[Slideshare] fiqh-course-lesson #2- (february-2013-batch) -(20-february-2013)

IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL. ““INTRODUCTION TO THE INTRODUCTION TO THE

STUDY OF STUDY OF FIQH FIQH ””Intermediate Level Islamic course in English for AdultsIntermediate Level Islamic course in English for Adultsconducted by Ustaz Zhulkeflee Hj Ismail (Singapore)conducted by Ustaz Zhulkeflee Hj Ismail (Singapore)

LESSON # 2 – LESSON # 2 –

THE APPROACHES IN THE APPROACHES IN LEARNING FIQHLEARNING FIQH

SPECIFIC TO THE CONTEXT OF SINGAPORESPECIFIC TO THE CONTEXT OF SINGAPORE

And say: O Lord! Increase for me my knowledgeAnd say: O Lord! Increase for me my knowledge

Using text & curriculum he has developed especially for Using 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)”

UPDATED 20 FEBRUARY 2013UPDATED 20 FEBRUARY 2013All Rights Reserved © Zhulkeflee Hj Ismail (2013))

“ “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))


Allah SWT clearly informs us here the primary function Prophet

Muhammad s.a.a.w. 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).


“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))


“ “Who is better in speech than one who calls (men) to Allah Who is better in speech than one who calls (men) to Allah

((DA-’AA- ILALLAHDA-’AA- ILALLAH), works righteousness (‘), works righteousness (‘AMALAN AMALAN

SWOLIHASWOLIHA), and says "I am of those who bow in Islam"?), and says "I am of those who bow in Islam"?

((Qur’an: Fussilat: 41: 33Qur’an: Fussilat: 41: 33))


8

““O ye who believe! (Be conscious of Allah and) Fear Allah O ye who believe! (Be conscious of Allah and) Fear Allah

((TAQWATAQWA) and ) and be with those be with those who are true (in words and who are true (in words and

deeds)- deeds)- AS-SWODIQEENAS-SWODIQEEN” ”

((Qur’an: Taubah:9: 119Qur’an: Taubah:9: 119))


““And keep yourself patient [by being] with those who And keep yourself patient [by being] with those who

call upon their Lord in the morning and the evening, call upon their Lord in the morning and the evening,

seeking His countenance. And let not your eyes pass seeking His countenance. And let not your eyes pass

beyond them, desiring adornments of the worldly life, beyond them, desiring adornments of the worldly life,

and do not obey one whose heart We have made and do not obey one whose heart We have made

heedless of Our remembrance and who follows his heedless of Our remembrance and who follows his

desire and whose affair is ever [in] neglect.”desire and whose affair is ever [in] neglect.”

((Qur’an: Kahfi : 18: 28Qur’an: Kahfi : 18: 28) )


““They consider it a favour to you that they have They consider it a favour to you that they have

accepted Islam. Say, "Do not consider your Islam a accepted Islam. Say, "Do not consider your Islam a

favour to me. Rather, Allah has conferred favour upon favour to me. Rather, Allah has conferred favour upon

you that He has guided you to the faith, if you should you that He has guided you to the faith, if you should

be truthful."be truthful."

((Qur’an: Hujurat : 49: 7Qur’an: Hujurat : 49: 7) )


““O you who have believed, respond to Allah and O you who have believed, respond to Allah and

to the Messenger when he calls you to that to the Messenger when he calls you to that

which gives you life. And know that Allah which gives you life. And know that Allah

intervenes between a man and his heart and intervenes between a man and his heart and

that to Him you will be gathered.”that to Him you will be gathered.”

((Qur’an:Anfaal: 8: 24Qur’an:Anfaal: 8: 24) )


““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) )



““If anyone contends with the Messenger If anyone contends with the Messenger even after guidance has even after guidance has

been plainly conveyed to himbeen plainly conveyed to him, and follows a path other than that , and follows a path other than that

becoming to men to Faith, We shall leave him in the path he has becoming to men to Faith, We shall leave him in the path he has

chosen, and land him in Hell, what an evil refuge.” chosen, and land him in Hell, what an evil refuge.”

((Qur’an: An-Nisa’: 4: 115)Qur’an: An-Nisa’: 4: 115)

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.).)



“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))

“A learned FAQIH (scholar & teacher) is truly FAQIH, one who does not cause others to

feel despair from receiving the mercy of Allah (i.e. not overly strict and too ‘harsh’); and

neither does he (give the impression by his behaviour, a guarantees as if ) anyone can

avert or withhold the wrath (punishment) of Allah, nor allows opportunity (by giving

dispensation) for anyone to disobey Allah (i.e. being inappropriately lax and too ‘nice’).

(Hilyatul-Auliya: 1-73 – as quoted by M.Natsir in Fiqhud-Da’wah)

WISE SAYING OF IMAM ‘ALI BIN ABI TOLIB R.A.WISE SAYING OF IMAM ‘ALI BIN ABI TOLIB R.A.


””Verily this is knowledge (contains the rules) of the Verily this is knowledge (contains the rules) of the

DEENDEEN (Religion), so look thoroughly into (Religion), so look thoroughly into

the person from whom you acquire the 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 Muslims:Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims:


””The similitude of those who were charged with the The similitude of those who were charged with the

(obligations of the) Mosaic Law, but who subsequently (obligations of the) Mosaic Law, but who subsequently

failed in those (obligations), is that of a donkey which failed in those (obligations), is that of a donkey which

carries huge tomes (but understands them not). Evil is carries huge tomes (but understands them not). Evil is

the similitude of people who falsify the Signs of Allah: the similitude of people who falsify the Signs of Allah:

and Allah guides not people who do wrong.” and Allah guides not people who do wrong.”

((Qur’an: Jumu’at: 62: 5Qur’an: Jumu’at: 62: 5) )


CONTEXT OF SINGAPORECONTEXT OF SINGAPORE


Ever since the colonial days, the education of Muslims has been Ever since the colonial days, the education of Muslims has been

dualistic :-dualistic :-

[1] In learning their religion & religious duty, traditionally it was [1] In learning their religion & religious duty, traditionally it was

carried out by the community, as before the coming of the British.carried out by the community, as before the coming of the British.

[2] Then came the state schooling system – for Malay/Muslims it [2] Then came the state schooling system – for Malay/Muslims it

began with vernacular schools with Islamic knowledge.began with vernacular schools with Islamic knowledge.

[3] Later even this were conflated into ‘Integrated schools’ and then [3] Later even this were conflated into ‘Integrated schools’ and then

Malay/Tamil schools disappeared to become fully English medium Malay/Tamil schools disappeared to become fully English medium

schools, and for Muslims, option of learning schools, and for Muslims, option of learning IRKIRK (Islamic religious (Islamic religious

knowledge) – but later even the teaching of knowledge) – but later even the teaching of IRKIRK, was scrapped., was scrapped.


So, in ensuring that the learning and teaching of Islam is So, in ensuring that the learning and teaching of Islam is

sustained, the matter rests entirely with the Muslim community sustained, the matter rests entirely with the Muslim community

and its infrastructure – “and its infrastructure – “Arabic school Arabic school ” and later known as ” and later known as

MadrasahMadrasah. .

The most crucial factor has all along been the Muslim scholars, The most crucial factor has all along been the Muslim scholars,

teachers and philanthropists – they constitute pillars of the teachers and philanthropists – they constitute pillars of the

traditional traditional MadrasahMadrasah institution. institution.

(Full-time) Students of these (Full-time) Students of these MadrasahMadrasah, although important, their , although important, their

numbers (cohorts) usually were relatively few as most Muslim numbers (cohorts) usually were relatively few as most Muslim

children opted for the state or national schooling.children opted for the state or national schooling.


“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))


Even so, every Muslim must be made to realise the importance of Even so, every Muslim must be made to realise the importance of

our community’s dependence upon these traditional our community’s dependence upon these traditional MadrasahMadrasah to to

generate the crucial life-blood of generate the crucial life-blood of ‘Ulama ‘Ulama (Islamic scholars) and (Islamic scholars) and

AsaatizahAsaatizah for the present and future generation. for the present and future generation.

Their primary objective has all along been in ensuring, the general Their primary objective has all along been in ensuring, the general

Muslims religious education in Muslims religious education in Fardhu ‘Ain Fardhu ‘Ain would continue through would continue through

their graduates as conveyor (their graduates as conveyor (MUBALLIGHMUBALLIGH) for the community. ) for the community.

Even without adequate support, compounded with their staff grossly Even without adequate support, compounded with their staff grossly

underpaid and relatively deprived of proper training, we Muslims underpaid and relatively deprived of proper training, we Muslims

still continue to benefit from the still continue to benefit from the MadrasahMadrasah , its teachers and their , its teachers and their

students who preserve the light of Islam – as they pass them on. students who preserve the light of Islam – as they pass them on.


Every Muslims here begins lesson on Islam with the basic - Every Muslims here begins lesson on Islam with the basic - PRIMERPRIMER..

Traditionally in Traditionally in NUSANTARANUSANTARA, it begins with a concise text like the genre , it begins with a concise text like the genre

– (– (kitabkitab):):

SAFINATUN-NAJAA - FEE-USUUL-AD-DEEN -WA-AL-FIQHSAFINATUN-NAJAA - FEE-USUUL-AD-DEEN -WA-AL-FIQH

Meaning “The Ark which safeguard (one’s) Principle (Faith) and the Meaning “The Ark which safeguard (one’s) Principle (Faith) and the FIQH FIQH

(understanding of the (understanding of the DEENDEEN)” . Term “)” . Term “FIQH FIQH ““ then became conflated to then became conflated to

mean the understanding merely of, the Islamic jurisprudence.mean the understanding merely of, the Islamic jurisprudence.

The original meaning of “The original meaning of “AL-FIQH AL-FIQH ” generally to encompass the ” generally to encompass the

adequate understanding of the entire adequate understanding of the entire DEEN :DEEN :

( ( AQEEDAH – FIQH – AKHLAQ AQEEDAH – FIQH – AKHLAQ ).).


By current convention, the learning of “By current convention, the learning of “FIQHFIQH” we mean the ” we mean the

knowledge of jurisprudence; the knowing of the legal rulings of acts knowledge of jurisprudence; the knowing of the legal rulings of acts

of commission or omission in a Muslim’s life, guided and in of commission or omission in a Muslim’s life, guided and in

compliance with the compliance with the SHARI’AHSHARI’AH ( (Divine lawDivine law).).

And the predominant school of jurisprudence (here for us) has been And the predominant school of jurisprudence (here for us) has been

the the SHAFI-’IE MADZHABSHAFI-’IE MADZHAB..

Also, the medium of instruction (Also, the medium of instruction ( lingua francalingua franca) regarding Islam in ) regarding Islam in

this region this region NUSANTARANUSANTARA is the Malay or Indonesian language. is the Malay or Indonesian language.


The traditional The traditional MadrasahMadrasah (religious schools) are geared towards (religious schools) are geared towards

producing Islamic scholars and teachers – who specialises in the producing Islamic scholars and teachers – who specialises in the

sciences of the sciences of the DEEN. DEEN. (‘Ulum ad-deen)(‘Ulum ad-deen)

It was from these that our traditional Islamic religious teachers It was from these that our traditional Islamic religious teachers

and scholars attained their education and training. and scholars attained their education and training.

Yet when they teach the general ‘lay’ Muslims, they had to Yet when they teach the general ‘lay’ Muslims, they had to

depend upon, or to develop, a modified curriculum for their depend upon, or to develop, a modified curriculum for their

learning learning FIQHFIQH – more towards guiding them in their practices. – more towards guiding them in their practices.


Thus we were fortunate for such capable Islamic scholars / teachers Thus we were fortunate for such capable Islamic scholars / teachers

(although only very few) in the past who (although only very few) in the past who were able to present, what were able to present, what

was needed by general Muslims for their education on Islam, rather was needed by general Muslims for their education on Islam, rather

than a wholesale regurgitationthan a wholesale regurgitation of the traditional of the traditional MadrasahMadrasah curriculum curriculum

which they themselves had learnt.which they themselves had learnt.


Although this approach may have proven to be the most effective Although this approach may have proven to be the most effective

and prevalent for the general masses in the past, yet we must and prevalent for the general masses in the past, yet we must

ensure that it be constantly revised and further developed in ensure that it be constantly revised and further developed in

accordance with the context of evolving societal conditions of accordance with the context of evolving societal conditions of

Muslims.Muslims.

As for those in the full-time As for those in the full-time MadrasahMadrasah, due to the specialised , due to the specialised

nature of their education, it should be separately assessed nature of their education, it should be separately assessed

regarding their contextual needs.regarding their contextual needs.


Our suggestion here (in this course module) is for Muslims in Our suggestion here (in this course module) is for Muslims in

general learning Islam outside the general learning Islam outside the MadrasahMadrasah – which do not need to – which do not need to

have similar curriculum.have similar curriculum.

Notwithstanding these general Muslims’ need, there has been a few Notwithstanding these general Muslims’ need, there has been a few

exceptions amongst them, those more committed who wished for a exceptions amongst them, those more committed who wished for a

specialised traditional Curriculum – usually comprising working specialised traditional Curriculum – usually comprising working

adults engaged in a life-long continual learning path similar to the adults engaged in a life-long continual learning path similar to the

full-time full-time MadrasahMadrasah students. students.


They were usually enrolled in a private ‘They were usually enrolled in a private ‘HALAQAHHALAQAH’ (study circle) ’ (study circle)

outside the outside the MadrasahMadrasah, mostly conducted by very senior, mostly conducted by very senior Sheikh Sheikh , ,

for only small selected group of very dedicated ‘lay’ Muslims with for only small selected group of very dedicated ‘lay’ Muslims with

passion for such knowledge, and with aspirations to follow in the passion for such knowledge, and with aspirations to follow in the

footsteps of their teachers. footsteps of their teachers.

Many of these students (of Many of these students (of MadrasahMadrasah or even or even non-Madrasahnon-Madrasah) )

received personal attention of certain Islamic scholars, and later received personal attention of certain Islamic scholars, and later

were granted permission to become Islamic teachers and scholars were granted permission to become Islamic teachers and scholars

themselves, after undergoing tutelage and mentoring over some themselves, after undergoing tutelage and mentoring over some

years. Much depend on the students’years. Much depend on the students’ ADAB ADAB and ‘and ‘preparednesspreparedness’.’.All Rights Reserved © Zhulkeflee Hj Ismail (2013))

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

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.



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’.’.




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 predominant approach. And given that most of these books were

written as reference manual on written as reference manual on FIQHFIQH, the class should rather focus on , the class should rather focus on

students needs to fulfil their obligation, their understanding of the students needs to fulfil their obligation, their understanding of the

SHARI’AHSHARI’AH, inculcating the appreciation of how relevant these rulings are , inculcating the appreciation of how relevant these rulings are

to Muslims in life, their conviction and commitment towards upholding to Muslims in life, their conviction and commitment towards upholding

them. them.

Therefore this depends much upon who is teaching Therefore this depends much upon who is teaching FIQHFIQH..


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.



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.



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?


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))


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.




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).



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..


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..



Qualified graduates from Islamic learning centres, even those Qualified graduates from Islamic learning centres, even those

proficient in English, are advised to refer to or (if they have any proficient in English, are advised to refer to or (if they have any

humility) to spend some time to learn from those with much humility) to spend some time to learn from those with much

experience, especially those who have already been involved for experience, especially those who have already been involved for

years in this field 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 ’ which contemporary audience frequently posed, and how

to effectively address them.to effectively address them.



Importing and Importing and indiscriminateindiscriminate use of foreign ‘talents’ without use of foreign ‘talents’ without

seeking advice from local Islamic scholars and teachers (seeking advice from local Islamic scholars and teachers ( in the field, in the field,

the actual practitioners – not academicsthe actual practitioners – 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, Education’ should be regarded like nurturing of seeds and plants,

and the teachers or educators like the “gardeners” : whose and the teachers or educators like the “gardeners” : whose

knowledge, experience, wisdom, sincerity, and their love, affection, knowledge, experience, wisdom, sincerity, and their love, affection,

commitment, passionate dedication to their growing plant, cannot commitment, passionate dedication to their growing plant, cannot

be easily replacedbe easily replaced



““ApprenticeshipApprenticeship” (or mentoring) of those intending to take-over ” (or mentoring) of those intending to take-over

their role must be done – especially teaching Islam in English. Have their role must be done – especially teaching Islam in English. Have

this been seriously and adequately done? And by whom? this been seriously and adequately done? And by whom?





TO BE CONTINUEDTO BE CONTINUED

http://an-naseehah.blogspot.com/

http://introductiontotauhid.blogspot.com/

http://oyoubelievers.blogspot.com/

http://al-amthaal.blogspot.com/

http://zhulkeflee-archive.blogspot.com/

http://criteriaforaholybook-quran.blogspot.com/

http://with-the-truthful.blogspot.com/

http ://muqaddam-nurul.blogspot.com/

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[Slideshare] fiqh-course-lesson #2- (february-2013-batch) -(20-february-2013)

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