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.


What shall we define? Determine to know? Perhaps we begin by asking this question …


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))




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))



““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))


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.


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))


““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) )



(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)



“– “– 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).” ).”



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))


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 .


““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.”


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.”


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.”


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.”



A PARABLEA PARABLE

REFLECT REFLECT : HAVE WE MISSED ANY CRUCIAL STAGE IN OUR DEVELOPMENT : HAVE WE MISSED ANY CRUCIAL STAGE IN OUR DEVELOPMENT ?


““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))



““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))



THE SINCERE ADVICE

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))






””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))


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



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


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).


38All Rights Reserved © Zhulkeflee Hj Ismail (2013))


‘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.



‘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.




““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



MODULE JUST COMPLETED


AS AND WHEN NEW INTAKE


WILL START WILL

WILL START WILL

ANNOUNCE

ANNOUNCE

‘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)













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.



““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








WILL START WILL

WILL START WILL

ANNOUNCE

ANNOUNCE

IF INTERESTED –IF INTERESTED –ENQUIRE FROM ENQUIRE FROM

ORGANIZERORGANIZER



‘ILM AKHLAQ / TASAWWUF / IRFAN

(Science of human Disposition/ Sufism)



‘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”)



‘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.



‘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


CURRENTLY RUNNING

CURRENTLY RUNNING

( SINCE AUGUST 2O13 )

( SINCE AUGUST 2O13 )

EVERY EVERY WEDNESDAY

WEDNESDAY

NIGHTNIGHT




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.


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.


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.


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:


““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.


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


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.



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 ::


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.”


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


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


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 ( ) .


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).


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.


Darasa ( ( – “to learn, to study under a teacher,

instructor, lecturer etc. ( mudarris - ).

Thus a school is called a “madrasah” ( )



““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.”


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


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


““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


“ “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


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



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


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).


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.


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.


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.


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.


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.


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



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.


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.


ISLAM AND SECULARISMISLAM AND SECULARISM


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.



Wan Mohd Nor Wan Daud, The Educational

Philosophy and Practice of Syed Muhammad

Naquib Al Attas, ISTAC, Kuala Lumpur, Malaysia‑


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.



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



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.



““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



“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



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


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




When we acquire these, our knowledge grows (DARK GREEN area )


ADDENDUMADDENDUM



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.


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”


ADDENDUMADDENDUM


ADDENDUMADDENDUM


” ”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


““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


“ “((‘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


““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”


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”


““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”


““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.”


“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.”



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

http://introductiontotauhid.blogspot.com/http://introductiontotauhid.blogspot.com/

http://oyoubelievers.blogspot.com/http://oyoubelievers.blogspot.com/

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

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

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

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

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

All welcome to visit my web-blog:All welcome to visit my web-blog:


Spiritual

Slideshare [nusms-2013]-on-being-muslim-series#2-(22-october-2013)