[Slideshare] tafaqqahu-#5(august-2016)-lesson-#3f-problem-in–education- contn'd-class-exercise-kalimah-tauheed-(15-oct-2016)
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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)”
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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
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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)
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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
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THE HADITH
PREVIOUS LESSON
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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
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All Rights Reserved © Zhulkeflee Hj Ismail (2016)) PREVIOUS LESSON
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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?
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RE-VISITING PAST LESSONS“FIQHUD-DA’WAH”
PREVIOUS LESSON
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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).
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CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSIONOnly those Rukun Islam
and Rukun Iman lessons as taught when young.
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Limited and does not include worldly actions, other ‘non-religious’ knowledge and skills.
We value freedom.
FARDHU ‘AIN
PREVIOUS LESSON
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Irrelevant as this only pertains to the Hereafter.
CLASS EXERCISE IN CLARIFYING WITH
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
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSIONIts connection to concept
of worship ‘IBADAH.
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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
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
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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
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION
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Scientific knowledge are neutral.
Levelling of every knowledge
Even placing wrong category – viz. UKHRAWI/DUNYAWI.
Ignorance regarding Islam’s epistemology.
KNOWLEDGE
PREVIOUS LESSON
CLASS EXERCISE IN CLARIFYING WITH
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.”
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KNOWLEDGE
PREVIOUS LESSON
CLASS EXERCISE IN CLARIFYING WITH
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
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SHAHADATAIN
CLASS EXERCISE IN CLARIFYING WITH
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.”
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SHAHADATAIN
CLASS EXERCISE IN CLARIFYING WITH
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
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SHAHADATAIN
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NOW TO CONTINUE TODAY’S LESSON
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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.).)
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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).
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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)
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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.
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION Stagnated to only the simple
explanation as taught to children.
All Rights Reserved © Zhulkeflee Hj Ismail (2016))
Questions arising from genuine Intellectual curiosity frowned upon (left to later).
Students’ acceptance of message assumed to be ‘belief’ whereas devoid of conviction.
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION “Believe because that’s what Allah and the
prophets said so in Qur’an and Ahadith.”
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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.
CLASS EXERCISE IN CLARIFYING WITH
ISLAM’S RESPONSE TO THE CONFUSION What convincing arguments
appealing to its believe which Islam offer to non-Muslims and sceptics.
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Modern-day JAAHILIYYAH.
Neo-Darwinism and Secularism.
Militant atheist.
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