These three methods of classical exegesis have been very helpful in understanding Qur’anic text. However, because they typically explain the Qur’an verse-by-verse, it can be difficult to use them as a means to understand the overall or core teachings of the Qur’an especially for today’s readers. In today’s world, people who begin to study the Qur’an can easily become confused when they see the same verse interpreted in completely opposing ways, say by radicals on one side and peace activists on the other side. To alleviate this confusion, we need to understand the major themes and overall purposes of the Qur’an.

To grasp one of the major Qur’anic themes, I will attempt to analyze the beginning of the chapter, Al-Baqara (The Cow). I propose that the major purpose of the Qur’an is to draw the picture of the ideal person by proclaiming (a) what he/she needs to believe (b) how he/she should perform worship and (c) how he/she needs to act within a society. This ideal person is a “muttaqi”-a true believer (muttaqin is the plural form). By describing the ideal person, the first five verses of the Al-Baqara chapter best summarize the whole content of the Qur’an. This passage tells us what kind of society the Qur’an intends to establish by listing the important characteristics of individuals within an ideal society. These are the first five verses:

“Alif, lam, mim. This is the Book. There is no doubt in it. It is a guide to the muttaqin. Who believe in the Unseen, are steadfast in prayer, and spend of that We have bestowed upon them. And who believe in that which has been revealed to you and that which was revealed before you and are certain of the hereafter. These are on guidance from their Lord and these are the successful.”

The chapter begins with the mysterious Arabic letters called al-huruf al-muqatta’a (isolated letters). Scholars have suggested many theories to explain such isolated letters which occur 29 times in the Qur’an. For our purposes here, it is sufficient to mention that chapters that being with al-huruf al-muqatta’a usually are followed by the verses about the Qur’an itself.

The specific Arabic words used in the second verse are a categorical negation of any doubt-their usage signifies that the Qur’an contains no doubt at all, not even the slightest one. This doubtless book, as the same verse states, is guidance (huda) for the muttaqin or servants of God. To anticipate the discussion on the next verses, we need to understand more about the word muttaqin as it is used in the Qur’an.

Muttaqi comes from the same Arabic root as the word taqwa. Thus, the meaning of taqwa is implied here. We need to consider this very important concept to fully understand these opening verses of Al-Baqara. When we consider all the Qur’anic verses together in which the muttaqin are mentioned, the evidence points to the idea that taqwa means an ideal piety according to the Qur’an and refers, as an umbrella term, to zeniths humans can excel in both religious and human terms. More specifically, the following aspects of taqwa can be deduced from the Qur’anic accounts: faith, piety, obedience, abstaining from bad deeds, and sincerity. These can be considered the interdependent sides of taqwa. Namely, when a person has the sense of taqwa associated with faith and piety in his heart, this leads him/her to perform good deeds and prevents him/her from carrying out bad deeds.

The fourth verse of Al-Baqara poses the relationship between yaqin (certain belief) and taqwa. This relationship evokes many similar Qur’anic verses that end with a special emphasis on God’s certain attributes such as All-Hearing (al-‘Alim), All-Knowing (al-Khabir), and All-Seeing (al-Basir). These attributes remind us that everything is under God’s control. Thus, the Qur’an attaches obedience of servants to the strong belief of an “Omniscient God.” Concerning this subject, we should mention another term, which took on a specific importance in the Sufi tradition: al-ihsan. Although ihsan literally means to be kind and to do good, a very famous tradition gives it a specific meaning. According to the tradition known as the hadith Jibril, the angel Gabriel (in the form of a human) asked the Prophet when he was with his companions, to explain the meaning of ihsan. The Prophet answered the question by saying, “It is to worship God as if you see Him; and although you do not see Him, He sees you.” So, ihsan refers to God-consciousness to the extent as if the person is seeing God. In brief, the Qur’an as a whole wants its followers to have such a high level of consciousness of God. Strong faith is indispensable for achieving this quality.

Another meaning of taqwa is protection-taqwa protects God’s servants from falling into sin. How can a human being sin if he or she remains constantly mindful that God is ever present? What is more, the muttaqi is the person, according to the hadith, who abstains not only from sins but also from dubious actions: “A servant cannot be among the muttaqin unless he refrains from certain permissible things for fear of falling into impermissible things.” There is another tradition that reinforces the meaning of abstinence for taqwa. According to the story narrated by Uqba b. Amir, the Prophet was given a silken garment as a present. He wore it and started to pray. When he finished his prayer, he took it off immediately as if with a strong aversion to it and said, “This does not suit muttaqin.”

Another meaning of taqwa given by the Qur’an is “good intention.” This meaning is clear in the following verse that was revealed about the sacrificial animals: “It is neither their meat nor their blood that reaches Allah, but it is taqwa from you that reaches Him.” Here, taqwa is understood and interpreted as sincerity and good intention. Another verse in the same chapter underlines the relation between the taqwa and the heart, saying “And whoever respects the symbols of Allah, such (respect) should come truly from the taqwa of the heart.” The hadith collections also contain many traditions supporting the same sense. For instance, after giving some advice to his companions, the Prophet says three times, “The taqwa is just here,” pointing to his chest.

As for the importance of taqwa in Islam, we can state that individual salvation in the hereafter and social order in this world are possible only by the presence of taqwa in individuals who together constitute the society. The Qur’an often connects salvation in the hereafter (as exemplified by gaining the eternal reward or escaping from eternal punishment) to taqwa. Among many of the verses involved, the following ones are enough to show its significance with reference to the eternal happiness: “And hasten to forgiveness from your Lord; and for a paradise as wide as are the heavens and the earth, it is prepared for the muttaqin” (3:133). “…And the hereafter is with your Lord only for the muttaqin” (43:35). Not only the Qur’an, but also hadith collections contain traditions giving good tidings to the muttaqin about the next life. For instance, according to the tradition, the Prophet declared that taqwa and good character (husn al-khuluq) are the most frequent reasons for eligibility to enter Paradise.

Taqwa, according to the Qur’an and the related traditions, includes all good religious and moral qualities. If one asks “Who is the muttaqi according to the Qur’an?” the correct answer, regarding its overall exposition, would be the following: “The muttaqi is the ideal believer who has all inward and outward qualities celebrated by religion and lives a perfect godly life.” Moreover, the first verses of Al-Baqara summarize all the characteristics of the muttaqin under the three titles: unshakable faith, fulfillment of personal responsibility before God, and accomplishment of social responsibility for the sake of the community.

The third verse discusses the attributes of the muttaqin. Three different attributes can be easily noticed in the verse: they believe in the unseen (ghayb), they establish the prayer, and they spend out of what they have been provided. In brief, the verse denotes the most perfect forms of the three categories-belief, worship, and social responsibilities. For example, belief in ghayb includes all the Islamic faith principles including the belief in God, his messengers, angels, revelations, the hereafter, and the divine decree. Meaning “certain faith,” the notion “iqan” employed in the following verse, on the other hand, marks the highest level of belief. The preference of the word iqama of the prayer which means establishing the prayer “in conformity with its conditions” instead of the verb “salla” that has a simpler sense, points out the most perfect way in praying. In addition, the prayer, the most important and the most frequent form of worship in Islam, can be considered here as the representative of all the Islamic worships because those who are steadfast (iqama) in the daily prayers would be the ones who perfectly perform the other Islamic duties. The last part of the verse is even more interesting (They spend out of what We have given them as rizq). Many other Qur’anic verses use the expression “alms giving”-zakat. Instead, the word used here is more comprehensive- rizq or blessings from God. Rizq is not limited to zakat or sadaqa (obligatory and voluntary charity), but includes everything given to humans in this world such as wealth, knowledge, time, and power. Thus, the verse seems to call God’s servants to share everything they possess with other people in the society in order to be counted among the muttaqin. The verse reminds Muslims of their social responsibilities which extends beyond their personal relationship with God. In summary, verse three provide us the picture of an ideal member of the Muslim society: he/she holds the highest rank in God’s sight by having the strongest faith, perfectly performing worship, and carrying out social responsibilities.

This verse is so comprehensive that much of Islamic scholarship revolves around these three subjects-faith, worship, and social responsibilities. These subjects constitute the major Islamic disciplines: Kalam (Muslim theology) that is interested in faith principles (i’tiqadat), Fiqh (Islamic jurisprudence) dealing with the subjects concerning worship (‘ibadat), and Islamic Ethics (Akhlaqiyyat). In addition, these three are the main sections in the introductory course books (‘ilm al-hal) that were produced in the later periods.

The wisdom of dealing with the three subjects under discussion separately seems crucial because to confuse them with each other has caused serious problems in the history of Islam. First of all, since one’s faith cannot be known with certainty other than by God, no one has the right to denounce the faithfulness of a people or any individual unless they, themselves declare their disbelief. Not distinguishing faith from actions, some marginal groups, unlike the majority, tend to charge people with infidelity examining their actions. Secondly, it is important to distinguish between personal responsibilities in front of God (worship) and social responsibilities within a society. The former is between God and a person and affects each individual’s afterlife, whereas the latter makes a person responsible before the society. In this sense, only the state has the rightful authority to punish violators of the rules related to social duties. Likewise, declaration of war for a purpose, as Muslim scholars have emphasized, is the exclusive authority of the state. Therefore, individuals or groups cannot start war nor kill people based on their own decisions or their own understandings.

The fourth verse adds extra details to the faith principles touched on in the previous verse. “(a) To believe in what is sent down to Muhammad, peace be upon him, and to the previous prophets” and (b) “to believe in the hereafter” are included in the principle “iman bi al-ghayb.” In the fifth verse, “guidance” (huda) is reemphasized and the muttaqin are called as “muflihun” (successful). This success has been understood as both in this world and the afterlife.

When we consider this exposition of the first five verses of Al-Baqara, we can conclude that all the subjects of the Qur’an can be construed in the following three: faith, worship and social responsibility. Therefore, the main purpose of the Qur’an is to inform Muslims about these subjects. It is imperative not to confuse these three with each other. It is also important to remember that the muttaqi is the person who has all of them at the highest level.

References

• ‘Abd al-Baqi, Muhammad Fuad, al-Mu’jam al-mufahras li alfaz al-Qur’an al-Karim, Cairo: Dar al-Hadith, 1996.
• Bukhari, Muhammad b. ‘Isma’il, Sahih al-Bukhari, Beirut: Dar Ibn Kathir, 1987.
• Ibn Majah, Muhammad b. Yazid, Sunan Ibn Majah, Beirut: Dar al-Fikr, nd.
• Muslim b. al-Hajjaj, Sahih Muslim, Beirut: Dar Ihya al-Turath al-‘Arabi, nd.
• Nawawi, Abu Zakariyya Yahya b. Sharaf, Riyad? al-salih?in min kalam sayyid al-mursalin, Dimashq: 2003.
• Tirmidhi, Muhammad b. ‘Isa, Sunan al-Tirmidhi, Beirut: Dar Ihya al-Turath, nd.

Who are gifted students?

Gifted students display distinctive qualities in many ways. They usually think differently than their friends; they can come up with extraordinary ideas and self-developed thoughts; details are important for them; they have the ability to learn quickly and progress in academic and intellectual fields; they display high performance in one or more type of art. However, these talented people only make up 2% of the society. These individuals do not like to overexert themselves to increase their grades in education, nor do they study in a systematic manner or do homework. They tend to choose practical solutions, produce new ideas, and try to develop these ideas. They analyze and question whatever they learn, but nevertheless they can still be disorganized. They are often the students who cause problems at school. Awkward and disruptive in the classroom, they can be argumentative or uninvolved in activities. Research into the lives of many people who throughout history have caused great change has discovered that the outstanding talent of these famous people usually passed unnoticed by their teachers, and they were actually problematic children in their early years as students. Edison, for example, was taught at home by his mother, an experienced teacher, because he could not conform to or thrive in school life.

To help teachers to recognize gifted students, various tests have been introduced into the education systems of schools in the West. One of these exams is the IQ test. Some consider IQ tests as the most efficient way of discovering the abilities of students, while some other educationalists say that the only “skill” an IQ test indicates is the ability to take IQ tests; in fact the more you take, the higher you score.

In general, gifted students are recognized by the following qualities:

1. They are quick to learn; they understand and learn the topics in which they have greater ability more easily than other pupils, and they comment on or question the information provided.

2. They try to improvise on whatever they learn; they ask questions that will assist them in progressing in the topics they learn and constantly try to develop on these subjects.

3. They enjoy speaking with older people and usually choose the company of friends older than themselves. They obtain pleasure from discussing with older people, usually teachers.

4. They have the ability to judge and transform information.

5. They have extraordinary desire for intellectual activity.

6. As well as being energetic or overactive, they can also be introverted individuals who prefer their own company.

7. They absorb even the tiniest detail in subjects in which they have an interest.

8. They study only to satisfy their overwhelming desire to learn, and not to please their families or teachers.

9. They are curious, continually asking why and how and other similar questions.

10. They have very good memories.

11. They easily figure out complex objects and events.

Gifted individuals may have many more qualities than those listed above. Another aspect to consider is that if a child has one or a few of these qualities we should not come to the conclusion right away that he is a gifted child. A child could be talented in one certain topic. An individual who shows outstanding performance in mathematics could be completely unsuccessful in social studies and even worse in art, and a student who is successful in art may be very poor at physics. The understanding that an intelligent student must be successful in every field of education is misleading because this is not the case with all individuals. Further, methods of discovering a student’s ability in one field may not be suitable for other subjects.

Types of education for gifted students

In different countries of the world there are various kinds of education for gifted students. These can be categorized as separate education, combined education, and individual education.

1. Separate education: Separate education is grouping students to be educated according to the subjects in which they show higher performance. This kind of education is usually regarded as unsuitable in present-day understandings of schooling on the grounds that if not well balanced separate education may encourage selfishness, a sense of arrogance and unsound personality.

2. Combined education: This is a form of education where talented individuals continue studies in their usual environment among their friends in the five different formats noted below:

a) Education in special classes: Students known to have a higher rate of ability are taught in special classes in their own schools.

b) Early education: This is enrolling gifted children in schools earlier than the normal school age, usually a year earlier but in some cases maybe even two years, depending on a child’s general intellectual performance. This format is not advised because early education is said to have negative effects on the physical, emotional and psychological development of children.

c) Accelerated education: This is where children known to have outstanding intelligence are advanced to a higher class. This can be implemented two times at the most.

d) Groups of equal ability: This is a form of education where students with the same abilities in certain subjects are taught in specific, segregated classes and then encouraged to develop their skills in their topic of interest.

e) Enriched schedule: This is where a skilled individual is provided with special activities in his or her own classroom alongside the normal curriculum.

3. Individual education: A student with outstanding abilities is provided with a specific education in their own field of interest.

Recommended types of education

If we look at the various kinds of education, the most appropriate forms of learning seem to be groups of equal ability and the enriched schedule because separating children from their usual environment and friends can induce various problems.

Education of groups with equal ability

This is a method where students of equal ability are taught in one class. The ideal number of students per class is three, and a teacher is usually assigned to the class as a counselor.

After lessons the students research the topics relevant to their interests or abilities. This research begins with easier tasks, and while they are investigating the topic the students are actually learning and practicing different methods of learning. They learn in sequence how to research a topic and what to do when they are faced with a problem. The students learn study and learning methods without realizing that they are actually learning. This is a very effective method, and in this kind of education students gain the chance to learn and research, develop and innovate while remaining among their friends in their normal environment. Therefore, they are not subjected to the negative aspects of segregation, and gifted students in higher classes become an example for younger, outstandingly gifted students in lower classes.

Education with an enriched schedule

In the enriched schedule education program, the student continues his or her usual education in his or her own classroom guided by the teacher to perform research in the field in which he or she has greater ability. He or she then explains the research discoveries to classmates. Thus, while students are developing skills in explaining discoveries they are also teaching their friends and representing model students in the classroom. Teachers play a big role in this type of education. It is their duty to recognize the students’ fields of interest or abilities and arrange a program suitable to the students’ characters.

What the education of a gifted student entails

Gifted students should not be told of their superior capabilities because the word “superior” or “outstanding” could lead to arrogance in the student, which will cause problems with classmates. Students who think they are superior will begin to think that studying is unnecessary, which could lead to them abandoning their education completely. Nevertheless, their education can be customized according to their greater abilities.

Gifted students are individuals who need special education and trained, professional teachers, just like a student with hearing problems, a blind student or a student with a learning impairment.

Conclusion

The main differences between a student of normal learning capacity and one of outstanding abilities are that a gifted student can achieve what others think impossible. A ship being commanded from land, the discovery of electricity, the invention of motor vehicles, priceless classic paintings, music, literature and works of art are all the products of extraordinarily skilled people.

Outstanding talent is a gift from God, a great blessing. One who has a gift and the people responsible for discovering it and ensuring it develops, namely the mother, father, and teacher, must recognize it in the early stages and educate these children in a beneficial manner so that they will be able to do work which is of interest to them, work that ordinary people would not be able to do. In this way, they will be able to benefit others as well as themselves.

They must also develop in their character and spirituality. If a talented person does not have a good character, he or she could become more dangerous than a person of normal intelligence. Great responsibility lies with teachers and the education authorities.

Definition of Superior Intelligence

Superior intelligence results from the rapid operation on a high level of such brain functions as the senses, feelings, thought, intuition and inspiration. These functions appear in the form of the ability to think quickly and correctly, creativity, academic aptitude, leadership and talent in the visual and applied arts.

According to research findings, a large percentage (of the order of 85%) of superior intelligence is passed on from one generation to another through heredity. At the same time, environmental factors like education are extremely important for effective usage of superior intelligence and turning it into ‘genius’.

Characteristics of Superior Intelligence

We can divide these characteristics into four main groups: (a) reasoning power; (b) emotional attributes; (c) intuition; (d) social skills.

a)Reasoning Power

Possessing a lot of knowledge and not forgetting it.

High level of comprehension. (Comprehending the whole from its part.)

An unusual level of interest and curiosity in different subjects and asking a lot of questions.

Superior usage of language, large vocabulary and high language aptitude.

Fast thinking, rapid advancement and reaching conclusions quickly.

Flexible and different thought.

Broad synthesizing ability.

The ability to see strange, unusual and different relationships.

Ability to produce original ideas and solutions.

Early and rapid development in making generalizations, feeling results, abstract thinking and creating alternatives.

Stubborn, decisive, goal-oriented and sometimes even adventurous behavior.

Working in a disciplined manner, independent and usually rebellious behavior.

Easily bored, searching for things to do, and not staying idle.

Choosing complex and mixed things and enjoying debate.

Expecting interest, liking to be honored and talking a lot.

b) Emotional Attributes

Very sensitive to others. Sensing others’ thoughts.

Strange sense of humor. (This can sometimes offend or make others uncomfortable.)

Feeling different and trying to make others aware of.

Obvious idealism at an early age.

Deep feelings, emotional Perfectionism.(Consequently not liking themselves or others.)

Showing extraordinary success in some subjects.

Great interest in the unknown and mysterious subjects.

High concentration ability, seriousness.

Paying little attention to others’ rules.

Bringing up everywhere issues he deems vital.

c) Senses and Intuitive Powers

Extreme sensibility (regarding colors, sounds, smells, etc.)

An abnormal rate of physical and intellectual advancement.

Refusing to take part in physical activities where they are not successful, and avoiding competitive physical activities.

Displaying a lot of talent in one of the fine arts. (Even with no training.)

Beginning to think about metaphysical events before others of their age group, philosophical attitudes, strange thoughts, etc.

Poetical expression, beautiful and literary statements.

Productive in subjects requiring initiative and struggle.

Inner depth and loneliness resulting from it.

Giving importance to theoretical and esthetic values.

High level of love, eagerness, desire and sincere effort.

Frequently being absorbed in thought, strong imagination.

d) Social attributes

Realizing their wishes and early personality development.

Recommending good and sound solutions to social problems.

Leadership, setting up groups, making teams and directing.

Diagnosing and understanding social problems correctly.

Showing interest in high values like social justice, beauty and truth.

Possessing virtues.

High-level sense of justice.

Self-trust and decisiveness.

Preferring older friends.

All of the characteristics listed above may not be found in each individual student with superior intelligence. It is the accepted view that these students will display a superior performance in one or more of these fields. Those with superior characteristics who are supported with a good environment and strong education can emerge as ‘geniuses’ in society years later.

Characteristics of Teachers

Personal Character

They have strong egos. They are honorable, proud and strong willed; they give value and trust to the selves. They give as much value and importance to others as they do to themselves, and they respect, support and trust others.

They have above average intelligence.

They are flexible and open to new ideas.

They are interested in intellectual, literary and cultural subjects.

They strive for more knowledge and renewal; they are obsessed with success.

They are full of love, eagerness, effort and willingness.

They have strong intuition and are sensitive and understanding.

They seek perfection and are committed to it.

They act consciously and take on responsibility.

Professional Tendencies

They guide rather than using pressure and force.

They prefer to be democratic rather than authoritarian.

They concentrate on the process more than the results.

They favour novelty and experiment rather than rules and tradition.

They act quickly to achieve specific results and can solve problems.

Rather than answering questions, they use the method of securing answers from others.

Teaching Behaviour

They develop and implement programs of their own that are flexible and emphasize the desires of the individual.

They develop a warm, welcoming and tolerant atmosphere.

They implement strategies differing from one individual to another.

They respect people’s images and support positive behavior; they respect their beliefs and values.

They keep the lesson’s intellectual level high.

They respect individualist behavior and personalities.

While being in full control of the subject matter they are handling, they don’t neglect to renew themselves and broaden their horizons.

They believe in, trust in, and co-operate with their students.

Even if would-be teachers of students with superior intelligence do not possess all the characteristics mentioned, with time and training they can acquire them. The development of a sufficient number of them will take time and commitment. Generally a certain period of professional experience, the impression made during this experience and its results can be accepted as criteria in qualifying teachers for exceptionally gifted students. Other steps to be taken in the training of teachers for this field are seminars in university educational psychology departments in order to pass on the latest developments and to make it easier for teachers to get to know their students and so guide them effectively. Also special certificate programs or masters and doctoral programs can be set up. In the USA minimum qualifications for teachers in these schools are a doctoral degree and two years of professional training.