[Slideshare] tafaqqahu-#5(august-2016)-lesson-#3c-elucidation of the problem-in–education- contn'd(17-sept-2016)

UNDERSTANDING OF THE DEEN (AL-ISLAM)
Intermediate Islamic (FIQH) course in English
Conducted by Ustaz Zhulkeflee Hj Ismail
LESSON # 3cLESSON # 3c
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)
RENEW TO THE SHIP (UMMAH)RENEW TO THE SHIP (UMMAH)
EDUCATION (KNOWLEDGE)EDUCATION (KNOWLEDGE)
Elucidation of the problem identified –Elucidation of the problem identified –
confusion in Knowledge – tips on how to giveconfusion in Knowledge – tips on how to give
good instruction (MAU-’IZATIL-HASANAH)good instruction (MAU-’IZATIL-HASANAH)
Updated 17 SEPTEMBER 2016
PARTPART # 4# 4
(Aug-(Aug-20162016))
(Continuation – exercise)

“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 – BI-HI – HA-BEE-BU-KA
– MUHAM-MADUN – SWOL-LAL-LAA-HU –’ALAI-HI - WA-SAL-LAM
All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON

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)

YAA ABAA- DZAR! JAD-DI-DIS-SA-FEE-NATI – FA-IN-NAL-BAH-RAL – ‘A-MEE-Q
WA-KHU –DHIZ – ZAA-DA – KAA-MI-LA - FA-IN-NAS - SAFARA – BA-’EE-D
WA-KHAF- FI – FIL – HAM-LA – FA –IN-NAL – ‘A-QOBA-TA – KA-UU-D
WA – AKH-LI – SWIL – ‘A-MALA – FA-IN-NAN- NAA-QI-DA – BA-SWEE-R
AN-NAASEEHAH
The Sincere Advice
THE HADITH
PREVIOUS LESSON

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

CHALLENGES TOWARDS THIS UMMAHCHALLENGES TOWARDS THIS UMMAHEXTERNAL
IDENTIFYING
THE THREAT
PREVIOUS LESSON

TA’ARUF AND SHORT GROUP DISCUSSION
 The ‘The ‘EducationEducation’ which we are privileged to have been brought’ which we are privileged to have been brought
up with has without doubt benefitted us muchup with has without doubt benefitted us much. Yet, when we. Yet, when we
critically measure this against the ‘critically measure this against the ‘Islamic perspective ofIslamic perspective of
EducationEducation’ – aims, objective, concern, philosophy and’ – aims, objective, concern, philosophy and
methodology, etc. - identify how its shortcomings (viz. how it canmethodology, etc. - identify how its shortcomings (viz. how it can
be a challenge, etc.) threatening the proverbial ‘be a challenge, etc.) threatening the proverbial ‘shipship’, and later’, and later
perhaps identify how we can renew and benefit fully from it.perhaps identify how we can renew and benefit fully from it.
Break into groupings (of not more
than 8 person in each).
Do brief introduction of each other.
Proceed to discuss

LACKING ISLAMIC
PHILOSOPHICAL
RESPONSE TO
‘SECULARISM’
NEGLECT MASTERY
OF LANGUAGES
CONFUSION
IN KNOWLEDGE
ABSENCE OF
AN ACTIVE
CULTURAL
EDUCATION
BREAKDOWN
OF ADAB
RISE OF FALSE LEADERS
AND FAILED LEADERSHIP
SCARCITY OF TRULY
ISLAMIC EDUCATORS
AND THINKERS
TRUNCATION FROM
HISTORY OF ISLAMIC
CIVILIZATION
LACK OF READING
CULTURE AND OF
SERIOUS RESEARCH

 Our traditional Ahlus-Sunnah wal Jama’ah, in matters of AQEEDAH,
has been successful in refuting all ideological attacks to our creed
from the Rationalists, deviant mystics, atheist of its time – using its
own philosophical methods and discourses.
 Many Muslims may have undervalued the intellectual heritage of
traditional Islam. With resurgence of Islamic discourse from a
certain ‘group’ which is gaining much follower on the YouTube,
‘philosophy’ and “ILMU- AL-KALAM” is branded as a ‘heresy’ to be
shunned.
 Whereas our remedy to these challenges is this heritage of Islam.
PREVIOUS LESSON

SEEKING TO KNOW
‘WHAT IS REALITY?’
SEEKING TO KNOW
‘HOW DO WE KNOW?’
‘WHAT WOULD MAKE US
BE ATTACHED TO?’
ETHICS
What is right?
AESTETHIC
What is beautiful?

SEEKING TO KNOW
‘WHAT IS REALITY?’
SEEKING TO KNOW
‘HOW DO WE KNOW?’
‘WHAT WOULD MAKE US
BE ATTACHED TO?’
ETHICS
What is right?
AESTETHIC
What is beautiful?
And today SECULARISM,
HUMANISM, PRAGMATISM etc.
being dominant and promoted
– thus they either have no
notion of the Absolute or refuse
to submit to the evidence
brought by religion, they are in
a perpetual state of loss
“THE TINKER”
WHAT CAN
WE DO
ABOUT
THIS?
PREVIOUS LESSON

 In the context of Singapore Malay-Muslims, many may have lost
their mastery of the Malay language while their English literacy does
not entail enough competency to understand serious intellectual
discourses.
 Also, since we are living in a multi-racial multi-lingual society, and to
uphold the legacy of Prophetic Da’wah to others, we should seriously
prepare our young generation to master other languages.
 Perhaps we can begin by preparing a simple immersion program in
daily interactive conversational courses – Mandarin, Hokkien,
Cantonese, Tamil, French, Tagalog, Japanese, etc.
WHAT CAN
WE DO
ABOUT
THIS?
PREVIOUS LESSON

 Seriously thinking, Prof. Syed Muhammad Naquib Al-Attas identified
the confusion of knowledge (epistemology) is the root problem of the
modern and now post-modern era in which we are now in – indeed
the crisis of the intellect. And he advise us thus:
““The learned and wise among Muslims must use constantThe learned and wise among Muslims must use constant
vigilance in detecting erroneous usage in language whichvigilance in detecting erroneous usage in language which
impinges upon semantic change in major key elements andimpinges upon semantic change in major key elements and
creates general confusion and error in the understanding ofcreates general confusion and error in the understanding of
Islam and of its worldviewIslam and of its worldview.”.”
Quote: “The Concept of Education in Islam” pp. 37-38Quote: “The Concept of Education in Islam” pp. 37-38
WHAT CAN
WE DO
ABOUT
THIS?

1. NIYYAT – DU’A
2. OPENING ‘BASMALAH’, ‘HAMDALAH’, ‘SWOLAWAT’
- SALAAM -
““and (with) good instruction …”and (with) good instruction …”
((Qur’an: An-Nahlu: 16: 125Qur’an: An-Nahlu: 16: 125))

3. BREAKING THE ICE WITH ‘GRABBERS’
““reciting to them His verses (i.e. show then His Signs) …”reciting to them His verses (i.e. show then His Signs) …”
((Qur’an: An-Nahlu: 16: 125Qur’an: An-Nahlu: 16: 125))
Depending on the audience and the appropriateness of the ocassion
a. Verses of the QUR’AN, AHADITH, HIKMAH etc.
b. Information with impact –PROFOUND SAYINGS OR FACTS
c. Personal anecdotes – INTERESTING PUNCH LINES
d. Jokes with profound message in the humour: my favourite are from
Sufi lore - the incredible antics of MULLAH NASARUDDIN or
also know as KHOJA, AFENDI, ABU NAWAS, etc.

“ AAH! Don’t laugh at me … You see, it is my
donkey that is facing in the wrong direction.

a. HAVE THE ESSENTIAL POINTS READY,
b. ARRANGE THESE IN A LOGICAL SEQUENCE
c. SPEAK FROM ‘THE HEART TO REACH THE HEART’
d. DELIVERY - STATE OF TAQWA – inner reliance upon Allah
e. FOCUS - SPEAK TO THE POINT – watch for ‘signs’
f. DON’T BE HASTY – vary your tone – make silent DU’A in between
g. Know when to stop
4. REGARDING - ‘CONTENT’

WHAT IS THE TERM “AD-DEEN” ?
WHAT IS THE TERM “AL-ISLAM” ?
WHAT IS THE TERM “MUSLIM” ?
WHAT IS THE TERM “ALLAH” ?
WHAT IS THE TERM “KNOWLEDGE” ?
WHAT IS THE TERM “FARDHU ‘AIN” ?
# 1
# 2
# 3
# 4
# 5
# 6
PROJECT ASSIGNMENT

RE-VISITING PAST LESSONS
“FIQHUD-DA’WAH”
FIQHUD-DA’WAH

FIQHUD-DA’WAH

CHECK THE ‘FACTS-DATA’ PRESENTED
Source and veracity?
Partial or complete?
What is the context?
Consistency or with possible discrepancy
CHECK ARGUMENT USED
Fallacious arguments?
Alien standard used?
Relevance?
AN-NASEEHAH – Sincere Advice
: How to dispel misconceptions?
By correcting these
inherent flaws, the
picture will become
clearer, false
arguments refuted
and INSHA-ALLAH
the misconceptions
will be removed.
FIQHUD-DA’WAH

 It is important to check the ‘data’ or ‘facts’ which usually is being
presented as though representing Islam which has led to the
misconception.
 Opinions or interpretations (which they use to fault Islam) are usually
opinions, customs or practices of certain Muslims which may not
necessarily be authoritative to represent that of Islam.
 Even purported Hadith quoted sometimes may be unverified or
worst, from that which has been rejected (MAR-DUD) categories viz.
‘fabricated’ (MAUDHU’) or ‘weak’ (DHA-IF) , unknown (MAJ-HUL)etc.
FIQHUD-DA’WAH

 Even among difference of opinions (IKHTILAF) regarding a certain
subject amongst Islamic scholars, those who try to attack Islam would
nit-pick and select only the ‘odd’ (SHADZ) or controversial views of
past Islamic scholars which had already been criticized and refuted,
while purposely ignoring to highlight and present the conclusive
opinions already agreed to by consensus of Islamic scholars (RAJIH).
FIQHUD-DA’WAH

Partial or complete?
 Another deceptive method which led to misconception is when the
information or data presented is incomplete or partial – ‘cherry
picking’- which thus projected a false image of what Islam is.
 Quotations even from Qur’an sometimes are partially presented as
though that was all there is. Those who do not understand the
Qur’anic sciences (ULUM-AL-QUR’AN), usually attempt at trying to
interpret its teaching by such selective (nit-picking) hoping that
people believe their assertion – totally disregarding issue of ‘NASAKH-
MANSUKH’; ‘TAFASEER’; ‘ASBAAB-AN-NUZUL’ etc.
FIQHUD-DA’WAH

What is the context?
 Sometimes, a data or information or statistics etc. has been taken out
of its context, such that a selective ‘interpretation’ (different from
what it was originally meant) is then mischievously asserted.
 Although the information, example a quotation may be correct yet its
true intending meaning is purposely suppressed so that it still remains
ambiguous needing ‘interpretation’ designed to put Islam in a bad
light. Only by knowing the context of the quotation can we know what
was intended, thereby exposing the purported ‘flaw’.
FIQHUD-DA’WAH

Consistency or with possible discrepancy?
 Sometimes a ‘fact’ may be inconsistently applied to suit their
suggestion of defects or negativity about Islam. Whereas in other
times the same ‘fact’ has been used which suggest positivity.
Example:
“In the Qur’an, preserving life is so sacred that ‘to kill a person without justification is
like killing all mankind”
Yet in the Qur’an Muslims are also instructed to ‘kill all the unbelievers wherever they
can be found.’”
FIQHUD-DA’WAH

CHECK THE ARGUMENT OR REASONING USED
Fallacious arguments?
Fallacies are defined “as mistakes in
belief based on an unsound argument”.
DEFINITION:
 There are many different types of such mistakes that can occur.
The following are common types – examples of fallacies, just to
give you an idea.
FIQHUD-DA’WAH

Types of Fallacious arguments
 Appeal to Ignorance
 An appeal to ignorance occurs when one person
uses another person’s lack of knowledge on a
particular subject as evidence that their own
argument is correct.
Example:
“Do you know any Hadith or verses from Qur’an that contradict my
opinion on this? So far from my extensive reading and research on
Islam, I have never come across any.”
FIQHUD-DA’WAH

 Appeal to Authority
This type of fallacy is also referred to as argumentum ab
auctoritate (argument from authority). In this case, rather
than focusing on the merits of an argument, the arguer will
try to attach their argument to a person of authority in an
attempt to give credence to their argument.
Example :
“MUIS and the Mufti has not objected to this, so who are you to say
that this is ‘Haram’ (forbidden)?”
FIQHUD-DA’WAH

 Appeal to Popular Opinion
This type of appeal is when someone claims that an idea or
belief is true simply because it is what most people believe.
Example :
“Don’t be a fanatic fundamentalist ! All my Muslim friends, comrades
and colleagues are not so strict about observing Islamic rules, so why
are you Muslims now so strict?”
FIQHUD-DA’WAH

 Red herring fallacies
A red herring fallacy is an error in logic where a proposition is,
or is intended to be, misleading in order to make irrelevant or
false inferences. In the general case any logical inference based
on fake arguments, intended to replace the lack of real
arguments or to replace implicitly the subject of the discussion.
FIQHUD-DA’WAH

 Attacking the Person
One example of a ‘red herring’ type fallacy, also known as simply
‘Ad Hominem’ or Argumentum ad Hominem (argument against the
man) this is quite a common occurrence in debates and refers to a
person who substitutes a rebuttal with a personal insult.
Example :
“Although he argues his case well, but he was rude and
confrontational and projected very bad Adab.”
FIQHUD-DA’WAH

 Begging the Question
This type of fallacy known as ‘petitio principii ‘ is when what is
essentially the conclusion of the argument is presented as a
premise itself.
Example :
“The reason (of our policy) why female Muslim nurses must remove
their ‘Tudung’ (head scarf -Hijab) is because it is our hospital policy.”
FIQHUD-DA’WAH

 Circular Argument
Like “Begging the question”, this is referred to as Circulus in
Probando, this fallacy is when an argument takes its proof from a
factor within the argument itself in a round about reasoning, which
begins and ends on the same point .
Example :
Q: How do you know that your doctrine is true?
A: Because it is written in this Book! …..
FIQHUD-DA’WAH

 Circular Argument
Q: What makes you believe that that Book is truly from God?
A: Because I have faith in it!
Q: How do you get that faith?
A: Because I read that (same) Book!
Q: But how do you know that that Book is truly from God!?
A: Because I have faith!
Q: But how do you get that faith?
A: I read the Book!!……?
FIQHUD-DA’WAH

 ‘Straw man’ Argument
It is when someone presenting the other person’s view dishonestly
(in an argument) through distortion by adding untruth and lie,
suggesting it to be so in a subtle way that it resembles the view, and
then go on to demolished that implied ‘weakness’ in the other
person’s view (which he in fact had added). What he is attacking is in
fact a “straw man” which he himself had created, not the other
person’s view.
FIQHUD-DA’WAH

 ‘Correlation Implies Causation’ Fallacy
Otherwise known as Cum Hoc Ergo Propter Hoc, this is a
fallacy in which the person making the argument connects two
events which happen sequentially and assumes that one
caused the other.
Example:
“When the rooster crows, the sun rises. Therefore, the rooster
causes the sun to rise.”
FIQHUD-DA’WAH

 False Dilemma/Dichotomy
Sometimes referred to as Bifurcation, this type of fallacy
occurs when someone presents their argument in such a way
that there are only two possible options.
Example:
“If you are not supporting us, then you must be against us.”
“We are not discriminating against Muslims studying here. Parents who
wish to send their girls to our schools must have their ‘Tudung’ removed. If
they refuse they will be expelled, it is they who is depriving their child from
benefiting from our school system.”
FIQHUD-DA’WAH

 Non Sequitur
A fallacy wherein someone asserts a conclusion that does not
follow from the propositions.
Example:
“ I don't care what you say. We don't need any more bookshelves. As
long as the carpet is clean, we are fine.”
FIQHUD-DA’WAH

 Slippery Slope
Assuming that a very small action will inevitably lead to
extreme and often ludicrous outcomes.
And many more ….
Example:
“ If we allow Muslims girls to wear the ‘Tudung’ in our schools, what
else in future are they going to then request from us ? Also it will
invite other religious groups to make their demands on religious
grounds too.”
FIQHUD-DA’WAH

Alien standard used?
 Today, many values and standards conveniently accepted by people
(especially the liberal West and mainstream media) are assumed to be
‘universal’ and they insist must be used to judge Al-Islam.
 Whereas Islam and many traditional religions held differing values
with its own rationale, philosophy and arguments, but the humanist-
secularist blatantly ignored and suppress from the masses.
 Thus when any teachings which are opposed to their standards and
value, they will be seen as wrong or evil whereas firstly, are these
alien standards they held correct? They have to be checked first.
FIQHUD-DA’WAH

Relevance?
 So, we have to always be mindful of the relevance in their use of
arguments, their cherry-picking of so-called ‘facts’ of ‘evidence’ or
‘teachings’ etc.
 Sometimes these are deceptively design to deflect us from the issue at
hand. When they are unable to respond to our exposure of their
erroneous assertion, they would then try to cause confusion by
introducing irrelevant issues sometime interjected like bullets hoping
that it would silence us. So we have to be alert, sharp and patient in
exposing these – with trust in Allah SWT as our Helper and protector.
END OF REVISION
FIQHUD-DA’WAH

AD-DEEN
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• Its meaning is same as that of ‘religion’
as understood in other faith.
• It is merely concern with matters of the
unseen – mostly superstitions and
unscientific practices.
• It is irrelevant to the here and now.
APPLICATION OF ALIEN STANDARD
• Secularist worldview
INCOMPLETE DATA
• Ignorance of meaning and
significance of the Arabic
word “ADDEEN ”
FALLACIES AND ARGUMENTS
• “Religion is a human construct”
• “Religion is the opiate of the
masses” (Karl Marx)
• “Religion causes war and disunity”

AL-ISLAM
WRONG ASSUMPTIONS
• It is a Malay ‘religion’.
• Started or founded by Muhammad.
• Spread by the sword.
• Barbaric religion.
• Its teaching violates human rights.
• Teachings are antithetical to the
Modernist view of “Freedom” .
• Islam is anti science and progress.
INCOMPLETE DATA
• The meaning of “ISLAM” and its
significance.
• It historical link to the Abrahamic
faith.
• Fastest growing religion in the West.
• Islamic civilizations’ contribution.
• “Terrorists are Muslim therefore
Islam is the religion that teaches
terrorism”
• “Islam came after Judaism and
Christianity, therefore it is not
authentic but merely a copy”

MUSLIM
WRONG ASSUMPTIONS
• People who have been forced.
• Violent and backward people.
• People who have been
‘Arabiced’ or ‘Melayunised’
• These are ‘Mohammadan”
• Exclusivist and cannot become
good and loyal citizens.
• Their aim is to impose SHARIAH
law upon others.
• They are lifestyle is backward and
inconsistent with modernity.
INCOMPLETE DATA
• Meaning and significance
of the Arabic word
“MUSLIM ”
• Successful in uniting
people of diverse races
yet preserving their
respective culture.
• “Not all Muslims are terrorist but all
terrorist are Muslims” (Donald Trump).
• “We are going to be swamp by them”
(Pauline Hanson),

ALLAH
WRONG ASSUMPTIONS
• It is an Arab or Malay god.
• A god of anger.
• Another mythical belief – unscientific.
INCOMPLETE DATA
• Not the same as in other
religions’ theology.
• Meaning and significance of the
Arabic proper noun “ALLAH ”.
• Our concept of God (Ikhlasw)
• “It is the name of one of the
ancient MAKKAN pagan god
“Al-Lata, Al-Uzza. Al-
Manat.”
TO BE CONTINUED INSHA-ALLAH

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