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

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)”
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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 ”Kalimah-al-TauheedKalimah-al-Tauheed””
Updated 15 OCTOBER 2016
PARTPART # 4# 4
(Aug-(Aug-20162016))
(Continuation – class exercise)

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. 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)
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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
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THE HADITH
PREVIOUS LESSON

5. All Rights Reserved © Zhulkeflee Hj Ismail (2016))
CHALLENGES TOWARDS THIS UMMAHCHALLENGES TOWARDS THIS UMMAHEXTERNAL
IDENTIFYING
THE THREAT
PREVIOUS LESSON

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. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON

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. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
RE-VISITING PAST LESSONS
“FIQHUD-DA’WAH”
PREVIOUS LESSON

10. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON

11. All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON

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. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
Only those Rukun Islam
and Rukun Iman lessons as
taught when young.
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Limited and does not
include worldly actions,
other ‘non-religious’
knowledge and skills.
 We value freedom.
FARDHU ‘AIN
PREVIOUS LESSON

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. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
Its connection to concept
of worship ‘IBADAH.
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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. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
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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. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
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 Scientific knowledge are neutral.
Levelling of every knowledge
 Even placing wrong
category – viz.
UKHRAWI/DUNYAWI.
 Ignorance regarding
Islam’s epistemology.
KNOWLEDGE
PREVIOUS LESSON

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.”
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KNOWLEDGE
PREVIOUS LESSON

19. 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
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SHAHADATAIN

20. 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)) PREVIOUS LESSON
SHAHADATAIN

21. 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)) PREVIOUS LESSON
SHAHADATAIN

22. All Rights Reserved © Zhulkeflee Hj Ismail (2016))
NOW TO CONTINUE TODAY’S LESSON

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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.).)

24. 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

25. GROUP BRAINSTORM SHARING
AND OPEN CLASS DISCUSSION
 In previous session regarding analysing challenges/problem, weIn previous session regarding analysing challenges/problem, we
discussed the Muslim knowledge of ‘discussed the Muslim knowledge of ‘SHAHADATAINSHAHADATAIN’.’.
 The first statement to attest as Muslim is the most basic message ofThe first statement to attest as Muslim is the most basic message of
Al-Islam is theAl-Islam is the KALIMAH-AT-TAUHEEDKALIMAH-AT-TAUHEED..
 Brainstorm, discuss and analyse the manner in which this is beingBrainstorm, discuss and analyse the manner in which this is being
taught generally to Muslims which need to be improved (renewed)taught generally to Muslims which need to be improved (renewed)
especially in facing contemporary doctrinal challenges.especially in facing contemporary doctrinal challenges.
Break into groupings (of not more
than 8 person in each).
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26. All Rights Reserved © Zhulkeflee Hj Ismail (2016))

27. All Rights Reserved © Zhulkeflee Hj Ismail (2016))
The Prophet s.a.w. sent Mu`adh r.a. to Yemen and said:
"Invite the people to testify that none has the right to be
worshipped but Allah and I am Allah's Messenger s.a.w. and if
they obey you to do so, then teach them that Allah has enjoined on
them five prayers in every day and night (in twenty-four hours), and
if they obey you to do so, then teach them that Allah has made it
obligatory for them to pay the Zakat from their property and it is to
be taken from the wealthy among them and given to the poor.“
(Hadith reported by Bukhary)

28. All Rights Reserved © Zhulkeflee Hj Ismail (2016))
IDENTIFYING THE CONFUSION
TRADITIONAL MISTAKES
• Stagnated to only the simple
explanation as taught to children.
• Questions arising from genuine
Intellectual curiosity frowned
upon (left to later).
• Students’ acceptance of message
assumed to be ‘belief’ whereas
devoid of conviction.
INCOMPLETE DATA
• Ignorant of profound meaning of terms:
TAUHEED, NAFI-WA-ITSBAT, etc.
• Ignorant of link to earlier prophets’
mission; why this basic truth is most
fundamental and so important;
• What convincing arguments appealing to
its believe which Islam offer to non-
Muslims and sceptics.
KALIMAH – TAUHEED
LAA-ILAAHA-IL-LALLAHFALLACIES AND ARGUMENTS
• “Believe because that’s what Allah
and the prophets said so in Qur’an
and Ahadith.”
POST-MODERN IDEOLOGICAL CHALLENGES
• Modern JAAHILIYYAH.
• Neo-Darwinism and Secularism.
• Militant atheist.

29. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
 Stagnated to only the simple
explanation as taught to children.
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
 Questions arising from genuine
Intellectual curiosity frowned upon
(left to later).
 Students’ acceptance of message
assumed to be ‘belief’ whereas
devoid of conviction.

30. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
 “Believe because that’s what Allah and the
prophets said so in Qur’an and Ahadith.”
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
 Ignorant of profound meaning of terms:
TAUHEED, NAFI-WA-ITSBAT,
ILAH, MA’BUD, ALLAH etc.
 Ignorant of link to earlier prophets’
mission; why this basic truth is most
fundamental and so important; etc.

31. CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
 What convincing arguments
appealing to its believe which Islam
offer to non-Muslims and sceptics.
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
TO BE CONTINUED INSHA-ALLAH
 Modern-day JAAHILIYYAH.
 Neo-Darwinism and Secularism.
Militant atheist.