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Social Responsibility

Social Responsibility

What does it mean to be socially responsible?

  • Takaful (social solidarity) is at the heart of social responsibility–a sense of custodianship and accountability of others’ needs and our own needs. It means experiencing, as well as appreciating our interdependence and connectedness with others and our environment. Social responsibility requires us to make individual choices that benefit a collective, but in which the collective also benefits the individual ((Al-Mateen & Afzal, 2004; Berman, 1993; Khan, 2020; Polk).
  • We can be socially responsible across various domains. In this chapter, we focus on the following that are relevant for young Muslims:
    • Privilege (money, power, education, etc)
    • Leadership: fairness, equity, responsibility in governing people
    • Relationships: genuine care and treatment of others
    • Marginalized/Oppressed: awareness and responsibility towards those who need additional support for various reasons
  •  Maintaining the dignity and honor of those you are serving is key by ensuring your actions are exhibiting integrity and morality in your actions and avoiding saviour/victim roles.
  • Adolescents have a need to leave their mark as an individual and also see how they fit into larger society. They are able to do this by practicing agency and control–navigating failures and achievements to learn to hold themselves accountable.
  • Adolescents learn social responsibility and social skills through (1) interaction with their families, peers, mentors, and communities and (2) through participation within the community allowing the adolescent to acquire a sense of purpose and connectedness.
  • Youth programming needs to offer adolescents’ participatory experiences that are meaningful to them so that we allow them to uncover their potential, assess their own skills at being responsible, and experience and eventually commit to the Islamic moral-ethical ideology (Youniss, McLellan, & Yates, 1997).

What does Allah and His Prophet(s) say about having social responsibility?

Overall approach to being socially responsible

  • “God does not commit an atom’s weight of injustice; and if there is a good deed, He doubles it, and gives from His Presence a sublime compensation” (4:40)
  • “God bears witness that there is no god but He, as do the angels, and those endowed with knowledge—upholding justice. There is no god but He, the Mighty, the Wise” (3:18)
  • “…And cooperate with one another in virtuous conduct and conscience, and do not cooperate with one another in sin and hostility. And fear God. God is severe in punishment. (5:2)
  • “By Time. The human being is in loss. Except those who believe, and do good works, and encourage truth, and recommend patience.” (103:1-3)
  • “The faithful, in their love for one another and in their having mercy for one another and in their kindness toward one another, are like one body; when a member of it ails, all (the parts of) the body call one another (to share the pain) through sleeplessness and fever.” (Muslim 2586a)
  • “Whoever witnesses something evil, let him change it with his hand, and if he is unable then with his tongue, and if he is unable then with his heart, but that is the weakest form of faith.” (Sahih Muslim: 49)
  • Sadaqa is due on every joint of a person, every day the sun rises. Administering of justice between two men is also a Sadaqa. And assisting a man to ride upon his beast, or helping him load his luggage upon it, is a Sadaqa; and a good word is a Sadaqa; and every step that you take towards prayer is a Sadaqa, and removing of harmful things from the pathway is a Sadaqa. (Muslim 1009)

Being socially responsible in terms of your privilege (eg money, power, education access)

  • “Say, “He is Able to send upon you an affliction, from above you, or from under your feet. Or He can divide you into factions, and make you taste the violence of one another. Note how We explain the revelations, so that they may understand.” (Qur’an 6:165)
  • “Whatever God restored to His Messenger from the inhabitants of the villages belongs to God, and to the Messenger, and to the relatives, and to the orphans, and to the poor, and to the wayfarer; so that it may not circulate solely between the wealthy among you. Whatever the Messenger gives you, accept it; and whatever he forbids you, abstain from it. And fear God. God is severe in punishment.” (59:7)
  • Allah will say on the Day of Judgment, “O son of Adam, I sought food from you but you failed to feed Me. The man would ask: My Lord, how could I feed You when You are the Lord of the worlds? God replies: Do you not realize that a particular servant of Mine asked you for food but you did not feed him? Didn’t you realize that if you had fed him, you would have found him with Me?” (Sahih Muslim 2569)
  • “Whoever is made wealthy by Allah and does not pay the Zakat of his wealth, then on the Day of Resurrection his wealth will be made like a baldheaded poisonous male snake with two black spots over the eyes. The snake will encircle his neck and bite his cheeks and say, ‘I am your wealth, I am your treasure.’ ” Then the Prophet (s) recited the holy verses:– ‘Let not those who withhold . . .’ (to the end of the verse). (3.180).
  • Hadith – Aishah recounted that they once slaughtered a lamb and gave its meat away in charity. The Prophet (S) asked Aishah, “How much of it remains?” She said, “Only the shoulder remains.” He said, “Rather, all of it remains except the shoulder.” (Faith First, pg 292)

Being socially responsible in terms of leadership/governing people

  • “It is by grace from God that you were gentle with them. Had you been harsh, hardhearted, they would have dispersed from around you. So pardon them, and ask forgiveness for them, and consult them in the conduct of affairs. And when you make a decision, put your trust in God; God loves the trusting.” (3:159)
  • “Help your brother whether he is the doer of wrong or wrong is done to him.” The Companions asked, “O Messenger of Allah! We can help a man to whom wrong is done, but how could we help him when he is the doer of wrong?” The Prophet replied, “Hold him back from doing wrong.” (Al-Bukhari)
  • “Every one of you is a shepherd, and every one of you will be questioned about those under his rule: the ruler is a shepherd, and he will be questioned about his subjects; the man is a shepherd in his family, and he will be questioned about those under his care; and the woman is a shepherd in the house of her husband, and she will be questioned about those under her care… Thus, every one of you is a shepherd and is responsible for those under his care. ” (Al-Bukhari)

Being socially responsible in terms of your relationships

  • “God commands justice, and goodness, and generosity towards relatives. And He forbids immorality, and injustice, and oppression. He advises you, so that you may take heed.” (Qur’an, 16:90)
  • “The believing men and believing women are friends of one another. They advocate virtue, forbid evil, perform the prayers, practice charity, and obey God and His Messenger. These—God will have mercy on them. God is Noble and Wise..” (At-Tawbah 9:71)
  • “O you who believe! Stand firmly for justice, as witnesses to God, even if against yourselves, or your parents, or your relatives. Whether one is rich or poor, God takes care of both. So do not follow your desires, lest you swerve. If you deviate, or turn away—then God is Aware of what you do.” (Qur’an, 4:135).
  • “O you who believe! Be upright to God, witnessing with justice; and let not the hatred of a certain people prevent you from acting justly. Adhere to justice, for that is nearer to piety; and fear God. God is informed of what you do.” (Qur’an 5:8)
  • “Help your brother whether he is the doer of wrong or wrong is done to him.” The Companions asked, “O Messenger of Allah! I can help him if he is a victim of wrongdoing, but how could I help him when he is the doer of wrong?” The Prophet replied, “Hold him back from doing wrong.” (Al-Bukhari)
  • “He will not enter Paradise, a person whose neighbor is not secure from his ill conduct.?” (Muslim)

Being socially responsible in terms of marginalization/oppression

  • “As for the disbelievers, they are guardians of one another. And unless you act ‘believers’ act likewise, there will get oppression and corruption in the land” (8:73)
  • “O people! We created you from a male and a female, and made you races and tribes, that you may know one another. The best among you in the sight of God is the most righteous. God is All-Knowing, Well-Experienced.” (49:13)
  • “Beware the supplication of the oppressed, for there is no barrier between it and God.” (Jami al-Tirmidhi 2014)
  • “Seek out your vulnerable on my behalf. Verily, you are only given provision and support from Allah due to the weak among you.” (Sunan al-Tirmidhi 1702)
  • “O My Servants, I have forbidden injustice upon myself and have made it forbidden amongst you, so do not commit injustice.” (Sahih Muslim: 2577)

In this section, you’ll find stories from Islamic history, the seerah, and role models that embody this virtue.

  • Overall social responsibility
    • The parable of the ship
      • In this example, the Prophet describes how individuals on the lower part of a ship need to come up with a solution to obtain water that doesn’t affect others on the ship. The story emphasizes the balance between individual needs (drinking water) and community responsibility for common needs (keeping the ship afloat).
    • Uthman and the well
      • Uthman ibn Affan, a wealthy companion of the Prophet Muhammad(s), demonstrated social responsibility by purchasing a well and donating it to the community of Medina. This act provided a vital resource for the people, ensuring access to clean water for drinking, cooking, and other essential needs. His generosity and selfless act highlighted the importance of contributing to the well-being of the community.
  • Privilege
    • Working with non Muslims- Hilf ul Fudool (Pact of Chivarly)
      • The Pact of Chivalry emphasized the importance of protecting the weak and vulnerable, regardless of their religious or social status. This principle aligns with Islamic teachings that advocate for justice and compassion towards all. It also demonstrates that partnering with non-Muslims for good causes is a noble deed that the Prophet (S) encouraged.
    • Using one’s wealth for long-term community gains- Uthman and funding the Battle of Tabuk
      • Uthman ibn Affan, a wealthy companion of the Prophet Muhammad(s), played a crucial role in funding the Battle of Tabuk. He generously donated a large sum of money to support the Muslim army and called on other wealthy people to donate, enabling the Muslims to equip themselves and travel to the distant battlefield. His financial contribution was essential to the success of the expedition, demonstrating his dedication to the cause of Islam.
  •  Leadership/Governing People
    • Story of Umar and the horse
      • Umar ibn Khattab bought a horse (at the time healthy) which would become ‘defective’ as noted by the Prophet (S). He tried to return it but the bedouin took him to court. The judge ruled in favor of the bedouin as the horse was healthy at the time of sale. He did not abuse his power in any fashion.
  •  Relationships
    • Pact of Brotherhood in Madina
      • The Pact of Brotherhood established a strong bond between the Muhajireen and the Ansar in Madina. The Ansar generously welcomed the Muhajireen into their homes and shared their possessions with them. This act of solidarity and compassion laid the foundation for the early Muslim community in Madina.
  •  Marginalization/Oppression
    • The Prophet(S) helping a woman with mental health challenges. (Yaqeen Institute)
      • Prophet (S) helps a woman in guiding and listening to her difficulties and offers comfort. He stayed with her making  sure she was comfortable and everything was resolved.

In this section, you’ll find activities that teach the virtue and help youth put the virtue into action along with discussion questions.

  1. The Prophet(s) Ship Metaphor
    • Goal:
      • Help youth see how we are related to each other, especially how our struggles are inter-connected
    • Activity:
      • Re-enact the ship hadith with your youth (cited in the Hadith section):
    • Discussion Questions:
      • How does this hadith relate to social responsibility?
      • What examples from our modern day can you share that demonstrate the behaviour highlighted?
  2. Connecting Present with the Past
    • Goal:
      • Help youth reflect on current social justice initiatives and tie them to stories of the prophets, companions, and others from the tradition.
    •  Activity:
      • Reflect on the Prophet’s Last Sermon. What aspects of social responsibility are mentioned and what is the significance?
      • Create a pool of cards with various social issues that match the ones in the Prophet’s Last Sermon  (racism, sexism, poverty, orphans, etc). Have youth pick one (each teen gets one). Tell them to come up with the solution for each one.
    • Discussion Questions:
      • What parallels do we find in the current year that also happened in the past?
      • What about during the Prophet Muhammad’s time? What did he do?
      • How did the people of the past overcome adversity?
  3. Wealthy in Many Ways- Dream Life
    • Goal:
      • The key of this exercise is helping youth come to the realization that we all have aspects that are amazing in our life including struggles and tests–but to be aware of the blessings God gives us that we can use to be responsible in communities.
    • Activity – Dream life Part 1
      • Have them create a dream life of their own. There are 4 categories of sticky notes on the wall, with examples of things that you might like for your dream life. Take the example that you like/want. If what you want / dream of is not on the wall or if they’re all taken, write your own. Pick only 1 example from each category.
      • Categories:
        • House (pink) – examples: ranch house in New Mexico, glass window house in Hawaii, colonial house, etc
        • Clothes/Shoes (dark yellow) – Doc Martin shoes, Jordans, etc
        • Ride (blue) – porsche, mercedes, lamborghini, etc
        • Your people in your life (green) – friends who are always there for you, caring husband, supportive kids, etc
      • After everyone picks/writes their sticky notes, have them all share their dream life.
    •  Activity – Dream Life Part 2
      • There are sticky notes on the wall with calamities (orange). Choose one or write one that could happen to you in your imaginary life. Have them share their calamities and share one of the hadiths/ quotes below in between every few youth that share.
        • Example calamities
          • your brain feels like it’s in a fog and you can never do your work well
          • house burns down in a fire
          • you don’t feel happy/satisfied in your life
          • no one wants to hang out with you
        • Discussion points:
          • Quote: “Charity wards off difficulties and trials”
          • Ibn AlQayim says, “Charity has far-reaching effects in preventing calamities, even for sinners and wrong doers and even for unbelievers.”
          • Charity cures sickness – Prophet (S) said: “Treat the ill among you with charity.”
    • Activity – Dream Life Part 3
      • Sticky notes on the wall have good things that could happen to you (pale yellow), if you give sadaqah. Choose/write one and share with the group. Share a hadith from below between every few youth.
        • Example good events:
          • you keep finding amazing deals on houses/clothes/cars
          • you never get in a car accident
          • your immune system is very strong and you hardly get sick
          • people respect you and your work and are willing to pay you money for what you do
          • your spouse and kids are very kind to you and alleviate your stress
          • you’re very smart and don’t ever need tutoring and get scholarships to school
    • Discussion Questions:
      • What did you notice about the kinds of things people chose for their dream life, and what does that say about what we value as a community?
      • How might experiencing a hardship in your dream life change the way you see others who are going through difficulties in real life?
      • How can the blessings in your life—whether they are wealth, health, relationships, or talents—be used to help others and build a stronger community?
  4. Race for $100 – Benefits of Privilege
    • Goal:
      • Understand privilege from different POVs
    • Activity:
      • Have youth line up. List out statements of privilege (e.g., private education, three meals a day, parents married, etc.), and have those that it applies to take two steps forward.
    • Discussion Questions
      • How might it have felt to have a headstart?
      • To be left behind?
      • What did the people who didn’t have a headstart have to do?
      • Why do you think these categories matter in the race of life?
  5. Stepping Up to Help Others
    • Goal:
      • How we can be inclusive and upstanders
    • Activity:
      • Watch the story of a football team that took on a special player (video)
      • Watch this film on bullying
      • Share The FYI infographic on how Muslim youth are affected by bullying to highlight the fact that this issue impacts Muslim youth 
    •  Discussion Questions:
      • What does cyber-bullying look like?
      • How does bullying look like in your area?
      • Have you ever stopped bullying? If not, how can you take steps to stop bullying?
  6. Developing Social Responsibility within your teens
    • Goal:
      • Teach social responsibility via tips
    • Activity:
      • From the Cambridge Life Competencies Framework, three teachers share tips to instill social responsibility in their students. Tips include having a regular news lesson, reflecting on roles and the impact on the group’s success and helping students take ownership.
    • Discussion Questions:
      • How do you currently take ownership?
      • How do I be a better group member/team player?
  7. Discuss “What does social justice mean to you?” with your youth
    • Goal:
      • Help youth understand the difference between justice and social justice
    • Activity:
    • Discussion Questions:
      • What does “justice” mean to you personally? Can you think of a time when you saw or experienced something that felt just or unjust?
      • What’s the difference between justice and social justice? Why is the “social” part important?
      • What does Islam teach us about justice? How do concepts like adl (justice), ihsan (excellence), and zulm (oppression) guide how we should act in the world?
  8. Know your American Muslim Social Justice Leaders
    • Goal:
      • learn about contemporary American Muslim social justice leaders
    • Activity:
      • Name 3 American Muslims that promoted a social justice cause and explore their lives. Find ones that live in your city and arrange to visit them.
      • Check out MPower’s list of 100 American Muslim Social Justice Leaders
    • Discussion Questions:
      • Encourage youth to pick one leader from MPower’s list, research their work, and share what resonated.
      • How can youth build their own social justice networks inspired by these models?
  9. Other activities
    1. List of social justice activities for high school students.
    2. Short clip on Football plan that makes everyone’s day – especially one who is marginalized
    3. Developing Social Responsibility within your teens – watch for tips on instilling social responsibility with your teens

In this section, you’ll find Dua’s that can help youth connect to Allah through Dua. They can recite these duaa during activities or in their daily lives to be granted these virtues.

  • “O Allah, I seek refuge in You from poverty, scarcity, and humiliation. I seek refuge in You from committing wrong or being wronged.” (Sunan Abī Dāwūd 1544)
  • “O Allah, I seek refuge in You from anxiety, sorrow, disability, laziness, cowardice, miserliness, the burdens of debt, and the repression of men.” (Sahih Bukhari 6369)

In this section, we’ve provided deep reflection questions you can use to help youth check-in with themselves on each virtue and do a self-assessment of their own growth.

  • Overall:
    • What is the difference between empathy and sympathy? Which one of these serves us best in being socially responsible? Explain.
    • What are the challenges when working collectively to combat social injustice?
  • Leadership/Governing People
    • Some of us may feel uncomfortable serving in a leadership position. In that case, what can we do instead?
    • What opportunities do you have to be socially responsible in your community? (Examples include MSA boards, clubs, MIST leadership, masjid leadership)
  • Relationships
    • How are you advocating for social justice in your schools? How can you be socially responsible with your friends? When do you see bullying in schools?
    • Socially responsible with your family?
    • What have your parents taught you about social justice? How was what your parents taught you reflected in your life?
  • Marginalized/Oppressed
    • What challenges does one face when standing up for the oppressed?
    • What can one do to gain support in challenging unjust issues?
    • On a scale of 1 to 10, how is a certain societal issue impacting your mental health? (10 its preventing me from my daily activities to 1 its not bothering me at all)
    • What are the range of emotions felt when thinking about a certain societal issue (name a specific issue)? What are ways we can cope?
  • Wealth
    • When did you donate to a socially responsible cause? How did it make you feel?
    • How does Islam ensure those who are financially challenged are taken care of? What are the 8 categories of zakat recipients? Research how zakat supports social responsibility.
    • I don’t have any money, how can I help those who need money?

Cited Sources and Additional Resources:

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