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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...
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
GROUP BRAINSTORM SHARING
AND OPEN CLASS DISCUSSION
 As in previous session regarding analysing challenges/problemAs in pr...
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...
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))
NOW TO CONTINUE TODAY’S LESSON
GROUP BRAINSTORM SHARING
AND OPEN CLASS DISCUSSION
 As in previous session regarding analysing challenges/problem, weAs i...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
We the prophets are commanded toWe the prophets are commanded to placep...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
TO KNOW WHAT IS NEEDED, A TEACHER MUST
EMPATHISE AND HELP ANALYSE WHAT ...
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
IDENTIFYING THE CONFUSION
TRADITIONAL MISTAKES
• Reduced to only the me...
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
 Reduced to only the mere verbal
profession of the Fa...
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
 Ignorant of the binding nature of
SHAHADATAIN.
 Som...
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
 Its link to concept of striving -
Mujaahadah.
 It i...
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[Slideshare] tafaqqahu-#5(august-2016)-lesson-#3e-problem-in–education- contn'd-class-exercise-shahadatain-(8-oct-2016)

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Elucidation of the problem identified – confusion in Knowledge – tips on how to give good instruction (MAU-’IZATIL-HASANAH)-regarding ”Shahadatain”

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[Slideshare] tafaqqahu-#5(august-2016)-lesson-#3e-problem-in–education- contn'd-class-exercise-shahadatain-(8-oct-2016)

  1. 1. UNDERSTANDING OF THE DEEN (AL-ISLAM) Intermediate Islamic (FIQH) course in English Conducted by Ustaz Zhulkeflee Hj Ismail LESSON # 3eLESSON # 3e 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)-)- regarding ”regarding ”ShahadatainShahadatain”” Updated 8 OCTOBER 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. 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))
  4. 4. 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
  5. 5. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) CHALLENGES TOWARDS THIS UMMAHCHALLENGES TOWARDS THIS UMMAHEXTERNAL IDENTIFYING THE THREAT PREVIOUS LESSON
  6. 6. 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
  7. 7. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
  8. 8. 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?
  9. 9. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) RE-VISITING PAST LESSONS “FIQHUD-DA’WAH” PREVIOUS LESSON
  10. 10. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  11. 11. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
  12. 12. 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)) PREVIOUS LESSON
  13. 13. 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. FARDHU ‘AIN PREVIOUS LESSON
  14. 14. 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” FARDHU ‘AIN PREVIOUS LESSON
  15. 15. 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?” FARDHU ‘AIN PREVIOUS LESSON
  16. 16. 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. KNOWLEDGE PREVIOUS LESSON
  17. 17. 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. UKHRAWI/DUNYAWI.  Ignorance regarding Islam’s epistemology. KNOWLEDGE PREVIOUS LESSON
  18. 18. 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)) KNOWLEDGE PREVIOUS LESSON
  19. 19. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) NOW TO CONTINUE TODAY’S LESSON
  20. 20. GROUP BRAINSTORM SHARING AND OPEN CLASS DISCUSSION  As in previous session regarding analysing challenges/problem, weAs in previous session regarding analysing challenges/problem, we shall try to brainstorm, discuss and analyse the inadequacy of theshall try to brainstorm, discuss and analyse the inadequacy of the Muslim knowledge of ‘Muslim knowledge of ‘SHAHADATAINSHAHADATAIN’. What may be its’. What may be its reason or circumstance which may lead to the confusion? If this isreason or circumstance which may lead to the confusion? If this is not corrected through Muslims’ educational curriculum - it maynot corrected through Muslims’ educational curriculum - it may further worsen especially when they try to share it with others.further worsen especially when they try to share it with others. Break into groupings (of not more than 8 person in each). All Rights Reserved © Zhulkeflee Hj Ismail (2016))
  21. 21. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) We the prophets are commanded toWe the prophets are commanded to placeplace peoplepeople according to their stationaccording to their station and toand to speakspeak unto themunto them in accordance with theirin accordance with their intellectual capacity.intellectual capacity. ((Hadith reported by Abu Dawud from A’isyah r.aHadith reported by Abu Dawud from A’isyah r.a.).)
  22. 22. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) TO KNOW WHAT IS NEEDED, A TEACHER MUST EMPATHISE AND HELP ANALYSE WHAT MAY IMPEDE THEIR STUDENTS’ LEARNING AND STRIVE TO REMOVE THESE EFFECTIVELY WHICH MAY REQUIRE UNLEARNING
  23. 23. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) IDENTIFYING THE CONFUSION TRADITIONAL MISTAKES • Reduced to only the mere verbal profession of the Faith. • Some insistence upon the Arabic pronunciation rather than the person’s understanding of its true meaning and significance. • Inadequate explanation of TAUHEED and AR-RISAALAH LACK OF COMMITMENT • Ignorant of the binding nature of SHAHADATAIN. • Some may inadvertently have betrayed the DEEN when their allegiance to others over-rides that of his/her solemn pledge of the Shahadahtain. INCOMPLETE DATA • Its link to concept of striving - Mujaahadah. • It is the ‘enabler’ to ARKAAN -AL-ISLAM-AL-IIMAN-IHSAN • Ignorance regarding aspects which nullify a Muslims’ Shahadatain FALLACIES AND ARGUMENTS • “With SHAHADATAIN a Muslim will enter Paradise and be safe from the punishment of the Hellfire.” SHAHAADAH
  24. 24. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION  Reduced to only the mere verbal profession of the Faith.  Some insistence upon the Arabic pronunciation rather than the person’s understanding of its true meaning and significance.  Inadequate explanation of TAUHEED and AR-RISAALAH All Rights Reserved © Zhulkeflee Hj Ismail (2016))
  25. 25. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION  Ignorant of the binding nature of SHAHADATAIN.  Some may inadvertently have betrayed the DEEN when their allegiance to others over- rides that of his/her solemn pledge of the Shahadatain.  “With SHAHADATAIN a Muslim will enter Paradise and be safe from the punishment of the Hellfire.” All Rights Reserved © Zhulkeflee Hj Ismail (2016))
  26. 26. CLASS EXERCISE IN CLARIFYING WITH ISLAM’S RESPONSE TO THE CONFUSION  Its link to concept of striving - Mujaahadah.  It is the ‘enabler’ to ARKAAN - AL-ISLAM - AL-IIMAN - IHSAN  Ignorance regarding antithetical aspects which nullify a Muslims’ Shahadatain All Rights Reserved © Zhulkeflee Hj Ismail (2016)) TO BE CONTINUED INSHA-ALLAH

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