Ustaz Zhulkeflee Hj Ismail gave a presentation on seeking more Muslim scholars, thinkers, and philosophers. He discussed how Muslim education has changed since colonial times from a holistic Islamic system to a dualistic religious-secular model. Currently, full-time madrasah education focuses too much on academics and exams rather than cultivating future Islamic scholars. The system needs reform to strengthen students' identity and purpose in becoming religious leaders.

1. Presentation by: USTAZ ZHULKEFLEE HJ ISMAIL With the collaboration of MASJID KASSIM , #02-01 Wisma Indah, Changi Rd. SINGAPORE : “WHEN DEMAND EXCEEDS SUPPLY… ” SEEKING FOR MORE MUSLIM SCHOLARS-THINKERS-PHILOSOPHERS All Rights Reserved©Zhulkeflee2009 Saturday: 15 August 2009 24 Sha`baan 1430 A.H. @ 10.30 – 12.00 noon. a a.m PROMOTIONAL TOPIC OF THIS IN-HOUSE TALK

2. Presentation by: USTAZ ZHULKEFLEE HJ ISMAIL With the collaboration of MASJID KASSIM , #02-01 Wisma Indah, Changi Rd. SINGAPORE A POINT OF VIEW: “TRADITIONAL AND CONTEMPORARY ISLAMIC SCHOLARSHIP” A BRIEF PRELIMINARY REFLECTION TASAWWUR ISLAM All Rights Reserved©Zhulkeflee2009 Saturday: 15 August 2009 24 Sha`baan 1430 A.H. @ 10.30a.m.– 12.00 noon. Aa a.m

8. Author: Amir Shakib Arslan; Rashid Rida (foreword) Publisher: Islamic Book Trust (2004) Pages: 148 Binding: Paperback Description from the publisher: New Revised Edition, Paperback, 172 pages First published in the 1930s , this is a response to a letter from Shaykh Muhammad Bisyooni Umran of Indonesia requesting the author to explain the causes of Muslim weakness at the present and the causes of the strength of the Europeans and the Japanese, the factors behind their glorious empires and sovereignty, their power and wealth. His response, written in a state of great agitation became one of the masterpieces of eloquence and a proof of his wisdom. All Rights Reserved©Zhulkeflee2009 A RECOMMENDED READING

10. AIM OF EDUCATION FROM THE ISLAMIC PERSPECTIVE All Rights Reserved©Zhulkeflee2009

13. HOW WERE THE PAST ISLAMIC SCHOLARS EDUCATED ? A RELEVANT QUESTION FOR MANY OF US TO KNOW: All Rights Reserved©Zhulkeflee2009

19. LET US NOW RETURN TO THE GIVEN TOPIC WHICH MOST OF YOU CAME TO LISTEN TO (WHICH WAS): “ WHEN DEMAND EXCEEDS SUPPLY… ” SEEKING FOR MUSLIM SCHOLARS-THINKERS-PHILOSOPHERS FROM THE PRECEEDING BACKGROUND THAT HAVE BEEN EXPLAINED, OUR NEXT PERTINENT AND RELEVANT QUESTION IS ............................ All Rights Reserved©Zhulkeflee2009

20. UNDERSTAND WHERE MUSLIMS’ EDUCATION HAS EVOLVED FROM & HOW IT BECAME, WHAT IT IS TODAY. “ SO WHAT CAN WE MUSLIMS, DO ABOUT IT, NOW?” – BEFORE ATTEMPTING TO RESPOND, WE HAVE TO FIRSTLY: All Rights Reserved©Zhulkeflee2009

23. CRITIQUE COHORTS FROM CURRENT FULL-TIME MADRASAH SYSTEM All Rights Reserved©Zhulkeflee2009

30. CRITIQUE COHORTS FROM CONVENTIONAL (NON-MADRASAH) SYSTEM All Rights Reserved©Zhulkeflee2009

33. ISLAMIZATION OF CONTEMPORARY KNOWLEDGE

35. THE DESIRED OUTCOME? All Rights Reserved©Zhulkeflee2009 TRADITIONAL ISLAMIC EDUCATION

36. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

37. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

38. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

39. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

40. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

41. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

42. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

43. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

44. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

45. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

46. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

47. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students. All Rights Reserved©Zhulkeflee2009

48. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students rather than as scholars. All Rights Reserved©Zhulkeflee2009

49. CHARACTERISTICS OF ISLAMIC SCHOLARS (ULAMA’) God-fearing, erudite eclectic, profound, thinker-philosopher, advocate-reformer, perpetual seeker of truth & wisdom, ascetic yet worldly-wise, spiritual warrior, sagacious, just, humble and compassionate, and many more ... But they would always regard themselves as perpetual students rather than as scholars. All Rights Reserved©Zhulkeflee2009 NOTE: THIS LIST IS NOT EXHAUSTIVE, ONLY TO HIGHLIGHT THOSE WHICH ARE SIGNIFICANTLY OVERLOOKED BY MANY WHO MAY ONLY EMPHASISE PAPER QUALIFICATION AND NOT THE PERSONAL CHARACTERISTICS.

50. TO THOSE FROM MADRASAH AND ISLAMIC UNIVERSITY THE ADVICE All Rights Reserved©Zhulkeflee2009

51. ADVICE FOR MUSLIM UNDERGRADUATE / GRADUATES OF THE MADRASAH AND ISLAMIC UNIVERSITY This advice is for those who are upon the course of study, generally regarded as “Islamic Studies” – a label of convenience in the ‘Dualistic’ system of education – the effect of secularism. Sadly: “ ... many Muslims may have learnt Islam as a subject, but not subjecting themselves to Islam .” All Rights Reserved©Zhulkeflee2009

53. ‘ ILM TAUHIID - ‘AQIDAH (Creed or Theology) Purpose / Objective Development of Certainty (Belief) Awareness of Reality / Truth Develop discernment between Truth & Falsehood, What is involved ? ‘ Aql - (proper use of Reason / Intellect) Fitrah - Instincts & innate feeling (perception) Tauqifiy – Revelations & reliable traditions What is the Effect ? To develop firm conviction, strong principle, Commitment to concept of Unity & Justice of Allah (Tauhiid); knowing the true purpose, role and Destiny of Man. IIMAN All Rights Reserved©Zhulkeflee2009 Tauhiidic paradigm

54. ‘ ILM TAUHIID - ‘AQIDAH (Creed or Theology) Purpose / Objective Development of Certainty (Belief) Awareness of Reality / Truth Develop discernment between Truth & Falsehood, What is involved ? ‘ Aql - (proper use of Reason / Intellect) Fitrah - Instincts & innate feeling (perception) Tauqifiy – Revelations & reliable traditions What is the Effect ? To develop firm conviction, strong principle, Commitment to concept of Unity & Justice of Allah (Tauhiid); knowing the true purpose, role and Destiny of Man. IIMAN RELEVANT COMPLEMENTARY KNOWLEDGE: Languages, Logic & philosophy, Epistemology, Biology, Botany, Chemistry, Physical sciences, Astronomy, Geology, History, Anthropology, Marine & Space, Etc. All Rights Reserved©Zhulkeflee2009 Tauhiidic paradigm

55. ‘ ILM FIQH (Practical Laws for life; Learning of the Shari’ah) Purpose / Objective Development of Correct Practices; Submission & Obedience to Will of Allah (Islam) What is involved ? Knowing the law, rules as Guidance to every aspect of life Capability to implementing them in life What is the Effect ? To develop a community of people, Inviting to what is good Enjoining what is right, and forbidding evil, Advocating the fulfilment of AMANAH (Trust) As Allah’s Khalifah (vicegerent), Establishing the Brotherhood of Man in The servitude of One God. ‘ AMAL (ISLAM) All Rights Reserved©Zhulkeflee2009 Tauhiidic paradigm

56. ‘ ILM FIQH (Practical Laws for life; Learning of the Shari’ah) Purpose / Objective Development of Correct Practices; Submission & Obedience to Will of Allah (Islam) What is involved ? Knowing the law, rules as Guidance to every aspect of life Capability to implementing them in life What is the Effect ? To develop a community of people, Inviting to what is good Enjoining what is right, and forbidding evil, Advocating the fulfilment of AMANAH (Trust) As Allah’s Khalifah (vicegerent), Establishing the Brotherhood of Man in The servitude of One God. ‘ AMAL (ISLAM) RELEVANT COMPLEMENTARY KNOWLEDGE: All applied sciences, technology and skills, knowledge of economics, politics, social & administrative sciences etc. that can assist in the fulfilment of establishing justice, order, peace, harmony, prosperity, physical with moral progress, and the well-being of Man & society, etc. All Rights Reserved©Zhulkeflee2009 Tauhiidic paradigm

57. ‘ ILM AKHLAQ / TASAWWUF / IRFAN (Science of human Disposition/ Sufism) Purpose / Objective Development of Righteous Personality Purification/perfection of the Self What 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 traits Founded 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 [As haab] , In fellowship with the Truthful [ siddiqqin ], the Witnesses & martyrs [ shuhada ] and the Righteous servants of Allah [ Solihin ]; Striving to purify the Self ( Nafs ) and adorning it with the Exalted Moral traits of Our Beloved Prophet Muhammad s.a.w. (The Perfected Man – “ Insan Kaamil”) IHSAN All Rights Reserved©Zhulkeflee2009 Tauhiidic paradigm

58. ‘ ILM AKHLAQ / TASAWWUF / IRFAN (Science of human Disposition/ Sufism) Purpose / Objective Development of Righteous Personality Purification/perfection of the Self What 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 traits Founded 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 [As haab] , In fellowship with the Truthful [ siddiqqin ], the Witnesses & martyrs [ shuhada ] and the Righteous servants of Allah [ Solihin ]; Striving to purify the Self ( Nafs ) and adorning it with the Exalted Moral traits of Our Beloved Prophet Muhammad s.a.w. (The Perfected Man – “ Insan Kaamil”) IHSAN RELEVANT COMPLEMENTARY KNOWLEDGE: This aspect of development requires practical behaviour, the aspect of being and becoming. Its area of development is the inner Self, the ‘human psyche’ or the state of the Soul reflected in his Disposition ( Akhlaq ). Therefore, the close equivalent may perhaps be ‘human’ psychology, behavioural sciences, manners & discipline, etc. All Rights Reserved©Zhulkeflee2009 Tauhiidic paradigm

62. TO THOSE FROM CONVENTIONAL SCHOOL & UNIVERSITY THE ADVICE All Rights Reserved©Zhulkeflee2009

63. ADVICE FOR MUSLIM UNDERGRADUATE / GRADUATES OF CONVENTIONAL SCHOOL & UNIVERSITY This advice is for those who are in the conventional schooling system. The irony that the “ University” from the word ( kulliyat – ‘ universal ’) actually was inspired or copied from the “ Jami’ah ” the centre where early Muslims learnt many sciences; is actually producing specialists and should rather be called “ Specialise-ty ” : because it is producing scholars with “ Juz-’iy” ( particular ) rather than “ kulliy ” ( universal ) knowledge . All Rights Reserved©Zhulkeflee2009

66. AS THIS IS JUST A PRELIMINARY REFLECTION, AND DUE TO TIME, CONSTRAIN – I HAVE TO END HERE, FOR THE MOMENT. إِنْشَاءَالله INSHA-ALLAH! MAY WE HAVE OTHER OPPORTUNITY TO REFLECT FURTHER. All Rights Reserved©Zhulkeflee2009

67. وَاللّهُ أَعْلَم وَالَّصَلا ةُ وَالسَّلامُ على سَيْدِنَا مُحَمَّدٍ وَعَلَى آلهِ وَأصحْابِهِ وسَلَّم وَأخِرُ دَعْوَنَا والْحَمْدُ لِلَه رَبِ الْعَالَمِين السَّلامُ عَلَيْكُم وَرَحْمَةُاللّهِ وَبَرَكَاتُه Q & A SESSION All Rights Reserved©Zhulkeflee2009