The trip began with a welcoming message which was sent by the facilitator to the Telegram group a day prior to the fourth session of the “Islamic Creed Key” within the journey of the “Diploma of Basic Keys for Sharia Sciences.” The participants in this trip, which is part of a bigger learning journey, were of diverse specializations, including university students with various cultural backgrounds and educational levels. The message invited the participants to share their insights or any possible pre-session questions and expressed the facilitator’s sincere desire for collective success and spiritual fulfillment. It concluded with a prayerful request for unity and for every action to bring them closer to Jannah.
One participant, Fatima, was moved by the message and reflected on her own spiritual practice. She realized that she had missed praying the night prayer for a few days and took the initiative to perform it that night, hoping it becomes a means of reaching Paradise by the permission of Allah Almighty.
Prior to this meeting, I took care of designing this trip using FIRST-ADLX Framework, and I will outline what was covered during this session regarding the key topic of “Islamic Creed”.
Before the meeting started, I made sure that the lighting was dim and the seats were arranged in a circular shape. The seats were arranged in a circular shape and tables were put in the middle to facilitate collaboration and group work. The most attractive item was the screen which displayed a bright message: “Your Path to Paradise.” The phrase was carefully worded to address each learner individually, without using gender-specific language.
The meeting started with a linking and summarizing activity which was meant to review what was previously learnt and link it with what was to be learnt during the session. Consequently, the Prophet’s comprehensive saying (hadith) on the pillars of the Islamic Creed was reviewed again by pulling information from the learners. The key lessons of this saying were revisited, with participants guided to focus on the keywords specific to the session, such as “The Day of Resurrection”, “The Hour”, and “Signs of the Hour”. This was done as a psychological and cognitive readiness for the lesson’s content.
The activity that followed was a question posed to the learners. The facilitator asked: “ What is the connection between belief in God and belief in the Last Day?” Responses were pulled from the learners, and it was conveyed that this connection was mentioned directly in the Quran in 26 different instances.
Following this, the facilitator took the opportunity to create a reflective atmosphere. As the meeting took place in the evening, the lights in the room were completely turned off. In a calm tone, the facilitator encouraged the learners to listen with their hearts and minds, not just their ears, after a long and eventful day filled with worldly affairs. Then, the facilitator projected two videos with scenes that depicted the bliss of Paradise accompanied by a recitation from Surat Al-Waqi’ah describing what Allah has prepared for the righteous and the believers.
As the two videos ended, the learners’ eyes sparkled, and some of the sisters were moved to tears. When asked about their emotions after hearing the verses, several responses were shared:
- One learner expressed a deep sense of peace and tranquility that he had desired for a long time.
- Another wished to sustain that state of indefinite serenity.
- One learner conveyed a readiness to detach from the concerns of the worldly realm entirely.
After that, each learner was invited to engage in a personal reflective interaction. They were asked to write their name, mention one bliss they longed for in Paradise, and identify a person they hoped to meet there. The facilitator initiated this exercise by sharing his own response. This form of self-definition, based on intellectual and emotional choices, delved deeper than the superficial introductions of previous meetings. It was emphasized that this exercise was not a test or a competition, but rather an opportunity for self-expression as there was no one specific correct answer expected. After reviewing the learners’ writings, a drawing was created to visually represent the joys of Paradise from a cognitive perspective. This aimed to evoke a longing for Heaven and stir the learners’ conscience, accompanied by brief comments and positive praise from the facilitator.
The learners were advised to download and read the “Delusion” booklet by Imam Al-Harith Al-Muhasibi, which provided a vivid depiction and simulation of the stages of the hereafter. This served as additional spiritual and psychological readiness for the upcoming discussions.
Furthermore, a hadith was shared to further enhance the learners’ spiritual mindset. It was concluded that the very gathering they were in represented a metaphorical garden of paradise. The presence of angels surrounding them and gently reminding them of their spiritual journey reassured the learners that they were among the fortunate individuals whose companionship in the hereafter would bring no misery.
To proceed with the session, a collaborative educational game was introduced, and the learners were engaged in a collaborative storytelling exercise. Enhancing the learners’ readiness and ensuring everyone understood the instructions, the facilitator initiated the game by presenting the opening sentence: “A ten-year-old girl discovered that she was adopted…”
Learners, each according to their preference, contributed to the story by adding subsequent scenes. Notably, the participants demonstrated great creativity and enthusiasm, generating interesting and engaging events throughout the storytelling process. Laughter and excitement filled the room as the story unfolded. Once everyone had the opportunity to participate, the story reached a pivotal scene: “And they performed a DNA test.” At this point, the facilitator declared that this would be the final scene, prompting a reaction from the learners. They eagerly expressed their desire to know the outcome of the examination and sought closure for the story. Questions arose regarding the accountability of the perpetrators and whether the girl received the justice and consideration she deserved.
In the reviewing actively stage, I pulled the purpose of this exercise which was to emphasize that our journey in life and the world should not end abruptly without resolution. The experience highlighted the interconnectedness of our personal stories with the larger narrative of the world. The learners recognized the need for another chapter, symbolizing the importance of closure and understanding in both individual and collective experiences.
Shifting the focus to intellectual exploration, the learners were asked to respond as a group to a hypothetical scenario: If someone were to approach them denying the concept of resurrection, how would they respond? After pulling some answers, the facilitator praised the learners for their convincing and consistent answers, recognizing their intellectual acuity and thoughtful engagement.
The Facilitation Process
During the facilitation, praise was given to the learners for their convincing and consistent answers. The learners showed clear enthusiasm and engagement. Following that, the events of the Hereafter were arranged interactively, then reviewed and repeated collectively and individually.
Before reaching the primary goal of facilitation, which is to achieve impact, an engaging educational game, which was designed using the RAR model, was introduced. The game involved drawing a clock but with 14 numbers. The facilitator chose a number, wrote it on a piece of paper, folded it, and gave it to one of the learners. Then, a volunteer was invited to the board to recall the activities that had occurred during the meeting. With each volunteer, numbers were reduced from the clock (apparently according to the volunteer’s choice, but in reality, the facilitator crossed out the chosen number or its opposite). So, if the volunteer chose the upper part of the clock, the hidden number chosen from the bottom would be crossed out at the top, and if the volunteer chose the bottom, the top number would be crossed out. After four preferences, the number 12 was reached, aligning with the hidden number on the folded paper. The learners were initially amazed by this uncanny coincidence. Subsequently, the facilitator revealed that the numbers were deliberately manipulated to reach the number 12, leaving the learners in awe of the facilitator’s deliberate actions.
Lost in the Present: Illusions of a Righteous Path
Perhaps a misguided and distracted person may live oblivious to the Hereafter, thinking that they are doing well in their actions. To address this issue, a question was posed regarding the profound and enduring impact of belief in the Last Day. The brothers’ team and the sisters’ team actively participated and their responses were presented and reiterated.
To bridge the gap between theory and practice and to achieve impact, practical tasks and applications were discussed following the meeting, aiming to guide the learners towards the intended outcomes and help them reach Paradise. There was also a commitment made for intercession and supplication among ourselves, along with mentioning the religious evidence for this matter.
Additionally, a self-monitoring table was introduced, emphasizing the importance of self-reporting and tracking our remembrance of the Hereafter throughout the week. It was highlighted that even a single instance of remembrance could significantly influence our behavior and emotions.
The session concluded with supplications to Allah (Du’a), incorporating key elements from the lesson.
Implementing the Domains and Principles of FIRST-ADLX Framework
The domains and principles of FIRST-ADLX Framework were incorporated throughout the whole experience.
Focusing on Learner Behaviors
Individualization: I made sure that every single learner was involved by writing their name on the sticky note, providing space for questioning and intervention at any time, and communicating through Telegram to share thoughts and ideas throughout the week or the meeting time.
Probing and Assessing: Several questions were asked to ensure clarity of the trip’s intended learning outcome, which was to attain Paradise through faith, righteous deeds, and a sound heart by the mercy of Allah Almighty. I also probed and assessed my learners’ learning through observation and listening to their contributions during the meeting, as well as through tasks and asynchronous interactions.
Trust the Learner: Many opportunities were provided for the learners to contribute their thoughts and knowledge in explaining the aspects of the lesson. They were able to depict the path leading to Paradise (the stages of the Hereafter) and collaborated to achieve the realization of the impact of belief in the Day of Judgment.
Interacting within Positive Group Dynamics
Social Event: This principle was achieved through pair work in some activities, the collective effort among the learners in some other activities, and the group prayer and pledge to intercede for each other in the Hereafter. This collective spirit helped maintain a sense of hope and good expectations of Allah that we are all people of Paradise.
Positive Spirit: They were assured that participation is for enrichment purposes, not for testing. Continuous verbal encouragement was given to enhance motivation and participation.
Motivation and Attention: The collaboration among the learners created motivation, with guidance from the facilitator. One attention-grabbing aspect was when the lighting was adjusted, and when the facilitator changed the tone of his voice according to the discussion of blessings or the horrors of the Day of Resurrection.
Reviewing Activities within RAR
Readiness Increase: The logistics and necessary tools were prepared, and their readiness was ensured. Gradual psychological readiness was also increased. Clear instructions were given, and the learners’ understanding of them was confirmed before moving on to the group activities.
Activity Facilitation: Facilitation was done in a smooth, sequenced manner. The facilitator moved around between the groups to answer questions and ensure learners achieve the intended learning outcomes.
Reviewing Actively: After completing each activity, there would be a discussion and reflection on what happened in the activity, reviewing it and confirming the clarity of its purpose and achievement.
Sequencing within Session Flow
Structuring and Sequencing: The concepts were sequentially presented, starting with the events of the Hereafter, then the awareness of the Hereafter, gathering rational evidence for belief in it, followed by the paths leading to Paradise, and the behavioral and emotional impact in this worldly life.
Repetition without Boredom: The focus was placed on the concepts and main learning outcomes through various tools and manipulatives, such as activities, games, exercises, and collective demonstrations.
Linking and Summarizing: After each activity, the concept that was experienced together was summarized in one slide. Similarly, this was done through the use of a flip chart.
Transforming Learning into Performance
Reflection on Reality: This principle was applied through sensing hope and fear on a conscious level, and discussing their impact on behavior in practical life.
Practicing and eXperiencing: The Hereafter was evoked in scenes from our lives, starting with self-reflection on the blessings of Paradise, writing it on sticky notes, contemplating verses from Surah Al-Waqi’ah, simulating stages of the hereafter, and role-playing to respond to those who deny the Hereafter.
Continuity and Follow-up: This principle was applied through setting up a schedule for comparing days and following up on Telegram with the task of contemplating Surah Al Fatiha, where it is recited when Allah says, “Maliki Yawm Al Din” (Master of the Day of Judgment), and reading the book “Delusion.”
Saad Abdul-Razzaq Al-Skandrani
PhD in the purposes of Sharia (in progress)
MA of Political Sociology
Preacher, imam, activist in the social field and public affairs, and a presenter of media programs
Director of Maharat Center for Training and Development