Elucidation of the problem identified – confusion in Knowledge – tips on how to give good instruction (MAU-’IZATIL-HASANAH) Continuation – class exercise)

1. UNDERSTANDING OF THE DEEN (AL-ISLAM)
Intermediate Islamic (FIQH) course in English
Conducted by Ustaz Zhulkeflee Hj Ismail
LESSON # 3dLESSON # 3d
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)”
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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 (good instruction (MAU-’IZATIL-HASANAHMAU-’IZATIL-HASANAH))
Updated 24 SEPTEMBER 2016
PARTPART # 4# 4
(Aug-(Aug-20162016))
(Continuation – class exercise)

2. “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
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CHALLENGES TOWARDS THIS UMMAHCHALLENGES TOWARDS THIS UMMAHEXTERNAL
IDENTIFYING
THE THREAT
PREVIOUS LESSON

4. 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)
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5. 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
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THE HADITH
PREVIOUS LESSON

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

7. 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
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 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?

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

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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”
PREVIOUS LESSON

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AL-ISLAM
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• It is a Malay ‘religion’.
• Started or founded by Muhammad.
• Spread by the sword.
• Barbaric religion.
• Its teaching violates human rights.
APPLICATION OF ALIEN STANDARD
• 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.
FALLACIES AND ARGUMENTS
• “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”
PREVIOUS LESSON

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MUSLIM
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• People who have been forced.
• Violent and backward people.
• People who have been
‘Arabiced’ or ‘Melayunised’
• These are ‘Mohammadan”
APPLICATION OF ALIEN STANDARD
• 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.
FALLACIES AND ARGUMENTS
• “Not all Muslims are terrorist but all
terrorist are Muslims” (Donald Trump).
• “We are going to be swamp by them”
(Pauline Hanson),
PREVIOUS LESSON

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ALLAH
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• It is an Arab or Malay god.
• A god of anger.
APPLICATION OF ALIEN STANDARD
• 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)
FALLACIES AND ARGUMENTS
• “It is the name of one of the
ancient MAKKAN pagan god
“Al-Lata, Al-Uzza. Al-
Manat.”
PREVIOUS LESSON

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18. GROUP BRAINSTORM SHARING
AND OPEN CLASS DISCUSSION
 As in previous session regarding analysing challenges/problemAs in previous session regarding analysing challenges/problem
pertain to ‘pertain to ‘EducationEducation’ which we specifically identified in the’ which we specifically identified in the
category of “category of “Confusion in knowledgeConfusion in knowledge” – our class” – our class
exercise has not completed 2 more items to dispell and clarify.exercise has not completed 2 more items to dispell and clarify.
 Firstly to identify how the confusion arise (cause of problem).Firstly to identify how the confusion arise (cause of problem).
 Subsequent we shall try to brainstorm, discuss and suggest theSubsequent we shall try to brainstorm, discuss and suggest the
appropriate responses to each (solution in clarifying).appropriate responses to each (solution in clarifying).
Break into groupings (of not more
than 8 person in each).
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FARDHU ‘AIN
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• Only those Rukun Islam and Rukun
Iman lessons as taught when young.
• Limited and does not include
worldly actions, other ‘non-religious’
knowledge and skills.
APPLICATION OF ALIEN STANDARD
• We value freedom.
• Irrelevant as this only pertains to
the Hereafter.
• It is of less important because it has
no economic value.
INCOMPLETE DATA
• Meaning and significance of the
Arabic word “FARDHU-’AIN”
• Its connection to concept of
worship ‘IBADAH.
• Its dynamic definition when link
to categorization of knowledge.
FALLACIES AND ARGUMENTS
• “Religion should be left to the
individual to decide.”
• “There is no coercion in religion, so
why the compulsion?”

20. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
Only those Rukun Islam
and Rukun Iman lessons as
taught when young.
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
Limited and does not
include worldly actions,
other ‘non-religious’
knowledge and skills.
 We value freedom.

21. All Rights Reserved © Zhulkeflee Hj Ismail (2016))
Irrelevant as this only
pertains to the Hereafter.
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
It is of less important
because it has no economic
value.
Meaning and significance
of the Arabic word
“FARDHU-’AIN”

22. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
Its connection to concept
of worship ‘IBADAH.
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Its dynamic definition
when link to categorization
of knowledge.
 “Religion should be left
to the individual to
decide.”
 “There is no coercion in
religion, so why the
compulsion?”

23. All Rights Reserved © Zhulkeflee Hj Ismail (2016))
KNOWLEDGE
IDENTIFYING THE CONFUSION
VAGUE DEFINITION
• Not different from ‘information’.
• Detach from notion of mankind
being ‘SPIRITUAL’ to merely
linked to mental and psyche.
• Scientific knowledge and
religious knowledge are
different and should be kept
separate.
• Scientific knowledge are neutral.
LACK OF DISTINCTION
• Levelling of every knowledge
• Even placing wrong category – viz.
UHRAWI/DUNYAWI.
• Ignorance regarding Islam’s epistemology.
INCOMPLETE DATA
• Ignorance regarding history of
Islam’s extensive and
significant contributions to the
dissemination of knowledge
culture leading to renaissance.
FALLACIES AND ARGUMENTS
• “Islam (early Muslims scholars) contribution
to science were merely plagiarized works
from the Greek and other past civilization. It
is nothing to do with its religious
teachings.”
• “How can you Islamize knowledge? This is
nonsense.”

24. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
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Not different from ‘information’.
 Detach from notion of
mankind being
‘SPIRITUAL’ to merely
linked to mental and
psyche.
 Scientific knowledge and
religious knowledge are
different and should be
kept separate.

25. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
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 Scientific knowledge are neutral.
Levelling of every knowledge
 Even placing wrong
category – viz.
UHRAWI/DUNYAWI.
 Ignorance regarding
Islam’s epistemology.

26. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
 Ignorance regarding history of Islam’s
extensive and significant contributions
to the dissemination of knowledge
culture leading to renaissance
 “Islam (early Muslims scholars) contribution
to science were merely plagiarized works
from the Greek and other past civilization. It
is nothing to do with its religious teachings.”
 “How can you Islamize
knowledge? This is nonsense.”
All Rights Reserved © Zhulkeflee Hj Ismail (2016))

27. All Rights Reserved © Zhulkeflee Hj Ismail (2016))
SHAHAADAH
ARKAANUL-ISLAM
ARKAANUL-IIMAN
AL-IHSAN
TO BE CONTINUED INSHA-ALLAH