[slideshare] ‘muslim’s education'-keynote-14-feb-2015

All Rights Reserved © Zhulkeflee Hj Ismail (2015))

by Ustaz Zhulkeflee Hj Ismailfor talk ”Liberalism & its Effect”

Saturday , 14 March 2015 – @ 3.00 pm

venue: Singapore Post Centre10 Eunos Road 8, Singapore

IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.

TADZKIRAHTADZKIRAH

Keynote Message Keynote Message : : Primary problem faced by Muslims today is regarding their confusion in Primary problem faced by Muslims today is regarding their confusion in Knowledge. The solution agreed upon may be in regard to their Education. Knowledge. The solution agreed upon may be in regard to their Education. Yet even in this, another issue (though subtle) has to be critically explored.Yet even in this, another issue (though subtle) has to be critically explored.What kind of education? What kind of education? Whether their education Whether their education is “is “of Islamof Islam” or “” or “with Islamwith Islam”. ”. Is there any difference? What are its implications? How have we come to this?Is there any difference? What are its implications? How have we come to this?

””Verily this is knowledge (which contains the rules) of Verily this is knowledge (which contains the rules) of

the the DEENDEEN (Religion), so look thoroughly into (Religion), so look thoroughly into

the person from whom you acquire the person from whom you acquire

(the knowledge of) your (the knowledge of) your DEENDEEN (Religion).” (Religion).”

Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us MuslimsImam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims


““O you who have attained to faith! If you pay heed to some of O you who have attained to faith! If you pay heed to some of those those

to whom revelation was vouchsafed aforetime *to whom revelation was vouchsafed aforetime *, they might cause , they might cause

you to renounce the truth after you have come to believe [in it].”you to renounce the truth after you have come to believe [in it].”

((Qur’an: Aali ‘Imran: 3: 100Qur’an: Aali ‘Imran: 3: 100))

* THE People of the Book – Jews and Christians


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The command warns us Muslims to be wary and cautious from whom we The command warns us Muslims to be wary and cautious from whom we

derive our knowledge, advice, direction and guidance. Unfortunately derive our knowledge, advice, direction and guidance. Unfortunately

today, Muslims have already accepted trend of getting knowledge of today, Muslims have already accepted trend of getting knowledge of

their their DEENDEEN from ‘dubious’ sources especially those from ‘dubious’ sources especially those OrientalistsOrientalists (with their (with their

agenda) or agenda) or Orientalists-mindedOrientalists-minded or or SecularistSecularist who may even be Muslims. who may even be Muslims.

The traditional The traditional UlamaUlama’ of Islam, “’ of Islam, “The Heirs to the ProphetsThe Heirs to the Prophets”, are being ”, are being

maligned, marginalized, sidelined, ignored and their efforts undermined. maligned, marginalized, sidelined, ignored and their efforts undermined.

Even the knowledge (and Even the knowledge (and ADABADAB) as to who they are, is seemingly ) as to who they are, is seemingly

forgotten or lost, while sources from other faith system are being forgotten or lost, while sources from other faith system are being

popularized “popularized “shamelesslyshamelessly” as though Islamic heritage has become ” as though Islamic heritage has become

‘bankrupt’ or redundant in their mind – (i.e. certain Muslim ‘‘bankrupt’ or redundant in their mind – (i.e. certain Muslim ‘eliteselites’ ) who ’ ) who

are in awe of the West and the ‘modern, progressive’ learning system. are in awe of the West and the ‘modern, progressive’ learning system.


LIZARD’S HOLE

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““You will most certainly follow the ways of those You will most certainly follow the ways of those

who came before you, arm’s length by arm’s who came before you, arm’s length by arm’s

length, forearm’s length by forearm’s length, hand length, forearm’s length by forearm’s length, hand

span by hand span, until even if they entered a hole span by hand span, until even if they entered a hole

of a of a DwDwABBABB (desert lizard) you will enter it too.” (desert lizard) you will enter it too.”

They said: “O Messenger of Allah, (do you mean) They said: “O Messenger of Allah, (do you mean)

the the Jews aJews and the nd the ChristiansChristians?” ?”

He said: “Who else?”He said: “Who else?”

((Hadith reported by Ibn MajahHadith reported by Ibn Majah))

LIZARD’S HOLE

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““And how could you deny the truth when it is And how could you deny the truth when it is unto you that Allah's unto you that Allah's

messages are being conveyed, and it is in your midst that His Messenger messages are being conveyed, and it is in your midst that His Messenger

lives? lives? But he who holds fast unto Allah has already been guided onto a But he who holds fast unto Allah has already been guided onto a

straight way (straight way (SWSWIRAA-TWAL-MUSTAQEEMIRAA-TWAL-MUSTAQEEM).”).”


TADZKIRAHTADZKIRAHIN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.



As Muslims, we are indeed blessed because the teaching of As Muslims, we are indeed blessed because the teaching of AD-DEE-NUL-AD-DEE-NUL-

ISLAMISLAM has, in fact, generally been preserved and faithfully transmitted by has, in fact, generally been preserved and faithfully transmitted by

generations of teacher-scholar traditionally.generations of teacher-scholar traditionally.

Yet today, with internet and social-media; with easy exposure to non-Yet today, with internet and social-media; with easy exposure to non-

traditional or even ‘secular’ approaches to learning; with callous disregard traditional or even ‘secular’ approaches to learning; with callous disregard

for for ADABADAB; etc. ; etc. unfortunately this has led to a truncation in the way many unfortunately this has led to a truncation in the way many

Muslims understand Muslims understand their own history, identity, heritage and even of Al-their own history, identity, heritage and even of Al-

Islam – which the following Qur’anic verses allude to, may summed up Islam – which the following Qur’anic verses allude to, may summed up

what we Muslims are in dire need of. what we Muslims are in dire need of.

After all, we seek from Allah SWT to guide us upon the After all, we seek from Allah SWT to guide us upon the SWSWIRAA-TWAL-IRAA-TWAL-

MUSTAQEEMMUSTAQEEM – and therefore, this is a direct response as guidance …. An – and therefore, this is a direct response as guidance …. An

urgent priority requiring “urgent priority requiring “holding fastholding fast” to, not merely of learning ! ” to, not merely of learning !

“O you who have attained to faith! Be conscious of (and fear) Allah

with all the consciousness (TAQWA) that is due to Him, and do not

allow death to overtake you ere you have surrendered yourselves

unto Him (MUSLIMUUN).”

(Qur’an: Aali ‘Imran: 3: 102)




To strive till the end to be Muslims - the first pillar is the To strive till the end to be Muslims - the first pillar is the SHAHAADA-TAINSHAHAADA-TAIN--

a serious commitment to uphold with a serious commitment to uphold with TAQWATAQWA; ;

a sacred a sacred spiritual covenant spiritual covenant renewed; renewed;

a solemn pledge to holdfast to throughout our life; a solemn pledge to holdfast to throughout our life;

a preparation for the trial and tribulation that most certainly we will be a preparation for the trial and tribulation that most certainly we will be

made to face in this worldly life; made to face in this worldly life;

It in fact requires theIt in fact requires the self-actualization self-actualization towards becoming whom we towards becoming whom we

should essentially be, above all other identities; should essentially be, above all other identities;

the entrance into a single universal (the entrance into a single universal (UMMAHUMMAH) community of Faith of ) community of Faith of

((TAUTAUHHEEDEED) transcending racial, geographical, time and history;) transcending racial, geographical, time and history;

Which therefore must Which therefore must be consistently be consistently and and fervently upheldfervently upheld, till , till deathdeath..

ONE OF THE MOST IMPORTANT COMMANDS

““And And hold fast, all togetherhold fast, all together, unto the , unto the bond with Allahbond with Allah, and , and

do not draw apart from one anotherdo not draw apart from one another. And remember the . And remember the

blessings which Allah has bestowed upon you: how, when blessings which Allah has bestowed upon you: how, when

you were enemies, you were enemies, He brought your hearts together, so that He brought your hearts together, so that

through His blessing you became brethrenthrough His blessing you became brethren; and [how, when] ; and [how, when]

you were on the brink of a fiery abyss. you were on the brink of a fiery abyss. He saved you from itHe saved you from it. .

In this way Allah makes clear His messages unto you, so that In this way Allah makes clear His messages unto you, so that

you might find guidance,.”you might find guidance,.”





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IncreasingIncreasing this Ummah with this Ummah withDa’wahDa’wah and and preservingpreserving it with it with IslahIslah

“CALL THOU (all mankind] unto thy Sustainer's path with wisdom and goodly exhortation, and argue with them in the most kindly manner”

(Qur’an: An-Nahlu: 16: 125)


““INDEED, there has come unto you [O mankind] a Messenger from INDEED, there has come unto you [O mankind] a Messenger from

among yourselves: among yourselves: heavily weighs -upon him [the thought] that you heavily weighs -upon him [the thought] that you

might suffer [in the life to come]; might suffer [in the life to come]; full of concern for you [is he, and] full of concern for you [is he, and]

full of compassion and mercy towards the believers.”full of compassion and mercy towards the believers.”

((Qur’an: Taubah: 9: 128Qur’an: Taubah: 9: 128))


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“All of my people (UMMATI ) will enter paradise except those who

refuse.” They said : O Messenger of Allah, Who are those who refuse?.

He s.a.a.w. then said: “ Whoever obeys me will enter Paradise, and

whoever disobey me is one who refuses (to enter it).”

(Hadith reported by Bukhary)


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“People are like minerals, the best of them in Jahiliyah

will still be the best amongst them in Islam,

so long as they have proper (profound) understanding (of the DEEN).”

(Hadith reported by Bukhary, Muslim, Darimi and Ahmad)


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“ Invite them to Islam, and inform them what is enjoined upon

them for, I swear on Allah, if Allah should guide one person

through you, it is better for you than possessing the ‘red camels’

(i.e. the most precious of things to have then).”

(Hadith reported by Abu Dawud)


“And from among you there must be a party who invite people to all

that is good and (AMR) enjoin the doing of all that is right and

(NAHYU) forbid the doing of all that is wrong. It is they who will

attain true success (MUFLIHUUN).”

(Qur’an: Aali’Imran: 3: 104)


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"The parable of the "The parable of the one who upholds Allah's laws and the one one who upholds Allah's laws and the one

who breaches themwho breaches them, is that of a people who drew lots on a , is that of a people who drew lots on a

ship at sea. Some of them got the upper part, and some of ship at sea. Some of them got the upper part, and some of

them the lower part. them the lower part. Those on the lower part ascended to get Those on the lower part ascended to get

water, spilling it upon those upper partwater, spilling it upon those upper part. So those in the upper . So those in the upper

part say: part say: 'We will not leave you to come up here and bother 'We will not leave you to come up here and bother

us.us.' Then those on the lower part say: ' Then those on the lower part say: 'We should make a hole 'We should make a hole

in the lower part, so we can get waterin the lower part, so we can get water.' If they take them by .' If they take them by

the hand and stop them, then they will save all of them, and if the hand and stop them, then they will save all of them, and if

they leave them (to bore the hole), they will all drown."‘they leave them (to bore the hole), they will all drown."‘

((Hadith reported by TirmidziHadith reported by Tirmidzi))

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With exposure (or rather being immersed) in a secular-system, whence With exposure (or rather being immersed) in a secular-system, whence

today with the secular liberal idea being propagated, many young today with the secular liberal idea being propagated, many young

Muslims have begun to imitate extolling slogan of incitement to Muslims have begun to imitate extolling slogan of incitement to

‘‘freedomfreedom’ and ‘’ and ‘individualismindividualism’ as though it is an absolute birthright.’ as though it is an absolute birthright.

Post-modernist creed-like slogan of skepticism towards all that is Post-modernist creed-like slogan of skepticism towards all that is

traditional, is now the trend embraced by few of those Muslims who may traditional, is now the trend embraced by few of those Muslims who may

bethink of themselves as being the “bethink of themselves as being the “elites, intellectuals, progressive, elites, intellectuals, progressive,

liberal-minded, rational, moderate, academic, etcliberal-minded, rational, moderate, academic, etc.” of the community..” of the community.

These Muslims are mostly the product of purely the national education These Muslims are mostly the product of purely the national education

which promotes a secular (or non-religious) approach to learning which promotes a secular (or non-religious) approach to learning as the as the

dominant philosophydominant philosophy, in which their Islamic studies (if any) are regarded , in which their Islamic studies (if any) are regarded

as mere subjects acquired as supplementary, not the core.as mere subjects acquired as supplementary, not the core.

ONE OF THE RELEVANT CONCERNS


Whereas, the aim and objective of an “Whereas, the aim and objective of an “Islamic educationIslamic education” is that it is ” is that it is

singular (singular (TAUTAUHHEEDICEEDIC) holistic endeavor, where learning is regarded as an) holistic endeavor, where learning is regarded as an

‘IBAADAH ‘IBAADAH – worship - including even in the pursuit of worldly sciences and – worship - including even in the pursuit of worldly sciences and

skills, as it regard these as complementary to Muslim total Islamic skills, as it regard these as complementary to Muslim total Islamic

development. development. Yet, the dominant philosophy Yet, the dominant philosophy or or rraison d'être in this

approach is to subject Muslims is to subject Muslims to to AD-DEEN-UL-ISLAMAD-DEEN-UL-ISLAM - regarding Muslims’ - regarding Muslims’

faith (faith (IIMANIIMAN) practice () practice (‘AMAL‘AMAL) and Righteous character () and Righteous character (IIHHSANSAN). ).

There is no dichotomy in the ‘education’ for Muslims between that of There is no dichotomy in the ‘education’ for Muslims between that of

religion (religion (DEENDEEN) and the other () and the other (UKHRA-DUNYAWIYUKHRA-DUNYAWIY) i.e. worldly sciences.) i.e. worldly sciences.

Without inculcation of the Without inculcation of the DEENDEEN as the as the dominant concern dominant concern in Muslims’ in Muslims’

pursuit in other fields of learning, national ‘schooling’ alone (though pursuit in other fields of learning, national ‘schooling’ alone (though

important) is important) is not regarded as synonymous not regarded as synonymous with our ‘ with our ‘ Islamic educationIslamic education’.’.


Unfortunately, many Muslim parents do not subscribe to such philosophy Unfortunately, many Muslim parents do not subscribe to such philosophy

of education, although they may provide lessons on Islam (IRK - Islam of education, although they may provide lessons on Islam (IRK - Islam

Religious Knowledge) for them who Religious Knowledge) for them who then learnt Islam merely as subjectsthen learnt Islam merely as subjects, ,

whereas their whereas their dominant philosophy in education still remain seculardominant philosophy in education still remain secular ..

Their drive and primary motivation for their children’s education is purely Their drive and primary motivation for their children’s education is purely

‘‘pragmatismpragmatism’ i.e. for socio-economic reasons, while learning and ’ i.e. for socio-economic reasons, while learning and

inculcation of the inculcation of the DEEN-AL-ISLAMDEEN-AL-ISLAM (if at all) relegated to be less important, (if at all) relegated to be less important,

as part-time extra-curricular sessions, i.e. learning of Islam as subjects. as part-time extra-curricular sessions, i.e. learning of Islam as subjects.

Many religious teachers too are now directed to imitate and adopt the Many religious teachers too are now directed to imitate and adopt the

conventional (secular) schooling approach of teaching, devoid of the conventional (secular) schooling approach of teaching, devoid of the

traditional Prophetic method that exude the spirit of traditional Prophetic method that exude the spirit of DA’WAHDA’WAH (calling (calling

others to Islam) and others to Islam) and ISLAISLAHH (reconciling and reforming the Muslims). (reconciling and reforming the Muslims).


We have become ungrateful to the legacy left by our predecessors who We have become ungrateful to the legacy left by our predecessors who

understood the purpose of Muslims being educated with Al-Islam:,understood the purpose of Muslims being educated with Al-Islam:,

““It is He who has sent among the unlettered a Messenger from themselves It is He who has sent among the unlettered a Messenger from themselves

((YAT-LU ‘ALAY-HIM AA-YAA-TIHIYAT-LU ‘ALAY-HIM AA-YAA-TIHI) reciting to them His verses and () reciting to them His verses and (YU-ZAK-YU-ZAK-

KEE-HIMKEE-HIM) purifying them (and make them grow) and () purifying them (and make them grow) and (YU-’AL-LI-MU-HUMYU-’AL-LI-MU-HUM) )

teaching them the Book (teaching them the Book (AL-KITAABAL-KITAAB) and wisdom () and wisdom (AL-AL-HHIKMAHIKMAH)) whereas

before that they were indeed, most obviously, lost in error …””

((Qur’an: Jumu’ah: 62: 2Qur’an: Jumu’ah: 62: 2))




“ … and [to cause this message to spread] from them unto other

people as soon as they come into contact with them: for He alone is

almighty, truly wise! Such is Allah's bounty: He grants it to anyone

who is willing [to receive it]: for Allah is limitless in His great

bounty.“

(Qur’an: Jumu’ah: 62: 3-4)




“ “ ((UUD-’UUUUD-’UU) Invite (or call all mankind) to the way of ) Invite (or call all mankind) to the way of

your Lord with (your Lord with (AL-AL-HHIKMAHIKMAH) wisdom and good ) wisdom and good

instruction, and argue with them in a way that is best.”instruction, and argue with them in a way that is best.”

((Qur’an: An-Nahlu: 16: 125Qur’an: An-Nahlu: 16: 125))




““And thus have We willed you to be a community of the middle way And thus have We willed you to be a community of the middle way

((UMMATAN WASOTANUMMATAN WASOTAN) [i.e. justly balanced], ) [i.e. justly balanced], so that [with your lives] so that [with your lives]

you might bear witness you might bear witness to the truth before all mankind ( to the truth before all mankind (SHUHADAA-SHUHADAA-

A - ‘ALAN-NAASA - ‘ALAN-NAAS) , and the Messenger as a witness over you.“) , and the Messenger as a witness over you.“

((Qur’an: al- Baqarah: 2:143Qur’an: al- Baqarah: 2:143))


Now some of these Muslims are assuming community leadership and Now some of these Muslims are assuming community leadership and

may be unaware that Al-Islam is not a ‘religion’ like other religion, but may be unaware that Al-Islam is not a ‘religion’ like other religion, but

rather as rather as AD-DEENAD-DEEN which aims to the building of a which aims to the building of a TAMADDUNTAMADDUN

(civilization).(civilization).

Especially those tutored by Orientalists and academics with secular Especially those tutored by Orientalists and academics with secular

worldview, although are aware of this fact about Islam, nevertheless are worldview, although are aware of this fact about Islam, nevertheless are

vehemently opposed to this notion of Islam being taught to Muslims as vehemently opposed to this notion of Islam being taught to Muslims as

alternative worldview. They have very low regard for Islamic teachings, alternative worldview. They have very low regard for Islamic teachings,

history, legacy - tradition, etc. and want the Muslims of today to rather history, legacy - tradition, etc. and want the Muslims of today to rather

accept ‘secularism’ or hoped to be somewhat secularized with their accept ‘secularism’ or hoped to be somewhat secularized with their

notion of liberalism, pragmatism, modernism, etc.. notion of liberalism, pragmatism, modernism, etc..


To some of them, “To some of them, “Islam as a CivilizationIslam as a Civilization” is to be regarded as a threat ” is to be regarded as a threat

and present a formidable challenge to their hegemony, and thus are in and present a formidable challenge to their hegemony, and thus are in

fact already responding to the perceived challenge, with their meddling fact already responding to the perceived challenge, with their meddling

into Islamic discourse (now with involvement of some unwary Muslims), into Islamic discourse (now with involvement of some unwary Muslims),

to confuse and weaken the to confuse and weaken the UMMAHUMMAH further. further.

When they kept it to themselves, there was not much of a problem. But When they kept it to themselves, there was not much of a problem. But

now, this insidious ‘trend’ has emerged even to challenge and even now, this insidious ‘trend’ has emerged even to challenge and even

hijack the Islamic discourse, especially as English becomes the lingua hijack the Islamic discourse, especially as English becomes the lingua

franca in this global internet era. The proverbialfranca in this global internet era. The proverbial UMMATIC UMMATIC – ship, is – ship, is

being undermined.being undermined.


These new “These new “elites, intellectuals, progressive, liberal-minded, rational, elites, intellectuals, progressive, liberal-minded, rational,

moderate, academic, etcmoderate, academic, etc.” fancy themselves as rational thinkers, whereas .” fancy themselves as rational thinkers, whereas

they take their cue from the Orientalists, who researched on Islam and are they take their cue from the Orientalists, who researched on Islam and are

trying to re-introduce into Islamic discourse using arguments from the trying to re-introduce into Islamic discourse using arguments from the

early Muslim ‘rationalists’ – early Muslim ‘rationalists’ – MU’TAZILITEMU’TAZILITE who dare to oppose ‘revelation’, who dare to oppose ‘revelation’,

whereas such views have already been refuted by Muslim scholars.whereas such views have already been refuted by Muslim scholars.

Inciting use of ‘reasoning’ and being too obsessed with ‘rationalizing’ that Inciting use of ‘reasoning’ and being too obsessed with ‘rationalizing’ that

led to skepticism towards the ‘revelation’ , already has precedence even in led to skepticism towards the ‘revelation’ , already has precedence even in

the beginning of creation as mentioned in teachings of Qur’an and its the beginning of creation as mentioned in teachings of Qur’an and its

parables. It is therefore very relevant to reflect so as to be understood by parables. It is therefore very relevant to reflect so as to be understood by

us, their lessons learnt and their intended warnings heeded.us, their lessons learnt and their intended warnings heeded.


TADZKIRAHTADZKIRAH

WHAT ARE SOME OF THESE …

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“And [mention, O Muhammad], when your Lord said

to the angels, "Indeed, I will make upon the earth a

successive authority." They said, "Will You place upon

it one who causes corruption therein and sheds blood,

while we declare Your praise and sanctify You?" Allah

said, "Indeed, I know that which you do not know."

(Qur’an: Baqarah: 2: 30)




In this narration, the inquisitive angels were rather perplexed towards In this narration, the inquisitive angels were rather perplexed towards

Allah’s decree in appointing Adam a.s. the vicegerent on earth. In Allah’s decree in appointing Adam a.s. the vicegerent on earth. In

accordance with their reasoning they judged that man, as compared to accordance with their reasoning they judged that man, as compared to

angels, would be unsuitable for this. angels, would be unsuitable for this. Implicit in the questioning Implicit in the questioning was actually was actually

an an attempt at levelling attempt at levelling – a serious breakdown in – a serious breakdown in ADABADAB towards Allah. towards Allah.

In response to such ‘In response to such ‘insolenceinsolence’ although unintended, Allah SWT replied with ’ although unintended, Allah SWT replied with

a terse chastisement, : a terse chastisement, : "Indeed, I know that which you do not know.“

Their inability to ‘rationalize’ or rather the need to satisfy their ‘reasoning’ ,

is irrelevant in the face of Allah’s Wisdom and eternal Knowledge.

Thus the Angels then accepted the rebuke and ceased questioning.

Now compare this to what Iblis did when relying upon his ‘reasoning’ in

challenging Allah’s decree.


“ It is We who created you and gave you shape; then We

bade the angels prostrate to Adam, and they prostrated, not

so Iblis; he refused to be of those who bow down …”

(Qur’an: Surah al-A’raf: 7: 11)


““(Allah) said: "what prevented thee from bowing down when I (Allah) said: "what prevented thee from bowing down when I

commanded thee?" He (Iblis) said: "commanded thee?" He (Iblis) said: "I am better than heI am better than he: thou didst : thou didst

create me from fire, and him from clay." create me from fire, and him from clay."

(Allah) said: "Get thee down from this(Allah) said: "Get thee down from this: it is not for thee to be : it is not for thee to be

arrogant herearrogant here: get out, for thou art of the meanest (of creatures).” : get out, for thou art of the meanest (of creatures).”

((Qur’an: Surah al-A’raf: 7: 12-13Qur’an: Surah al-A’raf: 7: 12-13))


To be clear, To be clear, Islam is not against inquisitiveness Islam is not against inquisitiveness as a as a valid method valid method in seekingin seeking

knowledgeknowledge. The actual concern, as in the story of Prophet Ibrahim a.s. is . The actual concern, as in the story of Prophet Ibrahim a.s. is

when questioning which is intended to oppose Faith and exalt skepticism – when questioning which is intended to oppose Faith and exalt skepticism –

i.e. the arrogant use of “i.e. the arrogant use of “reasonreason” to subvert “” to subvert “revelationrevelation.” .”

Behold! Abraham said: "My Lord! show me how You give life to Behold! Abraham said: "My Lord! show me how You give life to

the dead. He said: "Do you not then believe?" the dead. He said: "Do you not then believe?"

He said: "Yea! but to satisfy my own understanding.“ He said: "Yea! but to satisfy my own understanding.“ * *

((Qur’an: Baqarah: 2: 260Qur’an: Baqarah: 2: 260) ) ** literally: “to make my heart tranquil”literally: “to make my heart tranquil”

WALLAAHU-A’-LAM


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ANOTHER IMPORTANT LESSON …

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““And there are those who put up a mosque by way of And there are those who put up a mosque by way of

mischief (mischief (DHIRARADHIRARA) and infidelity () and infidelity (KUFRAKUFRA) ― ) ― to disunite to disunite

the Believers and in preparation for one who warred the Believers and in preparation for one who warred

against Allah and His Messenger against Allah and His Messenger aforetime. They will aforetime. They will

indeed swear that their intention is nothing but good; but indeed swear that their intention is nothing but good; but

Allah doth declare that they are certainly liars.Allah doth declare that they are certainly liars.

Never stand thou forth therein. …””

((Qur’an: Taubah: 9:107-108Qur’an: Taubah: 9:107-108))



TADZKIRAHTADZKIRAH

“Never stand thou forth therein …. There is a mosque

whose foundation was laid from the first day on piety

(TAQWA) ; it is more worthy of thy standing forth (for

prayer) therein. In it are men who love to be purified; and

Allah loveth those who make themselves pure.”

(Qur’an: Taubah: 9:108)



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““Which then is best?― he that layeth his foundation on Which then is best?― he that layeth his foundation on

piety to Allah and His Good pleasure?― or he that layeth piety to Allah and His Good pleasure?― or he that layeth

his foundation on an undermined sand-cliff ready to his foundation on an undermined sand-cliff ready to

crumble to pieces? And it doth crumble to pieces with him, crumble to pieces? And it doth crumble to pieces with him,

into the fire of Hell. And Allah guideth not people that do into the fire of Hell. And Allah guideth not people that do

wrong.”wrong.”

((Qur’an: Taubah: 9:109Qur’an: Taubah: 9:109))




When Prophet Muhammad s.a.w. arrived (during the Hijrah) in When Prophet Muhammad s.a.w. arrived (during the Hijrah) in QUBAQUBA

(outskirt of Madina) he stayed there and built the first mosque - which he (outskirt of Madina) he stayed there and built the first mosque - which he

referred to as the "referred to as the "MASJID of TAQWAMASJID of TAQWA" upon which was associated the " upon which was associated the

building of strength of Islam through his frequent visits and building of strength of Islam through his frequent visits and DA’WAHDA’WAH . .

Some of the hidden enemies of Islam, known as Some of the hidden enemies of Islam, known as MUNAFIQUUN MUNAFIQUUN (Hypocrites) (Hypocrites)

from from Bani GhanamBani Ghanam, knew the importance of mosque as the sacred , knew the importance of mosque as the sacred

institution of Islam, also built a mosque there, pretending to be similarly institution of Islam, also built a mosque there, pretending to be similarly

advancing the cause of Islam. In reality, they were in league with one advancing the cause of Islam. In reality, they were in league with one Abu Abu

'Ameer'Ameer, a notorious enemy who fought against the Prophet s.a.a,w. in , a notorious enemy who fought against the Prophet s.a.a,w. in

UHUDUHUD and and HUNAINHUNAIN, and was then based in Syria., and was then based in Syria.


They built this mosque (They built this mosque (MasjidMasjid ), as a base for him and their followers ), as a base for him and their followers

(the hypocrites), to promote their agenda and activity to undermine (the hypocrites), to promote their agenda and activity to undermine

Islam and the Prophet's mission, s.a.a.w. Islam and the Prophet's mission, s.a.a.w.

Thus Allah s.w.t. revealed their dangerous plot and warned the Thus Allah s.w.t. revealed their dangerous plot and warned the

Muslims of their evil scheme. This mosque, which Allah s.w.t. referred Muslims of their evil scheme. This mosque, which Allah s.w.t. referred

to as "to as "MASJID DHIRAARA WA KUFRAMASJID DHIRAARA WA KUFRA" (a mosque built for mischief & " (a mosque built for mischief &

infidelity) was then destroyed.infidelity) was then destroyed.

WHAT LESSONS CAN WE LEARN FROM THIS ?WHAT LESSONS CAN WE LEARN FROM THIS ?


WHAT LESSONS CAN WE LEARN FROM THIS ?WHAT LESSONS CAN WE LEARN FROM THIS ?

Rise of the false leaders, especially the dangers of the Rise of the false leaders, especially the dangers of the MUNAAFIQUUNMUNAAFIQUUN

(Hypocrites) and their attempts to undermine Islam – e.g. by their (Hypocrites) and their attempts to undermine Islam – e.g. by their

misrepresenting Islam’s symbols, weakening its institutions, misrepresenting Islam’s symbols, weakening its institutions,

disconnecting the Muslims from their true leaders, subvert and hijack disconnecting the Muslims from their true leaders, subvert and hijack

Islam’s teachings and discourses with something false although Islam’s teachings and discourses with something false although

presented as resembling Islam, etc. - for the unwary Muslims to be presented as resembling Islam, etc. - for the unwary Muslims to be

duped into following these.duped into following these.

Importance of Importance of TAQWATAQWA and and SWOLAHSWOLAH – as the foundational criteria and – as the foundational criteria and

essential virtue to promote, which every Muslim must aim for and set for essential virtue to promote, which every Muslim must aim for and set for

whatever endeavor and program they are involved in – so as to be whatever endeavor and program they are involved in – so as to be

deemed Islamic; absence of which or hesitancy to upholding these or deemed Islamic; absence of which or hesitancy to upholding these or

disregarding its importance, almost always indicate a kind of deviation. disregarding its importance, almost always indicate a kind of deviation. WALLAAHU-A’-LAM


TADZKIRAHTADZKIRAH


TADZKIRAHTADZKIRAH

““And ask them about the town that was by the sea - And ask them about the town that was by the sea -

when they transgressed in [the matter of] the when they transgressed in [the matter of] the

Sabbath - when their fish came to them openly on Sabbath - when their fish came to them openly on

their Sabbath day, and the day they had no Sabbath their Sabbath day, and the day they had no Sabbath

they did not come to them. they did not come to them. Thus did We give them Thus did We give them

trial because they were defiantly disobedienttrial because they were defiantly disobedient.”.”

((Qur’an: A’raf: 7: 163Qur’an: A’raf: 7: 163))




Another type or example of “Another type or example of “REASONING challenging REVELATIONREASONING challenging REVELATION: is : is

contained in this story. By them laying the fish trap before Sabbath, and after contained in this story. By them laying the fish trap before Sabbath, and after

observing the sanctity of the day for worship they then harvested the catch observing the sanctity of the day for worship they then harvested the catch

on Sunday – so technically, they did not break the law of Moses a.s. Yet Allah on Sunday – so technically, they did not break the law of Moses a.s. Yet Allah

cursed and punished them. What can we learn from this?cursed and punished them. What can we learn from this?

Beware of those who harbor the dislike for Allah’s Beware of those who harbor the dislike for Allah’s

commandments – commandments – because of worldly gain and pragmatic attitude because of worldly gain and pragmatic attitude - who - who

would try to use their intellectual reasoning and employ legalistic minds to would try to use their intellectual reasoning and employ legalistic minds to

finding ways to technically ‘conform’ but finding ways to technically ‘conform’ but yet go around the spirit of the yet go around the spirit of the

commandcommand which perhaps, they deemed as ‘impractical; uneconomical; which perhaps, they deemed as ‘impractical; uneconomical;

backward thinking; too traditional-fundamental, etc.’ – whereas theirs has backward thinking; too traditional-fundamental, etc.’ – whereas theirs has

achieved ‘win-win’ outcome. It can be deemed as ‘betrayal of the intellect.’achieved ‘win-win’ outcome. It can be deemed as ‘betrayal of the intellect.’

WALLAAHU-A’-LAM

The lesson from this isThe lesson from this is::


TADZKIRAHTADZKIRAH


TADZKIRAHTADZKIRAH

“The parable of those who were charged with the

Torah and then they failed to live up to it is that

of a donkey laden with books. Even more evil is

the parable of the people who gave the lie to the

Signs of Allah. Allah does not direct such wrong-

doers to the Right Way..”

(Qur’an: Jumu’ah : 62: 5)




Our traditional Islamic scholars are required to be those who fulfill the Our traditional Islamic scholars are required to be those who fulfill the

criteria of being “criteria of being “learned and practicing the learned and practicing the DeenDeen accordingly accordingly” in the term - ” in the term -

‘ULAMAA-’UL-’AA-MI-LEEN.‘ULAMAA-’UL-’AA-MI-LEEN.

Those who may have knowledge but failed to benefit from it, Allah SWT Those who may have knowledge but failed to benefit from it, Allah SWT

likens such people only as ‘donkeys’ – although carrying precious loads.likens such people only as ‘donkeys’ – although carrying precious loads.

Unfortunately, Muslims today are easily satisfied only with someone’s Unfortunately, Muslims today are easily satisfied only with someone’s

academic achievements or being impressed by their scholastic learning in academic achievements or being impressed by their scholastic learning in

Islam and Islamic studies, whereas he may not even believe in Islam nor even Islam and Islamic studies, whereas he may not even believe in Islam nor even

become Muslim. When Muslim elites and parents today regard such persons become Muslim. When Muslim elites and parents today regard such persons

as though they are in the same class as our traditional as though they are in the same class as our traditional ‘ULAMA ‘ULAMA and relent to and relent to

sending their children to learn Islam from them - it is a tragic calamity, and sending their children to learn Islam from them - it is a tragic calamity, and

((KHIYAANAHKHIYAANAH) grotesque blunder of treacherous proportion. ) grotesque blunder of treacherous proportion.


Orientalism and its approach to learning Islam has now been promoted Orientalism and its approach to learning Islam has now been promoted

by some Muslims – especially since it is easily available in English. Yet, by some Muslims – especially since it is easily available in English. Yet,

many overlooked or naively unaware of the history; their insidious many overlooked or naively unaware of the history; their insidious

attempts towards the Muslim Ummah; their program to undermine and attempts towards the Muslim Ummah; their program to undermine and

usurp the position of our traditional Ulama’; their determined efforts, usurp the position of our traditional Ulama’; their determined efforts,

research, institutions and enormous funds, scholarship and investment to research, institutions and enormous funds, scholarship and investment to

distort the Islamic legacy and tradition etc. - even to secularized Muslims. distort the Islamic legacy and tradition etc. - even to secularized Muslims.

These intended sinister objectives of the Orientalist agenda had been These intended sinister objectives of the Orientalist agenda had been

employed since post-Crusade Western colonial-imperialist period. To employed since post-Crusade Western colonial-imperialist period. To

assume that today (post-colonial) they have adopted a more neutral or assume that today (post-colonial) they have adopted a more neutral or

sympathetic stance towards Islam and Muslims, is to be naïve. Now with sympathetic stance towards Islam and Muslims, is to be naïve. Now with

post-modernism and secularism era, it is even worst – post-modernism and secularism era, it is even worst – Allaahu Musta’an Allaahu Musta’an

LAA-HAW-LA WA-LAA QUWWATA -IL-LA-BIL-LAAH

Western colonial powers introduced their schooling system, Western colonial powers introduced their schooling system,

even though natives already have their own- i.e. either even though natives already have their own- i.e. either

vernacular or religious based.vernacular or religious based.

When linked to economic and job opportunities, which When linked to economic and job opportunities, which

favoured cohorts from such state-schools, private native or favoured cohorts from such state-schools, private native or

religious full-time schools lost its appeal. Yet, Muslims students religious full-time schools lost its appeal. Yet, Muslims students

generally were provided generally were provided Islamic religious classes Islamic religious classes outside school outside school

hours at home, mosques or the madrasah (part-time).hours at home, mosques or the madrasah (part-time).


Full-time Full-time madrasahmadrasah then gradually evolved distinctly to focus then gradually evolved distinctly to focus

in producing the elite – “in producing the elite – “teachers of Islamteachers of Islam” - to ensure the rest ” - to ensure the rest

of the Muslims are guided with their Islamic knowledge.of the Muslims are guided with their Islamic knowledge.

Thus, other Muslim students were made to adapt to this Thus, other Muslim students were made to adapt to this

““dualistic education systemdualistic education system” – full-time conventional school ” – full-time conventional school

(academic) and part-time (religious) taught by these teachers.(academic) and part-time (religious) taught by these teachers.

The full-time The full-time MadrasahMadrasah is therefore an exception rather than is therefore an exception rather than

the rule; fully private and independent, constituting only less the rule; fully private and independent, constituting only less

than 4% of the total cohorts; sustained by the community & than 4% of the total cohorts; sustained by the community &

philanthropists.philanthropists.


Students who were sent to these full-timeStudents who were sent to these full-time Madrasah Madrasah

originally, were those with parents with altruistic-religious originally, were those with parents with altruistic-religious

reasons, not due to economic gains as their primary reason.reasons, not due to economic gains as their primary reason.

The basic curriculum at the primary level were equally The basic curriculum at the primary level were equally

needed by those who do not attend full-time needed by those who do not attend full-time MadrasahMadrasah. To . To

accommodate these, traditional accommodate these, traditional MadrasahMadrasah extended their extended their

function or assign their students to conduct part-time function or assign their students to conduct part-time

MadrasahMadrasah. . We in Singapore have had over 30 registered We in Singapore have had over 30 registered

independent madrasahs but today it dwindled to only 6 independent madrasahs but today it dwindled to only 6

which are as full-time schools.which are as full-time schools.


When at one time, IRK (Islamic Religious Knowledge) was When at one time, IRK (Islamic Religious Knowledge) was

incorporated in government schools which somewhat took on the incorporated in government schools which somewhat took on the

function which independent function which independent MadrasahMadrasah had fulfilled, its proliferation had fulfilled, its proliferation

and existence then became regarded as less urgent. Lulled into the and existence then became regarded as less urgent. Lulled into the

availability of ‘availability of ‘alternativealternative’, many of these part-time ’, many of these part-time MadrasahMadrasah lost lost

its appeal leading to lesser cohorts and gradually became neglected.its appeal leading to lesser cohorts and gradually became neglected.

When IRK was scrapped from being taught in government schools, it When IRK was scrapped from being taught in government schools, it

hence left a major void.hence left a major void.

We have not yet fully recovered from this ‘traumatic’ lossWe have not yet fully recovered from this ‘traumatic’ loss. The . The

truncation from our tradition and truncation from our tradition and loss of Adab loss of Adab - have now caused - have now caused

many to ‘many to ‘experimentexperiment’ with many kinds of curriculum or approaches. ’ with many kinds of curriculum or approaches. All Rights Reserved © Zhulkeflee Hj Ismail (2015))

HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC

SCHOLARSSCHOLARS

QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE

Independent – by community

KUTTABKUTTAB



SCHOLARSSCHOLARS


Government controlledIndependent – by community

KUTTABKUTTABBRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS

ENGLISH SCHOOLSENGLISH SCHOOLS

Seen as alien (and Christian), generally Seen as alien (and Christian), generally the indigenous Malay-Muslims then, the indigenous Malay-Muslims then, were afraid to sending their childrenwere afraid to sending their children



SCHOLARSSCHOLARS





VERNACULAR SCHOOLSVERNACULAR SCHOOLS

To remove the fear, the British colonial To remove the fear, the British colonial Government Introduced VernacularGovernment Introduced Vernacular

schools referred to as ‘Sekolah Melayu’schools referred to as ‘Sekolah Melayu’



SCHOLARSSCHOLARS






Yet, full-time schools teaching Islam Yet, full-time schools teaching Islam continued but to differentiate it, continued but to differentiate it,

began to be referred to as ‘Sekolah Arab’began to be referred to as ‘Sekolah Arab’

ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))



SCHOLARSSCHOLARS






ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))

More such school teaching the religion sprouted. More such school teaching the religion sprouted. And to emphasize its religious orientation, these And to emphasize its religious orientation, these

schools then were simply called “Sekolah Agama” schools then were simply called “Sekolah Agama” or the Arabic “Madrasah”or the Arabic “Madrasah”

SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))



SCHOLARSSCHOLARS






ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))



SCHOLARSSCHOLARS






ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)

With the availability of lesson on Islam, With the availability of lesson on Islam, the general Malay-Muslim population’sthe general Malay-Muslim population’s

concern for their children’s Islamic concern for their children’s Islamic education were resolved and accommodatededucation were resolved and accommodated




SCHOLARSSCHOLARS

VERNACULAR SCHOOLSVERNACULAR SCHOOLSQUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE

ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah))

INTEGRATED SCHOOLSINTEGRATED SCHOOLS


BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS

ENGLISH SCHOOLSENGLISH SCHOOLSKUTTABKUTTAB

Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))



SCHOLARSSCHOLARS




FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS




Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))



SCHOLARSSCHOLARS








Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)

TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED




SCHOLARSSCHOLARS








MADRASAHMADRASAH

Home-based study circles; Family trust; Home-based study circles; Family trust;

MUIS - mosques; Islamic organizations; MUIS - mosques; Islamic organizations;

private schools ; individual scholars; etc.private schools ; individual scholars; etc.


Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)



SCHOLARSSCHOLARS


ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah))Asaatizah absorbed by Asaatizah absorbed by M.O.E into vernacular M.O.E into vernacular schools to teach I.R.K.schools to teach I.R.K.






MADRASAHMADRASAH

Home-based study circles; Family trust; Home-based study circles; Family trust;

MUIS - mosgues; Islamic organizations; MUIS - mosgues; Islamic organizations;

private schools ; individual scholars; etc.private schools ; individual scholars; etc.


And the challenge continues …

THE ‘WAQF’ – THE ‘WAQF’ – Acquisition and Land Lease issueAcquisition and Land Lease issue

THE COMPULSORY EDUCATION THE COMPULSORY EDUCATION

PSLE BENCHMARK AND LIMITATION OF COHORTSPSLE BENCHMARK AND LIMITATION OF COHORTS

THE J.M.S. ISSUETHE J.M.S. ISSUE

ASAATIZAH – TEACHERS – TRAINING ?ASAATIZAH – TEACHERS – TRAINING ?

““DIRECTION OF MADRASAH ? ”DIRECTION OF MADRASAH ? ”

““TEACHING ISLAM AS SUBJECT OR SUBJECT THEM TO ISLAM?”TEACHING ISLAM AS SUBJECT OR SUBJECT THEM TO ISLAM?”

““WHAT HAPPEN TO DA’WAH ? “WHAT HAPPEN TO DA’WAH ? “

……. ETC.. ETC.



TADZKIRAHTADZKIRAH

Muslim must not equate this task (DA’WAH) as being similar with other kinds of professions. It is AMANAH as a mission and sacred trust – not a vocation nor even to be likened as any other ‘career’.

Remember, it has been carried out by an unbroken chain of DU’AT, faithfully linked to the Prophet Muhammad s.a.a.w.

This legacy is the foremost concern because DEEN-AL-ISLAM has been perfected and there will be no more new prophet sent to all mankind after our Muhammad s.a.a.w.

Every Muslim are to be developed towards assisting DA’WAH ISLAMIYYAH, in whatever capacity they attained, the most basic is to become Witnesses of Islam with their life for others.

AN-NASEEHAH – Sincere Advice


Muslims from each region may underwent its own unique history,

experiences especially of “civilizational osmosis”. Therefore to have

knowledge and true appreciation of their respective history, to benefit

from the work of previous scholars and propagators, managing proper

transmission of their work with ADAB, especially in learning adequately

of the Wisdom (AL-HIKMAH) and accumulated experience gained

regionally by local scholars/teachers/propagators, is imperative.



Today’s Muslim educators, must be reminded of this and that they be

mindful of the ADAB towards them to humbly strive to learn and to

continue the work.

This is crucial – failure in fulfilling this is being ungrateful and can lead to

(KHIYAANAH) treachery to the Prophetic legacy.

Remember, Allah SWT has stipulated the criteria for carrying it out.



““It is He who has sent among the unlettered a Messenger from It is He who has sent among the unlettered a Messenger from

themselves (themselves (YAT-LU ‘ALAY-HIM AA-YAA-TIHIYAT-LU ‘ALAY-HIM AA-YAA-TIHI) reciting to them ) reciting to them

His verses and (His verses and (YU-ZAK-KEE-HIMYU-ZAK-KEE-HIM) purifying them (and make ) purifying them (and make

them grow) and (them grow) and (YU-’AL-LI-MU-HUMYU-’AL-LI-MU-HUM) teaching them the Book ) teaching them the Book

(AL-KITAAB) and wisdom ((AL-KITAAB) and wisdom (AL-AL-HHIKMAHIKMAH) … ”) … ”

((Qur’an: Jumu’ah: 62: 2Qur’an: Jumu’ah: 62: 2))All Rights Reserved © Zhulkeflee Hj Ismail (2015))

“ … “ … and and [to cause this message to spread] from them unto other [to cause this message to spread] from them unto other

people as soon as they come into contact with thempeople as soon as they come into contact with them: for He alone is : for He alone is

almighty, truly wise! Such is Allah's bounty: He grants it to anyone almighty, truly wise! Such is Allah's bounty: He grants it to anyone

who is willing [to receive it]: for Allah is limitless in His great bounty.”who is willing [to receive it]: for Allah is limitless in His great bounty.”

((Qur’an: Jumu’ah: 62: 3-4Qur’an: Jumu’ah: 62: 3-4))


“ “ ((UUD-’UUUUD-’UU) Invite (or call) to the way of your Lord with ) Invite (or call) to the way of your Lord with

((AL-AL-HHIKMAHIKMAH) wisdom and good instruction, and argue ) wisdom and good instruction, and argue

with them in a way that is best.”with them in a way that is best.”

((Qur’an: An-Nahlu: 16: 125Qur’an: An-Nahlu: 16: 125))


““And thus have We willed you to be a community of the middle way And thus have We willed you to be a community of the middle way

((UMMATAN WASOTANUMMATAN WASOTAN) [i.e. justly balanced], so that [with your lives] ) [i.e. justly balanced], so that [with your lives]

you might bear witness to the truth before all mankind ( you might bear witness to the truth before all mankind (SHUHADAA-A SHUHADAA-A

- ‘ALAN-NAAS- ‘ALAN-NAAS) , and the Messenger as a witness over you.“) , and the Messenger as a witness over you.“

((Qur’an: al- Baqarah: 2:143Qur’an: al- Baqarah: 2:143))


““And strive (And strive (WA-JAA-HADUWA-JAA-HADU) in His cause as ye ought ) in His cause as ye ought

to strive, (with sincerity and under discipline). He has to strive, (with sincerity and under discipline). He has

chosen you, and has imposed no difficulties on you in chosen you, and has imposed no difficulties on you in

religion; it is the cult of your father Abraham. It is religion; it is the cult of your father Abraham. It is He He

Who has named you MuslimsWho has named you Muslims, both before and in this , both before and in this

(Revelation); that the Messenger ((Revelation); that the Messenger (SHAHEEDANSHAHEEDAN) may ) may

be a witness for you, and be a witness for you, and ye be witnesses for ye be witnesses for

mankind! mankind! ((SHUHADAA-A- ‘ALAN-NAASSHUHADAA-A- ‘ALAN-NAAS)).“.“

((Qur’an: al- Hajj: 22:78Qur’an: al- Hajj: 22:78))



AN ADDENDUM TO EXPLAIN WHAT IS MEANT BYAN ADDENDUM TO EXPLAIN WHAT IS MEANT BY

IIMANIIMAN

BeliefBeliefFaithFaith

ConvictionConviction

IHSANIHSAN

Best or Best or Righteous Righteous ConductConduct

‘‘AMALAMAL [Islam][Islam]

SubmissionSubmissionObedienceObedience

PracticePractice

Faith without obedience is meaningless; and obedience without Faith is Faith without obedience is meaningless; and obedience without Faith is mere rituals and may even lead to hypocrisy. mere rituals and may even lead to hypocrisy.

Together, Faith and Obedience must lead to Righteousness with IHSAN Together, Faith and Obedience must lead to Righteousness with IHSAN which essentially focus in our intention to sincerely serve Allah s.w.t. which essentially focus in our intention to sincerely serve Allah s.w.t.

Thus, in these three aspects can one be said to be true in his submission Thus, in these three aspects can one be said to be true in his submission to the Will of Allah (as Muslim).to the Will of Allah (as Muslim).


88

TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM


89

‘ILM TAUHEED - ‘AQIDAH(Creed or Theology)

Purpose / Objective

Development of Certainty (Belief)Awareness of Reality / Truth

Develop discernment between Truth & Falsehood,

What is involved?‘Aql - (proper use of Reason / Intellect)

Fitrah - Instincts & innate feeling (perception)Tauqifiy – Revelations & reliable traditions

What is the Effect?

To develop firm conviction, strong principle,Commitment to concept of Unity & Justice of Allah

(Tauheed); knowing the true purpose, role and Destiny of Man.



90

‘ILM TAUHIID - ‘AQIDAH(Creed or Theology)

Purpose / Objective

Development of Certainty (Belief)Awareness of Reality / Truth

Develop discernment between Truth & Falsehood,

What is involved?‘Aql - (proper use of Reason / Intellect)

Fitrah - Instincts & innate feeling (perception)Tauqifiy – Revelations & reliable traditions

What is the Effect?

To develop firm conviction, strong principle,Commitment to concept of Unity & Justice of Allah

(Tauheed); knowing the true purpose, role and Destiny of Man.

RELEVANT COMPLEMENTARY RELEVANT COMPLEMENTARY KNOWLEDGE:KNOWLEDGE:

Languages, Logic & philosophy,Languages, Logic & philosophy,Epistemology, Biology, Botany,Epistemology, Biology, Botany,

Chemistry, Physical sciences,Chemistry, Physical sciences,Astronomy, Geology, History,Astronomy, Geology, History,

Anthropology, Marine & Space,Anthropology, Marine & Space,Etc.Etc.



91

‘ILM FIQH(Practical Laws for life;

Learning of the Shari’ah)

Purpose / ObjectiveDevelopment of Correct Practices;

Submission & Obedience to Will of Allah (Islam)

What is involved?Knowing the law, rules as Guidance to every aspect of life

Capability to implementing them in life

What is the Effect?To develop a community of people,

Inviting to what is goodEnjoining what is right, and forbidding evil,

Advocating the fulfilment of AMANAH (Trust)As Allah’s Khalifah (vicegerent),

Establishing the Brotherhood of Man in The servitude of One God.



92











BROAD EXTENT OF TOPICS COVERED IN FIQHBROAD EXTENT OF TOPICS COVERED IN FIQH‘‘ibadah ibadah (personal devotion / worship) (personal devotion / worship) MuamalahMuamalah (social transaction) (social transaction) MunakahahMunakahah (Marriage & family) (Marriage & family) Irth / fara’id Irth / fara’id (Distribution of wealth)(Distribution of wealth) JinayahJinayah (crimes & punishment) (crimes & punishment) Qodha’iyahQodha’iyah (judiciary)(judiciary) jihad / Da’wah jihad / Da’wah (struggle in war & peace)(struggle in war & peace) imarahimarah (Leadership/government)(Leadership/government)



93











RELEVANT COMPLEMENTARY KNOWLEDGE:RELEVANT COMPLEMENTARY KNOWLEDGE:All applied sciences, technologyAll applied sciences, technology

and skills, knowledge of economics, politics, social & and skills, knowledge of economics, politics, social & administrative administrative

sciences etc. that can assist in the sciences etc. that can assist in the fulfilment of establishing justice, order, peace, fulfilment of establishing justice, order, peace,

harmony, prosperity, physical harmony, prosperity, physical with moral progress, and the well-being with moral progress, and the well-being

of Man & society, etc.of Man & society, etc.



94

‘ILM AKHLAQ / TASAWWUF / IRFAN(Science of human Disposition/ Sufism)

Purpose / Objective

Development of Righteous PersonalityPurification/perfection of the Self

What is involved?Reforming or purification of the Self (Nafs)Best behaviour in relationship with Allah,

within oneself, and with others.Knowledge of Self and of Allah (Gnosis)

What is the Effect?

Development of Most noble personality traitsFounded on Love of Allah, of all His prophets [Nabiyyin] especially the Seal of Prophethood Muhammad s.a.w.,

his Household [itrah or Ahlul-bayti wa Aali -Rasul] and loyal Companions [Ashaab], In fellowship with the Truthful [siddiqqin], the Witnesses & martyrs [shuhada] and the

Righteous servants of Allah [Solihin]; Striving to purify the Self (Nafs) and adorning it with the Exalted Moral traits of Our Beloved Prophet Muhammad s.a.w.

(The Perfected Man – “Insan Kaamil”)



95

‘ILM AKHLAQ / TASAWWUF / IRFAN(Science of human Disposition/ Sufism)

Purpose / Objective

Development of Righteous PersonalityPurification/perfection of the Self

What is involved?Reforming or purification of the Self (Nafs)Best behaviour in relationship with Allah,

within oneself, and with others.Knowledge of Self and of Allah (Gnosis)

What is the Effect?

Development of Most noble personality traitsFounded on Love of Allah, of all His prophets [Nabiyyin] especially the Seal of Prophethood Muhammad s.a.w.,

his Household [itrah or Ahlul-bayti wa Aali -Rasul] and loyal Companions [Ashaab], In fellowship with the Truthful [siddiqqin], the Witnesses & martyrs [shuhada] and the

Righteous servants of Allah [Solihin]; Striving to purify the Self (Nafs) and adorning it with the Exalted Moral traits of Our Beloved Prophet Muhammad s.a.w.

(The Perfected Man – “Insan Kaamil”)

RELEVANT COMPLEMENTARY KNOWLEDGE:RELEVANT COMPLEMENTARY KNOWLEDGE:This aspect of development requiresThis aspect of development requires

practical behaviour, the aspect of being practical behaviour, the aspect of being and becoming. Its area of development and becoming. Its area of development is the inner Self, the ‘human psyche’ oris the inner Self, the ‘human psyche’ or

the state of the Soul reflected in his the state of the Soul reflected in his Disposition (Disposition (AkhlaqAkhlaq). Therefore, the close ). Therefore, the close

equivalent may perhaps be ‘human’ psychology, equivalent may perhaps be ‘human’ psychology, behavioural sciences, manners & discipline, etc.behavioural sciences, manners & discipline, etc.



"Not equal are the companions of the Fire and the companions of Paradise. "Not equal are the companions of the Fire and the companions of Paradise.

The companions of Paradise - they are the ones who attain [true success].” The companions of Paradise - they are the ones who attain [true success].”

((Qur’an: Surah Al-Hashr: 59: 20Qur’an: Surah Al-Hashr: 59: 20))


IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFULMOST MERCIFUL..

AN-NASEEHAH““Sincere advice”Sincere advice”

"Turn ye to your Lord (in repentance) and "Turn ye to your Lord (in repentance) and (ASLIMU-(ASLIMU-

LAHU) bow to His (WillLAHU) bow to His (Will),” ),”

((Qur’an: Surah Az-Zumar: 39: 54Qur’an: Surah Az-Zumar: 39: 54))


IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFULMOST MERCIFUL..

AN-NASEEHAHAN-NASEEHAH

AS THIS IS JUST A PRELIMINARY REFLECTION,

AND DUE TO TIME CONSTRAIN – I HAVE TO END HERE,

FOR THE MOMENT.

INSHA-ALLAH!MAY WE HAVE OTHER OPPORTUNITY

TO REFLECT FURTHER.


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