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IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
LESSON # 6 – LESSON # 6 –
““TRADITIONAL FIQH REFERENCETRADITIONAL FIQH REFERENCE
BOOKS AND HOW TO USE THEM”BOOKS AND HOW TO USE THEM”
(CURRICULUM)(CURRICULUM)
““INTRODUCTION TO THE INTRODUCTION TO THE STUDY OF STUDY OF FIQH FIQH ””
Intermediate Level Islamic course in English for AdultsIntermediate Level Islamic course in English for Adultsconducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj Ismail
And say: O Lord! Increase for me my knowledge
Using text & curriculum he has developed especially for Using text & curriculum he has developed especially for Muslim converts and young Adult English-speaking Muslims. Muslim converts and young Adult English-speaking Muslims.
““To seek knowledge is obligatory upon every Muslim (male & female)”To seek knowledge is obligatory upon every Muslim (male & female)”
UPDATED 20 MARCH 2013UPDATED 20 MARCH 2013All Rights Reserved © Zhulkeflee Hj Ismail (2013)
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Using text & curriculum he has developed especially for Using text & curriculum he has developed especially for Muslim converts and young Adult English-speaking Muslims. Muslim converts and young Adult English-speaking Muslims.
““To seek knowledge is obligatory upon every Muslim (male & female)”To seek knowledge is obligatory upon every Muslim (male & female)”
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
LESSON # 6 – LESSON # 6 –
““TRADITIONAL FIQH REFERENCETRADITIONAL FIQH REFERENCE
BOOKS AND HOW TO USE THEM“BOOKS AND HOW TO USE THEM“
(CURRICULUM)(CURRICULUM)
““INTRODUCTION TO THE INTRODUCTION TO THE STUDY OF STUDY OF FIQH FIQH ””
Intermediate Level Islamic course in English for AdultsIntermediate Level Islamic course in English for Adultsconducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj Ismail
And say: O Lord! Increase for me my knowledge
UPDATED 20 MARCH 2013UPDATED 20 MARCH 2013All Rights Reserved © Zhulkeflee Hj Ismail (2013)
REGISTER via REGISTER via http://goo.gl/UVuYfFor further queries, contactFor further queries, contactEE-mail: -mail: [email protected] +65 81234669 / +65 or +65 81234669 / +65 9683827996838279
18 weekly class started: 18 weekly class started:
6 FEBRUARY 2013 6 FEBRUARY 2013
Every Wednesday night @ Every Wednesday night @
8pm – 10pm8pm – 10pm
Wisma Indah, 450 Changi Wisma Indah, 450 Changi
Road, #02-00 next to Road, #02-00 next to
Masjid KassimMasjid Kassim
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As introductory to the study of FIQH, we shall now survey the text
resources available, in the context of Nusantara (S.E. Asia), -
understanding the common traditional curriculum and how one should
proceed seeking teachers learned in FIQH to be taught and guided.
One must not attempt self-study from text (or on internet) alone devoid
of constant guidance and nurturing from Islamic religious teacher. Only
a FAQIH can nurture another to be FAQIH – who not only has the
knowledge but importantly, the ADAB and AKHLAQ (disposition)
required of a learned Islamic scholar.
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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 (themselves to studies in religion (LIYA-TAFAQQAHU -FID-DEENLIYA-TAFAQQAHU -FID-DEEN) )
and admonish the people when they return to them― that thus and admonish the people when they return to them― that thus
they (may learn) to guard themselves (against evil).” they (may learn) to guard themselves (against evil).”
((Qur’an: Taubah: 9:122Qur’an: Taubah: 9:122))
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Say: "Are those equal, those who know and those who do Say: "Are those equal, those who know and those who do
not know? It is those who are endued with understanding not know? It is those who are endued with understanding
that receive admonition.“that receive admonition.“
((Qur’an: Zumar: 39: 9Qur’an: Zumar: 39: 9))
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“Whomsoever that Allah wishes for him goodness, He will
make him a FAQIH (learned) in matters of the
religion(Deen); and for everything there is a pillar, and the
pillar of this religion is AL-FIQH – (the profound
understanding of the Deen); a learned scholar (of the Deen)
is more difficult upon satan than a thousand worshippers.”
((Reported by Bukhary and MuslimReported by Bukhary and Muslim))
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““The best ones amongst you is the person who makes you The best ones amongst you is the person who makes you
remember Allah when you look upon him; and whenever he remember Allah when you look upon him; and whenever he
speaks it increases you your knowledge (of the Deen), and with speaks it increases you your knowledge (of the Deen), and with
his deeds it inspires (motivates) you to strive for your his deeds it inspires (motivates) you to strive for your
Hereafter.”Hereafter.”
((Hadith reported by Hakim from Ibnu ‘Umar r.aHadith reported by Hakim from Ibnu ‘Umar r.a.).)
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IMPORTANT REMINDERS
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““Knowledge is not from the listening of much narrations Knowledge is not from the listening of much narrations
(or merely reading books), verily knowledge is light (or merely reading books), verily knowledge is light
(which Allah s.w.t.) into the heart.”(which Allah s.w.t.) into the heart.”
((Saying of Saying of ** Ibnu Mas’ud r.a Ibnu Mas’ud r.a.).)
* The famous companion (SAHABI) of the Prophet s.a.a.w.The famous companion (SAHABI) of the Prophet s.a.a.w.
IMPORTANT REMINDERS
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““Whoever seeks knowledge (intending) to argue with Whoever seeks knowledge (intending) to argue with
the learned (scholars), or to brag with the foolish; the learned (scholars), or to brag with the foolish;
or with it to attract peoples’ attention to himself; or with it to attract peoples’ attention to himself;
Allah will make him to enter the Hell-fire.”Allah will make him to enter the Hell-fire.”
((Hadith also reported by Tirmidzi and Ibn MajahHadith also reported by Tirmidzi and Ibn Majah))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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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)
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"Indeed the "Indeed the scholars scholars are the inheritors of the Prophets, but if they fall are the inheritors of the Prophets, but if they fall
into covetousness and greed, who shall be taken as leaders? The into covetousness and greed, who shall be taken as leaders? The
merchants and businessmen merchants and businessmen are the trustees of Allah, so if they are are the trustees of Allah, so if they are
treacherous, who can be trusted? The treacherous, who can be trusted? The warriorswarriors are the guests of Allah are the guests of Allah
so if they become extreme (or take spoils without right), with whom can so if they become extreme (or take spoils without right), with whom can
we defeat the enemies? The righteous and we defeat the enemies? The righteous and ascetic ones ascetic ones are the kings of are the kings of
the earth but if they become insincere (i.e. have the earth but if they become insincere (i.e. have riya’riya’), who shall be ), who shall be
followed? The followed? The governors/rulersgovernors/rulers are the shepherds (protectors) of the are the shepherds (protectors) of the
people, but if the shepherd becomes a wolf, who shall protect the people, but if the shepherd becomes a wolf, who shall protect the
flock?" flock?"
- Imam 'Abdullah ibn al-Mubarak- Imam 'Abdullah ibn al-Mubarak
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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.”
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As we have explained, the objective of a Muslim learning As we have explained, the objective of a Muslim learning
FIQHFIQH is towards him / her understanding the Islamic is towards him / her understanding the Islamic
rulings - incumbent upon him to manifest his “rulings - incumbent upon him to manifest his “ISLAMISLAM” – ” –
““submission or obedience towards the Will of Allahsubmission or obedience towards the Will of Allah.”.”
The extent of these guidelines or corpus of rulings – The extent of these guidelines or corpus of rulings –
AHKAMAHKAM – is very extensive indeed. – is very extensive indeed.
Yet, we must not forget our place – which is as students – Yet, we must not forget our place – which is as students –
firstly seeking knowledge from teachers and scholars of firstly seeking knowledge from teachers and scholars of
FIQHFIQH chosen for us in the community we are from. chosen for us in the community we are from.
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Also, due to the nature of its development as expanded by Also, due to the nature of its development as expanded by
the respective Islamic scholars usually faithful to one the respective Islamic scholars usually faithful to one
MADZHABMADZHAB (school of jurisprudence they are from in our (school of jurisprudence they are from in our
context - Nusantara), the information and knowledge context - Nusantara), the information and knowledge
regarding resources relevant to one’s regarding resources relevant to one’s MADZHABMADZHAB that are that are
available to refer to, is important. available to refer to, is important.
Without which, one may be clueless as where to begin and Without which, one may be clueless as where to begin and
how. It is the unspoken rule that by default, one belongs how. It is the unspoken rule that by default, one belongs
to the to the MADHZABMADHZAB of the one’s religious guide or teacher . of the one’s religious guide or teacher .
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Even if one may have access to books and other materials, Even if one may have access to books and other materials,
it would still be a very daunting task to wade through it would still be a very daunting task to wade through
voluminous materials without guidance of teachers.voluminous materials without guidance of teachers.
Yes, we do not deny the presence of teachers of other Yes, we do not deny the presence of teachers of other
MADZAAHIBMADZAAHIB here, but the here, but the ADABADAB demands that we accord demands that we accord
priority with appreciation, to that school of jurisprudence priority with appreciation, to that school of jurisprudence
which we (our parents and community) have been which we (our parents and community) have been
fortunate to belong to have put us through. fortunate to belong to have put us through.
WalHamdulillaahWalHamdulillaah!.!.
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The immediate concern in seeking this knowledge (The immediate concern in seeking this knowledge (FIQHFIQH) )
is the is the fulfilment of a Muslim’s duty and obligations fulfilment of a Muslim’s duty and obligations – those – those
that has to be complied – obligatory - either by that has to be complied – obligatory - either by
commission or omission.commission or omission.
It is sufficient to follow the stipulated decision in It is sufficient to follow the stipulated decision in
accordance with one’s accordance with one’s MADZHABMADZHAB – in our case here we – in our case here we
begin with the begin with the SHAFI-’IEYYAHSHAFI-’IEYYAH school. It is school. It is not as yet not as yet
imperative that one knows the full legal basis imperative that one knows the full legal basis upon which upon which
the author / scholar has based his opinion upon.the author / scholar has based his opinion upon.
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The criteria to know and apply is the standard criteria The criteria to know and apply is the standard criteria
(rules - (rules - HUKMHUKM) of responsibility () of responsibility (TAKLIFITAKLIFI):):
WAJIB : obligatory or compulsory
SUNNAT (MANDUB) : recommended
HARUS (MUBAH / MUSTAHAB) : optional - neutral
MAKRUH : undesirable
HARAM : forbidden
HALAL : lawful - permissible FARDHU : fixed obligation:(either)
------------ ‘AIN – personal ----- KIFAAYA - community
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Even with accessibility to information in these manuals Even with accessibility to information in these manuals
and books, and books, it cannot replace it cannot replace seeking advice directly from seeking advice directly from
an an ‘ALEEM ‘ALEEM (learned scholar) or your religious teacher.(learned scholar) or your religious teacher.
In fact by using these text and In fact by using these text and referencing it with a referencing it with a
teacherteacher (as in a life-long study), following the order of its (as in a life-long study), following the order of its
curriculum, one’s competency and scholarship in curriculum, one’s competency and scholarship in FIQHFIQH
would gradually be enhanced.would gradually be enhanced.
The list of books chosen here is due to its availability in English The list of books chosen here is due to its availability in English translation, but there are also those not as yet translated. translation, but there are also those not as yet translated.
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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AN IMPORTANT REMINDERAN IMPORTANT REMINDER
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Whatever is outside of the Whatever is outside of the
person – to be regarded as person – to be regarded as
information (information ( ) – not ) – not
knowledge ( ).knowledge ( ).
Knowledge resides in the Knowledge resides in the
person – and is also an person – and is also an
attribute (attribute (sifatsifat) of the ) of the
person himself.person himself.
AN IMPORTANT REMINDERAN IMPORTANT REMINDER
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Information may not Information may not
necessarily convey any necessarily convey any
meanings, but can be meanings, but can be
subjected to process or subjected to process or
interpretation – by a human interpretation – by a human
– striving to seek and – striving to seek and
arriving at understanding of arriving at understanding of
“meanings” from it.“meanings” from it.
Knowledge has to do Knowledge has to do
with “with “meaningsmeanings” – ” –
which may include which may include
abstract concepts and abstract concepts and
construct beyond the construct beyond the
material forms.material forms.
AN IMPORTANT REMINDERAN IMPORTANT REMINDER
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Every one may have equal Every one may have equal
access to a given access to a given
information.information.
Yet, there can be Yet, there can be
difference in levels and difference in levels and
depths of knowledge to depths of knowledge to
a given information, a given information,
depending upon who depending upon who
contemplates upon it.contemplates upon it.
AN IMPORTANT REMINDERAN IMPORTANT REMINDER
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Just as raw data input are Just as raw data input are
meant to be processed by meant to be processed by
the computer , our readings, the computer , our readings,
observations, news, data observations, news, data
and information etc. are and information etc. are
objects to be understood objects to be understood
and possible meanings from and possible meanings from
it to be comprehended by us it to be comprehended by us
human.human.
It is when cognition of It is when cognition of
man are applied to man are applied to
process these process these
information, that he information, that he
may be said to arrive may be said to arrive
at knowledge (i.e. at knowledge (i.e.
when it becomes when it becomes
meaningful).meaningful).AN IMPORTANT REMINDERAN IMPORTANT REMINDER
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THUS the Qur’an categorize THUS the Qur’an categorize
these (information) as: these (information) as:
“Signs” – “Signs” – aayataayat ( ( ))
Al-Qur’an – Al-Qur’an – aayat Qawliyyahaayat Qawliyyah
Universe – Universe – aayat Kauniyahaayat Kauniyah
THUS the Qur’anic THUS the Qur’anic
approach for man’s approach for man’s
education enjoins him education enjoins him
to “Read” (to “Read” ( ) these ) these
signs to arrive at the signs to arrive at the
“meanings” – “meanings” –
regarding the regarding the REALITYREALITY..
AN IMPORTANT REMINDERAN IMPORTANT REMINDER
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NoteNote: :
Arabic word “Arabic word “universeuniverse” and “” and “a scholar; one who a scholar; one who
is knowledgeableis knowledgeable” is spelt: ” is spelt:
( )( )
REMEMBER TEXT AND MANUAL ARE MERELY INFORMATION
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AS AN ALTERNATIVE CURRICULUM
APPROACH OF LEARNING ISLAM
ESPECIALLY FOR CONTEMPORARY
MUSLIM YOUTH
RECENT PROPOSED MODULE
(Previously tried)
TASAWWUR ISLAMIYLESSONS ON ISLAMIC LESSONS ON ISLAMIC CONCEPT OF ADABCONCEPT OF ADABBy: Ustaz Zhulkeflee Hj Ismail
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There are many kinds of curruculum for Islamic education, which
traditionally follows that of developing learned religious scholars.
While this may be suitable in developing scholars, the ordinary lay
Muslim may require a different – yet relevant curriculum for their
development which must remain loyal to the Islamic principles, ethos
and worldview.
Especially today, because most ordinary Muslims may not have any
penchant to be teachers or scholars of Islam, therefore usually they
attend religious classes irregularly – once a week perhaps.
Yet certain knowledge are regarded as FARDHU ‘AIN even for them.
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In this module, the emphasis is towards inculcation of ADAB –
specifically in regards to the Islamically guided relationship a Muslim
has to encounter in life which must be nurtured.
Thus it it not strictly FIQH (as in jurisprudence) but include appropriate
AQEEDAH (Faith/Belief) as well as the noble or praiseworthy AKHLAQ
(Disposition) a Muslim must adopt in regards to each of these
relationship.
Thus it provide the ultimate in a Muslim’s compulsory education, i.e.
FARDHU ‘AIN (personal religious obligation) – that of being and
becoming rather than merely knowing of subjects theoretically.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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And in this module-curriculum, each aspect is addressed in accordance
with the required sequence of a Muslim’s growth and development –
organically.
Thus, it deals with whatever is required (IIMAN-’AMAL-IHSAN) at each
stages unlike having to undergo the separate discourses in their study of
‘ILM TAUHEED, ‘ILM FIQH and ‘ILM AKHLAQ.
Al-Hamdulillaah! The feedback from the trial run was positively
encouraging.
So allow me to briefly present this alternative module – as my response
to what is now in vogue – (the so called A.L.I.V.E. program) which are
but imitation (albeit with modification) from those adopted in the
churches.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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APPENDIX
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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“ “Has there not been over Man a long period of Time, when he Has there not been over Man a long period of Time, when he
was nothing--(not even) mentioned?― Verily We created Man was nothing--(not even) mentioned?― Verily We created Man
from a drop of mingled sperm, in order to try him: so We gave from a drop of mingled sperm, in order to try him: so We gave
him (the gifts), of Hearing and Sight. We showed him the Way: him (the gifts), of Hearing and Sight. We showed him the Way:
whether he be grateful or ungrateful (rests on his will).” whether he be grateful or ungrateful (rests on his will).”
((Qur’an: Insan: 76: 1-3Qur’an: Insan: 76: 1-3))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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Relationship with the SelfRelationship with the Self
THE WORLDTHE WORLD
TIMETIME
SELFSELFBODYBODY
TONGUETONGUE
MINDMINDDESIREDESIRE
HEARTHEART
Initial traits Initial traits ::[1] Appetite, [1] Appetite, [2] Emotion still link to needs,[2] Emotion still link to needs,[3] curiosity, memory,[3] curiosity, memory,[4] imitative, see, listen & do,[4] imitative, see, listen & do,[5] application of[5] application ofbasic sensory feelingsbasic sensory feelings
NAFS al-AMMARAH NAFS al-AMMARAH (Commanding self)(Commanding self)
Link to various Link to various QuwwahQuwwah (powers): (powers):
[1] [1] shahwiyyashahwiyya (desires)(desires)[2] [2] ghadabiyyaghadabiyya (anger)(anger)[3] [3] WahmiyahWahmiyah (imaginative)(imaginative)[4][4] ‘aqliyya‘aqliyya (thoughts)(thoughts)
Importance of linguistics to thoughts:
APPENDIX
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TARBIYAH (Disciplining)
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Relationship with the SelfRelationship with the Self
THE WORLDTHE WORLD
TIMETIME
SELFSELFBODYBODY
TONGUETONGUE
MINDMINDDESIREDESIRE
HEARTHEART
Initial traits Initial traits ::[1] Appetite, [1] Appetite, [2] Emotion still link to needs,[2] Emotion still link to needs,[3] curiosity, memory,[3] curiosity, memory,[4] imitative, see, listen & do,[4] imitative, see, listen & do,[5] application of[5] application ofbasic sensory feelingsbasic sensory feelings
NAFS al-AMMARAH NAFS al-AMMARAH (Commanding self)(Commanding self)
Link to various Link to various QuwwahQuwwah (powers): (powers):
[1] [1] shahwiyyashahwiyya (desires)(desires)[2] [2] ghadabiyyaghadabiyya (anger)(anger)[3] [3] WahmiyahWahmiyah (imaginative)(imaginative)[4][4] ‘aqliyya ‘aqliyya (thoughts)(thoughts)
Importance of linguistics to thoughts:
““He (Allah) has created man: He has imparted He (Allah) has created man: He has imparted unto him articulate thought and speech.” (Q:55: 3-5)unto him articulate thought and speech.” (Q:55: 3-5)
APPENDIX
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TARBIYAH (Disciplining)
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Yet, we are born helpless and have to be cared, Yet, we are born helpless and have to be cared,
nurtured, to be inculcated with discipline, taught and nurtured, to be inculcated with discipline, taught and
developed by a developed by a Murabbi’Murabbi’ (EDUCATOR) – the first of (EDUCATOR) – the first of
whom are our PARENTS.whom are our PARENTS.
APPENDIX
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SELFSELF
TEACHERSTEACHERS
BODY
MIND
TONGUE
HEART
DESIRE
PARENTSPARENTS
41
APPENDIX
TIMETIME
THE WORLDTHE WORLDAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
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Islam: to submit the entire self (body, tongue, heart and Mind) – Freeing it from desire which needs to always be guided to the Will of Allah. THE WORLDTHE WORLD
TIMETIME
SELFSELFBODY
TONGUE
MINDDESIRE
HEART
Obedience to Parents and teachersObedience to Parents and teachersBeginning of education:[1] Tarbiyya pertains to training of the soul still attached to desires, etc.
Teacher/Educator:[1] Parent[2] Teacher
Although ultimate isKnowledge, (boththeoretical and practical) – initial disciplining, rote learning, memorization, etc. may be crucial.
PARENTSPARENTSTEACHERSTEACHERS
KNOWLEDGEKNOWLEDGE
Relationship with the Parents and TeacherRelationship with the Parents and TeacherAPPENDIX
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““Educate (nurture with Educate (nurture with ADABADAB) your children upon three things: ) your children upon three things:
[1] To Love your Prophet (s.a.w.),[1] To Love your Prophet (s.a.w.),
[2] And to love the Family members of his Household (Aali- [2] And to love the Family members of his Household (Aali-
Muhammad), Muhammad),
[3] and (learn) to recite Al-Qur’an.”[3] and (learn) to recite Al-Qur’an.”
((Hadith narrated by TabraniHadith narrated by Tabrani))
PRINCIPLE PRINCIPLE
((Approach and Priority
Approach and Priority))
APPENDIX
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SELFSELF
RASULULLAH
KNOWLEDGEKNOWLEDGETEACHERSTEACHERS
BODY
MIND
TONGUE
HEART
DESIRE
AHLIL-BAYTIHI
ASHAABIHI
PARENTSPARENTS
TIMETIME
44
APPENDIX
THE WORLDTHE WORLD
AL-QUR’AN
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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SELFSELF
ALLAH RASULULLAH
KNOWLEDGEKNOWLEDGETEACHERSTEACHERS
BODY
MIND
TONGUE
HEART
DESIRE
AS-SUNNAH
AHLIL-BAYTIHI
ASHAABIHI
PARENTSPARENTS
HEREAFTERHEREAFTER
TIMETIME
45
APPENDIX
THE WORLDTHE WORLD
AL-QUR’AN
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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(MASTER-CHART)
46
APPENDIX
PROPOSED ASPECTS OF RELATIONSHIP : LESSONS TO COVER TO THE
EXTENT AS PERMITTED BY TIME CONSTRAIN, FOLLOWING THE PRIORITY
LESSONS ON ISLAMIC LESSONS ON ISLAMIC CONCEPT OF ADABCONCEPT OF ADABBy: Ustaz Zhulkeflee Hj Ismail
IN THE NAME OF ALLAHMOST COMPASSIONATEMOST MERCIFUL.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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SELFSELF
ALLAH RASULULLAH
SIBLINGSSIBLINGS
KNOWLEDGEKNOWLEDGE
NEIGHBOURSNEIGHBOURS
AL-QUR’AN
TEACHERSTEACHERS
FELLOW MUSLIMSFELLOW MUSLIMS
NON-MUSLIMSNON-MUSLIMS
BODY
MIND
TONGUE
HEART
DESIRE
AS-SUNNAH
AHLIL-BAYTIHI
ASHAABIHI
IMAM MADZAAHIB
FRIENDS
CO-WORKERS
SPOUSESPOUSE
CHILDRENCHILDREN
PARENTSPARENTS
WEALTH
STATUS
HEREAFTERHEREAFTER
TIMETIME
HEALTHHEALTH
AL-‘ULAMAAL-‘ULAMA
CLASSMATES
EMPLOYER/EMPLOYEE
ANCESTORSANCESTORSAD-DA’WAHAD-DA’WAH
AL-UMMAH AL-UMMAH
HISTORYHISTORY
MUJAAHIDMUJAAHID
AMBITIONSAMBITIONS
IN-LAWS
NGO’s/GO’s47
APPENDIX
THE WORLDTHE WORLDAll Rights Reserved © Zhulkeflee Hj Ismail (2013))
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TO CONTINUE … TO CONTINUE …
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THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
TEXT AND MANUAL ARE MERELY INFORMATION
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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* * BIDAYATUL-HIDAYABIDAYATUL-HIDAYA
(Imam Abu Hamid AL-GHAZALIE)
English / MalayEnglish / Malay
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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* * NASAAIH -AD-DEENIYAT NASAAIH -AD-DEENIYAT wal WASIYAHwal WASIYAH
(Imam ‘Abdullah Al-Haddad)(Imam ‘Abdullah Al-Haddad)
English / Malay English / Malay
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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* * AL- MAQASIDAL- MAQASID
(Imam An-Nawawi )(Imam An-Nawawi )
English / MalayEnglish / Malay
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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* * UMDAT - AL-SAALIKWA ‘UDDAT- AL-NASIK
(Ahmad Naquib al-Misri )
English English
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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* * MINHAJ - AT-TOLIBIN
(Imam An-Nawawi )
English / MalayEnglish / Malay
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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FIQH AL-ISLAMIFIQH AL-ISLAMI
WA- ‘ADILLATUHWA- ‘ADILLATUH
(10 volumes)(10 volumes)
(Sheikh Dr. Wahbah Az-Zuhailiy)(Sheikh Dr. Wahbah Az-Zuhailiy)
Malay / IndonesianMalay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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* * IHYA’ ULUM MID-DINIHYA’ ULUM MID-DIN
(10 volumes)(10 volumes)
(Imam Abu Hamid AL-GHAZALIE)
English / MalayEnglish / Malay
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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* * FATHUD-DAYYAN FATHUD-DAYYAN
FI FIQHI KHAYRIL ADYANFI FIQHI KHAYRIL ADYAN
(Sayyid Muhammad bin Ahmad Lebbai)
English / MalayEnglish / Malay
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
TEXT AND MANUAL ARE MERELY INFORMATION
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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AL-MUHADZABFI FIQH IMAM SHAFI’IE
(Abu Ishaq al-Shirazi)
Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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AL-MAJMU’ SHARAH AL MUHADZAB
(Imam An-Nawawi)
Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
25 volumes
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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AL-IQNA’FI HALLI AL-FAZ ABU SUJA’
(Sheikh Al-Khatib al-Sharbini)
Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
Used as textbook at Madrasah Aljuneid in 1960’s
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KIFAAYATUL-AKHYARFEE GHAYATUL IKHTISAR
(Taqiyyudin Abu Bakar Al-Husseiny)
Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
Used as textbook at PERGAS Madrasah since 1990’s
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FIQH MANHAJI (SHAFI-I’EY)
(Dr. Mustofa al-Khin,
Dr. Mustofa al-Bugho
‘Ali ash-Sharbaji)
Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
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FATHUL-MU-’IN(Sheikh Zainuddin Abdul Aziz al-Malbary)
Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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SIYARUS SALIKIN
(Sheikh(Sheikh Abdus Samad Al-Jawi Al- Abdus Samad Al-Jawi Al-PalembaniPalembani))
Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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SABILAL MUHTADIN(Sheikh Muhammad Arshad al-Banjariy)(Sheikh Muhammad Arshad al-Banjariy)
Malay / Indonesian
TITLE TITLE (*(*condensed from IHYA’ ULUMUD-DINcondensed from IHYA’ ULUMUD-DIN))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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MATLA’ AL-BADRAYN(Sheikh Muhammad Daud Al-Fatoni)(Sheikh Muhammad Daud Al-Fatoni)
Malay / Indonesian
TITLE TITLE TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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IKHTISAR IHYA’ ULUM-ADDIN(BIMBINGAN MUKMIN)(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))
Malay / Indonesian
TITLE TITLE (*(*condensed from IHYA’ ULUMUD-DINcondensed from IHYA’ ULUMUD-DIN))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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INNER DIMENSION OF ISLAMIC WORSHIP
(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))
English
TITLE TITLE (*(*condensed from IHYA’ ULUMUD-DINcondensed from IHYA’ ULUMUD-DIN))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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ON DISCIPLINING THE SELF(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))English
TITLE TITLE (*(*condensed from IHYA’ ULUMUD-DINcondensed from IHYA’ ULUMUD-DIN))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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THE MARVELS OF THE HEART(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))
Arabic / English
TITLE TITLE (*(*condensed from IHYA’ ULUMUD-DINcondensed from IHYA’ ULUMUD-DIN))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
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TRAVELLING LIGHT SERIES(extracted from AL-IHYA’)(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))
English
TITLE TITLE (*(*condensed from IHYA’ ULUMUD-DINcondensed from IHYA’ ULUMUD-DIN))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
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AL-FIQH AL-SHAFI’IE AL-MUYASSAR
(Sheikh Dr. Wahbah az-Zuhailiy)
Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
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QAULQAUL
QAUL JADEEDQAUL JADEED
QAUL QODIMQAUL QODIM
“saying” – refer to the learned opinion of Imam Shafi-’ie
refer to the learned “earlier (older)” opinion of
Imam Shafi-’ie while he was in Baghdad (Levant)
refer to the learned “newer (later)”
opinion of Imam Shafi-’ie after he went to Egypt.
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QAUL QAUL SSAHIHAHIH
QAUL AQAUL ASSAHAH
QAUL DHOIFQAUL DHOIF
“authenticated saying” or learned opinion
of Imam Shafi-’ie
“most authentic saying” or most learned opinion
of Imam Shafi-’ie - preferred over” Qaul Qawi”
QAUL QOWIQAUL QOWIKnown learned opinion held “strongly” by
Imam Shafi-’ie
Views or saying regarded as “weak”, reported to be
held by Imam Shafi-’ie
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QAUL ROJIHQAUL ROJIH
Known learned opinions or the viewpoint of Imam Shafi-’ie’ s
jurisprudential school which have been checked, verified and
preferred by subsequent scholars conforming to and adhering
to the methodology and principles of Imam Shafi-’ie madzhab.
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QAUL SYAZQAUL SYAZ
Sayings or opinion which are “strange - odd” attributed to
Imam Shafi-’ie . This opinion would be ignored or rejected.
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QAUL MASH-HURQAUL MASH-HUR
Sayings or opinion which are “popular” attributed to
Imam Shafi-’ie , and adhered to by followers of this school.
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KHILAFKHILAF
‘‘URFURF
‘‘ADLADL
ILLATILLAT
Sayings or opinion which are subject to “disagreement”
Although attributed to Imam Shafi-’ie or to his methodology,
by followers (scholars) of this school.
“Custom” of the practices of the majority of people
“Just” – describing the upright nature or integrity
of a narrator
“basis” – or the reasoning or “ratio decidendi” regarding
the Legal view or opinion or ruling.
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THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
TEXT AND MANUAL ARE MERELY INFORMATION
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FIQH AL-SUNNAHFIQH AL-SUNNAH
(Sheikh Sayyid Sabiq)(Sheikh Sayyid Sabiq)
English / Malay / IndonesianEnglish / Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
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BIDAAYATUL MUJTAHIDBIDAAYATUL MUJTAHID
(Imam Ibnu Rusd al-Qurtubi)(Imam Ibnu Rusd al-Qurtubi)
English / Malay / IndonesianEnglish / Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
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FIQH ‘ALAL MAZAHIB AL-KHAMSA
(Sheikh Jawad Mughni)
English / Malay / Indonesian
/Persian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
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FATAWA MU’ASSARAHFATAWA MU’ASSARAH
(Sheikh Dr. Yusuf al-Qaradawi)(Sheikh Dr. Yusuf al-Qaradawi)
English / Malay / IndonesianEnglish / Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
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HALAL -WAL –HARAM- FIL- ISLAM
(Sheikh Dr. Yusuf al-Qaradawi)
English / Malay / IndonesianEnglish / Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
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THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
TEXT AND MANUAL ARE MERELY INFORMATION
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Traditionally in this kind of session using Traditionally in this kind of session using AhadithAhadith manual, the manual, the
teacher must be a teacher must be a FAQIHFAQIH, because religious ruling is not merely , because religious ruling is not merely
based upon based upon AhadithAhadith alone. alone.
Muhadith preserves the Ahadith of Prophet s.a.a.w, whereas
a Faqih is the one who extracts the rules of Deen of Allah SWT
from Qur’an, Ahadith and other principles (of Fiqh).
Thus, in practice, the FAQIH ought to be followed. Students must
refrain from passing ruling from mere reading of these Hadith,
without referring also to one who is a FAQIH.
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This is because a FAQIH (jurist) possess a basic understanding of
the various sciences of Hadith as well gathers abstracts of
common meanings from them; the ability to explain the apparent
contradictions that are found in the Ahadith and untie their knots;
also deep understanding of the Qur’an and its Tafsir and related
sciences, well versed in the various sciences of the Arabic
language as well as possesses the knowledge of the statements of
the Sahabah r.a., with comprehensive understanding of the
principles of analogy (Qiyas).
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It is for this reason that Sufyan ibn ‘Uyaynah rhm.a. an
illustrious scholar of Hadith, used to say:
“(Muslim’s) submitting to the Fuqaha (expert opinions),
is safety in (his following) the Deen (religion of Islam)”.
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He, Sufyan ibn ‘Uyaynah rhm.a. also used to say:
“The Hadith can lead (ignorant people) astray except
(when explained by) the FUQAHA (jurists)”.
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A man came to the famous (Muhaddith), Zuhair ibn Mu’awiyah
(to learn). He asked him: “Where do you come from?” (i.e. where
were you learning previously). The man replied: “from Abu
Hanifah (Faqih)”.
Imam Zuhair remarked:“Your going to Abu Hanifah for one day is
more beneficial for you than staying with me for one month”.
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Imam A’mash rhm.Imam A’mash rhm. when meeting with when meeting with Imam Abu Hanifah Imam Abu Hanifah r.a. r.a.
was astonished at his response and comment to one Hadith was astonished at his response and comment to one Hadith
which he just conveyed to which he just conveyed to Imam Abu HImam Abu Hanifah till he exclaimed: anifah till he exclaimed:
“ “Enough! You wish to narrate to me in one moment what I Enough! You wish to narrate to me in one moment what I
narrated to you in 100 days. I was not aware that you have narrated to you in 100 days. I was not aware that you have
practical application to all these Ahadith. practical application to all these Ahadith.
(Then he said:)(Then he said:)
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Imam A’mash rhm.Imam A’mash rhm. when meeting with when meeting with Imam Abu Hanifah Imam Abu Hanifah r.a. r.a.
was astonished at his response and comment to one Hadith was astonished at his response and comment to one Hadith
which he just conveyed to which he just conveyed to Imam Abu HImam Abu Hanifah till he exclaimed:anifah till he exclaimed:
“ “O O Fuqaha Fuqaha (jurists)! You are the physicians (doctors )and (jurists)! You are the physicians (doctors )and
we (we (MuhaddithinMuhaddithin – scholars of Hadith) are (only) – scholars of Hadith) are (only)
the dispensers (pharmacists).” the dispensers (pharmacists).”
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Muhammad ibn ‘Abdullah ibn Al-Hakam was asked:
“Who is a Faqih? “
He replied: “That person who extracts one principle from
the Qur’an or As-Sunnah in which he was not preceded by anyone,
then divides that principle into one hundred branches”.
The person asked: Who is it that has such ability?
In reply he said: “Muhammad ibn Idris Ash-Shafi-’ie (r.a.)”.
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Those reading-circle using Those reading-circle using AhadithAhadith manual in our community manual in our community
following the following the SHAFI’IESHAFI’IE school, actually has the purpose to revise school, actually has the purpose to revise
(and even memorising) the (and even memorising) the HadithHadith, as well as gaining blessings , as well as gaining blessings
especially when the manual is read by those possessing especially when the manual is read by those possessing ISNADISNAD link. link.
It is thus primarily meant for one to improve one’s knowledge of It is thus primarily meant for one to improve one’s knowledge of
HadithHadith, not necessarily , not necessarily FIQHFIQH, because Imam Ash-Shafi-’ie , because Imam Ash-Shafi-’ie
prioritized the knowledge of prioritized the knowledge of HadithHadith over the dominance of over the dominance of Ra-’iyRa-’iy
(juristic reasoning) in equipping our scholars of (juristic reasoning) in equipping our scholars of FIQHFIQH. But as to the . But as to the
learning learning FIQHFIQH itself, one must require a qualified teacher of itself, one must require a qualified teacher of FIQHFIQH..
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This clarification is to dispel the notion – especially to those who are This clarification is to dispel the notion – especially to those who are
new, merely learning and quoting a new, merely learning and quoting a HadithHadith itself (although one of itself (although one of
prerequisite), this is not sufficient for pronouncing a prerequisite), this is not sufficient for pronouncing a FIQHFIQH ruling. ruling.
Scholars specializing only in Hadith (Scholars specializing only in Hadith (MUHADDITHMUHADDITH) must comply with ) must comply with
the the ADABADAB of not usurping the place of those who are the of not usurping the place of those who are the FAQIHFAQIH..
It is most unfortunate that some It is most unfortunate that some Hadith Hadith manuals compiled by people manuals compiled by people
like Imam An-Nawawi, is being ‘used’ to incite people to become like Imam An-Nawawi, is being ‘used’ to incite people to become
‘‘non-Madzhabi non-Madzhabi ’ while Imam An-Nawawi himself followed a ’ while Imam An-Nawawi himself followed a
Madzhab and even has a manual on Madzhab and even has a manual on FIQHFIQH of the of the SHAFI’IE MADZHABSHAFI’IE MADZHAB..
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TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
SAHIH BUKHARY
SUNAN ABU DAWUDSUNAN IBN MAJAH
SUNAN TIRMIDZI
SAHIH MUSLIM
English / Malay / IndonesianEnglish / Malay / Indonesian
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TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
English / Malay / IndonesianEnglish / Malay / Indonesian
AL- LU’LU’ WAL MARJAN(Ahadith collections from Bukhary and Muslim)
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FATHUL BAARI(SHARAH SAHIH BUKHARY)
(Imam Ibn Hajar al-Asqolani)
Malay / IndonesianMalay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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BULUGHUL MARAM MIN ADILLATI -AL-AHKAM
(Imam Ibn Hajar al-Asqolani)
English / Malay / IndonesianEnglish / Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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SUBULUS-SALAM(SHARAH ON BULUGHUL MARAM)
(Imam As-Shan’ani)
IndonesianIndonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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NAILIL AWTHARMIN AHADITH SAYIDIL AKHYAR
(Imam Ash-Shawkani)
IndonesianIndonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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RIYAADUS SOLIHIN
(Imam An-Nawawi)
English / Malay / IndonesianEnglish / Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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COMMENTARY ON AN-NAWAWI ARBA’IN
(FORTY AHADITH)
(Imam An-Nawawi)
English / Malay / IndonesianEnglish / Malay / Indonesian
TITLE TITLE (*(*original in Arabicoriginal in Arabic))
TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))
** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA
THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY
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ALLAA-HUM-MA – ARI-NAL-HAQ-QA - HAQ-QAN
WAR- ZUQ-NAT - TI-BAA- ’A
WA-ARI-NAL – BAA-TWILA – BAA-TWI-LAAN
WAR-ZUQ-NAJ – TI –NAA - BAH
““O Allah! Make us see the Truth to be true O Allah! Make us see the Truth to be true
and grant us the ability to follow it.and grant us the ability to follow it.
And make us see Falsehood to be false And make us see Falsehood to be false
and grant us the ability to reject it.”and grant us the ability to reject it.”
IMPORTANT DU’AIMPORTANT DU’A
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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:
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