[Slideshare] tafaqqahu-#6-(january-2017)-lesson-#1e -‘muslim’s education'-keynote-pt-2-(18-february-2017)

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QUR’ANIC lesson : “Fishermen and the commandment”
QUR’ANIC lesson : “The carrier of Books”
BRIEF HISTORY OF MUSLIM’S EDUCATION IN SINGAPURA

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[Slideshare] tafaqqahu-#6-(january-2017)-lesson-#1e -‘muslim’s education'-keynote-pt-2-(18-february-2017)

  1. 1. UNDERSTANDING OF THE DEEN (AL-ISLAM) Intermediate Islamic (FIQH) course in English Conducted by Ustaz Zhulkeflee Hj Ismail LESSON # 1eLESSON # 1e 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 ( 2017 )) 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) RESUMING MODULE AFTER BREAKRESUMING MODULE AFTER BREAK MUSLIMS’S EDUCATION Sharing a concern raised in a public talkSharing a concern raised in a public talk held in 2015 – “Subject them to Islam”held in 2015 – “Subject them to Islam” (Continuation)(Continuation) Updated 18 FEBRUARY 2017 PARTPART # 6# 6 (January-(January-20172017))
  2. 2. 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 “withwith IslamIslam”.”. 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? FROM A PUBLIC PRESENTATION
  3. 3. ””Verily this is knowledge (which contains the rules) ofVerily this is knowledge (which contains the rules) of thethe DEENDEEN (Religion), so look thoroughly into(Religion), so look thoroughly into the person from whom you acquirethe person from whom you acquire (the knowledge of) your(the knowledge of) your DEENDEEN (Religion).”(Religion).” Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us MuslimsImam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  4. 4. ““O you who have attained to faith! If you pay heed to some ofO you who have attained to faith! If you pay heed to some of thosethose to whom revelation was vouchsafed aforetime *to whom revelation was vouchsafed aforetime *, they might cause, they might cause you to renounce the truth after you have come to believe [in it].”you to renounce the truth after you have come to believe [in it].” ((Qur’an: Aali ‘Imran: 3: 100Qur’an: Aali ‘Imran: 3: 100)) * THE People of the Book – Jews and Christians IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. TADZKIRAHTADZKIRAH All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  5. 5. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  The command warns us Muslims to be wary and cautious from whom weThe command warns us Muslims to be wary and cautious from whom we derive our knowledge, advice, direction and guidance. Unfortunatelyderive our knowledge, advice, direction and guidance. Unfortunately today, Muslims have already accepted trend of getting knowledge oftoday, Muslims have already accepted trend of getting knowledge of theirtheir DEENDEEN from ‘dubious’ sources especially thosefrom ‘dubious’ sources especially those OrientalistsOrientalists (with their(with their agenda) oragenda) or Orientalists-mindedOrientalists-minded oror SecularistSecularist who may even be Muslims.who may even be Muslims.  The traditionalThe traditional UlamaUlama’ of Islam, “’ of Islam, “The Heirs to the ProphetsThe Heirs to the Prophets”, are being”, are being maligned, marginalized, sidelined, ignored and their efforts undermined.maligned, marginalized, sidelined, ignored and their efforts undermined. Even the knowledge (andEven the knowledge (and ADABADAB) as to who they are, is seemingly) as to who they are, is seemingly forgotten or lost, while sources from other faith system are beingforgotten or lost, while sources from other faith system are being popularized “popularized “shamelesslyshamelessly” as though Islamic heritage has become” as though Islamic heritage has become ‘bankrupt’ or redundant in their mind – (.e. certain Muslim ‘‘bankrupt’ or redundant in their mind – (.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. PREVIOUS LESSON
  6. 6. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) LIZARD’S HOLE TADZKIRAHTADZKIRAH PREVIOUS LESSON
  7. 7. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) ““You will most certainly follow the ways of thoseYou will most certainly follow the ways of those who came before you, arm’s length by arm’swho came before you, arm’s length by arm’s length, forearm’s length by forearm’s length, handlength, forearm’s length by forearm’s length, hand span by hand span, until even if they entered a holespan by hand span, until even if they entered a hole of aof a DwDwABBABB (desert lizard) you will enter it too.”(desert lizard) you will enter it too.” They said: “O Messenger of Allah, (do you mean)They said: “O Messenger of Allah, (do you mean) thethe Jews aJews and thend the ChristiansChristians?”?” He said: “Who else?”He said: “Who else?” ((Hadith reported by Ibn MajahHadith reported by Ibn Majah)) LIZARD’S HOLE TADZKIRAHTADZKIRAH PREVIOUS LESSON
  8. 8. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  These the “These the “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 andthey take their cue from the Orientalists, who researched on Islam and are trying to re-introduce into Islamic discourse using arguments from theare trying to re-introduce into Islamic discourse using arguments from the early Muslim ‘rationalists’ –early Muslim ‘rationalists’ – MU’TAZILITEMU’TAZILITE who dare to opposewho dare to oppose ‘revelation’, whereas such views have already been refuted by Muslim‘revelation’, whereas such views have already been refuted by Muslim scholars.scholars.  Inciting use of ‘reasoning’ and being too obsessed with ‘rationalizing’Inciting use of ‘reasoning’ and being too obsessed with ‘rationalizing’ that led to skepticism towards the ‘revelation’ , already has precedencethat led to skepticism towards the ‘revelation’ , already has precedence even in the beginning of creation, mentioned in teachings of Qur’an andeven in the beginning of creation, mentioned in teachings of Qur’an and its parables. It is therefore very relevant to be understood by us - theirits parables. It is therefore very relevant to be understood by us - their lessons learnt and their intended warnings heeded.lessons learnt and their intended warnings heeded. PREVIOUS LESSON
  9. 9. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH WHAT ARE SOME OF THESE … PREVIOUS LESSON
  10. 10. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  11. 11. TADZKIRAHTADZKIRAH “And [mention, O Muhammad], when your Lord said to the angels, "Indeed, I will make upon the earth a successive authority." They said, "Will You place upon it one who causes corruption therein and sheds blood, while we declare Your praise and sanctify You?" Allah said, "Indeed, I know that which you do not know." (Qur’an: Baqarah: 2: 30) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  12. 12. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) “ It is We who created you and gave you shape; then We bade the angels prostrate to Adam, and they prostrated, not so Iblis; he refused to be of those who bow down …” (Qur’an: Surah al-A’raf: 7: 11) PREVIOUS LESSON
  13. 13. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) ““(Allah) said: "what prevented thee from bowing down when I(Allah) said: "what prevented thee from bowing down when I commanded thee?" He (Iblis) said: "commanded thee?" He (Iblis) said: "I am better than heI am better than he: thou: thou didst create me from fire, and him from clay."didst 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: get out, for thou art of the meanest (of creatures).”creatures).” ((Qur’an: Surah al-A’raf: 7: 12-13Qur’an: Surah al-A’raf: 7: 12-13)) PREVIOUS LESSON
  14. 14. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  To be clear,To be clear, Islam is not against inquisitivenessIslam is not against inquisitiveness as aas a valid methodvalid method in seekingin seeking knowledgeknowledge. The actual concern, as in the story of Prophet Ibrahim a.s. is. The actual concern, as in the story of Prophet Ibrahim a.s. is when questioning which is intended to oppose Faith and exalt skepticism –when questioning which is intended to oppose Faith and exalt skepticism – i.e. the arrogant use of “i.e. the arrogant use of “reasonreason” to subvert “” to subvert “revelationrevelation.”.” Behold! Abraham said: "My Lord! show me how You give life toBehold! Abraham said: "My Lord! show me how You give life to the dead. He said: "Do you not then believe?"the dead. He said: "Do you not then believe?" He said: "Yea! but to satisfy my own understanding.“He said: "Yea! but to satisfy my own understanding.“ ** ((Qur’an: Baqarah: 2: 260Qur’an: Baqarah: 2: 260)) ** literally: “to make my heart tranquil”literally: “to make my heart tranquil” PREVIOUS LESSON
  15. 15. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH ANOTHER IMPORTANT LESSON … PREVIOUS LESSON
  16. 16. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. PREVIOUS LESSON
  17. 17. TADZKIRAHTADZKIRAH ““And there are those who put up a mosque by way ofAnd there are those who put up a mosque by way of mischief (mischief (DHIRARADHIRARA) and infidelity () and infidelity (KUFRAKUFRA) ―) ― to disuniteto disunite the Believers and in preparation for one who warredthe Believers and in preparation for one who warred against Allah and His Messengeragainst Allah and His Messenger aforetime. They willaforetime. They will indeed swear that their intention is nothing but good; butindeed swear that their intention is nothing but good; but Allah doth declare that they are certainly liars.Allah doth declare that they are certainly liars. Never stand thou forth therein. …”” ((Qur’an: Taubah: 9:107-108Qur’an: Taubah: 9:107-108)) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  18. 18. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  19. 19. TADZKIRAHTADZKIRAH ““Which then is best?― he that layeth his foundation onWhich then is best?― he that layeth his foundation on piety to Allah and His Good pleasure?― or he that layethpiety to Allah and His Good pleasure?― or he that layeth his foundation on an undermined sand-cliff ready tohis foundation on an undermined sand-cliff ready to crumble to pieces? And it doth crumble to pieces with him,crumble to pieces? And it doth crumble to pieces with him, into the fire of Hell. And Allah guideth not people that dointo the fire of Hell. And Allah guideth not people that do wrong.”wrong.” ((Qur’an: Taubah: 9:109Qur’an: Taubah: 9:109)) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON
  20. 20. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH ANOTHER IMPORTANT LESSON … NOW TO CONTINUE …
  21. 21. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  22. 22. TADZKIRAHTADZKIRAH ““And ask them about the town that was by the sea -And ask them about the town that was by the sea - when they transgressed in [the matter of] thewhen they transgressed in [the matter of] the Sabbath - when their fish came to them openly onSabbath - when their fish came to them openly on their Sabbath day, and the day they had no Sabbaththeir Sabbath day, and the day they had no Sabbath they did not come to them.they did not come to them. Thus did We give themThus did We give them trial because they were defiantly disobedienttrial because they were defiantly disobedient.”.” ((Qur’an: A’raf: 7: 163Qur’an: A’raf: 7: 163)) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  23. 23. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Another type or example of “Another type or example of “REASONING challenging REVELATIONREASONING challenging REVELATION: is: is contained in this story. By them laying the fish trap before Sabbath, andcontained in this story. By them laying the fish trap before Sabbath, and after observing the sanctity of the day for worship they then harvested theafter observing 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.catch on 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?Yet Allah 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 theachieved ‘win-win’ outcome. It can be deemed as ‘betrayal of the intellect.’intellect.’ WALLAAHU-A’-LAM The lesson from this is:The lesson from this is:
  24. 24. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH ANOTHER IMPORTANT LESSON …
  25. 25. TADZKIRAHTADZKIRAH IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  26. 26. TADZKIRAHTADZKIRAH “The parable of those who were charged with the Torah and then they failed to live up to it is that of a donkey laden with books. Even more evil is the parable of the people who gave the lie to the Signs of Allah. Allah does not direct such wrong- doers to the Right Way..” (Qur’an: Jumu’ah : 62: 5) IN THE NAME OF ALLAH, MOST COMPASSIONATE, MOST MERCIFUL. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  27. 27. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Our traditional Islamic scholars are required to be those who fulfill theOur traditional Islamic scholars are required to be those who fulfill the criteria of being “criteria of being “learned and practicing thelearned and practicing the DeenDeen accordinglyaccordingly” in the” in the term -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 norIslam and Islamic studies, whereas he may not even believe in Islam nor become Muslim. When Muslim elites and parents today regard such abecome Muslim. When Muslim elites and parents today regard such a person as though they are in the same class as our traditionalperson as though they are in the same class as our traditional ‘ULAMA‘ULAMA and relent to sending their children to learn Islam from them - it is aand relent to sending their children to learn Islam from them - it is a tragic calamity, and (tragic calamity, and (KHIYAANAHKHIYAANAH) grotesque blunder of treacherous) grotesque blunder of treacherous proportion.proportion.
  28. 28. All Rights Reserved © Zhulkeflee Hj Ismail (2015))  Orientalism and its approach to learning Islam has now been promotedOrientalism and its approach to learning Islam has now been promoted by some Muslims – especially since it is easily available in English. Yet,by some Muslims – especially since it is easily available in English. Yet, many overlooked or naively unaware of the history; their insidiousmany overlooked or naively unaware of the history; their insidious attempts towards the Muslim Ummah; their program to undermine andattempts towards the Muslim Ummah; their program to undermine and usurp the position of our traditional Ulama’; their determined efforts,usurp the position of our traditional Ulama’; their determined efforts, research, institutions and enormous funds, scholarship and investment toresearch, institutions and enormous funds, scholarship and investment to distort the Islamic legacy and tradition etc. - even to secularized Muslims.distort the Islamic legacy and tradition etc. - even to secularized Muslims.  These intended sinister objectives of the Orientalist agenda had beenThese intended sinister objectives of the Orientalist agenda had been employed since post-Crusade Western colonial-imperialist period. Toemployed since post-Crusade Western colonial-imperialist period. To assume that today (post-colonial) it has adopted a more neutral orassume that today (post-colonial) it has 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
  29. 29. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  30. 30. Western colonial powers introduced their schooling system,Western colonial powers introduced their schooling system, even though natives already have their own- i.e. eithereven though natives already have their own- i.e. either vernacular or religious based.vernacular or religious based. When linked to economic and job opportunities, whichWhen linked to economic and job opportunities, which favoured cohorts from such state-schools, private native orfavoured cohorts from such state-schools, private native or religious full-time schools lost its appeal. Yet, Muslims studentsreligious full-time schools lost its appeal. Yet, Muslims students generally were providedgenerally were provided Islamic religious classesIslamic religious classes outside schooloutside school hours at home, mosques or the madrasah (part-time).hours at home, mosques or the madrasah (part-time). All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  31. 31. Full-timeFull-time madrasahmadrasah then gradually evolved distinctly to focusthen gradually evolved distinctly to focus in producing the elite – “in producing the elite – “teachers of Islamteachers of Islam” - to ensure the rest” - to ensure the rest of the Muslims are guided with their Islamic knowledge.of the Muslims are guided with their Islamic knowledge. Thus, other Muslim students were made to adapt to thisThus, other Muslim students were made to adapt to this ““dualistic education systemdualistic education system” – full-time conventional school” – full-time conventional school (academic) and part-time (religious) taught by these teachers.(academic) and part-time (religious) taught by these teachers. The full-timeThe full-time MadrasahMadrasah is therefore an exception rather thanis therefore an exception rather than the rule; fully private and independent, constituting only lessthe rule; fully private and independent, constituting only less than 4% of the total cohorts; sustained by the community &than 4% of the total cohorts; sustained by the community & philanthropists.philanthropists. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  32. 32. Students who were sent to these full-timeStudents who were sent to these full-time MadrasahMadrasah originally, were those with parents with altruistic-religiousoriginally, were those with parents with altruistic-religious reasons, not due to economic gains as their primary reason.reasons, not due to economic gains as their primary reason. The basic curriculum at the primary level were equallyThe basic curriculum at the primary level were equally needed by those who do not attend full-timeneeded by those who do not attend full-time MadrasahMadrasah. To. To accommodate these, traditionalaccommodate these, traditional MadrasahMadrasah extended theirextended their function or assign their students to conduct part-timefunction or assign their students to conduct part-time MadrasahMadrasah.. We in Singapore have had over 30 registeredWe in Singapore have had over 30 registered independent madrasahs but today it dwindled to only 6independent madrasahs but today it dwindled to only 6 which are as full-time schools.which are as full-time schools. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  33. 33. When at one time, IRK (Islamic Religious Knowledge) wasWhen at one time, IRK (Islamic Religious Knowledge) was incorporated in government schools which somewhat took on theincorporated in government schools which somewhat took on the function which independentfunction which independent MadrasahMadrasah had fulfilled, its proliferationhad fulfilled, its proliferation and existence then became regarded as less urgent. Lulled into theand existence then became regarded as less urgent. Lulled into the availability of ‘availability of ‘alternativealternative’, many of these part-time’, many of these part-time MadrasahMadrasah lostlost its appeal leading to lesser cohorts and gradually became neglected.its appeal leading to lesser cohorts and gradually became neglected. When IRK was scrapped from being taught in government schools, itWhen IRK was scrapped from being taught in government schools, it hence left a major void.hence left a major void. We have not yet fully recovered from this ‘traumatic’ lossWe have not yet fully recovered from this ‘traumatic’ loss. The. The truncation from our tradition andtruncation from our tradition and loss of Adabloss of Adab - have now caused- have now caused many to ‘many to ‘experimentexperiment’ with many kinds of curriculum or approaches.’ with many kinds of curriculum or approaches. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  34. 34. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  35. 35. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Independent – by community KUTTABKUTTAB All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  36. 36. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS Seen as alien (and Christian), generallySeen as alien (and Christian), generally the indigenous Malay-Muslims then,the indigenous Malay-Muslims then, were afraid to sending their childrenwere afraid to sending their children All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  37. 37. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS To remove the fear, the British colonialTo remove the fear, the British colonial Government Introduced VernacularGovernment Introduced Vernacular schools referred to as ‘Sekolah Melayu’schools referred to as ‘Sekolah Melayu’ All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  38. 38. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS Yet, full-time schools teaching IslamYet, full-time schools teaching Islam continued but to differentiate it,continued but to differentiate it, began to be referred to as ‘Sekolah Arab’began to be referred to as ‘Sekolah Arab’ ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  39. 39. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) More such school teaching the religion sprouted.More such school teaching the religion sprouted. And to emphasize its religious orientation, theseAnd to emphasize its religious orientation, these schools then were simply called “Sekolah Agama”schools then were simply called “Sekolah Agama” or the Arabic “Madrasah”or the Arabic “Madrasah” SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  40. 40. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  41. 41. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE Government controlledIndependent – by community KUTTABKUTTAB BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS VERNACULAR SCHOOLSVERNACULAR SCHOOLS ARABIC SCHOOLARABIC SCHOOL (( MadrasahMadrasah)) AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge) With the availability of lesson on Islam,With the availability of lesson on Islam, the general Malay-Muslim population’sthe general Malay-Muslim population’s concern for their children’s Islamicconcern for their children’s Islamic education were resolved and accommodatededucation were resolved and accommodated SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  42. 42. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) INTEGRATED SCHOOLSINTEGRATED SCHOOLS Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  43. 43. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) INTEGRATED SCHOOLSINTEGRATED SCHOOLS FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  44. 44. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) INTEGRATED SCHOOLSINTEGRATED SCHOOLS FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge) TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah)) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  45. 45. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) INTEGRATED SCHOOLSINTEGRATED SCHOOLS FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS MADRASAHMADRASAH Home-based study circles; Family trust;Home-based study circles; Family trust; MUIS - mosques; Islamic organizations;MUIS - mosques; Islamic organizations; private schools ; individual scholars; etc.private schools ; individual scholars; etc. ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB AsaatizahAsaatizah absorbed by M.O.E intoabsorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K. (Islamic Religious knowledge)(Islamic Religious knowledge) All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  46. 46. HALAQAHHALAQAH VISITINGVISITING ISLAMICISLAMIC SCHOLARSSCHOLARS VERNACULAR SCHOOLSVERNACULAR SCHOOLS QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE ARABIC SCHOOLARABIC SCHOOL ((MadrasahMadrasah)) Asaatizah absorbed byAsaatizah absorbed by M.O.E into vernacularM.O.E into vernacular schools to teach I.R.K.schools to teach I.R.K. INTEGRATED SCHOOLSINTEGRATED SCHOOLS FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED Government controlledIndependent – by community BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS MADRASAHMADRASAH Home-based study circles; Family trust;Home-based study circles; Family trust; MUIS - mosgues; Islamic organizations;MUIS - mosgues; Islamic organizations; private schools ; individual scholars; etc.private schools ; individual scholars; etc. ENGLISH SCHOOLSENGLISH SCHOOLS KUTTABKUTTAB And the challenge continues … THE ‘WAQF’ –THE ‘WAQF’ – Acquisition and Land Lease issueAcquisition and Land Lease issue THE COMPULSORY EDUCATIONTHE COMPULSORY EDUCATION PSLE BENCHMARK AND LIMITATION OF COHORTSPSLE BENCHMARK AND LIMITATION OF COHORTS THE J.M.S. ISSUETHE J.M.S. ISSUE ASAATIZAH – TEACHERS – TRAINING ?ASAATIZAH – TEACHERS – TRAINING ? ““DIRECTION OF MADRASAH ? ”DIRECTION OF MADRASAH ? ” ““TEACHING ISLAM AS SUBJECT OR SUBJECT THEM TO ISLAM?”TEACHING ISLAM AS SUBJECT OR SUBJECT THEM TO ISLAM?” ““WHAT HAPPEN TO DA’WAH ? “WHAT HAPPEN TO DA’WAH ? “ ……. ETC.. ETC. All Rights Reserved © Zhulkeflee Hj Ismail (2015))
  47. 47. All Rights Reserved © Zhulkeflee Hj Ismail (2015)) TADZKIRAHTADZKIRAH TO BE CONTINUED INSHA-ALLAH
  48. 48. AS THIS IS JUST A PRELIMINARY REFLECTION, AND DUE TO TIME CONSTRAIN – I HAVE TO END HERE, FOR THE MOMENT. INSHA-ALLAH! MAY WE HAVE OTHER OPPORTUNITY TO REFLECT FURTHER. All Rights Reserved © Zhulkeflee Hj Ismail (2015))

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