Sharing my concern slideshare-(29-nov-2016)

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

All Rights Reserved © Zhulkeflee Hj Ismail (2016))

AN-NASEEHAHSincere Advice

29-11-2016

Session #2

Presentation by Ustaz Zhulkeflee Hj IsmailPresentation by Ustaz Zhulkeflee Hj Ismail

Wednesday , 29 November 2016 @7.30PMHCS Centre, Blk 2,

Joo Chiat Complex #04-1139 Singapura


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““Certainly did Allah confer [great] favour upon the believers Certainly did Allah confer [great] favour upon the believers

when He sent among them a Messenger when He sent among them a Messenger (Muhammad) from (Muhammad) from

among themselves, to (among themselves, to (YAT-LU-’ALAI-HIMYAT-LU-’ALAI-HIM ) rehearse to them ) rehearse to them

His Signs (His Signs (AS-YAA-TI-HIAS-YAA-TI-HI) , and () , and (YU-ZAK-KEE-HIMYU-ZAK-KEE-HIM) to sanctify ) to sanctify

them (purify and make them grow), and to (them (purify and make them grow), and to (YU-’AL-LIMU-YU-’AL-LIMU-

HUMHUM) instruct them in () instruct them in (AL-KITABAL-KITAB) Scripture and () Scripture and (AL-AL-

HIKMAHHIKMAH) Wisdom― although they had been, before, in ) Wisdom― although they had been, before, in

manifest error― .“manifest error― .“

((Qur’an:Aali ‘Imran: 3: 164Qur’an:Aali ‘Imran: 3: 164) )


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Excerpt from:

“ “It is He (Allah) Who has sent amongst the Unlettered a It is He (Allah) Who has sent amongst the Unlettered a

messenger (Muhammad) from among themselves, to messenger (Muhammad) from among themselves, to

((YAT-LU-AA-YA –TIHIMYAT-LU-AA-YA –TIHIM) rehearse to them His Signs , and ) rehearse to them His Signs , and

((YU-ZAK-KEE-HIMYU-ZAK-KEE-HIM) to sanctify them (purify and make ) to sanctify them (purify and make

them grow), and to (them grow), and to (YU-’AL-LIMU-HUMYU-’AL-LIMU-HUM) instruct them in ) instruct them in

Scripture and Wisdom― although they had been, before, Scripture and Wisdom― although they had been, before,

in manifest error― .“in manifest error― .“

((Qur’an: Jumu’ah: 62: 2Qur’an: Jumu’ah: 62: 2))


Excerpt from:

Allah SWT clearly informs us here the primary function Prophet

Muhammad ملسو هيلع هللا ىلصملسو هيلع هللا ىلص was sent for, and he ought to be remembered

especially by Muslims - as the educator par excellence for us all.

In this verse, even the methodology in his education follows an

ADAB ( the impact towards the state of the learner and

preparedness) and then the emphasis in the learning from both the

KITAAB (Al-Qur’an) and the HIKMAH (Wisdom – As-Sunnah).


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We the prophets are commanded to place people We the prophets are commanded to place people

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

in accordance with their intellectual capacity.in accordance with their 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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“Whomsoever that Allah wishes for him goodness, He will

make him a FAQIH (learned) in matters of the religion(Deen);

and for everything there is a pillar, and the pillar of this

religion is AL-FIQH – (the profound understanding of the

Deen); a learned scholar (of the Deen) is more difficult upon

satan than a thousand worshippers.”

((Reported by Bukhary and MuslimReported by Bukhary and Muslim))


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“Nor should the Believers all go forth together: if a

contingent from every expedition remained behind,

they could devote themselves to studies in religion

(YU-FAQQIH FID-DEEN) and admonish the people

when they return to them― that thus they (may

learn) to guard themselves (against evil). "?

((Qur’an: Taubah: 9: 122Qur’an: Taubah: 9: 122))


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When we speak of learning and education in Islam, the role of the When we speak of learning and education in Islam, the role of the

learned scholar – learned scholar – MU’ALLIMMU’ALLIM, the , the USTAZUSTAZ (teacher) whose capacity is also (teacher) whose capacity is also

as a as a MU-ADDIB MU-ADDIB (Educator) who provides (Educator) who provides IRSHADAHIRSHADAH (spiritual guidance) (spiritual guidance)

etc., cannot be overlooked. etc., cannot be overlooked.

Remember, the Remember, the ‘ULAMA ‘ULAMA is an ‘institution’ within the persons or the is an ‘institution’ within the persons or the

personalities - and cannot be ‘hijacked’ by the corporate people as personalities - and cannot be ‘hijacked’ by the corporate people as

though to refer to organizations, bodies, schools etc.though to refer to organizations, bodies, schools etc.

TEACHER : AN IMPORTANT QUALIFICATIONTEACHER : AN IMPORTANT QUALIFICATION


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The The proper development of Islamic teachers proper development of Islamic teachers : with the correct belief, : with the correct belief,

worldview, passion and committed to worldview, passion and committed to DA’WAHDA’WAH, who understand the , who understand the

AMANAHAMANAH (Trust) which they are supposed to be shouldering, constantly (Trust) which they are supposed to be shouldering, constantly

vigilant regarding the challenges to the vigilant regarding the challenges to the UMMAHUMMAH etc. - is the most vital etc. - is the most vital

consideration.consideration.

Without this factor – the teachers, their training and their development Without this factor – the teachers, their training and their development

- it is rather useless to speak mere of any curriculum or school model or - it is rather useless to speak mere of any curriculum or school model or

even of university.even of university.



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Unfortunately today, certain people’s obsession with only producing Unfortunately today, certain people’s obsession with only producing

texts, experimenting with educational aids and latest in information texts, experimenting with educational aids and latest in information

technology , overawed by other system of learning, that they technology , overawed by other system of learning, that they

inadvertently ignored the difference in the Islamic educational inadvertently ignored the difference in the Islamic educational

philosophy, the aims, approach and objective etc. until Muslims are philosophy, the aims, approach and objective etc. until Muslims are

learning ‘learning ‘IslamIslam’ merely as subjects, rather than subjecting themselves ’ merely as subjects, rather than subjecting themselves

to ‘to ‘IslamIslam’.’.



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Thus, the tendency towards teaching Thus, the tendency towards teaching FIQHFIQH as subjects to be taught as subjects to be taught

according to whatever text / books popularly chosen may be a according to whatever text / books popularly chosen may be a

predominant approach. And given that most of these books were written predominant approach. And given that most of these books were written

as reference manual on as reference manual on FIQHFIQH, the class should rather focus on students , the class should rather focus on students

needs to fulfil their obligation, their understanding of the needs to fulfil their obligation, their understanding of the SHARI’AHSHARI’AH, ,

inculcating the appreciation of how relevant these rulings are to Muslims in inculcating the appreciation of how relevant these rulings are to Muslims in

life, their conviction and commitment towards upholding them. life, their conviction and commitment towards upholding them.

Therefore this depends much upon who is teaching Therefore this depends much upon who is teaching FIQHFIQH..



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CHALLENGES AND DEVELOPMENTCHALLENGES AND DEVELOPMENT

It must be noted that today, with the availability of easy access to It must be noted that today, with the availability of easy access to

books and information on the internet; with greater reliance to self-books and information on the internet; with greater reliance to self-

study rather than undergoing right tutelage under the guidance of study rather than undergoing right tutelage under the guidance of

competent teachers; with the proliferations of ideologies of groups competent teachers; with the proliferations of ideologies of groups

promoting unknown agendas in the name of Islam; - Muslims being promoting unknown agendas in the name of Islam; - Muslims being

deprived of a competent teacher’s guidance in deprived of a competent teacher’s guidance in FIQHFIQH should be a very should be a very

grave concern - indeed.grave concern - indeed.


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Indeed it is alarming, with people entering discourses and meddling Indeed it is alarming, with people entering discourses and meddling

in Islam beyond their competency (by Muslims and even non-in Islam beyond their competency (by Muslims and even non-

Muslims), and compounded by the relative ignorance of the general Muslims), and compounded by the relative ignorance of the general

Muslims themselves regarding their own basic knowledge of their Muslims themselves regarding their own basic knowledge of their

DEENDEEN. Especially worrying is when this involves specialized fields and . Especially worrying is when this involves specialized fields and

subjects regarding our subjects regarding our DEENDEEN, for which they do not have any , for which they do not have any

authority to be giving their opinion to the public.authority to be giving their opinion to the public.


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Can any one claim the right to be involved in giving or engaging in Can any one claim the right to be involved in giving or engaging in

serious discourse in other specialised fields like medicine or serious discourse in other specialised fields like medicine or

engineering without adequate knowledge? engineering without adequate knowledge?

Or even if one knows something about draughtsmanship or have Or even if one knows something about draughtsmanship or have

read medical journals, without the proper training and approval of read medical journals, without the proper training and approval of

the true practitioners in their respective fields, messing in these the true practitioners in their respective fields, messing in these

would be deemed a crime – wouldn’t it?would be deemed a crime – wouldn’t it?


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CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA

““We sent not a messenger except (to teach) in the language We sent not a messenger except (to teach) in the language

of his (own) people, in order to make (things) clear to them.”of his (own) people, in order to make (things) clear to them.”

((Qur’an: Ibrahim: 14: 4Qur’an: Ibrahim: 14: 4))


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When the When the lingua franca lingua franca for Islamic discourse is predominantly in for Islamic discourse is predominantly in

Malay language, and the continual presence of so many of our Malay language, and the continual presence of so many of our

traditionally trained traditionally trained ASAATIZAHASAATIZAH in our midst (Bahasa Melayu/ in our midst (Bahasa Melayu/

Bahasa Indonesia speakers), it has ensured adequate supervision Bahasa Indonesia speakers), it has ensured adequate supervision

towards overseeing, and if need be, of correcting whatever towards overseeing, and if need be, of correcting whatever

misconceptions that may arise amongst the general Muslims.misconceptions that may arise amongst the general Muslims.

But the trend now is that But the trend now is that discourses in English has become more discourses in English has become more

predominant predominant and may replace the Malay, as and may replace the Malay, as lingua francalingua franca

especially in the Singapore context.especially in the Singapore context.



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Teaching Islam in English Teaching Islam in English now is increasingly in demand and now is increasingly in demand and

many classes or courses are eagerly started, but who are many classes or courses are eagerly started, but who are

teaching these course or classes .. ?teaching these course or classes .. ?

Yet, from my experience in this field, the approach in teaching Yet, from my experience in this field, the approach in teaching

and the curriculum to use, cannot merely be by translating or and the curriculum to use, cannot merely be by translating or

converting whatever has been done in Malay into English (as converting whatever has been done in Malay into English (as

some may have simplistically presumed).some may have simplistically presumed).


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Or even by transplanting these from other (Western) country, Or even by transplanting these from other (Western) country,

there are issues or concerns – especially with regard tothere are issues or concerns – especially with regard to ADAB ADAB and and

respect for what has already been nurtured by our past respect for what has already been nurtured by our past ‘ULAMA‘ULAMA..


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Also the Also the MAD’UMAD’U (the audience for (the audience for DA’WAHDA’WAH and students) their and students) their

exposure and background, may require special responses – viz. be exposure and background, may require special responses – viz. be

they converts from other religion, youth, adults, an agnostics, they converts from other religion, youth, adults, an agnostics,

secularist, sceptics, atheists, etc. secularist, sceptics, atheists, etc.

Do we have these?Do we have these?

A concern too, is the proficiency (or rather the lack of it) of many A concern too, is the proficiency (or rather the lack of it) of many

ASAATIZAHASAATIZAH in use of English, since in use of English, since the teaching of Faith requires the teaching of Faith requires

convincing and very engaging , communication skillsconvincing and very engaging , communication skills..



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Qualified graduates from Islamic learning centres, even those proficient Qualified graduates from Islamic learning centres, even those proficient

in English, are advised to refer to or (if they have any humility) to in English, are advised to refer to or (if they have any humility) to

spend some time to learn from those with much experience, especially spend some time to learn from those with much experience, especially

those who have already been involved for years in this field those who have already been involved for years in this field locallylocally - -

rather than trying to ‘rather than trying to ‘re-invent the wheel re-invent the wheel ’.’.

Especially useful is to know the kind of ‘Especially useful is to know the kind of ‘questions, arguments and questions, arguments and

concerns concerns ’ which contemporary audience frequently posed, and how to ’ which contemporary audience frequently posed, and how to

effectively address them.effectively address them.



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Importing and Importing and indiscriminateindiscriminate use of foreign ‘talents’ without seeking use of foreign ‘talents’ without seeking

advice from local Islamic scholars and teachers (advice from local Islamic scholars and teachers ( in the field, the actual in the field, the actual

practitioners – not academicspractitioners – not academics) is sign of our lacking in ) is sign of our lacking in ADABADAB. .

‘‘Education’ should be regarded like nurturing of seeds and plants, and Education’ should be regarded like nurturing of seeds and plants, and

the teachers or educators like the “gardeners” : whose knowledge, the teachers or educators like the “gardeners” : whose knowledge,

experience, wisdom, sincerity, and their love, affection, commitment, experience, wisdom, sincerity, and their love, affection, commitment,

passionate dedication to their growing plant, cannot be easily replacedpassionate dedication to their growing plant, cannot be easily replaced



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““ApprenticeshipApprenticeship” (or mentoring) of ” (or mentoring) of those intending to take-over those intending to take-over

their role must be done – especially teaching Islam in Englishtheir role must be done – especially teaching Islam in English. Have . Have

this been seriously and adequately done? And by whom? this been seriously and adequately done? And by whom?



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UNDERSTANDING OF THE DEEN (AL-ISLAM)

Intermediate Islamic (FIQH) course in EnglishConducted by Ustaz Zhulkeflee Hj Ismail

Excerpt from:


FOR THOSE WHO THINK

A parable

““We are (much) in need of a little We are (much) in need of a little AdabAdab, from (that of) , from (that of)

going out (seeking) after much of going out (seeking) after much of ‘ilm ‘ilm (knowledge)”(knowledge)”

(Imam ‘Abdullah ibn al-Mubarak)(Imam ‘Abdullah ibn al-Mubarak)


A parable

Analyse how

we are

acquiring

information or

‘knowledge’

FOR THOSE WHO THINK

Let us assume our

‘heart-mind’ QALB is

like a vessel with a

small opening which is

capable of acquiring

‘knowledge’ albeit

one and a time.

Like a marble, we

begin to acquire

one marble at a

time, information

or ‘knowledge’

throughout our

life, filling the jar

with them


A parable

Analyse how

we are

acquiring

information or

‘knowledge’

FOR THOSE WHO THINK

Like a marble, we

begin to acquire

one marble at a

time, information

or ‘knowledge’

throughout our

life, filling the jar

with them

Now that we have a

lot of marbles, we

assume we have

‘knowledge’ – quite

oblivious to the ADAB

in which it was taught

or supposed to have

been acquired.


A parable

Analyse how

we are

acquiring

information or

‘knowledge’

FOR THOSE WHO THINK

It is when we want

teach or share our

‘knowledge’ – i.e. take

out the marbles – for

other people, our

sharing with them

about Islam, that we

realise a problem:

“which marble first? In

what order? How

much? .. priority? Etc.“


A parable

Analyse how

we are

acquiring

information or

‘knowledge’

FOR THOSE WHO THINK

?

THIS REQUIRE OUR KNOWING ALSO THE ‘ADAB’NOT MERE ILLUSION OF HAVING ‘KNOWLEDGE’


KNOWLEDGE

IDENTIFYING THE CONFUSIONVAGUE DEFINITION

• 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.

• Scientific knowledge are neutral.

LACK OF DISTINCTION• Levelling of every knowledge • Even placing wrong category – viz.

UHRAWI/DUNYAWI.• Ignorance regarding Islam’s epistemology.

INCOMPLETE DATA• Ignorance regarding history of

Islam’s extensive and significant contributions to the dissemination of knowledge culture leading to renaissance.

FALLACIES AND ARGUMENTS

• “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.”

All Rights Reserved© Zhulkeflee Hj Ismail (2016)

EPISTEMOLOGY

“ “Has there not been over Man a long period of Time, when he was Has there not been over Man a long period of Time, when he was

nothing--(not even) mentioned?― Verily We created Man from a nothing--(not even) mentioned?― Verily We created Man from a

drop of mingled sperm, in order to try him: so We gave him (the drop of mingled sperm, in order to try him: so We gave him (the

gifts), of Hearing and Sight. gifts), of Hearing and Sight. We showed him the WayWe showed him the Way: whether he : whether he

be (be (SHAKURSHAKUR) grateful or () grateful or (KAFURKAFUR) ungrateful (rests on his will).” ) ungrateful (rests on his will).”

((Qur’an: al-Insan: 76:1-3Qur’an: al-Insan: 76:1-3))All Rights Reserved© Zhulkeflee Hj Ismail (2016)

EPISTEMOLOGY

EPISTEMOLOGY


Amongst the definitions:Amongst the definitions:

““....... Knowledge is the arrival (....... Knowledge is the arrival (huhussulul- )- )** of the meaning of the meaning

((ma’nama’na- ) of a thing or object of knowledge in the soul of the - ) of a thing or object of knowledge in the soul of the

subject; and simultaneously,..... Knowledge is the soul’s arrival subject; and simultaneously,..... Knowledge is the soul’s arrival

((wuwussulul- ) at the meaning of that thing or the object of - ) at the meaning of that thing or the object of

knowledge.”knowledge.”

By “meaning” (By “meaning” (ma’nama’na- ) is: “- ) is: “the recognition of the proper place the recognition of the proper place

of anything in a systemof anything in a system ...” ...”

** “ “attainment; acquirement” is a better translationattainment; acquirement” is a better translation ..

EPISTEMOLOGY

Prof. Syed Muhammad Naquib Al-Attas


To understand how we as human learn, let us analyse the

computer (a product attempted by human to create an

imitation or artificial intelligence)

Computerization is a total system comprising of:

[1] INPUT

[2] PROCESSING

[3] OUTPUT

EPISTEMOLOGY


INPUT - PROCESSING - OUTPUTINPUT - PROCESSING - OUTPUT

EPISTEMOLOGY


KEYBOARDTHUMB-DISK-DRIVES

SCANNER MOUSE

FEED TO CPU TO BE PROCESSED

EPISTEMOLOGY


• KEYBOARD

• MOUSE

• THUMB/DISK DRIVE

• SCANNER

• BLUE-TOOTH/

WIRELESS

THE FIVE SENSES:

SIGHT, SOUND, TOUCH, SMELL,

TASTE.

TRUE REPORT

EXTRA-SENSORY -INSPIRATION,

DREAM, INTUITION, BURST OF

BRILLIANCE

COMPUTERCOMPUTER HUMAN BEINGHUMAN BEING

EPISTEMOLOGY


EPISTEMOLOGY

PROCESSING TAKESPROCESSING TAKESPLACE HEREPLACE HERE

INPUT

OUTPUT(FEEDBACK)


MemoryMemory

Linguistic & literacyLinguistic & literacy

Logic & musicLogic & music

Deductive - inductiveDeductive - inductive

Speculative extrapolationSpeculative extrapolation

Emotive - empathyEmotive - empathy

Contemplative - intuitionContemplative - intuition

Extraneous linkageExtraneous linkage


EPISTEMOLOGY

• Control unit – storage, speed

• ROM – Read only memory

• RAM – Random access memory

• BIOS – Basic input-output

System

• DOS – Disk operating System;

Drivers etc.

• ALU – Arithmetic logic unit


EPISTEMOLOGY

SCREEN MONITOR

PRINTER - SCANNER THUMB-DISK-DRIVES

FROM CPU TO OUTPUT FROM CPU TO OUTPUT OR BE SAVED, PRINTEDOR BE SAVED, PRINTED


SpeechSpeech

ActionsActions

CreativityCreativity

BehaviourBehaviour

Disposition (Disposition (akhlaqakhlaq))


EPISTEMOLOGY

• Monitor – screenMonitor – screen

• Printer – scannerPrinter – scanner

• Thumb-driveThumb-drive

• Disk-driveDisk-drive

• Sound-systemSound-system

• ProjectorProjector

• Other devicesOther devices


EPISTEMOLOGY


Whatever is outside of the Whatever is outside of the

person – to be regarded as person – to be regarded as

information (information ( ) – not ) – not

knowledge ( ).knowledge ( ).

Knowledge resides in the Knowledge resides in the

person – and is also an person – and is also an

attribute (attribute (sifatsifat- ) of - ) of

the person him/herself.the person him/herself.


Information may not Information may not

necessarily convey any necessarily convey any

meanings, but can be meanings, but can be

subjected to process or subjected to process or

interpretation – by a human interpretation – by a human

– striving to seek and – striving to seek and

arriving at understanding of arriving at understanding of

““meaningsmeanings” from it.” from it.

Knowledge has to do Knowledge has to do

with “with “meaningsmeanings” – ” –

which may include which may include

abstract concepts and abstract concepts and

construct beyond the construct beyond the

material forms.material forms.


Every one may have equal Every one may have equal

access to a given access to a given

information.information.

Yet, there can be Yet, there can be

difference in levels and difference in levels and

depths of knowledge to depths of knowledge to

a given information, a given information,

depending upon who depending upon who

contemplates upon it.contemplates upon it.


Just as raw data input are Just as raw data input are

meant to be processed by meant to be processed by

the computer , our readings, the computer , our readings,

observations, news, data observations, news, data

and information etc. are and information etc. are

objects to be understood objects to be understood

and possible meanings from and possible meanings from

it to be comprehended by us it to be comprehended by us

human.human.

It is when cognition of It is when cognition of

man are applied to man are applied to

process these process these

information, that he information, that he

may be said to arrive may be said to arrive

at knowledge (i.e. at knowledge (i.e.

when it becomes when it becomes

meaningful).meaningful).


THUS the Qur’an categorize THUS the Qur’an categorize

these (information) as: these (information) as:

““SignsSigns” – ” – aayataayat ( ( ))

Al-Qur’an – Al-Qur’an – aayat Qawliyyahaayat Qawliyyah

Universe – Universe – aayat Kauniyahaayat Kauniyah

THUS the Qur’anic THUS the Qur’anic

approach for man’s approach for man’s

education enjoins him education enjoins him

to “to “ReadRead” (” ( ) these ) these

signs to arrive at the signs to arrive at the

““meaningsmeanings” – ” –

regarding the regarding the REALITYREALITY..

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

NoteNote: :

Arabic word “Arabic word “universeuniverse” and “” and “a scholar; one who a scholar; one who

is knowledgeableis knowledgeable” is spelt: ” is spelt:

( )( )


A POSERA POSER: : What do you call this numerals as ?What do you call this numerals as ?

1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 Arabic numeralsArabic numerals

But the Arabs today write their numerals differently , viz. :But the Arabs today write their numerals differently , viz. :

١١ ٩٩ ٨٨ ٧٧ ٦٦ ٥٥ ٤٤ ٣٣ ٢٢ ١١ So, why – 1234567 … is called ‘So, why – 1234567 … is called ‘Arabic numeralsArabic numerals’ ?’ ?

Because it was introduced to the whole world by the ‘Because it was introduced to the whole world by the ‘Islamic civilizationIslamic civilization’ which ’ which

disseminated universal learnings, with Arabic as the disseminated universal learnings, with Arabic as the lingua francalingua franca..

TASAWWUR ISLAMTASAWWUR ISLAM

All Rights Reserved © Zhulkeflee Hj Ismail (2015)

..

A POSERA POSER: : Actually, these numerals - Actually, these numerals - originally originally

were rediscovered by the Muslim scholars who went to the sub-were rediscovered by the Muslim scholars who went to the sub-

continent which they gave the namecontinent which they gave the name HIND HIND (India). There, in following the (India). There, in following the

teaching of Islam, they sought out and studied their ancient sciences and teaching of Islam, they sought out and studied their ancient sciences and

wisdoms.wisdoms.



1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10

A POSERA POSER: :

"The wise statement (AL-HIKMAH) is the

lost property of the believer, so wherever

he finds it, then he is more worthy of it.“

(Hadith reported by Tirmidzi)

1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10



Actually, these numerals - Actually, these numerals - originally originally




wisdoms.wisdoms.

A POSERA POSER: :

Amongst their discovery was the manner numbers were written using Amongst their discovery was the manner numbers were written using

the number of ‘angles’ as the sign to indicate its given value.the number of ‘angles’ as the sign to indicate its given value.

Thus:Thus:



Actually, these numerals - Actually, these numerals - originally originally




wisdoms.wisdoms.

1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10

A POSERA POSER: :

.

Concept of zero (SIFAR)


All Rights Reserved © Zhulkeflee Hj Ismail (2015)hence to concept of decimals

Amongst their discovery was the manner numbers were written using Amongst their discovery was the manner numbers were written using

the number of ‘angles’ as the sign to indicate its given value.the number of ‘angles’ as the sign to indicate its given value.

Thus:Thus:

1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 Actually, these numerals - Actually, these numerals - originally originally




wisdoms.wisdoms.


Actually, there are Actually, there are many more Wisdom from ancient past many more Wisdom from ancient past which our Prophet which our Prophet

Muhammad Muhammad ملسو هيلع هللا ىلص was sent for, to re-assert and share its goodness to all was sent for, to re-assert and share its goodness to all

mankind.mankind.

The most important of them is the The most important of them is the DEENDEEN (total way of life) of (total way of life) of AL-ISLAMAL-ISLAM

(Submission and surrender to Allah) founded upon (Submission and surrender to Allah) founded upon TAUTAUHHEEDEED, the creed of all , the creed of all

prophets especially the Prophet Ibrahim (Abraham) a.s. because this is most prophets especially the Prophet Ibrahim (Abraham) a.s. because this is most

relevant especially to remind the relevant especially to remind the AHLUL-KITAAB (People of the Book – those AHLUL-KITAAB (People of the Book – those

who acknowledge him as the Patriarch of Monotheistic faith)who acknowledge him as the Patriarch of Monotheistic faith)..

Even Islamaphobes and deniers of the Last Prophet Muhammad Even Islamaphobes and deniers of the Last Prophet Muhammad ملسو هيلع هللا ىلص - among

them, must be invited to look at Abraham a.s. and consider the very close must be invited to look at Abraham a.s. and consider the very close

tradition and affinity of both of them in their mission and teachings.tradition and affinity of both of them in their mission and teachings.All Rights Reserved © Zhulkeflee Hj Ismail (2015) WALLAAHU - A’ -LAM

Sharing my concern slideshare-(29-nov-2016)

Education

Transcript of Sharing my concern slideshare-(29-nov-2016)