Study of Seerah of Prophet Mohammad (PBUH) as Role Model for: Individual (sallallahu alaiyhi wa

sallam)
1) Introduction
a. The human need for role models, most educated people today are skeptics
b. The deep yearning to believe in a Higher Power, true leadership, and an ultimate purpose in life
remains
c. Holy Prophet’s PBUH life is one that was dominated by a superior morality, good habits, noble
and gentle feelings and superior skills, all of which are characteristics that help prevent people from getting
entangled in a web of sin.
d. O Prophet! Verily, We have sent you as a witness, and a bearer of glad tidings, and a warner
and as one who invites to Allah (alone) by His permission and as a lamp that gives light. (Suratul Ahzaab
33:45-46)
e. Jules Masserman, a United States psychoanalyst, Leaders must fulfill three functions: Provide for
the wellbeing of the led, Provide a social organization in which people feel relatively secure, and Provide
them with one set of beliefs. With the above three criteria, he searches history and analyzes Hitler, Pasteur,
Caesar, Moses, Confucius, and the lot, and ultimately concludes: Perhaps the greatest leader of all times was
Muhammad, who combined all three functions. To a lesser degree, Moses did the same.
f. "And verily, you are on an exalted standard of character. (Suratul Qalam 68:4)
2) Lessons through the Classifications of Sunnah
a. The principles related to those practices that describe the Prophet as a worshipper of and believer
in Allah,
b. The texts related to the missions of Prophet Muhammad which make contact with and call people
to the new reality, yet make it clear that he is a human being who only lives for his own mission,
c. The principles related to the aspects of Prophet Muhammad as a human, husband, father, relative
and friend.
d. The principles concerning Prophet Muhammad's leadership within the state administration, at the
battle-ground, at the market place, at school or in the masjid.
3) Prophet Muhammad: A True Role Model
a. Role of Muhammad (sallallahu alaiyhi wa sallam) in Quran: "Verily in the messenger of Allah
you have a good example for him who looks unto Allah and the Last Day, and remembers Allah much”
b. Braving the Storm: initial times after the first revelation, nick name ‘The Trustworthy’, suddenly
had to challenge all the laws and customs of his people that went against the Oneness of Allah.
c. Facing Hardships: fierce persecution at the hands of the polytheists of Makkah, Makkan
polytheists were torturing the family of Yasser, Muhammad comforted them. Be patient, you will verily find
your abode in Paradise.”
d. The Strategic Planner: early Muslims of Makkah made two secret pledges with the people of
Madinah to instill peace and understanding between the Muslims, actual immigration to Madina cleverly
planned
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 e. Message of Equality: “We have made you into nations and tribes so that you may know one
another.”
f. Model Father Figure: Anas said that the holy Prophet Muhammad (peace and blessings of Allah
be upon him) never asked him: why did he do this and why did he not do that. He never scolded or
shouted at Anas. (Anas bin Malik)
g. Height of Self-Control and Calmness: “The Prophet (PBUH) did not swear at anyone, nor was
He rude, nor did He curse anyone. If He desired to reprimand someone, He would say: ‘What is wrong
with him, may dust be cast in his face!” (Bukhari)
h. Lessons of Cleanliness: Aishah (RA), the Prophet’s wife, was asked: “What did the Prophet do
first when he entered his home?” She answered: “He brushed his teeth.” (Muslim)
i. The Golden Rule: 'No one truly believes until he desires for his brother what he desires for
himself.'
j. Teachings of Morality: "I have never seen anyone more in the habit of smiling than Allah’s
Messenger." (At-Tirmidhi)
k. Self-Reliance and Self-Help: The Prophet’s wife, `A’ishah, said that he (peace and blessings of
Allah be upon him) used to repair his shoes, sew his clothes, and share the domestic chores. He (peace
and blessings of Allah be upon him) was most merciful, gentle, and amiable to all.
l. A Helping hand: While on his deathbed, the Prophet (peace and blessings of Allah be upon him)
sent for the money in his house and distributed it among the poor.
4) The Effect on an Individual
a. Increase in Emaan: [And all we relate to you of the accounts of the messengers is to strengthen
your heart therewith; and in this has come to you the truth and an admonition, and a reminder to the
believers] Surat Hud (11) Verse 120
b. Following the Sunnah: “…Whatever the message (Muhammad) has brought for you, adopt it;
and from whatever he has prohibited you, keep away from it…” (59:7)
5) Conclusion
a. My choice of Muhammad to lead the list of the world's most influential persons may surprise some
readers and be questioned by others, but he was the only man in history who was supremely successful on
both the religious and secular levels. Hart, Michael, The 100: A Ranking of the Most Influential Persons in
History

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 Study of Seerah of Prophet Mohammad (PBUH) as Role Model for an Educator
1) Introduction
a. Muhammad (PBUH) was the greatest teacher humanity has ever known.
b. One of the first lessons: our job is not to expel people from Islam or repel them.
c. The Prophet, PBUH, said: "By Allaah! If He may guide through you a single man to Islam, it
would be better for you than red camels.
d. The teaching of the Holy Prophet Muhammad, as contained in the Holy Qur'an, is a treasure-house
of unlimited knowledge and wisdom in every field of endeavor.
e. Aim is to follow the teachings for the benefit and welfare of humanity
f. His PBUH, subject was entire Ummah in terms of soul, mind, heart and all feelings.
2) Education as a Religious Obligation:
a. To teach and educate the community that he was sent to
b. The encouragement of the Quran and Hazrat Prophet (pbuh) increased the desire to write and to
learn.
c. People felt attracted towards the Prophet (pbuh), as he was exceptional as a teacher and a
pedagogue.
d. All of the members of this ummah have been witnesses of his teaching and pedagogy.
e. It was all Allah’s command.
f. Main purpose was to elevate humanity.
g. By virtue of the teachings contained in the Holy Qur'an, the Muslims scaled the heights of
scientific achievement and progress. A famous prayer taught in the Holy Qur'an is: O my Lord increase
me in knowledge. (20: 115)
3) Benefits of learning from the Prophetic teaching techniques
a. Better understanding: it will help them in both learning themselves and imparting that information
to others.
b. Increasing love for the Prophet, PBUH: For example, in the well-known Hadeeth (narration) of the
Bedouin who urinated in the Masjid, all the assembled Companions got angry with him except the Prophet,
PBUH. Thus, because of the way the Prophet, PBUH, taught him and shown mercy to him, the man raised
his hands after praying in the Masjid and said, “O Allaah, forgive me and forgive Muhammad and don’t
forgive anyone else after this”! His love for the Prophet, PBUH, grew manifold due to the manner in
which he taught him.
c. Improving our efforts in Da'wah (calling people to Islam) teaching them methodology of the
Prophet, PBUH.
4) The Holy Prophet (P.B.U.H) As An Educationist
a. Importance to Literacy:

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 i. Captives of the Battle of Badr could not afford to pay ransom to be freed but they could read and
write, Holy Prophet PBUH, made them teach 10 children to read and write.
ii. Among them was Zayd bin Thabit, who later became one of the revelation scribes and worked in
the committee of compiling the pages of the Quran.
b. Masjid E Nabwi As A Centre Of Learning
i. After the Hijrah, the first activity of the Prophet (pbuh) in Madinah was to build a mosque, Masjid
an-Nabawi, which was both a place of worship and a center of education.
ii. In a place next to the mosque called As-Suffa, some Companions were busy with learning the
Quran and writing.
iii. Hazrat Prophet (pbuh) himself taught people there; he also appointed some teachers to teach
people the Quran and writing.
iv. Ubada bin Samit was one of the Companions who taught the Quran and writing there.
c. New Places For Learning: nine more mosques besides Masjid an-Nabawi in Madinah when the Prophet
was alive.
d. Education Without Discrimination
i. The importance that the Messenger of Allah (pbuh) gave women took place in a period when
women were not regarded as human beings.
ii. There were women teachers during the time of the Prophet (pbuh). As a matter of fact, Shifa
(Umm Sulayman b. b. Haysama) taught Hazrat Hafsa (may Allah be pleased with her), one of the wives of
Hazrat Prophet (pbuh), to write.
iii. "There are two rewards for a person who educates a female slave, trains her, frees her and marries
her off”
iv. He allocated a special day for women and gave them a talk. There were female teachers during
his period.
e. A Kind Teacher
i. Hazrat Prophet (pbuh) advised and encouraged people to use easy methods in education and to
show patience and tolerance. "
ii. Teach people; make things easy; do not make things difficult; keep silent when you become
furious!" and he repeated the statement, "Keep silent when you become furious!" three times
iii. Muawiya
b. Hakam as-Sulami stated the following regarding the issue: "I have never seen a better teacher than the
Messenger of Allah. He neither reprimanded, nor beat nor insulted me."10
f. Writing as a part of learning:
i. Writing is very important for the activities of Hazrat Prophet (pbuh).
ii. He dictated the verses of the Quran.
iii. He arranged the document of Madinah in writing.
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 iv. He organized the first census in writing.
v. He made all his contracts in writing and officials write the income and the estimation, imposition
and collection of the revenues.
g. Both Spiritual And Material Knowledge
i. Hazrat Prophet (pbuh) advised and ordered families to teach their young members in both spiritual
and material fields: archery, swimming, calculation, medicine, genealogy and reading the Quran.
ii. In his period, everybody, children, young people, the elderly, received education.
iii. There were some people among the Companions who could speak Persian, Greek, Coptic,
Abyssinian, Hebrew and Syriac. Once the Prophet (pbuh) asked Zayd bin Thabit, "Do you speak Syriac? I
receive letters in Syriac." When Zayd b. Thabit said, “I do not know”, the Prophet (pbuh) said, “Learn
it”. Thereupon, Zayd learned Hebrew and Syriac.
h. Expansion of knowledge:
i. Hazrat Prophet (pbuh) encouraged people to spread knowledge; he asked them to teach what they
knew to others.
ii. He asked the people who came to Madinah, stayed there for a while and learned Islam to teach
people what they learned when they went to their homeland.
5) Conclusion
a. Doubtlessly, Hazrat Prophet (pbuh) realized education based on the physical conditions, needs and
methods of the period he lived in.
b. As a result of intensive and hard work, Hazrat Prophet (pbuh) formed a brand-new Islamic
community from those people.
c. Among the people he educated, hafizes (people who memorized the whole Quran), scholars of
reading the Quran, judges, governors and commanders of the army, statesmen and presidents emerged.

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 Study of Seerah of Prophet Mohammad (PBUH) as Role Model for: Military Strategist
1) Introduction
a. The life of the Holy Prophet (PBUH) as a role model for human beings encompasses all aspects of
life.
b. As a military commander, he (PBUH) set the most perfect examples of sagacity and prudence. He
was trustworthy and truthful,(Sahih Bukhari) loyal to his covenants and pacts. Sahih Bukhari
c. Holy Prophet PBUH exhibited most consummate military leadership skills for protecting Muslims
as well as the nascent Islamic state.
d. military training of Makkan Muslims where they were being persecuted by the infidels.
2) Muhammad PBUH as Military Strategist
a. In the space of a single decade he fought eight major battles, led eighteen raids, and planned
another thirty-eight military operations where others were in command but operating under his orders and
strategic direction.
b. He PBUH was also a military theorist, organizational reformer, strategic thinker, operational-level
combat commander, political-military leader, heroic soldier, and revolutionary. And indeed you possess a
great character. Al-Qalam: 4
c. The inventor of insurgency warfare and history’s first successful practitioner, Muhammad had no
military training before he commanded an army in the field.
d. Muhammad’s intelligence service eventually rivaled that of Byzantium and Persia, especially
when it came to political information. He selects the person who has the greatest intellect of all people.
Allah knows best where to place His Message AlAn'ām: 124
e. He reportedly spent hours devising tactical and political stratagems, and once remarked that “all
war is cunning,”
3) A Critical analysis of Muhammad’s PBUH role for Conquest of Makkah
a. Muhammad was first and foremost a revolutionary, a fiery religious guerrilla leader: he sought to
replace the existing Arabian social order with a new one based upon a radically different ideological
worldview
b. The later Arab conquests were the consequences of Muhammad’s PBUH prior military success as
the leader of an insurgency.
c. Insurgencies also require a messianic ideology; Muhammad PBUH used the new religious creed of
Islam to challenge basic traditional Arab social institutions
d. Muhammad’s ability to obtain sufficient weapons and equipment had an important political
advantage.
e. The leader of an insurgency must take great care to guard his authority from challenges, including
those that come from within the movement itself. For this purpose he created the suffah, a small cadre of
loyal followers who lived in the mosque next to Muhammad’s house. The creation and establishment of a
state and the selection of warriors who would be harsh against their enemies and merciful and kind with
their friends Al-Fath: 29
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 f. No insurgency can survive without an effective intelligence apparatus. As early as when
Muhammad left Mecca in 622, he left behind a trusted agent, his uncle Abbas, who continued to send him
reports on the situation there.
g. Muhammad himself seems to have possessed a detailed knowledge of clan loyalties and politics
within the insurgency’s area of operations and used this knowledge to good effect when negotiating
alliances with the bedouins.
h. Muhammad understood the role of propaganda and went to great lengths to make his message
public and widely known
i. Muhammad transformed the social composition of Arab armies from a collection of clans, tribes,
and blood kin loyal only to themselves into a national army loyal to a national social entity, the ummah. The
Prophet forced them to apply their intellects in thought and contemplation, invited them to worship One God
and purified them of the vileness of idol worship and depravity and got rid of it. Sahih Bukhari 3:2
j. Muhammad established a unified command for his armies centered on himself.
k. Muhammad’s armies, by contrast, were highly cohesive, holding together even when they fought
outnumbered or were overrun.
l. Muhammad’s transformation of Arab warfare was preceded by a revolution in the way Arabs
thought about war, what might be called the moral basis of war.
4) Objectives Behind the Military Strategy
a. addressing the need of the time and countering the threat in the most effective manner, He (Peace
Be upon Him) mostly applied active defense and retaliation with full force
b. He PBUH did not restrict his military options to defense only.(Hunain)
c. He PBUH did aim to keep the number of his enemies as low as possible, unless someone created a
problem, the prophet (Peace Be upon Him) did not seek him to engage in confrontation for any issue like
territory or money. When he got angry, he would swallow his anger and when he had the power (to exact
revenge), he would turn a blind eye. Sahih Bukhari
d. He PBUH always employed force in the service of political goals.
e. Anyone tried to threaten the peace of the state of Madinah, they were sought after and punished
severely.
5) Some Important Features In The Military Strategy
a. Advisory Council: generally at every important juncture and especially before the war, prophet
(PBUH) used to hold a grand meeting (Shoora) where his companions gave their views and proposed new
strategies.
b. Economic blockade: that was used as a serious threat to Makkah.(In BADR)
c. Active defense: the prophet (Peace Be upon Him) actively sought the enemy and took the battle to
his ground. Case of Badr: not only sent spies to know the exact military strength of the enemy, but when it
came to fighting he (PBUH) reached the battleground well before enemy, got hold of water source, selected
better position and organized army in different ranks as well.
d. Surprise: in many battles, the enemy was totally surprised.(in Ahzab or Khandaq)
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 e. Secrecy and silence: it is notable that the element of surprise was achieved when there were
enemies inside and all around the city of Madinah. It is not possible without extreme secrecy and silence.
f. Mobility: the mobility of the army of Madinah was exceptional noting the type of transport and
general poverty Muslims were in. Almost all the times they took the war to the enemy.(Hunain)
g. Boldness: prophet (Peace Be upon Him) conducted war campaigns with unmatched boldness.
Muslims continued to conduct wars with that type of boldness for many centuries.
6) Conclusion
a. Muhammad PBUH possessed Etiquettes of Leadership; intellectual traits such as Reflection,
Contemplation and Far-sightedness, and effective Planning and Organization skills, Skill and Intellectual
Brilliance in Executing the Duties of a Commander; Sagacity and Perspicacity
b. Practical Traits; Principles of Warfare

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 Study of Seerah of Prophet Mohammad (PBUH) as Role Model for:- Diplomat
1. Introduction
i. Muhammad PBUH (c. 22 April, 571–11 June, 632) is documented as having engaged as a diplomat
during his propagation of Islam and leadership over the growing Muslim Ummah (community).
ii. He established a method of communication with other tribal or national leaders through letters,
assigned envoys, or by visiting them personally, such as at Ta’if.
iii. Instances of written correspondence include letters to Heraclius, the Negus and Khosrau.
2. The spirit and basic principles of Prophet’s PBUH diplomacy
i. Goal of preparing a foundation for the application of divine instructions in his own society and
spreading it to individuals and societies
ii. Not pursuing exploitation of another political unit or the establishment of hegemony over people
through agreements
iii. Transmission of Islam would be more effective in an environment of peace and security provided
by agreements
iv. Religion being a belief system, could only enter societies by means of the hearts of individuals
hence never used force or declared war ‘“Let there be no compulsion in religion,” (Al-Baqara 256) would
only increase the number of hypocrites
v. True meaning of Jihad: Jihad is for removing obstacles to the conveyance of the divine message to
people, to create a foundation to be able to understand Islam with common sense, far removed from pressure
and anxiety, and to be able to make choices with their own free will.
vi. Peace as the most suitable foundation for calling people to Islam; “God forbids you not , with
regard to those who fight you not for your Faith nor drive you out of your homes, from dealing kindly
and justly with them” (Al-Mumtahana 8); “But if the enemy incline towards peace, do thou also incline
towards peace, and trust in God. For He is the One that heareth and knoweth all things” (Al-Anfal 61).
vii. Allah warns not to forego controlling the enemy by trusting agreements. He PBUH had a
cautious approach while making alliances
viii. Farsighted objectivites
3. Lessons of diplomacy to be learned from Prophet’s PBUH Life
i. Migration to Abyssinia
i. purpose of finding a stronghold outside of Mecca: the first migrants were members of prominent
Quraish families
ii. Then kept as a precautionary center after the Hijrah to use if needed; The emigrants to Abyssinia
stayed there until it became apparent that Medina could be a base and a center for immigration.
ii. Journey to Taif 619
i. in order to convene with its chieftains, and mainly those of Banu Thaqif and/or wresting Ta'if trade
routes from Meccan control.

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 ii. Saying this, Jibrail (AS) ushered the angel before the Prophet ‫ﷺ‬. The angel greeted
him and said; “O, Prophet of Allah! I am at your service. If you wish, I can cause the mountains
overlooking this town on both sides to collide with each other, so that all the people therein would be
crushed to death, or you may suggest any other punishment for them.”
iii. Muhammad ‫ ﷺ‬said;“Even if these people do not accept Islam, I do hope from Allah that
there will be persons from among their progeny who would worship Allah and serve His cause.” [Sahih
Muslim]
iii. Aqaba Oaths of Allegiance
i. The two Arabic tribes of the city, the Avs and the Hazrach, constantly fought with one another.
First Aqaba Oath, six people of hazarch tribe listened to the message and coming back with 12 people next
year. And agreement to follow prescribed principles mentioned by Prophet PBUH. the Prophet registered the
new religion’s ideology.
ii. An organized meeting settling seeds of foundation of faith in those people. Second Oath, a
promise for protection of Islam and muslims
iii. Order for Jihad: Permission [to fight] has been given to those who are being fought, because they
were wronged. And indeed, Allah is competent to give them victory. Surat al-Hajj, verse 39
iv. Migration to Medina; found a solid base to stand on and obtained their freedom.
v. Madina Constitution
i. the Prophet PBUH documented brotherhood with a written text, Uniting all the groups in Medina
under his rule at their own will
ii. The rules of the Constitution were to strengthen the foothold from within and without. treachery
and dissention from the non-Muslims in Medina were prevented; the roads to friendship between the
Quraish and parties in Medina were closed
vi. Alliance Agreements
i. political relations with tribes outside of Medina before Quraish did; Banu Damra, a three days
distance from Medina, Banu Gifar; Banu Juhayna living in Buvat; the Banu Mudlich living in Zulushayra.
At the end of the same year an agreement was made with the Ashlam Tribe. Terms; they guarantee that the
parties will not attack each other, and that they will remain neutral or when one of the parties is attacked,
they will help each other.
ii. Avoided opportunist attacks from neighbours and secured surroundings
iii. Economic Blockade: the caravan route of the Quraish was put under control to pressurize them,
sending and distributing 500 pieces of gold during famine in Mecca to poor and needy to gain their
sympathy
vii. Hudaybiyah Peace
i. Treachery of Jews and attack from Quraish, two possible problems, in case of peace with the
Quraish, power could be gained in regions like Bahrain, Amman and Yemen.
ii. Aim to make dialogue with Quraish who were economically weak

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 iii. With this agreement, the Quraish accepted the Islamic state as a party and officially recognized it,
they showed their weakness by signing the peace and they indicated that they were abandoning struggle
iv. the authority among the Arabs was completely shaken and Muslims began to assume the
authority. Also the abrogation of this peace by the Quraish gave a legitimate necessity for the Meccan
conquest. Islam’s sovereignty was completed in Arabia with this conquest.
v. Revelation of Surah Al-Fath-Victory
viii. Sending Letters of Invitation
i. Letter to Heraclius
ii. Deputation to abbysinia
iii. Letter to muqwaqis
iv. Letter to Khosrau of Persia
4. Conclusion

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