[slideshare] apex-islamic-education-madrasah-history-(11-january-2014)
TRANSCRIPT
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IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.
Presentation by Ustaz Zhulkeflee Hj IsmailPresentation by Ustaz Zhulkeflee Hj Ismail
for for APEX Toolkit 2014 Saturday
11 January 2014 @ 10.30 am – 12.30 pm11 January 2014 @ 10.30 am – 12.30 pm
Held @ Madrasah Al-Irsyad Al-Islamiah Held @ Madrasah Al-Irsyad Al-Islamiah
Islamic Hub, Braddel RoadIslamic Hub, Braddel Road
SingaporeSingapore
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IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.
MUQADDIMAH(AN INTRODUCTION)
When I was first approached for this talk, I was informed When I was first approached for this talk, I was informed that this gathering seek to acquaint all of you (participants), that this gathering seek to acquaint all of you (participants), the younger Muslims, only regarding the aim and objective the younger Muslims, only regarding the aim and objective of our ‘of our ‘MadrasahMadrasah’, its history, legacy, evolution, ’, its history, legacy, evolution, development and challenges etc.development and challenges etc.
In my opinion, it is imperative that firstly we seek to In my opinion, it is imperative that firstly we seek to understand what the Islamic perspective on ‘EDUCATION’ understand what the Islamic perspective on ‘EDUCATION’ is – which is but a singular, holistic development of what a is – which is but a singular, holistic development of what a Muslim should be, in accordance with the Islamic doctrine Muslim should be, in accordance with the Islamic doctrine regarding the Reality (regarding the Reality (HAQIQAHHAQIQAH) of us destined to become ) of us destined to become a good person, in accordance with his/her role as the a good person, in accordance with his/her role as the servant of Allah.servant of Allah.
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IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.
MUQADDIMAH(AN INTRODUCTION)
Our worldly (Our worldly (DUNYADUNYA) success and career in this life, ) success and career in this life, though important, is not the primary objective. The true though important, is not the primary objective. The true success aimed for, which we must never lose sight of is the success aimed for, which we must never lose sight of is the success of the Hereafter (success of the Hereafter (AL-AKHIRAHAL-AKHIRAH). ).
Also, the truly Islamic education is Also, the truly Islamic education is TAUHEEDICTAUHEEDIC (one single- (one single-holistic paradigm) endeavor without any dichotomy holistic paradigm) endeavor without any dichotomy between concern for worldly between concern for worldly DUNYADUNYA and the and the DEENDEEN. Yet, . Yet, many may have misunderstood or have vague idea of what many may have misunderstood or have vague idea of what this education entails, and adopted a ‘cut-and-paste’ this education entails, and adopted a ‘cut-and-paste’ approach in learning, which they claim of ‘integrating both approach in learning, which they claim of ‘integrating both kinds of knowledge’.kinds of knowledge’.
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IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.
MUQADDIMAH(AN INTRODUCTION)
Due to this thus, I was quite hesitant to simply speak only Due to this thus, I was quite hesitant to simply speak only about ‘about ‘MadrasahMadrasah’ alone and requested that I be allowed to ’ alone and requested that I be allowed to speak also about the general ‘Education of Muslims in speak also about the general ‘Education of Muslims in Singapore’ - which has become dualistic.Singapore’ - which has become dualistic.
How did this happened? Why have we evolved to this?How did this happened? Why have we evolved to this?
Only by having a proper understanding of our history; Only by having a proper understanding of our history; appreciating the legacy of our ancestors especially that of appreciating the legacy of our ancestors especially that of our our ‘ULAMA‘ULAMA; knowing their concern in the general Islamic ; knowing their concern in the general Islamic education towards Muslims; the challenges and sacrifices education towards Muslims; the challenges and sacrifices etc. - those who, even with good intention to assist this etc. - those who, even with good intention to assist this UMMAHUMMAH, may risk bringing harm unknowingly., may risk bringing harm unknowingly.
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“Allah suffices me and the best to Protect!
Glory be to You (O Allah), of knowledge we have
none except what You have taught us, verily, You
are perfect in Knowledge, the Most Wise.”
IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST MERCIFUL.
MUQADDIMAH(AN INTRODUCTION)
I hope to share the little that I know as I hope to share the little that I know as a perpetual Muslim student involved in a perpetual Muslim student involved in educating the educating the UmmahUmmah, especially from , especially from the experience which Allah s.w.t. has the experience which Allah s.w.t. has favoured me thus far, in my learning favoured me thus far, in my learning journey as a servant, a seeker and a journey as a servant, a seeker and a traveller upon the path of knowledge traveller upon the path of knowledge and wisdom.and wisdom.
Hope that Allah SWT grant us all the Hope that Allah SWT grant us all the TAUFIQ and HIDAAYA, with ‘ILM-wa-TAUFIQ and HIDAAYA, with ‘ILM-wa-HIKMAH, seeking His REDHA and HIKMAH, seeking His REDHA and MAGHFIRAH, to serve this UMMAH, MAGHFIRAH, to serve this UMMAH, with TAQWA.with TAQWA.
All Rights Reserved © Zhulkeflee Hj Ismail (2014))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
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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))
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““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 close . save yourself) and those who are close
to you (AHLI-KUM) that fire [of the hereafter] to you (AHLI-KUM) that fire [of the hereafter] whose whose
fuel is human beings and stones: [lording] over it are fuel is human beings and stones: [lording] over it are
angelic powers awesome [and] severe, who do not angelic powers awesome [and] severe, who do not
disobey Allah in whatever He has commanded them, disobey Allah in whatever He has commanded them,
but [always] do what they are bidden to do.”but [always] do what they are bidden to do.”
((Qur’an: Tahrim: 66: 6Qur’an: Tahrim: 66: 6))
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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.
13
““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))
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Due to this circumstances, our parents have sent us to ‘Islamic religious classes’ Due to this circumstances, 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.”
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A PARABLEA PARABLE
““What the man saw was a helpless creature, in What the man saw was a helpless creature, in agony being trapped and had to endure what agony being trapped and had to endure what seems to be a long, painful struggle to freedom.seems to be a long, painful struggle to freedom.
So he decided to lessen the agony and assisted it So he decided to lessen the agony and assisted it by cutting, to enlarge the opening so that it can by cutting, to enlarge the opening so that it can easily emerge from the constraining shell.”easily emerge from the constraining shell.”
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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.”
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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.”
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A PARABLEA PARABLE
REFLECT REFLECT : HAVE WE MISSED ANY CRUCIAL STAGE IN OUR DEVELOPMENT : HAVE WE MISSED ANY CRUCIAL STAGE IN OUR DEVELOPMENT ?
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““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))
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““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))All Rights Reserved © Zhulkeflee Hj Ismail (2014))
WARNING
In 1998, while in PERGAS, I responded to criticisms upon the
Madrasah by writing a paper from my research (copy available on
my web link “http://An-naseehah.blogspot.com” ).
In that paper, I’ve argued that the current “Madrasah education”
(although it has the potential to be Islamic), yet it is not
necessarily equal to what a truly “Islamic education” really is.
In fact, the Muslims have, since colonial times, moved from a
single holistic system of education (TAUHIDIC) into adopting a
dualistic system - dichotomising the religious from the secular.
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In fact with this, the Muslims have somewhat moved away from In fact with this, the Muslims have somewhat moved away from
an an ““eclectic to specialist approacheclectic to specialist approach”” (the Islamic approach of (the Islamic approach of
prioritizing prioritizing Fardhu ‘ain Fardhu ‘ain knowledge knowledge before knowledge of before knowledge of FardhuFardhu
kifaayakifaaya) into accepting an education system that is less and less ) into accepting an education system that is less and less
eclectic but emphasise more on specialization – driven by socio-eclectic but emphasise more on specialization – driven by socio-
economic needs rather than developing theeconomic needs rather than developing the FitrahFitrah in people to in people to
their fullest potential. their fullest potential.
Today, we have a system that educates or ‘develops’ people for Today, we have a system that educates or ‘develops’ people for
the work-force - as though people are to be exploited as future the work-force - as though people are to be exploited as future
market resources – i.e. driven by politico-economic policy.market resources – i.e. driven by politico-economic policy.
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I was asked: “Is it still possible for Muslims to strive to become
Islamic scholars in the likes of the such illustrious, eclectic,
profound Ulama’ – (scholar / thinker / philosopher) like e.g. Al-
Ghazali, Ibn Rushd, Al-Biruni, Ibn Khaldun, Ibn Sinna etc. ? ”
Actually this concern was already raised by many, especially Actually this concern was already raised by many, especially
since the dismantling of the last Ottoman Caliphate. The waning since the dismantling of the last Ottoman Caliphate. The waning
influence of the Muslims and their being colonized and exposed influence of the Muslims and their being colonized and exposed
to imperialists’ rule had indeed drastically changed our to imperialists’ rule had indeed drastically changed our
approach to education.approach to education.
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Whatever Whatever remaining Islamic institutions of learning remaining Islamic institutions of learning became became
more concerned towards essentially preserving only the more concerned towards essentially preserving only the
““knowledge of the knowledge of the DeenDeen””, because with limited resources and , because with limited resources and
antagonistic colonial rulers, to be safeguarding this was of the antagonistic colonial rulers, to be safeguarding this was of the
highest priority. The highest priority. The ummahummah was under siege. was under siege.
Thus it is the traditional ”Thus it is the traditional ”MadrasahMadrasah” in our community evolving ” in our community evolving
to be what it is today, the urgent need was indeed to fulfil a to be what it is today, the urgent need was indeed to fulfil a
very important command in the Qur’an:very important command in the Qur’an:
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““Nor should the Believers all go forth together: if a contingent Nor should the Believers all go forth together: if a contingent
from every expedition remained behind, from every expedition remained behind, they could devote they could devote
themselves to studies in religion themselves to studies in religion and and admonish the people 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 (2014))
Apart from the lack of resources, those scholars and Apart from the lack of resources, those scholars and
philanthropists within the philanthropists within the UmmahUmmah barely managed to preserve barely managed to preserve
this traditional full-time this traditional full-time MadrasahMadrasah, whereas the majority , whereas the majority
Muslims opted into sending their children to the conventional Muslims opted into sending their children to the conventional
schools established by the colonial masters. schools established by the colonial masters.
Interestingly a general but relevant question was raised from an Interestingly a general but relevant question was raised from an
‘aleem ‘aleem from the Nusantara, to Syed Rashid Redha (of from the Nusantara, to Syed Rashid Redha (of ““al-al-
ManarManar”) ”) which was then given over to be responded by which was then given over to be responded by Amir Amir
Shakib Arslan Shakib Arslan as a book entitled: as a book entitled: ““Limaa-dza ta-akharal Limaa-dza ta-akharal
Muslimuuna...Muslimuuna...” ” – which analysed the reasons for Muslims – which analysed the reasons for Muslims
decline.decline.
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Author:Author: Amir Shakib Arslan; Rashid Rida (foreword) Amir Shakib Arslan; Rashid Rida (foreword)
Publisher:Publisher: Islamic Book Trust (2004) Islamic Book Trust (2004)
Pages: 148 Binding: Paperback Pages: 148 Binding: Paperback
Description from the publisher: Description from the publisher:
New Revised Edition, Paperback, 172 pagesNew Revised Edition, Paperback, 172 pages
First published in the 1930sFirst published in the 1930s, this was a response to a letter from Shaykh , this was a response to a letter from Shaykh
Muhammad Bisyooni Umran of Indonesia requesting the author to explain the Muhammad 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 causes of Muslim weakness at the present and the causes of the strength of the
Europeans and the Japanese, the factors behind their glorious empires and Europeans and the Japanese, the factors behind their glorious empires and
sovereignty, their power and wealth. His response, written in a state of great sovereignty, their power and wealth. His response, written in a state of great
agitation became one of the masterpieces of eloquence and a proof of his wisdom.agitation became one of the masterpieces of eloquence and a proof of his wisdom.
A RECOMMENDED READINGA RECOMMENDED READING
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But the most significant happened in 1977 with the But the most significant happened in 1977 with the First World First World
Conference on Muslim Education held in Makkah.Conference on Muslim Education held in Makkah. Concerned Concerned
Muslims must read the deliberations of these prominent Muslim Muslims must read the deliberations of these prominent Muslim
scholars in the “Islamic Education Series” published by King scholars in the “Islamic Education Series” published by King
Abdulaziz University, Jeddah. Abdulaziz University, Jeddah. (ISBN 0-340-23607-8)(ISBN 0-340-23607-8)
TOPICS IN THIS SERIES:-TOPICS IN THIS SERIES:-
Crisis in Muslim EducationCrisis in Muslim Education
Aims & Objective of Islamic EducationAims & Objective of Islamic Education
Muslim Education in the Modern WorldMuslim Education in the Modern World
Curriculum and Teacher EducationCurriculum and Teacher Education
Philosophy Literature and Fine Arts Philosophy Literature and Fine Arts ...... Etc....... Etc.
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All Rights Reserved © Zhulkeflee Hj Ismail (2014))
Syed M. Naquib Al-Attas Syed M. Naquib Al-Attas asserts, it is: “... to produce a good asserts, it is: “... to produce a good
man. What is meant by ‘man. What is meant by ‘good’good’ in our concept of ‘ in our concept of ‘good mangood man’? ’?
The fundamental element inherent in the concept of The fundamental element inherent in the concept of
education in Islam is the inculcation of ‘education in Islam is the inculcation of ‘adabadab’ (’ (ta’dibta’dib), for it is ), for it is
‘‘adabadab’ in the all-inclusive sense I mean, as encompassing the ’ in the all-inclusive sense I mean, as encompassing the
spiritual and material life of a man that instils the quality of spiritual and material life of a man that instils the quality of
goodness that is sought after. Education is what the Prophet goodness that is sought after. Education is what the Prophet
Muhammad s.a.a.w. meant by Muhammad s.a.a.w. meant by AdabAdab ::
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Syed M. Naquib Al-Attas Syed M. Naquib Al-Attas asserts, it is: “... to produce a good asserts, it is: “... to produce a good
man. What is meant by ‘man. What is meant by ‘good’good’ in our concept of ‘ in our concept of ‘good mangood man’? ’?
The fundamental element inherent in the concept of The fundamental element inherent in the concept of
education in Islam is the inculcation of ‘education in Islam is the inculcation of ‘adabadab’ (’ (ta’dibta’dib), for it is ), for it is
‘‘adabadab’ in the all-inclusive sense I mean, as encompassing the ’ in the all-inclusive sense I mean, as encompassing the
spiritual and material life of a man that instils the quality of spiritual and material life of a man that instils the quality of
goodness that is sought after. Education is what the Prophet goodness that is sought after. Education is what the Prophet
Muhammad s.a.a.w. meant by Muhammad s.a.a.w. meant by AdabAdab ::
“My Lord educated me (ADABANI) , and made
my education (TA’DIB) most excellent.”
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“ “Educate (nurture – ‘Educate (nurture – ‘addibuaddibu’) your children with the ’) your children with the
best education (best education (ADABADAB).”).”
((Hadith of the Prophet s.a.w. narrated by Ibnu MajahHadith of the Prophet s.a.w. narrated by Ibnu Majah))
OTHER AHADITH
OTHER AHADITH
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““From amongst the rights of a child upon their From amongst the rights of a child upon their
parents are, that they be instilled (to be educated by parents are, that they be instilled (to be educated by
them) with them) with AdabAdab and to be given a good name.” and to be given a good name.”
((Hadith of the Prophet s.a.w. reportedHadith of the Prophet s.a.w. reported
by Baihaqy from Ibnu ‘Abbas r.aby Baihaqy from Ibnu ‘Abbas r.a.).)
OTHER AHADITH
OTHER AHADITH
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“Educate (nurture with Adab – ‘addibu ’) your children upon
three things: To Love your Prophet (s.a.w.), and to love the
Family members of his household (Aali Muhammad), and
(learn) to recite Al-Qur’an.”
(Hadith of the Prophet s.a.w. narrated by Tabarani)
OTHER AHADITH
OTHER AHADITH
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“ “ Teach your children and your family members with the best, and Teach your children and your family members with the best, and
educate them (instil in them educate them (instil in them AdabAdab).”).”
(Hadith of the Prophet s.a.w. reported by ‘Abdur Razaq and
Sa’id ibn Manshur as quoted by Dr. ‘Abdullah Nashih ‘Ulwan)
OTHER AHADITH
OTHER AHADITH
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““There is no gift (that you can give) to your children There is no gift (that you can give) to your children
better than (instilling in them) the good better than (instilling in them) the good AdabAdab.”.”
((Hadith of the Prophet reported by Tirmidzi Hadith of the Prophet reported by Tirmidzi ))
OTHER AHADITH
OTHER AHADITH
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“Honour your children by (educating) instilling in them the best Adab.”
(Hadith of the Prophet s.a.w. reported by Ibnu Majah from Ibnu ‘Abbas r.a.)
OTHER AHADITH
OTHER AHADITH
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“Ta’-dib” ( ) – preferred term for
‘education’, from the term ‘Adab’ ( )
meaning: –
“good breeding, nurture, manners, refinement,
cultured, decorum, propriety, social grace, educated,
etc.”
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““THE SIGN OF THE TRULY LEARNED IS THE SIGN OF THE TRULY LEARNED IS
HUMILITY IN THE PRESENCE OF THE ALL-HUMILITY IN THE PRESENCE OF THE ALL-
KNOWING – WHILE THE HEEDLESS AND KNOWING – WHILE THE HEEDLESS AND
ARROGANT MAY BREACH THE ADAB”ARROGANT MAY BREACH THE ADAB”
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This is based on my limited reading, understanding, and
personal experiences - semblance of these approaches I have
seen in my teachers’ mentoring approaches upon individuals
and myself, even though it was done privately and not in
educational institutions.
What many have forgotten is that ‘ulama (Islamic Scholars) are
the effect of the nurturing by true teachers (murobbi’), not
merely from which educational institutions a person comes out
from. It is the teacher, not the school which is the crucial factor.
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Many students currently may still be developed traditionally,
utilizing whatever is available – in madrasah, mosque, halaqah,
home - in replicating the earlier Islamic scholars exposure and
path of learning, in spite of the many disadvantages faced.
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Starts at home: nurtured with Adab, inculcation of basic
obligatory practices of a Muslim and linguistic proficiency.
Sent to “Kuttab” – recitation and memorization of Al-Qur’an;
may proceed to include other important texts, poetry etc. –
importance of rote-learning for the young.
Sitting (talaqqi) with scholars (in Jami’ [mosque] or
madrasah or halaqah) to expand upon the knowledge of the
Deen, both horizontally (eclectic) and vertically (depth and
profoundness).
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His field of study may be expanded to include various other
(AAKHAR) worldly sciences, where the interest in those
relevant field of study are also progressively nurtured.
Some may be sent to guilds to also to be mentored to
acquire skills, crafts or trades, and contemporary empirical
knowledge which today we call “worldly sciences and
technology” – relevant to his development, while still
continuing in their learning path, primarily upon the
knowledge of the Religion ‘ULUM AD-DEEN *.
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* It is wrong to refer to it as UKHRAWI
Thus for example, we learnt that Abu ‘Ali Ibn
Sina (AVICCENA) already was acknowledged at
17 years old, to be a scholar in the knowledge
of the Deen but his passion to learn every
other knowledge and sciences available then,
was also pursued by him with equal religious
fervour and passion.
IBNU SINAIBNU SINA
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He was already known to be well-versed in the
sciences of the Deen, but the world today
seemed to only appreciate and highlight his
expertise in the medical science – especially
the Latin translation :“Canon Medicinæ” or
“Canon of Medicine” (“Qanun fi-al-Tibb”)
which impacted the Western civilization.
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Abu Ḥamed Muḥammad ibn Muḥammad al-Abu Ḥamed Muḥammad ibn Muḥammad al-
Ghazali (ALGAZALE) Ghazali (ALGAZALE) began to receive began to receive
instruction in instruction in FIQHFIQH (Islamic jurisprudence) (Islamic jurisprudence)
under illustrious scholars of the time until under illustrious scholars of the time until
he assumed a very high scholarship in Islam.he assumed a very high scholarship in Islam.
Later he was immersed into Sufism for which Al-Ghazali Later he was immersed into Sufism for which Al-Ghazali
contributed significantly to the development of a systematic view contributed significantly to the development of a systematic view
of of TASAWWUFTASAWWUF and its integration and acceptance in mainstream and its integration and acceptance in mainstream
Islam. He was also well versed in Greek philosophy and refuted Islam. He was also well versed in Greek philosophy and refuted
several of the views which was held by the Mu’tazilite of his time. several of the views which was held by the Mu’tazilite of his time.
AL-GHAZALIAL-GHAZALI
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Abu al-Walid Muhammad ibn Ahmad ibn Abu al-Walid Muhammad ibn Ahmad ibn
Rushd (AVERROES). Rushd (AVERROES). His education followed a His education followed a
traditional path, beginning with studies traditional path, beginning with studies
in in hadithhadith, linguistics, jurisprudence (, linguistics, jurisprudence (FIQHFIQH) )
and scholastic theology and scholastic theology (‘ILM UL-KALAM(‘ILM UL-KALAM). ).
The earliest biographers and Muslim chroniclers speak little about The earliest biographers and Muslim chroniclers speak little about
his education in science and philosophy; where most interest from his education in science and philosophy; where most interest from
Western scholarship in him lies; but note his propensity towards the Western scholarship in him lies; but note his propensity towards the
law and his life as a jurist (law and his life as a jurist (QADHIQADHI). ).
IBNU RUSHDIBNU RUSHD
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It is generally believed that It is generally believed that Ibn Rushd Ibn Rushd was was
influenced by the philosophy of influenced by the philosophy of Ibn Bajjah Ibn Bajjah
((AVEMPACEAVEMPACE), and perhaps was once tutored ), and perhaps was once tutored
by him. His medical education was directed by him. His medical education was directed
under under Abu Jafar ibn Harun Abu Jafar ibn Harun of Trujillo. of Trujillo.
His aptitude for medicine too was noted by his contemporaries and His aptitude for medicine too was noted by his contemporaries and
his major enduring work his major enduring work Kitab al-Kulliyat fi al-Tibb Kitab al-Kulliyat fi al-Tibb ((GeneralitiesGeneralities), ),
together with another book (on together with another book (on ParticularsParticulars) written by ) written by Abu Marwan Abu Marwan
Ibn ZuhrIbn Zuhr, became the main medical textbooks for physicians in the , became the main medical textbooks for physicians in the
Jewish, Christian and Muslim worlds for centuries to come.Jewish, Christian and Muslim worlds for centuries to come.
IBNU RUSHDIBNU RUSHD
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Although essentially these scholars are scholars of the Deen,
yet their eclectic exposure motivated them to expand and
profoundly learnt other sciences which their learning paths
had exposed them to.
The concept of “ITQAN ” and the principle would be adhered
to in their “learning culture / discipline”.
WHAT CAN BE LEARNTWHAT CAN BE LEARNT
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To understand this, refer to Adab of students in Imam
Ghazali’s “Ihya ‘ulumuddeen” Kitaab al- ’ilm”)
“Every matter (knowledge, skill, etc.), for which an obligation
cannot be fulfilled except by (possessing) it (i.e. knowledge
and skill), its acquisition is (therefore) obligatory (waajib).”
- An Islamic principle.
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From the preceding background that has been explained, From the preceding background that has been explained,
our next pertinent and relevant question is …. our next pertinent and relevant question is ….
“ “ CAN WE MUSLIMS, DO SOMETHING CAN WE MUSLIMS, DO SOMETHING
ABOUT IT, NOW ? ” ABOUT IT, NOW ? ”
All Rights Reserved © Zhulkeflee Hj Ismail (2014))
There cannot be any effective solution without knowing the historyThere cannot be any effective solution without knowing the history
All Rights Reserved © Zhulkeflee Hj Ismail (2014))
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 religious favoured cohorts from such schools, private native or religious
full-time schools lost its appeal. Yet, Muslims students generally full-time schools lost its appeal. Yet, Muslims students generally
were provided were provided Islamic religious classes Islamic religious classes outside school hours at outside school hours at
home, mosques or the madrasah (part-time).home, mosques or the madrasah (part-time).
All Rights Reserved © Zhulkeflee Hj Ismail (2014))
Full-time Full-time madrasahmadrasah gradually evolved distinctly to focus in gradually evolved distinctly to focus in
producing the elite – “producing the elite – “teachers of Islamteachers of Islam” - to ensure the rest of ” - to ensure the rest of
the Muslims are guided with their Islamic knowledge.the Muslims are guided with their Islamic knowledge.
Thus, other Muslim students were made to adapt to this Thus, other Muslim students were made to adapt to this
““dualistic education systemdualistic education system” – full-time conventional school ” – full-time conventional school
(academic) and part-time (religious) taught by these teachers.(academic) and part-time (religious) taught by these teachers.
The full-time The full-time MadrasahMadrasah is therefore an exception rather than is therefore an exception rather than
the rule; fully private and independent, constituting only less the rule; fully private and independent, constituting only less
than 4% of the total cohorts; sustained by the community & than 4% of the total cohorts; sustained by the community &
philanthropists.philanthropists.
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Students who were sent to these full-timeStudents who were sent to these full-time Madrasah Madrasah
originally, were those with parents with altruistic-religious originally, were those with parents with altruistic-religious
reasons, not due to economic gains as their primary reason.reasons, not due to economic gains as their primary reason.
The basic curriculum at the primary level were equally The basic curriculum at the primary level were equally
needed by those who do not attend full-time needed by those who do not attend full-time MadrasahMadrasah. To . To
accommodate these, traditional accommodate these, traditional MadrasahMadrasah extended their extended their
function or assign their students to conduct part-time function or assign their students to conduct part-time
MadrasahMadrasah. . We in Singapore have had over 30 registered We in Singapore have had over 30 registered
independent madrasahs but today it dwindled to only 6 independent madrasahs but today it dwindled to only 6
which are as full-time schools.which are as full-time schools.
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When at one time, IRK (Islamic Religious Knowledge) was When at one time, IRK (Islamic Religious Knowledge) was
incorporated in government schools which somewhat took on the incorporated in government schools which somewhat took on the
function which independent function which independent MadrasahMadrasah had fulfilled, its proliferation had fulfilled, its proliferation
and existence then became regarded as less urgent. Lulled into the and existence then became regarded as less urgent. Lulled into the
availability of ‘availability of ‘alternativealternative’, many of these part-time ’, many of these part-time MadrasahMadrasah lost lost
its appeal leading to lesser cohorts and gradually became neglected. its appeal leading to lesser cohorts and gradually became neglected.
When IRK was scrapped from being taught in government schools, it When IRK was scrapped from being taught in government schools, it
hence left a major void.hence left a major void.
We have not yet fully recovered from this ‘traumatic’ lossWe have not yet fully recovered from this ‘traumatic’ loss. The . The
truncation from our tradition and truncation from our tradition and loss of Adab loss of Adab - have now caused - have 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 (2014))
““INTRODUCTION TO THE STUDY INTRODUCTION TO THE STUDY OF 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
IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.
All Rights Reserved © Zhulkeflee Hj Ismail (2013)) UPDATED APRIL 2013UPDATED APRIL 2013
Extracted from:
TASAWWUR ISLAMTASAWWUR ISLAM
““Invite (all) to the way of thy Lord with wisdom (Invite (all) to the way of thy Lord with wisdom (BIL-BIL-HHIKMAHIKMAH) and ) and
beautiful preaching (beautiful preaching (MAU-’IZAH-MAU-’IZAH-HHASANAHASANAH); and argue with them in ); and argue with them in
ways that are best and most gracious (ways that are best and most gracious (JAADIL-HUM-BIL-LATI -HIYA JAADIL-HUM-BIL-LATI -HIYA
AAHHSANSAN): for thy Lord knows, best who have strayed from His Path, ): for thy Lord knows, best who have strayed from His Path,
and who receive guidance. “and who receive guidance. “
((Qur’an: an-Nahlu: 16: 125Qur’an: an-Nahlu: 16: 125))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
““O Prophet! Truly We have sent thee as a Witness (O Prophet! Truly We have sent thee as a Witness (SHAAHIDAHSHAAHIDAH), a ), a
Bearer of Glad Tidings (Bearer of Glad Tidings (MUBAS-SHIRAHMUBAS-SHIRAH), and a Warner (), and a Warner (NADZEERAHNADZEERAH)― )―
And as one who invites to Allah's (Grace) by His leave (And as one who invites to Allah's (Grace) by His leave (DAA-’IYAN DAA-’IYAN
ILALLAAHILALLAAH) , and as a Lamp spreading Light () , and as a Lamp spreading Light (SIRAAJAN MUNEERAHSIRAAJAN MUNEERAH).”).”
((Qur’an: an-Nahlu: 16: 45-46Qur’an: an-Nahlu: 16: 45-46))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
Independent – by community
KUTTABKUTTAB
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
Government controlledIndependent – by community
KUTTABKUTTABBRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
ENGLISH SCHOOLSENGLISH SCHOOLS
Seen as alien (and Christian), generally Seen as alien (and Christian), generally the indigenous Malay-Muslims then, the indigenous Malay-Muslims then, were afraid to sending their childrenwere afraid to sending their children
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
Government controlledIndependent – by community
KUTTABKUTTABBRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
ENGLISH SCHOOLSENGLISH SCHOOLS
VERNACULAR SCHOOLSVERNACULAR SCHOOLS
To remove the fear, the British colonial To remove the fear, the British colonial Government Introduced VernacularGovernment Introduced Vernacular
schools referred to as ‘Sekolah Melayu’schools referred to as ‘Sekolah Melayu’
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
Government controlledIndependent – by community
KUTTABKUTTABBRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
ENGLISH SCHOOLSENGLISH SCHOOLS
VERNACULAR SCHOOLSVERNACULAR SCHOOLS
Yet, full-time schools teaching Islam Yet, full-time schools teaching Islam continued but to differentiate it, continued but to differentiate it,
began to be referred to as ‘Sekolah Arab’began to be referred to as ‘Sekolah Arab’
ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))
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HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
Government controlledIndependent – by community
KUTTABKUTTABBRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
ENGLISH SCHOOLSENGLISH SCHOOLS
VERNACULAR SCHOOLSVERNACULAR SCHOOLS
ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))
More such school teaching the religion sprouted. More such school teaching the religion sprouted. And to emphasize its religious orientation, these And to emphasize its religious orientation, these
schools then were simply called “Sekolah Agama” schools then were simply called “Sekolah Agama” or the Arabic “Madrasah”or the Arabic “Madrasah”
SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))
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HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
Government controlledIndependent – by community
KUTTABKUTTABBRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
ENGLISH SCHOOLSENGLISH SCHOOLS
VERNACULAR SCHOOLSVERNACULAR SCHOOLS
ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))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)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
Government controlledIndependent – by community
KUTTABKUTTABBRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
ENGLISH SCHOOLSENGLISH SCHOOLS
VERNACULAR SCHOOLSVERNACULAR SCHOOLS
ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))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)
With the availability of lesson on Islam, With the availability of lesson on Islam, the general Malay-Muslim population’sthe general Malay-Muslim population’s
concern for their children’s Islamic concern for their children’s Islamic education were pacifiededucation were pacified
SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))
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HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
VERNACULAR SCHOOLSVERNACULAR SCHOOLSQUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah))
INTEGRATED SCHOOLSINTEGRATED SCHOOLS
Government controlledIndependent – by community
BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
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)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
VERNACULAR SCHOOLSVERNACULAR SCHOOLSQUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah))
INTEGRATED SCHOOLSINTEGRATED SCHOOLS
FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS
Government controlledIndependent – by community
BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
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)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
VERNACULAR SCHOOLSVERNACULAR SCHOOLSQUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah))
INTEGRATED SCHOOLSINTEGRATED SCHOOLS
FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS
Government controlledIndependent – by community
BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
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)
TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED
SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
VERNACULAR SCHOOLSVERNACULAR SCHOOLSQUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah))
INTEGRATED SCHOOLSINTEGRATED SCHOOLS
FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS
TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED
Government controlledIndependent – by community
BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS
MADRASAHMADRASAH
Home-based study circles; Family trust; Home-based study circles; Family trust;
MUIS - mosgues; Islamic organizations; MUIS - mosgues; Islamic organizations;
private schools ; individual scholars; etc.private schools ; individual scholars; etc.
ENGLISH SCHOOLSENGLISH SCHOOLSKUTTABKUTTAB
Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC
SCHOLARSSCHOLARS
VERNACULAR SCHOOLSVERNACULAR SCHOOLSQUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE
ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah))Asaatizah absorbed by Asaatizah absorbed by M.O.E into vernacular M.O.E into vernacular schools to teach I.R.K.schools to teach I.R.K.
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
And the challenge continues …
THE ‘WAQF’ – THE ‘WAQF’ – Acquisition and Land Lease issueAcquisition and Land Lease issue
THE COMPULSORY EDUCATION THE COMPULSORY EDUCATION
PSLE BENCHMARK AND PSLE BENCHMARK AND LIMITATION OF COHORTSLIMITATION OF COHORTS
THE J.M.S. ISSUETHE J.M.S. ISSUEASAATIZAH – TEACHERS- TRAININGASAATIZAH – TEACHERS- TRAINING
……. ETC.. ETC.
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
** As conveyed to me by al- As conveyed to me by al-Ustaz Ahmad Sonhadji Muhammad Milatu (Allahyarhamhu)Ustaz Ahmad Sonhadji Muhammad Milatu (Allahyarhamhu)
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
Madrasah Islah IslamiyyahPepys Rd. off Pasir Panjang Rd.
Ma’ahadul Irsyad67-6 Hindhede Rd.
Madrasatul Haq Al-Islamiyyah97-C West Coast Road.
Madrasah Addiniyah Al-IslamiyahKg. Bahru Road.
NO MORE IN EXISTENCE
NO MORE IN EXISTENCE
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
Madrasah Al-Hidayah Al-Islamiyah26, Block 24, Tanglin Halt.
Madrasah Ar-RidwanLot G, Jalan Madrasah
Madrasah KhairahBlock 60, Canberra Road.
Madrasah Attarbiyah Addiniyah27, Lorong Mekola off Jalan Kayu.
Madrasah Al-Islamiyah Sembawang51, Andrew Avenue.
NO MORE IN EXISTENCE
NO MORE IN EXISTENCE
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
Madrasah Abu KassimLorong Abu Kassim, Pasir Panjang Road.
Madrasah Taman JurongBlock 54, 45/47 Yung An Road.
Madrasah Asriyah56, Lorong Melayu.
Madrasah Al-HidayahLorong 21, Geylang Road.
Madrasah Bustanul ArifinCoronation Road.
NO MORE IN EXISTENCE
NO MORE IN EXISTENCE
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
Madrasah Kampung Paya GoyangSomerset Road.
Madrasah Al-WataniyahKampung Paya, Jalan Serai.
Madrasatus-Sibyan Kg. Bunga Raya, Lorong Engku Aman. Madrasah al-Saedatul Islamiyyah
West Coast Rd , 81/4 ms. Madrasatul Islamiyah
2A, Kampung Berih Rd off Chua Chu KangNO MORE IN EXISTENCE
NO MORE IN EXISTENCE
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Madrasah Tahdzibiyah Islamiyah15, Jalan Ulu Seletar, Nee Soon.
Madrasah DiniyahEllis Road.
Madrasatul Mabtadi120, Block 14, Stirling Road.
Madrasah Ahmad YahyaMasjid Ahmad, South Buona Vista
Madrasah Azamiyah Islamiyahc/o Penjara Changi.
NO MORE IN EXISTENCE
NO MORE IN EXISTENCE
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Madrasah Attariah Al-Islamiyah97A Estate off Jalan Woodbridge
Madrasah Tengku Abdul JalilKampung Pahang, Pulau Tekong
Sekolah Ugama Pulau SekingPulau Seking.
Taman Pendidikan Islam14, Jalan Kunyit.
Sekolah Ugama Radin Mas47A, Raden Mas, Telok Blanga.
NO MORE IN EXISTENCE
NO MORE IN EXISTENCE
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Sekolah Ugama Penjara Singapura48, Jalan Penjara off Margaret Drive
Sekolah Ugama Kampung Bedok11, Jalan Bilal off Bedok Road.
Sekolah Ugama Rakyat JurongJalan Majapahit, Upper Jurong Road.
Sekolah Ugama Rakyat Naval BaseCanada Road, Naval Base, Sembawang.
Sekolah Rakyat IslamJalan Eunos.
NO MORE IN EXISTENCE
NO MORE IN EXISTENCE
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Sekolah Ugama Bukit GombakLorong 4, Bukit Gombak.
Sekolah Ugama Surau AkhyarLorong Lompang.
NO MORE IN EXISTENCE
NO MORE IN EXISTENCE
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Madrasah Al-Khairiyah Islamiyyah152, Still Road.(as part-time)Madrasah Aljunied Al-Islamiyyah395, Victoria Street. (built in 1927)
30, Victoria Lane (relocated)Madrasah Wak Tanjong589-D Sims Avenue. (built in 1987)Madrasah Alsagoff Al-Arabiyyah111, Jalan Sultan. (built in 1912)
STILL EXISTING - AS IN 2011
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
Madrasah Al-ArabiyyahNo 12, Jalan Selamat.
Lorong 13 Geylang Road. (relocated)Madrasah Al-Ma’arifNo.14, Ipoh Lane. (built 1939)
No. 3, Lorong 39, Geylang Road (relocated)Madrasah Al-Irsyad Al-IslamiyahNo.6 Hindhede Road
No. 9 Winstedt Road Islamic Hub, 277 Braddel Road (relocated)
STILL EXISTING - AS IN 2011
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
PART-TIME MADRASAH MANAGED BY
PERGAS AND OTHER MUSLIM
ASSOCIATIONS.
PART-TIME MADRASAH IN LOCAL
MOSQUES THROUGHOUT SINGAPORE.
STILL EXISTING - AS IN 2011
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
ISLAMIC RELIGIOUS CLASSES, HALAQAH,
CONDUCTED BY INDIVIDUAL TEACHERS.
PRIVATE ISLAMIC EDUCATIONAL
CENTRES.
STILL EXISTING - AS IN 2011
All Rights Reserved © Zhulkeflee Hj Ismail (2013)
COHORTS FROM CURRENT COHORTS FROM CURRENT
FULL-TIME MADRASAHFULL-TIME MADRASAH
SYSTEMSYSTEM
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
The direction of where the current full-time Madrasah
education is heading to, may be becoming vague.
It seemed to be imitating what conventional schools are
doing - many seemed to have forgotten that being
independent (just like seminary), it should pursue its own
course of aim and objective for which it was instituted, and
not allow itself to be dictated by others with their
extraneous interest and agendas.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Whereas now, economic concern and paper chase (exam-
based) curriculum are being imitated, and students are
unnecessarily burdened, requiring them to also compete with
those in conventional schools. Thus, they lose focus of their
primary objective to become the future vanguard Islamic
scholars into joining the general student cohorts destined for
the ‘rat-race’.
If these full-time madrasah are meant to supply religious
teachers, they should not be “distracted” and become
“diverted” from its original aim.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Psychologically, the students from full-time Madrasah are
affected negatively - being made to compare themselves
with those of the mainstream. Surely, its like trying “to
compare apples with oranges – although both are fruits.”
Already disadvantaged with many inadequacies, their
morale are further affected by confusion in terms of
management, leadership, staffing, curriculum, etc.
And now, it may face closure if cohorts do not meet the
national school PSLE standards.
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They are our precious hope to become personalities exuding honour,
self-esteem, courage, sagacity and pillar of strength as successors of
the legacy of prophets – whereas now the opposite effect is
undermining their growth and development.
They are our community’s hope to become religious guides and lead
future generations, yet are left neglected and made to be at a
disadvantage.
Their future are made to look bleak, many of these cohorts may have
already contemplated discarding their task of replacing our ulama’ -
as future religious teachers- to pursue other career.
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Actually, the so-called ‘economic or pragmatic argument’ is irrelevant.
The issue here is about “Amanah” (a sacred trust).
The Muslim community must recognize the real value of this group in
their social contribution and most importantly as guardians of ‘ulum
al-Deen - to provide our community Irshadah (guidance).
The disparity between their true worth and their economic worth must
be corrected by the Muslim community themselves; in creating jobs
and set their appropriate remunerations which should not to be
determined by market forces but based on realistic societal-value.
Utilize funds from “Baytul-maal” if need be.
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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.
Some peoples’ claim that what they do for the Madrasah’s
curriculum is “Islamizing” it. Yet, it may in fact be “de-Islamizing”
because the definitive Islamic character of Madrasah and its
graduates which they should aspire to is neglected to merely
imitating the conventional school.
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Thus, its aim may have already been eroded and replaced by
something else, and the graduates now are not very different from
that of the mainstream schools. So have we truly upheld the trust
Amanah and aspiration of our predecessors?
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COHORTS FROM COHORTS FROM
CONVENTIONALCONVENTIONAL
( NON – MADRASAH )( NON – MADRASAH )
SYSTEMSYSTEM
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Students from this system who do not have Islamic lessons in their Students from this system who do not have Islamic lessons in their
schools have to be given separate Islamic education outside their schools have to be given separate Islamic education outside their
school hours. This is especially crucial ever since IRK (Islamic school hours. This is especially crucial ever since IRK (Islamic
Religious knowledge) was scrapped.Religious knowledge) was scrapped.
Many may not even have any rudimentary lesson on Islam, Many may not even have any rudimentary lesson on Islam,
especially once they start going to conventional schools or because especially once they start going to conventional schools or because
their parents and family are neglectful or are not well-endowed with their parents and family are neglectful or are not well-endowed with
religious knowledge themselves.religious knowledge themselves.
Those who still regard their child’s Islamic upbringing as important Those who still regard their child’s Islamic upbringing as important
may seek for them whatever Islamic religious classes outside school.may seek for them whatever Islamic religious classes outside school.
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Those who pursue in part-time Madrasah may just receive a Those who pursue in part-time Madrasah may just receive a
“watered-down” and a very general curriculum of “watered-down” and a very general curriculum of Fardhu ‘AinFardhu ‘Ain, and , and
may lack the motivation or passion in attending these classes.may lack the motivation or passion in attending these classes.
Given the emphasis on Academic excellence, their “Given the emphasis on Academic excellence, their “Aqeedah-micAqeedah-mic” ”
aspect of development takes a back-seat or even totally neglected.aspect of development takes a back-seat or even totally neglected.
The way lessons on Islam taught to them generally are disparate The way lessons on Islam taught to them generally are disparate
and unstructured. Usually conducted based on subjects, but and unstructured. Usually conducted based on subjects, but
without emphasis of their interconnectedness and the absence of without emphasis of their interconnectedness and the absence of
urgency (compulsion) regarding their acquisition. Many assumed urgency (compulsion) regarding their acquisition. Many assumed
merely to be attending only in one of these weekly as sufficient.merely to be attending only in one of these weekly as sufficient.
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As long as this education is kept “As long as this education is kept “dualisticdualistic” without the proper and ” without the proper and
correct orientation towards understanding the Islamic worldview, correct orientation towards understanding the Islamic worldview,
the Muslims in general are made to somehow accept the secular the Muslims in general are made to somehow accept the secular
philosophy of dichotomizing knowledge into secular-vs-religious.philosophy of dichotomizing knowledge into secular-vs-religious.
The reality is that every contemporary science and knowledge are The reality is that every contemporary science and knowledge are
not neutral but are mostly based upon the secular-humanistic not neutral but are mostly based upon the secular-humanistic
worldview. Although some may regard it as being free of religion, worldview. Although some may regard it as being free of religion,
yet those who teach them or specialize in them usually advocate yet those who teach them or specialize in them usually advocate
““secularismsecularism” - as a philosophical agenda. And ironically they do it ” - as a philosophical agenda. And ironically they do it
‘religiously’ but claiming themselves as being neutral (areligious). ‘religiously’ but claiming themselves as being neutral (areligious).
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Thus it is that many Muslim professionals from this system may even Thus it is that many Muslim professionals from this system may even
encounter a kind of dilemma in their respective career. A remarkable encounter a kind of dilemma in their respective career. A remarkable
example was the experience of Prof. Malik Badri who explained his example was the experience of Prof. Malik Badri who explained his
life-experience in his excellent book (published 1979) – life-experience in his excellent book (published 1979) – “The “The
dilemma of Muslim Psychologists”.dilemma of Muslim Psychologists”.
Although it deals with psychology, yet it typically Although it deals with psychology, yet it typically
represent similar dilemma of Muslims in other fields represent similar dilemma of Muslims in other fields
of specialization - career - especially when they were of specialization - career - especially when they were
taught social sciences and humanistic studies from taught social sciences and humanistic studies from
conventional university.conventional university.
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
Amongst the remedies is the “Amongst the remedies is the “ISLAMIZATIONISLAMIZATION” movement – ” movement –
for both types in these dualistic education system – envisaged for both types in these dualistic education system – envisaged
since 1977.since 1977.
Although this process can be applied wherever required in Although this process can be applied wherever required in
whichever system, yet it is to be whichever system, yet it is to be most effective at the higher most effective at the higher
level (tertiarylevel (tertiary) prior to these graduates assuming their roles as ) prior to these graduates assuming their roles as
scholars - educators of the scholars - educators of the UmmahUmmah. .
The anti-thesis to “The anti-thesis to “IslamizationIslamization” is really “” is really “SecularismSecularism” which ” which
every Muslim aspiring to be scholars must know profoundly every Muslim aspiring to be scholars must know profoundly
too, so that they can appreciate the relevant responses, so too, so that they can appreciate the relevant responses, so
that a complete and Islamized education can be achieved.that a complete and Islamized education can be achieved.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
The author deals with fundamental problems faced by contemporary Muslims and provides real solutions, beginning with a discussion on ‘The Contemporary Western Christian Background’ in Chapter (I), followed by his analysis of the concepts (which he newly defines) of ‘secular’, ‘secularization’, and ‘secularism’ in Chapter (II). All this is then contrasted in Chapter (IV) of the book entitled ‘Islam: The Concept of Religion and the Foundation of Ethics and Morality’. Based on all the preceding explanation, the author proceeds to analyze the Muslim ‘dilemma’ by declaring that it should be resolved primarily through what he calls the “dewesternization of knowledge” or, conversely, the “islamization of contemporary knowledge”, an original concept conceived and elucidated by the author for the past three decades.
A RECOMMENDED READINGA RECOMMENDED READING
ISLAM AND SECULARISMISLAM AND SECULARISM
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Prolegomena to the Metaphysics of Islam
by Muhammad Naquib Syed Al-Attas
This is a very important book. No book of its
kind, in profundity as well as magnitude of
scope and comprehensive grasp of modern
intellectual challenges facing the contemporary
Muslim World, appeared in the last century.
A RECOMMENDED READINGA RECOMMENDED READING
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Wan Mohd Nor Wan Daud, The Educational
Philosophy and Practice of Syed Muhammad
Naquib Al Attas, ISTAC, Kuala Lumpur, Malaysia‑
A RECOMMENDED READINGA RECOMMENDED READING
Although there are several groups promoting
the ‘Islamization’ agenda especially in the West,
the use of this term and its idea was first mooted
by Prof. Syed M. Naquib Al-Attas.
Many who are critical of ‘Islamization’ may have
mistaken what others are attempting without
knowing what was advocated originally by him.
The author have presented how Al-Attas’ seminal
ideas may have been ‘hijacked’ and misrepresented.
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A RECOMMENDED READINGA RECOMMENDED READING
This is one of the most important writings of
the author on the subject of the encounter
and interrelation between Islam and
modernism. Addressed at once to Muslims
and Westerners, the author deals in depth
with the intellectual and spiritual crisis of
modern man as well as the dilemmas of the
contemporary Muslim faced with the
daunting challenge of the modern world.
Islam And The Plight Of Modern ManIslam And The Plight Of Modern Manby Seyyed Hossein Nasrby Seyyed Hossein Nasr
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
A RECOMMENDED READINGA RECOMMENDED READING
Traditional Islam in the Modern WorldTraditional Islam in the Modern Worldby Seyyed Hossein Nasrby Seyyed Hossein Nasr
An elaboration and defence of
"traditional" Islam, as opposed to the
modernist and fundamentalist forms,
by one of the best-informed, most
articulate Muslims of our time.
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A RECOMMENDED READINGA RECOMMENDED READING
““Today, there are few intellectual issues more Today, there are few intellectual issues more
important to the contemporary Islamic world important to the contemporary Islamic world
than the relation of Islam and modern science than the relation of Islam and modern science
and in this central discourse the voice of and in this central discourse the voice of
Osman Bakar remains among the most Osman Bakar remains among the most
pertinent. Among his many writings, the pertinent. Among his many writings, the
present book holds a privileged position and present book holds a privileged position and
the appearance of a new edition of it is itself the appearance of a new edition of it is itself
proof of the pertinence of this opus and the proof of the pertinence of this opus and the
continuous interest in it. “continuous interest in it. “
--Seyyed Hossein Nasr--Seyyed Hossein Nasr
Tawhid and ScienceTawhid and ScienceBy : Osman BakarBy : Osman Bakar
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
A RECOMMENDED READINGA RECOMMENDED READING
“The lives and the ideas of the three thinkers
discussed in Classification of Knowledge in
Islam - al-Farabi (870-950AD), al-Ghazzali
(1058-1111AD) and Qutb al-Din al-Shirazi
(1236-1311AD) - cover the pivotal period of
Islamic history from the first flourishing of the
philosophical sciences to the sacking of
Baghdad by the Mongols. In addition, each of
these three thinkers was either a founder or
an eminent representative of a major
intellectual school in Islam.”
Classification of Knowledge in Islam: A Study in Islamic
Philosophies of ScienceBy : Osman BakarBy : Osman Bakar
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What are the proven desired outcomes ….
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing,God-fearing, erudite eclectic, profound, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, God-fearing, erudite eclecticerudite eclectic, profound, , profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, God-fearing, erudite eclectic, profoundprofound, ,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopherthinker-philosopher, advocate-reformer, , advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, thinker-philosopher, advocate-reformeradvocate-reformer, ,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdomperpetual seeker of truth & wisdom, ascetic yet , ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, perpetual seeker of truth & wisdom, ascetic yet ascetic yet
worldly-wiseworldly-wise, spiritual warrior, sagacious, just, , spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, worldly-wise, spiritual warriorspiritual warrior, sagacious, just, , sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, worldly-wise, spiritual warrior, sagacioussagacious, just, , just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, worldly-wise, spiritual warrior, sagacious, justjust, ,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionatehumble and compassionate, and many more ... , and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, humble and compassionate, and many more ... and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual studentsperpetual students..
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
God-fearing, erudite eclectic, profound, God-fearing, erudite eclectic, profound,
thinker-philosopher, advocate-reformer, thinker-philosopher, advocate-reformer,
perpetual seeker of truth & wisdom, ascetic yet perpetual seeker of truth & wisdom, ascetic yet
worldly-wise, spiritual warrior, sagacious, just, worldly-wise, spiritual warrior, sagacious, just,
humble and compassionate, and many more ... humble and compassionate, and many more ...
But they would always regard themselves as But they would always regard themselves as
perpetual students.perpetual students.
NOTE:NOTE:THIS LIST IS NOT EXHAUSTIVE,THIS LIST IS NOT EXHAUSTIVE,
ONLY TO HIGHLIGHT THOSE ONLY TO HIGHLIGHT THOSE
WHICH ARE SIGNIFICANTLYWHICH ARE SIGNIFICANTLY
OVERLOOKED BY MANY WHO MAY OVERLOOKED BY MANY WHO MAY
ONLY EMPHASISE PAPER ONLY EMPHASISE PAPER
QUALIFICATIONQUALIFICATION
AND NOT THEIR PERSONAL AND NOT THEIR PERSONAL
ISLAMIC VIRTUES AND CHARACTERISTICS.ISLAMIC VIRTUES AND CHARACTERISTICS.
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
All Rights Reserved © Zhulkeflee Hj Ismail (2013))
This advice is for those who are upon the course of study, This advice is for those who are upon the course of study,
generally regarded as “Islamic Studies” – a label of generally regarded as “Islamic Studies” – a label of
convenience in the ‘Dualistic’ system of education – the convenience in the ‘Dualistic’ system of education – the
effect of secularism. effect of secularism.
Sadly: Sadly:
““... ... many Muslims may have learnt Islam as a subject, but not many Muslims may have learnt Islam as a subject, but not
subjecting themselves to Islamsubjecting themselves to Islam.”.”
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Because currently we Muslims tend to imitate conventional Because currently we Muslims tend to imitate conventional
approach, our students specializing in the sciences of theapproach, our students specializing in the sciences of the DeenDeen
((DeeniyatDeeniyat) ) may not have had adequate may not have had adequate Fardhu ‘ain Fardhu ‘ain groundings.groundings.
By this I mean – a generic but By this I mean – a generic but eclectic exposure eclectic exposure of various of various
knowledge, which must include other (knowledge, which must include other (ukhra - aakharukhra - aakhar) )
contemporary worldly sciences, knowledge and life-skills, crafts contemporary worldly sciences, knowledge and life-skills, crafts
and trades etc. and trades etc. complimentingcomplimenting with the Islamic knowledge with the Islamic knowledge
gained. gained.
This linkage betweenThis linkage between Deeniyat-Dunyawi Deeniyat-Dunyawi -- perhaps can be perhaps can be
explained in the basic “explained in the basic “ISLAM-IIMAN-IHSANISLAM-IIMAN-IHSAN” – ” – TauhidicTauhidic
paradigm paradigm of a Muslim’s basic education.of a Muslim’s basic education.
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129All Rights Reserved © Zhulkeflee Hj Ismail (2013))
TauTauhheedic paradigmeedic paradigm
‘ILM TAUHEED - ‘AQIDAH(Creed or Theology)
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‘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.
131
TauTauhheedic paradigmeedic paradigm
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‘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.
132
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.
TauTauhheedic paradigmeedic paradigm
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TauTauhheedic paradigmeedic paradigm
‘ILM FIQH(Practical Laws for life;
Learning of the Shari’ah)
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‘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.
134
TauTauhheedic paradigmeedic paradigm
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‘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.
135
BROAD EXTENT OF TOPICS COVERED IN FIQHBROAD EXTENT OF TOPICS COVERED IN FIQH‘‘ibadah ibadah (personal devotion / worship) (personal devotion / worship) MuamalahMuamalah (social transaction) (social transaction) MunakahahMunakahah (Marriage & family) (Marriage & family) Irth / fara’id Irth / fara’id (Distribution of wealth)(Distribution of wealth) JinayahJinayah (crimes & punishment) (crimes & punishment) Qodha’iyahQodha’iyah (judiciary)(judiciary) jihad / Da’wah jihad / Da’wah (struggle in war & peace)(struggle in war & peace) imarahimarah (Leadership/government)(Leadership/government)
TauTauhheedic paradigmeedic paradigm
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‘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.
136
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.
TauTauhheedic paradigmeedic paradigm
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TauTauhheedic paradigmeedic paradigm
‘ILM AKHLAQ / TASAWWUF / IRFAN
(Science of human Disposition/ Sufism)
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‘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”)
138
TauTauhheedic paradigmeedic paradigm
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‘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”)
139
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.
TauTauhheedic paradigmeedic paradigm
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Unfortunately, their specialization in only Unfortunately, their specialization in only ‘‘Ulum-ud-deenUlum-ud-deen (but (but
imitating conventional system in producing specialist – in their case imitating conventional system in producing specialist – in their case
“religious sciences”) may have been prematurely embarked too soon “religious sciences”) may have been prematurely embarked too soon
which, unfortunately led to their discarding the traditional criteria for which, unfortunately led to their discarding the traditional criteria for
what constitute what constitute Fardhu ‘AinFardhu ‘Ain knowledge, which has to be eclectic to knowledge, which has to be eclectic to
include acquisition of contemporary science and knowledge (relevant include acquisition of contemporary science and knowledge (relevant
& complimentary) vis-a-vis to what they are learning in Islam & complimentary) vis-a-vis to what they are learning in Islam
((DeeniyatDeeniyat))..
Even when these contemporary sciences and knowledge are taught, it Even when these contemporary sciences and knowledge are taught, it
seem to be merely imitating mechanically what is done in seem to be merely imitating mechanically what is done in
conventional schools without concern for how it is relevant to their conventional schools without concern for how it is relevant to their
Islamic development – instead of to clear the PSLE examination. Islamic development – instead of to clear the PSLE examination. All Rights Reserved © Zhulkeflee Hj Ismail (2013))
It is found that when they are exposed further at tertiary level to It is found that when they are exposed further at tertiary level to
contemporary science, knowledge and ideologies (secular humanist contemporary science, knowledge and ideologies (secular humanist
philosophy) in conventional learning centres or university, most of philosophy) in conventional learning centres or university, most of
them would not be able to critically sieve and react to those teachings them would not be able to critically sieve and react to those teachings
which are antithetical to Islamic worldview from those that are not. which are antithetical to Islamic worldview from those that are not.
It has happened to several It has happened to several MadrasahMadrasah students, some were prominent students, some were prominent
graduates from ‘graduates from ‘PesantrenPesantren’ even, who sadly, have become totally ’ even, who sadly, have become totally
transformed (secularized) after being sent abroad to continue their transformed (secularized) after being sent abroad to continue their
tertiary or post-graduate education in Western universities. Many of tertiary or post-graduate education in Western universities. Many of
them now are in fact leading the “them now are in fact leading the “Liberal Islam networkLiberal Islam network” groups. ” groups.
We cannot accept this scandalous “We cannot accept this scandalous “brain-drainbrain-drain” to continue to persist. ” to continue to persist.
Let’s face it - Secularization of Muslim as a program, is real.Let’s face it - Secularization of Muslim as a program, is real.All Rights Reserved © Zhulkeflee Hj Ismail (2013))
We should introduce intervention – e.g. diagnostic of what may We should introduce intervention – e.g. diagnostic of what may
have been missed in their education - has to be done. Also, to have been missed in their education - has to be done. Also, to
conduct a re-orientation of their attitude, philosophy and conduct a re-orientation of their attitude, philosophy and
motivation (drivers) and proactively prepare them with those that motivation (drivers) and proactively prepare them with those that
a true Islamic Scholar should have – this is imperative. Thus some-a true Islamic Scholar should have – this is imperative. Thus some-
kind of “kind of “clinic, therapy, counsellingclinic, therapy, counselling”- (not merely in academic but ”- (not merely in academic but
also in terms of spiritual and especially also in terms of spiritual and especially AdabAdab) to address this, for ) to address this, for
each student, throughout their stint in the Madrasah.each student, throughout their stint in the Madrasah.
This can be through mentoring by a qualified “This can be through mentoring by a qualified “murobbimurobbi” who ” who
traditionally, will usually begin with this “traditionally, will usually begin with this “diagnosisdiagnosis” and ” and
henceforth monitor the student’s educational development.henceforth monitor the student’s educational development.
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To become an Islamic scholar specializing in religious sciences To become an Islamic scholar specializing in religious sciences
((DeeniyatDeeniyat), his grasp of the general ), his grasp of the general Fardhu ‘ain Fardhu ‘ain knowledge must be knowledge must be
of a much higher standard than that for a lay Muslim’s. This is quite of a much higher standard than that for a lay Muslim’s. This is quite
similar perhaps in medical profession i.e. before a doctor proceed similar perhaps in medical profession i.e. before a doctor proceed
towards becoming a specialist, he or she is required to have towards becoming a specialist, he or she is required to have
obtained good competency in the general medical course first.obtained good competency in the general medical course first.
In fact the general perception of what constitute In fact the general perception of what constitute Fardhu ‘Ain Fardhu ‘Ain
knowledge for Muslims, needs to be clarified and any knowledge for Muslims, needs to be clarified and any
misconceptions regarding it, corrected for all Muslims – especially misconceptions regarding it, corrected for all Muslims – especially
to the parents and guardians; the teachers and mentors, etc. to the parents and guardians; the teachers and mentors, etc.
involved with the Madrasah.involved with the Madrasah.
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
This advice is for those who are in the conventional schooling This advice is for those who are in the conventional schooling
system. system.
The irony that the “The irony that the “University”University” from the word ( from the word (kulliyatkulliyat – –
‘universal’) actually was inspired or copied from the “‘universal’) actually was inspired or copied from the “Jami’ahJami’ah” ”
the centre where early Muslims learnt many sciences; is actually the centre where early Muslims learnt many sciences; is actually
now producing specialists and should rather be called now producing specialists and should rather be called
““Specialise-tySpecialise-ty” : because it is producing scholars with “” : because it is producing scholars with “Juz-’iyJuz-’iy” ”
(particular)(particular) rather than “ rather than “kulliykulliy” ” (universal) (universal) knowledge.knowledge.
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Although Muslim students and graduates from conventional Although Muslim students and graduates from conventional
educational system, can be said to possess knowledge; or they educational system, can be said to possess knowledge; or they
may even be regarded as experts in their academic field, yet to may even be regarded as experts in their academic field, yet to
confer the epithet “Islamic scholars – (confer the epithet “Islamic scholars – (‘ulama‘ulama)” is very much )” is very much
dependent upon whether, Islamic criteria e.g. Its creed, dependent upon whether, Islamic criteria e.g. Its creed,
practices, worldview, philosophy, approaches etc. has shaped his practices, worldview, philosophy, approaches etc. has shaped his
scholarship or not.scholarship or not.
Unfortunately, many may have discarded the Islamic norms (or Unfortunately, many may have discarded the Islamic norms (or
hold it abeyance), to embrace a secular philosophy and hold it abeyance), to embrace a secular philosophy and
approach, purporting themselves to being neutral from any approach, purporting themselves to being neutral from any
religion, when undergoing conventional education. religion, when undergoing conventional education.
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To be regarded as Islamic scholars, even when specializing in ‘so-To be regarded as Islamic scholars, even when specializing in ‘so-
called’ non-religious sciences (called’ non-religious sciences (DunyawiDunyawi), his grasp of the general ), his grasp of the general
Fardhu ‘ain Fardhu ‘ain knowledge as Muslims, must already be of such high knowledge as Muslims, must already be of such high
standard – to commensurate or be at par, with his intellectual / standard – to commensurate or be at par, with his intellectual /
academic achievement and status. academic achievement and status.
Only when, in their field of scholarship it is fully dominated or Only when, in their field of scholarship it is fully dominated or
driven by the Islamic ethos, worldview and motivation etc. – i.e. driven by the Islamic ethos, worldview and motivation etc. – i.e.
Islam colouring their knowledge and the particular scientific field Islam colouring their knowledge and the particular scientific field
– can they qualify to carry the epithet Islamic Scholar (– can they qualify to carry the epithet Islamic Scholar (’ulama’ulama). ).
This was how our early scholars had qualified themselves.This was how our early scholars had qualified themselves.
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The term The term ‘‘ULAMA ULAMA (plural) from(plural) from ‘ALEEM “ ‘ALEEM “ ““ – although – although
today is used to refer exclusively to the Islamic scholars of the today is used to refer exclusively to the Islamic scholars of the
DeenDeen (those specializing in religious sciences), but actually the (those specializing in religious sciences), but actually the
term generally refers to “term generally refers to “the learned or those endowed with the learned or those endowed with
knowledgeknowledge” – from the root word “ “. ” – from the root word “ “.
Allah SWT even uses this term generally to believers who are Allah SWT even uses this term generally to believers who are
endowed with knowledge and science of the universe itself. Thus endowed with knowledge and science of the universe itself. Thus
the Arabic word for “the Arabic word for “universeuniverse” and the “” and the “learnedlearned” can be similarly ” can be similarly
spelt as “ “ - but pronounced differently, either spelt as “ “ - but pronounced differently, either
““AALAALAAMM ” or “” or “AALAALIIMM” respectively. ” respectively.
AN IMPORTANT NOTE:AN IMPORTANT NOTE:
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AN IMPORTANT NOTE:AN IMPORTANT NOTE:
““Of all His servantsOf all His servants, only such as are endowed with , only such as are endowed with
(innate) knowledge ((innate) knowledge (AL-’ULAMAAL-’ULAMA) stand (truly) in awe of ) stand (truly) in awe of
Allah: (for they alone comprehend that) verily, Allah is Allah: (for they alone comprehend that) verily, Allah is
Almighty, Much Forgiving.”Almighty, Much Forgiving.”
((Qur’an: Fatir 35 : 40Qur’an: Fatir 35 : 40))All Rights Reserved © Zhulkeflee Hj Ismail (2013))
From this therefore, Muslim cohorts from conventional schooling or From this therefore, Muslim cohorts from conventional schooling or
university, university, onlyonly has the right to be regarded also as amongst the has the right to be regarded also as amongst the
‘ULAMA ‘ULAMA – although specializing in knowledge and science other than – although specializing in knowledge and science other than
pertaining to the religion (pertaining to the religion (DeenDeen) - ) - when their knowledge, belief and when their knowledge, belief and
practice of Islam have been adequately developed, to an extent that practice of Islam have been adequately developed, to an extent that
it permeates his very being and identity as Muslim scholar or it permeates his very being and identity as Muslim scholar or
scientist.scientist.
To fill this ‘gap’ in their educational development is required, which To fill this ‘gap’ in their educational development is required, which
thus requires a special thus requires a special Fardhu ’Ain Fardhu ’Ain curriculum to be progressively curriculum to be progressively
inculcated, at every stage in their life development.inculcated, at every stage in their life development.
AN IMPORTANT NOTE:AN IMPORTANT NOTE:
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Unfortunately today, many of our Muslim scientists and intellectuals Unfortunately today, many of our Muslim scientists and intellectuals
do not reflect anything ‘do not reflect anything ‘IslamicIslamic’ in their works, nor do they claim to be ’ in their works, nor do they claim to be
so. Rather they would admit to have been secularly trained and thus, so. Rather they would admit to have been secularly trained and thus,
they are just like other secular scientists and academicians. Only in they are just like other secular scientists and academicians. Only in
religious affiliation do they regard themselves to be Muslims.religious affiliation do they regard themselves to be Muslims.
Unlike the Muslim intellectuals and scientists which the Islamic Unlike the Muslim intellectuals and scientists which the Islamic
civilization had once produced, who although having learnt from other civilization had once produced, who although having learnt from other
cultures and past civilizations, yet they were able to somehow cultures and past civilizations, yet they were able to somehow
““IslamizeIslamize” these knowledge and sciences - to then shared them which ” these knowledge and sciences - to then shared them which
benefitted the world. How was it done? Can we recover the methods?benefitted the world. How was it done? Can we recover the methods?
AN IMPORTANT NOTE:AN IMPORTANT NOTE:
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All Rights Reserved © Zhulkeflee Hj Ismail (2013))
IMPORTANT DU’AIMPORTANT DU’A
ALLAA-HUM-MA – ARI-NAL-HAQ-QA - HAQ-QANWAR- ZUQ-NAT - TI-BAA- ’A
WA-ARI-NAL – BAA-TWILA – BAA-TWI-LAANWAR-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 ability to follow it.and grant us ability to follow it.
And make us see Falsehood to be false and And make us see Falsehood to be false and
grant us the ability to reject it.”grant us the ability to reject it.”All Rights Reserved © Zhulkeflee Hj Ismail (2013))
AS THIS IS JUST A PRELIMINARY REFLECTION,
AND DUE TO TIME CONSTRAIN – I HAVE TO END HERE,
FOR THE MOMENT.
INSHA-ALLAH!MAY WE HAVE OTHER OPPORTUNITY
TOREFLECT FURTHER.
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