Strengths And Weaknesses Of Erikson’s Psychosocial Theory Essay Sample For College


Erik Erikson’s theory of human psychosocial development is well-known and was developed by the American-German psychologist. Throughout the path from infancy to adulthood, individuals pass through eight stages of development, according to Erik Erikson’s idea of the progression of psychological maturity. Before going on to the next phase, you must overcome the psychological obstacles that come with each level, completely distinct from those of the previous levels (Sekowski, 2021). During the infant years, trust is pitted against mistrust; during the toddler years, autonomy is pitted against shame and doubt; during the preschool years, the initiative is pitted against guilt; during the elementary school years, the industry is pitted against inferiority; during the adolescent years, identity is pitted against role confusion; during the middle adult years, stagnation is pitted against creativity; and during the middle adult years, integrity is pitted against despondence (Late adulthood). Older people may reflect on their lives with joy and acceptance of their successes and failures or be filled with despair and regret if they have not reached their goals and dreams. Either way, they can reflect on their lives with these emotions. In any case, it is feasible for people to reflect on their life and feel one of the two feelings listed above. This essay will look at the strengths and weaknesses of Erikson’s psychosocial theory.


Using Erikson’s theory of psychosocial development, which gives a complete framework for this kind of analysis, one can look at how a person’s social and emotional development changes throughout life. The idea is to treat mental illnesses at each stage of development to promote healthy growth and development. The concept also recognizes the significance of social and cultural factors in a person’s development. In addition, the idea focuses on the significance of critical connections in a person’s development, such as those with their family, their peers, and other influential individuals. These relationships are valued for their contribution to the individual’s progress. According to Erikson’s model, each stage of development is believed to build upon the one that came before it, and it is stated that the successful completion of previous stages establishes the ground for the healthy development of later stages (Sekowski, 2021). Erik Erikson’s theory of psychosocial development has been used a lot, especially in education, counseling, and social work. This has significantly impacted how we think about how people grow and change. This has occurred as a direct result of the extensive implementation of Erikson’s theory.

With the assistance of Erik Erikson’s theory of psychosocial development, it may be possible to have a lot easier time comprehending the different phases of human growth that take place throughout a lifetime. According to this idea, people undergo eight distinct phases (Orenstein, 2021). For healthy growth and development, each of these stages comes with a different psychological crisis or conflict that needs to be dealt with. Suppose people investigate the many stages of development and the challenges that come after each of these stages. In that case, they might have a better understanding of their development and the factors that might be influencing their behavior and emotions. This might be the case if the individuals investigate both the stages of development and the challenges that come after each stage. The information in this article could be helpful for parents, teachers, and other caretakers trying to help young children and teens reach their fullest potential. Erik Erikson’s theory of psychosocial development is an excellent way to think about how biological, psychological, and social factors all work together to affect how we grow as people. This idea was first put forward in the 1960s; it has been improved and developed.

The identity crises that people go through are instances of Erik Erikson’s psychosocial theory, which is applied to various phases of development. This theory is applied to different stages of development. According to Erikson’s theory of psychosocial development, there are times in an individual’s development when they may be more likely to have an identity crisis. This is because individuals can travel through these stages. The idea is that the fifth stage of development, adolescence, is marked by a struggle between roles and identities that are not clear. Adolescence is also known as the teenage years. Throughout this period, people are expected to learn about and build their sense of self, encompassing their opinions, values, and objectives. Individuals will have a powerful sense of who they are and confidence in their abilities to take charge of their lives and make choices for themselves if this study proves effective. If the research results are precise, those participating can feel clear, confident, and even surprised. Other stages of the theory, like the fourth stage of competence vs. inferiority, in which young people either feel competent and happy about their accomplishments or feel inferior and incompetent when they struggle or are made fun of, may be affected by the idea of an identity crisis. During this stage, young people either feel proud of what they have done and are competent if they do well, or they feel bad about themselves and are incompetent if they struggle. At this point in their development, children and adolescents develop a sense of competence and begin to take pride in their achievements. If they fail or are made fun of for their efforts, they may feel stupid and not good enough. Erikson’s theory of psychosocial development is based on the idea of an “identity crisis,” which is one of the theory’s main premises. This idea focuses on the problems people face and the chances for growth they have at different stages of their lives.

The other strength of Erikson’s theory is that it helps people gain a stronger knowledge of life and create personal goals. This is one of the benefits people can achieve with the support of Erikson’s theory. People can better understand their lives and establish objectives for their growth and advancement if they use Erikson’s theory of psychosocial development in their endeavors. When individuals are aware of the challenges and opportunities associated with each stage of development, they can better appreciate their own experiences and discover opportunities for personal progress. This is because individuals can better appreciate their experiences and discover opportunities for personal progress (Orenstein, 2021). Those who struggle with trust and distrust in their relationships might gain a lot by thinking back on their formative years and gaining the skills necessary to build connections that are healthier and more positive in the present day by reflecting on their early experiences. In a similar vein, adolescents going through an identity crisis may benefit from analyzing their beliefs and goals and the activities they participate in to fortify their sense of who they are. This can be done in conjunction with the activities that they engage in to fortify their sense of who they are. When it comes to fostering the development of children and adolescents, the idea put out by Erik Erikson might be helpful to many caregivers, including parents, teachers, and other professionals. This is because the theory offers a framework for comprehending human growth. Parents should adequately assist their children and adolescents in properly navigating these stages of development by first becoming aware of the challenges and opportunities for growth associated with each stage of development. This will allow the parents to provide their children and adolescents with the necessary guidance and support. The theory of psychosocial development proposed by Erik Erikson offers a methodical approach to studying human growth and development. This viewpoint may assist people in gaining a better understanding of their own experiences, establishing objectives for their progress, and supporting the growth and development of others.


First, the theory needs to detail the development from one level to the next. In Erikson’s explanation of why people go from one stage of psychosocial development to the next, there needs to be more specificity because of Erikson’s theory of psychosocial development. It strongly emphasizes the need to treat psychological obstacles at each developmental stage to promote healthy growth, yet, it does not explain how this process occurs. The purpose of the statement is to inspire positive and wholesome development. In addition, it does not consider individual variations in the quantity of time and the rate at which development is necessary (Kaiser, 2020). Despite these limitations, the theory is a valuable tool for understanding human growth and identifying possible bottlenecks and possibilities for progress. This is because the theory identifies potential roadblocks and opportunities for advancement. It is essential to remember that the theory, rather than being prescriptive or deterministic, provides a flexible framework for understanding human growth’s complex and ever-changing process. This is something that must not be forgotten.

Another area for improvement is that more explanation is provided even though an excessive amount of weight is being assigned to the concept of uniqueness. In Erikson’s theory of psychosocial development, the growth of an individual’s self-awareness and autonomy throughout their lifetime is the topic that receives the most attention. Despite this, the theory does not elaborate on the significance of the social environment or individuals’ ties. It is vital to bear in mind that this process is closely linked to the social environment in which it happens and that the development of a healthy sense of identity and autonomy depends on participation in interpersonal interactions. What if people, parents, teachers, and other caretakers knew more about how these factors interact and affect each other? In that case, they may be better equipped to foster the healthy development of children and adolescents in their care. This is especially true for those in positions of authority, such as teachers and parents.

This theory needs to give a good explanation of how the different levels connect. Erikson’s theory of psychosocial development talks about different stages, but it does not explain how they relate or change over time (Darling-Fisher, 2019). Erikson’s theory of psychosocial development says that each stage of development has conflicts that must be dealt with healthily for the next stage to be healthy. This is necessary in order for the stages that follow to be healthy. In the long term, this has a negative influence on both the mental and physical health of a person. When people have a better idea of how the different stages of development relate, it may be easier to understand the chances for personal growth and the problems they will face. This is because people’s problems and opportunities for personal development change throughout their lives.


In the end, Erikson’s theory of psychosocial development has helped us learn much more about how people grow and change (Gross, 2020). However, it has been criticized for needing more knowledge of social and cultural issues, placing excessive emphasis on individuality, and failing to adequately explain the connections between the many phases of growth. It has come under attack from several different perspectives. However, it has also given helpful information about the problems people face in their lives and the chances for growth that these problems offer. It has been used extensively in several fields, including psychology, education, and healthcare. It has helped us learn more about the complicated relationship between a person’s social environment and identity as they grow up. Even though it contains several errors, Erikson’s theory is still an essential tool for comprehending human development and developing improved strategies that support healthy growth and development at every stage of a person’s life. This is the case despite the fact that it contains several inaccuracies.


Darling-Fisher, C. S. (2019). Application of the modified Erikson psychosocial stage inventory: 25 years in review. Western Journal of Nursing Research41(3), 431-458.

Gross, Y. (2020). Erikson’s stages of psychosocial development. The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, 179-184.

Kaiser, E. (2020). Violence on street children: Looking through erikson’s psychosocial development theory. Journal of Health and Social Sciences5(1), 45-52.

Orenstein, G. A., & Lewis, L. (2021). Eriksons stages of psychosocial development. In StatPearls [Internet]. StatPearls Publishing.

Sekowski, M. (2022). Attitude toward death from the perspective of Erik Erikson’s theory of psychosocial ego development: An unused potential. OMEGA-Journal of Death and Dying84(3), 935-957.

Support Group Experience Essay Example For College


Support groups provide a safe and non-judgmental environment where individuals can share their experiences and provide emotional and practical support to one another. As an advanced practice psychiatric mental health nursing student, I attended a support group for caregivers of individuals with dementia. Caregivers of individuals with dementia face unique challenges that can significantly impact their emotional and physical well-being. The burden of caregiving can often lead to feelings of isolation, stress, and depression, making it crucial for caregivers to have access to support systems that can provide the necessary resources to help them manage the challenges they face (Armstrong & Alliance, 2019). This paper will provide an overview of my experience attending a caregiver support group for individuals caring for loved ones with dementia. The support group was organized by a local community organization and was led by a mental health professional who specialized in providing support to caregivers. The group provided a safe and supportive environment where caregivers could share their experiences, provide emotional support to one another, and learn practical strategies for managing the challenges of caregiving. This paper will first discuss the purpose of the support group attended and describe the demographics of the group. It will also focus on the roles of the support group leader concerning the group members and identify the therapeutic factors observed in the group. Additionally, it will provide insights into the group’s needs and how the support group can help meet these needs. Finally, I will share my personal feelings about this experience and how it has enriched my understanding of the therapeutic value of support groups.

Purpose of the Support Group Attended

The support group I attended was specifically for caregivers of individuals with dementia. The group provided a forum for caregivers to share their experiences, offer each other emotional support, and exchange practical information on managing the disease. The purpose of the support group I attended was to provide a safe and non-judgmental space for caregivers to share their experiences, connect with others going through similar situations, and offer emotional support to one another (Armstrong & Alliance, 2019). A mental health professional with experience supporting caregivers led the group, ensuring constructive, empathetic, and helpful discussions.

Through the support group, caregivers could share their experiences, challenges, and successes in caring for their loved ones with dementia. They could express their emotions without fear of judgment and were provided with practical advice on managing the disease  (Adams et al., 2019). Caregivers were also able to learn about community resources and services that could support them in their caregiving roles.

The support group provided a sense of belonging and support to caregivers, which is crucial in mitigating the negative effects of caregiving. It also provided a forum for caregivers to develop coping strategies and to learn from the experiences of others. The support group gave caregivers hope and encouragement, which is vital in managing caregiving’s stress and emotional burden.

Demographics of the Group

The demographic characteristics of the support group I attended provide insight into the specific population that the group serves. In this case, all attendees were female, which may suggest that women are more likely to be primary caregivers for individuals with dementia. This is supported by previous research that has found that women are more likely to be family caregivers and that caregiving can have a greater impact on women’s health and well-being compared to men (Adams et al., 2019).

The group’s age range was between 40 and 70 years old, with the majority of participants in their 50s and 60s. This age range is consistent with the fact that dementia is more prevalent in older adults, and caregivers for individuals with dementia are often spouses or adult children (Alzheimer’s Association, 2022). The fact that most participants had been attending the support group for at least six months suggests that they found the group beneficial and supportive.

The group’s size was also noteworthy, with eight members in attendance. Smaller group sizes can facilitate a more intimate and supportive atmosphere and benefit individuals sharing personal experiences and emotions. In addition, smaller group sizes can allow for more individualized attention and support from the group leader.

Roles of the Support Group Leader

The support group leader was a facilitator, guiding the group discussion and creating a supportive atmosphere where members felt comfortable sharing their experiences. The leader actively listened to group members and encouraged them to express themselves openly and honestly. The leader also provided the caregivers with emotional support, empathy, and validation, recognizing their challenges in caring for loved ones with dementia.

In addition to facilitating discussions, the support group leader also played a key role in providing education and resources to group members. For example, the leader shared information about local support services, such as respite care, counseling, and support groups for specific caregiving needs. The leader also provided resources on self-care strategies, such as mindfulness meditation and stress reduction techniques, to help caregivers cope with caregiving’s emotional and physical demands (Armstrong & Alliance, 2019). Overall, the support group leader’s role was to create a safe and supportive environment where caregivers could connect with others facing similar challenges and receive guidance, support, and education on managing dementia caregiving. The leader served as a trusted resource, providing expertise and knowledge to help caregivers navigate the complexities of dementia caregiving.

Therapeutic Factors Observed in the Group

Support groups provide a unique opportunity for individuals to come together and share their experiences in a safe and supportive environment. Yalom’s (2005) 11 therapeutic factors highlight how these groups can facilitate healing and personal growth. Universality was one of the key therapeutic factors observed in the caregiver support group. As Yalom (2005) noted, this factor arises from recognizing that group members share similar experiences and challenges. In the support group, caregivers of individuals with dementia shared their experiences of dealing with caregiving’s physical, emotional, and social challenges. This provided a sense of validation and reassurance that they were not alone, which can be particularly helpful for individuals who may feel isolated or stigmatized by their experiences. Universality can also foster a sense of empathy and understanding among group members, which can contribute to the development of trust and cohesiveness within the group.

Another therapeutic factor observed in the support group was catharsis. According to Yalom (2005), catharsis is expressing and releasing repressed emotions or feelings. The caregiver support group encouraged members to share their feelings and emotions about their caregiving experiences. This provided a safe and supportive environment for members to express their frustration, grief, and other caregiving-related emotions. Through the process of catharsis, group members were able to experience a sense of relief and release, which can be therapeutic and healing. Altruism was also notable in the group. This therapeutic factor involves group members offering practical and emotional support to each other, which can provide a sense of purpose and fulfillment (Yalom, 2005). In the caregiver support group, members were able to offer each other advice and support, such as sharing resources and strategies for managing dementia symptoms, which helped to build a sense of community and connection among group members.

Additionally, the development of socializing techniques was observed in the support group. As Yalom (2005) noted, support groups can provide a forum for members to practice social skills such as active listening, effective communication, and conflict resolution. In the caregiver support group, members were encouraged to listen actively and attentively to each other, respectfully share their perspectives and experiences, and provide emotional support and feedback. Through the development of socializing techniques, group members were able to improve their interpersonal skills and build stronger relationships with others.

Needs of the Group

During the support group session, members expressed the need for more education and resources on dementia and its management. Many members stated they were overwhelmed by the daily challenges of caring for a loved one with dementia and did not know where to turn for support. They expressed a desire for more information on managing dementia symptoms, such as memory loss, confusion, and behavioral changes. The group leader provided information on community resources and local support services that could assist caregivers in managing these symptoms.

In addition to more education and resources, members also expressed a need for more social and recreational activities to help them cope with the stress of caregiving. Many caregivers reported feeling isolated and lonely due to the demands of caring for a loved one with dementia. They expressed a desire for more opportunities to connect with others going through a similar experience and engage in activities that bring them joy and fulfillment. Some members suggested organizing outings or social events for caregivers, such as group walks or picnics.

Personal Reflection

As a nursing student, attending the support group for caregivers of individuals with dementia allowed me to gain first-hand experience in how support groups can facilitate healing and offer emotional and practical support to individuals going through similar life experiences. I observed the powerful therapeutic factors that Yalom (2005) identified, such as universality, altruism, interpersonal learning, and group cohesiveness, among others, in action. One of the most significant takeaways from this experience was the importance of self-care for caregivers. Caregiving can be an emotionally and physically draining experience, and many caregivers neglect their needs in the process. I learned that self-care is crucial for maintaining good mental and physical health and that social support can help reduce the burden of caregiving. Additionally, attending the support group allowed me to gain insight into caregivers’ challenges when caring for individuals with dementia. Caregiving requires patience, empathy, and understanding, and it can be emotionally challenging to watch a loved one’s cognitive abilities decline. The support group provided a safe space for caregivers to share their experiences and emotions, offering a sense of validation and understanding.

Finally, I was impressed by the level of expertise and knowledge that the support group leader demonstrated. The leader provided valuable information on community resources, such as support groups, educational materials, and strategies for managing dementia symptoms. As a future mental health practitioner, I aim to cultivate this level of expertise and knowledge to better support my clients and their families in managing the challenges of mental illness.


In conclusion, as a nursing student, I learned a lot by participating in the caregiver support group. The group’s goal was to give caregivers a secure space where they could open up about their experiences, offer one another emotional support, and share useful advice on dealing with dementia. The group leader was essential in promoting the talks and preserving a friendly atmosphere for the participants. The group displayed therapeutic elements like universality, altruism, interpersonal learning, and group cohesion. The participants recognized the need for more social and recreational activities to assist them in coping with the difficulties of caregiving and for greater knowledge about dementia and methods for managing symptoms. Attending the support group helped me understand the difficulties caregivers encounter when caring for dementia patients. I discovered the value of taking care of oneself and the need for social support to lessen the emotional burden of caregiving. The support group leader’s degree of experience and knowledge also made an impression on me. I can use the knowledge from this experience to better support my clients and their families who could be dealing with related issues as a future mental health professional. As a result, going to the caregiver support group was a worthwhile and engaging experience that gave me great lessons and insights I may apply to my future practice.


Adams, K. B., Sanders, S., & Auth, E. A. (2019). Caregiving strain and caregiver health: Gender and racial differences in the caregiver health effects of family caregiving. Journal of Aging and Health, 31(4), 563–585.

Alzheimer’s Association. (2022). 2022 Alzheimer’s disease facts and figures. Alzheimer’s & Dementia, 18(3), 325-406. doi: 10.1002/alz.12543

Armstrong, M. J., & Alliance, S. (2019). Virtual support groups for informal caregivers of individuals with dementia: a scoping review. Alzheimer Disease & Associated Disorders33(4), 362–369.

Yalom, I. D. (2005). The theory and practice of group psychotherapy. Basic Books.

The Islamic Religion Free Writing Sample

Cultural competence and ethnic diversity are significant factors in the current century. This is because it plays an essential role in developing social skills and increasing individuals’ self-awareness. Growing up in a Christian home is indeed a tremendous experience. This is brought about by the numerous beliefs and Bible stories we have been taught since childhood. One interesting fact about Christianity is that we believe in one supernatural being who created the heavens and earth. In other terms, Christians are regarded as monotheistic. The supernatural being identified as God also consists of three parts: the father, the son, and the Holy Spirit. These beliefs have significantly influenced our religious activities, such as prayers. Despite these strong Christian beliefs, learning about other religions is essential. The site visit created an indispensable opportunity for me to become diverse and learn other religions’ cultural beliefs, values, and religious views. Muslim is a religion that has always fascinated me in several ways. With the opportunity presented, I took the initiative to quest my thirst and find answers to the numerous questions I contained.

Sunni Islam was my point of interest. This is because they are the largest branch of Islam. They also contain an exciting history right from their name. The name Sunni is a word derived from Sunnah, which refers to the tradition of Muhammad. To better understand this particular group of Muslims, I chose Al Farooq Mosque, built in 1980 in Atlanta (Nasir, 63). This was a random choice from approximately 2,800 mosques in the United States. The Al Farooq Mosque is identified as the fourth largest mosque in the United States. It contains an area of approximately 8,700 square meters (Nasir, 64). One fascinating fact about the mosque is that it holds a minaret that is 131 feet high. The view was indeed splendid and caught my attention. Visiting the Al Farooq Mosque was easy since it is a branch of Al Farooq Omar Bin Al Khattab Mosque and Centre that is a mecca for tourists and foreigners. The mosque has not been limited to performing the Friday prayers, five obligatory prayers, and the Two `Eids. It serves as an Islamic center for humanitarian dialogue and precisely indicates the function of Muslims in world culture (Nasir, 73). The experience was more fascinating than I had imagined.

I opted to join the Friday prayer. However, for more observations, I also attended the five obligatory prayers. The dress code was not an issue to compromise. As it is always said, “when you go to Rome, you do what the Romans do.” This meant that we were required to comply with the rules put in place. We were to wear modest and loose-fitting clothes. A headscarf and long sleeves full-length were necessary for the feminine gender. I was able to identify that some women only exposed their eyes. The Friday prayers began during the afternoon. This was, however, different for the five obligatory prayers. The prayers include Fajr, observed at dawn, the Zuhr, observed at noon; the Asr, observed late in the afternoon; the Maghrib, conducted after sunset; and Isha, which takes place at dusk.

Individuals were quite punctual in each prayer. This differed slightly from my Christian religion, which contained people streaming anytime during the service. The people also formed very straight lines, making the place organized. Their heads, knees, and hands were all placed on the floor. It was not until every individual ensured that their forehead and nose touched the ground that the prayers began. The first word uttered by every worshipper was “Subhanna Rabbiyal A’laa.” This meant, “Glorious is my Lord, the most High.” This was done three times in a row. During the prayer, the worshipper faced a particular wall that indicated that they were offering their prayers towards the holy city of Islam. The male and feminine gender were all in separate rooms as they performed the series of movements in a sequence. I also identified the presence of a congregation leader who was recognized as an Imam.

The activities inside the mosque are considered one of Islam’s great mysteries. This particular religion indeed contains several rituals that frequently leave questions to nonbelievers. The believers find these rituals significant, hence defining several rules that should be followed to enable appropriate conduct inside a mosque. Some of these rituals are conducted while entering the mosque and before beginning prayers. I observed that the first ritual was conducted when we immediately entered the mosque. Any believer was required to enter the mosque using the right foot only. This should be accompanied by the presence of the appropriate apparel, which includes cleanliness of the body, clothing, and mind. Avoiding personal odors, such as bad breath from onions or garlic, is also essential. No distractions, such as cell phones, were allowed within the mosque. After observing all these rituals, a worshipper was required to recite a prayer called du’a as they entered the mosque. Before commencing with the prayers, it was compulsory to remove the shoes to be able to indulge in a cleansing ritual. The congregants were required to use their right hand three times and then their left hand. This act is identified as Wudhu. Maintaining cleanliness is considered obligatory, especially when visiting the house of Allah.

On the Islamic holy day of Friday, I observed that the Imam contained other functions besides leading the congregation in prayers. The Imam is considered to be equal in the eyes of Allah. Due to this reason, he is a trusted and well-respected figure in the Muslim religion. Together with the congregation, the Imam faces Mecca and recites the verses in the Quran. This is done while a series of positions known as Salat are made. After the Friday prayer, the Imam gives the worshippers a sermon on the elements presented in the Quran. They contain other functions of conducting marriage ceremonies, advising the people, and teaching Islamic studies to young children. In addition, they can act as spiritual role models and communal decision-makers. Verse 2.124 of the Quran indicates how vital the Imams are by indicating, “And remember that Abraham was tried by his Lord with certain commands, which he fulfilled: He said: “I will make thee an Imam to the Nations.” He pleaded: “And also (Imams) from my offspring!” He answered: “But My Promise is not within reach of evil-doers.” These words indicate that Imams are people presented and given by Allah only.

Muslims contain significant beliefs about their texts and Muhammad. The Quran, the Hadith (sayings of the prophet), and the Sunna are the most important texts in the Muslim religion. I found the Muslim belief about Muhammad to be unfamiliar in several ways. The believers believe Muhammad was born in Mecca, the most powerful tribe. Muhammad got to marry a wealthy widow after working as a merchant for several years (Ali). At the age of Forty, the Muslims indicate that Muhammad began having several visions and hearing weird voices (Ali). This prompted him to meditate at Mount Hira, located near Mecca. One day, the Archangel Gabriel emerged and told him to rehearse “in the name of your Lord” (Ali). After several years of struggle and proving to people that there is only one God, he could see heaven and hell while still alive. The people believe he departed in 632 without naming any successor (Ali). Islamic groups now have dissimilar opinions about who should be regarded as the successor of Muhammed. The Shi’a believe that the closest surviving blood male relative of Ali Muhammad should be identified as their closet leader. However, this is different for the Sunnis, who propose that the successor should be considered by consensus and successively elected from three of his companions, including Abu Bakr, ‘Umar, and ‘Uthman.

There are five pillars of Islam, and fasting is one of them. Just like prayers, fasting is an obligatory duty for every healthy adult. This mainly applies in the month of Ramadhan, the ninth month in the Muslim calendar, and the holy month of fasting. Fating is precisely indicated in the Quran 2.183, which states, “Believers! Fasting is enjoined upon you, as it was enjoined upon those before you, that you become God-fearing.” It is entirely accurate to say that fasting is not a unique experience in the Islamic religion since it is also performed in other religions, such as Christianity and Jewish. The most exciting aspect of fasting in the Islamic religion is that they begin fasting at dawn and break it after night has set. The fasting season is always determined by the month’s season. Specific individuals are always excluded from fasting. They include the elderly, expectant and lactating women, those traveling, children not yet in puberty, and sick and unhealthy individuals. Despite the fasting, the believers are expected to maintain the five daily prayers and break the fast with a night prayer known as the Tarawih prayer. The month always seeks revelation, purity, and closeness with Allah.

Muslims must understand the profession of faith before engaging in any other pillar. This is another belief that I will always contain numerous questions about. The profession of faith is identified as Shahadah, an Arabic word meaning “testimony” (Fayzullayevich et al. 56). It is the first pillar of Muslim and summarizes Islamic beliefs in one bold sentence. In any Muslim family, the Shahadah is supposed to be recited together. Teaching the children the profession in the original Arabic tongue is also essential. Shahadah contains two parts. The first part indicated that there is no God but Allah. The believers indicate that they worship only one supernatural being (Fayzullayevich et al. 55). The being is known as Allah and is the most merciful, all-powerful, and omniscient. The second part precisely indicates that Muhammad is an individual who was chosen and sent by Allah. Testifying this second part implies your belief in Muhammad as a messenger sent to convey Allah’s message.

Visiting the mosque and learning about these Islamic cultures was indeed a fascinating experience. I was able to find answers to my numerous questions. I learned about the essential pillars, such as Shahadah, prayer, and fasting. I was able to visit the mosque, which was my greatest desire. However, the service was slightly out of my expectations. Visiting the mosque enlightened me on the several rituals Muslims have to observe. Understanding the meaning of the rituals was significant for self-awareness purposes. I performed the rituals rightly after attending the second prayer out of the five daily prayers. After precisely understanding and being able to conduct the rituals, I found the environment conducive. It was more enjoyable to engage in the site visit. Another activity I got to engage in was reading the Shahadah in Arabic. Reciting easy prayers, such as the mosque entrance prayer, was exciting. The site visits wholly altered my opinion of the Islamic religion. I understood that just like any other religion, Muslims contain their own beliefs that define them.

Work Cited

Ali, Abdullah Yusuf. The Quran. DigiCat, 2022.

Fayzullayevich, Jurayev Shodmon, and Allamov Akbar Axtamovich. “The historical fundaments of Islamic Culture in Bukhara.” Central Asian Journal of Social Sciences and History 2.2 (2021): 51-59.

Nasir, Mohamad Abdun. “Islam in Diaspora: Shari’a Law, Piety and Brotherhood at al-Farooq Mosque, Atlanta.” Al-Jami’ah: Journal of Islamic Studies 54.1 (2016): 59-93.