e an

d un

ders

tand

ing.

Ans

wer

s m

ay in

clud

e so

me

of th

e fo

llow

ing

idea

s, b

ut a

ll va

lid m

ater

ial m

ust b

e cr

edite

d.

•C

andi

date

s m

ight

iden

tify

and

nam

e th

e co

re Is

lam

ic b

elie

f in

taw

hid,

as

oppo

sed

to id

olat

ry o

r shi

rk, a

nd g

ive

an a

ccou

nt

of h

ow M

uham

mad

(pbu

h) c

lear

ed th

e id

ols

of th

e K

a ʾba

and

in s

o do

ing

esta

blis

hed

Isla

m a

s th

e re

ligio

n of

mon

othe

ism

. It

is th

ough

t tha

t he

was

not

brin

ging

in a

new

bel

ief,

but r

athe

r ret

urni

ng to

the

belie

fs o

f Ibr

ahim

and

cle

arin

g th

e K

a ʾba

of

idol

s an

d co

rrup

t pra

ctic

es w

hich

had

cre

pt in

as

peop

le fo

rgot

the

mes

sage

dur

ing

the

days

of i

gnor

ance

. •

Goo

d an

swer

s m

ight

refe

r to

teac

hing

from

the

Qur

ʾan,

esp

ecia

lly fr

om th

e ea

rly M

ecca

per

iod,

in w

hich

reve

latio

ns a

re

give

n fo

r the

peo

ple

to tu

rn a

way

from

idol

wor

ship

and

trus

t in

the

one

true

God

. Can

dida

tes

mig

ht q

uote

trad

ition

s fro

m

the

life

of th

e P

roph

et (p

buh)

whe

re h

e pa

inst

akin

gly

taug

ht m

onot

heis

m d

espi

te th

reat

s an

d ev

en p

erse

cutio

n fro

m th

e pa

gan

idol

wor

ship

pers

. •

Can

dida

tes

mig

ht g

ive

a br

oad

over

view

of t

he d

istin

guis

hing

feat

ures

of S

unni

mon

othe

ism

. The

sha

hada

h st

ates

bel

ief

in G

od a

lone

, with

out r

efer

ence

to in

term

edia

ries

or to

ʿAli

– w

ho is

incl

uded

by

the

Shi

ʾi. C

ompa

rison

s m

ight

be

mad

e w

ith C

hris

tians

who

bel

ieve

in th

e Tr

inity

, inc

ludi

ng J

esus

as

Son

of G

od, w

hich

Mus

lims

reje

ct.

•S

unni

bel

ief i

n th

e on

enes

s of

God

incl

udes

a re

ject

ion

of M

uʾta

zila

h in

terp

reta

tions

whi

ch m

ight

be

desc

ribed

as

taki

ng

the

posi

tion

of e

xtre

me

unity

in th

at th

ey re

ject

the

Qur

ʾani

c re

fere

nces

to th

e ha

nd a

nd fa

ce o

f God

. •

Can

dida

tes

mig

ht re

cogn

ise

the

sign

ifica

nce

of S

unni

mon

othe

ism

beh

ind

all o

ther

bel

iefs

: all

are

focu

sed

on th

e be

lief i

n th

e on

e tru

e un

seen

God

. Oth

er b

elie

fs, s

uch

as G

od’s

judg

emen

t in

the

afte

rlife

, are

dep

ende

nt o

n th

is. T

he p

ract

ices

of

Isla

m, s

uch

as d

aily

pra

yer,

are

depe

nden

t on

belie

f in

the

one

true

God

as

the

purp

ose

of p

raye

r.

10


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

3(b)

‘The

mys

tical

pra

ctic

es o

f Suf

ism

are

a g

ood

way

to u

nder

stan

d G

od.’

Eval

uate

this

sta

tem

ent.

AO

2 –

Ana

lysi

s an

d ev

alua

tion

Mar

k ac

cord

ing

to th

e A

O2

– 15

mar

k le

vels

of r

espo

nse

mar

king

grid

for a

naly

sis

and

eval

uatio

n. A

nsw

ers

may

refe

r to

any

Isla

mic

relig

ious

theo

ry o

r tea

chin

g. C

andi

date

s m

ay p

ropo

se, a

naly

se a

nd e

valu

ate

som

e of

the

follo

win

g ar

gum

ents

. All

rele

vant

arg

umen

ts m

ust b

e cr

edite

d.

•Th

is q

uote

refe

rs to

the

spiri

tual

und

erst

andi

ng o

f God

ofte

n sa

id to

be

deve

lope

d by

Suf

i Mus

lims.

The

Qur

ʾan

Sur

ah

50 V

erse

16

refe

rs to

God

bei

ng n

eare

r to

a M

uslim

’s h

eart

than

thei

r jug

ular

vei

n. S

ufis

pra

ctis

e se

rvic

es o

f Zik

r/Dhi

kr,

rem

embr

ance

of G

od, i

n w

hich

they

aim

to d

evel

op th

eir c

lose

ness

to G

od th

roug

h en

terin

g a

stat

e of

hei

ghte

ned

awar

enes

s. •

Som

e M

uslim

s cr

itici

se th

e pr

actic

e of

Zik

r/Dhi

kr. T

hey

say

that

it m

ay n

ot b

e cl

early

trac

eabl

e to

the

Qur

ʾan

or th

e pr

actic

es o

f Muh

amm

ad (p

buh)

, so

in e

ffect

is a

n in

nova

tion

in re

ligio

us w

orsh

ip to

be

cond

emne

d as

inva

lid. T

he

Qur

ʾan

and

the

Pro

phet

’s e

xam

ple

prov

ide

the

last

and

fina

l mes

sage

and

the

prac

tices

aut

horis

ed th

erei

n sh

ould

not

be

chan

ged.

•H

owev

er, i

t cou

ld b

e sa

id th

at a

s G

od is

uns

een,

the

only

way

to u

nder

stan

d th

e un

seen

is th

roug

h th

e sp

iritu

al re

alm

. It

coul

d be

arg

ued

ther

e is

a lo

ng tr

aditi

on o

f Suf

ism

and

Suf

is h

ave

help

ed o

ther

s to

und

erst

and

God

by

expl

aini

ng v

erse

s of

the

Qur

ʾan

that

see

m to

hav

e m

ystic

al m

eani

ng.

•S

ome

Suf

is h

ave

clai

med

uni

ty w

ith G

od, a

cla

im w

hich

goe

s be

yond

wha

t was

acc

epta

ble.

Man

sur a

l-Hal

laj w

as

decl

ared

a h

eret

ic b

y so

me

whe

n he

cla

imed

ther

e w

ere

no b

ound

s be

twee

n hi

mse

lf an

d hi

s cr

eato

r. •

Man

y M

uslim

s w

ho a

re n

ot S

ufis

mig

ht th

ink

deep

ly, p

ray

addi

tiona

l pra

yers

for g

uida

nce

and

duʾa

pra

yers

, in

orde

r to

dee

pen

thei

r tho

ught

s ab

out G

od. T

hey

may

feel

that

they

do

not n

eed

to fo

llow

mys

tical

Suf

i pra

ctic

es in

ord

er to

re

mem

ber G

od. G

ood

answ

ers

are

likel

y to

exp

lore

mor

e th

an o

ne in

terp

reta

tion

of w

hat u

nder

stan

ding

God

mig

ht m

ean.

•Th

e be

st a

nsw

ers

will

iden

tify

the

wor

ds ‘g

ood

way

’ and

deb

ate

this

. It c

ould

be

said

that

the

best

and

cle

ares

t way

to

unde

rsta

nd G

od is

to re

ad th

e Q

urʾa

n. A

noth

er w

ay w

ould

be

to a

sk th

e ad

vice

of a

n Im

am, p

artic

ular

ly e

mph

asis

ed b

y S

hiʾi

Mus

lims.

Goo

d an

swer

s sh

ould

com

pare

diff

eren

t app

roac

hes

and

reac

h a

conc

lusi

on.

15


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

OR 4(

a)Ex

plai

n th

e im

port

ance

of t

he le

ader

ship

of S

hiʾi

Imam

s.

AO

1 –

Kno

wle

dge

and

unde

rsta

ndin

g

Mar

k ac

cord

ing

to th

e A

O1

– 10

mar

k le

vels

of r

espo

nse

mar

king

grid

for k

now

ledg

e an

d un

ders

tand

ing.

Ans

wer

s m

ay in

clud

e so

me

of th

e fo

llow

ing

idea

s, b

ut a

ll va

lid m

ater

ial m

ust b

e cr

edite

d.

•S

hiʾi

Mus

lims

belie

ve th

at th

ey m

ust b

e le

d by

an

Imam

with

aut

horit

y th

at tr

aces

bac

k to

the

fam

ily b

lood

line

of t

he

Pro

phet

Muh

amm

ad (p

buh)

and

thos

e gr

ante

d au

thor

ity a

fter h

im. T

his

is b

ecau

se o

f the

spl

it in

the

Mus

lim c

omm

unity

ov

er th

e va

lidity

of t

he fi

rst t

hree

Cal

iphs

afte

r the

Pro

phet

(pbu

h). S

hiʾi

Mus

lims

belie

ve ʿA

li sh

ould

hav

e be

en th

e fir

st

Cal

iph

and

his

fam

ily li

ne th

e le

ader

s of

the

Mus

lims.

So

it is

impo

rtant

to S

hiʾi

Mus

lims

to h

ave

Imam

s ap

poin

ted

from

am

ong

this

line

to h

ave

legi

timac

y.

•H

isto

rical

ly, T

wel

ver S

hiʾis

bel

ieve

that

the

impo

rtanc

e of

the

lead

ersh

ip o

f the

Imam

dev

elop

ed w

ith a

line

of 1

2 in

falli

ble

Imam

s, th

e la

st o

f whi

ch b

ecam

e hi

dden

. Unt

il hi

s re

turn

, cur

rent

Shi

ʾi Im

ams

are

impo

rtant

in p

rovi

ding

gui

danc

e ac

cord

ing

to th

e te

achi

ngs

left

by th

e tw

elve

. •

In d

aily

life

, the

Shi

ʾi Im

am is

impo

rtant

in le

adin

g pr

ayer

s at

the

mos

que

thre

e tim

es a

day

. The

Zuh

r/Asr

and

Mag

hrib

/Is

ha p

raye

rs a

re c

ombi

ned

by S

hiʾi

Mus

lims.

The

Imam

als

o pr

ovid

es s

ervi

ces

such

as

mar

riage

, div

orce

and

teac

hing

ch

ildre

n ho

w to

read

the

Qur

ʾan.

The

Imam

giv

es s

erm

ons

abou

t Isl

am a

t the

Frid

ay p

raye

rs (j

umuʾ

ah).

•Th

e S

hiʾi

Imam

is p

artic

ular

ly im

porta

nt fo

r Shi

ʾi M

uslim

s be

caus

e th

ey p

rovi

de g

uida

nce

and

inte

rpre

tatio

n of

the

Qur

ʾan.

Th

ey a

re b

elie

ved

to h

ave

the

insi

ght t

o do

this

with

out m

ista

ke, s

o th

eir g

uida

nce

is s

een

as v

ery

impo

rtant

. The

Shi

ʾi be

lieve

they

mus

t fol

low

the

inte

rpre

tatio

n of

the

Imam

sin

ce o

rdin

ary

peop

le d

o no

t pos

sess

the

sam

e in

sigh

t. •

As

such

the

Imam

may

rein

terp

ret t

he te

achi

ngs

of th

e Q

urʾa

n fo

r the

pre

sent

day

. The

Shi

ʾi Im

ams

cont

inue

d th

is

tradi

tion

of in

terp

reta

tion.

•

Cre

dit a

nsw

ers

whi

ch d

raw

on

a br

oad

rang

e of

exa

mpl

es o

f the

role

s of

Imam

s. In

Iran

, for

exa

mpl

e, m

any

have

a

polit

ical

role

in g

over

nmen

t. Th

ere

are

spec

ific

seni

or ro

les

for A

yato

llahs

. In

Iran,

the

cons

titut

ion

give

s pa

rticu

lar

impo

rtanc

e to

rule

by

the

Isla

mic

juris

t and

man

y Im

ams

occu

py p

ositi

ons

in g

over

nmen

t. N

ot a

ll S

hiʾi

Mus

lims

agre

e w

ith

this

and

oth

ers

argu

e fo

r sep

arat

ion

of th

e ro

le o

f the

Imam

from

wor

ldly

affa

irs.

•C

redi

t ans

wer

s th

at e

xpla

in th

e ba

sic

role

s of

Imam

s in

gen

eral

, inc

ludi

ng ro

les

shar

ed w

ith S

unni

Imam

s, b

ut th

e m

ain

focu

s of

the

resp

onse

sho

uld

be o

n th

e di

stin

ctiv

e as

pect

s of

the

impo

rtanc

e of

the

Shi

ʾi Im

am.

10


of 16© UCLES 2018

Que

stio

nA

nsw

erM

arks

4(b)

‘S

hiʾi

Imam

s an

d Su

fi m

aste

rs (m

ursh

id) p

erfo

rm s

imila

r rol

es to

day.

’ Ev

alua

te th

is s

tate

men

t.

AO

2 –

Ana

lysi

s an

d ev

alua

tion

Mar

k ac

cord

ing

to th

e A

O2

– 15

mar

k le

vels

of r

espo

nse

mar

king

grid

for a

naly

sis

and

eval

uatio

n. A

nsw

ers

may

refe

r to

any

Isla

mic

relig

ious

theo

ry o

r tea

chin

g. C

andi

date

s m

ay p

ropo

se, a

naly

se a

nd e

valu

ate

som

e of

the

follo

win

g ar

gum

ents

. All

rele

vant

arg

umen

ts m

ust b

e cr

edite

d.

•S

ufi m

aste

rs (m

ursh

id) m

ay c

ome

from

the

Sun

ni o

r Shi

ʾi tra

ditio

n. L

ike

Shi

ʾi Im

ams,

they

hav

e sp

iritu

al a

utho

rity

pass

ed

dow

n on

e to

the

next

trac

eabl

e ba

ck to

the

Pro

phet

Muh

amm

ad (p

buh)

. The

line

s th

roug

h w

hich

thes

e ar

e tra

ced

back

ar

e di

ffere

nt a

ccor

ding

to w

hich

Suf

i ord

er o

r tar

iqa

they

are

a m

embe

r of a

nd w

heth

er th

e lin

e is

Sun

ni o

r Shi

ʾi. T

he

exis

tenc

e of

iden

tifia

ble

lines

of a

utho

rity

is s

imila

r. •

Suf

i mas

ters

giv

e di

rect

ion

to th

eir f

ollo

wer

s. T

he g

uida

nce

they

giv

e sh

ould

be

follo

wed

with

out q

uest

ion,

sin

ce th

e m

ursh

id is

thou

ght t

o ha

ve s

pirit

ual i

nsig

ht a

t a h

ighe

r lev

el th

an th

e m

uree

d. S

hiʾi

Imam

s al

so g

ive

dire

ctio

n to

thei

r fo

llow

ers.

The

y ar

e th

ough

t to

poss

ess

pow

ers

to in

terp

ret t

he Q

urʾa

n w

ithou

t fau

lt an

d so

thei

r fol

low

ers

are

supp

osed

to

acce

pt w

hat t

hey

say

and

not d

eriv

e th

eir o

wn

inte

rpre

tatio

ns. I

n th

at s

ense

the

two

role

s co

uld

be s

een

as s

imila

r. •

How

ever

, Shi

ʾi Im

ams

prov

ide

guid

ance

for c

omm

uniti

es o

ften

in m

atte

rs o

f sha

riah

and

daily

life

. Suf

i mur

shid

s pr

ovid

e gu

idan

ce to

thos

e w

ho h

ave

spec

ifica

lly d

edic

ated

them

selv

es a

nd ta

ken

an o

ath

(bayʾah)

to fo

llow

a p

artic

ular

mas

ter.

Suf

i mas

ters

are

org

anis

ed w

ithin

tariq

a m

ovem

ents

and

not

ope

n to

the

gene

ral M

uslim

pub

lic. S

hiʾi

Imam

s us

ually

gi

ve th

eir s

erm

ons

at F

riday

pra

yers

(Jum

uʾah

) in

loca

l mos

ques

, ope

n to

wid

er c

ongr

egat

ions

. Suf

i mur

shid

s us

ually

gi

ve g

uida

nce

at th

eir T

hurs

day

even

ing

serv

ices

of r

emem

bran

ce w

hich

are

ope

n to

thos

e w

ho h

ave

form

ally

join

ed th

e ta

riqa

mov

emen

t. •

The

type

of g

uida

nce

give

n m

ight

be

mai

nly

abou

t how

to p

ract

ise

the

right

leve

l of r

emem

bran

ce a

nd m

edita

tion

to b

est

prog

ress

upo

n a

spiri

tual

pat

h. In

that

sen

se th

e ro

le o

f the

mur

shid

cou

ld b

e se

en a

s di

ffere

nt fr

om th

e Im

am.

•A

dvan

ced

answ

ers

mig

ht d

iscu

ss b

oth

sim

ilarit

ies

and

diffe

renc

es. I

t cou

ld b

e sa

id th

at b

oth

Shi

ʾi an

d S

ufi e

mph

asis

e th

e H

adith

trad

ition

s ha

nded

dow

n th

roug

h ʿA

li, a

nd th

e sp

iritu

al n

atur

e of

inte

rpre

tatio

n. B

ut in

the

day-

to-d

ay p

ract

ice

of th

eir r

oles

, it c

ould

be

said

they

add

ress

qui

te d

iffer

ent c

onst

ituen

cies

. The

bes

t ans

wer

s w

ill c

ome

to a

bal

ance

d,

reas

oned

con

clus

ion.

15

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