Sharing my concern slideshare-(29-nov-2016)
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IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
AN-NASEEHAHSincere Advice
29-11-2016
Session #2
Presentation by Ustaz Zhulkeflee Hj IsmailPresentation by Ustaz Zhulkeflee Hj Ismail
Wednesday , 29 November 2016 @7.30PMHCS Centre, Blk 2,
Joo Chiat Complex #04-1139 Singapura
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29-11-2016
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““Certainly did Allah confer [great] favour upon the believers Certainly did Allah confer [great] favour upon the believers
when He sent among them a Messenger when He sent among them a Messenger (Muhammad) from (Muhammad) from
among themselves, to (among themselves, to (YAT-LU-’ALAI-HIMYAT-LU-’ALAI-HIM ) rehearse to them ) rehearse to them
His Signs (His Signs (AS-YAA-TI-HIAS-YAA-TI-HI) , and () , and (YU-ZAK-KEE-HIMYU-ZAK-KEE-HIM) to sanctify ) to sanctify
them (purify and make them grow), and to (them (purify and make them grow), and to (YU-’AL-LIMU-YU-’AL-LIMU-
HUMHUM) instruct them in () instruct them in (AL-KITABAL-KITAB) Scripture and () Scripture and (AL-AL-
HIKMAHHIKMAH) Wisdom― although they had been, before, in ) Wisdom― although they had been, before, in
manifest error― .“manifest error― .“
((Qur’an:Aali ‘Imran: 3: 164Qur’an:Aali ‘Imran: 3: 164) )
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“ “It is He (Allah) Who has sent amongst the Unlettered a It is He (Allah) Who has sent amongst the Unlettered a
messenger (Muhammad) from among themselves, to messenger (Muhammad) from among themselves, to
((YAT-LU-AA-YA –TIHIMYAT-LU-AA-YA –TIHIM) rehearse to them His Signs , and ) rehearse to them His Signs , and
((YU-ZAK-KEE-HIMYU-ZAK-KEE-HIM) to sanctify them (purify and make ) to sanctify them (purify and make
them grow), and to (them grow), and to (YU-’AL-LIMU-HUMYU-’AL-LIMU-HUM) instruct them in ) instruct them in
Scripture and Wisdom― although they had been, before, Scripture and Wisdom― although they had been, before,
in manifest error― .“in manifest error― .“
((Qur’an: Jumu’ah: 62: 2Qur’an: Jumu’ah: 62: 2))
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Allah SWT clearly informs us here the primary function Prophet
Muhammad ملسو هيلع هللا ىلصملسو هيلع هللا ىلص was sent for, and he ought to be remembered
especially by Muslims - as the educator par excellence for us all.
In this verse, even the methodology in his education follows an
ADAB ( the impact towards the state of the learner and
preparedness) and then the emphasis in the learning from both the
KITAAB (Al-Qur’an) and the HIKMAH (Wisdom – As-Sunnah).
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We the prophets are commanded to place people We the prophets are commanded to place people
according to their station and to speak unto them according to their station and to speak unto them
in accordance with their intellectual capacity.in accordance with their intellectual capacity.
((Hadith reported by Abu Dawud from A’isyah r.aHadith reported by Abu Dawud from A’isyah r.a.).)
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“Whomsoever that Allah wishes for him goodness, He will
make him a FAQIH (learned) in matters of the religion(Deen);
and for everything there is a pillar, and the pillar of this
religion is AL-FIQH – (the profound understanding of the
Deen); a learned scholar (of the Deen) is more difficult upon
satan than a thousand worshippers.”
((Reported by Bukhary and MuslimReported by Bukhary and Muslim))
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“Nor should the Believers all go forth together: if a
contingent from every expedition remained behind,
they could devote themselves to studies in religion
(YU-FAQQIH FID-DEEN) and admonish the people
when they return to them― that thus they (may
learn) to guard themselves (against evil). "?
((Qur’an: Taubah: 9: 122Qur’an: Taubah: 9: 122))
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When we speak of learning and education in Islam, the role of the When we speak of learning and education in Islam, the role of the
learned scholar – learned scholar – MU’ALLIMMU’ALLIM, the , the USTAZUSTAZ (teacher) whose capacity is also (teacher) whose capacity is also
as a as a MU-ADDIB MU-ADDIB (Educator) who provides (Educator) who provides IRSHADAHIRSHADAH (spiritual guidance) (spiritual guidance)
etc., cannot be overlooked. etc., cannot be overlooked.
Remember, the Remember, the ‘ULAMA ‘ULAMA is an ‘institution’ within the persons or the is an ‘institution’ within the persons or the
personalities - and cannot be ‘hijacked’ by the corporate people as personalities - and cannot be ‘hijacked’ by the corporate people as
though to refer to organizations, bodies, schools etc.though to refer to organizations, bodies, schools etc.
TEACHER : AN IMPORTANT QUALIFICATIONTEACHER : AN IMPORTANT QUALIFICATION
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The The proper development of Islamic teachers proper development of Islamic teachers : with the correct belief, : with the correct belief,
worldview, passion and committed to worldview, passion and committed to DA’WAHDA’WAH, who understand the , who understand the
AMANAHAMANAH (Trust) which they are supposed to be shouldering, constantly (Trust) which they are supposed to be shouldering, constantly
vigilant regarding the challenges to the vigilant regarding the challenges to the UMMAHUMMAH etc. - is the most vital etc. - is the most vital
consideration.consideration.
Without this factor – the teachers, their training and their development Without this factor – the teachers, their training and their development
- it is rather useless to speak mere of any curriculum or school model or - it is rather useless to speak mere of any curriculum or school model or
even of university.even of university.
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TEACHER : AN IMPORTANT QUALIFICATIONTEACHER : AN IMPORTANT QUALIFICATION
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Unfortunately today, certain people’s obsession with only producing Unfortunately today, certain people’s obsession with only producing
texts, experimenting with educational aids and latest in information texts, experimenting with educational aids and latest in information
technology , overawed by other system of learning, that they technology , overawed by other system of learning, that they
inadvertently ignored the difference in the Islamic educational inadvertently ignored the difference in the Islamic educational
philosophy, the aims, approach and objective etc. until Muslims are philosophy, the aims, approach and objective etc. until Muslims are
learning ‘learning ‘IslamIslam’ merely as subjects, rather than subjecting themselves ’ merely as subjects, rather than subjecting themselves
to ‘to ‘IslamIslam’.’.
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TEACHER : AN IMPORTANT QUALIFICATIONTEACHER : AN IMPORTANT QUALIFICATION
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Thus, the tendency towards teaching Thus, the tendency towards teaching FIQHFIQH as subjects to be taught as subjects to be taught
according to whatever text / books popularly chosen may be a according to whatever text / books popularly chosen may be a
predominant approach. And given that most of these books were written predominant approach. And given that most of these books were written
as reference manual on as reference manual on FIQHFIQH, the class should rather focus on students , the class should rather focus on students
needs to fulfil their obligation, their understanding of the needs to fulfil their obligation, their understanding of the SHARI’AHSHARI’AH, ,
inculcating the appreciation of how relevant these rulings are to Muslims in inculcating the appreciation of how relevant these rulings are to Muslims in
life, their conviction and commitment towards upholding them. life, their conviction and commitment towards upholding them.
Therefore this depends much upon who is teaching Therefore this depends much upon who is teaching FIQHFIQH..
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TEACHER : AN IMPORTANT QUALIFICATIONTEACHER : AN IMPORTANT QUALIFICATION
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CHALLENGES AND DEVELOPMENTCHALLENGES AND DEVELOPMENT
It must be noted that today, with the availability of easy access to It must be noted that today, with the availability of easy access to
books and information on the internet; with greater reliance to self-books and information on the internet; with greater reliance to self-
study rather than undergoing right tutelage under the guidance of study rather than undergoing right tutelage under the guidance of
competent teachers; with the proliferations of ideologies of groups competent teachers; with the proliferations of ideologies of groups
promoting unknown agendas in the name of Islam; - Muslims being promoting unknown agendas in the name of Islam; - Muslims being
deprived of a competent teacher’s guidance in deprived of a competent teacher’s guidance in FIQHFIQH should be a very should be a very
grave concern - indeed.grave concern - indeed.
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CHALLENGES AND DEVELOPMENTCHALLENGES AND DEVELOPMENT
Indeed it is alarming, with people entering discourses and meddling Indeed it is alarming, with people entering discourses and meddling
in Islam beyond their competency (by Muslims and even non-in Islam beyond their competency (by Muslims and even non-
Muslims), and compounded by the relative ignorance of the general Muslims), and compounded by the relative ignorance of the general
Muslims themselves regarding their own basic knowledge of their Muslims themselves regarding their own basic knowledge of their
DEENDEEN. Especially worrying is when this involves specialized fields and . Especially worrying is when this involves specialized fields and
subjects regarding our subjects regarding our DEENDEEN, for which they do not have any , for which they do not have any
authority to be giving their opinion to the public.authority to be giving their opinion to the public.
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CHALLENGES AND DEVELOPMENTCHALLENGES AND DEVELOPMENT
Can any one claim the right to be involved in giving or engaging in Can any one claim the right to be involved in giving or engaging in
serious discourse in other specialised fields like medicine or serious discourse in other specialised fields like medicine or
engineering without adequate knowledge? engineering without adequate knowledge?
Or even if one knows something about draughtsmanship or have Or even if one knows something about draughtsmanship or have
read medical journals, without the proper training and approval of read medical journals, without the proper training and approval of
the true practitioners in their respective fields, messing in these the true practitioners in their respective fields, messing in these
would be deemed a crime – wouldn’t it?would be deemed a crime – wouldn’t it?
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CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA
““We sent not a messenger except (to teach) in the language We sent not a messenger except (to teach) in the language
of his (own) people, in order to make (things) clear to them.”of his (own) people, in order to make (things) clear to them.”
((Qur’an: Ibrahim: 14: 4Qur’an: Ibrahim: 14: 4))
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When the When the lingua franca lingua franca for Islamic discourse is predominantly in for Islamic discourse is predominantly in
Malay language, and the continual presence of so many of our Malay language, and the continual presence of so many of our
traditionally trained traditionally trained ASAATIZAHASAATIZAH in our midst (Bahasa Melayu/ in our midst (Bahasa Melayu/
Bahasa Indonesia speakers), it has ensured adequate supervision Bahasa Indonesia speakers), it has ensured adequate supervision
towards overseeing, and if need be, of correcting whatever towards overseeing, and if need be, of correcting whatever
misconceptions that may arise amongst the general Muslims.misconceptions that may arise amongst the general Muslims.
But the trend now is that But the trend now is that discourses in English has become more discourses in English has become more
predominant predominant and may replace the Malay, as and may replace the Malay, as lingua francalingua franca
especially in the Singapore context.especially in the Singapore context.
CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA
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CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA
Teaching Islam in English Teaching Islam in English now is increasingly in demand and now is increasingly in demand and
many classes or courses are eagerly started, but who are many classes or courses are eagerly started, but who are
teaching these course or classes .. ?teaching these course or classes .. ?
Yet, from my experience in this field, the approach in teaching Yet, from my experience in this field, the approach in teaching
and the curriculum to use, cannot merely be by translating or and the curriculum to use, cannot merely be by translating or
converting whatever has been done in Malay into English (as converting whatever has been done in Malay into English (as
some may have simplistically presumed).some may have simplistically presumed).
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CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA
Or even by transplanting these from other (Western) country, Or even by transplanting these from other (Western) country,
there are issues or concerns – especially with regard tothere are issues or concerns – especially with regard to ADAB ADAB and and
respect for what has already been nurtured by our past respect for what has already been nurtured by our past ‘ULAMA‘ULAMA..
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Also the Also the MAD’UMAD’U (the audience for (the audience for DA’WAHDA’WAH and students) their and students) their
exposure and background, may require special responses – viz. be exposure and background, may require special responses – viz. be
they converts from other religion, youth, adults, an agnostics, they converts from other religion, youth, adults, an agnostics,
secularist, sceptics, atheists, etc. secularist, sceptics, atheists, etc.
Do we have these?Do we have these?
A concern too, is the proficiency (or rather the lack of it) of many A concern too, is the proficiency (or rather the lack of it) of many
ASAATIZAHASAATIZAH in use of English, since in use of English, since the teaching of Faith requires the teaching of Faith requires
convincing and very engaging , communication skillsconvincing and very engaging , communication skills..
CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA
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Qualified graduates from Islamic learning centres, even those proficient Qualified graduates from Islamic learning centres, even those proficient
in English, are advised to refer to or (if they have any humility) to in English, are advised to refer to or (if they have any humility) to
spend some time to learn from those with much experience, especially spend some time to learn from those with much experience, especially
those who have already been involved for years in this field those who have already been involved for years in this field locallylocally - -
rather than trying to ‘rather than trying to ‘re-invent the wheel re-invent the wheel ’.’.
Especially useful is to know the kind of ‘Especially useful is to know the kind of ‘questions, arguments and questions, arguments and
concerns concerns ’ which contemporary audience frequently posed, and how to ’ which contemporary audience frequently posed, and how to
effectively address them.effectively address them.
CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA
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Importing and Importing and indiscriminateindiscriminate use of foreign ‘talents’ without seeking use of foreign ‘talents’ without seeking
advice from local Islamic scholars and teachers (advice from local Islamic scholars and teachers ( in the field, the actual in the field, the actual
practitioners – not academicspractitioners – not academics) is sign of our lacking in ) is sign of our lacking in ADABADAB. .
‘‘Education’ should be regarded like nurturing of seeds and plants, and Education’ should be regarded like nurturing of seeds and plants, and
the teachers or educators like the “gardeners” : whose knowledge, the teachers or educators like the “gardeners” : whose knowledge,
experience, wisdom, sincerity, and their love, affection, commitment, experience, wisdom, sincerity, and their love, affection, commitment,
passionate dedication to their growing plant, cannot be easily replacedpassionate dedication to their growing plant, cannot be easily replaced
CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA
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““ApprenticeshipApprenticeship” (or mentoring) of ” (or mentoring) of those intending to take-over those intending to take-over
their role must be done – especially teaching Islam in Englishtheir role must be done – especially teaching Islam in English. Have . Have
this been seriously and adequately done? And by whom? this been seriously and adequately done? And by whom?
CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA
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UNDERSTANDING OF THE DEEN (AL-ISLAM)
Intermediate Islamic (FIQH) course in EnglishConducted by Ustaz Zhulkeflee Hj Ismail
Excerpt from:
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FOR THOSE WHO THINK
A parable
““We are (much) in need of a little We are (much) in need of a little AdabAdab, from (that of) , from (that of)
going out (seeking) after much of going out (seeking) after much of ‘ilm ‘ilm (knowledge)”(knowledge)”
(Imam ‘Abdullah ibn al-Mubarak)(Imam ‘Abdullah ibn al-Mubarak)
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A parable
Analyse how
we are
acquiring
information or
‘knowledge’
FOR THOSE WHO THINK
Let us assume our
‘heart-mind’ QALB is
like a vessel with a
small opening which is
capable of acquiring
‘knowledge’ albeit
one and a time.
Like a marble, we
begin to acquire
one marble at a
time, information
or ‘knowledge’
throughout our
life, filling the jar
with them
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A parable
Analyse how
we are
acquiring
information or
‘knowledge’
FOR THOSE WHO THINK
Like a marble, we
begin to acquire
one marble at a
time, information
or ‘knowledge’
throughout our
life, filling the jar
with them
Now that we have a
lot of marbles, we
assume we have
‘knowledge’ – quite
oblivious to the ADAB
in which it was taught
or supposed to have
been acquired.
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A parable
Analyse how
we are
acquiring
information or
‘knowledge’
FOR THOSE WHO THINK
It is when we want
teach or share our
‘knowledge’ – i.e. take
out the marbles – for
other people, our
sharing with them
about Islam, that we
realise a problem:
“which marble first? In
what order? How
much? .. priority? Etc.“
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A parable
Analyse how
we are
acquiring
information or
‘knowledge’
FOR THOSE WHO THINK
?
THIS REQUIRE OUR KNOWING ALSO THE ‘ADAB’NOT MERE ILLUSION OF HAVING ‘KNOWLEDGE’
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KNOWLEDGE
IDENTIFYING THE CONFUSIONVAGUE 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.”
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EPISTEMOLOGY
“ “Has there not been over Man a long period of Time, when he was Has there not been over Man a long period of Time, when he was
nothing--(not even) mentioned?― Verily We created Man from a nothing--(not even) mentioned?― Verily We created Man from a
drop of mingled sperm, in order to try him: so We gave him (the drop of mingled sperm, in order to try him: so We gave him (the
gifts), of Hearing and Sight. gifts), of Hearing and Sight. We showed him the WayWe showed him the Way: whether he : whether he
be (be (SHAKURSHAKUR) grateful or () grateful or (KAFURKAFUR) ungrateful (rests on his will).” ) ungrateful (rests on his will).”
((Qur’an: al-Insan: 76:1-3Qur’an: al-Insan: 76:1-3))All Rights Reserved© Zhulkeflee Hj Ismail (2016)
EPISTEMOLOGY
EPISTEMOLOGY
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EPISTEMOLOGY
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Amongst the definitions:Amongst the definitions:
““....... Knowledge is the arrival (....... Knowledge is the arrival (huhussulul- )- )** of the meaning of the meaning
((ma’nama’na- ) of a thing or object of knowledge in the soul of the - ) of a thing or object of knowledge in the soul of the
subject; and simultaneously,..... Knowledge is the soul’s arrival subject; and simultaneously,..... Knowledge is the soul’s arrival
((wuwussulul- ) at the meaning of that thing or the object of - ) at the meaning of that thing or the object of
knowledge.”knowledge.”
By “meaning” (By “meaning” (ma’nama’na- ) is: “- ) is: “the recognition of the proper place the recognition of the proper place
of anything in a systemof anything in a system ...” ...”
** “ “attainment; acquirement” is a better translationattainment; acquirement” is a better translation ..
EPISTEMOLOGY
Prof. Syed Muhammad Naquib Al-Attas
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To understand how we as human learn, let us analyse the
computer (a product attempted by human to create an
imitation or artificial intelligence)
Computerization is a total system comprising of:
[1] INPUT
[2] PROCESSING
[3] OUTPUT
EPISTEMOLOGY
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INPUT - PROCESSING - OUTPUTINPUT - PROCESSING - OUTPUT
EPISTEMOLOGY
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KEYBOARDTHUMB-DISK-DRIVES
SCANNER MOUSE
FEED TO CPU TO BE PROCESSED
EPISTEMOLOGY
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• KEYBOARD
• MOUSE
• THUMB/DISK DRIVE
• SCANNER
• BLUE-TOOTH/
WIRELESS
THE FIVE SENSES:
SIGHT, SOUND, TOUCH, SMELL,
TASTE.
TRUE REPORT
EXTRA-SENSORY -INSPIRATION,
DREAM, INTUITION, BURST OF
BRILLIANCE
COMPUTERCOMPUTER HUMAN BEINGHUMAN BEING
EPISTEMOLOGY
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EPISTEMOLOGY
PROCESSING TAKESPROCESSING TAKESPLACE HEREPLACE HERE
INPUT
OUTPUT(FEEDBACK)
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MemoryMemory
Linguistic & literacyLinguistic & literacy
Logic & musicLogic & music
Deductive - inductiveDeductive - inductive
Speculative extrapolationSpeculative extrapolation
Emotive - empathyEmotive - empathy
Contemplative - intuitionContemplative - intuition
Extraneous linkageExtraneous linkage
COMPUTERCOMPUTER HUMAN BEINGHUMAN BEING
EPISTEMOLOGY
• Control unit – storage, speed
• ROM – Read only memory
• RAM – Random access memory
• BIOS – Basic input-output
System
• DOS – Disk operating System;
Drivers etc.
• ALU – Arithmetic logic unit
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EPISTEMOLOGY
SCREEN MONITOR
PRINTER - SCANNER THUMB-DISK-DRIVES
FROM CPU TO OUTPUT FROM CPU TO OUTPUT OR BE SAVED, PRINTEDOR BE SAVED, PRINTED
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SpeechSpeech
ActionsActions
CreativityCreativity
BehaviourBehaviour
Disposition (Disposition (akhlaqakhlaq))
COMPUTERCOMPUTER HUMAN BEINGHUMAN BEING
EPISTEMOLOGY
• Monitor – screenMonitor – screen
• Printer – scannerPrinter – scanner
• Thumb-driveThumb-drive
• Disk-driveDisk-drive
• Sound-systemSound-system
• ProjectorProjector
• Other devicesOther devices
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EPISTEMOLOGY
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EPISTEMOLOGY
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Whatever is outside of the Whatever is outside of the
person – to be regarded as person – to be regarded as
information (information ( ) – not ) – not
knowledge ( ).knowledge ( ).
Knowledge resides in the Knowledge resides in the
person – and is also an person – and is also an
attribute (attribute (sifatsifat- ) of - ) of
the person him/herself.the person him/herself.
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Information may not Information may not
necessarily convey any necessarily convey any
meanings, but can be meanings, but can be
subjected to process or subjected to process or
interpretation – by a human interpretation – by a human
– striving to seek and – striving to seek and
arriving at understanding of arriving at understanding of
““meaningsmeanings” from it.” from it.
Knowledge has to do Knowledge has to do
with “with “meaningsmeanings” – ” –
which may include which may include
abstract concepts and abstract concepts and
construct beyond the construct beyond the
material forms.material forms.
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Every one may have equal Every one may have equal
access to a given access to a given
information.information.
Yet, there can be Yet, there can be
difference in levels and difference in levels and
depths of knowledge to depths of knowledge to
a given information, a given information,
depending upon who depending upon who
contemplates upon it.contemplates upon it.
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Just as raw data input are Just as raw data input are
meant to be processed by meant to be processed by
the computer , our readings, the computer , our readings,
observations, news, data observations, news, data
and information etc. are and information etc. are
objects to be understood objects to be understood
and possible meanings from and possible meanings from
it to be comprehended by us it to be comprehended by us
human.human.
It is when cognition of It is when cognition of
man are applied to man are applied to
process these process these
information, that he information, that he
may be said to arrive may be said to arrive
at knowledge (i.e. at knowledge (i.e.
when it becomes when it becomes
meaningful).meaningful).
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THUS the Qur’an categorize THUS the Qur’an categorize
these (information) as: these (information) as:
““SignsSigns” – ” – aayataayat ( ( ))
Al-Qur’an – Al-Qur’an – aayat Qawliyyahaayat Qawliyyah
Universe – Universe – aayat Kauniyahaayat Kauniyah
THUS the Qur’anic THUS the Qur’anic
approach for man’s approach for man’s
education enjoins him education enjoins him
to “to “ReadRead” (” ( ) these ) these
signs to arrive at the signs to arrive at the
““meaningsmeanings” – ” –
regarding the regarding the REALITYREALITY..
All Rights Reserved© Zhulkeflee Hj Ismail (2016)All Rights Reserved© Zhulkeflee Hj Ismail (2016)
NoteNote: :
Arabic word “Arabic word “universeuniverse” and “” and “a scholar; one who a scholar; one who
is knowledgeableis knowledgeable” is spelt: ” is spelt:
( )( )
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A POSERA POSER: : What do you call this numerals as ?What do you call this numerals as ?
1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 Arabic numeralsArabic numerals
But the Arabs today write their numerals differently , viz. :But the Arabs today write their numerals differently , viz. :
١١ ٩٩ ٨٨ ٧٧ ٦٦ ٥٥ ٤٤ ٣٣ ٢٢ ١١ So, why – 1234567 … is called ‘So, why – 1234567 … is called ‘Arabic numeralsArabic numerals’ ?’ ?
Because it was introduced to the whole world by the ‘Because it was introduced to the whole world by the ‘Islamic civilizationIslamic civilization’ which ’ which
disseminated universal learnings, with Arabic as the disseminated universal learnings, with Arabic as the lingua francalingua franca..
TASAWWUR ISLAMTASAWWUR ISLAM
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..
A POSERA POSER: : Actually, these numerals - Actually, these numerals - originally originally
were rediscovered by the Muslim scholars who went to the sub-were rediscovered by the Muslim scholars who went to the sub-
continent which they gave the namecontinent which they gave the name HIND HIND (India). There, in following the (India). There, in following the
teaching of Islam, they sought out and studied their ancient sciences and teaching of Islam, they sought out and studied their ancient sciences and
wisdoms.wisdoms.
TASAWWUR ISLAMTASAWWUR ISLAM
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1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10
A POSERA POSER: :
"The wise statement (AL-HIKMAH) is the
lost property of the believer, so wherever
he finds it, then he is more worthy of it.“
(Hadith reported by Tirmidzi)
1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10
TASAWWUR ISLAMTASAWWUR ISLAM
All Rights Reserved © Zhulkeflee Hj Ismail (2015)
Actually, these numerals - Actually, these numerals - originally originally
were rediscovered by the Muslim scholars who went to the sub-were rediscovered by the Muslim scholars who went to the sub-
continent which they gave the namecontinent which they gave the name HIND HIND (India). There, in following the (India). There, in following the
teaching of Islam, they sought out and studied their ancient sciences and teaching of Islam, they sought out and studied their ancient sciences and
wisdoms.wisdoms.
A POSERA POSER: :
Amongst their discovery was the manner numbers were written using Amongst their discovery was the manner numbers were written using
the number of ‘angles’ as the sign to indicate its given value.the number of ‘angles’ as the sign to indicate its given value.
Thus:Thus:
TASAWWUR ISLAMTASAWWUR ISLAM
All Rights Reserved © Zhulkeflee Hj Ismail (2015)
Actually, these numerals - Actually, these numerals - originally originally
were rediscovered by the Muslim scholars who went to the sub-were rediscovered by the Muslim scholars who went to the sub-
continent which they gave the namecontinent which they gave the name HIND HIND (India). There, in following the (India). There, in following the
teaching of Islam, they sought out and studied their ancient sciences and teaching of Islam, they sought out and studied their ancient sciences and
wisdoms.wisdoms.
1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10
A POSERA POSER: :
.
Concept of zero (SIFAR)
TASAWWUR ISLAMTASAWWUR ISLAM
All Rights Reserved © Zhulkeflee Hj Ismail (2015)hence to concept of decimals
Amongst their discovery was the manner numbers were written using Amongst their discovery was the manner numbers were written using
the number of ‘angles’ as the sign to indicate its given value.the number of ‘angles’ as the sign to indicate its given value.
Thus:Thus:
1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 Actually, these numerals - Actually, these numerals - originally originally
were rediscovered by the Muslim scholars who went to the sub-were rediscovered by the Muslim scholars who went to the sub-
continent which they gave the namecontinent which they gave the name HIND HIND (India). There, in following the (India). There, in following the
teaching of Islam, they sought out and studied their ancient sciences and teaching of Islam, they sought out and studied their ancient sciences and
wisdoms.wisdoms.
TASAWWUR ISLAMTASAWWUR ISLAM
Actually, there are Actually, there are many more Wisdom from ancient past many more Wisdom from ancient past which our Prophet which our Prophet
Muhammad Muhammad ملسو هيلع هللا ىلص was sent for, to re-assert and share its goodness to all was sent for, to re-assert and share its goodness to all
mankind.mankind.
The most important of them is the The most important of them is the DEENDEEN (total way of life) of (total way of life) of AL-ISLAMAL-ISLAM
(Submission and surrender to Allah) founded upon (Submission and surrender to Allah) founded upon TAUTAUHHEEDEED, the creed of all , the creed of all
prophets especially the Prophet Ibrahim (Abraham) a.s. because this is most prophets especially the Prophet Ibrahim (Abraham) a.s. because this is most
relevant especially to remind the relevant especially to remind the AHLUL-KITAAB (People of the Book – those AHLUL-KITAAB (People of the Book – those
who acknowledge him as the Patriarch of Monotheistic faith)who acknowledge him as the Patriarch of Monotheistic faith)..
Even Islamaphobes and deniers of the Last Prophet Muhammad Even Islamaphobes and deniers of the Last Prophet Muhammad ملسو هيلع هللا ىلص - among
them, must be invited to look at Abraham a.s. and consider the very close must be invited to look at Abraham a.s. and consider the very close
tradition and affinity of both of them in their mission and teachings.tradition and affinity of both of them in their mission and teachings.All Rights Reserved © Zhulkeflee Hj Ismail (2015) WALLAAHU - A’ -LAM