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Slideshare [nusms-2013]-on-being-muslim-series#2-(22-october-2013)
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Transcript of Slideshare [nusms-2013]-on-being-muslim-series#2-(22-october-2013)
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.
““BEING MUSLIM STUDENTS” SERIES # 2BEING MUSLIM STUDENTS” SERIES # 2
Presentation by Ustaz Zhulkeflee Hj IsmailPresentation by Ustaz Zhulkeflee Hj Ismailfor ”for ” MUS1101E- Undergrad Muslim Workshop“ organize by NUS Muslim “ organize by NUS Muslim
Society” - SingaporeSociety” - SingaporeYIH (Yusuf Ishak House)YIH (Yusuf Ishak House)
(Tuesday) 22 October 2013 @ 7.30 pm(Tuesday) 22 October 2013 @ 7.30 pmNUS (National University of Singapore)NUS (National University of Singapore)
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST MOST COMPASSIONATE,COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
What shall we define? Determine to know? Perhaps we begin by asking this question …
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
AS PREVIOUSLY EXPLAINED
““O you who have believed, be conscious of (and fear) Allah O you who have believed, be conscious of (and fear) Allah
((TAQWATAQWA) as He should be feared and do not die except as ) as He should be feared and do not die except as
Muslims [ Muslims [ MUSLIMUNMUSLIMUN – those in submission to Him].” – those in submission to Him].”
((Qur’an: Aali ‘Imran: 3: 102Qur’an: Aali ‘Imran: 3: 102))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
And [mention] when your Lord took from the children And [mention] when your Lord took from the children
of Adam - from their loins - their descendants and of Adam - from their loins - their descendants and
made them testify of themselves, [saying to them], made them testify of themselves, [saying to them],
""Am I not your Lord?Am I not your Lord?" "
They said, "They said, "Yes, we have testified." Yes, we have testified."
[This] - lest you should say on the day of [This] - lest you should say on the day of
Resurrection, "Indeed, we were of this unaware." Resurrection, "Indeed, we were of this unaware."
((Qur’an: A’raf: 7: 172Qur’an: A’raf: 7: 172))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
““Yet go on reminding [all who would listen]: for, verily, such Yet go on reminding [all who would listen]: for, verily, such
a reminder will profit the believers. a reminder will profit the believers. And [tell them that] I And [tell them that] I
have not created the invisible beings and men to any end have not created the invisible beings and men to any end
other than that they may [know and] worship Meother than that they may [know and] worship Me. [But . [But
withal,] no sustenance do I ever demand of them, nor do I withal,] no sustenance do I ever demand of them, nor do I
demand that they feed Me : for, verily, Allah Himself is the demand that they feed Me : for, verily, Allah Himself is the
Provider of all sustenance, the Lord of all might, the Provider of all sustenance, the Lord of all might, the
Eternal!”Eternal!”
((Qur’an: Dzariat: 51: 55-58Qur’an: Dzariat: 51: 55-58))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Mankind is called Mankind is called ( (insaaninsaan) – a word whose roots is ) – a word whose roots is
similar with the word similar with the word ((nis-yaannis-yaan; ; nasiynasiy)) – –
meaning “forgetfulness; to forget”.meaning “forgetfulness; to forget”.
Prophets came to ‘remind’; and thus the Qur’an is also named as Prophets came to ‘remind’; and thus the Qur’an is also named as
“ “ “ “ ((Adz-DzikrAdz-Dzikr)) meaning -‘the Reminder’ meaning -‘the Reminder’
Islam asserts that mankind, naturally has a pure instinct Islam asserts that mankind, naturally has a pure instinct
((fitwrah saleemafitwrah saleema) to know of God’s existence.) to know of God’s existence.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
The ability to perceive the existence of a Supreme Being (God) is
innate in human nature ( Fitwrah), and it is this instinctive
cognition that explains why in every culture there is a term referring
to the Supernatural Divine - God.
In this verse we are told that, spiritually, our soul has already
testified to Allah’s Lordship prior to our physical sojourn on this
earth. Thus it is the Arabic term for “man” has that meaning “to
forget”, and messengers were sent but to be (MUDZAKKIR) the ones
to give “reminders” (DZIKR) to man, as well as the “Warner”
(NADZEERA) regarding the consequence for heedlessness of this
Reality.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
““Our Lord! Indeed we heard a crier calling to the faith Our Lord! Indeed we heard a crier calling to the faith
saying: "Believe in your Lord"; saying: "Believe in your Lord"; so we did believeso we did believe. Our . Our
Lord, forgive us our sins, and wipe out our evil deeds and Lord, forgive us our sins, and wipe out our evil deeds and
make us die with the truly pious.' make us die with the truly pious.'
'Our Lord, fulfil what You promised to us through Your 'Our Lord, fulfil what You promised to us through Your
Messengers, and disgrace us not on the Day of Messengers, and disgrace us not on the Day of
Resurrection; indeed You never go back on Your Resurrection; indeed You never go back on Your
promise." promise."
((Qur’an: Aali ‘Imran: 3: 193-194Qur’an: Aali ‘Imran: 3: 193-194) )
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
(Say:) ”Behold, my prayer, and [all] my acts of worship, my living
and my dying are for God [Allah alone, Who is], the Sustainer of
all the worlds, in whose divinity none has a share: for thus have
I been bidden – and I shall [always] be foremost among those
who surrender themselves to Him (MUSLIMEEN).”
(Qur’an: Surah al-An’am:6:162)
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
“– “– and I shall [always] and I shall [always] be foremost be foremost among those among those
who surrender themselves to Him (who surrender themselves to Him (MUSLIMEENMUSLIMEEN).” ).”
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
AS PREVIOUSLY EXPLAINED
18
““Allah has not made for any man two hearts in his (one) body “Allah has not made for any man two hearts in his (one) body “
((Qur’an: Ahzab: 33: 4Qur’an: Ahzab: 33: 4))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Due to this, for most of us, our parents have sent us to ‘Islamic religious classes’ Due to this, for most of us, our parents have sent us to ‘Islamic religious classes’
for our basic (for our basic (FARDHU’AINFARDHU’AIN) , as well as to then attend conventional school.) , as well as to then attend conventional school.
Yet, both types of education have different aims, objectives and concerns.Yet, both types of education have different aims, objectives and concerns.
Unfortunately many later emphasized too much upon conventional schooling Unfortunately many later emphasized too much upon conventional schooling
and neglected continuing with their crucial Islamic and neglected continuing with their crucial Islamic Fardhu’ain Fardhu’ain learning and learning and
education .education .
AS PREVIOUSLY EXPLAINED
““Once a man was watching, with much Once a man was watching, with much amazement, how a caterpillar he once saw has amazement, how a caterpillar he once saw has now wrapped itself and transformed into pupa. now wrapped itself and transformed into pupa.
Through its opaque cocoon, the man could see a Through its opaque cocoon, the man could see a colourful butterfly forming within it.colourful butterfly forming within it.
It was now about to break forth, yet nature It was now about to break forth, yet nature requires it to undergo the stage which is rather requires it to undergo the stage which is rather slow requiring it to struggle out of its cocoon.”slow requiring it to struggle out of its cocoon.”
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A PARABLEA PARABLE
““What the man saw was a helpless creature, in What the man saw was a helpless creature, in agony being trapped and had to endure what agony being trapped and had to endure what seems to be a long, painful struggle to freedom.seems to be a long, painful struggle to freedom.
So he decided to lessen the agony and assisted it So he decided to lessen the agony and assisted it by cutting, to enlarge the opening so that it can by cutting, to enlarge the opening so that it can easily emerge from the constraining shell.”easily emerge from the constraining shell.”
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
A PARABLEA PARABLE
““Thenceforth, a butterfly emerged.Thenceforth, a butterfly emerged.
Yet it remained attached, clinging on to the Yet it remained attached, clinging on to the remnant of its previous shelter. And he watched remnant of its previous shelter. And he watched how it stood there for a considerably long time.how it stood there for a considerably long time.
The man had expected it to flutter away, readily The man had expected it to flutter away, readily displaying its beautiful wings elegantly.”displaying its beautiful wings elegantly.”
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
A PARABLEA PARABLE
A PARABLEA PARABLE
““On closer inspection, the man discovered to his On closer inspection, the man discovered to his horror, that the part of the butterfly wings was horror, that the part of the butterfly wings was deformed – deformed –
The man regretfully realized that this was due to The man regretfully realized that this was due to his ‘his ‘interventionintervention’ which unknowingly had ’ which unknowingly had deprived the butterfly from undergoing deprived the butterfly from undergoing a crucial a crucial process needed for its transformationprocess needed for its transformation - in - in accordance with nature (accordance with nature (FITRAHFITRAH), as every ), as every butterfly should.” butterfly should.”
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
A PARABLEA PARABLE
REFLECT REFLECT : HAVE WE MISSED ANY CRUCIAL STAGE IN OUR DEVELOPMENT : HAVE WE MISSED ANY CRUCIAL STAGE IN OUR DEVELOPMENT ?
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
““So direct your face toward the religion, So direct your face toward the religion,
inclining to truth. [Adhere to] the fitrah of inclining to truth. [Adhere to] the fitrah of
Allah upon which He has created [all] people. Allah upon which He has created [all] people.
No change should there be in the creation of No change should there be in the creation of
Allah. That is the correct religion, but most of Allah. That is the correct religion, but most of
the people do not know.”the people do not know.”
Qur’an: Rum: 30: 30Qur’an: Rum: 30: 30))
A PARABLEA PARABLE
REFLECTREFLECT : HAVE WE MISSED ANY CRUCIAL STAGE IN OUR DEVELOPMENT : HAVE WE MISSED ANY CRUCIAL STAGE IN OUR DEVELOPMENT ?
““Every child is born in a state of pure innocence (Every child is born in a state of pure innocence (FITWRAHFITWRAH), ),
It is the parents then who would make him to become It is the parents then who would make him to become
a Jew or a Christian or a Pagan.” a Jew or a Christian or a Pagan.”
((Hadith reported by BukharyHadith reported by Bukhary))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
““O YOU who have attained to faith! Ward off from O YOU who have attained to faith! Ward off from
yourselves (i.eyourselves (i.e. save yourself) and those who are . save yourself) and those who are
close to you (AHLI-KUM) that fire [of the hereafter] close to you (AHLI-KUM) that fire [of the hereafter]
whose fuel is human beings and stones: [lording] whose fuel is human beings and stones: [lording]
over it are angelic powers awesome [and] severe, over it are angelic powers awesome [and] severe,
who do not disobey Allah in whatever He has who do not disobey Allah in whatever He has
commanded them, but [always] do what they are commanded them, but [always] do what they are
bidden to do.”bidden to do.”
((Qur’an: Tahrim: 66: 6Qur’an: Tahrim: 66: 6))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
THE SINCERE ADVICE
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
““Which then is best?― he that layeth his foundation on Which then is best?― he that layeth his foundation on
piety piety ((TAQWATAQWA) to Allah and His Good pleasure () to Allah and His Good pleasure (REDHAREDHA)?― )?―
or he that layeth his foundation on an undermined sand-or he that layeth his foundation on an undermined sand-
cliff ready to crumble to pieces? And it doth crumble to cliff ready to crumble to pieces? And it doth crumble to
pieces with him, into the fire of Hell. And Allah guideth not pieces with him, into the fire of Hell. And Allah guideth not
people that do wrong.”people that do wrong.”
((Qur’an: Taubah: 9:109Qur’an: Taubah: 9:109))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
””Seest thou not how Allah sets forth a parable?― Seest thou not how Allah sets forth a parable?― a a
goodly Word like a goodly tree,goodly Word like a goodly tree, whose root is firmly whose root is firmly
fixed, and its branches (reach) to the heavens― It fixed, and its branches (reach) to the heavens― It
brings forth its fruit at all times, by the leave of its brings forth its fruit at all times, by the leave of its
Lord. So Allah sets forth parables for men, in order Lord. So Allah sets forth parables for men, in order
that they may receive admonition; that they may receive admonition;
((Qur’an: Ibrahim: 14: 24-25Qur’an: Ibrahim: 14: 24-25))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
““When people When people TATRUKUTATRUKU - leave ( - leave (set asideset aside) the affairs of ) the affairs of
their their DEENDEEN – religion, because of their – religion, because of their concern in concern in
improving their worldly mattersimproving their worldly matters, then Allah will open , then Allah will open
upon them much danger (harm).”upon them much danger (harm).”
((Hadith reported by AhmadHadith reported by Ahmad))
WARNING
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Every tree begun from a seed, and would Every tree begun from a seed, and would
grow in stages – from seedling into a plant grow in stages – from seedling into a plant
which from its onset develops several which from its onset develops several
important crucial components viz. Its roots, important crucial components viz. Its roots,
its stems which then grow into trunk and its stems which then grow into trunk and
branches, its barks and leaves etc.branches, its barks and leaves etc.
All of these has to be nurtured and let to All of these has to be nurtured and let to
grow in tandem – as and when conditions grow in tandem – as and when conditions
permits.permits.
If any of these is neglected, or process for If any of these is neglected, or process for
their growth stymied to only allow one their growth stymied to only allow one
component to be fully developed without component to be fully developed without
these others – then the tree may be harmed. these others – then the tree may be harmed.
IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.
TASAWWUR ISLAMTASAWWUR ISLAM
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
IIMANIIMAN
BeliefBeliefFaithFaith
ConvictionConviction
IHSANIHSAN
Best or Best or Righteous Righteous ConductConduct
‘‘AMALAMAL [Islam][Islam]
SubmissionSubmissionObedienceObedience
PracticePracticeFaith without obedience is meaningless; and obedience without Faith is Faith without obedience is meaningless; and obedience without Faith is mere rituals and may even lead to hypocrisy. mere rituals and may even lead to hypocrisy.
Together, Faith and Obedience must lead to Righteousness with IHSAN Together, Faith and Obedience must lead to Righteousness with IHSAN which essentially focus in our intention to sincerely serve Allah s.w.t. which essentially focus in our intention to sincerely serve Allah s.w.t.
Thus, in these three aspects can one be said to be true in his submission Thus, in these three aspects can one be said to be true in his submission to the Will of Allah (as Muslim).to the Will of Allah (as Muslim).
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
38All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM TAUHEED - ‘AQIDAH(Creed or Theology)
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM TAUHEED - ‘AQIDAH(Creed or Theology)
Purpose / Objective
Development of Certainty (Belief)Awareness of Reality / Truth
Develop discernment between Truth & Falsehood,
What is involved?‘Aql - (proper use of Reason / Intellect)
Fitrah - Instincts & innate feeling (perception)Tauqifiy – Revelations & reliable traditions
What is the Effect?
To develop firm conviction, strong principle,Commitment to concept of Unity & Justice of Allah
(Tauheed); knowing the true purpose, role and Destiny of Man.
40All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM TAUHIID - ‘AQIDAH(Creed or Theology)
Purpose / Objective
Development of Certainty (Belief)Awareness of Reality / Truth
Develop discernment between Truth & Falsehood,
What is involved?‘Aql - (proper use of Reason / Intellect)
Fitrah - Instincts & innate feeling (perception)Tauqifiy – Revelations & reliable traditions
What is the Effect?
To develop firm conviction, strong principle,Commitment to concept of Unity & Justice of Allah
(Tauheed); knowing the true purpose, role and Destiny of Man.
41
RELEVANT COMPLEMENTARY RELEVANT COMPLEMENTARY KNOWLEDGE:KNOWLEDGE:
Languages, Logic & philosophy,Languages, Logic & philosophy,Epistemology, Biology, Botany,Epistemology, Biology, Botany,
Chemistry, Physical sciences,Chemistry, Physical sciences,Astronomy, Geology, History,Astronomy, Geology, History,
Anthropology, Marine & Space,Anthropology, Marine & Space,Etc.Etc.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM TAUHEED - ‘AQIDAH(Creed or Theology)
““INTRODUCTION TO THE INTRODUCTION TO THE
STUDY OF TAUSTUDY OF TAUHHEED”EED”Intermediate Level Islamic course in English for AdultsIntermediate Level Islamic course in English for Adults
conducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj Ismail
IF INTERESTED –IF INTERESTED –ENQUIRE FROM ENQUIRE FROM
ORGANIZERORGANIZER
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
MODULE JUST COMPLETED
MODULE JUST COMPLETED
AS AND WHEN NEW INTAKE
AS AND WHEN NEW INTAKE
WILL START WILL
WILL START WILL
ANNOUNCE
ANNOUNCE
‘ILM FIQH(Practical Laws for life;
Learning of the Shari’ah)
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM FIQH(Practical Laws for life;
Learning of the Shari’ah)
Purpose / ObjectiveDevelopment of Correct Practices;
Submission & Obedience to Will of Allah (Islam)
What is involved?Knowing the law, rules as Guidance to every aspect of life
Capability to implementing them in life
What is the Effect?To develop a community of people,
Inviting to what is goodEnjoining what is right, and forbidding evil,
Advocating the fulfilment of AMANAH (Trust)As Allah’s Khalifah (vicegerent),
Establishing the Brotherhood of Man in The servitude of One God.
44All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM FIQH(Practical Laws for life;
Learning of the Shari’ah)
Purpose / ObjectiveDevelopment of Correct Practices;
Submission & Obedience to Will of Allah (Islam)
What is involved?Knowing the law, rules as Guidance to every aspect of life
Capability to implementing them in life
What is the Effect?To develop a community of people,
Inviting to what is goodEnjoining what is right, and forbidding evil,
Advocating the fulfilment of AMANAH (Trust)As Allah’s Khalifah (vicegerent),
Establishing the Brotherhood of Man in The servitude of One God.
45
BROAD EXTENT OF TOPICS COVERED IN FIQHBROAD EXTENT OF TOPICS COVERED IN FIQH‘‘ibadah ibadah (personal devotion / worship) (personal devotion / worship) MuamalahMuamalah (social transaction) (social transaction) MunakahahMunakahah (Marriage & family) (Marriage & family) Irth / fara’id Irth / fara’id (Distribution of wealth)(Distribution of wealth) JinayahJinayah (crimes & punishment) (crimes & punishment) Qodha’iyahQodha’iyah (judiciary)(judiciary) jihad / Da’wah jihad / Da’wah (struggle in war & peace)(struggle in war & peace) imarahimarah (Leadership/government)(Leadership/government)
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
‘ILM FIQH(Practical Laws for life;
Learning of the Shari’ah)
Purpose / ObjectiveDevelopment of Correct Practices;
Submission & Obedience to Will of Allah (Islam)
What is involved?Knowing the law, rules as Guidance to every aspect of life
Capability to implementing them in life
What is the Effect?To develop a community of people,
Inviting to what is goodEnjoining what is right, and forbidding evil,
Advocating the fulfilment of AMANAH (Trust)As Allah’s Khalifah (vicegerent),
Establishing the Brotherhood of Man in The servitude of One God.
46
RELEVANT COMPLEMENTARY KNOWLEDGE:RELEVANT COMPLEMENTARY KNOWLEDGE:All applied sciences, technologyAll applied sciences, technology
and skills, knowledge of economics, politics, social & and skills, knowledge of economics, politics, social & administrative administrative
sciences etc. that can assist in the sciences etc. that can assist in the fulfilment of establishing justice, order, peace, fulfilment of establishing justice, order, peace,
harmony, prosperity, physical harmony, prosperity, physical with moral progress, and the well-being with moral progress, and the well-being
of Man & society, etc.of Man & society, etc.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
““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 Adults
conducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj Ismail
‘ILM FIQH(Practical Laws for life;
Learning of the Shari’ah)
MODULE JUST COMPLETED
MODULE JUST COMPLETED
AS AND WHEN NEW INTAKE
AS AND WHEN NEW INTAKE
WILL START WILL
WILL START WILL
ANNOUNCE
ANNOUNCE
IF INTERESTED –IF INTERESTED –ENQUIRE FROM ENQUIRE FROM
ORGANIZERORGANIZER
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM AKHLAQ / TASAWWUF / IRFAN
(Science of human Disposition/ Sufism)
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM AKHLAQ / TASAWWUF / IRFAN(Science of human Disposition/ Sufism)
Purpose / Objective
Development of Righteous PersonalityPurification/perfection of the Self
What is involved?Reforming or purification of the Self (Nafs)Best behaviour in relationship with Allah,
within oneself, and with others.Knowledge of Self and of Allah (Gnosis)
What is the Effect?
Development of Most noble personality traitsFounded on Love of Allah, of all His prophets [Nabiyyin] especially the Seal of Prophethood Muhammad s.a.w.,
his Household [itrah or Ahlul-bayti wa Aali -Rasul] and loyal Companions [Ashaab], In fellowship with the Truthful [siddiqqin], the Witnesses & martyrs [shuhada] and the
Righteous servants of Allah [Solihin]; Striving to purify the Self (Nafs) and adorning it with the Exalted Moral traits of Our Beloved Prophet Muhammad s.a.w.
(The Perfected Man – “Insan Kaamil”)
49All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM AKHLAQ / TASAWWUF / IRFAN(Science of human Disposition/ Sufism)
Purpose / Objective
Development of Righteous PersonalityPurification/perfection of the Self
What is involved?Reforming or purification of the Self (Nafs)Best behaviour in relationship with Allah,
within oneself, and with others.Knowledge of Self and of Allah (Gnosis)
What is the Effect?
Development of Most noble personality traitsFounded on Love of Allah, of all His prophets [Nabiyyin] especially the Seal of Prophethood Muhammad s.a.w.,
his Household [itrah or Ahlul-bayti wa Aali -Rasul] and loyal Companions [Ashaab], In fellowship with the Truthful [siddiqqin], the Witnesses & martyrs [shuhada] and the
Righteous servants of Allah [Solihin]; Striving to purify the Self (Nafs) and adorning it with the Exalted Moral traits of Our Beloved Prophet Muhammad s.a.w.
(The Perfected Man – “Insan Kaamil”)
50
RELEVANT COMPLEMENTARY KNOWLEDGE:RELEVANT COMPLEMENTARY KNOWLEDGE:This aspect of development requiresThis aspect of development requires
practical behaviour, the aspect of being practical behaviour, the aspect of being and becoming. Its area of development and becoming. Its area of development is the inner Self, the ‘human psyche’ oris the inner Self, the ‘human psyche’ or
the state of the Soul reflected in his the state of the Soul reflected in his Disposition (Disposition (AkhlaqAkhlaq). Therefore, the close ). Therefore, the close
equivalent may perhaps be ‘human’ psychology, equivalent may perhaps be ‘human’ psychology, behavioural sciences, manners & discipline, etc.behavioural sciences, manners & discipline, etc.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
‘ILM AKHLAQ / TASAWWUF / IRFAN
(Science of human Disposition/ Sufism)
““INTRODUCTION TO THE STUDY OFINTRODUCTION TO THE STUDY OF
‘ ‘ILM AL-AKHLAQ ILM AL-AKHLAQ ””
Intermediate Level Islamic course in English for AdultsIntermediate Level Islamic course in English for Adults
conducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj Ismail
CURRENTLY RUNNING
CURRENTLY RUNNING
( SINCE AUGUST 2O13 )
( SINCE AUGUST 2O13 )
EVERY EVERY WEDNESDAY
WEDNESDAY
NIGHTNIGHT
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TAUTAUHHEEDIC PARADIGMEEDIC PARADIGM
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In 1998, while in PERGAS, I responded to criticisms upon the
Madrasah by writing a paper from my research (copy available on
my web link “http://An-naseehah.blogspot.com” ).
In that paper, I’ve argued that the current “Madrasah education”
(although it has the potential to be Islamic), yet it is not
necessarily equal to what a truly “Islamic education” really is.
In fact, the Muslims have, since colonial times, moved from a
single holistic system of education (TAUHIDIC) into adopting a
dualistic system - dichotomising the religious from the secular.
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In fact with this, the Muslims have somewhat moved away from In fact with this, the Muslims have somewhat moved away from
an an ““eclectic to specialist approacheclectic to specialist approach”” (the Islamic approach of (the Islamic approach of
prioritizing prioritizing Fardhu ‘ain Fardhu ‘ain knowledge knowledge before knowledge of before knowledge of FardhuFardhu
kifaayakifaaya) into accepting an education system that is less and less ) into accepting an education system that is less and less
eclectic but emphasise more on specialization – driven by socio-eclectic but emphasise more on specialization – driven by socio-
economic needs rather than developing theeconomic needs rather than developing the FitrahFitrah in people to in people to
their fullest potential. their fullest potential.
Today - a system that educates or rather ‘develops’ people for Today - a system that educates or rather ‘develops’ people for
the work-force - as though people are to be exploited as future the work-force - as though people are to be exploited as future
market resources – i.e. driven by politico-economic policy.market resources – i.e. driven by politico-economic policy.
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I was asked: “Is it still possible for Muslims to strive to become
Islamic scholars in the likes of the such illustrious, eclectic,
profound Ulama’ – (scholar / thinker / philosopher) like e.g. Al-
Ghazali, Ibn Rushd, Al-Biruni, Ibn Khaldun, Ibn Sinna etc. ? ”
Actually this concern was already raised by many, especially Actually this concern was already raised by many, especially
since the dismantling of the last Ottoman Caliphate. The waning since the dismantling of the last Ottoman Caliphate. The waning
influence of the Muslims and their being colonized and exposed influence of the Muslims and their being colonized and exposed
to imperialists’ rule had indeed drastically changed our to imperialists’ rule had indeed drastically changed our
approach to education.approach to education.
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Whatever remaining Islamic institutions of learning became Whatever remaining Islamic institutions of learning became
more concerned towards essentially preserving only the more concerned towards essentially preserving only the
““knowledge of the knowledge of the DeenDeen””, because with limited resources and , because with limited resources and
antagonistic colonial rulers, to be safeguarding this was of the antagonistic colonial rulers, to be safeguarding this was of the
highest priority. The highest priority. The ummahummah was under siege. was under siege.
Thus it is the traditional ”Thus it is the traditional ”MadrasahMadrasah” in our community evolving ” in our community evolving
to be what it is today, the urgent need was indeed to fulfil a to be what it is today, the urgent need was indeed to fulfil a
very important command in the Qur’an:very important command in the Qur’an:
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““Nor should the Believers all go forth together: if a contingent Nor should the Believers all go forth together: if a contingent
from every expedition remained behind, they could devote from every expedition remained behind, they could devote
themselves to studies in religion and admonish the people themselves to studies in religion and admonish the people
when they return to them― that thus they (may learn) to when they return to them― that thus they (may learn) to
guard themselves (against evil).”guard themselves (against evil).”
((Qur’an: Taubah: 9: 122Qur’an: Taubah: 9: 122))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Apart from the lack of resources, those scholars and Apart from the lack of resources, those scholars and
philanthropists within the philanthropists within the UmmahUmmah barely managed to preserve barely managed to preserve
this traditional full-time this traditional full-time MadrasahMadrasah, whereas the majority , whereas the majority
Muslims opted into sending their children to the conventional Muslims opted into sending their children to the conventional
schools established by the colonial masters. schools established by the colonial masters.
Interestingly a general but relevant question was raised from an Interestingly a general but relevant question was raised from an
‘aleem ‘aleem from the Nusantara, to Syed Rashid Redha (of from the Nusantara, to Syed Rashid Redha (of ““al-al-
ManarManar”) ”) which was then given over to be responded by which was then given over to be responded by Amir Amir
Shakib Arslan Shakib Arslan as a book entitled: as a book entitled: ““Limaa-dza ta-akharal Limaa-dza ta-akharal
Muslimuuna...Muslimuuna...” ” – which analysed the reasons for Muslims – which analysed the reasons for Muslims
decline.decline.
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Author:Author: Amir Shakib Arslan; Rashid Rida (foreword) Amir Shakib Arslan; Rashid Rida (foreword)
Publisher:Publisher: Islamic Book Trust (2004) Islamic Book Trust (2004)
Pages: 148 Binding: Paperback Pages: 148 Binding: Paperback
Description from the publisher: Description from the publisher:
New Revised Edition, Paperback, 172 pagesNew Revised Edition, Paperback, 172 pages
First published in the 1930sFirst published in the 1930s, this was a response to a letter from Shaykh Muhammad , this was a response to a letter from Shaykh Muhammad
Bisyooni Umran of Indonesia requesting the author to explain the causes of Muslim Bisyooni Umran of Indonesia requesting the author to explain the causes of Muslim
weakness at the present and the causes of the strength of the Europeans and the weakness at the present and the causes of the strength of the Europeans and the
Japanese, the factors behind their glorious empires and Japanese, the factors behind their glorious empires and
sovereignty, their power and wealth. His response, written in a state of great sovereignty, their power and wealth. His response, written in a state of great
agitation became one of the masterpieces of eloquence and a proof of his wisdom.agitation became one of the masterpieces of eloquence and a proof of his wisdom.
A RECOMMENDED READINGA RECOMMENDED READING
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But the most significant happened in 1977 with the But the most significant happened in 1977 with the First World First World
Conference on Muslim Education held in Makkah.Conference on Muslim Education held in Makkah. Concerned Concerned
Muslims must read the deliberations of these prominent Muslim Muslims must read the deliberations of these prominent Muslim
scholars in the “Islamic Education Series” published by King scholars in the “Islamic Education Series” published by King
Abdulaziz University, Jeddah. Abdulaziz University, Jeddah. (ISBN 0-340-23607-8)(ISBN 0-340-23607-8)
TOPICS IN THIS SERIES:-TOPICS IN THIS SERIES:-
Crisis in Muslim EducationCrisis in Muslim Education
Aims & Objective of Islamic EducationAims & Objective of Islamic Education
Muslim Education in the Modern WorldMuslim Education in the Modern World
Curriculum and Teacher EducationCurriculum and Teacher Education
Philosophy Literature and Fine Arts Philosophy Literature and Fine Arts ...... Etc....... Etc.
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Syed M. Naquib Al-Attas Syed M. Naquib Al-Attas asserts, it is: “... to produce a good asserts, it is: “... to produce a good
man. What is meant by ‘man. What is meant by ‘good’good’ in our concept of ‘ in our concept of ‘good mangood man’? ’?
The fundamental element inherent in the concept of The fundamental element inherent in the concept of
education in Islam is the inculcation of ‘education in Islam is the inculcation of ‘adabadab’ (’ (ta’dibta’dib), for it is ), for it is
‘‘adabadab’ in the all-inclusive sense I mean, as encompassing the ’ in the all-inclusive sense I mean, as encompassing the
spiritual and material life of a man that instils the quality of spiritual and material life of a man that instils the quality of
goodness that is sought after. Education is what the Prophet goodness that is sought after. Education is what the Prophet
Muhammad s.a.a.w. meant by Muhammad s.a.a.w. meant by AdabAdab ::
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Syed M. Naquib Al-Attas Syed M. Naquib Al-Attas asserts, it is: “... to produce a good asserts, it is: “... to produce a good
man. What is meant by ‘man. What is meant by ‘good’good’ in our concept of ‘ in our concept of ‘good mangood man’? ’?
The fundamental element inherent in the concept of The fundamental element inherent in the concept of
education in Islam is the inculcation of ‘education in Islam is the inculcation of ‘adabadab’ (’ (ta’dibta’dib), for it is ), for it is
‘‘adabadab’ in the all-inclusive sense I mean, as encompassing the ’ in the all-inclusive sense I mean, as encompassing the
spiritual and material life of a man that instils the quality of spiritual and material life of a man that instils the quality of
goodness that is sought after. Education is what the Prophet goodness that is sought after. Education is what the Prophet
Muhammad s.a.a.w. meant by Muhammad s.a.a.w. meant by AdabAdab ::
“My Lord educated me (ADABANI) , and made
my education (TA’DIB) most excellent.”
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factsfacts, , informationinformation
SkillsSkills
KnowledgeKnowledge
educationeducation
MA’-LUMAT(information; facts)
SINA’-AH (skills, industrious);
FANNIYAH (artistry);
’ILM – (science and knowledge)
TA-ADDIB; - which includesTA’-LIM; TAR-BIYYAH; TAZKIYYAH, etc.
EQUIVALENT TERMS USED IN ISLAM
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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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Thus, perspective of Education in Islam can be defined:
““... Recognition and acknowledgement, progressively instilled ... Recognition and acknowledgement, progressively instilled
into man, of the proper places of things in the order of into man, of the proper places of things in the order of
creation, such that it leads to the recognition and creation, such that it leads to the recognition and
acknowledgement of the proper place of God in the order of acknowledgement of the proper place of God in the order of
being and existence.”being and existence.”____________________________________________________________________________________________________________
Quoted from: “The Educational Philosophy and Practice of Syed Quoted from: “The Educational Philosophy and Practice of Syed Muhammad Naquib Al-Attas” by Wan Mohd Nor Wan Daud (ISTAC Muhammad Naquib Al-Attas” by Wan Mohd Nor Wan Daud (ISTAC
publication).publication).______________________________________________________________________________________________________
EPISTEMOLOGY
In other words, it is all about – “ADAB ”All Rights Reserved © Zhulkeflee Hj Ismail (2013))
LEST WE FORGET
PERSPECTIVE FROM ANPERSPECTIVE FROM AN
ISLAMIC WORLDVIEWISLAMIC WORLDVIEW
TASAWWUR ISLAMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
Ta’lim ( (generally it means, “to teach” or “the teaching”
of knowledge as different from information, but a profound
understanding of this word requires us to know the root word
“‘ilm” which is different from “ma’lumat ”
Ta’allum ( ) “to learn or be taught knowledge”
consider definition of knowledge ( ) .
TASAWWUR ISLAMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
Tarbiyyah ( ) – although used by many Islamist
to refer to education (perhaps influenced by the Western
methodology), it’s use to refer to ‘education’ is not appropriate
due to its narrow and limited scope when applied to the Islamic
approach to education, because our Islamic worldview regarding
man is unlike those from the Western outlook that still regards
man as an animal specie (although evolved).
TASAWWUR ISLAMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
Tarbiyyah ( ) – has the meanings “education,
upbringing, breeding, raising (of animals), instruction, pedagogy,
etc.
From which we have term “murabbin” ( ) “educator, (as
well as) breeder, tutor etc.
Yet, it is too general a term and can also be applied in terms of
raising, breeding and training of animals.
TASAWWUR ISLAMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
Darasa ( ( – “to learn, to study under a teacher,
instructor, lecturer etc. ( mudarris - ).
Thus a school is called a “madrasah” ( )
TASAWWUR ISLAMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
TASAWWUR ISLAMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
““Ta’-dibTa’-dib”” ( ) ( ) – – preferred term for preferred term for ‘education’, ‘education’, from the from the
term term ‘Adab’ ‘Adab’ (( ) ) meaning: – meaning: –
“ “good breeding, nurture, manners, refinement, cultured, good breeding, nurture, manners, refinement, cultured,
decorum, propriety, social grace, educated, etc.”decorum, propriety, social grace, educated, etc.”
TASAWWUR ISLAMAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
Hadith from Ibn Mas’ud r.a.:
“ “Verily! The Qur’an is Allah’s Banquet on earth, Verily! The Qur’an is Allah’s Banquet on earth,
so learn thoroughly, then, from (or of) His Banquet.” so learn thoroughly, then, from (or of) His Banquet.” [1][1]
[1] S.M.Naquib Al-Attas “Islam and Secularism” page 150
TASAWWUR ISLAM
BASISBASIS
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Thus,“ Adab” in the original basic sense (in Arabic) is the “inviting to
a banquet.”
The idea of a banquet implies the host is a man of honour and
prestige, and that many people are present; that the people who
are present are those who in the host’s estimation are deserving of
the honour of the invitation, and they are therefore people of
refined qualities and upbringing who are expected to behave as
befits their station, in speech, conduct and etiquette.” [1]
[1] S.M.Naquib Al-Attas “Islam and Secularism” page 149
TASAWWUR ISLAM
BASISBASIS
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““From amongst the rights of a children upon their parents are, From amongst the rights of a children upon their parents are,
that they be instilled (to be educated by them) with that they be instilled (to be educated by them) with AdabAdab and and
to be given a good name.” to be given a good name.”
((Hadith of the Prophet s.a.w. reported by Baihaqy Hadith of the Prophet s.a.w. reported by Baihaqy
from Ibnu ‘Abbas r.afrom Ibnu ‘Abbas r.a.).)
TASAWWUR ISLAM
BASISBASIS
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“ “Educate (nurture – ‘Educate (nurture – ‘addibuaddibu’) your children with the best ’) your children with the best
education (education (ADABADAB).”).”
((Hadith of the Prophet s.a.w. narrated by Ibnu MajahHadith of the Prophet s.a.w. narrated by Ibnu Majah))
TASAWWUR ISLAM
BASISBASIS
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AD-DA-BANI – ROB-BEE - FA -AH-SA-NA – TA’ –DI-BEE
““My Lord educated me, and made My Lord educated me, and made
my education most excellent.” my education most excellent.”
(Hadith)(Hadith)
PROPHET MUHAMMAD S.A.A.W. SAID:PROPHET MUHAMMAD S.A.A.W. SAID:
TASAWWUR ISLAM
BASISBASIS
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
VERNACULAR SCHOOLSVERNACULAR SCHOOLSQUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
ARABIC SCHOOL ARABIC 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 - mosgues; Islamic organizations; MUIS - mosgues; Islamic organizations;
private schools ; individual scholars; etc.private schools ; individual scholars; etc.
ENGLISH SCHOOLSENGLISH SCHOOLSKUTTABKUTTAB
Asaatizah Asaatizah absorbed by M.O.E into absorbed 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)
PREVIOUSLY EXPLAINED
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Western colonial powers introduced their schooling system, Western colonial powers introduced their schooling system,
even though natives already have their own- i.e. either even though natives already have their own- i.e. either
vernacular or religious based.vernacular or religious based.
When linked to economic and job opportunities, which When linked to economic and job opportunities, which
favoured cohorts from such schools, private native or favoured cohorts from such schools, private native or
religious full-time schools lost its appeal. Yet, Muslims religious full-time schools lost its appeal. Yet, Muslims
students generally were provided students generally were provided Islamic religious classes Islamic religious classes
outside school hours at home, mosques or the madrasah outside school hours at home, mosques or the madrasah
(part-time).(part-time).
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Full-time Full-time madrasahmadrasah gradually evolved distinctly to focus in gradually evolved distinctly to focus in
producing the elite – “producing the elite – “teachers of Islamteachers of Islam” - to ensure the rest of ” - to ensure the rest of
the Muslims are guided with their Islamic knowledge.the Muslims are guided with their Islamic knowledge.
Thus, other Muslim students were made to adapt to this Thus, 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-time The full-time MadrasahMadrasah is therefore an exception rather than is therefore an exception rather than
the rule; fully private and independent, constituting only less the 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.
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Students who were sent to these full-timeStudents who were sent to these full-time Madrasah Madrasah
originally, were those with parents with altruistic-religious originally, 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 equally The basic curriculum at the primary level were equally
needed by those who do not attend full-time needed by those who do not attend full-time MadrasahMadrasah. To . To
accommodate these, traditional accommodate these, traditional MadrasahMadrasah extended their extended their
function or assign their students to conduct part-time function or assign their students to conduct part-time
MadrasahMadrasah. . We in Singapore have had over 30 registered We in Singapore have had over 30 registered
independent madrasahs but today it dwindled to only 6 independent madrasahs but today it dwindled to only 6
which are as full-time schools.which are as full-time schools.
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When at one time, IRK (Islamic Religious Knowledge) was When at one time, IRK (Islamic Religious Knowledge) was
incorporated in government schools which somewhat took on the incorporated in government schools which somewhat took on the
function which independent function which independent MadrasahMadrasah had fulfilled, its proliferation had fulfilled, its proliferation
and existence then became regarded as less urgent. Lulled into the and 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 lost lost
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, it When 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 and truncation from our tradition and loss of Adab loss of Adab - has now caused - has now caused
many to ‘experiment’ with many kinds of curriculum or approaches. many to ‘experiment’ with many kinds of curriculum or approaches. All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Any education system is never neutral from a dominant philosophy
or worldview guiding its approach, method and curriculum.
Education for Muslims must be founded upon one – TAUHEEDIC –
paradigm, following a single-united, yet holistic curriculum.
Therefore, Muslims exposure to this dualistic system, pose a dilemma
to contemporary Muslims.
Some who attempt to integrate the syllabus with the so-called
“dunyawi - ukhrawi ” labelling are themselves unclear of how actual
Islamic categorization of knowledge should be.
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From the Islamic perspective, the priority knowledge for Muslims is the
“DEENIYYAT” –(knowledge of the religion of Islam).
Unfortunately some has wrongly as adopted another term -
“UKHRAWIYYAT” instead, which preposterously imply “knowledge
pertaining to the Hereafter.”
Islam as “AD-DEEN” provides guidance in both this world and the
Hereafter, and has never accepted such false ‘UKHRAWI-DUNIYAWI’
categorization of knowledge. They may have been influenced by
Secularism and certain Orientalists’ misrepresentation of Islam.
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Perhaps they have misunderstood the term “UKHRA-UKHRAWIYYAH”
used by traditional scholars.
“UKHRA” or “AAKHAR” literally means “other”
As in acquiring knowledge, a Muslim firstly must seek “DEENIYATDEENIYAT”
(transmitted knowledge of the religion), which serves to guide Muslims’
other pursuits in life.
And Islam does not limit beneficial knowledge only on the transmitted
knowledge of the religion but in fact made it obligatory also towards all
“other” (AAKHAR) beneficial worldly knowledge.
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So, if we come across the term “UKHRAWIY” relating to category of
knowledge, it is in fact referring to the meaning “other available
relevant worldly science” the acquisition of it is also a religious
obligation for the Muslims, not “AL-AAKHIRAT” as meaning Hereafter.
So, we should desist misusing the terms UKRAWI-DUNYAWI to refer to
religious knowledge vis-à-vis worldly science - but instead use
“DEENIYAT-DUNYAWIYAT” or to use Imam Ghazalie’s title to his
magnum opus – ”IHYA – ‘ULUM-AD-DEEN”
WaAllaahu a’lam
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
We have to extricate ourselves from this confusion and
dilemma by being vigilant, and to be informed of, or be
with, and study from, well-acknowledged Islamic scholars
and thinkers in the movement currently on-going:
Amongst the remedies is the “Amongst the remedies is the “ISLAMIZATIONISLAMIZATION” movement – ” movement –
for both types in these dualistic education system – envisaged for both types in these dualistic education system – envisaged
since 1977.since 1977.
Although this process can be applied wherever required in Although this process can be applied wherever required in
whichever system, yet it is to be whichever system, yet it is to be most effective at the higher most effective at the higher
level (tertiarylevel (tertiary) prior to these graduates assuming their roles as ) prior to these graduates assuming their roles as
scholars - educators of the scholars - educators of the UmmahUmmah. .
The anti-thesis to “The anti-thesis to “IslamizationIslamization” is really “” is really “SecularismSecularism” which ” which
every Muslim aspiring to be scholars must know profoundly every Muslim aspiring to be scholars must know profoundly
too, so that they can appreciate the relevant responses, so too, so that they can appreciate the relevant responses, so
that a complete and Islamized education can be achieved.that a complete and Islamized education can be achieved.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
The author deals with fundamental problems faced by contemporary Muslims and provides real solutions, beginning with a discussion on ‘The Contemporary Western Christian Background’ in Chapter (I), followed by his analysis of the concepts (which he newly defines) of ‘secular’, ‘secularization’, and ‘secularism’ in Chapter (II). All this is then contrasted in Chapter (IV) of the book entitled ‘Islam: The Concept of Religion and the Foundation of Ethics and Morality’. Based on all the preceding explanation, the author proceeds to analyze the Muslim ‘dilemma’ by declaring that it should be resolved primarily through what he calls the “dewesternization of knowledge” or, conversely, the “islamization of contemporary knowledge”, an original concept conceived and elucidated by the author for the past three decades.
A RECOMMENDED READINGA RECOMMENDED READING
ISLAM AND SECULARISMISLAM AND SECULARISM
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Prolegomena to the Metaphysics of Islam
by Muhammad Naquib Syed Al-Attas
This is a very important book. No book of its
kind, in profundity as well as magnitude of
scope and comprehensive grasp of modern
intellectual challenges facing the contemporary
Muslim World, appeared in the last century.
A RECOMMENDED READINGA RECOMMENDED READING
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Wan Mohd Nor Wan Daud, The Educational
Philosophy and Practice of Syed Muhammad
Naquib Al Attas, ISTAC, Kuala Lumpur, Malaysia‑
A RECOMMENDED READINGA RECOMMENDED READING
Although there are several groups promoting
the ‘Islamization’ agenda especially in the West,
the use of this term and its idea was first mooted
by Prof. Syed M. Naquib Al-Attas.
Many who are critical of ‘Islamization’ may have
mistaken what others are attempting without
knowing what was advocated originally by him.
The author have presented how Al-Attas’ seminal
ideas may have been ‘hijacked’ and misrepresented.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
A RECOMMENDED READINGA RECOMMENDED READING
This is one of the most important writings of
the author on the subject of the encounter
and interrelation between Islam and
modernism. Addressed at once to Muslims
and Westerners, the author deals in depth
with the intellectual and spiritual crisis of
modern man as well as the dilemmas of the
contemporary Muslim faced with the
daunting challenge of the modern world.
Islam And The Plight Of Modern ManIslam And The Plight Of Modern Manby Seyyed Hossein Nasrby Seyyed Hossein Nasr
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
A RECOMMENDED READINGA RECOMMENDED READING
Traditional Islam in the Modern WorldTraditional Islam in the Modern Worldby Seyyed Hossein Nasrby Seyyed Hossein Nasr
An elaboration and defence of
"traditional" Islam, as opposed to the
modernist and fundamentalist forms,
by one of the best-informed, most
articulate Muslims of our time.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
A RECOMMENDED READINGA RECOMMENDED READING
““Today, there are few intellectual issues more Today, there are few intellectual issues more
important to the contemporary Islamic world important to the contemporary Islamic world
than the relation of Islam and modern science than the relation of Islam and modern science
and in this central discourse the voice of and in this central discourse the voice of
Osman Bakar remains among the most Osman Bakar remains among the most
pertinent. Among his many writings, the pertinent. Among his many writings, the
present book holds a privileged position and present book holds a privileged position and
the appearance of a new edition of it is itself the appearance of a new edition of it is itself
proof of the pertinence of this opus and the proof of the pertinence of this opus and the
continuous interest in it. “continuous interest in it. “
--Seyyed Hossein Nasr--Seyyed Hossein Nasr
Tawhid and ScienceTawhid and ScienceBy : Osman BakarBy : Osman Bakar
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A RECOMMENDED READINGA RECOMMENDED READING
“The lives and the ideas of the three thinkers
discussed in Classification of Knowledge in
Islam - al-Farabi (870-950AD), al-Ghazzali
(1058-1111AD) and Qutb al-Din al-Shirazi
(1236-1311AD) - cover the pivotal period of
Islamic history from the first flourishing of the
philosophical sciences to the sacking of
Baghdad by the Mongols. In addition, each of
these three thinkers was either a founder or
an eminent representative of a major
intellectual school in Islam.”
Classification of Knowledge in Islam: A Study in Islamic
Philosophies of ScienceBy : Osman BakarBy : Osman Bakar
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
THE SINCERE ADVICE
““Those who do not know that they do not know.”Those who do not know that they do not know.”
““Those who know that they do not know.”Those who know that they do not know.”
““Those who do not know that they know.”Those who do not know that they know.”
““Those who know that they know.”Those who know that they know.”
SPECIAL CHARACTERISTICS OF THE TRULY WISE
And the wise (those who truly know), will always look at what they are still And the wise (those who truly know), will always look at what they are still
ignorant of, maintaining humility , striving to continue learning, rather than ignorant of, maintaining humility , striving to continue learning, rather than
become conceited with whatever little they had already learnt.become conceited with whatever little they had already learnt.
THE HEEDLESS
THE IGNORANT
THE NEGLIGENT
THE WISE
ADDENDUMADDENDUM
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BLACK space representsInfinite Knowledge“We don’t even knowthat we don’t know them”
The GREEN area represents whatever Knowledge that we have.
RED line (circumference) indicates our encounter with knowledge which we now realize we do not know; which motivates us to acquire them.
The beginning of Wisdom is when you realize you do not know!The beginning of Wisdom is when you realize you do not know!
*Extracted and elaborated from “Beginners’ Manual on Islam” by Ustaz Zhulkeflee Hj ismail (PERGAS)
ADDENDUMADDENDUM
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
BLACK space representsInfinite Knowledge“We don’t even knowthat we don’t know them”
The GREEN area represents whatever Knowledge that we have.
When we acquire these, our knowledge grows (DARK GREEN area )
*Extracted and elaborated from “Beginners’ Manual on Islam” by Ustaz Zhulkeflee Hj ismail (PERGAS)
ADDENDUMADDENDUM
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
BLACK space representsInfinite Knowledge“We don’t even knowthat we don’t know them”
When knowledge grows, the circle will expand. But with this expansion the circumference (RED line) also increases.
Remember: RED line (circumference) indicates our encounter with knowledge which we now realize we do not know.
The GREEN area represents whatever Knowledge that we have.
When we acquire these, our knowledge grows (DARK GREEN area )
“The more we know, the more will we encounter aspects of knowledge which we do not know. And only realization of this which motivates us to grow in learning”
*Extracted and elaborated from “Beginners’ Manual on Islam” by Ustaz Zhulkeflee Hj ismail (PERGAS)
ADDENDUMADDENDUM
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ADDENDUMADDENDUM
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
” ”It is He (Allah) Who has sent amongst the Unlettered It is He (Allah) Who has sent amongst the Unlettered
a messenger (Prophet Muhammad s.a.w.) from a messenger (Prophet Muhammad s.a.w.) from
among themselves, to among themselves, to YAT-LU ‘ALAY-HIM AA-YAATIHI YAT-LU ‘ALAY-HIM AA-YAATIHI
rehearse to them His Signsrehearse to them His Signs, to , to YU-ZAK-KIHIMYU-ZAK-KIHIM sanctify sanctify
them (to make them grow)them (to make them grow), and to , and to YU-’AL-LI-MU-HUMYU-’AL-LI-MU-HUM
instruct (teach) them instruct (teach) them in Scripture and Wisdom― in Scripture and Wisdom―
although they had been, before, in manifest error― “although they had been, before, in manifest error― “
((Qur’an: Jumu’ah:62: 2Qur’an: Jumu’ah:62: 2) )
ADDENDUMADDENDUM
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““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)
ADDENDUMADDENDUM
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“ “((‘ilm‘ilm) Knowledge without ) Knowledge without AdabAdab, ,
is like (having) fire (but) without wood (fuel); is like (having) fire (but) without wood (fuel);
and and AdabAdab without knowledge ( without knowledge (‘ilm‘ilm) ,) ,
is like (having) the Soul (but) without body.”is like (having) the Soul (but) without body.”
ADDENDUMADDENDUM
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““Halia ini tanam-tanaman, Halia ini tanam-tanaman, Ke barat juga akan rebahnya, Ke barat juga akan rebahnya,
Dunia ini pinjam-pinjaman, Dunia ini pinjam-pinjaman, Ke akhirat juga akan sudahnya”Ke akhirat juga akan sudahnya”
““Ginger is a plant that grows in clumps, Ginger is a plant that grows in clumps, Towards the west it’s shoot will turn, Towards the west it’s shoot will turn,
Life in this world is but on borrowed times, Life in this world is but on borrowed times, For the Hereafter is where all must eternally return”For the Hereafter is where all must eternally return”
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Tinggi sungguh gunung Daik,Tinggi sungguh gunung Daik,
Mercunya nampak terang berkilau,Mercunya nampak terang berkilau,
Kalau asal benih yang baik,Kalau asal benih yang baik,
Jatuh ke laut menjadi pulau.Jatuh ke laut menjadi pulau.
““Majestic is mount Daik with awe and radiance,Majestic is mount Daik with awe and radiance,With the sun atop its peak they appear to merge,With the sun atop its peak they appear to merge,
If a seed is truly derived from that of excellence, If a seed is truly derived from that of excellence, When thrown in the sea an island will emerge”When thrown in the sea an island will emerge”
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
““Salam menghadap, hamba dan dayang,Salam menghadap, hamba dan dayang,
Raja bermalam di dendang teruja, Raja bermalam di dendang teruja,
Dalam kitab ada terlarang,Dalam kitab ada terlarang,
Perkara yang haram jangan dicuba.”Perkara yang haram jangan dicuba.”
“ “ With looks so dignified, all the servant and maiden, With looks so dignified, all the servant and maiden, With manners and charm, before the resting king,With manners and charm, before the resting king,
The Book (Qur’an) has clarified all that is forbidden,The Book (Qur’an) has clarified all that is forbidden,Whatever is ‘haram’ therefore, refrain yourself from doing”Whatever is ‘haram’ therefore, refrain yourself from doing”
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
““Berburu ke padang datar, Berburu ke padang datar, Mendapat rusa belang kaki, Mendapat rusa belang kaki,
Berguru kepalang ajar, Berguru kepalang ajar, Bagaikan bunga kembang tak jadi”Bagaikan bunga kembang tak jadi”
““To go hunting on the plains deserted, To go hunting on the plains deserted, Tracking a deer till it meet its doom, Tracking a deer till it meet its doom,
If in learning one is lazy, dull and half-hearted,If in learning one is lazy, dull and half-hearted,Like flower bud that wilted, before it can ever Like flower bud that wilted, before it can ever bloom.” bloom.”
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
“Ke hulu memotong pagar,
Jangan terpotong batang durian,
Carilah guru tempat belajar,
Jangan menyesal dihari kemudian.”
““The fence needs cutting as well as cleaning,The fence needs cutting as well as cleaning,But do not destroy the branch of the durian tree,But do not destroy the branch of the durian tree,
Seek out a teacher to guide you in your learning,Seek out a teacher to guide you in your learning,Lest great is the regret, your future will be.”Lest great is the regret, your future will be.”
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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