[Slideshare] fiqh-course-lesson #2- (sept-2012-batch) -(22-sept-2012)

““INTRODUCTION TO THE INTRODUCTION TO THE STUDY OF STUDY OF FIQH FIQH ””

Intermediate Level Islamic course in English for AdultsIntermediate Level Islamic course in English for Adultsconducted by Ustaz Zhulkeflee Hj Ismail (Singapore)conducted by Ustaz Zhulkeflee Hj Ismail (Singapore)

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

All Rights Reserved © Zhulkeflee Hj Ismail (2012))

LESSON # 2 – LESSON # 2 –

THE APPROACHES IN THE APPROACHES IN LEARNING FIQHLEARNING FIQH

And say: O Lord! Increase for me my knowledgeAnd say: O Lord! Increase for me my knowledge

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

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

UPDATED 22 SEPT 2012UPDATED 22 SEPT 2012

SPECIFIC TO THE CONTEXT OF SINGAPORESPECIFIC TO THE CONTEXT OF SINGAPORE

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

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

rehearse to them His Signs, to sanctify them, and to rehearse to them His Signs, to sanctify them, and to

instruct them in Scripture and Wisdom― although they instruct them in Scripture and Wisdom― although they

had been, before, in manifest error― .“had been, before, in manifest error― .“

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


Allah SWT clearly informs us here the primary function Prophet

Muhammad s.a.a.w. 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 and emphasises the learning from KITAAB (Al-Qur’an) and

HIKMAH (Wisdom).


“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))


“ “Who is better in speech than one who calls (men) to Allah Who is better in speech than one who calls (men) to Allah

((DA-’AA- ILALLAHDA-’AA- ILALLAH), works righteousness (‘), works righteousness (‘AMALAN AMALAN

SWOLIHASWOLIHA), and says "I am of those who bow in Islam"?), and says "I am of those who bow in Islam"?

((Qur’an: Fussilat: 41: 33Qur’an: Fussilat: 41: 33))


8

““O ye who believe! (Be conscious of Allah and) Fear Allah O ye who believe! (Be conscious of Allah and) Fear Allah

((TAQWATAQWA) and be with those who are true (in words and ) and be with those who are true (in words and

deeds)- deeds)- AS-SWODIQEENAS-SWODIQEEN” ”

((Qur’an: Taubah:9: 119Qur’an: Taubah:9: 119))


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.).)

PROPHET MUHAMMAD S.A.A.W. SAID:PROPHET MUHAMMAD S.A.A.W. SAID:


“A learned FAQIH (scholar & teacher) is truly FAQIH, one who does not cause others to

feel despair from receiving the mercy of Allah (i.e. not overly strict and too ‘harsh’); and

neither does he (give the impression by his behaviour, a guarantees as if ) anyone can

avert or withhold the wrath (punishment) of Allah, nor allows opportunity (by giving

dispensation) for anyone to disobey Allah (i.e. being inappropriately lax and too ‘nice’).

(Hilyatul-Auliya: 1-73 – as quoted by M.Natsir in Fiqhud-Da’wah)

WISE SAYING OF IMAM ‘ALI BIN ABI TOLIB R.A.WISE SAYING OF IMAM ‘ALI BIN ABI TOLIB R.A.


””Verily this is knowledge (contains the rules) of the Verily this is knowledge (contains the rules) of the DEENDEEN

(Religion), so look thoroughly into (Religion), so look thoroughly into

the person from whom you acquire the person from whom you acquire

(the knowledge of) your (the knowledge of) your DEENDEEN (Religion).” (Religion).”

Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims:Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims:


””The similitude of those who were charged with the The similitude of those who were charged with the

(obligations of the) Mosaic Law, but who subsequently (obligations of the) Mosaic Law, but who subsequently

failed in those (obligations), is that of a donkey which failed in those (obligations), is that of a donkey which

carries huge tomes (but understands them not). Evil is carries huge tomes (but understands them not). Evil is

the similitude of people who falsify the Signs of Allah: the similitude of people who falsify the Signs of Allah:

and Allah guides not people who do wrong.” and Allah guides not people who do wrong.”

((Qur’an: Jumu’at: 62: 5Qur’an: Jumu’at: 62: 5) )


CONTEXT OF SINGAPORECONTEXT OF SINGAPORE


Ever since the colonial days, the education of Muslims has been Ever since the colonial days, the education of Muslims has been

dualistic :-dualistic :-

[1] In learning their religion & religious duty, traditionally it was [1] In learning their religion & religious duty, traditionally it was

carried out by the community, as before the coming of the British.carried out by the community, as before the coming of the British.

[2] Then came the state schooling system – for Malay/Muslims it [2] Then came the state schooling system – for Malay/Muslims it

began with vernacular schools with Islamic knowledge.began with vernacular schools with Islamic knowledge.

[3] Later even this were conflated into ‘Integrated schools’ and then [3] Later even this were conflated into ‘Integrated schools’ and then

Malay/Tamil schools disappeared to become fully English medium Malay/Tamil schools disappeared to become fully English medium

schools, and for Muslims, option of learning IRK (Islamic religious schools, and for Muslims, option of learning IRK (Islamic religious

knowledge) – but later even the teaching of IRK, was scrapped.knowledge) – but later even the teaching of IRK, was scrapped.


So, in ensuring that the learning and teaching of Islam is So, in ensuring that the learning and teaching of Islam is

sustained, the matter rests entirely with the Muslim community sustained, the matter rests entirely with the Muslim community

and its infrastructure - and its infrastructure - MadrasahMadrasah. .

The most crucial factor has all along been the Muslim scholars, The most crucial factor has all along been the Muslim scholars,

teachers and philanthropists – they constitute pillars of the teachers and philanthropists – they constitute pillars of the

traditional traditional MadrasahMadrasah institution. institution.

(Full-time) Students of these (Full-time) Students of these MadrasahMadrasah, although important, their , although important, their

numbers (cohorts) usually were relatively few as most Muslim numbers (cohorts) usually were relatively few as most Muslim

children opted for the state or national schooling.children opted for the state or national schooling.


“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))


Even so, every Muslim must be made to realise the importance of Even so, every Muslim must be made to realise the importance of

our community’s dependence upon these traditional our community’s dependence upon these traditional MadrasahMadrasah to to

generate the crucial life-blood of generate the crucial life-blood of ‘Ulama ‘Ulama (Islamic scholars) and (Islamic scholars) and

AsaatizahAsaatizah for the present and future generation. for the present and future generation.

Their primary objective has all along been in ensuring, the general Their primary objective has all along been in ensuring, the general

Muslims religious education in Muslims religious education in Fardhu ‘Ain Fardhu ‘Ain would continue through would continue through

their graduates. Even without adequate support, compounded with their graduates. Even without adequate support, compounded with

their staff grossly underpaid and relatively deprived of proper their staff grossly underpaid and relatively deprived of proper

training, we Muslims still continue to benefit from them. training, we Muslims still continue to benefit from them.


Every Muslims here begins with the basic - Every Muslims here begins with the basic - PRIMERPRIMER..

Traditionally in Traditionally in NUSANTARANUSANTARA, it begins with a concise text like the , it begins with a concise text like the

genre – (genre – (kitabkitab):):

SAFINATUN-NAJAA - FEE-USUUL-AD-DEEN -WA-AL-FIQHSAFINATUN-NAJAA - FEE-USUUL-AD-DEEN -WA-AL-FIQH

Meaning of “Meaning of “FIQHFIQH” later became conflated to the understanding ” later became conflated to the understanding

merely of the jurisprudence.merely of the jurisprudence.

The original meaning generally encompasses the adequate The original meaning generally encompasses the adequate

understanding of the entire understanding of the entire DEEN :DEEN :

( ( AQEEDAH – FIQH – AKHLAQ AQEEDAH – FIQH – AKHLAQ ).).


By current convention, the learning of “By current convention, the learning of “FIQHFIQH” we mean the ” we mean the

knowledge of jurisprudence; the knowing of the legal rulings of acts knowledge of jurisprudence; the knowing of the legal rulings of acts

of commission or omission in a Muslim’s life, guided and in of commission or omission in a Muslim’s life, guided and in

compliance with the compliance with the SHARI’AHSHARI’AH ( (Divine lawDivine law).).

And the predominant school of jurisprudence (here for us) has been And the predominant school of jurisprudence (here for us) has been

the the SHAFI-’IE MADZHABSHAFI-’IE MADZHAB..

Also, the medium of instruction (Also, the medium of instruction (lingua francalingua franca) regarding Islam in ) regarding Islam in

this region this region NUSANTARANUSANTARA is the Malay or Indonesian language. is the Malay or Indonesian language.


The traditional The traditional MadrasahMadrasah (religious schools) are geared towards (religious schools) are geared towards

producing Islamic scholars and teachers – who specialises in the producing Islamic scholars and teachers – who specialises in the

sciences of the sciences of the DEEN. DEEN. (‘Ulum ad-deen)(‘Ulum ad-deen)

It was from these that our traditional Islamic religious teachers It was from these that our traditional Islamic religious teachers

and scholars attained their education and training. and scholars attained their education and training.

Yet when they teach the general ‘lay’ Muslims, they had to Yet when they teach the general ‘lay’ Muslims, they had to

depend upon, or to develop, a modified curriculum for their depend upon, or to develop, a modified curriculum for their

learning learning FIQHFIQH – more towards guiding them in their practices. – more towards guiding them in their practices.


Thus we were fortunate for such capable Islamic scholars / teachers Thus we were fortunate for such capable Islamic scholars / teachers

(although only very few) in the past who (although only very few) in the past who were able to present, what were able to present, what

was needed by general Muslims for their education on Islam, rather was needed by general Muslims for their education on Islam, rather

than a wholesale regurgitationthan a wholesale regurgitation of the traditional of the traditional MadrasahMadrasah curriculum curriculum

which they themselves had learnt.which they themselves had learnt.


Although this approach may have proven to be the most effective Although this approach may have proven to be the most effective

and prevalent for the general masses in the past, yet we must and prevalent for the general masses in the past, yet we must

ensure that it be constantly revised and further developed in ensure that it be constantly revised and further developed in

accordance with the context of evolving societal conditions of accordance with the context of evolving societal conditions of

Muslims.Muslims.

As for those in the full-time As for those in the full-time MadrasahMadrasah, due to the specialised , due to the specialised

nature of their education, it should be separately assessed nature of their education, it should be separately assessed

regarding their contextual needs.regarding their contextual needs.


Our suggestion here (in this course module) is for Muslims in Our suggestion here (in this course module) is for Muslims in

general learning Islam outside the general learning Islam outside the MadrasahMadrasah – which do not need to – which do not need to

have similar curriculum.have similar curriculum.

Notwithstanding these general Muslims’ need, there has been a few Notwithstanding these general Muslims’ need, there has been a few

exceptions amongst them, those more committed who wished for a exceptions amongst them, those more committed who wished for a

specialised traditional Curriculum – usually comprising working specialised traditional Curriculum – usually comprising working

adults engaged in a life-long continual learning path similar to the adults engaged in a life-long continual learning path similar to the

full-time full-time MadrasahMadrasah students. students.


They were usually enrolled in a private ‘They were usually enrolled in a private ‘HALAQAHHALAQAH’ (study circle) ’ (study circle)

outside the outside the MadrasahMadrasah, mostly conducted by very senior, mostly conducted by very senior Sheikh Sheikh , ,

for only small selected group of very dedicated ‘lay’ Muslims with for only small selected group of very dedicated ‘lay’ Muslims with

passion for such knowledge, and with aspirations to follow in the passion for such knowledge, and with aspirations to follow in the

footsteps of their teachers. footsteps of their teachers.

Many of these students (of Many of these students (of MadrasahMadrasah or even or even non-Madrasahnon-Madrasah) )

received personal attention of certain Islamic scholars, and later received personal attention of certain Islamic scholars, and later

were granted permission to become Islamic teachers and scholars were granted permission to become Islamic teachers and scholars

themselves, after undergoing tutelage and mentoring over some themselves, after undergoing tutelage and mentoring over some

years. Much depend on the students’years. Much depend on the students’ ADAB ADAB and ‘and ‘preparednesspreparedness’.’.All Rights Reserved © Zhulkeflee Hj Ismail (2012))

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

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.



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’.’.




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 predominant approach. And given that most of these books were

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

students needs to fulfil their obligation, their understanding of the students needs to fulfil their obligation, their understanding of the

SHARI’AHSHARI’AH, inculcating the appreciation of how relevant these rulings are , inculcating the appreciation of how relevant these rulings are

to Muslims in life, their conviction and commitment towards upholding to Muslims in life, their conviction and commitment towards upholding

them. them.

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


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.



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.



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?


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))


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.




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).

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 respect for what has already been nurtured by our past and respect for what has already been nurtured by our past

‘ULAMA‘ULAMA..All Rights Reserved © Zhulkeflee Hj Ismail (2012))

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..



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

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

humility) to spend some time to learn from those with much humility) to spend some time to learn from those with much

experience, especially those who have already been involved for experience, especially those who have already been involved for

years in this field 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 ’ which contemporary audience frequently posed, and how

to effectively address them.to effectively address them.



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

advice from local Islamic scholars and teachers is sign of our lacking in advice from local Islamic scholars and teachers 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 and their love, affection, commitment to their growing experience and their love, affection, commitment to their growing

plant cannot be easily replaced. plant cannot be easily replaced.

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

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

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



DEPENDING UPON NEEDS – AIM OF LEARNING FIQH DEPENDING UPON NEEDS – AIM OF LEARNING FIQH

The traditional approach for teaching and learning The traditional approach for teaching and learning FIQHFIQH is towards is towards

becoming a religious scholars or teachers. becoming a religious scholars or teachers.

For these, their curriculum on For these, their curriculum on FIQHFIQH is similar or equivalent to that in is similar or equivalent to that in

full-time full-time MadrasahMadrasah and may prepare such students with one of the and may prepare such students with one of the

qualification for pursuing further studies in higher centres of learning qualification for pursuing further studies in higher centres of learning

– specializing in Islamic studies.– specializing in Islamic studies.

This may not be suitable for most of the Muslims (generally).This may not be suitable for most of the Muslims (generally).


DEPENDING UPON NEEDS – AIM OF LEARNING FIQH DEPENDING UPON NEEDS – AIM OF LEARNING FIQH

NOTENOTE: Those aiming to be scholars must not regard that with this : Those aiming to be scholars must not regard that with this

component/subject component/subject FIQHFIQH alone, as being adequate for it must alone, as being adequate for it must

include also other related field of specialised studies viz. include also other related field of specialised studies viz. Arabic, Arabic,

Qur’an, ‘Ulum-al-Qur’an, Tafsir, Ahadith, ‘Ulum al-Hadith, Seerah, Qur’an, ‘Ulum-al-Qur’an, Tafsir, Ahadith, ‘Ulum al-Hadith, Seerah,

Tarikh, Usul-Fiqh, Aqeedah, AkhlaqTarikh, Usul-Fiqh, Aqeedah, Akhlaq, , Da’wahDa’wah etc. because Islamic etc. because Islamic

scholars cannot go into specialization without adequate learning in scholars cannot go into specialization without adequate learning in

(eclectic) sciences of the (eclectic) sciences of the DEENDEEN..


THE CURRICULUM – (GENERAL) THE CURRICULUM – (GENERAL)

Here, I am sharing what I’ve envisaged (and which I am Here, I am sharing what I’ve envisaged (and which I am

continuously implementing) as the curriculum in learning continuously implementing) as the curriculum in learning FIQHFIQH for for

new Muslims (in English) – or for those who may only be able to new Muslims (in English) – or for those who may only be able to

attend classes for a short duration (perhaps once a week).attend classes for a short duration (perhaps once a week).

Their needs in Their needs in FIQHFIQH are somewhat different from those intending are somewhat different from those intending

to be specialist in the knowledge of the to be specialist in the knowledge of the DEENDEEN..



Also of late, many confusion did arose when matters of Also of late, many confusion did arose when matters of

““KHILAAFIYAHKHILAAFIYAH” (Difference of opinion amongst the ” (Difference of opinion amongst the MADZAAHIBMADZAAHIB) were ) were

callously introduced by certain groups.callously introduced by certain groups.

Perhaps in seeking followers, some may resort with utter Perhaps in seeking followers, some may resort with utter

inconsiderateness (even stooping to instigation) their ‘critique’ or by inconsiderateness (even stooping to instigation) their ‘critique’ or by

belittling certain opinions of predominant school belittling certain opinions of predominant school MADZHABMADZHAB which which

most Muslims here have already been earlier taught.most Muslims here have already been earlier taught.



Also, many may have gone on to study Also, many may have gone on to study FIQHFIQH without being without being

adequately introduced to this field of study - how it is placed adequately introduced to this field of study - how it is placed

within the overall educational need of a Muslim – the bigger within the overall educational need of a Muslim – the bigger

schema; aim and purpose of the study; relevant history of its schema; aim and purpose of the study; relevant history of its

development; how to learn; etc. This knowledge is crucial.development; how to learn; etc. This knowledge is crucial.

In accordance with In accordance with ADABADAB, all these should be provided in what we , all these should be provided in what we

termed “Introductory Module” - termed “Introductory Module” - MUQADDIMAHMUQADDIMAH . .



We fear for the possible loss of We fear for the possible loss of ADABADAB amongst these students and amongst these students and

the danger of ‘anarchy’ as some in their ignorance, even are the danger of ‘anarchy’ as some in their ignorance, even are

advocating the doing away of the need to follow advocating the doing away of the need to follow MADZHABMADZHAB itself. itself.

We are not against their learning comparative schools of Islamic We are not against their learning comparative schools of Islamic

jurisprudence : jurisprudence : MADZAAHIBMADZAAHIB (as an advanced study module) but (as an advanced study module) but

this is reserved only for those who are already competent in the this is reserved only for those who are already competent in the

initial initial MADZHABMADZHAB they were on, and who knows and have the they were on, and who knows and have the ADABADAB

in matters of in matters of KHILAAFIYAHKHILAAFIYAH..


REVISITING THE “TAUREVISITING THE “TAUHHEEDIC PARADIGM” EEDIC PARADIGM” CHART - IN A MUSLIM’S EDUCATIONCHART - IN A MUSLIM’S EDUCATION

* From Fardhu ‘Ain class slides & “Beginners Manual on Islam” - Addendum


‘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.

TauTauhheedic paradigmeedic paradigm













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)













RELEVANT COMPLEMENTARY RELEVANT COMPLEMENTARY KNOWLEDGE:KNOWLEDGE:

All applied sciences, technologyAll applied sciences, technologyand skills, knowledge of economics, politics, and skills, knowledge of economics, politics,

social & administrative social & 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.


However in Singapore, where Muslims generally attend part-time However in Singapore, where Muslims generally attend part-time

classes on Islam (usually only once a week), it would not be classes on Islam (usually only once a week), it would not be

possible to follow this curriculum / quantum (unless for the possible to follow this curriculum / quantum (unless for the

exceptional few who can give more of their time and be fully exceptional few who can give more of their time and be fully

committed to engage in regular committed to engage in regular HalaqahHalaqah, as stipulated by mentor / , as stipulated by mentor /

Sheikh).Sheikh).

Therefore, the following (is our suggestion) here is meant for the Therefore, the following (is our suggestion) here is meant for the

general Muslims or new Muslims (convert or novice), as general Muslims or new Muslims (convert or novice), as

introduction to learning introduction to learning FIQHFIQH (part-time). (part-time).


MUQADDIMAH: THE SEQUENCE OF TOPIC – SPECIFIC OBJECTIVE MUQADDIMAH: THE SEQUENCE OF TOPIC – SPECIFIC OBJECTIVE

MUQADDIMAH: THE SEQUENCE OF TOPIC – SPECIFIC OBJECTIVE MUQADDIMAH: THE SEQUENCE OF TOPIC – SPECIFIC OBJECTIVE

Below are the major suggested topics, I have incorporated:Below are the major suggested topics, I have incorporated:

ADABADAB IN LEARNING IN LEARNING

WHAT IS WHAT IS SHAR’IAHSHAR’IAH??

OVERVIEW AND INTRODUCTION TO OVERVIEW AND INTRODUCTION TO MADZHABMADZHAB

KNOWING RELEVANT HISTORY AND CONTEXT (KNOWING RELEVANT HISTORY AND CONTEXT (WAQI’IYWAQI’IY))

PRIORITY OF THE SUBJECT TO LEARN (PRIORITY OF THE SUBJECT TO LEARN (AWLAAWIYYAAWLAAWIYYA))

LEARNING KNOWLEDGE (LEARNING KNOWLEDGE (FIQHFIQH) FOR ) FOR APPLICATION APPLICATION IN LIFE.IN LIFE.


TO BE CONTINUEDTO BE CONTINUED


““O Allah! Make us see the Truth to be true and O Allah! Make us see the Truth to be true and

grant us the ability to follow it.grant us the ability to follow it.

And make us see Falsehood to be false and grant And make us see Falsehood to be false and grant

us the ability to reject it.”us the ability to reject it.”


And salutations of Allah and Peace be upon our And salutations of Allah and Peace be upon our

Leader Muhammad, and upon His household Leader Muhammad, and upon His household

and Companions .and Companions .


And all the Praises belongs to Allah, And all the Praises belongs to Allah,

Lord Sustainer of all the worldLord Sustainer of all the world


http://an-naseehah.blogspot.com/

http://introductiontotauhid.blogspot.com/

http://oyoubelievers.blogspot.com/

http://al-amthaal.blogspot.com/

http://zhulkeflee-archive.blogspot.com/

http://criteriaforaholybook-quran.blogspot.com/

http://with-the-truthful.blogspot.com/

http ://muqaddam-nurul.blogspot.com/

All welcome to visit my web-blog:All welcome to visit my web-blog:


[Slideshare] fiqh-course-lesson #2- (sept-2012-batch) -(22-sept-2012)

Spiritual

Transcript of [Slideshare] fiqh-course-lesson #2- (sept-2012-batch) -(22-sept-2012)