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UNDERSTANDING OF THE DEEN (AL-ISLAM)
Intermediate Islamic (FIQH) course in English
Conducted by Ustaz Zhulkeflee Hj Ismail...
“O Allah! Grant favours in our hearing, in our sight and in our strength to be
always upon Your Path. And make our yearnin...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
CHALLENGES TOWARDS THIS UMMAHCHALLENGES TOWARDS THIS UMMAHEXTERNAL
IDEN...
Hadith extracted from: ‘NASA-IHU AL-’IBAAD ‘ALAA SHARHI AL-
MUNABBIHAT ‘ALA AL-ISTI’DAD LI-YAUMI AL-MA-’AD’
Sheikh Imam Mu...
O Aba Dzar! Renew the ship, for verily the ocean is deep,
And take complete provision, for verily the journey is far,
And ...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
CHALLENGES TOWARDS THIS UMMAHCHALLENGES TOWARDS THIS UMMAHEXTERNAL
IDEN...
LACKING ISLAMIC
PHILOSOPHICAL
RESPONSE TO
‘SECULARISM’
NEGLECT MASTERY
OF LANGUAGES
CONFUSION
IN KNOWLEDGE
ABSENCE OF
AN A...
All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
 Seriously thinking, Prof. Syed Muhammad Naquib Al-Attas identified
th...
All Rights Reserved © Zhulkeflee Hj Ismail (2015))
RE-VISITING PAST LESSONS
“FIQHUD-DA’WAH”
PREVIOUS LESSON
All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
AD-DEEN
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• Its meaning is sa...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
AL-ISLAM
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• It is a Malay ‘r...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
MUSLIM
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• People who have be...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
ALLAH
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• It is an Arab or Ma...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
GROUP BRAINSTORM SHARING
AND OPEN CLASS DISCUSSION
 As in previous session regarding analysing challenges/problemAs in pr...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
FARDHU ‘AIN
IDENTIFYING THE CONFUSION
WRONG ASSUMPTIONS
• Only those Ru...
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
Only those Rukun Islam
and Rukun Iman lessons as
taug...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
Irrelevant as this only
pertains to the Hereafter.
CLASS EXERCISE IN C...
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
Its connection to concept
of worship ‘IBADAH.
All Rig...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
KNOWLEDGE
IDENTIFYING THE CONFUSION
VAGUE DEFINITION
• Not different fr...
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
No...
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
 S...
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
 Ignorance regarding history of Islam’s
extensive and...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
SHAHAADAH
ARKAANUL-ISLAM
ARKAANUL-IIMAN
AL-IHSAN
TO BE CONTINUED INSHA-...
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[Slideshare] tafaqqahu-#5(august-2016)-lesson-#3d-problem-in–education- contn'd-class-exercise-(24-sept-2016)

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

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[Slideshare] tafaqqahu-#5(august-2016)-lesson-#3d-problem-in–education- contn'd-class-exercise-(24-sept-2016)

  1. 1. UNDERSTANDING OF THE DEEN (AL-ISLAM) Intermediate Islamic (FIQH) course in English Conducted by Ustaz Zhulkeflee Hj Ismail LESSON # 3dLESSON # 3d Using text & curriculum he has developed especially forUsing text & curriculum he has developed especially for Muslim converts and young Adult English-speaking Muslims.Muslim converts and young Adult English-speaking Muslims. ““To seek knowledge is obligatory upon every Muslim (male & female)”To seek knowledge is obligatory upon every Muslim (male & female)” All Rights Reserved © Zhulkeflee Hj Ismail (2016)) IN THE NAME OF ALLAH,IN THE NAME OF ALLAH, MOST COMPASSIONATE,MOST COMPASSIONATE, MOST MERCIFUL.MOST MERCIFUL. "O my Lord! Let my entry be by the Gate of Truth and Honour, and likewise my exit by the Gate of Truth and Honour; and grant me from Thy Presence an authority to aid (me)” (Qur’an: Isra’: 17: 80) RENEW TO THE SHIP (UMMAH)RENEW TO THE SHIP (UMMAH) EDUCATION (KNOWLEDGE)EDUCATION (KNOWLEDGE) Elucidation of the problem identified –Elucidation of the problem identified – confusion in Knowledge – tips on how to giveconfusion in Knowledge – tips on how to give good instruction (good instruction (MAU-’IZATIL-HASANAHMAU-’IZATIL-HASANAH)) Updated 24 SEPTEMBER 2016 PARTPART # 4# 4 (Aug-(Aug-20162016)) (Continuation – class exercise)
  2. 2. “O Allah! Grant favours in our hearing, in our sight and in our strength to be always upon Your Path. And make our yearnings and desires to be in accord with everything (teachings and guidance) which has ben brought by Your beloved Muhammad - salutations of Allah and peace be upon him.” ALLAA-HUM-MA – MA-TI’-NAA – BI-AS-MAA-INAA – WA – AB-SWAA-RI-NAA – WA- QUW-WAA-TI-NAA- FEE- SA-BEE – LIK, - WAJ – ‘AL – HA-WAA-NAA –TA-BA-’AN- LI-MAA – JAA – A – BI-HI – HA-BEE-BU-KA – MUHAM-MADUN – SWOL-LAL-LAA-HU –’ALAI-HI - WA-SAL-LAM All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
  3. 3. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) CHALLENGES TOWARDS THIS UMMAHCHALLENGES TOWARDS THIS UMMAHEXTERNAL IDENTIFYING THE THREAT PREVIOUS LESSON
  4. 4. Hadith extracted from: ‘NASA-IHU AL-’IBAAD ‘ALAA SHARHI AL- MUNABBIHAT ‘ALA AL-ISTI’DAD LI-YAUMI AL-MA-’AD’ Sheikh Imam Muhammad Nawawi bin Umar al-Jawi al-Bantani famous Nusantaran scholar and Imam in Makkah (1813-1897) All Rights Reserved © Zhulkeflee Hj Ismail (2016))
  5. 5. O Aba Dzar! Renew the ship, for verily the ocean is deep, And take complete provision, for verily the journey is far, And lighten the load, for verily the obstacles are almost insurmountable, And be sincere in your deeds, for verily the scrutinizer of faults is The Seeing (Allah). AN-NAASEEHAH The Sincere Advice All Rights Reserved © Zhulkeflee Hj Ismail (2016)) THE HADITH PREVIOUS LESSON
  6. 6. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) CHALLENGES TOWARDS THIS UMMAHCHALLENGES TOWARDS THIS UMMAHEXTERNAL IDENTIFYING THE THREAT PREVIOUS LESSON
  7. 7. LACKING ISLAMIC PHILOSOPHICAL RESPONSE TO ‘SECULARISM’ NEGLECT MASTERY OF LANGUAGES CONFUSION IN KNOWLEDGE ABSENCE OF AN ACTIVE CULTURAL EDUCATION BREAKDOWN OF ADAB RISE OF FALSE LEADERS AND FAILED LEADERSHIP SCARCITY OF TRULY ISLAMIC EDUCATORS AND THINKERS TRUNCATION FROM HISTORY OF ISLAMIC CIVILIZATION LACK OF READING CULTURE AND OF SERIOUS RESEARCH All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
  8. 8. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
  9. 9. All Rights Reserved © Zhulkeflee Hj Ismail (2016))  Seriously thinking, Prof. Syed Muhammad Naquib Al-Attas identified the confusion of knowledge (epistemology) is the root problem of the modern and now post-modern era in which we are now in – indeed the crisis of the intellect. And he advise us thus: ““The learned and wise among Muslims must use constantThe learned and wise among Muslims must use constant vigilance in detecting erroneous usage in language whichvigilance in detecting erroneous usage in language which impinges upon semantic change in major key elements andimpinges upon semantic change in major key elements and creates general confusion and error in the understanding ofcreates general confusion and error in the understanding of Islam and of its worldviewIslam and of its worldview.”.” Quote: “The Concept of Education in Islam” pp. 37-38Quote: “The Concept of Education in Islam” pp. 37-38 WHAT CAN WE DO ABOUT THIS?
  10. 10. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) RE-VISITING PAST LESSONS “FIQHUD-DA’WAH” PREVIOUS LESSON
  11. 11. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  12. 12. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
  13. 13. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) AD-DEEN IDENTIFYING THE CONFUSION WRONG ASSUMPTIONS • Its meaning is same as that of ‘religion’ as understood in other faith. • It is merely concern with matters of the unseen – mostly superstitions and unscientific practices. • It is irrelevant to the here and now. APPLICATION OF ALIEN STANDARD • Secularist worldview INCOMPLETE DATA • Ignorance of meaning and significance of the Arabic word “ADDEEN ” FALLACIES AND ARGUMENTS • “Religion is a human construct” • “Religion is the opiate of the masses” (Karl Marx) • “Religion causes war and disunity” PREVIOUS LESSON
  14. 14. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) AL-ISLAM IDENTIFYING THE CONFUSION WRONG ASSUMPTIONS • It is a Malay ‘religion’. • Started or founded by Muhammad. • Spread by the sword. • Barbaric religion. • Its teaching violates human rights. APPLICATION OF ALIEN STANDARD • Teachings are antithetical to the Modernist view of “Freedom” . • Islam is anti science and progress. INCOMPLETE DATA • The meaning of “ISLAM” and its significance. • It historical link to the Abrahamic faith. • Fastest growing religion in the West. • Islamic civilizations’ contribution. FALLACIES AND ARGUMENTS • “Terrorists are Muslim therefore Islam is the religion that teaches terrorism” • “Islam came after Judaism and Christianity, therefore it is not authentic but merely a copy” PREVIOUS LESSON
  15. 15. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) MUSLIM IDENTIFYING THE CONFUSION WRONG ASSUMPTIONS • People who have been forced. • Violent and backward people. • People who have been ‘Arabiced’ or ‘Melayunised’ • These are ‘Mohammadan” APPLICATION OF ALIEN STANDARD • Exclusivist and cannot become good and loyal citizens. • Their aim is to impose SHARIAH law upon others. • They are lifestyle is backward and inconsistent with modernity. INCOMPLETE DATA • Meaning and significance of the Arabic word “MUSLIM ” • Successful in uniting people of diverse races yet preserving their respective culture. FALLACIES AND ARGUMENTS • “Not all Muslims are terrorist but all terrorist are Muslims” (Donald Trump). • “We are going to be swamp by them” (Pauline Hanson), PREVIOUS LESSON
  16. 16. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) ALLAH IDENTIFYING THE CONFUSION WRONG ASSUMPTIONS • It is an Arab or Malay god. • A god of anger. APPLICATION OF ALIEN STANDARD • Another mythical belief – unscientific. INCOMPLETE DATA • Not the same as in other religions’ theology. • Meaning and significance of the Arabic proper noun “ALLAH ”. • Our concept of God (Ikhlasw) FALLACIES AND ARGUMENTS • “It is the name of one of the ancient MAKKAN pagan god “Al-Lata, Al-Uzza. Al- Manat.” PREVIOUS LESSON
  17. 17. All Rights Reserved © Zhulkeflee Hj Ismail (2016))
  18. 18. GROUP BRAINSTORM SHARING AND OPEN CLASS DISCUSSION  As in previous session regarding analysing challenges/problemAs in previous session regarding analysing challenges/problem pertain to ‘pertain to ‘EducationEducation’ which we specifically identified in the’ which we specifically identified in the category of “category of “Confusion in knowledgeConfusion in knowledge” – our class” – our class exercise has not completed 2 more items to dispell and clarify.exercise has not completed 2 more items to dispell and clarify.  Firstly to identify how the confusion arise (cause of problem).Firstly to identify how the confusion arise (cause of problem).  Subsequent we shall try to brainstorm, discuss and suggest theSubsequent we shall try to brainstorm, discuss and suggest the appropriate responses to each (solution in clarifying).appropriate responses to each (solution in clarifying). Break into groupings (of not more than 8 person in each). All Rights Reserved © Zhulkeflee Hj Ismail (2016))
  19. 19. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) FARDHU ‘AIN IDENTIFYING THE CONFUSION WRONG ASSUMPTIONS • Only those Rukun Islam and Rukun Iman lessons as taught when young. • Limited and does not include worldly actions, other ‘non-religious’ knowledge and skills. APPLICATION OF ALIEN STANDARD • We value freedom. • Irrelevant as this only pertains to the Hereafter. • It is of less important because it has no economic value. INCOMPLETE DATA • Meaning and significance of the Arabic word “FARDHU-’AIN” • Its connection to concept of worship ‘IBADAH. • Its dynamic definition when link to categorization of knowledge. FALLACIES AND ARGUMENTS • “Religion should be left to the individual to decide.” • “There is no coercion in religion, so why the compulsion?”
  20. 20. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION Only those Rukun Islam and Rukun Iman lessons as taught when young. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) Limited and does not include worldly actions, other ‘non-religious’ knowledge and skills.  We value freedom.
  21. 21. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) Irrelevant as this only pertains to the Hereafter. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION It is of less important because it has no economic value. Meaning and significance of the Arabic word “FARDHU-’AIN”
  22. 22. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION Its connection to concept of worship ‘IBADAH. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) Its dynamic definition when link to categorization of knowledge.  “Religion should be left to the individual to decide.”  “There is no coercion in religion, so why the compulsion?”
  23. 23. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) KNOWLEDGE IDENTIFYING THE CONFUSION VAGUE DEFINITION • Not different from ‘information’. • Detach from notion of mankind being ‘SPIRITUAL’ to merely linked to mental and psyche. • Scientific knowledge and religious knowledge are different and should be kept separate. • Scientific knowledge are neutral. LACK OF DISTINCTION • Levelling of every knowledge • Even placing wrong category – viz. UHRAWI/DUNYAWI. • Ignorance regarding Islam’s epistemology. INCOMPLETE DATA • Ignorance regarding history of Islam’s extensive and significant contributions to the dissemination of knowledge culture leading to renaissance. FALLACIES AND ARGUMENTS • “Islam (early Muslims scholars) contribution to science were merely plagiarized works from the Greek and other past civilization. It is nothing to do with its religious teachings.” • “How can you Islamize knowledge? This is nonsense.”
  24. 24. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION All Rights Reserved © Zhulkeflee Hj Ismail (2016)) Not different from ‘information’.  Detach from notion of mankind being ‘SPIRITUAL’ to merely linked to mental and psyche.  Scientific knowledge and religious knowledge are different and should be kept separate.
  25. 25. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION All Rights Reserved © Zhulkeflee Hj Ismail (2016))  Scientific knowledge are neutral. Levelling of every knowledge  Even placing wrong category – viz. UHRAWI/DUNYAWI.  Ignorance regarding Islam’s epistemology.
  26. 26. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION  Ignorance regarding history of Islam’s extensive and significant contributions to the dissemination of knowledge culture leading to renaissance  “Islam (early Muslims scholars) contribution to science were merely plagiarized works from the Greek and other past civilization. It is nothing to do with its religious teachings.”  “How can you Islamize knowledge? This is nonsense.” All Rights Reserved © Zhulkeflee Hj Ismail (2016))
  27. 27. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) SHAHAADAH ARKAANUL-ISLAM ARKAANUL-IIMAN AL-IHSAN TO BE CONTINUED INSHA-ALLAH

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