IN THE NAME OF ALLAH,              MOST COMPASSIONATE,              MOST MERCIFUL.              “INTRODUCTION TO THE      ...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
“It is He (Allah) Who has sent amongst the Unlettered a                   messenger (Muhammad) from among themselves, to  ...
      Allah SWT clearly informs us here the primary function Prophet        Muhammad s.a.a.w. was sent for, and he ought ...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
“Nor should the Believers all go forth together: if a                           contingent from every expedition remained ...
“Who is better in speech than one who calls (men) to Allah                         (DA-’AA- ILALLAH), works righteousness ...
“O ye who believe! (Be conscious of Allah and) Fear Allah                 (TAQWA) and be with those who are true (in words...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
“And keep yourself patient [by being] with those who                          call upon their Lord in the morning and the ...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
“They consider it a favour to you that they have                              accepted Islam. Say, "Do not consider your I...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
“O you who have believed, respond to Allah and                              to the Messenger when he calls you to that    ...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
“Certainly did Allah confer [great] favour upon the believers               when He sent among them a Messenger (Muhammad)...
“If anyone contends with the Messenger even after guidance has          been plainly conveyed to him, and follows a path o...
We the prophets are commanded to place people                           according to their station and to speak unto them ...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
“Whomsoever that Allah wishes for him goodness, He will                make him a FAQIH (learned) in matters of the religi...
WISE SAYING OF IMAM ‘ALI BIN ABI TOLIB R.A.       “A learned FAQIH (scholar & teacher) is truly FAQIH, one who does not ca...
Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims:                          ”Verily this is knowledge (contai...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
”The similitude of those who were charged with the                (obligations of the) Mosaic Law, but who subsequently   ...
CONTEXT OF SINGAPOREAll Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
Ever since the colonial days, the education of Muslims has been            dualistic :-     [1] In learning their religion...
So, in ensuring that the learning and teaching of Islam is            sustained, the matter rests entirely with the Muslim...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
“Nor should the Believers all go forth together: if a                        contingent from every expedition remained beh...
Even so, every Muslim must be made to realise the importance of        our community’s dependence upon these traditional M...
Every Muslims here begins lesson on Islam with the basic - PRIMER.        Traditionally in NUSANTARA, it begins with a con...
By current convention, the learning of “FIQH” we mean the        knowledge of jurisprudence; the knowing of the legal ruli...
CONTEXT OF SINGAPOREAll Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
The traditional Madrasah (religious schools) are geared towards           producing Islamic scholars and teachers – who sp...
Thus we were fortunate for such capable Islamic scholars / teachers        (although only very few) in the past who were a...
Although this approach may have proven to be the most effective             and prevalent for the general masses in the pa...
Our suggestion here (in this course module) is for Muslims in           general learning Islam outside the Madrasah – whic...
They were usually enrolled in a private ‘HALAQAH’ (study circle)             outside the Madrasah, mostly conducted by ver...
CONTEXT OF SINGAPOREAll Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
TEACHER : AN IMPORTANT QUALIFICATION      When we speak of learning and education in Islam, the role of the      learned s...
TEACHER : AN IMPORTANT QUALIFICATION      The proper development of Islamic teachers : with the correct belief,      world...
TEACHER : AN IMPORTANT QUALIFICATION       Unfortunately today, certain people’s obsession with only producing       texts...
TEACHER : AN IMPORTANT QUALIFICATION      Thus, the tendency towards teaching FIQH as subjects to be taught      according...
CHALLENGES AND DEVELOPMENT        It must be noted that today, with the availability of easy access to        books and in...
CHALLENGES AND DEVELOPMENT          Indeed it is alarming, with people entering discourses and meddling          in Islam ...
CHALLENGES AND DEVELOPMENT         Can any one claim the right to be involved in giving or engaging in         serious dis...
CHANGE IN LINGUA FRANCA             “We sent not a messenger except (to teach) in the language             of his (own) pe...
CHANGE IN LINGUA FRANCA          When the lingua franca for Islamic discourse is predominantly in          Malay language,...
CHANGE IN LINGUA FRANCA            Teaching Islam in English now is increasingly in demand and            many classes or ...
CHANGE IN LINGUA FRANCA        Or even by transplanting these from other (Western) country,        there are issues or con...
CHANGE IN LINGUA FRANCA         Also the MAD’U (the audience for DA’WAH and students) their         exposure and backgroun...
CHANGE IN LINGUA FRANCA          Qualified graduates from Islamic learning centres, even those          proficient in Engl...
CHANGE IN LINGUA FRANCA       Importing and indiscriminate use of foreign ‘talents’ without       seeking advice from loca...
CHANGE IN LINGUA FRANCA   “Apprenticeship” (or mentoring) of those intending to take-overtheir role must be done – especia...
TO BE CONTINUED                                             CONTEXT OF SINGAPOREAll Rights Reserved © Zhulkeflee Hj Ismail...
All Rights Reserved © Zhulkeflee Hj Ismail (2013)                                                )
All welcome to visit my web-blog:       http://an-naseehah.blogspot.com/       http://introductiontotauhid.blogspot.com/  ...
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[Slideshare] fiqh-course-lesson #2- (february-2013-batch) -(20-february-2013)

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[Slideshare] fiqh-course-lesson #2- (february-2013-batch) -(20-february-2013)

  1. 1. 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 (Singapore) LESSON # 2 – THE APPROACHES IN LEARNING FIQH SPECIFIC TO THE CONTEXT OF SINGAPORE 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)”All Rights Reserved © Zhulkeflee Hj Ismail (2013) ) UPDATED 20 FEBRUARY 2013
  2. 2. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  3. 3. “It is He (Allah) Who has sent amongst the Unlettered a messenger (Muhammad) from among themselves, to (YAT-LU-AA-YA –TIHIM) rehearse to them His Signs , and (YU-ZAK-KEE-HIM) to sanctify them (purify and make them grow), and to (YU-’AL-LIMU-HUM) instruct them in Scripture and Wisdom― although they had been, before, in manifest error― .“ (Qur’an: Jumu’ah: 62: 2)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  4. 4.  Allah SWT clearly informs us here the primary function Prophet Muhammad s.a.a.w. was sent for, and he ought to be remembered especially by Muslims - as the educator par excellence for us all.  In this verse, even the methodology in his education follows an ADAB ( the impact towards the state of the learner and preparedness) and then the emphasis in the learning from both the KITAAB (Al-Qur’an) and the HIKMAH (Wisdom – As-Sunnah).All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  5. 5. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  6. 6. “Nor should the Believers all go forth together: if a contingent from every expedition remained behind, they could devote themselves to studies in religion (YU-FAQQIH 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)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  7. 7. “Who is better in speech than one who calls (men) to Allah (DA-’AA- ILALLAH), works righteousness (‘AMALAN SWOLIHA), and says "I am of those who bow in Islam"? (Qur’an: Fussilat: 41: 33)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  8. 8. “O ye who believe! (Be conscious of Allah and) Fear Allah (TAQWA) and be with those who are true (in words and deeds)- AS-SWODIQEEN” (Qur’an: Taubah:9: 119)All Rights Reserved © Zhulkeflee Hj Ismail (2013) ) 8
  9. 9. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  10. 10. “And keep yourself patient [by being] with those who call upon their Lord in the morning and the evening, seeking His countenance. And let not your eyes pass beyond them, desiring adornments of the worldly life, and do not obey one whose heart We have made heedless of Our remembrance and who follows his desire and whose affair is ever [in] neglect.” (Qur’an: Kahfi : 18: 28)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  11. 11. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  12. 12. “They consider it a favour to you that they have accepted Islam. Say, "Do not consider your Islam a favour to me. Rather, Allah has conferred favour upon you that He has guided you to the faith, if you should be truthful." (Qur’an: Hujurat : 49: 7)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  13. 13. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  14. 14. “O you who have believed, respond to Allah and to the Messenger when he calls you to that which gives you life. And know that Allah intervenes between a man and his heart and that to Him you will be gathered.” (Qur’an:Anfaal: 8: 24)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  15. 15. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  16. 16. “Certainly did Allah confer [great] favour upon the believers when He sent among them a Messenger (Muhammad) from among themselves, to (YAT-LU-’ALAI-HIM ) rehearse to them His Signs (AS-YAA-TI-HI) , and (YU-ZAK-KEE-HIM) to sanctify them (purify and make them grow), and to (YU-’AL-LIMU- HUM) instruct them in (AL-KITAB) Scripture and (AL- HIKMAH) Wisdom― although they had been, before, in manifest error― .“ (Qur’an:Aali ‘Imran: 3: 164)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  17. 17. “If anyone contends with the Messenger even after guidance has been plainly conveyed to him, and follows a path other than that becoming to men to Faith, We shall leave him in the path he has chosen, and land him in Hell, what an evil refuge.” (Qur’an: An-Nisa’: 4: 115)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  18. 18. We the prophets are commanded to place people according to their station and to speak unto them in accordance with their intellectual capacity. (Hadith reported by Abu Dawud from A’isyah r.a.)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  19. 19. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  20. 20. “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)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  21. 21. WISE SAYING OF IMAM ‘ALI BIN ABI TOLIB R.A. “A learned FAQIH (scholar & teacher) is truly FAQIH, one who does not cause others to feel despair from receiving the mercy of Allah (i.e. not overly strict and too ‘harsh’); and neither does he (give the impression by his behaviour, a guarantees as if ) anyone can avert or withhold the wrath (punishment) of Allah, nor allows opportunity (by giving dispensation) for anyone to disobey Allah (i.e. being inappropriately lax and too ‘nice’). (Hilyatul-Auliya: 1-73 – as quoted by M.Natsir in Fiqhud-Da’wah)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  22. 22. Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims: ”Verily this is knowledge (contains the rules) of the DEEN (Religion), so look thoroughly into the person from whom you acquire (the knowledge of) your DEEN (Religion).”All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  23. 23. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  24. 24. ”The similitude of those who were charged with the (obligations of the) Mosaic Law, but who subsequently failed in those (obligations), is that of a donkey which carries huge tomes (but understands them not). Evil is the similitude of people who falsify the Signs of Allah: and Allah guides not people who do wrong.” (Qur’an: Jumu’at: 62: 5)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  25. 25. CONTEXT OF SINGAPOREAll Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  26. 26. Ever since the colonial days, the education of Muslims has been dualistic :- [1] In learning their religion & religious duty, traditionally it was carried out by the community, as before the coming of the British. [2] Then came the state schooling system – for Malay/Muslims it began with vernacular schools with Islamic knowledge. [3] Later even this were conflated into ‘Integrated schools’ and then Malay/Tamil schools disappeared to become fully English medium schools, and for Muslims, option of learning IRK (Islamic religious knowledge) – but later even the teaching of IRK, was scrapped.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  27. 27. So, in ensuring that the learning and teaching of Islam is sustained, the matter rests entirely with the Muslim community and its infrastructure – “Arabic school ” and later known as Madrasah. The most crucial factor has all along been the Muslim scholars, teachers and philanthropists – they constitute pillars of the traditional Madrasah institution. (Full-time) Students of these Madrasah, although important, their numbers (cohorts) usually were relatively few as most Muslim children opted for the state or national schooling.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  28. 28. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  29. 29. “Nor should the Believers all go forth together: if a contingent from every expedition remained behind, they could devote themselves to studies in religion (YU-FAQQIH 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)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  30. 30. Even so, every Muslim must be made to realise the importance of our community’s dependence upon these traditional Madrasah to generate the crucial life-blood of ‘Ulama (Islamic scholars) and Asaatizah for the present and future generation. Their primary objective has all along been in ensuring, the general Muslims religious education in Fardhu ‘Ain would continue through their graduates as conveyor (MUBALLIGH) for the community. Even without adequate support, compounded with their staff grossly underpaid and relatively deprived of proper training, we Muslims still continue to benefit from the Madrasah , its teachers and their students who preserve the light of Islam – as they pass them on.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  31. 31. Every Muslims here begins lesson on Islam with the basic - PRIMER. Traditionally in NUSANTARA, it begins with a concise text like the genre – (kitab): SAFINATUN-NAJAA - FEE-USUUL-AD-DEEN -WA-AL-FIQH Meaning “The Ark which safeguard (one’s) Principle (Faith) and the FIQH (understanding of the DEEN)” . Term “FIQH “ then became conflated to mean the understanding merely of, the Islamic jurisprudence. The original meaning of “AL-FIQH ” generally to encompass the adequate understanding of the entire DEEN : ( AQEEDAH – FIQH – AKHLAQ ).All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  32. 32. By current convention, the learning of “FIQH” we mean the knowledge of jurisprudence; the knowing of the legal rulings of acts of commission or omission in a Muslim’s life, guided and in compliance with the SHARI’AH (Divine law). And the predominant school of jurisprudence (here for us) has been the SHAFI-’IE MADZHAB. Also, the medium of instruction (lingua franca) regarding Islam in this region NUSANTARA is the Malay or Indonesian language.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  33. 33. CONTEXT OF SINGAPOREAll Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  34. 34. The traditional Madrasah (religious schools) are geared towards producing Islamic scholars and teachers – who specialises in the sciences of the DEEN. (‘Ulum ad-deen) It was from these that our traditional Islamic religious teachers and scholars attained their education and training. Yet when they teach the general ‘lay’ Muslims, they had to depend upon, or to develop, a modified curriculum for their learning FIQH – more towards guiding them in their practices.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  35. 35. Thus we were fortunate for such capable Islamic scholars / teachers (although only very few) in the past who were able to present, what was needed by general Muslims for their education on Islam, rather than a wholesale regurgitation of the traditional Madrasah curriculum which they themselves had learnt.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  36. 36. Although this approach may have proven to be the most effective and prevalent for the general masses in the past, yet we must ensure that it be constantly revised and further developed in accordance with the context of evolving societal conditions of Muslims. As for those in the full-time Madrasah, due to the specialised nature of their education, it should be separately assessed regarding their contextual needs.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  37. 37. Our suggestion here (in this course module) is for Muslims in general learning Islam outside the Madrasah – which do not need to have similar curriculum. Notwithstanding these general Muslims’ need, there has been a few exceptions amongst them, those more committed who wished for a specialised traditional Curriculum – usually comprising working adults engaged in a life-long continual learning path similar to the full-time Madrasah students.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  38. 38. They were usually enrolled in a private ‘HALAQAH’ (study circle) outside the Madrasah, mostly conducted by very senior Sheikh , for only small selected group of very dedicated ‘lay’ Muslims with passion for such knowledge, and with aspirations to follow in the footsteps of their teachers. Many of these students (of Madrasah or even non-Madrasah) received personal attention of certain Islamic scholars, and later were granted permission to become Islamic teachers and scholars themselves, after undergoing tutelage and mentoring over some years. Much depend on the students’ ADAB and ‘preparedness’.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  39. 39. CONTEXT OF SINGAPOREAll Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  40. 40. TEACHER : AN IMPORTANT QUALIFICATION When we speak of learning and education in Islam, the role of the learned scholar – MU’ALLIM, the USTAZ (teacher) whose capacity is also as a MU-ADDIB (Educator) who provides IRSHADAH (spiritual guidance) etc., cannot be overlooked. Remember, the ‘ULAMA is an ‘institution’ within the persons or the personalities - and cannot be ‘hijacked’ by the corporate people as though to refer to organizations, bodies, schools etc.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  41. 41. TEACHER : AN IMPORTANT QUALIFICATION The proper development of Islamic teachers : with the correct belief, worldview, passion and committed to DA’WAH, who understand the AMANAH (Trust) which they are supposed to be shouldering, constantly vigilant regarding the challenges to the UMMAH etc. - is the most vital consideration. Without this factor – the teachers, their training and their development - it is rather useless to speak mere of any curriculum or school model or even of university.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  42. 42. TEACHER : AN IMPORTANT QUALIFICATION Unfortunately today, certain people’s obsession with only producing texts, experimenting with educational aids and latest in information technology , overawed by other system of learning, that they inadvertently ignored the difference in the Islamic educational philosophy, the aims, approach and objective etc. until Muslims are learning ‘Islam’ merely as subjects, rather than subjecting themselves to ‘Islam’.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  43. 43. TEACHER : AN IMPORTANT QUALIFICATION Thus, the tendency towards teaching FIQH as subjects to be taught according to whatever text / books popularly chosen may be a predominant approach. And given that most of these books were written as reference manual on FIQH, the class should rather focus on students needs to fulfil their obligation, their understanding of the SHARI’AH, inculcating the appreciation of how relevant these rulings are to Muslims in life, their conviction and commitment towards upholding them. Therefore this depends much upon who is teaching FIQH.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  44. 44. CHALLENGES AND DEVELOPMENT It must be noted that today, with the availability of easy access to books and information on the internet; with greater reliance to self- study rather than undergoing right tutelage under the guidance of competent teachers; with the proliferations of ideologies of groups promoting unknown agendas in the name of Islam; - Muslims being deprived of a competent teacher’s guidance in FIQH should be a very grave concern - indeed.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  45. 45. CHALLENGES AND DEVELOPMENT Indeed it is alarming, with people entering discourses and meddling in Islam beyond their competency (by Muslims and even non- Muslims), and compounded by the relative ignorance of the general Muslims themselves regarding their own basic knowledge of their DEEN. Especially worrying is when this involves specialized fields and subjects regarding our DEEN, for which they do not have any authority to be giving their opinion to the public.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  46. 46. CHALLENGES AND DEVELOPMENT Can any one claim the right to be involved in giving or engaging in serious discourse in other specialised fields like medicine or engineering without adequate knowledge? Or even if one knows something about draughtsmanship or have read medical journals, without the proper training and approval of the true practitioners in their respective fields, messing in these would be deemed a crime – wouldn’t it?All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  47. 47. CHANGE IN LINGUA FRANCA “We sent not a messenger except (to teach) in the language of his (own) people, in order to make (things) clear to them.” (Qur’an: Ibrahim: 14: 4)All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  48. 48. CHANGE IN LINGUA FRANCA When the lingua franca for Islamic discourse is predominantly in Malay language, and the continual presence of so many of our traditionally trained ASAATIZAH in our midst (Bahasa Melayu/ Bahasa Indonesia speakers), it has ensured adequate supervision towards overseeing, and if need be, of correcting whatever misconceptions that may arise amongst the general Muslims. But the trend now is that discourses in English has become more predominant and may replace the Malay, as lingua franca especially in the Singapore context.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  49. 49. CHANGE IN LINGUA FRANCA Teaching Islam in English now is increasingly in demand and many classes or courses are eagerly started, but who are teaching these course or classes .. ? Yet, from my experience in this field, the approach in teaching and the curriculum to use, cannot merely be by translating or converting whatever has been done in Malay into English (as some may have simplistically presumed).All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  50. 50. CHANGE IN LINGUA FRANCA Or even by transplanting these from other (Western) country, there are issues or concerns – especially with regard to ADAB and respect for what has already been nurtured by our past ‘ULAMA.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  51. 51. CHANGE IN LINGUA FRANCA Also the MAD’U (the audience for DA’WAH and students) their exposure and background, may require special responses – viz. be they converts from other religion, youth, adults, an agnostics, secularist, sceptics, atheists, etc. Do we have these? A concern too, is the proficiency (or rather the lack of it) of many ASAATIZAH in use of English, since the teaching of Faith requires convincing and very engaging , communication skills .All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  52. 52. CHANGE IN LINGUA FRANCA Qualified graduates from Islamic learning centres, even those proficient in English, are advised to refer to or (if they have any humility) to spend some time to learn from those with much experience, especially those who have already been involved for years in this field locally - rather than trying to ‘re-invent the wheel ’. Especially useful is to know the kind of ‘questions, arguments and concerns ’ which contemporary audience frequently posed, and how to effectively address them.All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  53. 53. CHANGE IN LINGUA FRANCA Importing and indiscriminate use of foreign ‘talents’ without seeking advice from local Islamic scholars and teachers ( in the field, the actual practitioners – not academics) is sign of our lacking in ADAB. ‘Education’ should be regarded like nurturing of seeds and plants, and the teachers or educators like the “gardeners” : whose knowledge, experience, wisdom, sincerity, and their love, affection, commitment, passionate dedication to their growing plant, cannot be easily replacedAll Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  54. 54. CHANGE IN LINGUA FRANCA “Apprenticeship” (or mentoring) of those intending to take-overtheir role must be done – especially teaching Islam in English. Havethis been seriously and adequately done? And by whom?All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  55. 55. TO BE CONTINUED CONTEXT OF SINGAPOREAll Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  56. 56. All Rights Reserved © Zhulkeflee Hj Ismail (2013) )
  57. 57. 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/All Rights Reserved © Zhulkeflee Hj Ismail (2013) )

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