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

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?

””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

““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
MOST COMPASSIONATE,
MOST MERCIFUL.
TADZKIRAHTADZKIRAH

 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.

LIZARD’S HOLE
TADZKIRAHTADZKIRAH

““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

““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).”).”
TADZKIRAHTADZKIRAH
MOST COMPASSIONATE,
MOST MERCIFUL.

 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 !

“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
MOST COMPASSIONATE,
MOST MERCIFUL.

 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

TADZKIRAHTADZKIRAH
MOST COMPASSIONATE,
MOST MERCIFUL.

““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,.”
TADZKIRAHTADZKIRAH
MOST COMPASSIONATE,
MOST MERCIFUL.

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)

““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))

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)

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)

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)

“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)

TADZKIRAHTADZKIRAH

"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

 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

 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’.’.

 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).

 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))

“ … 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)

““ ((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))

““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))

 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..

 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.

 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.

TADZKIRAHTADZKIRAH
WHAT ARE SOME OF THESE …

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)
MOST COMPASSIONATE,
MOST MERCIFUL.

 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.

“ 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)

““(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))

 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

TADZKIRAHTADZKIRAH
ANOTHER IMPORTANT LESSON …

TADZKIRAHTADZKIRAH
MOST COMPASSIONATE,
MOST MERCIFUL.

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))
MOST COMPASSIONATE,
MOST MERCIFUL.

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)
MOST COMPASSIONATE,
MOST MERCIFUL.

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))
MOST COMPASSIONATE,
MOST MERCIFUL.

 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.

 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 ?

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

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))
MOST COMPASSIONATE,
MOST MERCIFUL.

 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::

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)
MOST COMPASSIONATE,
MOST MERCIFUL.

 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.

 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

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).

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.

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.

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.

HALAQAHHALAQAH VISITINGVISITING
ISLAMICISLAMIC
SCHOLARSSCHOLARS
QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
Independent – by community
KUTTABKUTTAB

ISLAMICISLAMIC
SCHOLARSSCHOLARS
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

ISLAMICISLAMIC
SCHOLARSSCHOLARS
KUTTABKUTTAB
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’

ISLAMICISLAMIC
SCHOLARSSCHOLARS
KUTTABKUTTAB
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))

ISLAMICISLAMIC
SCHOLARSSCHOLARS
KUTTABKUTTAB
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))

ISLAMICISLAMIC
SCHOLARSSCHOLARS
KUTTABKUTTAB
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))

ISLAMICISLAMIC
SCHOLARSSCHOLARS
KUTTABKUTTAB
ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into
(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

ISLAMICISLAMIC
SCHOLARSSCHOLARS
ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah))
INTEGRATED SCHOOLSINTEGRATED SCHOOLS
KUTTABKUTTAB
AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into

ISLAMICISLAMIC
SCHOLARSSCHOLARS
FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS
KUTTABKUTTAB

ISLAMICISLAMIC
SCHOLARSSCHOLARS
KUTTABKUTTAB
TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED

ISLAMICISLAMIC
SCHOLARSSCHOLARS
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.
KUTTABKUTTAB

ISLAMICISLAMIC
SCHOLARSSCHOLARS
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.
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.
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.

 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

 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.

 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.

““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))

“ …“ … 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))

““ ((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))

““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))

““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))

AN ADDENDUM TO EXPLAIN WHAT IS MEANT BYAN ADDENDUM TO EXPLAIN WHAT IS MEANT BY

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).

88
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM

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.

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.

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.

92
‘ILM FIQH
Purpose / Objective
What is involved?
What is the Effect?
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)

93
‘ILM FIQH
Purpose / Objective
What is involved?
What is the Effect?
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.

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”)

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.

"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))
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,
MOST COMPASSIONATE,MOST COMPASSIONATE,
MOST MERCIFULMOST MERCIFUL..
AN-NASEEHAH
““Sincere advice”Sincere advice”

"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))
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,
MOST COMPASSIONATE,MOST COMPASSIONATE,
MOST MERCIFULMOST MERCIFUL..
AN-NASEEHAHAN-NASEEHAH

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.

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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