[slideshare] tafaqqahu-#5(august-2016)-lesson-#3f-problem-in–education-...

UNDERSTANDING OF THE DEEN (AL-ISLAM)Intermediate Islamic (FIQH) course in English

Conducted by Ustaz Zhulkeflee Hj Ismail

LESSON # 3eLESSON # 3e

Using text & curriculum he has developed especially for Using text & curriculum he has developed especially for Muslim converts and young Adult English-speaking Muslims. Muslim converts and young Adult English-speaking Muslims.

““To seek knowledge is obligatory upon every Muslim (male & female)”To seek knowledge is obligatory upon every Muslim (male & female)”

All Rights Reserved © Zhulkeflee Hj Ismail (2016))

IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.

"O my Lord! Let my entry be by the Gate of Truth and Honour, and likewise my exit by the Gate of Truth and Honour; and grant me from

Thy Presence an authority to aid (me)”(Qur’an: Isra’: 17: 80)

RENEW TO THE SHIP (UMMAH) RENEW TO THE SHIP (UMMAH) EDUCATION (KNOWLEDGE) EDUCATION (KNOWLEDGE)

Elucidation of the problem identified – Elucidation of the problem identified – confusion in Knowledge – tips on how to give confusion in Knowledge – tips on how to give good instruction (good instruction (MAU-’IZATIL-HASANAHMAU-’IZATIL-HASANAH)-)-regarding ”regarding ”Kalimah-al-TauheedKalimah-al-Tauheed””

Updated 15 OCTOBER 2016

PARTPART # 4 # 4(Aug-(Aug-20162016))

(Continuation – class exercise)

“O Allah! Grant favours in our hearing, in our sight and in our strength to be

always upon Your Path. And make our yearnings and desires to be in accord

with everything (teachings and guidance) which has ben brought by Your

beloved Muhammad - salutations of Allah and peace be upon him.”

ALLAA-HUM-MA – MA-TI’-NAA – BI-AS-MAA-INAA – WA

– AB-SWAA-RI-NAA – WA- QUW-WAA-TI-NAA- FEE- SA-BEE – LIK, -

WAJ – ‘AL – HA-WAA-NAA –TA-BA-’AN- LI-MAA – JAA – A – BI-HI – HA-BEE-BU-KA

– MUHAM-MADUN – SWOL-LAL-LAA-HU –’ALAI-HI - WA-SAL-LAM

All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON

Hadith extracted from: ‘NASA-IHU AL-’IBAAD ‘ALAA SHARHI AL-MUNABBIHAT ‘ALA AL-ISTI’DAD LI-YAUMI AL-MA-’AD’

Sheikh Imam Muhammad Nawawi bin Umar al-Jawi al-Bantanifamous Nusantaran scholar and Imam in Makkah (1813-1897)


O Aba Dzar! Renew the ship, for verily the ocean is deep,

And take complete provision, for verily the journey is far,

And lighten the load, for verily the obstacles are almost insurmountable,

And be sincere in your deeds, for verily the scrutinizer of faults

is The Seeing (Allah).AN-NAASEEHAHThe Sincere Advice


THE HADITH

PREVIOUS LESSON


CHALLENGES CHALLENGES TOWARDS THIS TOWARDS THIS

UMMAHUMMAH

EXTERNAL

IDENTIFYING THE THREAT

PREVIOUS LESSON

LACKING ISLAMIC PHILOSOPHICALRESPONSE TO ‘SECULARISM’

NEGLECT MASTERY OF LANGUAGES

CONFUSIONIN KNOWLEDGE

ABSENCE OFAN ACTIVE CULTURAL

EDUCATIONBREAKDOWN

OF ADAB

RISE OF FALSE LEADERS AND FAILED LEADERSHIP

SCARCITY OF TRULYISLAMIC EDUCATORS

AND THINKERSTRUNCATION FROMHISTORY OF ISLAMIC

CIVILIZATION

LACK OF READINGCULTURE AND OF

SERIOUS RESEARCH



Seriously thinking, Prof. Syed Muhammad Naquib Al-Attas identified

the confusion of knowledge (epistemology) is the root problem of the

modern and now post-modern era in which we are now in – indeed

the crisis of the intellect. And he advise us thus:

““The learned and wise among Muslims must use constant The learned and wise among Muslims must use constant

vigilance in detecting erroneous usage in language which vigilance in detecting erroneous usage in language which

impinges upon semantic change in major key elements and impinges upon semantic change in major key elements and

creates general confusion and error in the understanding of creates general confusion and error in the understanding of

Islam and of its worldviewIslam and of its worldview.” .” Quote: “The Concept of Education in Islam” pp. 37-38Quote: “The Concept of Education in Islam” pp. 37-38

WHAT CAN WE DO

ABOUT THIS?


RE-VISITING PAST LESSONS“FIQHUD-DA’WAH”

PREVIOUS LESSON

GROUP BRAINSTORM SHARING AND OPEN CLASS DISCUSSION

As in previous session regarding analysing challenges/problem As in previous session regarding analysing challenges/problem

pertain to ‘pertain to ‘EducationEducation’ which we specifically identified in the ’ which we specifically identified in the

category of “category of “Confusion in knowledgeConfusion in knowledge” – our class exercise ” – our class exercise

has not completed 2 more items to dispell and clarify.has not completed 2 more items to dispell and clarify.

Firstly to identify how the confusion arise (cause of problem).Firstly to identify how the confusion arise (cause of problem).

Subsequent we shall try to brainstorm, discuss and suggest the Subsequent we shall try to brainstorm, discuss and suggest the

appropriate responses to each (solution in clarifying).appropriate responses to each (solution in clarifying).

Break into groupings (of not more

than 8 person in each).


CLASS EXERCISE IN CLARIFYING WITH

ISLAM’S RESPONSE TO THE CONFUSIONOnly those Rukun Islam

and Rukun Iman lessons as taught when young.


Limited and does not include worldly actions, other ‘non-religious’ knowledge and skills.

We value freedom.

FARDHU ‘AIN

PREVIOUS LESSON


Irrelevant as this only pertains to the Hereafter.


ISLAM’S RESPONSE TO THE CONFUSION

It is of less important because it has no economic value.

Meaning and significance of the Arabic word “FARDHU-’AIN”

FARDHU ‘AIN

PREVIOUS LESSON


ISLAM’S RESPONSE TO THE CONFUSIONIts connection to concept

of worship ‘IBADAH.


Its dynamic definition when link to categorization of knowledge. “Religion should be left

to the individual to decide.”

“There is no coercion in religion, so why the compulsion?”

FARDHU ‘AIN

PREVIOUS LESSON




Not different from ‘information’.

Detach from notion of mankind being ‘SPIRITUAL’ to merely linked to mental and psyche. Scientific knowledge and

religious knowledge are different and should be kept separate.

KNOWLEDGE

PREVIOUS LESSON




Scientific knowledge are neutral.

Levelling of every knowledge

Even placing wrong category – viz. UKHRAWI/DUNYAWI.

Ignorance regarding Islam’s epistemology.

KNOWLEDGE

PREVIOUS LESSON


ISLAM’S RESPONSE TO THE CONFUSION Ignorance regarding history of Islam’s

extensive and significant contributions to the dissemination of knowledge culture leading to renaissance

“Islam (early Muslims scholars) contribution to science were merely plagiarized works from the Greek and other past civilization. It is nothing to do with its religious teachings.”

“How can you Islamize knowledge? This is nonsense.”


KNOWLEDGE

PREVIOUS LESSON


ISLAM’S RESPONSE TO THE CONFUSION Reduced to only the mere

verbal profession of the Faith.

Some insistence upon the Arabic pronunciation rather than the person’s understanding of its true meaning and significance.

Inadequate explanation of TAUHEED and AR-RISAALAH


SHAHADATAIN


ISLAM’S RESPONSE TO THE CONFUSION Ignorant of the binding nature

of SHAHADATAIN.

Some may inadvertently have betrayed the DEEN when their allegiance to others over-rides that of his/her solemn pledge of the Shahadatain.

“With SHAHADATAIN a Muslim will enter Paradise and be safe from the punishment of the Hellfire.”


SHAHADATAIN


ISLAM’S RESPONSE TO THE CONFUSION Its link to concept of striving -

Mujaahadah.

It is the ‘enabler’ to ARKAAN - AL-ISLAM - AL-IIMAN - IHSAN

Ignorance regarding antithetical aspects which nullify a Muslims’ Shahadatain


SHAHADATAIN


NOW TO CONTINUE TODAY’S LESSON


We the prophets are commanded to We the prophets are commanded to placeplace people people

according to their station according to their station and toand to speak speak unto them unto them

in accordance with their in accordance with their intellectual capacity.intellectual capacity.

((Hadith reported by Abu Dawud from A’isyah r.aHadith reported by Abu Dawud from A’isyah r.a.).)


TO KNOW WHAT IS NEEDED, A TEACHER MUST EMPATHISE AND HELP ANALYSE WHAT MAY IMPEDE

THEIR STUDENTS’ LEARNING AND STRIVE TO REMOVE THESE EFFECTIVELY WHICH MAY REQUIRE UNLEARNING

GROUP BRAINSTORM SHARING AND OPEN CLASS DISCUSSION

In previous session regarding analysing challenges/problem, we In previous session regarding analysing challenges/problem, we

discussed the Muslim knowledge of ‘discussed the Muslim knowledge of ‘SHAHADATAINSHAHADATAIN’. ’.

The first statement to attest as Muslim is the most basic message of The first statement to attest as Muslim is the most basic message of

Al-Islam is the Al-Islam is the KALIMAH-AT-TAUHEEDKALIMAH-AT-TAUHEED. .

Brainstorm, discuss and analyse the manner in which this is being Brainstorm, discuss and analyse the manner in which this is being

taught generally to Muslims which need to be improved (renewed) taught generally to Muslims which need to be improved (renewed)

especially in facing contemporary doctrinal challenges.especially in facing contemporary doctrinal challenges.

Break into groupings (of not more

than 8 person in each).



The Prophet ملسو هيلع هللا ىلص s.a.w. sent Mu`adh r.a. to Yemen and said:

"Invite the people to testify that none has the right to be

worshipped but Allah هلالج لج and I am Allah's Messenger ملسو هيلع هللا ىلص s.a.w.

and if they obey you to do so, then teach them that Allah has

enjoined on them five prayers in every day and night (in twenty-four

hours), and if they obey you to do so, then teach them that Allah هلالج لج

has made it obligatory for them to pay the Zakat from their property

and it is to be taken from the wealthy among them and given to the

poor.“

(Hadith reported by Bukhary)


IDENTIFYING THE CONFUSIONTRADITIONAL MISTAKES

• Stagnated to only the simple explanation as taught to children.

• Questions arising from genuine Intellectual curiosity frowned upon (left to later).

• Students’ acceptance of message assumed to be ‘belief’ whereas devoid of conviction.

INCOMPLETE DATA• Ignorant of profound meaning of terms:

TAUHEED, NAFI-WA-ITSBAT, etc.• Ignorant of link to earlier prophets’

mission; why this basic truth is most fundamental and so important;

• What convincing arguments appealing to its believe which Islam offer to non-Muslims and sceptics.

KALIMAH – TAUHEED LAA-ILAAHA-IL-LALLAHFALLACIES AND ARGUMENTS

• “Believe because that’s what Allah and the prophets said so in Qur’an and Ahadith.”

POST-MODERN IDEOLOGICAL CHALLENGES

• Modern JAAHILIYYAH.• Neo-Darwinism and Secularism.• Militant atheist.


ISLAM’S RESPONSE TO THE CONFUSION Stagnated to only the simple

explanation as taught to children.


Questions arising from genuine Intellectual curiosity frowned upon (left to later).

Students’ acceptance of message assumed to be ‘belief’ whereas devoid of conviction.


ISLAM’S RESPONSE TO THE CONFUSION “Believe because that’s what Allah and the

prophets said so in Qur’an and Ahadith.”


Ignorant of profound meaning of terms: TAUHEED, NAFI-WA-ITSBAT, ILAH, MA’BUD, ALLAH etc.

Ignorant of link to earlier prophets’ mission; why this basic truth is most fundamental and so important; etc.


ISLAM’S RESPONSE TO THE CONFUSION What convincing arguments

appealing to its believe which Islam offer to non-Muslims and sceptics.

All Rights Reserved © Zhulkeflee Hj Ismail (2016))TO BE CONTINUED INSHA-ALLAH

Modern-day JAAHILIYYAH.

Neo-Darwinism and Secularism.

Militant atheist.