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[Slideshare] fiqh-course-lesson#12-(feb-2013-batch)- islamic-scholarship-(15-may-2013) [Slideshare] fiqh-course-lesson#12-(feb-2013-batch)- islamic-scholarship-(15-may-2013) Presentation Transcript

  • IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL. ““INTRODUCTION TO THEINTRODUCTION TO THESTUDY OFSTUDY OF FIQHFIQH ””Intermediate Level Islamic course in English for AdultsIntermediate Level Islamic course in English for Adultsconducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj IsmailLESSON # 12 –LESSON # 12 –““TRADITIONAL AND CONTEMPORARYTRADITIONAL AND CONTEMPORARYISLAMIC SCHOLARSHIP”ISLAMIC SCHOLARSHIP”(( a preliminary reflectiona preliminary reflection ))And say: O Lord! Increase for me my knowledgeUsing text & curriculum he has developed especially forUsing text & curriculum he has developed especially forMuslim converts and young Adult English-speaking Muslims.Muslim converts and young Adult English-speaking Muslims.““To seek knowledge is obligatory upon every Muslim (male & female)”To seek knowledge is obligatory upon every Muslim (male & female)”UPDATED 15 MAY 2013UPDATED 15 MAY 2013All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Zhulkeflee Hj Ismail““INTRODUCTION TOINTRODUCTION TOTHE STUDY OFTHE STUDY OF FIQHFIQH ””Intermediate Level Islamic course in English forIntermediate Level Islamic course in English forAdultsAdultsconducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj IsmailIN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.15 MAY 201315 MAY 2013Wednesday night @Wednesday night @8pm – 10pm8pm – 10pmWisma Indah, 450Wisma Indah, 450Changi Road,Changi Road,#02-00 next to#02-00 next toMasjid KassimMasjid Kassim“Special lecture”All Rights Reserved © Zhulkeflee Hj Ismail (2013))For further information and registrationFor further information and registrationcontact Econtact E-mail :-mail : ad.fardhayn.sg@gmail.comad.fardhayn.sg@gmail.comor +65 81234669 / +65 96838279or +65 81234669 / +65 96838279a preliminary reflectiona preliminary reflection
  • IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.““Which then is best?― he that layeth his foundation onWhich then is best?― he that layeth his foundation onpietypiety ((TAQWATAQWA) to Allah and His Good pleasure () to Allah and His Good pleasure (REDHAREDHA)?―)?―or he that layeth his foundation on an undermined sand-or he that layeth his foundation on an undermined sand-cliff ready to crumble to pieces? And it doth crumble tocliff ready to crumble to pieces? And it doth crumble topieces with him, into the fire of Hell. And Allah guideth notpieces with him, into the fire of Hell. And Allah guideth notpeople that do wrong.”people that do wrong.”((Qur’an: Taubah: 9:109Qur’an: Taubah: 9:109))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ““When peopleWhen people TATRUKUTATRUKU - leave (- leave (set asideset aside) the affairs) the affairsof theirof their DEENDEEN – religion, because of their– religion, because of their concern inconcern inimproving their worldly mattersimproving their worldly matters, then Allah will open, then Allah will openupon them much danger (harm).”upon them much danger (harm).”((Hadith reported by AhmadHadith reported by Ahmad))All Rights Reserved © Zhulkeflee Hj Ismail (2013))WARNING
  • In 1998, while in PERGAS, I responded to criticisms upon theMadrasah by writing a paper from my research (copy available onmy web link “http://An-naseehah.blogspot.com” ).In that paper, I’ve argued that the current “Madrasah education”(although it has the potential to be Islamic), yet it is notnecessarily equal to what a truly “Islamic education” really is.In fact, the Muslims have, since colonial times, moved from asingle holistic system of education (TAUHIDIC) into adopting adualistic system - dichotomising the religious from the secular.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • In fact with this, the Muslims have somewhat moved away fromIn fact with this, the Muslims have somewhat moved away fromanan ““eclectic to specialist approacheclectic to specialist approach”” (the Islamic approach of(the Islamic approach ofprioritizingprioritizing Fardhu ‘ainFardhu ‘ain knowledgeknowledge before knowledge ofbefore knowledge of FardhuFardhukifaayakifaaya) into accepting an education system that is less and less) into accepting an education system that is less and lesseclectic but emphasise more on specialization – driven by socio-eclectic but emphasise more on specialization – driven by socio-economic needs rather than developing theeconomic needs rather than developing the FitrahFitrah in people toin people totheir fullest potential.their fullest potential.Today - a system that educates or rather ‘develops’ people forToday - a system that educates or rather ‘develops’ people forthe work-force - as though people are to be exploited as futurethe work-force - as though people are to be exploited as futuremarket resources – i.e. driven by politico-economic policy.market resources – i.e. driven by politico-economic policy.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • I was asked: “Is it still possible for Muslims to strive to becomeIslamic scholars in the likes of the such illustrious, eclectic,profound Ulama’ – (scholar / thinker / philosopher) like e.g. Al-Ghazali, Ibn Rushd, Al-Biruni, Ibn Khaldun, Ibn Sinna etc. ? ”Actually this concern was already raised by many, especiallyActually this concern was already raised by many, especiallysince the dismantling of the last Ottoman Caliphate. The waningsince the dismantling of the last Ottoman Caliphate. The waninginfluence of the Muslims and their being colonized and exposedinfluence of the Muslims and their being colonized and exposedto imperialists’ rule had indeed drastically changed ourto imperialists’ rule had indeed drastically changed ourapproach to education.approach to education.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Whatever remaining Islamic institutions of learning becameWhatever remaining Islamic institutions of learning becamemore concerned towards essentially preserving only themore concerned towards essentially preserving only the““knowledge of theknowledge of the DeenDeen””, because with limited resources and, because with limited resources andantagonistic colonial rulers, to be safeguarding this was of theantagonistic colonial rulers, to be safeguarding this was of thehighest priority. Thehighest priority. The ummahummah was under siege.was under siege.Thus it is the traditional ”Thus it is the traditional ”MadrasahMadrasah” in our community evolving” in our community evolvingto be what it is today, the urgent need was indeed to fulfil ato be what it is today, the urgent need was indeed to fulfil avery important command in the Qur’an:very important command in the Qur’an: All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ““Nor should the Believers all go forth together: if a contingentNor should the Believers all go forth together: if a contingentfrom every expedition remained behind, they could devotefrom every expedition remained behind, they could devotethemselves to studies in religion and admonish the peoplethemselves to studies in religion and admonish the peoplewhen they return to them― that thus they (may learn) towhen they return to them― that thus they (may learn) toguard themselves (against evil).”guard themselves (against evil).”((Qur’an: Taubah: 9: 122Qur’an: Taubah: 9: 122))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Apart from the lack of resources, those scholars andApart from the lack of resources, those scholars andphilanthropists within thephilanthropists within the UmmahUmmah barely managed to preservebarely managed to preservethis traditional full-timethis traditional full-time MadrasahMadrasah, whereas the majority, whereas the majorityMuslims opted into sending their children to the conventionalMuslims opted into sending their children to the conventionalschools established by the colonial masters.schools established by the colonial masters.Interestingly a general but relevant question was raised from anInterestingly a general but relevant question was raised from an‘aleem‘aleem from the Nusantara, to Syed Rashid Redha (offrom the Nusantara, to Syed Rashid Redha (of ““al-al-ManarManar”)”) which was then given over to be responded bywhich was then given over to be responded by AmirAmirShakib ArslanShakib Arslan as a book entitled:as a book entitled: ““Limaa-dza ta-akharalLimaa-dza ta-akharalMuslimuuna...Muslimuuna...”” – which analysed the reasons for Muslims– which analysed the reasons for Muslimsdecline.decline.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Author:Author: Amir Shakib Arslan; Rashid Rida (foreword)Amir Shakib Arslan; Rashid Rida (foreword)Publisher:Publisher: Islamic Book Trust (2004)Islamic Book Trust (2004)Pages: 148 Binding: PaperbackPages: 148 Binding: PaperbackDescription from the publisher:Description from the publisher:New Revised Edition, Paperback, 172 pagesNew Revised Edition, Paperback, 172 pagesFirst published in the 1930sFirst published in the 1930s, this was a response to a letter from Shaykh, this was a response to a letter from ShaykhMuhammad Bisyooni Umran of Indonesia requesting the author to explainMuhammad Bisyooni Umran of Indonesia requesting the author to explainthe causes of Muslim weakness at the present and the causes of the strengththe causes of Muslim weakness at the present and the causes of the strengthof the Europeans and the Japanese, the factors behind their glorious empiresof the Europeans and the Japanese, the factors behind their glorious empiresandandsovereignty, their power and wealth. His response, written in a state of greatsovereignty, their power and wealth. His response, written in a state of greatagitation became one of the masterpieces of eloquence and a proof of hisagitation became one of the masterpieces of eloquence and a proof of hiswisdom.wisdom.A RECOMMENDED READINGA RECOMMENDED READINGAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • But the most significant happened in 1977 with theBut the most significant happened in 1977 with the First WorldFirst WorldConference on Muslim Education held in Makkah.Conference on Muslim Education held in Makkah. ConcernedConcernedMuslims must read the deliberations of these prominent MuslimMuslims must read the deliberations of these prominent Muslimscholars in the “Islamic Education Series” published by Kingscholars in the “Islamic Education Series” published by KingAbdulaziz University, Jeddah.Abdulaziz University, Jeddah. (ISBN 0-340-23607-8)(ISBN 0-340-23607-8)TOPICS IN THIS SERIES:-TOPICS IN THIS SERIES:- Crisis in Muslim EducationCrisis in Muslim Education Aims & Objective of Islamic EducationAims & Objective of Islamic Education Muslim Education in the Modern WorldMuslim Education in the Modern World Curriculum and Teacher EducationCurriculum and Teacher Education Philosophy Literature and Fine ArtsPhilosophy Literature and Fine Arts ...... Etc....... Etc.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Syed M. Naquib Al-AttasSyed M. Naquib Al-Attas asserts, it is: “... to produce a goodasserts, it is: “... to produce a goodman. What is meant by ‘man. What is meant by ‘good’good’ in our concept of ‘in our concept of ‘good mangood man’?’?The fundamental element inherent in the concept ofThe fundamental element inherent in the concept ofeducation in Islam is the inculcation of ‘education in Islam is the inculcation of ‘adabadab’ (’ (ta’dibta’dib), for it is), for it is‘‘adabadab’ in the all-inclusive sense I mean, as encompassing the’ in the all-inclusive sense I mean, as encompassing thespiritual and material life of a man that instils the quality ofspiritual and material life of a man that instils the quality ofgoodness that is sought after. Education is what the Prophetgoodness that is sought after. Education is what the ProphetMuhammad s.a.a.w. meant byMuhammad s.a.a.w. meant by AdabAdab ::All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Syed M. Naquib Al-AttasSyed M. Naquib Al-Attas asserts, it is: “... to produce a goodasserts, it is: “... to produce a goodman. What is meant by ‘man. What is meant by ‘good’good’ in our concept of ‘in our concept of ‘good mangood man’?’?The fundamental element inherent in the concept ofThe fundamental element inherent in the concept ofeducation in Islam is the inculcation of ‘education in Islam is the inculcation of ‘adabadab’ (’ (ta’dibta’dib), for it is), for it is‘‘adabadab’ in the all-inclusive sense I mean, as encompassing the’ in the all-inclusive sense I mean, as encompassing thespiritual and material life of a man that instils the quality ofspiritual and material life of a man that instils the quality ofgoodness that is sought after. Education is what the Prophetgoodness that is sought after. Education is what the ProphetMuhammad s.a.a.w. meant byMuhammad s.a.a.w. meant by AdabAdab ::“My Lord educated me (ADABANI) , and mademy education (TA’DIB) most excellent.”All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ““Educate (nurture – ‘Educate (nurture – ‘addibuaddibu’) your children with the’) your children with thebest education (best education (ADABADAB).”).”((Hadith of the Prophet s.a.w. narrated by Ibnu MajahHadith of the Prophet s.a.w. narrated by Ibnu Majah))OTHER AHADITHOTHER AHADITHAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ““From amongst the rights of a child upon theirFrom amongst the rights of a child upon theirparents are, that they be instilled (to be educated byparents are, that they be instilled (to be educated bythem) withthem) with AdabAdab and to be given a good name.”and to be given a good name.”((Hadith of the Prophet s.a.w. reportedHadith of the Prophet s.a.w. reportedby Baihaqy from Ibnu ‘Abbas r.aby Baihaqy from Ibnu ‘Abbas r.a.).)OTHER AHADITHOTHER AHADITHAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • “Educate (nurture with Adab – ‘addibu ’) your children uponthree things: To Love your Prophet (s.a.w.), and to love theFamily members of his household (Aali Muhammad), and(learn) to recite Al-Qur’an.”(Hadith of the Prophet s.a.w. narrated by Tabarani)OTHER AHADITHOTHER AHADITHAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ““ Teach your children and your family members with the best, andTeach your children and your family members with the best, andeducate them (instil in themeducate them (instil in them AdabAdab).”).”(Hadith of the Prophet s.a.w. reported by ‘Abdur Razaq andSa’id ibn Manshur as quoted by Dr. ‘Abdullah Nashih ‘Ulwan)OTHER AHADITHOTHER AHADITHAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ““There is no gift (that you can give) to your childrenThere is no gift (that you can give) to your childrenbetter than (instilling in them) the goodbetter than (instilling in them) the good AdabAdab.”.”((Hadith of the Prophet reported by TirmidziHadith of the Prophet reported by Tirmidzi ))OTHER AHADITHOTHER AHADITHAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • “Honour your children by (educating) instillingin them the best Adab.”(Hadith of the Prophet s.a.w. reportedby Ibnu Majah from Ibnu ‘Abbas r.a.)OTHER AHADITHOTHER AHADITHAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • “Ta’-dib” ( ) – preferred term for‘education’, from the term ‘Adab’ (                         )meaning: –“good breeding, nurture, manners, refinement,cultured, decorum, propriety, social grace, educated,etc.”All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ““THE SIGN OF THE TRULY LEARNED ISTHE SIGN OF THE TRULY LEARNED ISHUMILITY IN THE PRESENCE OF THE ALL-HUMILITY IN THE PRESENCE OF THE ALL-KNOWING – WHILE THE HEEDLESS ANDKNOWING – WHILE THE HEEDLESS ANDARROGANT MAY BREACH THE ADAB”ARROGANT MAY BREACH THE ADAB”All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • This is based on my limited reading, understanding, andpersonal experiences - semblance of these approaches I haveseen in my teachers’ mentoring approaches upon individualsand myself, even though it was done privately and not ineducational institutions.What many have forgotten is that ‘ulama (Islamic Scholars) arethe effect of the nurturing by true teachers (murobbi’), notmerely from which educational institutions a person comes outfrom. It is the teacher, not the school which is the crucial factor.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Many students currently may still be developed traditionally,utilizing whatever is available – in madrasah, mosque, halaqah,home - in replicating the earlier Islamic scholars exposure andpath of learning, in spite of the many disadvantages faced.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Starts at home: nurtured with Adab, inculcation of basicobligatory practices of a Muslim and linguistic proficiency.Sent to “Kuttab” – recitation and memorization of Al-Qur’an;may proceed to include other important texts, poetry etc. –importance of rote-learning for the young.Sitting (talaqqi) with scholars (in Jami’ [mosque] ormadrasah or halaqah) to expand upon the knowledge of theDeen, both horizontally (eclectic) and vertically (depth andprofoundness).All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • His field of study may be expanded to include variousworldly sciences, where the interest in those relevant fieldof study are also progressively nurtured.Some may be sent to guilds to also to be mentored toacquire skills, crafts or trades, and contemporary empiricalknowledge which today we call “worldly sciences” –relevant to his development, while still continuing in theirlearning path, primarily of the knowledge of the Deen.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Thus for example, we learnt that Abu ‘Ali IbnSina (AVICCENA) already was acknowledged at17 years old, to be a scholar in the knowledgeof the Deen but his passion to learn everyother knowledge and sciences available then,was also pursued by him with equal religiousfervour and passion.IBNU SINAIBNU SINAAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • He was already known to be well-versed in thesciences of the Deen, but the world todayseemed to only appreciate and highlight hisexpertise in the medical science – especiallythe Latin translation :“Canon Medicinæ” or“Canon of Medicine” (“Qanun fi-al-Tibb”)which impacted the Western civilization.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Abu amed Mu ammad ibn Mu ammadḤ ḥ ḥAbu amed Mu ammad ibn Mu ammadḤ ḥ ḥal-Ghazali (ALGAZALE)al-Ghazali (ALGAZALE) began to receivebegan to receiveinstruction ininstruction in FIQHFIQH (Islamic jurisprudence)(Islamic jurisprudence)under illustrious scholars of the time untilunder illustrious scholars of the time untilhe assumed a very high scholarship in Islam.he assumed a very high scholarship in Islam.Later he was immersed into Sufism for which Al-GhazaliLater he was immersed into Sufism for which Al-Ghazalicontributed significantly to the development of a systematic viewcontributed significantly to the development of a systematic viewofof TASAWWUFTASAWWUF and its integration and acceptance in mainstreamand its integration and acceptance in mainstreamIslam. He was also well versed in Greek philosophy and refutedIslam. He was also well versed in Greek philosophy and refutedseveral of the views which was held by the Mu’tazilite of his time.several of the views which was held by the Mu’tazilite of his time.All Rights Reserved © Zhulkeflee Hj Ismail (2013))AL-GHAZALIAL-GHAZALI
  • Abu al-Walid Muhammad ibn Ahmad ibnAbu al-Walid Muhammad ibn Ahmad ibnRushd (AVERROES).Rushd (AVERROES). His education followed aHis education followed atraditional path, beginning with studiestraditional path, beginning with studiesinin hadithhadith, linguistics, jurisprudence (, linguistics, jurisprudence (FIQHFIQH))and scholastic theologyand scholastic theology (‘ILM UL-KALAM(‘ILM UL-KALAM).).The earliest biographers and Muslim chroniclers speak little aboutThe earliest biographers and Muslim chroniclers speak little abouthis education in science and philosophy; where most interest fromhis education in science and philosophy; where most interest fromWestern scholarship in him lies; but note his propensity towards theWestern scholarship in him lies; but note his propensity towards thelaw and his life as a jurist (law and his life as a jurist (QADHIQADHI).).All Rights Reserved © Zhulkeflee Hj Ismail (2013))IBNU RUSHDIBNU RUSHD
  • It is generally believed thatIt is generally believed that Ibn RushdIbn Rushd waswasinfluenced by the philosophy ofinfluenced by the philosophy of Ibn BajjahIbn Bajjah((AVEMPACEAVEMPACE), and perhaps was once tutored), and perhaps was once tutoredby him. His medical education was directedby him. His medical education was directedunderunder Abu Jafar ibn HarunAbu Jafar ibn Harun of Trujillo.of Trujillo.His aptitude for medicine too was noted by his contemporaries andHis aptitude for medicine too was noted by his contemporaries andhis major enduring workhis major enduring work Kitab al-Kulliyat fi al-TibbKitab al-Kulliyat fi al-Tibb ((GeneralitiesGeneralities),),together with another book (ontogether with another book (on ParticularsParticulars) written by) written by Abu MarwanAbu MarwanIbn ZuhrIbn Zuhr, became the main medical textbooks for physicians in the, became the main medical textbooks for physicians in theJewish, Christian and Muslim worlds for centuries to come.Jewish, Christian and Muslim worlds for centuries to come.All Rights Reserved © Zhulkeflee Hj Ismail (2013))IBNU RUSHDIBNU RUSHD
  • Although essentially these scholars are scholars of the Deen,yet their eclectic exposure motivated them to expand andprofoundly learnt other sciences which their learning pathshad exposed them to.The concept of “ITQAN ” and the principle would be adheredto in their “learning culture / discipline”.WHAT CAN BE LEARNTWHAT CAN BE LEARNTAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • To understand this, refer to Adab of students in ImamGhazali’s “Ihya ‘ulumuddeen” Kitaab al- ’ilm”)“Every matter (knowledge, skill, etc.), for which an obligationcannot be fulfilled except by (possessing) it (i.e. knowledgeand skill), its acquisition is (therefore) obligatory (waajib).”- An Islamic principle.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • From the preceding background that has been explained,From the preceding background that has been explained,our next pertinent and relevant question is ….our next pertinent and relevant question is ….““ CAN WE MUSLIMS, DOCAN WE MUSLIMS, DOSOMETHING ABOUT IT, NOW ? ”SOMETHING ABOUT IT, NOW ? ”All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • There cannot be any effective solution without knowing the historyThere cannot be any effective solution without knowing the historyAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Western colonial powers introduced their schooling system,Western colonial powers introduced their schooling system,even though natives already have their own- i.e. eithereven though natives already have their own- i.e. eithervernacular or religious based.vernacular or religious based.When linked to economic and job opportunities, whichWhen linked to economic and job opportunities, whichfavoured cohorts from such schools, private native orfavoured cohorts from such schools, private native orreligious full-time schools lost its appeal. Yet, Muslimsreligious full-time schools lost its appeal. Yet, Muslimsstudents generally were providedstudents generally were provided Islamic religious classesIslamic religious classesoutside school hours at home, mosques or the madrasahoutside school hours at home, mosques or the madrasah(part-time).(part-time).All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Full-timeFull-time madrasahmadrasah gradually evolved distinctly to focus ingradually evolved distinctly to focus inproducing the elite – “producing the elite – “teachers of Islamteachers of Islam” - to ensure the rest of” - to ensure the rest ofthe Muslims are guided with their Islamic knowledge.the Muslims are guided with their Islamic knowledge.Thus, other Muslim students were made to adapt to thisThus, 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-timeThe full-time MadrasahMadrasah is therefore an exception rather thanis therefore an exception rather thanthe rule; fully private and independent, constituting only lessthe rule; fully private and independent, constituting only lessthan 4% of the total cohorts; sustained by the community &than 4% of the total cohorts; sustained by the community &philanthropists.philanthropists.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Students who were sent to these full-timeStudents who were sent to these full-time MadrasahMadrasahoriginally, were those with parents with altruistic-religiousoriginally, were those with parents with altruistic-religiousreasons, 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 equallyThe basic curriculum at the primary level were equallyneeded by those who do not attend full-timeneeded by those who do not attend full-time MadrasahMadrasah. To. Toaccommodate these, traditionalaccommodate these, traditional MadrasahMadrasah extended theirextended theirfunction or assign their students to conduct part-timefunction or assign their students to conduct part-timeMadrasahMadrasah.. We in Singapore have had over 30 registeredWe in Singapore have had over 30 registeredindependent madrasahs but today it dwindled to only 6independent madrasahs but today it dwindled to only 6which are as full-time schools.which are as full-time schools.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • When at one time, IRK (Islamic Religious Knowledge) wasWhen at one time, IRK (Islamic Religious Knowledge) wasincorporated in government schools which somewhat took on theincorporated in government schools which somewhat took on thefunction which independentfunction which independent MadrasahMadrasah had fulfilled, its proliferationhad fulfilled, its proliferationand existence then became regarded as less urgent. Lulled into theand existence then became regarded as less urgent. Lulled into theavailability of ‘availability of ‘alternativealternative’, many of these part-time’, many of these part-time MadrasahMadrasah lostlostits 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, itWhen IRK was scrapped from being taught in government schools, ithence 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. Thetruncation from our tradition andtruncation from our tradition and loss of Adabloss of Adab - has now caused- has now causedmany to ‘experiment’ with many kinds of curriculum or approaches.many to ‘experiment’ with many kinds of curriculum or approaches.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • COHORTS FROM CURRENTCOHORTS FROM CURRENTFULL-TIME MADRASAHFULL-TIME MADRASAHSYSTEMSYSTEMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • The direction of where the current full-time Madrasaheducation is heading to, may be becoming vague.It seemed to be imitating what conventional schools aredoing - many seemed to have forgotten that beingindependent (just like seminary), it should pursue its owncourse of aim and objective for which it was instituted, andnot allow itself to be dictated by others with theirextraneous interest and agendas.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Whereas now, economic concern and paper chase (exam-based) curriculum are being imitated, and students areunnecessarily burdened, requiring them to also compete withthose in conventional schools. Thus, they lose focus of theirprimary objective to become the future vanguard Islamicscholars into joining the general student cohorts destined forthe ‘rat-race’.If these full-time madrasah are meant to supply religiousteachers, they should not be “distracted” and become“diverted” from its original aim.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Psychologically, the students from full-time Madrasah areaffected negatively - being made to compare themselveswith those of the mainstream. Surely, its like trying “tocompare apples with oranges – although both are fruits.”Already disadvantaged with many inadequacies, theirmorale are further affected by confusion in terms ofmanagement, leadership, staffing, curriculum, etc.And now, it may face closure if cohorts do not meet thenational school PSLE standards.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • They are our precious hope to become personalities exudinghonour, self-esteem, courage, sagacity and pillar of strength assuccessors of the legacy of prophets – whereas now theopposite effect is undermining their growth and development.They are our community’s hope to become religious guides andlead future generations, yet are left neglected and made to beat a disadvantage.Their future are made to look bleak, many of these cohorts mayhave already contemplated discarding their task of replacingour ulama’ - as future religious teachers- to pursue othercareer.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Actually, the so-called ‘economic or pragmatic argument’ isirrelevant. The issue here is about “Amanah” (a sacred trust).The Muslim community must recognize the real value of this groupin their social contribution and most importantly as guardians of‘ulum al-Deen - to provide our community Irshadah (guidance).The disparity between their true worth and their economic worthmust be corrected by the Muslim community themselves; increating jobs and set their appropriate remunerations whichshould not to be determined by market forces but based onrealistic societal-value. Utilize funds from “Baytul-maal” if needbe.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Some who attempt to integrate the syllabus with the so-called“dunyawi - ukhrawi ” labelling are themselves unclear of how actualIslamic categorization of knowledge should be.Some peoples’ claim that what they do for the Madrasah’scurriculum is “Islamizing” it. Yet, it may in fact be “de-Islamizing”because the definitive Islamic character of Madrasah and itsgraduates which they should aspire to is neglected to merelyimitating the conventional school.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Thus, its aim may have already been eroded and replaced bysomething else, and the graduates now are not very different fromthat of the mainstream schools. So have we truly upheld the trustAmanah and aspiration of our predecessors?All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • COHORTS FROMCOHORTS FROMCONVENTIONALCONVENTIONAL( NON – MADRASAH )( NON – MADRASAH )SYSTEMSYSTEMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Students from this system who do not have Islamic lessons in theirStudents from this system who do not have Islamic lessons in theirschools have to be given separate Islamic education outside theirschools have to be given separate Islamic education outside theirschool hours. This is especially crucial ever since IRK (Islamicschool hours. This is especially crucial ever since IRK (IslamicReligious knowledge) was scrapped.Religious knowledge) was scrapped.Many may not even have any rudimentary lesson on Islam,Many may not even have any rudimentary lesson on Islam,especially once they start going to conventional schools or becauseespecially once they start going to conventional schools or becausetheir parents and family are neglectful or are not well-endowed withtheir parents and family are neglectful or are not well-endowed withreligious knowledge themselves.religious knowledge themselves.Those who still regard their child’s Islamic upbringing as importantThose who still regard their child’s Islamic upbringing as importantmay seek for them whatever Islamic religious classes outside school.may seek for them whatever Islamic religious classes outside school.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Those who pursue in part-time Madrasah may just receive aThose who pursue in part-time Madrasah may just receive a“watered-down” and a very general curriculum of“watered-down” and a very general curriculum of Fardhu ‘AinFardhu ‘Ain, and, andmay lack the motivation or passion in attending these classes.may lack the motivation or passion in attending these classes.Given the emphasis on Academic excellence, their “Given the emphasis on Academic excellence, their “Aqeedah-micAqeedah-mic””aspect of development takes a back-seat or even totally neglected.aspect of development takes a back-seat or even totally neglected.The way lessons on Islam taught to them generally are disparateThe way lessons on Islam taught to them generally are disparateand unstructured. Usually conducted based on subjects, butand unstructured. Usually conducted based on subjects, butwithout emphasis of their interconnectedness and the absence ofwithout emphasis of their interconnectedness and the absence ofurgency (compulsion) regarding their acquisition. Many assumedurgency (compulsion) regarding their acquisition. Many assumedmerely to be attending only in one of these weekly as sufficient.merely to be attending only in one of these weekly as sufficient.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • As long as this education is kept “As long as this education is kept “dualisticdualistic” without the proper and” without the proper andcorrect orientation towards understanding the Islamic worldview,correct orientation towards understanding the Islamic worldview,the Muslims in general are made to somehow accept the secularthe Muslims in general are made to somehow accept the secularphilosophy of dichotomizing knowledge into secular-vs-religious.philosophy of dichotomizing knowledge into secular-vs-religious.The reality is that every contemporary science and knowledge areThe reality is that every contemporary science and knowledge arenot neutral but are mostly based upon the secular-humanisticnot neutral but are mostly based upon the secular-humanisticworldview. Although some may regard it as being free of religion,worldview. Although some may regard it as being free of religion,yet those who teach them or specialize in them usually advocateyet those who teach them or specialize in them usually advocate““secularismsecularism” - as a philosophical agenda. And ironically they do it” - as a philosophical agenda. And ironically they do it‘religiously’ but claiming themselves as being neutral (areligious).‘religiously’ but claiming themselves as being neutral (areligious).All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Thus it is that many Muslim professionals from this system mayThus it is that many Muslim professionals from this system mayeven encounter a kind of dilemma in their respective career. Aeven encounter a kind of dilemma in their respective career. Aremarkable example was the experience of Prof. Malik Badri whoremarkable example was the experience of Prof. Malik Badri whoexplained his life-experience in his excellent book (published 1979)explained his life-experience in his excellent book (published 1979)–– “The dilemma of Muslim Psychologists”.“The dilemma of Muslim Psychologists”.Although it deals with psychology, yet itAlthough it deals with psychology, yet ittypically represent similar dilemma of Muslimstypically represent similar dilemma of Muslimsin other fields of specialization - career -in other fields of specialization - career -especially when they were taught socialespecially when they were taught socialsciences and humanistic studies fromsciences and humanistic studies fromconventional university.conventional university.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Amongst the remedies is the “Amongst the remedies is the “ISLAMIZATIONISLAMIZATION” movement –” movement –for both types in these dualistic education system – envisagedfor both types in these dualistic education system – envisagedsince 1977.since 1977.Although this process can be applied wherever required inAlthough this process can be applied wherever required inwhichever system, yet it is to bewhichever system, yet it is to be most effective at the highermost effective at the higherlevel (tertiarylevel (tertiary) prior to these graduates assuming their roles as) prior to these graduates assuming their roles asscholars - educators of thescholars - educators of the UmmahUmmah..The anti-thesis to “The anti-thesis to “IslamizationIslamization” is really “” is really “SecularismSecularism” which” whichevery Muslim aspiring to be scholars must know profoundlyevery Muslim aspiring to be scholars must know profoundlytoo, so that they can appreciate the relevant responses, sotoo, so that they can appreciate the relevant responses, sothat a complete and Islamized education can be achieved.that a complete and Islamized education can be achieved.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • The author deals with fundamental problemsfaced by contemporary Muslims and providesreal solutions, beginning with a discussion on‘The Contemporary Western ChristianBackground’ in Chapter (I), followed by hisanalysis of the concepts (which he newlydefines) of ‘secular’, ‘secularization’, and‘secularism’ in Chapter (II). All this is thencontrasted in Chapter (IV) of the book entitled‘Islam: The Concept of Religion and theFoundation of Ethics and Morality’. Based onall the preceding explanation, the authorproceeds to analyze the Muslim ‘dilemma’ bydeclaring that it should be resolved primarilythrough what he calls the “dewesternizationof knowledge” or, conversely, the“islamization of contemporary knowledge”,an original concept conceived and elucidatedby the author for the past three decades.A RECOMMENDED READINGA RECOMMENDED READINGISLAM AND SECULARISMISLAM AND SECULARISMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Prolegomena to the Metaphysics of Islamby Muhammad Naquib Syed Al-AttasThis is a very important book. No book of itskind, in profundity as well as magnitude ofscope and comprehensive grasp of modernintellectual challenges facing thecontemporary Muslim World, appeared in thelast century.A RECOMMENDED READINGA RECOMMENDED READINGAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Wan Mohd Nor Wan Daud, The EducationalPhilosophy and Practice of Syed MuhammadNaquib Al Attas, ISTAC, Kuala Lumpur,‑MalaysiaA RECOMMENDED READINGA RECOMMENDED READINGAlthough there are several groups promotingthe ‘Islamization’ agenda especially in the West,the use of this term and its idea was first mootedby Prof. Syed M. Naquib Al-Attas.Many who are critical of ‘Islamization’ may havemistaken what others are attempting withoutknowing what was advocated originally by him.The author have presented how Al-Attas’ seminalideas may have been ‘hijacked’ and misrepresented.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • A RECOMMENDED READINGA RECOMMENDED READINGThis is one of the most important writings ofthe author on the subject of the encounterand interrelation between Islam andmodernism. Addressed at once to Muslimsand Westerners, the author deals in depthwith the intellectual and spiritual crisis ofmodern man as well as the dilemmas of thecontemporary Muslim faced with thedaunting challenge of the modern world.Islam And The Plight Of Modern ManIslam And The Plight Of Modern Manby Seyyed Hossein Nasrby Seyyed Hossein NasrAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • A RECOMMENDED READINGA RECOMMENDED READINGTraditional Islam in the Modern WorldTraditional Islam in the Modern Worldby Seyyed Hossein Nasrby Seyyed Hossein NasrAn elaboration and defence of"traditional" Islam, as opposed to themodernist and fundamentalist forms,by one of the best-informed, mostarticulate Muslims of our time.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • A RECOMMENDED READINGA RECOMMENDED READING““Today, there are few intellectual issues moreToday, there are few intellectual issues moreimportant to the contemporary Islamic worldimportant to the contemporary Islamic worldthan the relation of Islam and modern sciencethan the relation of Islam and modern scienceand in this central discourse the voice ofand in this central discourse the voice ofOsman Bakar remains among the mostOsman Bakar remains among the mostpertinent. Among his many writings, thepertinent. Among his many writings, thepresent book holds a privileged position andpresent book holds a privileged position andthe appearance of a new edition of it is itselfthe appearance of a new edition of it is itselfproof of the pertinence of this opus and theproof of the pertinence of this opus and thecontinuous interest in it. “continuous interest in it. “--Seyyed Hossein Nasr--Seyyed Hossein NasrTawhid and ScienceTawhid and ScienceBy : Osman BakarBy : Osman BakarAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • A RECOMMENDED READINGA RECOMMENDED READING“The lives and the ideas of the three thinkersdiscussed in Classification of Knowledge inIslam - al-Farabi (870-950AD), al-Ghazzali(1058-1111AD) and Qutb al-Din al-Shirazi(1236-1311AD) - cover the pivotal period ofIslamic history from the first flourishing of thephilosophical sciences to the sacking ofBaghdad by the Mongols. In addition, each ofthese three thinkers was either a founder oran eminent representative of a majorintellectual school in Islam.”Classification of Knowledgein Islam: A Study in IslamicPhilosophies of ScienceBy : Osman BakarBy : Osman BakarAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • What are the proven desired outcomes ….All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing,God-fearing, erudite eclectic, profound,erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing,God-fearing, erudite eclecticerudite eclectic, profound,, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic,God-fearing, erudite eclectic, profoundprofound,,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopherthinker-philosopher, advocate-reformer,, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher,thinker-philosopher, advocate-reformeradvocate-reformer,,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdomperpetual seeker of truth & wisdom, ascetic yet, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom,perpetual seeker of truth & wisdom, ascetic yetascetic yetworldly-wiseworldly-wise, spiritual warrior, sagacious, just,, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise,worldly-wise, spiritual warriorspiritual warrior, sagacious, just,, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior,worldly-wise, spiritual warrior, sagacioussagacious, just,, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious,worldly-wise, spiritual warrior, sagacious, justjust,,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionatehumble and compassionate, and many more ..., and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate,humble and compassionate, and many more ...and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual studentsperpetual students..All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • God-fearing, erudite eclectic, profound,God-fearing, erudite eclectic, profound,thinker-philosopher, advocate-reformer,thinker-philosopher, advocate-reformer,perpetual seeker of truth & wisdom, ascetic yetperpetual seeker of truth & wisdom, ascetic yetworldly-wise, spiritual warrior, sagacious, just,worldly-wise, spiritual warrior, sagacious, just,humble and compassionate, and many more ...humble and compassionate, and many more ...But they would always regard themselves asBut they would always regard themselves asperpetual students.perpetual students.NOTE:NOTE:THIS LIST IS NOT EXHAUSTIVE,THIS LIST IS NOT EXHAUSTIVE,ONLY TO HIGHLIGHT THOSEONLY TO HIGHLIGHT THOSEWHICH ARE SIGNIFICANTLYWHICH ARE SIGNIFICANTLYOVERLOOKED BY MANY WHO MAYOVERLOOKED BY MANY WHO MAYONLY EMPHASISE PAPERONLY EMPHASISE PAPERQUALIFICATIONQUALIFICATIONAND NOT THEIR PERSONALAND NOT THEIR PERSONALISLAMIC VIRTUES AND CHARACTERISTICS.ISLAMIC VIRTUES AND CHARACTERISTICS.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • This advice is for those who are upon the course of study,This advice is for those who are upon the course of study,generally regarded as “Islamic Studies” – a label ofgenerally regarded as “Islamic Studies” – a label ofconvenience in the ‘Dualistic’ system of education – theconvenience in the ‘Dualistic’ system of education – theeffect of secularism.effect of secularism.Sadly:Sadly:““...... many Muslims may have learnt Islam as a subject, but notmany Muslims may have learnt Islam as a subject, but notsubjecting themselves to Islamsubjecting themselves to Islam.”.”All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Because currently we Muslims tend to imitate conventionalBecause currently we Muslims tend to imitate conventionalapproach, our students specializing in the sciences of theapproach, our students specializing in the sciences of the DeenDeen((DeeniyatDeeniyat)) may not have had adequatemay not have had adequate Fardhu ‘ainFardhu ‘ain groundings.groundings.By this I mean – a generic butBy this I mean – a generic but eclectic exposureeclectic exposure of variousof variousknowledge, which must include other (knowledge, which must include other (ukhra - aakharukhra - aakhar))contemporary worldly sciences, knowledge and life-skills, craftscontemporary worldly sciences, knowledge and life-skills, craftsand trades etc.and trades etc. complimentingcomplimenting with the Islamic knowledgewith the Islamic knowledgegained.gained.This linkage betweenThis linkage between Deeniyat-DunyawiDeeniyat-Dunyawi -- perhaps can beperhaps can beexplained in the basic “explained in the basic “ISLAM-IIMAN-IHSANISLAM-IIMAN-IHSAN” –” – TauhidicTauhidicparadigmparadigm of a Muslim’s basic education.of a Muslim’s basic education.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • 84All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • TauTauhheedic paradigmeedic paradigm‘ILM TAUHEED - ‘AQIDAH(Creed or Theology) All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ‘ILM TAUHEED - ‘AQIDAH(Creed or Theology) Purpose / ObjectiveDevelopment of Certainty (Belief)Awareness of Reality / TruthDevelop discernment between Truth & Falsehood,What is involved?‘Aql - (proper use of Reason / Intellect)Fitrah - Instincts & innate feeling (perception)Tauqifiy – Revelations & reliable traditionsWhat 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.86TauTauhheedic paradigmeedic paradigmAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ‘ILM TAUHIID - ‘AQIDAH(Creed or Theology) Purpose / ObjectiveDevelopment of Certainty (Belief)Awareness of Reality / TruthDevelop discernment between Truth & Falsehood,What is involved?‘Aql - (proper use of Reason / Intellect)Fitrah - Instincts & innate feeling (perception)Tauqifiy – Revelations & reliable traditionsWhat 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.87RELEVANT COMPLEMENTARYRELEVANT COMPLEMENTARYKNOWLEDGE: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.TauTauhheedic paradigmeedic paradigmAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • TauTauhheedic paradigmeedic paradigm‘ILM FIQH(Practical Laws for life;Learning of the Shari’ah) All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ‘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 lifeCapability to implementing them in lifeWhat 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 inThe servitude of One God.89TauTauhheedic paradigmeedic paradigmAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ‘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 lifeCapability to implementing them in lifeWhat 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 inThe servitude of One God.90BROAD EXTENT OF TOPICS COVERED IN FIQHBROAD EXTENT OF TOPICS COVERED IN FIQH‘‘ibadahibadah (personal devotion / worship)(personal devotion / worship)MuamalahMuamalah (social transaction)(social transaction)MunakahahMunakahah (Marriage & family)(Marriage & family)Irth / fara’idIrth / fara’id (Distribution of wealth)(Distribution of wealth)JinayahJinayah (crimes & punishment)(crimes & punishment)Qodha’iyahQodha’iyah (judiciary)(judiciary)jihad / Da’wahjihad / Da’wah (struggle in war & peace)(struggle in war & peace)imarahimarah (Leadership/government)(Leadership/government)TauTauhheedic paradigmeedic paradigmAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ‘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 lifeCapability to implementing them in lifeWhat 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 inThe servitude of One God.91RELEVANT COMPLEMENTARY KNOWLEDGE:RELEVANT COMPLEMENTARY KNOWLEDGE:All applied sciences, technologyAll applied sciences, technologyand skills, knowledge of economics, politics, social &and skills, knowledge of economics, politics, social &administrativeadministrativesciences etc. that can assist in thesciences etc. that can assist in thefulfilment of establishing justice, order, peace,fulfilment of establishing justice, order, peace,harmony, prosperity, physicalharmony, prosperity, physicalwith moral progress, and the well-beingwith moral progress, and the well-beingof Man & society, etc.of Man & society, etc.TauTauhheedic paradigmeedic paradigmAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • TauTauhheedic paradigmeedic paradigm‘ILM AKHLAQ / TASAWWUF /IRFAN(Science of human Disposition/ Sufism) All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ‘ILM AKHLAQ / TASAWWUF / IRFAN(Science of human Disposition/ Sufism) Purpose / ObjectiveDevelopment of Righteous PersonalityPurification/perfection of the SelfWhat 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 theRighteous servants of Allah [Solihin]; Striving to purify the Self (Nafs) andadorning it with the Exalted Moral traits of Our Beloved Prophet Muhammad s.a.w.(The Perfected Man – “Insan Kaamil”)93TauTauhheedic paradigmeedic paradigmAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • ‘ILM AKHLAQ / TASAWWUF / IRFAN(Science of human Disposition/ Sufism) Purpose / ObjectiveDevelopment of Righteous PersonalityPurification/perfection of the SelfWhat 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 theRighteous servants of Allah [Solihin]; Striving to purify the Self (Nafs) andadorning it with the Exalted Moral traits of Our Beloved Prophet Muhammad s.a.w.(The Perfected Man – “Insan Kaamil”)94RELEVANT COMPLEMENTARY KNOWLEDGE:RELEVANT COMPLEMENTARY KNOWLEDGE:This aspect of development requiresThis aspect of development requirespractical behaviour, the aspect of beingpractical behaviour, the aspect of beingand becoming. Its area of developmentand becoming. Its area of developmentis the inner Self, the ‘human psyche’ oris the inner Self, the ‘human psyche’ orthe state of the Soul reflected in histhe state of the Soul reflected in hisDisposition (Disposition (AkhlaqAkhlaq). Therefore, the close). Therefore, the closeequivalent may perhaps be ‘human’ psychology,equivalent may perhaps be ‘human’ psychology,behavioural sciences, manners & discipline, etc.behavioural sciences, manners & discipline, etc.TauTauhheedic paradigmeedic paradigmAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Unfortunately, their specialization in onlyUnfortunately, their specialization in only ‘‘Ulum-ud-deenUlum-ud-deen (but(butimitating conventional system in producing specialist – in their caseimitating conventional system in producing specialist – in their case“religious sciences”) may have been prematurely embarked too soon“religious sciences”) may have been prematurely embarked too soonwhich, unfortunately led to their discarding the traditional criteria forwhich, unfortunately led to their discarding the traditional criteria forwhat constitutewhat constitute Fardhu ‘AinFardhu ‘Ain knowledge, which has to be eclectic toknowledge, which has to be eclectic toinclude acquisition of contemporary science and knowledge (relevantinclude acquisition of contemporary science and knowledge (relevant& complimentary) vis-a-vis to what they are learning in Islam& complimentary) vis-a-vis to what they are learning in Islam((DeeniyatDeeniyat))..Even when these contemporary sciences and knowledge are taught, itEven when these contemporary sciences and knowledge are taught, itseem to be merely imitating mechanically what is done inseem to be merely imitating mechanically what is done inconventional schools without concern for how it is relevant to theirconventional schools without concern for how it is relevant to theirIslamic development – instead of to clear the PSLE examination.Islamic development – instead of to clear the PSLE examination.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • It is found that when they are exposed further at tertiary level toIt is found that when they are exposed further at tertiary level tocontemporary science, knowledge and ideologies (secular humanistcontemporary science, knowledge and ideologies (secular humanistphilosophy) in conventional learning centres or university, most ofphilosophy) in conventional learning centres or university, most ofthem would not be able to critically sieve and react to those teachingsthem would not be able to critically sieve and react to those teachingswhich are antithetical to Islamic worldview from those that are not.which are antithetical to Islamic worldview from those that are not.It has happened to severalIt has happened to several MadrasahMadrasah students, some were prominentstudents, some were prominentgraduates from ‘graduates from ‘PesantrenPesantren’ even, who sadly, have become totally’ even, who sadly, have become totallytransformed (secularized) after being sent abroad to continue theirtransformed (secularized) after being sent abroad to continue theirtertiary or post-graduate education in Western universities. Many oftertiary or post-graduate education in Western universities. Many ofthem now are in fact leading the “them now are in fact leading the “Liberal Islam networkLiberal Islam network” groups.” groups.We cannot accept this scandalous “We cannot accept this scandalous “brain-drainbrain-drain” to continue to persist.” to continue to persist.Let’s face it - Secularization of Muslim as a program, is real.Let’s face it - Secularization of Muslim as a program, is real.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • We should introduce intervention – e.g. diagnostic of what mayWe should introduce intervention – e.g. diagnostic of what mayhave been missed in their education - has to be done. Also, tohave been missed in their education - has to be done. Also, toconduct a re-orientation of their attitude, philosophy andconduct a re-orientation of their attitude, philosophy andmotivation (drivers) and proactively prepare them with those thatmotivation (drivers) and proactively prepare them with those thata true Islamic Scholar should have – this is imperative. Thus some-a true Islamic Scholar should have – this is imperative. Thus some-kind of “kind of “clinic, therapy, counsellingclinic, therapy, counselling”- (not merely in academic but”- (not merely in academic butalso in terms of spiritual and especiallyalso in terms of spiritual and especially AdabAdab) to address this, for) to address this, foreach student, throughout their stint in the Madrasah.each student, throughout their stint in the Madrasah.This can be through mentoring by a qualified “This can be through mentoring by a qualified “murobbimurobbi” who” whotraditionally, will usually begin with this “traditionally, will usually begin with this “diagnosisdiagnosis” and” andhenceforth monitor the student’s educational development.henceforth monitor the student’s educational development.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • To become an Islamic scholar specializing in religious sciencesTo become an Islamic scholar specializing in religious sciences((DeeniyatDeeniyat), his grasp of the general), his grasp of the general Fardhu ‘ainFardhu ‘ain knowledge must beknowledge must beof a much higher standard than that for a lay Muslim’s. This is quiteof a much higher standard than that for a lay Muslim’s. This is quitesimilar perhaps in medical profession i.e. before a doctor proceedsimilar perhaps in medical profession i.e. before a doctor proceedtowards becoming a specialist, he or she is required to havetowards becoming a specialist, he or she is required to haveobtained good competency in the general medical course first.obtained good competency in the general medical course first.In fact the general perception of what constituteIn fact the general perception of what constitute Fardhu ‘AinFardhu ‘Ainknowledge for Muslims, needs to be clarified and anyknowledge for Muslims, needs to be clarified and anymisconceptions regarding it, corrected for all Muslims – especiallymisconceptions regarding it, corrected for all Muslims – especiallyto the parents and guardians; the teachers and mentors, etc.to the parents and guardians; the teachers and mentors, etc.involved with the Madrasah.involved with the Madrasah.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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  • This advice is for those who are in the conventional schoolingThis advice is for those who are in the conventional schoolingsystem.system.The irony that the “The irony that the “University”University” from the word (from the word (kulliyatkulliyat ––‘universal’) actually was inspired or copied from the “‘universal’) actually was inspired or copied from the “Jami’ahJami’ah””the centre where early Muslims learnt many sciences; is actuallythe centre where early Muslims learnt many sciences; is actuallynow producing specialists and should rather be callednow producing specialists and should rather be called““Specialise-tySpecialise-ty” : because it is producing scholars with “” : because it is producing scholars with “Juz-’iyJuz-’iy””(particular)(particular) rather than “rather than “kulliykulliy”” (universal)(universal) knowledge.knowledge.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Although Muslim students and graduates from conventionalAlthough Muslim students and graduates from conventionaleducational system, can be said to possess knowledge; or theyeducational system, can be said to possess knowledge; or theymay even be regarded as experts in their academic field, yet tomay even be regarded as experts in their academic field, yet toconfer the epithet “Islamic scholars – (confer the epithet “Islamic scholars – (‘ulama‘ulama)” is very much)” is very muchdependent upon whether, Islamic criteria e.g. Its creed,dependent upon whether, Islamic criteria e.g. Its creed,practices, worldview, philosophy, approaches etc. has shaped hispractices, worldview, philosophy, approaches etc. has shaped hisscholarship or not.scholarship or not.Unfortunately, many may have discarded the Islamic norms (orUnfortunately, many may have discarded the Islamic norms (orhold it abeyance), to embrace a secular philosophy andhold it abeyance), to embrace a secular philosophy andapproach, purporting themselves to being neutral from anyapproach, purporting themselves to being neutral from anyreligion, when undergoing conventional education.religion, when undergoing conventional education.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • To be regarded as Islamic scholars, even when specializing in ‘so-To be regarded as Islamic scholars, even when specializing in ‘so-called’ non-religious sciences (called’ non-religious sciences (DunyawiDunyawi), his grasp of the general), his grasp of the generalFardhu ‘ainFardhu ‘ain knowledge as Muslims, must already be of such highknowledge as Muslims, must already be of such highstandard – to commensurate or be at par, with his intellectual /standard – to commensurate or be at par, with his intellectual /academic achievement and status.academic achievement and status.Only when, in their field of scholarship it is fully dominated orOnly when, in their field of scholarship it is fully dominated ordriven by the Islamic ethos, worldview and motivation etc. – i.e.driven by the Islamic ethos, worldview and motivation etc. – i.e.Islam colouring their knowledge and the particular scientific fieldIslam colouring their knowledge and the particular scientific field– can they qualify to carry the epithet Islamic Scholar (– can they qualify to carry the epithet Islamic Scholar (’ulama’ulama).).This was how our early scholars had qualified themselves.This was how our early scholars had qualified themselves.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • The termThe term ‘‘ULAMAULAMA (plural) from(plural) from ‘ALEEM “‘ALEEM “ ““ – although– althoughtoday is used to refer exclusively to the Islamic scholars of thetoday is used to refer exclusively to the Islamic scholars of theDeenDeen (those specializing in religious sciences), but actually the(those specializing in religious sciences), but actually theterm generally refers to “term generally refers to “the learned or those endowed withthe learned or those endowed withknowledgeknowledge” – from the root word “ “.” – from the root word “ “.Allah SWT even uses this term generally to believers who areAllah SWT even uses this term generally to believers who areendowed with knowledge and science of the universe itself.endowed with knowledge and science of the universe itself.Thus the Arabic word for “Thus the Arabic word for “universeuniverse” and the “” and the “learnedlearned” can be” can besimilarly spelt as “ “ - but pronounced differently, eithersimilarly spelt as “ “ - but pronounced differently, either““AALAALAAMM ” or “” or “AALAALIIMM” respectively.” respectively.AN IMPORTANT NOTE:AN IMPORTANT NOTE:All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • AN IMPORTANT NOTE:AN IMPORTANT NOTE:““Of all His servantsOf all His servants, only such as are endowed with, only such as are endowed with(innate) knowledge ((innate) knowledge (AL-’ULAMAAL-’ULAMA) stand (truly) in awe of) stand (truly) in awe ofAllah: (for they alone comprehend that) verily, Allah isAllah: (for they alone comprehend that) verily, Allah isAlmighty, Much Forgiving.”Almighty, Much Forgiving.”((Qur’an: Fatir 35 : 40Qur’an: Fatir 35 : 40))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • From this therefore, Muslim cohorts from conventionalFrom this therefore, Muslim cohorts from conventionalschooling or university,schooling or university, onlyonly has the right to be regarded also ashas the right to be regarded also asamongst theamongst the ‘ULAMA‘ULAMA – although specializing in knowledge and– although specializing in knowledge andscience other than pertaining to the religion (science other than pertaining to the religion (DeenDeen) -) - when theirwhen theirknowledge, belief and practice of Islam have been adequatelyknowledge, belief and practice of Islam have been adequatelydeveloped, to an extent that it permeates his very being anddeveloped, to an extent that it permeates his very being andidentity as Muslim scholar or scientist.identity as Muslim scholar or scientist.To fill this ‘gap’ in their educational development is required,To fill this ‘gap’ in their educational development is required,which thus requires a specialwhich thus requires a special Fardhu ’AinFardhu ’Ain curriculum to becurriculum to beprogressively inculcated, at every stage in their lifeprogressively inculcated, at every stage in their lifedevelopment.development.AN IMPORTANT NOTE:AN IMPORTANT NOTE:All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • Unfortunately today, many of our Muslim scientists and intellectualsUnfortunately today, many of our Muslim scientists and intellectualsdo not reflect anything ‘do not reflect anything ‘IslamicIslamic’ in their works, nor do they claim to be’ in their works, nor do they claim to beso. Rather they would admit to have been secularly trained and thus,so. Rather they would admit to have been secularly trained and thus,they are just like other secular scientists and academicians. Only inthey are just like other secular scientists and academicians. Only inreligious affiliation do they regard themselves to be Muslims.religious affiliation do they regard themselves to be Muslims.Unlike the Muslim intellectuals and scientists which the IslamicUnlike the Muslim intellectuals and scientists which the Islamiccivilization had once produced, who although having learnt fromcivilization had once produced, who although having learnt fromother cultures and past civilizations, yet they were able to somehowother cultures and past civilizations, yet they were able to somehow““IslamizeIslamize” these knowledge and sciences - to then shared them which” these knowledge and sciences - to then shared them whichbenefitted the world. How was it done? Can we recover the methods?benefitted the world. How was it done? Can we recover the methods?AN IMPORTANT NOTE:AN IMPORTANT NOTE:All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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  • “And whoever amongst you live after me will see manyconflicts (disagreements), let him then adhere towhatever they know of my Sunnah and the Sunnah ofmy Rightly guided Successors (Khalifah).”(Hadith reported by Ahmad)All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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  • ““Allah most Exalted will never allow the affairs ofAllah most Exalted will never allow the affairs ofmy ummah to be with what deviates (from Truth)my ummah to be with what deviates (from Truth)forever; so follow the majority (of my ummah –forever; so follow the majority (of my ummah –SAWAA-DUL-A’-ZOMSAWAA-DUL-A’-ZOM). Allah’s hand is upon the). Allah’s hand is upon theJama’ahJama’ah (united community), whoever defers away(united community), whoever defers awayfrom it , defers toward Hell-fire.”from it , defers toward Hell-fire.”((Hadith reported by al-Hakim from Ibn JarirHadith reported by al-Hakim from Ibn Jarir))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • FIQH(MADZHAB)EXTREME DEFICIENTAQEEDAH(TAUHEED)ISLAMICWORLDVIEWTABDI’TABDI’TAKFIRTAKFIRWALA’- WAL - BARA’RELIGIOUSRELIGIOUSPLURALISMPLURALISMFASIQFASIQSECULARHUMANISMJIHAD – AL - JANNAHLIFEMOTIVATION(DA’WAH )MATERIALISMMATERIALISMHEDONISMHEDONISMTendency - obsession Tendency - obsessionSAWAA-DUL- A’ZOMUMMATAN WASOTANAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • AS THIS IS JUST APRELIMINARY REFLECTION,AND DUE TO TIME CONSTRAIN –I HAVE TO END HERE,FOR THE MOMENT.INSHA-ALLAH!MAY WE HAVE OTHER OPPORTUNITYTOREFLECT FURTHER.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • IMPORTANT DU’AIMPORTANT DU’AALLAA-HUM-MA – ARI-NAL-HAQ-QA - HAQ-QANWAR- ZUQ-NAT - TI-BAA- ’AWA-ARI-NAL – BAA-TWILA – BAA-TWI-LAANWAR-ZUQ-NAJ – TI –NAA - BAH““O Allah! Make us see the Truth to be trueO Allah! Make us see the Truth to be trueand grant us ability to follow it.and grant us ability to follow it.And make us see Falsehood to be false andAnd make us see Falsehood to be false andgrant us the ability to reject it.”grant us the ability to reject it.”All Rights Reserved © Zhulkeflee Hj Ismail (2013))
  • http://an-naseehah.blogspot.com/http://introductiontotauhid.blogspot.com/http://oyoubelievers.blogspot.com/ http://al-amthaal.blogspot.com/http://zhulkeflee-archive.blogspot.com/http://criteriaforaholybook-quran.blogspot.com/http://with-the-truthful.blogspot.com/http ://muqaddam-nurul.blogspot.com/          All welcome to visit my web-blog:All welcome to visit my web-blog:114All Rights Reserved © Zhulkeflee Hj Ismail (2013))