[Slideshare] tafaqqahu-#4(january-2016)-lesson-#1e -re-visiting-history-muslim-education ”-(27-feb-2016)

UNDERSTANDING OF THE DEEN (AL-ISLAM)
Intermediate Islamic (FIQH) course in English
Conducted by Ustaz Zhulkeflee Hj Ismail
LESSON # 1 (e)LESSON # 1 (e)
Using text & curriculum he has developed especially forUsing text & curriculum he has developed especially for
Muslim 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)”
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,
MOST COMPASSIONATE,MOST COMPASSIONATE,
MOST MERCIFUL.MOST MERCIFUL.
"O my Lord! Let my entry be by the Gate of
Truth and Honour, and likewise my exit by the
Gate of Truth and Honour; and grant me from
Thy Presence an authority to aid (me)”
(Qur’an: Isra’: 17: 80)
THEME: “Advice regarding Four aspects”“Advice regarding Four aspects”
REFLECTION ON TERM “JADDID”REFLECTION ON TERM “JADDID”
Re-visiting history and the traditional
(classical) concept of Islamic Education
PARTPART ## 44
(January -(January -20162016))
Updated 27 FEBRUARY 2016

“O Allah! Grant favours in our hearing, in our sight and in our strength to be
always upon Your Path. And make our yearnings and desires to be in accord
with everything (teachings and guidance) which has ben brought by Your
beloved Muhammad - salutations of Allah and peace be upon him.”
ALLAA-HUM-MA – MA-TI’-NAA – BI-AS-MAA-INAA – WA
– AB-SWAA-RI-NAA – WA- QUW-WAA-TI-NAA- FEE- SA-BEE – LIK, -
WAJ – ‘AL – HA-WAA-NAA –TA-BA-’AN- LI-MAA – JAA – A – BIHI – HA-BEE-BU-KA
– MUHAM-MADUN – SWOL-LAL-LAA-HU –’ALAI-HI - WA-SAL-LAM
All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON

"I have been sent with JAWAMI’ AL-KALEEM (i.e., the shortest expression
carrying the widest meanings), and I was made victorious with awe (fear
cast into the hearts of the enemy), and while I was sleeping, the keys of
the treasures of the earth were brought to me and were put in my hand."
(Hadith reported by Bukhary)
PREVIOUS LESSON

JAWAMI'-AL-KALEEM means (“comprehensive
speech”) that Allah SWT has granted the Prophet ‫ﷺ‬ ability to
speak in the shortest expression carrying the widest meanings;
expressions in one or two statements or thereabouts the numerous
matters that used to be written in the books revealed before him.
This epitomizes the Wisdom (AL-HIKMAH) granted to our Prophet
Muhammad ‫ﷺ‬‫ﷺ‬ .
In this module we shall try to reflect upon the significance as in just
one Hadith – the Prophet Muhammad’s ‫ﷺ‬‫ﷺ‬ advice to a Sahaabiy
Abu Dzar al-Ghifari r.a., which we hope Allah SWT will grant us
profound understanding of the DEEN – insha-Allah.

IMAM ABU HAMID AL-GHAZALIE (R.A.)
AN-NASEEHAH
The Sincere Advice
IDZAL – MAR – U – KAA - NAT - LAHU – FIK –RAH
FA – FEE - KUL – LI – SHAY- IN – LA – HU – ‘IB - RAH

Hadith extracted from: ‘NASA-IHU AL-’IBAAD ‘ALAA SHARHI AL-
MUNABBIHAT ‘ALA AL-ISTI’DAD LI-YAUMI AL-MA-’AD’
Sheikh Imam Muhammad Nawawi bin Umar al-Jawi al-Bantani
famous Nusantaran scholar and Imam in Makkah (1813-1897)

O Aba Dzar! Renew the ship, for verily the ocean is deep,
And take complete provision, for verily the journey is far,
And lighten the load, for verily the obstacles are almost insurmountable,
And be sincere in your deeds, for verily the scrutinizer of faults
is The Seeing (Allah).
AN-NAASEEHAH
The Sincere Advice
THE HADITH
PREVIOUS LESSON

JADDID
(RENEW)
THAT IT MUST NOT LEAD TO REPLACING
THE ESSENTIAL FITRAH
change =
replace =
PREVIOUS LESSON

JADDIDJADDID -- renewalrenewal
PREVIOUS LESSONS
a. KNOWLEDGE OF THE ‘TEXT AND ITS CHAIN’
b. KNOWLEDGE OF THE HISTORY
c. KNOWLEDGE OF PRESERVATION OF OUR LEGACY

JADDID
(RENEW)
A RELEVANT REFLECTION
(PREPARING FOR THE POST-MODERNIST CHALLENGE)

NOW WE ARE IN THE MIDST OF CLASS PRESENTATION OF
HISTORY OF MUSLIMS’ CONTRIBUTION TO THE WORLD

““THE SIGN OF THE TRULY LEARNED ISTHE SIGN OF THE TRULY LEARNED IS
HUMILITY IN THE PRESENCE OF THE ALL-HUMILITY IN THE PRESENCE OF THE ALL-
KNOWING – WHILE THE HEEDLESS ANDKNOWING – WHILE THE HEEDLESS AND
ARROGANT MAY BREACH THE ADAB”ARROGANT MAY BREACH THE ADAB”
““A BEGINNERS’ COURSE ON ISLAM”A BEGINNERS’ COURSE ON ISLAM”
Lessons on Fardhu ‘Ain in English for AdultsLessons on Fardhu ‘Ain in English for Adults
conducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj Ismail
Extracted from:

““Those who do not know that they do not know.”Those who do not know that they do not know.”
““Those who know that they do not know.”Those who know that they do not know.”
““Those who do not know that they know.”Those who do not know that they know.”
““Those who know that they know.”Those who know that they know.”
SPECIAL CHARACTERISTICS OF THE TRULY WISE
And the wise (those who truly know), will always look at what they are stillAnd the wise (those who truly know), will always look at what they are still
ignorant of, maintaining humility , striving to continue learning, rather thanignorant of, maintaining humility , striving to continue learning, rather than
become conceited with whatever little they may have already learnt.become conceited with whatever little they may have already learnt.
THE HEEDLESS
THE IGNORANT
THE NEGLIGENT
THE WISE
ADDENDUMADDENDUM
Extracted from:

BLACK space represents
Infinite Knowledge
“We don’t even know
that we don’t know them”
The GREEN area represents
whatever Knowledge that we
have.
RED line (circumference) indicates our
encounter with knowledge which we now
realize we do not know; which motivates
us to acquire them.
The beginning of Wisdom is when you realize you do not know!The beginning of Wisdom is when you realize you do not know!
*Extracted and elaborated from “Beginners’ Manual on Islam” by Ustaz Zhulkeflee Hj ismail (PERGAS)
ADDENDUMADDENDUM
Extracted from:

Infinite Knowledge
have.
When we acquire these, our knowledge
grows and grows (DARK GREEN area )
ADDENDUMADDENDUM
Extracted from:

Infinite Knowledge
When knowledge grows, the circle will
expand. But with this expansion the
circumference (RED line) also increases.
Remember: RED line (circumference)
indicates our encounter with
knowledge
which we now realize we do not know.
have.
When we acquire these, our knowledge
grows and grows (DARK GREEN area )
“The more we know, the more will we encounter aspects of knowledge which
we do not know. And only realization of this which motivates us to grow in learning”
ADDENDUMADDENDUM
Extracted from:

This is based on my limited reading, understanding, and
personal experiences - semblance of these approaches I have
seen in my teachers’ mentoring approaches upon individuals
and myself, even though it was done privately and not in
educational institutions.
What many have forgotten is that ‘ulama (Islamic Scholars) are
the effect of the nurturing by true teachers (murobbi’), not
merely from which educational institutions a person comes out
from. It is the teacher, not the school which is the crucial factor.

Many students currently may still be developed traditionally,
utilizing whatever is available – in madrasah, mosque, halaqah,
home - in replicating the earlier Islamic scholars exposure and
path of learning, in spite of the many disadvantages faced.

Starts at home: nurtured with Adab, inculcation of basic
obligatory 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] or
madrasah or halaqah) to expand upon the knowledge of the
Deen, both horizontally (eclectic) and vertically (depth and
profoundness).

His field of study may be expanded to include various other
(AAKHAR) worldly sciences, where the interest in those
relevant field of study are also progressively nurtured.
Some may be sent to guilds to also to be mentored to
acquire skills, crafts or trades, and contemporary empirical
knowledge which today we call “worldly sciences and
technology” – relevant to his development, while still
continuing in their learning path, primarily upon the
knowledge of the Religion ‘ULUM - AD-DEEN *.
* In is wrong to refer to religious knowledge as UKHRAWI

Thus for example, we learnt that Abu ‘Ali Ibn
Sina (AVICCENA) already was acknowledged at
17 years old, to be a scholar in the knowledge
of the Deen but his passion to learn every
other knowledge and sciences available then,
was also pursued by him with equal religious
fervour and passion.
IBNU SINAIBNU SINA

He was already known to be well-versed in the
sciences of the Deen, but the world today
seemed to only appreciate and highlight his
expertise in the medical science – especially
the Latin translation :“Canon Medicinæ” or
“Canon of Medicine” (“Qanun fi-al-Tibb”)
which impacted the Western civilization.
IBNU SINAIBNU SINA

AL-BIRUNIAL-BIRUNI
Abū Ray ān Mu ammad ibn A mad Al-Bīrūnīḥ ḥ ḥ , known
as Al-Biruni in English, was born in the outer district
of Kath (September 973CE), the capital of
the Afrighid dynasty of Khwarezm (now in
Uzbekistan) (or Chorasmia).[
The word Biruni means
"from the outer-district" in Persian.
His first twenty-five years were spent in Khwarezm where he
studied Islamic jurisprudence (FIQH), theology (KALAM), grammar
(NAHWU), mathematics, astronomy, medicine and other sciences.

AL-BIRUNIAL-BIRUNI
The Iranian Khwarezmian language, which was the
language of Biruni,survived for several centuries
after Islam until the Turkification of the region, and so
must some at least of the culture and lore of
ancient Khwarezm, for it is hard to see the commanding
figure of Biruni, a repository of so much knowledge,
appearing in a cultural vacuum.

AL-BIRUNIAL-BIRUNI
He was sympathetic to the Afrighids, who were
overthrown by the rival dynasty of Ma'munids in 995CE.
Leaving his homeland, he left for Bukhara, then under
the Samanid ruler Mansur II the son of Nuh.
There he also corresponded with Ibnu Sina (Avicenna) and there are
extant exchanges of views between these two scholars

AL-BIRUNIAL-BIRUNI
For 3 years he travelled throughout Persia, learning from
scholars about numerous subjects.
When he finally settled in Jurjan (modern Gorgan) in
998CE, he worked for the local ruler, Shams al-Ma’ali
Qabus.
For the next 10 years, he lived in this small northern Iranian city,
doing research, writing books, and learning more. During this time, he
wrote a monumental work that analysed historical chronologies of
ancient civilizations, along with the rise and fall of empires.

AL-BIRUNIAL-BIRUNI
The book foreshadowed his future as a scholar of
numerous subjects. It is more than just a history book,
as it brings history, science, astronomy, and cultural
studies together to explain events of the past.
Al-Biruni clearly became one of the foremost minds of
his day through his work in Jurjan.

AL-BIRUNIAL-BIRUNI
In 1017CE, Mahmud of Ghazni took Rey. Most
scholars, including al-Biruni, were taken to Ghazni, the
capital of the Ghaznavid dynasty.
Biruni was made court astrologer and accompanied
Mahmud on his invasions into India, living there for a
few years.
Biruni became acquainted with all things related to India. He may even
have learned some Sanskrit. During this time he wrote the Kitab
ta'rikh al-Hind, finishing it around 1030CE.

Abu amed Mu ammad ibn Mu ammadḤ ḥ ḥAbu amed Mu ammad ibn Mu ammadḤ ḥ ḥ
al-Ghazali (ALGAZALE)al-Ghazali (ALGAZALE) began to receivebegan to receive
instruction ininstruction in FIQHFIQH (Islamic jurisprudence)(Islamic jurisprudence)
under illustrious scholars of the time untilunder illustrious scholars of the time until
he 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-Ghazali
contributed significantly to the development of a systematic viewcontributed significantly to the development of a systematic view
ofof TASAWWUFTASAWWUF and its integration and acceptance in mainstreamand its integration and acceptance in mainstream
Islam. He was also well versed in Greek philosophy and refutedIslam. He was also well versed in Greek philosophy and refuted
several 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.
AL-GHAZALIAL-GHAZALI

Abu al-Walid Muhammad ibn Ahmad ibnAbu al-Walid Muhammad ibn Ahmad ibn
Rushd (AVERROES).Rushd (AVERROES). His education followed aHis education followed a
traditional path, beginning with studiestraditional path, beginning with studies
inin hadithhadith, linguistics, jurisprudence (, linguistics, jurisprudence (FIQHFIQH))
and scholastic theologyand scholastic theology (‘(‘ILM UL-KALAMILM UL-KALAM).).
The earliest biographers and Muslim chroniclers speak little aboutThe earliest biographers and Muslim chroniclers speak little about
his education in science and philosophy; where most interest fromhis education in science and philosophy; where most interest from
Western scholarship in him lies; but note his propensity towards theWestern scholarship in him lies; but note his propensity towards the
law and his life as a jurist (law and his life as a jurist (QADHIQADHI).).
IBNU RUSHDIBNU RUSHD

It is generally believed thatIt is generally believed that Ibn RushdIbn Rushd waswas
influenced by the philosophy ofinfluenced by the philosophy of Ibn BajjahIbn Bajjah
((AVEMPACEAVEMPACE), and perhaps was once tutored), and perhaps was once tutored
by him. His medical education was directedby him. His medical education was directed
underunder 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 and
his 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 Marwan
Ibn ZuhrIbn Zuhr, became the main medical textbooks for physicians in the, became the main medical textbooks for physicians in the
Jewish, Christian and Muslim worlds for centuries to come.Jewish, Christian and Muslim worlds for centuries to come.
IBNU RUSHDIBNU RUSHD

Although essentially these scholars are scholars of the Deen,
yet their eclectic exposure motivated them to expand and
profoundly learnt other sciences which their learning paths
had exposed them to.
The concept of “ITQAN ” and the principle would be adhered
to in their “learning culture / discipline”.
WHAT CAN BE LEARNTWHAT CAN BE LEARNT

To understand this, refer to Adab of students in Imam
Ghazali’s “Ihya ‘ulumuddeen” Kitaab al- ’ilm”)
“Every matter (knowledge, skill, etc.), for which an obligation
cannot be fulfilled except by (possessing) it (i.e. knowledge
and skill), its acquisition is (therefore) obligatory (waajib).”
- An Islamic principle.

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, DO
SOMETHING ABOUT IT, NOW ? ”SOMETHING ABOUT IT, NOW ? ”
TO BE CONTINUED INSHA-ALLAH

[Slideshare] tafaqqahu-#4(january-2016)-lesson-#1e -re-visiting-history-muslim-education ”-(27-feb-2016)

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