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[Slideshare] ‘muslim’s education'-keynote-14-feb-2015

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[Slideshare] ‘muslim’s education'-keynote-14-feb-2015

  1. 1. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) by Ustaz Zhulkeflee Hj Ismail for talk ”Liberalism & its Effect” Saturday , 14 March 2015 – @ 3.00 pm venue: Singapore Post Centre 10 Eunos Road 8, Singapore IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. TADZKIRAHTADZKIRAH Keynote MessageKeynote Message :: Primary problem faced by Muslims today is regarding their confusion inPrimary problem faced by Muslims today is regarding their confusion in Knowledge. The solution agreed upon may be in regard to their Education.Knowledge. The solution agreed upon may be in regard to their Education. Yet even in this, another issue (though subtle) has to be critically explored.Yet even in this, another issue (though subtle) has to be critically explored. What kind of education?What kind of education? Whether their educationWhether their education is “is “of Islamof Islam” or “” or “with Islamwith Islam”.”. Is there any difference? What are its implications? How have we come to this?Is there any difference? What are its implications? How have we come to this?
  2. 2. ””Verily this is knowledge (which contains the rules) ofVerily this is knowledge (which contains the rules) of thethe DEENDEEN (Religion), so look thoroughly into(Religion), so look thoroughly into the person from whom you acquirethe person from whom you acquire (the knowledge of) your(the knowledge of) your DEENDEEN (Religion).”(Religion).” Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us MuslimsImam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  3. 3. ““O you who have attained to faith! If you pay heed to some ofO you who have attained to faith! If you pay heed to some of thosethose to whom revelation was vouchsafed aforetime *to whom revelation was vouchsafed aforetime *, they might cause, they might cause you to renounce the truth after you have come to believe [in it].”you to renounce the truth after you have come to believe [in it].” ((Qur’an: Aali ‘Imran: 3: 100Qur’an: Aali ‘Imran: 3: 100)) * THE People of the Book – Jews and Christians IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. TADZKIRAHTADZKIRAH All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  4. 4. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  The command warns us Muslims to be wary and cautious from whom weThe command warns us Muslims to be wary and cautious from whom we derive our knowledge, advice, direction and guidance. Unfortunatelyderive our knowledge, advice, direction and guidance. Unfortunately today, Muslims have already accepted trend of getting knowledge oftoday, Muslims have already accepted trend of getting knowledge of theirtheir DEENDEEN from ‘dubious’ sources especially thosefrom ‘dubious’ sources especially those OrientalistsOrientalists (with their(with their agenda) oragenda) or Orientalists-mindedOrientalists-minded oror SecularistSecularist who may even be Muslims.who may even be Muslims.  The traditionalThe traditional UlamaUlama’ of Islam, “’ of Islam, “The Heirs to the ProphetsThe Heirs to the Prophets”, are being”, are being maligned, marginalized, sidelined, ignored and their efforts undermined.maligned, marginalized, sidelined, ignored and their efforts undermined. Even the knowledge (andEven the knowledge (and ADABADAB) as to who they are, is seemingly) as to who they are, is seemingly forgotten or lost, while sources from other faith system are beingforgotten or lost, while sources from other faith system are being popularized “popularized “shamelesslyshamelessly” as though Islamic heritage has become” as though Islamic heritage has become ‘bankrupt’ or redundant in their mind – (i.e. certain Muslim ‘‘bankrupt’ or redundant in their mind – (i.e. certain Muslim ‘eliteselites’ ) who’ ) who are in awe of the West and the ‘modern, progressive’ learning system.are in awe of the West and the ‘modern, progressive’ learning system.
  5. 5. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) LIZARD’S HOLE TADZKIRAHTADZKIRAH
  6. 6. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) ““You will most certainly follow the ways of thoseYou will most certainly follow the ways of those who came before you, arm’s length by arm’swho came before you, arm’s length by arm’s length, forearm’s length by forearm’s length, handlength, forearm’s length by forearm’s length, hand span by hand span, until even if they entered a holespan by hand span, until even if they entered a hole of aof a DwDwABBABB (desert lizard) you will enter it too.”(desert lizard) you will enter it too.” They said: “O Messenger of Allah, (do you mean)They said: “O Messenger of Allah, (do you mean) thethe Jews aJews and thend the ChristiansChristians?”?” He said: “Who else?”He said: “Who else?” ((Hadith reported by Ibn MajahHadith reported by Ibn Majah)) LIZARD’S HOLE TADZKIRAHTADZKIRAH
  7. 7. ““And how could you deny the truth when it isAnd how could you deny the truth when it is unto you that Allah'sunto you that Allah's messages are being conveyed, and it is in your midst that His Messengermessages are being conveyed, and it is in your midst that His Messenger lives?lives? But he who holds fast unto Allah has already been guided onto aBut he who holds fast unto Allah has already been guided onto a straight way (straight way (SWSWIRAA-TWAL-MUSTAQEEMIRAA-TWAL-MUSTAQEEM).”).” ((Qur’an: Aali ‘Imran: 3: 101Qur’an: Aali ‘Imran: 3: 101)) TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  8. 8. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  As Muslims, we are indeed blessed because the teaching ofAs Muslims, we are indeed blessed because the teaching of AD-DEE-NUL-AD-DEE-NUL- ISLAMISLAM has, in fact, generally been preserved and faithfully transmitted byhas, in fact, generally been preserved and faithfully transmitted by generations of teacher-scholar traditionally.generations of teacher-scholar traditionally.  Yet today, with internet and social-media; with easy exposure to non-Yet today, with internet and social-media; with easy exposure to non- traditional or even ‘secular’ approaches to learning; with callous disregardtraditional or even ‘secular’ approaches to learning; with callous disregard forfor ADABADAB; etc.; etc. unfortunately this has led to a truncation in the way manyunfortunately this has led to a truncation in the way many Muslims understandMuslims understand their own history, identity, heritage and even of Al-their own history, identity, heritage and even of Al- Islam – which the following Qur’anic verses allude to, may summed upIslam – which the following Qur’anic verses allude to, may summed up what we Muslims are in dire need of.what we Muslims are in dire need of.  After all, we seek from Allah SWT to guide us upon theAfter all, we seek from Allah SWT to guide us upon the SWSWIRAA-TWAL-IRAA-TWAL- MUSTAQEEMMUSTAQEEM – and therefore, this is a direct response as guidance …. An– and therefore, this is a direct response as guidance …. An urgent priority requiring “urgent priority requiring “holding fastholding fast” to, not merely of learning !” to, not merely of learning !
  9. 9. “O you who have attained to faith! Be conscious of (and fear) Allah with all the consciousness (TAQWA) that is due to Him, and do not allow death to overtake you ere you have surrendered yourselves unto Him (MUSLIMUUN).” (Qur’an: Aali ‘Imran: 3: 102) TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  10. 10. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  To strive till the end to be Muslims - the first pillar is theTo strive till the end to be Muslims - the first pillar is the SHAHAADA-TAINSHAHAADA-TAIN--  a serious commitment to uphold witha serious commitment to uphold with TAQWATAQWA;;  a sacreda sacred spiritual covenantspiritual covenant renewed;renewed;  a solemn pledge to holdfast to throughout our life;a solemn pledge to holdfast to throughout our life;  a preparation for the trial and tribulation that most certainly we will bea preparation for the trial and tribulation that most certainly we will be made to face in this worldly life;made to face in this worldly life;  It in fact requires theIt in fact requires the self-actualizationself-actualization towards becoming whom wetowards becoming whom we should essentially be, above all other identities;should essentially be, above all other identities;  the entrance into a single universal (the entrance into a single universal (UMMAHUMMAH) community of Faith of) community of Faith of ((TAUTAUHHEEDEED) transcending racial, geographical, time and history;) transcending racial, geographical, time and history;  Which therefore mustWhich therefore must be consistentlybe consistently andand fervently upheldfervently upheld, till, till deathdeath.. ONE OF THE MOST IMPORTANT COMMANDS
  11. 11. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  12. 12. ““AndAnd hold fast, all togetherhold fast, all together, unto the, unto the bond with Allahbond with Allah, and, and do not draw apart from one anotherdo not draw apart from one another. And remember the. And remember the blessings which Allah has bestowed upon you: how, whenblessings which Allah has bestowed upon you: how, when you were enemies,you were enemies, He brought your hearts together, so thatHe brought your hearts together, so that through His blessing you became brethrenthrough His blessing you became brethren; and [how, when]; and [how, when] you were on the brink of a fiery abyss.you were on the brink of a fiery abyss. He saved you from itHe saved you from it.. In this way Allah makes clear His messages unto you, so thatIn this way Allah makes clear His messages unto you, so that you might find guidance,.”you might find guidance,.” ((Qur’an: Aali ‘Imran: 3: 103Qur’an: Aali ‘Imran: 3: 103)) TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  13. 13. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH IncreasingIncreasing this Ummah withthis Ummah with Da’wahDa’wah andand preservingpreserving it withit with IslahIslah “CALL THOU (all mankind] unto thy Sustainer's path with wisdom and goodly exhortation, and argue with them in the most kindly manner” (Qur’an: An-Nahlu: 16: 125)
  14. 14. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) ““INDEED, there has come unto you [O mankind] a Messenger fromINDEED, there has come unto you [O mankind] a Messenger from among yourselves:among yourselves: heavily weighs -upon him [the thought] that youheavily weighs -upon him [the thought] that you might suffer [in the life to come];might suffer [in the life to come]; full of concern for you [is he, and]full of concern for you [is he, and] full of compassion and mercy towards the believers.”full of compassion and mercy towards the believers.” ((Qur’an: Taubah: 9: 128Qur’an: Taubah: 9: 128))
  15. 15. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH “All of my people (UMMATI ) will enter paradise except those who refuse.” They said : O Messenger of Allah, Who are those who refuse?. He s.a.a.w. then said: “ Whoever obeys me will enter Paradise, and whoever disobey me is one who refuses (to enter it).” (Hadith reported by Bukhary)
  16. 16. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH “People are like minerals, the best of them in Jahiliyah will still be the best amongst them in Islam, so long as they have proper (profound) understanding (of the DEEN).” (Hadith reported by Bukhary, Muslim, Darimi and Ahmad)
  17. 17. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH “ Invite them to Islam, and inform them what is enjoined upon them for, I swear on Allah, if Allah should guide one person through you, it is better for you than possessing the ‘red camels’ (i.e. the most precious of things to have then).” (Hadith reported by Abu Dawud)
  18. 18. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) “And from among you there must be a party who invite people to all that is good and (AMR) enjoin the doing of all that is right and (NAHYU) forbid the doing of all that is wrong. It is they who will attain true success (MUFLIHUUN).” (Qur’an: Aali’Imran: 3: 104)
  19. 19. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH
  20. 20. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) "The parable of the"The parable of the one who upholds Allah's laws and the oneone who upholds Allah's laws and the one who breaches themwho breaches them, is that of a people who drew lots on a, is that of a people who drew lots on a ship at sea. Some of them got the upper part, and some ofship at sea. Some of them got the upper part, and some of them the lower part.them the lower part. Those on the lower part ascended to getThose on the lower part ascended to get water, spilling it upon those upper partwater, spilling it upon those upper part. So those in the upper. So those in the upper part say:part say: 'We will not leave you to come up here and bother'We will not leave you to come up here and bother us.us.' Then those on the lower part say:' Then those on the lower part say: 'We should make a hole'We should make a hole in the lower part, so we can get waterin the lower part, so we can get water.' If they take them by.' If they take them by the hand and stop them, then they will save all of them, and ifthe hand and stop them, then they will save all of them, and if they leave them (to bore the hole), they will all drown."‘they leave them (to bore the hole), they will all drown."‘ ((Hadith reported by TirmidziHadith reported by Tirmidzi)) TADZKIRAHTADZKIRAH
  21. 21. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  With exposure (or rather being immersed) in a secular-system, whenceWith exposure (or rather being immersed) in a secular-system, whence today with the secular liberal idea being propagated, many youngtoday with the secular liberal idea being propagated, many young Muslims have begun to imitate extolling slogan of incitement toMuslims have begun to imitate extolling slogan of incitement to ‘‘freedomfreedom’ and ‘’ and ‘individualismindividualism’ as though it is an absolute birthright.’ as though it is an absolute birthright.  Post-modernist creed-like slogan of skepticism towards all that isPost-modernist creed-like slogan of skepticism towards all that is traditional, is now the trend embraced by few of those Muslims who maytraditional, is now the trend embraced by few of those Muslims who may bethink of themselves as being the “bethink of themselves as being the “elites, intellectuals, progressive,elites, intellectuals, progressive, liberal-minded, rational, moderate, academic, etcliberal-minded, rational, moderate, academic, etc.” of the community..” of the community.  These Muslims are mostly the product of purely the national educationThese Muslims are mostly the product of purely the national education which promotes a secular (or non-religious) approach to learningwhich promotes a secular (or non-religious) approach to learning as theas the dominant philosophydominant philosophy, in which their Islamic studies (if any) are regarded, in which their Islamic studies (if any) are regarded as mere subjects acquired as supplementary, not the core.as mere subjects acquired as supplementary, not the core. ONE OF THE RELEVANT CONCERNS
  22. 22. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Whereas, the aim and objective of an “Whereas, the aim and objective of an “Islamic educationIslamic education” is that it is” is that it is singular (singular (TAUTAUHHEEDICEEDIC) holistic endeavor, where learning is regarded as an) holistic endeavor, where learning is regarded as an ‘IBAADAH‘IBAADAH – worship - including even in the pursuit of worldly sciences and– worship - including even in the pursuit of worldly sciences and skills, as it regard these as complementary to Muslim total Islamicskills, as it regard these as complementary to Muslim total Islamic development.development. Yet, the dominant philosophyYet, the dominant philosophy oror rraison d'être in this approach is to subject Muslimsis to subject Muslims toto AD-DEEN-UL-ISLAMAD-DEEN-UL-ISLAM - regarding Muslims’- regarding Muslims’ faith (faith (IIMANIIMAN) practice () practice (‘AMAL‘AMAL) and Righteous character () and Righteous character (IIHHSANSAN).).  There is no dichotomy in the ‘education’ for Muslims between that ofThere is no dichotomy in the ‘education’ for Muslims between that of religion (religion (DEENDEEN) and the other () and the other (UKHRA-DUNYAWIYUKHRA-DUNYAWIY) i.e. worldly sciences.) i.e. worldly sciences.  Without inculcation of theWithout inculcation of the DEENDEEN as theas the dominant concerndominant concern in Muslims’in Muslims’ pursuit in other fields of learning, national ‘schooling’ alone (thoughpursuit in other fields of learning, national ‘schooling’ alone (though important) isimportant) is not regarded as synonymousnot regarded as synonymous with our ‘with our ‘ Islamic educationIslamic education’.’.
  23. 23. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Unfortunately, many Muslim parents do not subscribe to such philosophyUnfortunately, many Muslim parents do not subscribe to such philosophy of education, although they may provide lessons on Islam (IRK - Islamof education, although they may provide lessons on Islam (IRK - Islam Religious Knowledge) for them whoReligious Knowledge) for them who then learnt Islam merely as subjectsthen learnt Islam merely as subjects,, whereas theirwhereas their dominant philosophy in education still remain seculardominant philosophy in education still remain secular..  Their drive and primary motivation for their children’s education is purelyTheir drive and primary motivation for their children’s education is purely ‘‘pragmatismpragmatism’ i.e. for socio-economic reasons, while learning and’ i.e. for socio-economic reasons, while learning and inculcation of theinculcation of the DEEN-AL-ISLAMDEEN-AL-ISLAM (if at all) relegated to be less important,(if at all) relegated to be less important, as part-time extra-curricular sessions, i.e. learning of Islam as subjects.as part-time extra-curricular sessions, i.e. learning of Islam as subjects.  Many religious teachers too are now directed to imitate and adopt theMany religious teachers too are now directed to imitate and adopt the conventional (secular) schooling approach of teaching, devoid of theconventional (secular) schooling approach of teaching, devoid of the traditional Prophetic method that exude the spirit oftraditional Prophetic method that exude the spirit of DA’WAHDA’WAH (calling(calling others to Islam) andothers to Islam) and ISLAISLAHH (reconciling and reforming the Muslims).(reconciling and reforming the Muslims).
  24. 24. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  We have become ungrateful to the legacy left by our predecessors whoWe have become ungrateful to the legacy left by our predecessors who understood the purpose of Muslims being educated with Al-Islam:,understood the purpose of Muslims being educated with Al-Islam:, ““It is He who has sent among the unlettered a Messenger from themselvesIt is He who has sent among the unlettered a Messenger from themselves ((YAT-LU ‘ALAY-HIM AA-YAA-TIHIYAT-LU ‘ALAY-HIM AA-YAA-TIHI) reciting to them His verses and () reciting to them His verses and (YU-ZAK-YU-ZAK- KEE-HIMKEE-HIM) purifying them (and make them grow) and () purifying them (and make them grow) and (YU-’AL-LI-MU-HUMYU-’AL-LI-MU-HUM)) teaching them the Book (teaching them the Book (AL-KITAABAL-KITAAB) and wisdom () and wisdom (AL-AL-HHIKMAHIKMAH)) whereas before that they were indeed, most obviously, lost in error …”” ((Qur’an: Jumu’ah: 62: 2Qur’an: Jumu’ah: 62: 2))
  25. 25. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  We have become ungrateful to the legacy left by our predecessors whoWe have become ungrateful to the legacy left by our predecessors who understood the purpose of Muslims being educated with Al-Islam:,understood the purpose of Muslims being educated with Al-Islam:, “ … and [to cause this message to spread] from them unto other people as soon as they come into contact with them: for He alone is almighty, truly wise! Such is Allah's bounty: He grants it to anyone who is willing [to receive it]: for Allah is limitless in His great bounty.“ (Qur’an: Jumu’ah: 62: 3-4)
  26. 26. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  We have become ungrateful to the legacy left by our predecessors whoWe have become ungrateful to the legacy left by our predecessors who understood the purpose of Muslims being educated with Al-Islam:,understood the purpose of Muslims being educated with Al-Islam:, ““ ((UUD-’UUUUD-’UU) Invite (or call all mankind) to the way of) Invite (or call all mankind) to the way of your Lord with (your Lord with (AL-AL-HHIKMAHIKMAH) wisdom and good) wisdom and good instruction, and argue with them in a way that is best.”instruction, and argue with them in a way that is best.” ((Qur’an: An-Nahlu: 16: 125Qur’an: An-Nahlu: 16: 125))
  27. 27. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  We have become ungrateful to the legacy left by our predecessors whoWe have become ungrateful to the legacy left by our predecessors who understood the purpose of Muslims being educated with Al-Islam:,understood the purpose of Muslims being educated with Al-Islam:, ““And thus have We willed you to be a community of the middle wayAnd thus have We willed you to be a community of the middle way ((UMMATAN WASOTANUMMATAN WASOTAN) [i.e. justly balanced],) [i.e. justly balanced], so that [with your lives]so that [with your lives] you might bear witnessyou might bear witness to the truth before all mankind (to the truth before all mankind (SHUHADAA-SHUHADAA- A - ‘ALAN-NAASA - ‘ALAN-NAAS) , and the Messenger as a witness over you.“) , and the Messenger as a witness over you.“ ((Qur’an: al- Baqarah: 2:143Qur’an: al- Baqarah: 2:143))
  28. 28. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Now some of these Muslims are assuming community leadership andNow some of these Muslims are assuming community leadership and may be unaware that Al-Islam is not a ‘religion’ like other religion, butmay be unaware that Al-Islam is not a ‘religion’ like other religion, but rather asrather as AD-DEENAD-DEEN which aims to the building of awhich aims to the building of a TAMADDUNTAMADDUN (civilization).(civilization).  Especially those tutored by Orientalists and academics with secularEspecially those tutored by Orientalists and academics with secular worldview, although are aware of this fact about Islam, nevertheless areworldview, although are aware of this fact about Islam, nevertheless are vehemently opposed to this notion of Islam being taught to Muslims asvehemently opposed to this notion of Islam being taught to Muslims as alternative worldview. They have very low regard for Islamic teachings,alternative worldview. They have very low regard for Islamic teachings, history, legacy - tradition, etc. and want the Muslims of today to ratherhistory, legacy - tradition, etc. and want the Muslims of today to rather accept ‘secularism’ or hoped to be somewhat secularized with theiraccept ‘secularism’ or hoped to be somewhat secularized with their notion of liberalism, pragmatism, modernism, etc..notion of liberalism, pragmatism, modernism, etc..
  29. 29. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  To some of them, “To some of them, “Islam as a CivilizationIslam as a Civilization” is to be regarded as a threat” is to be regarded as a threat and present a formidable challenge to their hegemony, and thus are inand present a formidable challenge to their hegemony, and thus are in fact already responding to the perceived challenge, with their meddlingfact already responding to the perceived challenge, with their meddling into Islamic discourse (now with involvement of some unwary Muslims),into Islamic discourse (now with involvement of some unwary Muslims), to confuse and weaken theto confuse and weaken the UMMAHUMMAH further.further.  When they kept it to themselves, there was not much of a problem. ButWhen they kept it to themselves, there was not much of a problem. But now, this insidious ‘trend’ has emerged even to challenge and evennow, this insidious ‘trend’ has emerged even to challenge and even hijack the Islamic discourse, especially as English becomes the linguahijack the Islamic discourse, especially as English becomes the lingua franca in this global internet era. The proverbialfranca in this global internet era. The proverbial UMMATICUMMATIC – ship, is– ship, is being undermined.being undermined.
  30. 30. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  These new “These new “elites, intellectuals, progressive, liberal-minded, rational,elites, intellectuals, progressive, liberal-minded, rational, moderate, academic, etcmoderate, academic, etc.” fancy themselves as rational thinkers, whereas.” fancy themselves as rational thinkers, whereas they take their cue from the Orientalists, who researched on Islam and arethey take their cue from the Orientalists, who researched on Islam and are trying to re-introduce into Islamic discourse using arguments from thetrying to re-introduce into Islamic discourse using arguments from the early Muslim ‘rationalists’ –early Muslim ‘rationalists’ – MU’TAZILITEMU’TAZILITE who dare to oppose ‘revelation’,who dare to oppose ‘revelation’, whereas such views have already been refuted by Muslim scholars.whereas such views have already been refuted by Muslim scholars.  Inciting use of ‘reasoning’ and being too obsessed with ‘rationalizing’ thatInciting use of ‘reasoning’ and being too obsessed with ‘rationalizing’ that led to skepticism towards the ‘revelation’ , already has precedence even inled to skepticism towards the ‘revelation’ , already has precedence even in the beginning of creation as mentioned in teachings of Qur’an and itsthe beginning of creation as mentioned in teachings of Qur’an and its parables. It is therefore very relevant to reflect so as to be understood byparables. It is therefore very relevant to reflect so as to be understood by us, their lessons learnt and their intended warnings heeded.us, their lessons learnt and their intended warnings heeded.
  31. 31. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH WHAT ARE SOME OF THESE …
  32. 32. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  33. 33. TADZKIRAHTADZKIRAH “And [mention, O Muhammad], when your Lord said to the angels, "Indeed, I will make upon the earth a successive authority." They said, "Will You place upon it one who causes corruption therein and sheds blood, while we declare Your praise and sanctify You?" Allah said, "Indeed, I know that which you do not know." (Qur’an: Baqarah: 2: 30) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  34. 34. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  In this narration, the inquisitive angels were rather perplexed towardsIn this narration, the inquisitive angels were rather perplexed towards Allah’s decree in appointing Adam a.s. the vicegerent on earth. InAllah’s decree in appointing Adam a.s. the vicegerent on earth. In accordance with their reasoning they judged that man, as compared toaccordance with their reasoning they judged that man, as compared to angels, would be unsuitable for this.angels, would be unsuitable for this. Implicit in the questioningImplicit in the questioning was actuallywas actually anan attempt at levellingattempt at levelling – a serious breakdown in– a serious breakdown in ADABADAB towards Allah.towards Allah.  In response to such ‘In response to such ‘insolenceinsolence’ although unintended, Allah SWT replied with’ although unintended, Allah SWT replied with a terse chastisement, :a terse chastisement, : "Indeed, I know that which you do not know.“  Their inability to ‘rationalize’ or rather the need to satisfy their ‘reasoning’ , is irrelevant in the face of Allah’s Wisdom and eternal Knowledge.  Thus the Angels then accepted the rebuke and ceased questioning.  Now compare this to what Iblis did when relying upon his ‘reasoning’ in challenging Allah’s decree.
  35. 35. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) “ It is We who created you and gave you shape; then We bade the angels prostrate to Adam, and they prostrated, not so Iblis; he refused to be of those who bow down …” (Qur’an: Surah al-A’raf: 7: 11)
  36. 36. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) ““(Allah) said: "what prevented thee from bowing down when I(Allah) said: "what prevented thee from bowing down when I commanded thee?" He (Iblis) said: "commanded thee?" He (Iblis) said: "I am better than heI am better than he: thou didst: thou didst create me from fire, and him from clay."create me from fire, and him from clay." (Allah) said: "Get thee down from this(Allah) said: "Get thee down from this: it is not for thee to be: it is not for thee to be arrogant herearrogant here: get out, for thou art of the meanest (of creatures).”: get out, for thou art of the meanest (of creatures).” ((Qur’an: Surah al-A’raf: 7: 12-13Qur’an: Surah al-A’raf: 7: 12-13))
  37. 37. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  To be clear,To be clear, Islam is not against inquisitivenessIslam is not against inquisitiveness as aas a valid methodvalid method in seekingin seeking knowledgeknowledge. The actual concern, as in the story of Prophet Ibrahim a.s. is. The actual concern, as in the story of Prophet Ibrahim a.s. is when questioning which is intended to oppose Faith and exalt skepticism –when questioning which is intended to oppose Faith and exalt skepticism – i.e. the arrogant use of “i.e. the arrogant use of “reasonreason” to subvert “” to subvert “revelationrevelation.”.” Behold! Abraham said: "My Lord! show me how You give life toBehold! Abraham said: "My Lord! show me how You give life to the dead. He said: "Do you not then believe?"the dead. He said: "Do you not then believe?" He said: "Yea! but to satisfy my own understanding.“He said: "Yea! but to satisfy my own understanding.“ ** ((Qur’an: Baqarah: 2: 260Qur’an: Baqarah: 2: 260)) ** literally: “to make my heart tranquil”literally: “to make my heart tranquil” WALLAAHU-A’-LAM
  38. 38. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH ANOTHER IMPORTANT LESSON …
  39. 39. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL.
  40. 40. TADZKIRAHTADZKIRAH ““And there are those who put up a mosque by way ofAnd there are those who put up a mosque by way of mischief (mischief (DHIRARADHIRARA) and infidelity () and infidelity (KUFRAKUFRA) ―) ― to disuniteto disunite the Believers and in preparation for one who warredthe Believers and in preparation for one who warred against Allah and His Messengeragainst Allah and His Messenger aforetime. They willaforetime. They will indeed swear that their intention is nothing but good; butindeed swear that their intention is nothing but good; but Allah doth declare that they are certainly liars.Allah doth declare that they are certainly liars. Never stand thou forth therein. …”” ((Qur’an: Taubah: 9:107-108Qur’an: Taubah: 9:107-108)) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  41. 41. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  42. 42. TADZKIRAHTADZKIRAH “Never stand thou forth therein …. There is a mosque whose foundation was laid from the first day on piety (TAQWA) ; it is more worthy of thy standing forth (for prayer) therein. In it are men who love to be purified; and Allah loveth those who make themselves pure.” (Qur’an: Taubah: 9:108) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  43. 43. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  44. 44. TADZKIRAHTADZKIRAH ““Which then is best?― he that layeth his foundation onWhich then is best?― he that layeth his foundation on piety to Allah and His Good pleasure?― or he that layethpiety to Allah and His Good pleasure?― or he that layeth his foundation on an undermined sand-cliff ready tohis foundation on an undermined sand-cliff ready to crumble to pieces? And it doth crumble to pieces with him,crumble to pieces? And it doth crumble to pieces with him, into the fire of Hell. And Allah guideth not people that dointo the fire of Hell. And Allah guideth not people that do wrong.”wrong.” ((Qur’an: Taubah: 9:109Qur’an: Taubah: 9:109)) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  45. 45. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  When Prophet Muhammad s.a.w. arrived (during the Hijrah) inWhen Prophet Muhammad s.a.w. arrived (during the Hijrah) in QUBAQUBA (outskirt of Madina) he stayed there and built the first mosque - which he(outskirt of Madina) he stayed there and built the first mosque - which he referred to as the "referred to as the "MASJID of TAQWAMASJID of TAQWA" upon which was associated the" upon which was associated the building of strength of Islam through his frequent visits andbuilding of strength of Islam through his frequent visits and DA’WAHDA’WAH ..  Some of the hidden enemies of Islam, known asSome of the hidden enemies of Islam, known as MUNAFIQUUNMUNAFIQUUN (Hypocrites)(Hypocrites) fromfrom Bani GhanamBani Ghanam, knew the importance of mosque as the sacred, knew the importance of mosque as the sacred institution of Islam, also built a mosque there, pretending to be similarlyinstitution of Islam, also built a mosque there, pretending to be similarly advancing the cause of Islam. In reality, they were in league with oneadvancing the cause of Islam. In reality, they were in league with one AbuAbu 'Ameer'Ameer, a notorious enemy who fought against the Prophet s.a.a,w. in, a notorious enemy who fought against the Prophet s.a.a,w. in UHUDUHUD andand HUNAINHUNAIN, and was then based in Syria., and was then based in Syria.
  46. 46. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  They built this mosque (They built this mosque (MasjidMasjid ), as a base for him and their followers), as a base for him and their followers (the hypocrites), to promote their agenda and activity to undermine(the hypocrites), to promote their agenda and activity to undermine Islam and the Prophet's mission, s.a.a.w.Islam and the Prophet's mission, s.a.a.w.  Thus Allah s.w.t. revealed their dangerous plot and warned theThus Allah s.w.t. revealed their dangerous plot and warned the Muslims of their evil scheme. This mosque, which Allah s.w.t. referredMuslims of their evil scheme. This mosque, which Allah s.w.t. referred to as "to as "MASJID DHIRAARA WA KUFRAMASJID DHIRAARA WA KUFRA" (a mosque built for mischief &" (a mosque built for mischief & infidelity) was then destroyed.infidelity) was then destroyed. WHAT LESSONS CAN WE LEARN FROM THIS ?WHAT LESSONS CAN WE LEARN FROM THIS ?
  47. 47. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) WHAT LESSONS CAN WE LEARN FROM THIS ?WHAT LESSONS CAN WE LEARN FROM THIS ?  Rise of the false leaders, especially the dangers of theRise of the false leaders, especially the dangers of the MUNAAFIQUUNMUNAAFIQUUN (Hypocrites) and their attempts to undermine Islam – e.g. by their(Hypocrites) and their attempts to undermine Islam – e.g. by their misrepresenting Islam’s symbols, weakening its institutions,misrepresenting Islam’s symbols, weakening its institutions, disconnecting the Muslims from their true leaders, subvert and hijackdisconnecting the Muslims from their true leaders, subvert and hijack Islam’s teachings and discourses with something false althoughIslam’s teachings and discourses with something false although presented as resembling Islam, etc. - for the unwary Muslims to bepresented as resembling Islam, etc. - for the unwary Muslims to be duped into following these.duped into following these.  Importance ofImportance of TAQWATAQWA andand SWOLAHSWOLAH – as the foundational criteria and– as the foundational criteria and essential virtue to promote, which every Muslim must aim for and set foressential virtue to promote, which every Muslim must aim for and set for whatever endeavor and program they are involved in – so as to bewhatever endeavor and program they are involved in – so as to be deemed Islamic; absence of which or hesitancy to upholding these ordeemed Islamic; absence of which or hesitancy to upholding these or disregarding its importance, almost always indicate a kind of deviation.disregarding its importance, almost always indicate a kind of deviation. WALLAAHU-A’-LAM
  48. 48. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH ANOTHER IMPORTANT LESSON …
  49. 49. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  50. 50. TADZKIRAHTADZKIRAH ““And ask them about the town that was by the sea -And ask them about the town that was by the sea - when they transgressed in [the matter of] thewhen they transgressed in [the matter of] the Sabbath - when their fish came to them openly onSabbath - when their fish came to them openly on their Sabbath day, and the day they had no Sabbaththeir Sabbath day, and the day they had no Sabbath they did not come to them.they did not come to them. Thus did We give themThus did We give them trial because they were defiantly disobedienttrial because they were defiantly disobedient.”.” ((Qur’an: A’raf: 7: 163Qur’an: A’raf: 7: 163)) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  51. 51. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Another type or example of “Another type or example of “REASONING challenging REVELATIONREASONING challenging REVELATION: is: is contained in this story. By them laying the fish trap before Sabbath, and aftercontained in this story. By them laying the fish trap before Sabbath, and after observing the sanctity of the day for worship they then harvested the catchobserving the sanctity of the day for worship they then harvested the catch on Sunday – so technically, they did not break the law of Moses a.s. Yet Allahon Sunday – so technically, they did not break the law of Moses a.s. Yet Allah cursed and punished them. What can we learn from this?cursed and punished them. What can we learn from this?  Beware of those who harbor the dislike for Allah’sBeware of those who harbor the dislike for Allah’s commandments –commandments – because of worldly gain and pragmatic attitudebecause of worldly gain and pragmatic attitude - who- who would try to use their intellectual reasoning and employ legalistic minds towould try to use their intellectual reasoning and employ legalistic minds to finding ways to technically ‘conform’ butfinding ways to technically ‘conform’ but yet go around the spirit of theyet go around the spirit of the commandcommand which perhaps, they deemed as ‘impractical; uneconomical;which perhaps, they deemed as ‘impractical; uneconomical; backward thinking; too traditional-fundamental, etc.’ – whereas theirs hasbackward thinking; too traditional-fundamental, etc.’ – whereas theirs has achieved ‘win-win’ outcome. It can be deemed as ‘betrayal of the intellect.’achieved ‘win-win’ outcome. It can be deemed as ‘betrayal of the intellect.’ WALLAAHU-A’-LAM The lesson from this isThe lesson from this is::
  52. 52. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH ANOTHER IMPORTANT LESSON …
  53. 53. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  54. 54. TADZKIRAHTADZKIRAH “The parable of those who were charged with the Torah and then they failed to live up to it is that of a donkey laden with books. Even more evil is the parable of the people who gave the lie to the Signs of Allah. Allah does not direct such wrong- doers to the Right Way..” (Qur’an: Jumu’ah : 62: 5) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  55. 55. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Our traditional Islamic scholars are required to be those who fulfill theOur traditional Islamic scholars are required to be those who fulfill the criteria of being “criteria of being “learned and practicing thelearned and practicing the DeenDeen accordinglyaccordingly” in the term -” in the term - ‘ULAMAA-’UL-’AA-MI-LEEN.‘ULAMAA-’UL-’AA-MI-LEEN.  Those who may have knowledge but failed to benefit from it, Allah SWTThose who may have knowledge but failed to benefit from it, Allah SWT likens such people only as ‘donkeys’ – although carrying precious loads.likens such people only as ‘donkeys’ – although carrying precious loads.  Unfortunately, Muslims today are easily satisfied only with someone’sUnfortunately, Muslims today are easily satisfied only with someone’s academic achievements or being impressed by their scholastic learning inacademic achievements or being impressed by their scholastic learning in Islam and Islamic studies, whereas he may not even believe in Islam nor evenIslam and Islamic studies, whereas he may not even believe in Islam nor even become Muslim. When Muslim elites and parents today regard such personsbecome Muslim. When Muslim elites and parents today regard such persons as though they are in the same class as our traditionalas though they are in the same class as our traditional ‘ULAMA‘ULAMA and relent toand relent to sending their children to learn Islam from them - it is a tragic calamity, andsending their children to learn Islam from them - it is a tragic calamity, and ((KHIYAANAHKHIYAANAH) grotesque blunder of treacherous proportion.) grotesque blunder of treacherous proportion.
  56. 56. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Orientalism and its approach to learning Islam has now been promotedOrientalism and its approach to learning Islam has now been promoted by some Muslims – especially since it is easily available in English. Yet,by some Muslims – especially since it is easily available in English. Yet, many overlooked or naively unaware of the history; their insidiousmany overlooked or naively unaware of the history; their insidious attempts towards the Muslim Ummah; their program to undermine andattempts towards the Muslim Ummah; their program to undermine and usurp the position of our traditional Ulama’; their determined efforts,usurp the position of our traditional Ulama’; their determined efforts, research, institutions and enormous funds, scholarship and investment toresearch, institutions and enormous funds, scholarship and investment to distort the Islamic legacy and tradition etc. - even to secularized Muslims.distort the Islamic legacy and tradition etc. - even to secularized Muslims.  These intended sinister objectives of the Orientalist agenda had beenThese intended sinister objectives of the Orientalist agenda had been employed since post-Crusade Western colonial-imperialist period. Toemployed since post-Crusade Western colonial-imperialist period. To assume that today (post-colonial) they have adopted a more neutral orassume that today (post-colonial) they have adopted a more neutral or sympathetic stance towards Islam and Muslims, is to be naïve. Now withsympathetic stance towards Islam and Muslims, is to be naïve. Now with post-modernism and secularism era, it is even worst –post-modernism and secularism era, it is even worst – Allaahu Musta’anAllaahu Musta’an LAA-HAW-LA WA-LAA QUW WATA -IL-LA-BIL-LAAH
  57. 57. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  58. 58. Western colonial powers introduced their schooling system,Western colonial powers introduced their schooling system, even though natives already have their own- i.e. eithereven though natives already have their own- i.e. either vernacular or religious based.vernacular or religious based. When linked to economic and job opportunities, whichWhen linked to economic and job opportunities, which favoured cohorts from such state-schools, private native orfavoured cohorts from such state-schools, private native or religious full-time schools lost its appeal. Yet, Muslims studentsreligious full-time schools lost its appeal. Yet, Muslims students generally were providedgenerally were provided Islamic religious classesIslamic religious classes outside schooloutside school hours at home, mosques or the madrasah (part-time).hours at home, mosques or the madrasah (part-time). All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  59. 59. Full-timeFull-time madrasahmadrasah then gradually evolved distinctly to focusthen gradually evolved distinctly to focus in producing the elite – “in producing the elite – “teachers of Islamteachers of Islam” - to ensure the rest” - to ensure the rest of the Muslims are guided with their Islamic knowledge.of the Muslims are guided with their Islamic knowledge. Thus, other Muslim students were made to adapt to thisThus, other Muslim students were made to adapt to this ““dualistic education systemdualistic education system” – full-time conventional school” – full-time conventional school (academic) and part-time (religious) taught by these teachers.(academic) and part-time (religious) taught by these teachers. The full-timeThe full-time MadrasahMadrasah is therefore an exception rather thanis therefore an exception rather than the rule; fully private and independent, constituting only lessthe rule; fully private and independent, constituting only less than 4% of the total cohorts; sustained by the community &than 4% of the total cohorts; sustained by the community & philanthropists.philanthropists. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  60. 60. Students who were sent to these full-timeStudents who were sent to these full-time MadrasahMadrasah originally, were those with parents with altruistic-religiousoriginally, were those with parents with altruistic-religious reasons, not due to economic gains as their primary reason.reasons, not due to economic gains as their primary reason. The basic curriculum at the primary level were equallyThe basic curriculum at the primary level were equally needed by those who do not attend full-timeneeded by those who do not attend full-time MadrasahMadrasah. To. To accommodate these, traditionalaccommodate these, traditional MadrasahMadrasah extended theirextended their function or assign their students to conduct part-timefunction or assign their students to conduct part-time MadrasahMadrasah.. We in Singapore have had over 30 registeredWe in Singapore have had over 30 registered independent madrasahs but today it dwindled to only 6independent madrasahs but today it dwindled to only 6 which are as full-time schools.which are as full-time schools. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  61. 61. When at one time, IRK (Islamic Religious Knowledge) wasWhen at one time, IRK (Islamic Religious Knowledge) was incorporated in government schools which somewhat took on theincorporated in government schools which somewhat took on the function which independentfunction which independent MadrasahMadrasah had fulfilled, its proliferationhad fulfilled, its proliferation and existence then became regarded as less urgent. Lulled into theand existence then became regarded as less urgent. Lulled into the availability of ‘availability of ‘alternativealternative’, many of these part-time’, many of these part-time MadrasahMadrasah lostlost its appeal leading to lesser cohorts and gradually became neglected.its appeal leading to lesser cohorts and gradually became neglected. When IRK was scrapped from being taught in government schools, itWhen IRK was scrapped from being taught in government schools, it hence left a major void.hence left a major void. We have not yet fully recovered from this ‘traumatic’ lossWe have not yet fully recovered from this ‘traumatic’ loss. The. The truncation from our tradition andtruncation from our tradition and loss of Adabloss of Adab - have now caused- have now caused many to ‘many to ‘experimentexperiment’ with many kinds of curriculum or approaches.’ with many kinds of curriculum or approaches. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  62. 62. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  63. 63. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Independent – by community KUTTABKUTTAB All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  64. 64. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS Seen as alien (and Christian), generallySeen as alien (and Christian), generally the indigenous Malay-Muslims then,the indigenous Malay-Muslims then, were afraid to sending their childrenwere afraid to sending their children All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  65. 65. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS To remove the fear, the British colonialTo remove the fear, the British colonial Government Introduced VernacularGovernment Introduced Vernacular schools referred to as ‘Sekolah Melayu’schools referred to as ‘Sekolah Melayu’ All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  66. 66. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS Yet, full-time schools teaching IslamYet, full-time schools teaching Islam continued but to differentiate it,continued but to differentiate it, began to be referred to as ‘Sekolah Arab’began to be referred to as ‘Sekolah Arab’ ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  67. 67. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) More such school teaching the religion sprouted.More such school teaching the religion sprouted. And to emphasize its religious orientation, theseAnd to emphasize its religious orientation, these schools then were simply called “Sekolah Agama”schools then were simply called “Sekolah Agama” or the Arabic “Madrasah”or the Arabic “Madrasah” SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  68. 68. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  69. 69. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge) With the availability of lesson on Islam,With the availability of lesson on Islam, the general Malay-Muslim population’sthe general Malay-Muslim population’s concern for their children’s Islamicconcern for their children’s Islamic education were resolved and accommodatededucation were resolved and accommodated SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  70. 70. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) INTEGRATED SCHOOLSINTEGRATED SCHOOLS Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  71. 71. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) INTEGRATED SCHOOLSINTEGRATED SCHOOLS FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  72. 72. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) INTEGRATED SCHOOLSINTEGRATED SCHOOLS FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge) TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  73. 73. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) INTEGRATED SCHOOLSINTEGRATED SCHOOLS FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS MADRASAHMADRASAH Home-based study circles; Family trust;Home-based study circles; Family trust; MUIS - mosques; Islamic organizations;MUIS - mosques; Islamic organizations; private schools ; individual scholars; etc.private schools ; individual scholars; etc. ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  74. 74. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) Asaatizah absorbed byAsaatizah absorbed by M.O.E into vernacularM.O.E into vernacular schools to teach I.R.K.schools to teach I.R.K. INTEGRATED SCHOOLSINTEGRATED SCHOOLS FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS MADRASAHMADRASAH Home-based study circles; Family trust;Home-based study circles; Family trust; MUIS - mosgues; Islamic organizations;MUIS - mosgues; Islamic organizations; private schools ; individual scholars; etc.private schools ; individual scholars; etc. ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB And the challenge continues … THE ‘WAQF’ –THE ‘WAQF’ – Acquisition and Land Lease issueAcquisition and Land Lease issue THE COMPULSORY EDUCATIONTHE COMPULSORY EDUCATION PSLE BENCHMARK AND LIMITATION OF COHORTSPSLE BENCHMARK AND LIMITATION OF COHORTS THE J.M.S. ISSUETHE J.M.S. ISSUE ASAATIZAH – TEACHERS – TRAINING ?ASAATIZAH – TEACHERS – TRAINING ? ““DIRECTION OF MADRASAH ? ”DIRECTION OF MADRASAH ? ” ““TEACHING ISLAM AS SUBJECT OR SUBJECT THEM TO ISLAM?”TEACHING ISLAM AS SUBJECT OR SUBJECT THEM TO ISLAM?” ““WHAT HAPPEN TO DA’WAH ? “WHAT HAPPEN TO DA’WAH ? “ ……. ETC.. ETC. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  75. 75. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH
  76. 76.  Muslim must not equate this task (DA’WAH) as being similar with other kinds of professions. It is AMANAH as a mission and sacred trust – not a vocation nor even to be likened as any other ‘career’.  Remember, it has been carried out by an unbroken chain of DU’AT, faithfully linked to the Prophet Muhammad s.a.a.w.  This legacy is the foremost concern because DEEN-AL-ISLAM has been perfected and there will be no more new prophet sent to all mankind after our Muhammad s.a.a.w.  Every Muslim are to be developed towards assisting DA’WAH ISLAMIYYAH, in whatever capacity they attained, the most basic is to become Witnesses of Islam with their life for others. AN-NASEEHAH – Sincere Advice All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  77. 77.  Muslims from each region may underwent its own unique history, experiences especially of “civilizational osmosis”. Therefore to have knowledge and true appreciation of their respective history, to benefit from the work of previous scholars and propagators, managing proper transmission of their work with ADAB, especially in learning adequately of the Wisdom (AL-HIKMAH) and accumulated experience gained regionally by local scholars/teachers/propagators, is imperative. AN-NASEEHAH – Sincere Advice All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  78. 78.  Today’s Muslim educators, must be reminded of this and that they be mindful of the ADAB towards them to humbly strive to learn and to continue the work.  This is crucial – failure in fulfilling this is being ungrateful and can lead to (KHIYAANAH) treachery to the Prophetic legacy.  Remember, Allah SWT has stipulated the criteria for carrying it out. AN-NASEEHAH – Sincere Advice All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  79. 79. ““It is He who has sent among the unlettered a Messenger fromIt is He who has sent among the unlettered a Messenger from themselves (themselves (YAT-LU ‘ALAY-HIM AA-YAA-TIHIYAT-LU ‘ALAY-HIM AA-YAA-TIHI) reciting to them) reciting to them His verses and (His verses and (YU-ZAK-KEE-HIMYU-ZAK-KEE-HIM) purifying them (and make) purifying them (and make them grow) and (them grow) and (YU-’AL-LI-MU-HUMYU-’AL-LI-MU-HUM) teaching them the Book) teaching them the Book (AL-KITAAB) and wisdom ((AL-KITAAB) and wisdom (AL-AL-HHIKMAHIKMAH) … ”) … ” ((Qur’an: Jumu’ah: 62: 2Qur’an: Jumu’ah: 62: 2)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  80. 80. “ …“ … andand [to cause this message to spread] from them unto other[to cause this message to spread] from them unto other people as soon as they come into contact with thempeople as soon as they come into contact with them: for He alone is: for He alone is almighty, truly wise! Such is Allah's bounty: He grants it to anyonealmighty, truly wise! Such is Allah's bounty: He grants it to anyone who is willing [to receive it]: for Allah is limitless in His great bounty.”who is willing [to receive it]: for Allah is limitless in His great bounty.” ((Qur’an: Jumu’ah: 62: 3-4Qur’an: Jumu’ah: 62: 3-4)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  81. 81. ““ ((UUD-’UUUUD-’UU) Invite (or call) to the way of your Lord with) Invite (or call) to the way of your Lord with ((AL-AL-HHIKMAHIKMAH) wisdom and good instruction, and argue) wisdom and good instruction, and argue with them in a way that is best.”with them in a way that is best.” ((Qur’an: An-Nahlu: 16: 125Qur’an: An-Nahlu: 16: 125)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  82. 82. ““ ((UUD-’UUUUD-’UU) Invite (or call) to the way of your Lord with) Invite (or call) to the way of your Lord with ((AL-AL-HHIKMAHIKMAH) wisdom and good instruction, and argue) wisdom and good instruction, and argue with them in a way that is best.”with them in a way that is best.” ((Qur’an: An-Nahlu: 16: 125Qur’an: An-Nahlu: 16: 125)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  83. 83. ““And thus have We willed you to be a community of the middle wayAnd thus have We willed you to be a community of the middle way ((UMMATAN WASOTANUMMATAN WASOTAN) [i.e. justly balanced], so that [with your lives]) [i.e. justly balanced], so that [with your lives] you might bear witness to the truth before all mankind (you might bear witness to the truth before all mankind (SHUHADAA-ASHUHADAA-A - ‘ALAN-NAAS- ‘ALAN-NAAS) , and the Messenger as a witness over you.“) , and the Messenger as a witness over you.“ ((Qur’an: al- Baqarah: 2:143Qur’an: al- Baqarah: 2:143)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  84. 84. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  85. 85. ““And strive (And strive (WA-JAA-HADUWA-JAA-HADU) in His cause as ye ought) in His cause as ye ought to strive, (with sincerity and under discipline). He hasto strive, (with sincerity and under discipline). He has chosen you, and has imposed no difficulties on you inchosen you, and has imposed no difficulties on you in religion; it is the cult of your father Abraham. It isreligion; it is the cult of your father Abraham. It is HeHe Who has named you MuslimsWho has named you Muslims, both before and in this, both before and in this (Revelation); that the Messenger ((Revelation); that the Messenger (SHAHEEDANSHAHEEDAN) may) may be a witness for you, andbe a witness for you, and ye be witnesses forye be witnesses for mankind!mankind! ((SHUHADAA-A- ‘ALAN-NAASSHUHADAA-A- ‘ALAN-NAAS)).“.“ ((Qur’an: al- Hajj: 22:78Qur’an: al- Hajj: 22:78)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  86. 86. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) AN ADDENDUM TO EXPLAIN WHAT IS MEANT BYAN ADDENDUM TO EXPLAIN WHAT IS MEANT BY
  87. 87. IIMANIIMAN BeliefBelief FaithFaith ConvictionConviction IHSANIHSAN Best orBest or RighteousRighteous ConductConduct ‘‘AMALAMAL [Islam][Islam] SubmissionSubmission ObedienceObedience PracticePractice Faith without obedience is meaningless; and obedience without Faith isFaith without obedience is meaningless; and obedience without Faith is mere rituals and may even lead to hypocrisy.mere rituals and may even lead to hypocrisy. Together, Faith and Obedience must lead to Righteousness with IHSANTogether, Faith and Obedience must lead to Righteousness with IHSAN which essentially focus in our intention to sincerely serve Allah s.w.t.which essentially focus in our intention to sincerely serve Allah s.w.t. Thus, in these three aspects can one be said to be true in his submissionThus, in these three aspects can one be said to be true in his submission to the Will of Allah (as Muslim).to the Will of Allah (as Muslim). All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  88. 88. 88 TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  89. 89. 89 ‘ILM TAUHEED - ‘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 (Tauheed); knowing the true purpose, role and Destiny of Man. TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  90. 90. 90 ‘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 (Tauheed); knowing the true purpose, role and Destiny of Man. RELEVANT COMPLEMENTARYRELEVANT COMPLEMENTARY KNOWLEDGE:KNOWLEDGE: Languages, Logic & philosophy,Languages, Logic & philosophy, Epistemology, Biology, Botany,Epistemology, Biology, Botany, Chemistry, Physical sciences,Chemistry, Physical sciences, Astronomy, Geology, History,Astronomy, Geology, History, Anthropology, Marine & Space,Anthropology, Marine & Space, Etc.Etc. TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  91. 91. 91 ‘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. TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  92. 92. 92 ‘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. BROAD EXTENT OF TOPICS COVERED IN FIQHBROAD EXTENT OF TOPICS COVERED IN FIQH ‘‘ibadahibadah (personal devotion / worship)(personal devotion / worship) MuamalahMuamalah (social transaction)(social transaction) MunakahahMunakahah (Marriage & family)(Marriage & family) Irth / fara’idIrth / fara’id (Distribution of wealth)(Distribution of wealth) JinayahJinayah (crimes & punishment)(crimes & punishment) Qodha’iyahQodha’iyah (judiciary)(judiciary) jihad / Da’wahjihad / Da’wah (struggle in war & peace)(struggle in war & peace) imarahimarah (Leadership/government)(Leadership/government) TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  93. 93. 93 ‘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. RELEVANT COMPLEMENTARY KNOWLEDGE:RELEVANT COMPLEMENTARY KNOWLEDGE: All applied sciences, technologyAll applied sciences, technology and skills, knowledge of economics, politics, social &and skills, knowledge of economics, politics, social & administrativeadministrative sciences etc. that can assist in thesciences etc. that can assist in the fulfilment of establishing justice, order, peace,fulfilment of establishing justice, order, peace, harmony, prosperity, physicalharmony, prosperity, physical with moral progress, and the well-beingwith moral progress, and the well-being of Man & society, etc.of Man & society, etc. TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  94. 94. 94 ‘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 [Ashaab], 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”) TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  95. 95. 95 ‘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 [Ashaab], 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”) RELEVANT COMPLEMENTARY KNOWLEDGE:RELEVANT COMPLEMENTARY KNOWLEDGE: This aspect of development requiresThis aspect of development requires practical behaviour, the aspect of beingpractical behaviour, the aspect of being and becoming. Its area of developmentand becoming. Its area of development is the inner Self, the ‘human psyche’ oris the inner Self, the ‘human psyche’ or the state of the Soul reflected in histhe state of the Soul reflected in his Disposition (Disposition (AkhlaqAkhlaq). Therefore, the close). Therefore, the close equivalent may perhaps be ‘human’ psychology,equivalent may perhaps be ‘human’ psychology, behavioural sciences, manners & discipline, etc.behavioural sciences, manners & discipline, etc. TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  96. 96. "Not equal are the companions of the Fire and the companions of Paradise."Not equal are the companions of the Fire and the companions of Paradise. The companions of Paradise - they are the ones who attain [true success].”The companions of Paradise - they are the ones who attain [true success].” ((Qur’an: Surah Al-Hashr: 59: 20Qur’an: Surah Al-Hashr: 59: 20)) All Rights Reserved © Zhulkeflee Hj Ismail (2013)) IN THE NAME OF ALLAH,IN THE NAME OF ALLAH, MOST COMPASSIONATE,MOST COMPASSIONATE, MOST MERCIFULMOST MERCIFUL.. AN-NASEEHAH ““Sincere advice”Sincere advice”
  97. 97. "Turn ye to your Lord (in repentance) and"Turn ye to your Lord (in repentance) and (ASLIMU-(ASLIMU- LAHU) bow to His (WillLAHU) bow to His (Will),”),” ((Qur’an: Surah Az-Zumar: 39: 54Qur’an: Surah Az-Zumar: 39: 54)) All Rights Reserved © Zhulkeflee Hj Ismail (2013)) IN THE NAME OF ALLAH,IN THE NAME OF ALLAH, MOST COMPASSIONATE,MOST COMPASSIONATE, MOST MERCIFULMOST MERCIFUL.. AN-NASEEHAHAN-NASEEHAH
  98. 98. AS THIS IS JUST A PRELIMINARY REFLECTION, AND DUE TO TIME CONSTRAIN – I HAVE TO END HERE, FOR THE MOMENT. INSHA-ALLAH! MAY WE HAVE OTHER OPPORTUNITY TO REFLECT FURTHER. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  99. 99. http://an-naseehah.blogspot.com/http://an-naseehah.blogspot.com/ http://introductiontotauhid.blogspot.com/http://introductiontotauhid.blogspot.com/ http://oyoubelievers.blogspot.com/http://oyoubelievers.blogspot.com/ http://al-amthaal.blogspot.com/http://al-amthaal.blogspot.com/ http://zhulkeflee-archive.blogspot.com/http://zhulkeflee-archive.blogspot.com/ http://criteriaforaholybook-quran.blogspot.com/http://criteriaforaholybook-quran.blogspot.com/ http://with-the-truthful.blogspot.com/http://with-the-truthful.blogspot.com/ http ://muqaddam-nurul.blogspot.com/http ://muqaddam-nurul.blogspot.com/ All welcome to visit my web-blog:All welcome to visit my web-blog: 99All Rights Reserved © Zhulkeflee Hj Ismail (2015))

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