They will not be free riders who just fiddle and suffice with what is given. No, when need be, each and every one of them will be sure to strike water from the hardest stones as Moses did and split rampant waters to lead the way.

They will know to wait when they need to wait, and they will know to act when they need to act. At times, they will come down on the earth like lightning. Yet, at other times, they will know to avoid violent storms and wait for the season of clear breezes. They are quick and bold, but their actions do not lack thought. Their minds are enlightened, their decisions exact, and their conduct measured.

They see no harm in relating to any idea or school of thought. But the direction of their hearts is immutably fixed on their own foundation of faith. For them, even the most lustrous movements of thought are not worthy of concern if they ultimately fail to relate to their faith. That is, they will not struggle to reclaim rivers that will not water their lands or feed their lakes.

Their power is derived from the truth and it is the truth for which they endeavor. However, they know that power is not without aim or place, and they know to be prudent when they cannot match the power of their adversaries. Shallow in appearance, they are smart and wise.

They are candid and sincere with friends. Their insight warmly accommodates their foes. In their world, heart and reason go hand in hand; friends are not ignored and foes are not cast away by vitriol.

Their anger never extends to cruelty. Yet, their leniency does not tolerate injustice. Their blessed atmosphere is free of the wantonness of the cruel and the wailings of the downtrodden.

They have resolve and determination. Neither worldly concerns, nor the desire for Paradise can entrap them until the day of true festivity. They incessantly exude the unparalleled incense of the transcendence.

They serve as a spiral cord between their communities and the truths of the realms beyond the heavens. This cord will never break, even though malevolent hands try to tear it apart, time and again. They are neither scared of the flames nor intimidated by the cannons of tyranny, because they have often countered infernos and crushing blows.

For them, true liberty lies in connection to the Divine Truth. Therefore, every exertion of the carnal self on the path of the Divine engenders an exhilaration of worship and infuses the faithful with interminable joy. This is particularly true when the soul is way beyond the primal human wants and pleasures, nestled in the safe haven of the heart …

Those who will shape tomorrow are always in confrontation with the carnal self. They are so composed that they will not be deceived into the positions granted by the good will of other people. They are never spoilt by their own achievements, grand as those achievements may be, or by the respectful ranks others ascribe to them. When the time comes that their names are heard everywhere and their reputation knows no limit, they will remain the same modest and unpretentious individuals they were when they first assumed the sacred duty. This modesty and this unpretentiousness will be embroidered with nobility and dignity.

They will never become beggars who seek reciprocation in return for the deeds they perform for the sake of their people. For them, beggary is to be abhorred, even if they are in utter need. For begging would mean doing what they despise most – receiving double of what they gave to their people.

Once again, we beseech the help of an elevated generation whose approach is imminent on the horizon. We pray, knowing that the Merciful God will not disappoint us.

These exalted souls are lovers with angels; they always stand their position, even in the case of possible devastation, collapse, or resentment. They carry out their duties only to please God. They deem themselves responsible towards the community in which they live. They are neither grieved by the disturbance of their work or the disruption of their plans, nor do they panic in the face of dangers descended over their community. Above all, they never fall into despair.

They are patient and skilled, and strong and determined in their relations with others. They prepare and build radiant kiosks, silently but vigilantly, and they wait for their guests. Whoever enters their atmosphere can feel as if they met Khidr, and whoever intermingles and sympathizes with them attains true happiness.

Brightness can be seen in their faces, wisdom in their thoughts, and truth in their speech. Those who enter their private spiritual space burdened with pessimism and hopelessness leave lightened with faith and hope, having acquired the secret to everlasting existence.

Neither the darkness of menacing nights, nor the multiplicity of accumulated problems can discourage them. Even if they were faced with Noah’s flood, they would walk away from it without a drop touching their feet. If the destruction like the one that befell the people of ‘Ad² fell upon them, they would carry on, marching towards their target without loss of resolution or determination. Neither the fire of Nimrod, or the Pharaoh’s arrogance, nor even the atrocious despotism of Caesar could intimidate them.

Their mind has no place for excuses like, “let it be morning, then we can go,” or “let first the cold winter finish, let the snow melt and the spring come, then we can carry on our way.” They are like graceful, inveterate trees whose branches spread beautifully towards heaven, and, by the grace of God, bear fruit in both winter and snow, in both spring and summer.

Owing completely to the All-Powerful in whom they put their trust, they do not expect help, or rely on appreciation. They are not deceived by the capricious attitudes of others. Their vision will not be blurred by the might of tyrants, and their path will not be diverted by promises of wealth or power. Whenever they visualize a terrifying day—when people are desperate and buckle at the knees, when even the proudest crumple—they despise everything about the worldly life, avoid falling into the materialist void, and rise up against the idol of sensuality. Luxury and comfort are the two things they never aspire to. They consider the lethargy of a comfortable life as death for themselves and misfortune for their nation. In the eyes of their community, they strive to accommodate new ideas and perspectives. They seek to engage in relationships with all who are open to healthy, appropriate dialogues.

Throughout history, such immortal souls have never avoided their responsibilities; they have stood firm as a chain of mountains. They were neither distracted by success nor dejected by defeat; they were not misled by the multiplicity of false lodestars, nor left dumbfounded by the destruction of their shrines. Throughout history the light of their moon was extinguished, their sun did not rise, and their stars fell one by one, but they changed neither their direction, nor their path. They have remained steadfast, resolute and truehearted.

They have always been like an army of spirits who carry the vessel of life to their people. In return, the people have always been thankful, and remained faithful.

What about those who give up and stay behind because they have been scared and disheartened when faced with a little adversity? those who always wait for spring to come? those who are shaken, slacken and easily discouraged when confronted with minor oppression? those who want to govern the masses but constantly defraud, mislead and stupefy them? What about those miserable people whose pasts are troubled, whose presents are humiliating, and whose futures are susceptible to unpredictable hysteria?

They are those who behave like daredevils when spring arrives, and hop from branch-to-branch when the sun rises. But when it snows they become sluggish, and when night descends, they, too, fall into languor. They await awards at the frontline, but when the drums of danger beat, they withdraw and vanish into thin air. They are abstinent only when confronted with poverty, but act like Korah³ when showered with abundance. They are dynamic when they are flattered, but lazy and indolent when forgotten. In short, they fall into such disrepute, humiliation, and failure that it would be no exaggeration to describe them as the disgraced of their community.

I am not sure if anything can be explained to those unfortunate ones who feel saturated with thoughts and ideas even before they have awoken to their own person, those who drown in the dullness of habit and routine, those who lose the fervor of their faith and spiritual delights. How I wish even these disordered lines could mean something to them…

¹ Khidr is a spiritual personality and a man of wisdom in Islamic tradition. He lives in an angelic way, serving God in the execution of His commands and succoring people in hard conditions. It is reported that Khidr drank from a fountain in Paradise, granting him immortal life.

² ‘Ad was an ancient tribe from the region of Yemen. The people of ‘Ad rebelled against the Prophet sent to them by God (Prophet Hud, peace be upon him), and did not heed his warnings. Thus, they received the wrath of God and were destroyed in a great storm.

³ Korah was a wealthy person from among the people of Moses, peace be upon him, and his story is told both in the Qur’an and the Bible. According to the Qur’anic description, he was so rich that the very keys of his treasures alone were “too heavy a burden for a company of strong people” (Qasas 28:76). But he falsely claimed exclusive ownership over this wealth which was granted to him by God, and he betrayed his own people.

A question can be defined as any sentence that has an interrogative form or function (Cotton 1988). Asking and answering questions are among the most common human behaviors we experience in many different areas of our lives (Samson, Syrowsky, Weinstein, & Walberg 1987). For instance, as mentioned in Sahin and Kulm (2008)’s study, questions have been used for many purposes such as provoking students and making them listen carefully, analyzing their thoughts and thinking critically. Moreover, the questioning method serves to initiate discussion and review material. Unsurprisingly, research has found that classroom talks are dominated by teachers’ questions (Redfield & Rousseau 1981). Indeed, teachers use anywhere from 35 to 50 percent of their instructional time posing questions (Cotton 1998). Thus questioning is a common and pivotal teaching skill which needs special attention for maximum benefit. Additionally, the type of questions teachers ask and how often these questions are posed to students also needs examining.

Question types

The questioning method has been a well-studied topic in education for centuries because it has been thought to be a good measure of a teacher’s quality (Stevens 1912). Therefore, a number of studies have taken place to examine the types of questions asked by teachers. Even though different categorizations have been set out in various researches, it is possible to see that there are several types of questions studied most and these include: higher-order, open-ended, divergent, evaluative, lower-order, factual, convergent, closed, and procedural questions. But when looked at these questions closely, it is possible to group them under two categories, probing and factual, based on the answers you expect from your students. The first group of categorization might include higher-order, open-ended, divergent, and evaluative question types under probing since all those question types require students to think deeply, provide wider responses, and justify answers. Indeed, Sahin and Kulm (2008) found that probing question was like the first group of question types requiring the following:

• Asking students to explain or elaborate on their thoughts
• Asking students to use prior knowledge and apply it to the current problem or idea
• Asking students to justify or prove their ideas (p. 3).

Examples of probing questions include:

1. How do you know that these fractions, 3/7 and 9/21, are equivalent?
2. Why do you agree with your friend?
3. How do you know that your answer is right?
4. What if you were in his shoes, what would you do to stop him from stealing?
5. If you were the President of the United States, would you liberate Libya? Why or why not?

The second group consists of lower-order, convergent, closed, and procedural questions that require students to recall specific facts and provide short answers. Sahin and Kulm’s (2008) study described indicators of factual questions which was very similar to the second group of questions:

• Asking students for a specific fact or definition (Vacc 1993)
• Asking students for an answer to an exercise
• Asking students to provide the next step in a procedure.

Examples of factual questions include:

1. What is the definition of a ratio?
2. When is the Independence Day of America?
3. What do you get when you divide 16 by 4?
4. Do you agree with him?
5. How many blue chocolate candies do you have in your M&M bag?

In practice, 60 to 80 percent of teachers’ questions are factual and around 20 percent of them are probing questions according to Cotton (1998). So it is important for teachers to be knowledgeable about those questions types.

How to develop questioning skills

Cotton (1998) found that teachers’ questioning method was the second most used teaching skill after lecturing in K-12 education. This is an interesting finding because even though it is used widely in teaching, research shows that teachers receive little training on how to ask, what to ask, and when to ask questions and how much time they need to wait after they pose a question. For instance, Sahin (2011) found that training or workshops on questioning was not a common practice in Texas. Four teachers said that they never took a course or a workshop specifically focusing on questioning and wait time. Interestingly, they said that they still used different questions to teach what they teach. When they were asked how they developed their questioning skills, they attributed it to watching and observing a good teacher as the number one technique to learn how to ask questions.

Another common method to learn how to pose questions is going out in the field and working in a classroom with real teachers and students as described by a middle grades mathematics teacher:

When I was an undergraduate, the time in the classroom, the classroom experience, going out in the field, being in the classroom with actual teachers and helping them out, seeing how they are doing it. You pick up things and you get exposed to different strategies in the classroom. So, I think, having the exposure in the classrooms is very beneficial because you are taught a lot with a lecture at A&M or at any college but real life exposure out in the classrooms with real kids, what kind of questions kids are asking and how they are responding to the questions, I think, is very helpful (Sahin 2011, 39).

Also the importance of workshops on questioning techniques and wait time cannot be ignored since teachers tend to and are encouraged to attend workshops regularly to grow and become better teachers. But Sahin’s findings illustrate that teachers cannot locate a specific workshop on questioning. There was only one teacher who said that she attended a workshop on teachers’ questioning method in her fifteen years of teaching. So, trainings or workshops on different teaching skills should be organized and teachers should be highly encouraged to attend a certain number of professional development workshops each school year.

Wait time

Questions and wait time are two sides of the same coin. As a coin cannot be valid without one of the sides, questioning techniques will not be successful without sufficient wait time. More precisely, you may ask quality and timely questions to your students but it will not extract learning unless you provide them with enough time to absorb and process the question and produce an answer. Cotton (1998), in her review on questioning and wait time, defined wait time as “the amount of time the teacher allows to elapse after he/she has posed a question and before a student begins to speak” (p. 5). Interestingly, research shows that the average wait time teachers allow students to generate response is one second or less (Rowe 1974). Naturally, no one can expect students to understand a question, process it, and formulate a response in such a short period of time.

Increasing a wait time of three or more seconds is an immense improvement for better responses and eventually for more effective student learning. Studies such as Cazden (2001) have revealed that three or more seconds of wait time help students give longer responses, provide better responses with more evidence of learning, further elaboration, encourage more questioning, and added engagement with increased student-to-student and student-to-teacher interactions. This is why it is crucial for teachers to go through trainings to develop proper wait time habits encouraging further student learning.

The use of questioning skills in daily life

Scholars, religious leaders, and/or prophets can be categorized as teachers as well since they are in a position to communicate to people certain things by lecturing, preaching, or posing questions. In that sense, Socrates was not alone in his use of questioning techniques to teach something or convince someone about a misunderstood value. The following story presents an excellent example of a well-constructed questioning method with enough wait time. In the story, Turkish scholar Said Nursi talks about how wrong or exaggerated fear can make one’s life unbearable:

An important man (may God’s mercy be upon him) was afraid to travel by boat. One evening, we went to Galata bridge to take the ferry to Eyup. He did not want to get on, saying that he feared he would drown. When I asked him how many boats were in the Golden Horn, he replied that there might be as many as one thousand. When I asked him how many boats sank each year, he replied usually one or two, and sometimes none. I made this analogy: “Since a year has 365 days, your chance of drowning is 1:365,000. Why does such a small chance scare you?” I asked: “How much longer do you expect to live?” He answered: “Maybe 10 years; I am old already.” I continued: “As there are 3,650 days in 10 years, your chance of dying today is 1:3,650. But since we do not know when we will die, you could die at any time. So repent and weep! Write your last will and testament!” Seeing the truth in my words, he got on the boat even though trembling. (Nursi 2007, 401-2)

In the example, Nursi uses a series of questions to help a person overcome his fear of boarding a boat. In this example, Nursi achieved a couple of things through questioning: first, he asked a series of (factual) questions to help the person determine his underlying beliefs about death. Nursi formulated this information in such a way to show the man how small the possibility of a boat sinking was through a set of factual questions. He posed each question cleverly and effectively to help the person realize how his feelings of death were exaggerated. Also, Nursi gave his addressee enough time to think about the questions, use prior knowledge and apply it to a current problem or situation. He did not rush him to give answers. Moreover, the information Nursi obtained was not something that his addressee did not know, rather it was a tool to help the person overcome his fear of death when boarding a boat. In a short period of time, Nursi persuaded the person that his fear was needless through the use of a questioning technique combined with adequate wait time. As Myhill and Dunkin (2002) stated, “Just like a good barrister, a good teacher knows how to use questions for maximum impact” (p. 8).

In conclusion, teachers’ questioning skills are one of the primary and most influential set of pedagogical skills in use in classrooms. Therefore, teachers should be trained in order for them to become knowledgeable about what to ask and how to ask. Additionally, teachers should know that they should wait at least three seconds after posing a question for more effective student responses and understanding. Teachers’ questioning skills and wait time should complement each other for better outcome. Colleges, districts, and schools should seek ways to improve both prospective and in-service teachers’ questioning skills.

References

• Cazden, C. B. 2001. Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
• Cotton, K. 1998. Classroom questioning. North West Regional Educational Laboratory. Retrieved from http://www.learner.org/workshops/socialstudies/pdf/session6/6.ClassroomQuestioning.pdf
• Nursi, Bediüzzaman Said. 2007. The Letters. NJ: Tughra Books.
• Myhill, D., & Dunkin, F. 2002. What is a good question? Literacy, 8.
• Redfield, D. L., & Rousseau, E. W. 1981. A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research 51, 237–245.
• Sahin, A. 2011. Teachers’ awareness and acquisition of questioning. (Manuscript submitted for publication).
• Sahin, A., & Kulm, G. 2008. Sixth grade mathematics teachers. Intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Education, 11(3), 221-241
• Samson, G. E., Strykowski, B., Weinstein, T., & Walberg, H. J. 1987. The effects of teacher questioning levels on student achievement. Journal of Educational Research 80, 290–295.
• Socrates.(n.d.).Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Socrates
• Stevens, R. 1912. The questions as a measure of efficiency in instruction: A critical study of classroom practice, Teachers College Contributions to Education, 48, 95. New York: Columbia University, Teachers College Press.
• Vacc, N. N. 1993. Implementing the professional standards for teaching mathematics: Questioning in the mathematics classroom. Arithmetic Teacher, 41(2), 88–91.

Perhaps, without even knowing it, you have been waiting your entire life for this journey, the journey to the Ka’ba, the original and oldest house of monotheism, built thousands of years ago by the Prophet Abraham and his son, Ishmael. Before you were awake to it, your soul was yearning to walk where the Prophets walked, to retrace the footsteps of Hagar, left alone in the desert with her young boy, Ishmael-left alone and looking for water. Through the grace of God, you secure your funds for the journey, yet you do not know with whom you will go or even exactly the specific rites of Hajj. Still you make your intention, and the time draws closer. You take a class on Hajj, you read a couple of books, you shop for essentials, but the nearer the time comes, the more your world seems to spin out of control. Your bank account is depleted, your workload increases beyond your capacity, two weeks from the departure date you break out in hives, and you find out you need to have a tooth pulled. You get a cold. A few days before you are set to leave, your childcare arrangements fall apart, even your husband leaves for another trip, and there is not a soul to see you off on the morning of your journey.

Still you go. You turn off your computer, you step out the front door, and you-your mind, your heart, your soul-leave it all behind and go somewhere else. Before starting the Hajj ritual, your group first travels to Medina and visits Al-Masjid al-Nabawi, the Mosque of the Prophet Muhammad, peace and blessings be upon him. You forget everything from home in that place of tranquility. Your mind and heart are united in their focus on the journey. And it will begin in a few days. Along the way, you will stop at a miqat, a geographical boundary which before passing you must enter into a state of ihram by making your formal intention and donning your pilgrim garb. Your first visit is to the holy Ka’ba where you perform Umrah (Please see the table). Then, you travel on to the largest temporary city in the world, a place called Mina, a rocky, dusty outland where the Hajj rituals commence in earnest.

With much anticipation, you arrive at the camps of Mina, and as you realize your living situation for the next several days, you wonder how you will cope. The wall of one tent is the wall of the next, and so it continues, tent after tent, row after row, mile after mile. In one tent, forty-four sisters from various continents, lying head-to-head toe-to-toe, crowded restrooms, food prepared and packaged just like airline food, only not as good, but more plentiful, water from plastic canteens. But then you remind yourself that Mina is a camp, and you are camping, and for camping this is pretty good.

And so you settle in. You realize that the opportunities of the camp are greater than they might first appear. You and your tent mates soon find the few containers in camp with fresh, cool, Zamzam water and work to keep each other’s water bottles full of it. You get lost in the camp looking for a better shower, before admitting that this is it. You learn when the bathrooms are least crowded, and you discover an identical row of bathrooms in the back, a mirror image of the front.

You rest one day in Mina. You awake from your sleep at 2 am; the tent is alive with activity; all the lights are turned on. You think that everyone must be excited, for today is the day of Arafat, and Prophet Muhammad, peace and blessings be upon him, in a well-known hadith, stated that “Arafat is Hajj” (al-Tirmidhi, Tafsiru’l Qur’an, 2). Arafat is the day when all prayers are accepted, all sins are forgiven, and at the end you become as sinless as a newborn; here you become “Hajji.” Still you are not ready to get out of bed. You lie there resting and reflecting on this blessed day. For several days now, you have been reciting Labbayk, chanting “Here I am Allah at your service, here I am.” You have answered His Call; you have come to perform your duty and nothing else. He welcomes you as His guest and during your stay here, you will be treated in an extra special way, and just as a guest receives the best china, the best morsels of food, you will be offered a taste of the spiritual delights of the Hajj. And so you stay in your bed with your eye mask protecting you from the bright lights, and you let the spiritual atmosphere wash over and through you. Somehow the back of your mattress sandwiched between two others and wedged up against the back of the tent becomes a space for you to fall back into, a cave to another dimension where the sounds of the tent diminish and the sounds of the unseen world increase. And in this very early morning of the day of Arafat, you somehow sense that the whole universe, seen and unseen, is united in glorifying the oneness of God.

The day of Arafat causes you to reflect on the Day of Judgment when all humanity will stand before their Creator. The sea of white garments and bareheaded pilgrims standing in the hot sun where the rich is indistinguishable from the poor reminds you that we will all be judged by our deeds in this life according to divine principles. In this heat – which you sense will seem like a cool breeze compared to the heat of the Day of Judgment – you realize how badly you want to be included among those who will be shaded from the near sun of that day. As sunset nears, you wait and wait as your ear searches for the adhan, the call to prayer. But there is no adhan, there is only an increase in the refinement of the air. No adhan is recited in Arafat for your next duty as a hajji is to leave immediately at sunset and travel to Muzdalifah where you will combine your sunset and evening prayers in accordance with the sunnah or practices of the Prophet Muhammad, peace and blessings be upon him.

Finally, you reach Muzdalifah, a valley of dust situated near mountains of barren rock. Here you will spend the night out in the open. With the dust swirling all around, your group leader pulls out a tarp, and the mother of the group smiles while looking up to the sky and says “Five-star hotel.” We find comfort in the reminder that the reward for a successful Hajj is paradise, and that it is only obligatory to do it once. Later, we will all share how we cannot wait to come back again, but for now this knowledge fortifies us. With giant, glaring flood lights masking our true canopy-the hidden night sky, we settle in for the night having shared our face masks, our dates, and our last wipes.

The next day, we return to Mina with renewed appreciation, now recognizing its rightful glory, we are thankful for the showers we once disdained, blissful in our beds, now we truly settle into Mina. But we have also come prepared for the battle of the next four days. With our seventy stones collected at Muzdalifah, we will endeavor to remove the crusts from our hearts by stoning the jamarat.

The sunnah is to spend Eid (holiday) at Mina plus three more days. Eid at Hajj is not like Eid at home. Eid at Hajj is hard work; our duties that day are to offer our sacrificial animal to the poor, stone the jamarat, come out of ihram by cutting our hair (women) or shaving our heads (men), and if possible, travel to Mecca to perform tawaf ifadah-seven times circumambulation of the Ka’ba followed by walking seven times between the hills of Marwa and Safa.

The first task is taken care of for us by the Hajj authorities. We paid for our animal previously, and turned the task over to the slaughterhouse. We are not even required to visit, but it is possible if you wish. None of us wished to do so. We rest in the morning weary from the previous night. We wait until after the late afternoon prayer (Asr) when it is cooler and the crowds have thinned (“thinned” being a relative term when there are five million or more people performing rites at pretty much the same time), and set out for the long walk to the jamarat. Before leaving for Hajj, we were told to prepare ourselves for an hour-long walk from our camp to the jamarat. “No big deal” you naively thought as you pictured your often-enjoyed cool walks surrounded by trees around the lake in your neighborhood, time spent in reflection and enjoying the solace of nature. But this walk turns out to be something else all together, crowded streets filled with people, a makeshift bazaar lining the edges of the camp roads, piles of trash, and once you hit the main road, you are competing for road space with buses, as you try to find a gasp of fresh air in the dusty, diesel-fumed air with the hot sun relentless in its brightness.

What is this ritual of stoning the jamarat? We are told in our hajj training that the jamarat does not represent idols, it is not the devil as many believe; we are not stoning the devil. We are told that for each stone, we are forgiven a major sin, and reminded that in Islam lying and gossiping are major sins. So, what is this ritual then? Perhaps the jamarat represents our own hard hearts and with each rock thrown, we are chipping away at its crust endeavoring to restore it to its newborn softness. Perhaps, the enemy is within ourselves – our carnal self, the nafs. With each rock thrown, you hope to gain a bit more mastery over your nafs and you recall the prayer of Prophet Muhammad, peace and blessings be upon him; “O God, cleanse me of sin as a white garment is cleansed from filth. O God, wash away my sins with snow and water and hail.” Indeed, the many rocks hitting the jamarat make the same sound as a hailstorm. In this context, the long difficult walk to and from becomes part of the cleansing, part of the blessings of this ritual. You learn the importance of striving in reaching nearer to God, the All-Glorified.

It is your last day to stone the jamarat. You no longer have the energy to compete with the buses, so you decide to take your chances with the pedestrian route – which means you must pass through tunnels. Tens of thousands throng through the streets, from all over the world, and all on the same mission. We reach the tunnel; we fill the tunnel; we walk; and then suddenly we stop. You do not know the reason for this stopping, you cannot see past the masses of people in front of you. You pray for sakina (peaceful calmness) for all your fellow travelers. We wait, we start to move again, we stop, we move again. It happens three times; all of the thousands remain calm. With the Grace of God, we make it through the tunnel and continue on to our mission.

One day, you venture out of the camp into the streets of Mina sprawling with vendors who have come to sell their wares to the hajjis-jilbabs, scarves, dhikr beads, toys, fruit, and henna. Suddenly, a truck pulls up, opens its back and the driver starts distributing its contents. The shouts of free food go out and people seem to lose themselves a bit in the rush to get whatever is being given away. You realize that they are giving away yogurt, and after a few days on antibiotics, it is just what your body is craving, yet you do not want to push in for a gift. So you wait and you watch when suddenly, the driver reaches down and pulls out not one, but two containers of yogurt. He shouts your name, “Hajji,” extends his arm over the crowd and hands you your body’s desire.

An apple purchased from a street vendor is infused with the scent and flavor of roses. You realize that despite the multitudes of people, the heat, and the dust, the camp does not smell. In gratitude, you start to comprehend the sacredness of this place, this time, this space. Mina is a place you must see with your heart, and not let your eyes blind you to its true beauty.

We were warned to pack lightly for Mina and told that we would not be allowed to board the bus if our guide deemed our luggage too big. This was good and as it should be. Upon arriving at the tent, we all quickly realize there is no room for luggage, but having packed light, we are not quite prepared for the hardship of the camp and our changing personal needs as our cycles shift with the close proximity to so many sisters, and as we pass illness from sister-to-sister in the close sleeping quarters. The conditions force us to rely on each other. Here, as we share our last Advil, our last cough drop, our last wipe, as we share our shampoo, hangers, clothes, and soap, we are tested daily and sometimes hourly. Here in Mina, we find the true meaning of sisterhood where you can live the Prophet’s saying, “None of you have faith until you love for your neighbor what you love for yourself.”

We pass our days, sleeping, eating, and praying, spending our energy on the basic chores of living, punctuated each day with a late afternoon trip to stone the jamarat. One morning a sister approaches and asks to read the Qur’an together. A circle of us passes the book around each taking a passage, from a young girl to her mother, and sister-to-sister. We find our hearts soft, our eyes overflowing and the angels pressing in – here in Mina – a camp where first we were anxious about staying and now find ourselves not wanting to leave.

Margaret A. Johnson, PhD, is a sociologist, writer, and business owner residing in Germantown, MD.

Eid Eve

Enter state of ihram and move to Arafat

Pray noon and afternoon prayers together

Stay in Arafat until sunset and move to Muzdalifah

Pray evening and night prayers together

Collect pebbles for jamarat, stoning of the pillars

1st day of Eid

Move to Mina after morning prayer

Throw seven pebbles to Aqaba pillar

Animals are sacrificed

Shave and now you can leave the state of ihram

Make your tawaf and sa’ee

2nd and 3rd Days

Following the noon prayer, go to Mina to the jamarat and throw seven pebbles to all the three pillars. This can be repeated voluntarily on the fourth day too.

Brief Overview of the Main Steps of the Hajj Journey1

Hajj starts on the 8th Day of the lunar month of Dhu al-Hijjah.

Before Hajj: Perform Umrah:

1. Ihram-Cleanse oneself, don the hajj garments, and make intention.

2. Umrah-Perform Tawaf: circumambulate around the Ka’ba seven times, perform two Ra’kah prayers of prostration behind the Station of Prophet Abraham, and make Sa’ee: go back and forth between the hills of Safa and Marwah seven times (legs not laps).

Day 1 – Mina: Get back into state of Ihram and arrive in Mina around noon time.

Day 2 – Arafat (Eid eve): Leave Mina after sunrise prayer for Arafat and stay there until Sunset. After sunset in Arafat leave immediately for Muzdalifah, spend the night there.

Day 3 (first day of Eid): After sunrise prayer, proceed to Mina. Go to the stoning pillars (3 rock columns, small, medium, and large) after the noon prayer and throw seven pebbles at the large pillar, slaughter your sacrifice, come out of Ihram by cutting or shaving the hair.

Day 3 or after: Go to Mecca and perform Tawaf. After Tawaf, make Sa’ee.

Day 3-Day 6: Return to Mina and spend the 11th and 12th nights of Dhu al-Hijjah in Mina. On days 4, 5, and 6, you will return to the stoning pillars after the noontime prayer, and throw seven pebbles at each of the three pillars.

You may leave Mina on the fifth day after the stoning ritual.

After day 5 and before you leave Mecca: Perform a farewell Tawaf, and two Ra’kah prayer. This should be the last thing you do in Mecca.

1 These steps are for “Hajj-Tamattu” which is the type of Hajj which combines Umrah with Hajj. It is the most frequently performed Hajj today, and it was recommended by the Prophet Muhammad, peace and blessings be upon him. This is just a brief overview; it does not include all the details.

we wait. The sun steady

in its track. Vicissitudes

of light, shadows thinning,

growing long. We endure

and wait. Salvation in

the hour before the hour

before dusk. The seedlings

come twirling down,

skittering along the street.

The shadows quiver like

benevolent ghosts. The trees

cackle their sussurant laugh.

And we, impatient, sentient

beings, wish time to be inert.

Some personalities are like bamboo, very hard, very tough; they wait, they make one wait, but eventually they compensate for their slow start very quickly.

For some people, accepting Islam or undertaking and accomplishing an exalted mission resembles growing bamboo. Why? We can best answer this question by looking at how bamboo grows: First the grass seed is sown, watered, and fertilized. No change can be observed in the seed during the first year. The seed is watered and fertilized again. The bamboo does not send forth any shoots from the soil during the second year either. The same actions are repeated for the third and fourth years too; the seed is watered and fertilized, but the resilient seed does not send forth any shoots during this period either. The farmer carries on watering and fertilizing the bamboo with great patience during the fifth year too. At last, towards the end of the fifth year, the bamboo starts to sprout and within a very short period, about 6 weeks, it reaches approximately 27 meters in height.

The first question that comes to minds here is: Has the bamboo reached a height of 27 meters in 6 weeks or over 5 years? The answer to this question is, of course, 5 years. If the seed had not been watered and fertilized for five years, if a great deal of patience and persistence had not been employed, we would not be able to talk about growth at all; indeed the bamboo would not even exist. Therefore, it is that five-year long process of waiting, slowly softening, constantly feeding the chemical and physical elements of the soil, adding water, letting the Sun warm the seed that formed the embryo of the bamboo. Of course, this did not happen spontaneously; it has most certainly happened and continues to happen because The Causer of all Causes, God, has brought all the causes together and given the order to sprout; it is His and life-giving breath that has caused the seed to grow.

Some personalities are like bamboo, very hard, very tough; they wait, they make one wait, but eventually they compensate for their slow start very quickly. This period can last anywhere from 3 to 30 years-they make others wait, or perhaps they are waiting themselves. They absorb our teardrops, our sweat, and our effort, like an infinite vacuum, until the right time comes and they rise with such speed that they overtake those that were in the lead. Like athletes, as they come closer to the finish line, their immense effort is enough to close any gaps; they finish the race first.

How long a person makes others wait or how long that person waits themselves before accepting the truth is dependent on that person’s will power, character, and their current situation. But of course, character plays a role here. If people are not nurtured by what they require, that thing which is most dominant in their character, then they will not feel satisfied. For example: If a person’s dominant character is that which is reflected in the name of God, the Affectionate and the Loving, then before they can accept anything or invite another into their heart, they need and seek love; this is the key to their making any changes. They will only relent if enough love is shown to them. If this does not happen, then they will not give in.

This can be observed in the conversion of some people to Islam. Sometimes, after a long period of investment, it can be observed, with great surprise, that these people have accepted the religion, yet this seems, on face value, to have been caused by a trivial event. Any small matter may set off this great transformation; it is not for us to know what is the key. Our concern is only to continue with the investment, to keep watering, feeding, and nurturing by representing the fundamentals of our religion . . . Most likely, those who are among the first to carry out such actions are those who expend the greatest amount of energy and those who suffer the most.

There are many unsung heroes of service; they have watered the seeds of the future with their tears and with the sweat of their brow. These people are not mentioned anywhere, nor have they ever been heard of. They do not rest, they do not take time to smell the flowers, or to eat the fruit of their labor; they make an effort merely for the sake of God. A tiny movement, the slightest effort may sometimes bear fruit; but it is not just the person who picks the fruit who will get the credit. All of those who contributed to the growth of the tree and the ripening of the fruit will be given credit. God, the Just, the All-Wise does not judge only according to physical appearance, He judges in accordance with the essence and the reality, and it is for this reason that He does not overlook anyone, He does not forget anything, and recompenses everyone’s effort completely.

The Makkans that became Muslims after the conquest of Makka on 11 January 630 (8 Hijri, 20 Ramadan), are, in a way, the bamboo of Islam. The Prophet invited them to belief over 13 years in Makka, from 610 to 622. He watered their hearts with his holy tears and the sweat of his brow. Then, he waited in Madina with patience for eight years. At last, in 630, that is to say, after 21 years had passed since the beginning of the revelation, in those rock-hard hearts that were looked after and watered by the Prophet and his honorable companions with relentless zeal and effort, the seed of belief came to life; it grew branches and blossomed and eventually produced fruit. Bamboo is said to take five years to grow, but those unbelievers took nearly 21 years to start to sprout. Thank God that they began to grow and were able to learn about Islam from the Prophet.

In conclusion, you reap what you sow. We should not aim to be the person who gathers the fruit; that is not our role. We are the one who shall tend the seed and water it with loving care. Putting effort and time into guiding others to the right path will please God; this should be our ultimate aim. Those who are prepared to wait for a person to mature, that is 21 years, patiently hoping to conquer the heart to bring that person to the right way are indeed following the way of the Prophet, the way of informing and invitation. One who embarks on this journey without patience will achieve nothing.