[Slideshare] fiqh-course-#6-(feb-2013-batch)-using resourcestext-(20-march-2013)

IN THE NAME OF ALLAH,
MOST COMPASSIONATE,
MOST MERCIFUL. “INTRODUCTION TO THE
STUDY OF FIQH ”
Intermediate Level Islamic course in English for Adults
conducted by Ustaz Zhulkeflee Hj Ismail

LESSON # 6 –
“TRADITIONAL FIQH REFERENCE
BOOKS AND HOW TO USE THEM”
(CURRICULUM)
And say: O Lord! Increase for me my knowledge

Using text & curriculum he has developed especially for
Muslim converts and young Adult English-speaking Muslims.

“To seek knowledge is obligatory upon every Muslim (male & female)”

UPDATED 20 MARCH 2013
All Rights Reserved © Zhulkeflee Hj Ismail (2013)

“INTRODUCTION TO THE
IN THE NAME OF ALLAH,
MOST COMPASSIONATE,
MOST MERCIFUL.

STUDY OF FIQH ”
Intermediate Level Islamic course in English for Adults
conducted by Ustaz Zhulkeflee Hj Ismail
LESSON # 6 –
18 weekly class started:
“TRADITIONAL FIQH REFERENCE
6 FEBRUARY 2013
BOOKS AND HOW TO USE THEM“ Every Wednesday night @
(CURRICULUM) 8pm – 10pm

Wisma Indah, 450 Changi
REGISTER via Road, #02-00 next to
http://goo.gl/UVuYf
Masjid Kassim
For further queries, contact
E -mail:
ad.fardhayn.sg@gmail.com And say: O Lord! Increase for me my knowledge
or +65 81234669 / +65
96838279 Using text & curriculum he has developed especially for
Muslim converts and young Adult English-speaking Muslims.

“To seek knowledge is obligatory upon every Muslim (male & female)”

UPDATED 20 MARCH 2013

 As introductory to the study of FIQH, we shall now survey the text
resources available, in the context of Nusantara (S.E. Asia), -
understanding the common traditional curriculum and how one should
proceed seeking teachers learned in FIQH to be taught and guided.

 One must not attempt self-study from text (or on internet) alone
devoid of constant guidance and nurturing from Islamic religious
teacher. Only a FAQIH can nurture another to be FAQIH – who not only
has the knowledge but importantly, the ADAB and AKHLAQ
(disposition) required of a learned Islamic scholar.

)

)

“Nor should the Believers all go forth together: if a contingent
from every expedition remained behind, they could devote
themselves to studies in religion (LIYA-TAFAQQAHU -FID-DEEN)
and admonish the people when they return to them― that thus
they (may learn) to guard themselves (against evil).”

(Qur’an: Taubah: 9:122)

)

Say: "Are those equal, those who know and those who do
not know? It is those who are endued with understanding
that receive admonition.“

(Qur’an: Zumar: 39: 9)

)

“Whomsoever that Allah wishes for him goodness, He will
make him a FAQIH (learned) in matters of the
religion(Deen); and for everything there is a pillar, and the
pillar of this religion is AL-FIQH – (the profound
understanding of the Deen); a learned scholar (of the Deen)
is more difficult upon satan than a thousand worshippers.”

(Reported by Bukhary and Muslim)

)

“The best ones amongst you is the person who makes you
remember Allah when you look upon him; and whenever he
speaks it increases you your knowledge (of the Deen), and with
his deeds it inspires (motivates) you to strive for your
Hereafter.”
(Hadith reported by Hakim from Ibnu ‘Umar r.a.)
)

IMPORTANT REMINDERS

)

IMPORTANT REMINDERS

“Knowledge is not from the listening of much narrations
(or merely reading books), verily knowledge is light
(which Allah s.w.t.) into the heart.”

(Saying of * Ibnu Mas’ud r.a.)

* The famous companion (SAHABI) of the Prophet s.a.a.w.

)

“Whoever seeks knowledge (intending) to argue with
the learned (scholars), or to brag with the foolish;
or with it to attract peoples’ attention to himself;
Allah will make him to enter the Hell-fire.”
(Hadith also reported by Tirmidzi and Ibn Majah)
)

“We are (much) in need of a little Adab, from (that of)
going out (seeking) after much of ‘ilm (knowledge)” –
(Imam ‘Abdullah ibn al-Mubarak)

)

"Indeed the scholars are the inheritors of the Prophets, but if they fall
into covetousness and greed, who shall be taken as leaders? The
merchants and businessmen are the trustees of Allah, so if they are
treacherous, who can be trusted? The warriors are the guests of Allah
so if they become extreme (or take spoils without right), with whom can
we defeat the enemies? The righteous and ascetic ones are the kings of
the earth but if they become insincere (i.e. have riya’), who shall be
followed? The governors/rulers are the shepherds (protectors) of the
people, but if the shepherd becomes a wolf, who shall protect the
flock?"
- Imam 'Abdullah ibn al-Mubarak
)

“(‘ilm) Knowledge without Adab,
is like (having) fire (but) without wood (fuel);
and Adab without knowledge (‘ilm) ,
is like (having) the Soul (but) without body.”

)

As we have explained, the objective of a Muslim learning
FIQH is towards him / her understanding the Islamic
rulings - incumbent upon him to manifest his “ISLAM” –
“submission or obedience towards the Will of Allah.”

The extent of these guidelines or corpus of rulings –
AHKAM – is very extensive indeed.

Yet, we must not forget our place – which is as students –
firstly seeking knowledge from teachers and scholars of
FIQH chosen for us in the community we are from.
)

Also, due to the nature of its development as expanded by
the respective Islamic scholars usually faithful to one
MADZHAB (school of jurisprudence they are from in our
context - Nusantara), the information and knowledge
regarding resources relevant to one’s MADZHAB that are
available to refer to, is important.

Without which, one may be clueless as where to begin and
how. It is the unspoken rule that by default, one belongs
to the MADHZAB of the one’s religious guide or teacher .

)

Even if one may have access to books and other materials,
it would still be a very daunting task to wade through
voluminous materials without guidance of teachers.

Yes, we do not deny the presence of teachers of other
MADZAAHIB here, but the ADAB demands that we accord
priority with appreciation, to that school of jurisprudence
which we (our parents and community) have been
fortunate to belong to have put us through.
WalHamdulillaah!.

)

The immediate concern in seeking this knowledge (FIQH)
is the fulfilment of a Muslim’s duty and obligations – those
that has to be complied – obligatory - either by
commission or omission.

It is sufficient to follow the stipulated decision in
accordance with one’s MADZHAB – in our case here we
begin with the SHAFI-’IEYYAH school. It is not as yet
imperative that one knows the full legal basis upon which
the author / scholar has based his opinion upon.

)

The criteria to know and apply is the standard criteria
(rules - HUKM) of responsibility (TAKLIFI):

HALAL : lawful - permissible FARDHU : fixed obligation:
(either)
WAJIB : obligatory or compulsory ------------ ‘AIN – personal
----- KIFAAYA - community
SUNNAT (MANDUB) : recommended

HARUS (MUBAH / MUSTAHAB) : optional - neutral

MAKRUH : undesirable

HARAM : forbidden

)

Even with accessibility to information in these manuals
and books, it cannot replace seeking advice directly from
an ‘ALEEM (learned scholar) or your religious teacher.

In fact by using these text and referencing it with a
teacher (as in a life-long study), following the order of its
curriculum, one’s competency and scholarship in FIQH
would gradually be enhanced.

The list of books chosen here is due to its availability in English
translation, but there are also those not as yet translated.

) THIS LIST IS NOT EXHAUSTIVE, ONLY BASED
ON MY VERY LIMITED EXPOSURE AND STUDY

AN IMPORTANT REMINDER

)

Whatever is outside of the Knowledge resides in the
person – to be regarded as person – and is also an
information ( ) – not attribute (sifat) of the
knowledge ( ). person himself.


)

Information may not Knowledge has to do
necessarily convey any with “meanings” –
meanings, but can be which may include
subjected to process or abstract concepts and
interpretation – by a human construct beyond the
– striving to seek and material forms.
arriving at understanding of
“meanings” from it. AN IMPORTANT REMINDER

)

Every one may have equal Yet, there can be
access to a given difference in levels and
information. depths of knowledge to
a given information,
depending upon who
contemplates upon it.


)

Just as raw data input are It is when cognition of
meant to be processed by man are applied to
the computer , our readings, process these
observations, news, data information, that he
and information etc. are may be said to arrive
objects to be understood at knowledge (i.e.
and possible meanings from when it becomes
it to be comprehended by us meaningful).
human.
)

THUS the Qur’an categorize THUS the Qur’anic
these (information) as: approach for man’s
education enjoins him
“Signs” – aayat ( )
to “Read” ( ) these
Al-Qur’an – aayat Qawliyyah signs to arrive at the
Universe – aayat Kauniyah “meanings” –
regarding the REALITY.

)

Note:

Arabic word “universe” and “a scholar; one who
is knowledgeable” is spelt:

( )

REMEMBER TEXT AND MANUAL ARE MERELY INFORMATION

)

TASAWWUR ISLAMIY
LESSONS ON ISLAMIC
CONCEPT OF ADAB
By: Ustaz Zhulkeflee Hj Ismail

ULE
MOD
SED
PR OPO tried)
NT usly
RECE (Previo
AS AN ALTERNATIVE CURRICULUM
APPROACH OF LEARNING ISLAM
ESPECIALLY FOR CONTEMPORARY
MUSLIM YOUTH

)

 There are many kinds of curruculum for Islamic education, which
traditionally follows that of developing learned religious scholars.
 While this may be suitable in developing scholars, the ordinary lay
Muslim may require a different – yet relevant curriculum for their
development which must remain loyal to the Islamic principles, ethos
and worldview.
 Especially today, because most ordinary Muslims may not have any
penchant to be teachers or scholars of Islam, therefore usually they
attend religious classes irregularly – once a week perhaps.
 Yet certain knowledge are regarded as FARDHU ‘AIN even for them.

)

 In this module, the emphasis is towards inculcation of ADAB –
specifically in regards to the Islamically guided relationship a Muslim
has to encounter in life which must be nurtured.
 Thus it it not strictly FIQH (as in jurisprudence) but include appropriate
AQEEDAH (Faith/Belief) as well as the noble or praiseworthy AKHLAQ
(Disposition) a Muslim must adopt in regards to each of these
relationship.
 Thus it provide the ultimate in a Muslim’s compulsory education, i.e.
FARDHU ‘AIN (personal religious obligation) – that of being and
becoming rather than merely knowing of subjects theoretically.

)

 And in this module-curriculum, each aspect is addressed in accordance
with the required sequence of a Muslim’s growth and development –
organically.
 Thus, it deals with whatever is required (IIMAN-’AMAL-IHSAN) at each
stages unlike having to undergo the separate discourses in their study of
‘ILM TAUHEED, ‘ILM FIQH and ‘ILM AKHLAQ.
 Al-Hamdulillaah! The feedback from the trial run was positively
encouraging.
 So allow me to briefly present this alternative module – as my response
to what is now in vogue – (the so called A.L.I.V.E. program) which are
but imitation (albeit with modification) from those adopted in the
churches.
)

APPENDIX

)

“Has there not been over Man a long period of Time, when he
was nothing--(not even) mentioned?― Verily We created Man
from a drop of mingled sperm, in order to try him: so We gave
him (the gifts), of Hearing and Sight. We showed him the Way:
whether he be grateful or ungrateful (rests on his will).”

(Qur’an: Insan: 76: 1-3)

)

APPENDIX
Relationship with the Self

NAFS al-AMMARAH
Initial traits :
(Commanding self)
[1] Appetite,
[2] Emotion still link to needs,
Link to various
[3] curiosity, memory, TIME Quwwah (powers):
[4] imitative, see, listen & do,
[5] application of
[1] shahwiyya
basic sensory feelings
(desires)
TARBIYAH (Disciplining) [2] ghadabiyya
BODY (anger)
SELF HEART [3] Wahmiyah
(imaginative)
TONGUE [4] ‘aqliyya
DESIRE (thoughts)
MIND

Importance of linguistics to thoughts:

THE WORLD
)

APPENDIX
Relationship with the Self

NAFS al-AMMARAH
Initial traits :
(Commanding self)
[1] Appetite,
[2] Emotion still link to needs,
Link to various
[3] curiosity, memory, TIME Quwwah (powers):
[4] imitative, see, listen & do,
[5] application of
[1] shahwiyya
basic sensory feelings
(desires)
TARBIYAH (Disciplining) [2] ghadabiyya
BODY (anger)
SELF HEART [3] Wahmiyah
(imaginative)
TONGUE [4] ‘aqliyya
DESIRE (thoughts)
MIND

Importance of linguistics to thoughts:

“He (Allah) has created man: He has imparted
unto him articulate thought and speech.” (Q:55: 3-5)
THE WORLD
)

APPENDIX

Yet, we are born helpless and have to be cared,
nurtured, to be inculcated with discipline, taught and
developed by a Murabbi’ (EDUCATOR) – the first of
whom are our PARENTS.

)

APPENDIX

TIME

PARENTS TEACHERS

BODY
SELF HEART
TONGUE
DESIRE
MIND

THE WORLD
) 41

APPENDIX
Relationship with the Parents and Teacher
Beginning of
education: Obedience to Parents and teachers
[1] Tarbiyya pertains
to training of the soul
still attached to TIME
desires, etc. KNOWLEDGE
TEACHERS
PARENTS
Teacher/Educator:
[1] Parent BODY SELF HEART
[2] Teacher
TONGUE
Although ultimate is DESIRE
Knowledge, (both MIND
theoretical and
practical) – initial
Islam: to submit the entire
disciplining, rote learning,
self (body, tongue, heart and
memorization, etc. may be
Mind) – Freeing it from desire
crucial.
which needs to always be guided
to the Will of Allah. THE WORLD
)

APPENDIX

E )
CIPL Priority
PRIN and
ch
p roa
(Ap

“Educate (nurture with ADAB) your children upon three things:
[1] To Love your Prophet (s.a.w.),
[2] And to love the Family members of his Household (Aali-
Muhammad),
[3] and (learn) to recite Al-Qur’an.”
(Hadith narrated by Tabrani)

)

APPENDIX
RASULULLAH AHLIL-BAYTIHI

ASHAABIHI
AL-QUR’AN

TIME
KNOWLEDGE
TEACHERS
PARENTS

BODY
SELF HEART
TONGUE
DESIRE
MIND

THE WORLD
) 44

APPENDIX
RASULULLAH
ALLAH AHLIL-BAYTIHI

ASHAABIHI
AL-QUR’AN
HEREAFTER AS-SUNNAH

TIME
KNOWLEDGE
TEACHERS
PARENTS

BODY
SELF HEART
TONGUE
DESIRE
MIND

THE WORLD
) 45

APPENDIX
LESSONS ON ISLAMIC
CONCEPT OF ADAB
By: Ustaz Zhulkeflee Hj Ismail

IN THE NAME OF ALLAH
MOST COMPASSIONATE
MOST MERCIFUL.

(MASTER-CHART)
PROPOSED ASPECTS OF RELATIONSHIP : LESSONS TO COVER TO THE
EXTENT AS PERMITTED BY TIME CONSTRAIN, FOLLOWING THE PRIORITY

) 46

APPENDIX
RASULULLAH
ALLAH AHLIL-BAYTIHI

ASHAABIHI
AL-QUR’AN
HEREAFTER AS-SUNNAH IMAM MADZAAHIB
HISTORY
TIME AL-‘ULAMA AD-DA’WAH
ANCESTORS KNOWLEDGE
TEACHERS MUJAAHID
SIBLINGS PARENTS
SPOUSE IN-LAWS
CLASSMATES BODY
SELF HEART CHILDREN
FRIENDS TONGUE HEALTH
DESIRE
CO-WORKERS MIND WEALTH
EMPLOYER/EMPLOYEE AL-UMMAH STATUS

FELLOW MUSLIMS NEIGHBOURS AMBITIONS

NGO’s/GO’s NON-MUSLIMS
THE WORLD
) 47

TO CONTINUE …

)

TEXT AND MANUAL ARE MERELY INFORMATION


TITLE TRANSLATED
(*original in Arabic) (IN LANGUAGE)

* BIDAYATUL-HIDAYA English / Malay

(Imam Abu Hamid AL-GHAZALIE)

* Classical or traditionally used text in the NUSANTARA

TITLE TRANSLATED

* NASAAIH -AD-DEENIYAT English / Malay
wal WASIYAH
(Imam ‘Abdullah Al-Haddad)


TITLE TRANSLATED

* AL- MAQASID English / Malay

(Imam An-Nawawi )


TITLE TRANSLATED

* UMDAT - AL-SAALIK English

WA ‘UDDAT- AL-NASIK
(Ahmad Naquib al-Misri )


TITLE TRANSLATED

* MINHAJ - AT-TOLIBIN English / Malay
(Imam An-Nawawi )


TITLE TRANSLATED

FIQH AL-ISLAMI Malay / Indonesian

WA- ‘ADILLATUH

(10 volumes)
(Sheikh Dr. Wahbah Az-Zuhailiy)


TITLE TRANSLATED

* IHYA’ ULUM MID-DIN English / Malay

(10 volumes)
(Imam Abu Hamid AL-GHAZALIE)


TITLE TRANSLATED

* FATHUD-DAYYAN English / Malay

FI FIQHI KHAYRIL ADYAN
(Sayyid Muhammad bin Ahmad Lebbai)


TITLE TRANSLATED

AL-MUHADZAB Indonesian
FI FIQH IMAM SHAFI’IE
(Abu Ishaq al-Shirazi)


TITLE TRANSLATED

AL-MAJMU’ Malay / Indonesian
SHARAH AL MUHADZAB
(Imam An-Nawawi)

25 volumes


TITLE TRANSLATED

AL-IQNA’ Indonesian
FI HALLI AL-FAZ ABU SUJA’
(Sheikh Al-Khatib al-Sharbini)

Used as textbook at Madrasah Aljuneid in 1960’s


TITLE TRANSLATED

KIFAAYATUL-AKHYAR Malay / Indonesian
FEE GHAYATUL IKHTISAR
(Taqiyyudin Abu Bakar Al-Husseiny)

Used as textbook at PERGAS Madrasah since 1990’s


TITLE TRANSLATED

FIQH MANHAJI Malay / Indonesian
(SHAFI-I’EY)

(Dr. Mustofa al-Khin,
Dr. Mustofa al-Bugho
‘Ali ash-Sharbaji)


TITLE TRANSLATED

FATHUL-MU-’IN Malay / Indonesian
(Sheikh Zainuddin Abdul Aziz al-Malbary)


TITLE TRANSLATED

SIYARUS SALIKIN Malay / Indonesian

(Sheikh Abdus Samad Al-Jawi Al-
Palembani)


TITLE TRANSLATED
(*condensed from IHYA’ ULUMUD-DIN) (IN LANGUAGE)

SABILAL MUHTADIN Malay / Indonesian
(Sheikh Muhammad Arshad al-Banjariy)


TITLE TRANSLATED
(IN LANGUAGE)

MATLA’ AL-BADRAYN Malay / Indonesian
(Sheikh Muhammad Daud Al-Fatoni)


TITLE TRANSLATED

IKHTISAR IHYA’ ULUM-ADDIN Malay / Indonesian
(BIMBINGAN MUKMIN)
(Imam Abu Hamid Al-GHAZALIE)


TITLE TRANSLATED

INNER DIMENSION OF
ISLAMIC WORSHIP

English


TITLE TRANSLATED

ON DISCIPLINING THE SELF
English


TITLE TRANSLATED

THE MARVELS OF THE HEART

Arabic / English


TITLE TRANSLATED

TRAVELLING LIGHT SERIES
(extracted from AL-IHYA’)

English


TITLE TRANSLATED

AL-FIQH AL-SHAFI’IE Malay / Indonesian
AL-MUYASSAR

(Sheikh Dr. Wahbah az-Zuhailiy)


QAUL “saying” – refer to the learned opinion of Imam Shafi-’ie

QAUL QODIM refer to the learned “earlier (older)” opinion of
Imam Shafi-’ie while he was in Baghdad (Levant)

QAUL JADEED refer to the learned “newer (later)”
opinion of Imam Shafi-’ie after he went to Egypt.

)

“authenticated saying” or learned opinion
QAUL SAHIH
of Imam Shafi-’ie

“most authentic saying” or most learned opinion
QAUL ASAH
of Imam Shafi-’ie - preferred over” Qaul Qawi”

Known learned opinion held “strongly” by
QAUL QOWI
Imam Shafi-’ie

Views or saying regarded as “weak”, reported to be
QAUL DHOIF
held by Imam Shafi-’ie

)

QAUL ROJIH

Known learned opinions or the viewpoint of Imam Shafi-’ie’ s
jurisprudential school which have been checked, verified and
preferred by subsequent scholars conforming to and adhering
to the methodology and principles of Imam Shafi-’ie madzhab.

)

QAUL SYAZ

Sayings or opinion which are “strange - odd” attributed to
Imam Shafi-’ie . This opinion would be ignored or rejected.

)

QAUL MASH-HUR

Sayings or opinion which are “popular” attributed to
Imam Shafi-’ie , and adhered to by followers of this school.

)

Sayings or opinion which are subject to “disagreement”
KHILAF
Although attributed to Imam Shafi-’ie or to his methodology,
by followers (scholars) of this school.
‘URF “Custom” of the practices of the majority of people

“Just” – describing the upright nature or integrity
‘ADL
of a narrator

“basis” – or the reasoning or “ratio decidendi” regarding
ILLAT
the Legal view or opinion or ruling.

)

TITLE TRANSLATED

FIQH AL-SUNNAH English / Malay / Indonesian
(Sheikh Sayyid Sabiq)


TITLE TRANSLATED

BIDAAYATUL MUJTAHID English / Malay / Indonesian

(Imam Ibnu Rusd al-Qurtubi)


TITLE TRANSLATED

FIQH ‘ALAL MAZAHIB AL- English / Malay / Indonesian
KHAMSA /Persian
(Sheikh Jawad Mughni)


TITLE TRANSLATED

FATAWA MU’ASSARAH English / Malay / Indonesian
(Sheikh Dr. Yusuf al-Qaradawi)


TITLE TRANSLATED

HALAL -WAL –HARAM- English / Malay / Indonesian
FIL- ISLAM
(Sheikh Dr. Yusuf al-Qaradawi)


Traditionally in this kind of session using Ahadith manual, the
teacher must be a FAQIH, because religious ruling is not merely
based upon Ahadith alone.

Muhadith preserves the Ahadith of Prophet s.a.a.w, whereas
a Faqih is the one who extracts the rules of Deen of Allah SWT
from Qur’an, Ahadith and other principles (of Fiqh).

Thus, in practice, the FAQIH ought to be followed. Students must
refrain from passing ruling from mere reading of these Hadith,
without referring also to one who is a FAQIH.
)

This is because a FAQIH (jurist) possess a basic understanding of
the various sciences of Hadith as well gathers abstracts of
common meanings from them; the ability to explain the apparent
contradictions that are found in the Ahadith and untie their knots;
also deep understanding of the Qur’an and its Tafsir and related
sciences, well versed in the various sciences of the Arabic
language as well as possesses the knowledge of the statements of
the Sahabah r.a., with comprehensive understanding of the
principles of analogy (Qiyas).

)

It is for this reason that Sufyan ibn ‘Uyaynah rhm.a. an
illustrious scholar of Hadith, used to say:

“(Muslim’s) submitting to the Fuqaha (expert opinions),

is safety in (his following) the Deen (religion of Islam)”.

)

He, Sufyan ibn ‘Uyaynah rhm.a. also used to say:

“The Hadith can lead (ignorant people) astray except

(when explained by) the FUQAHA (jurists)”.

)

A man came to the famous (Muhaddith), Zuhair ibn Mu’awiyah
(to learn). He asked him: “Where do you come from?” (i.e. where
were you learning previously). The man replied: “from Abu
Hanifah (Faqih)”.

Imam Zuhair remarked:“Your going to Abu Hanifah for one day is
more beneficial for you than staying with me for one month”.

)

Imam A’mash rhm. when meeting with Imam Abu Hanifah r.a.
was astonished at his response and comment to one Hadith
which he just conveyed to Imam Abu Hanifah till he exclaimed:

“Enough! You wish to narrate to me in one moment what I
narrated to you in 100 days. I was not aware that you have
practical application to all these Ahadith.

(Then he said:)

)

Imam A’mash rhm. when meeting with Imam Abu Hanifah r.a.
was astonished at his response and comment to one Hadith
which he just conveyed to Imam Abu Hanifah till he exclaimed:

“O Fuqaha (jurists)! You are the physicians (doctors )and

we (Muhaddithin – scholars of Hadith) are (only)

the dispensers (pharmacists).”

)

Muhammad ibn ‘Abdullah ibn Al-Hakam was asked:

“Who is a Faqih? “

He replied: “That person who extracts one principle from
the Qur’an or As-Sunnah in which he was not preceded by anyone,
then divides that principle into one hundred branches”.

The person asked: Who is it that has such ability?

In reply he said: “Muhammad ibn Idris Ash-Shafi-’ie (r.a.)”.

)

Those reading-circle using Ahadith manual in our community
following the SHAFI’IE school, actually has the purpose to revise
(and even memorising) the Hadith, as well as gaining blessings
especially when the manual is read by those possessing ISNAD link.

It is thus primarily meant for one to improve one’s knowledge of
Hadith, not necessarily FIQH, because Imam Ash-Shafi-’ie
prioritized the knowledge of Hadith over the dominance of Ra-’iy
(juristic reasoning) in equipping our scholars of FIQH. But as to the
learning FIQH itself, one must require a qualified teacher of FIQH.

)

This clarification is to dispel the notion – especially to those who are
new, merely learning and quoting a Hadith itself (although one of
prerequisite), this is not sufficient for pronouncing a FIQH ruling.

Scholars specializing only in Hadith (MUHADDITH) must comply with
the ADAB of not usurping the place of those who are the FAQIH.

It is most unfortunate that some Hadith manuals compiled by people
like Imam An-Nawawi, is being ‘used’ to incite people to become
‘non-Madzhabi ’ while Imam An-Nawawi himself followed a
Madzhab and even has a manual on FIQH of the SHAFI’IE MADZHAB.
)

TITLE TRANSLATED

English / Malay / Indonesian

SAHIH BUKHARY

SAHIH MUSLIM
SUNAN TIRMIDZI
SUNAN ABU DAWUD
SUNAN IBN MAJAH


TITLE TRANSLATED

English / Malay / Indonesian

AL- LU’LU’ WAL MARJAN
(Ahadith collections from Bukhary and Muslim)


TITLE TRANSLATED

FATHUL BAARI Malay / Indonesian
(SHARAH SAHIH BUKHARY)

(Imam Ibn Hajar al-Asqolani)


TITLE TRANSLATED

BULUGHUL MARAM MIN English / Malay / Indonesian
ADILLATI -AL-AHKAM

(Imam Ibn Hajar al-Asqolani)


TITLE TRANSLATED

SUBULUS-SALAM Indonesian
(SHARAH ON BULUGHUL MARAM)

(Imam As-Shan’ani)


TITLE TRANSLATED

NAILIL AWTHAR Indonesian
MIN AHADITH SAYIDIL AKHYAR

(Imam Ash-Shawkani)


TITLE TRANSLATED

RIYAADUS SOLIHIN English / Malay / Indonesian
(Imam An-Nawawi)


TITLE TRANSLATED

COMMENTARY ON English / Malay / Indonesian
AN-NAWAWI ARBA’IN
(FORTY AHADITH)

(Imam An-Nawawi)


IMPORTANT DU’A

ALLAA-HUM-MA – ARI-NAL-HAQ-QA - HAQ-QAN
WAR- ZUQ-NAT - TI-BAA- ’A
WA-ARI-NAL – BAA-TWILA – BAA-TWI-LAAN
WAR-ZUQ-NAJ – TI –NAA - BAH

“O Allah! Make us see the Truth to be true
and grant us the ability to follow it.
And make us see Falsehood to be false
and grant us the ability to reject it.”
)

All welcome to visit my web-blog:

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/

) 107

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