[Slideshare]fiqh course#2-approach2 learning(2011)

““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 (2011))

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 APRIL 2011UPDATED APRIL 2011

SPECIFIC TO THE CONTEXT OF SINGAPORESPECIFIC TO THE CONTEXT OF SINGAPORE



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

Unlettered a messenger (Muhammad) from Unlettered a messenger (Muhammad) from

among themselves, to rehearse to them His Signs, among themselves, to rehearse to them His Signs,

to sanctify them, and to instruct them in Scripture to sanctify them, and to instruct them in Scripture

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

in manifest error― 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) Who is better in speech than one who calls (men)

to Allah (to Allah (DA-’AA- ILALLAHDA-’AA- ILALLAH), works righteousness ), works righteousness

(‘(‘AMALAN SWOLIHAAMALAN SWOLIHA), and says "I am of those ), and says "I am of those

who bow in Islam"?who bow in Islam"?

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


8All Rights Reserved © Zhulkeflee Hj Ismail (2011))

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

Fear Allah (Fear Allah (TAQWATAQWA) and be with those who are ) and be with those who are

true (in words and deeds)- true (in words and 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. 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 (obligations of the) Mosaic Law, but who

subsequently failed in those (obligations), is that of a subsequently failed in those (obligations), is that of a

donkey which carries huge tomes (but understands donkey which carries huge tomes (but understands

them not). Evil is the similitude of people who falsify them not). Evil is the similitude of people who falsify

the Signs of Allah: and Allah guides not people who the Signs of Allah: and Allah guides not people who

do wrong.” 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 Ever since the colonial days, the education of Muslims has

been dualistic :-been 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 carried out by the community, as before the coming of the

British.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 conflated into the English medium with IRK [3] Later even this conflated into the English medium with IRK

(Islamic religious knowledge) – but later IRK was scrapped.(Islamic religious knowledge) – but later 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 community and sustained, the matter rests entirely with the community and

its infrastructure - its infrastructure - MadrasahMadrasah. .

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

scholars, teachers and philanthropists – they constitute scholars, teachers and philanthropists – they constitute

pillars of the traditional pillars of the traditional MadrasahMadrasah institution. institution.

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

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

Muslim children opted for the state or national schooling.Muslim 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 then, every Muslim must realise the importance of our Even then, every Muslim must realise the importance of our

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

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

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

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

general Muslims religious education in general Muslims religious education in Fardhu ‘Ain Fardhu ‘Ain would would

continue through their graduates. Even without adequate continue through their graduates. Even without adequate

support, their staff underpaid and relatively deprived of support, their staff underpaid and relatively deprived of

proper training, we Muslims continue to benefit from them. proper training, we Muslims 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 genre – (, it begins with a concise text like the genre – (kitabkitab):):

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

Meaning of “Meaning of “FIQHFIQH” became conflated to the understanding ” 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 knowledge of jurisprudence; the knowing of the legal rulings

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

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

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

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

Also, the medium of instruction regarding Islam in this region Also, the medium of instruction regarding Islam in this region

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




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

towards producing Islamic scholars and teachers – the towards producing Islamic scholars and teachers – the

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

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

teachers and scholars attained their education and training. teachers 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 / Thus we were fortunate for such capable Islamic scholars /

teachers (although only very few) in the past who were able teachers (although only very few) in the past who were able

to present, what was needed by general Muslims for their to present, what was needed by general Muslims for their

education on Islam, rather than a wholesale regurgitation of education on Islam, rather than a wholesale regurgitation of

the traditional the traditional MadrasahMadrasah curriculum which they themselves curriculum which they themselves

had learnt.had learnt.


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

effective and prevalent for the general masses in the past, yet effective and prevalent for the general masses in the past, yet

we must ensure that it be constantly revised and further we must ensure that it be constantly revised and further

developed in accordance with the context of evolving societal developed in accordance with the context of evolving societal

conditions of Muslims.conditions of 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 is for Muslims in general learning Islam Our suggestion here is for Muslims in general learning Islam

outside the outside the MadrasahMadrasah – which do not need to have similar – which do not need to have similar

curriculum.curriculum.

Notwithstanding these general Muslims, there has been a Notwithstanding these general Muslims, there has been a

few exceptions amongst them, those more committed who few exceptions amongst them, those more committed who

wished for a specialised traditional Curriculum – usually wished for a specialised traditional Curriculum – usually

comprising working adults engaged in a life-long continual comprising working adults engaged in a life-long continual

learning path similar to the full-time learning path similar to the full-time MadrasahMadrasah students. students.


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

circle) outside the circle) outside the MadrasahMadrasah, usually conducted by very , usually conducted by very

seniorsenior Sheikh Sheikh , for only small selected group of very , for only small selected group of very

dedicated ‘lay’ Muslims with passion for such knowledge, dedicated ‘lay’ Muslims with passion for such knowledge,

and with aspirations to follow in the footsteps of their and with aspirations to follow in the footsteps of their

teachers. teachers.

Many of whom were granted permission to even became Many of whom were granted permission to even became

Islamic teachers and scholars, after undergoing tutelage and Islamic teachers and scholars, after undergoing tutelage and

mentoring over some years.mentoring over some years.All Rights Reserved © Zhulkeflee Hj Ismail (2011))



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

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

capacity is also as a capacity is also as a MU-ADDIB MU-ADDIB (Educator) who provides (Educator) who provides

IRSHADAHIRSHADAH (spiritual guidance) etc., cannot be overlooked. (spiritual guidance) etc., cannot be overlooked.

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

or the personalities - and cannot be ‘hijacked’ by the corporate or the personalities - and cannot be ‘hijacked’ by the corporate

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


TEACHER : AN IMPORTANT QUALIFICATIONTEACHER : AN IMPORTANT QUALIFICATION

The proper development of Islamic teachers : with the The proper development of Islamic teachers : with the

correct belief, worldview, passion and committed to correct belief, worldview, passion and committed to

DA’WAHDA’WAH, who understand the , who understand the AMANAHAMANAH (Trust) which they (Trust) which they

are supposed to be shouldering, constantly vigilant regarding are supposed to be shouldering, constantly vigilant regarding

the challenges to the 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 Without this factor – the teachers, their training and their

development - it is rather useless to speak of any curriculum.development - it is rather useless to speak of any curriculum.All Rights Reserved © Zhulkeflee Hj Ismail (2011))


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

producing texts, experimenting with educational aids and producing texts, experimenting with educational aids and

latest in information technology , overawed by other system latest in information technology , overawed by other system

of learning, that they inadvertently ignored the difference in of learning, that they inadvertently ignored the difference in

the Islamic educational philosophy, the aims, approach and the Islamic educational philosophy, the aims, approach and

objective etc. until Muslims are learning ‘Islam’ merely as objective etc. until Muslims are learning ‘Islam’ merely as

subjects, rather than subjecting themselves to ‘Islam’.subjects, rather than subjecting themselves to ‘Islam’.



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

taught according to whatever text / books popularly chosen taught according to whatever text / books popularly chosen

may be predominant. And given that most of these books may be predominant. And given that most of these books

were written as reference manual on were written as reference manual on FIQHFIQH, the class should , the class should

rather focus on students understanding, inculcating the rather focus on students understanding, inculcating the

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

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



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

access to books and information on the internet; with greater access to books and information on the internet; with greater

reliance to self-study rather than undergoing right tutelage reliance to self-study rather than undergoing right tutelage

under the guidance of competent teachers; with the under the guidance of competent teachers; with the

proliferations of ideologies of groups promoting unknown proliferations of ideologies of groups promoting unknown

agendas in the name of Islam; - Muslims being deprived of a agendas in the name of Islam; - Muslims being deprived of a

competent teacher’s guidance in competent teacher’s guidance in FIQHFIQH should be a very grave should be a very grave

concern - indeed.concern - indeed.All Rights Reserved © Zhulkeflee Hj Ismail (2011))

CHALLENGES AND DEVELOPMENTCHALLENGES AND DEVELOPMENT

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

meddling in Islam beyond their competency (by Muslims and meddling in Islam beyond their competency (by Muslims and

even non-Muslims), and compounded by the relative even non-Muslims), and compounded by the relative

ignorance of general Muslims regarding their own basics ignorance of general Muslims regarding their own basics

knowledge of their knowledge of their DEENDEEN. Especially when this involves . Especially when this involves

specialized fields and subjects, for which they do not have specialized fields and subjects, for which they do not have

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



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

engaging in serious discourse in other specialised fields like engaging in serious discourse in other specialised fields like

medicine or engineering without adequate knowledge? medicine or engineering without adequate knowledge?

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

have read medical journals, without the proper training and have read medical journals, without the proper training and

approval of the true practitioners in their respective fields, approval of the true practitioners in their respective fields,

messing in these would be deemed a crime – wouldn’t it?messing in these 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 for Islamic discourse is predominantly

in Malay, the presence of so many of our traditionally trained in Malay, the presence of so many of our traditionally trained

ASAATIZAHASAATIZAH has ensured adequate supervision to oversee and has ensured adequate supervision to oversee and

correct whatever misconceptions that may arise amongst correct whatever misconceptions that may arise amongst

general Muslims.general Muslims.

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

more predominant and may replace the more predominant and may replace the lingua francalingua franca..



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

many classes are eagerly started. Who are teaching?many classes are eagerly started. Who are teaching?

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

curriculum cannot merely be by translating or converting curriculum cannot merely be by translating or converting

whatever has been done in Malay into English (as some may whatever has been done in Malay into English (as some may

have simplistically presumed).have simplistically presumed).

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



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 – exposure and background, may require special responses –

viz. be they converts from other religion, youth, adults, an viz. be they converts from other religion, youth, adults, an

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

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

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

requires convincing and very engaging , communication skills.requires convincing 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 seek refer to or (if they proficient in English, are advised to seek refer to or (if they

have any humility) to spend some time to learn from those have any humility) to spend some time to learn from those

with much experience and already been involved for years in with much experience and already been involved for years in

this field locally - rather than trying to ‘this field locally - rather than trying to ‘re-invent the wheelre-invent the wheel’.’.

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

and concernsand concerns’ which contemporary audience frequently posed.’ which contemporary audience frequently posed.





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

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

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

that in full-time that in full-time MadrasahMadrasah and may prepare such students and may prepare such students

with one of the qualification for pursuing further studies in with one of the qualification for pursuing further studies in

higher centres of learning – specializing in Islamic studies.higher centres of learning – 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 : Those aiming to be scholars must not regard that with

this component/subject this component/subject FIQHFIQH, as being adequate for it must , 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, Qur’an, ‘Ulum-al-Qur’an, Tafsir, Ahadith, ‘Ulum al-Arabic, Qur’an, ‘Ulum-al-Qur’an, Tafsir, Ahadith, ‘Ulum al-

Hadith, Seerah, Tarikh, Usul-Fiqh, Aqeedah, AkhlaqHadith, Seerah, Tarikh, Usul-Fiqh, Aqeedah, Akhlaq, , Da’wahDa’wah

etc. because Islamic scholars cannot go into specialization etc. because Islamic scholars cannot go into specialization

without adequate learning in (eclectic) sciences of the without adequate learning in (eclectic) sciences of the DEENDEEN..


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

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 new Muslims (in English) – or for those who may for new Muslims (in English) – or for those who may

only be able to attend classes for a short duration (perhaps only be able to attend classes for a short duration (perhaps

once a week).once a week).

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

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


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

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 callously introduced by certain groups.) were callously introduced by certain groups.

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

inconsiderate (even stooping to instigation) ‘critique’ or by inconsiderate (even stooping to instigation) ‘critique’ or by

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

which most Muslims here have already been earlier taught.which 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 within the overall educational need of a Muslim – the

bigger schema; aim and purpose of the study; relevant bigger schema; aim and purpose of the study; relevant

history of its development; how to learn; etc. This history of its development; how to learn; etc. This

knowledge is crucial.knowledge is crucial.

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

what we termed “Introductory Module” - what we termed “Introductory Module” - MUQADDIMAHMUQADDIMAH . .All Rights Reserved © Zhulkeflee Hj Ismail (2011))


We fear for possible loss of We fear for 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..

We are not against their learning comparative We are not against their learning comparative MADZAAHIBMADZAAHIB

(as advance study) but this is reserved only for those who are (as advance study) but this is reserved only for those who are

already competent in the initial already competent in the initial MADZHABMADZHAB they were on, and they were on, and

who knows and have the 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


49

‘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

REVISIT THE “TAUREVISIT THE “TAUHHEEDIC PARADIGM” CHART - IN A MUSLIM’S EDUCATIONEEDIC PARADIGM” CHART - IN A MUSLIM’S EDUCATION


50











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)




51











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 However in Singapore, where Muslims generally

attend part-time classes on Islam (usually only once a attend part-time classes on Islam (usually only once a

week), it would not be possible to follow this curriculum / week), it would not be possible to follow this curriculum /

quantum (unless for the exceptional few who can give quantum (unless for the exceptional few who can give

more of their time and be fully committed to engage in more of their time and be fully committed to engage in

regular regular HalaqahHalaqah, as stipulated by mentor / Sheikh)., as stipulated by mentor / Sheikh).

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

for the general Muslims or new Muslims (convert or for the general Muslims or new Muslims (convert or

novice), as introduction to learning novice), as introduction to learning FIQHFIQH (part-time). (part-time).All Rights Reserved © Zhulkeflee Hj Ismail (2011))

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

ADABADAB IN LEARNING IN LEARNING

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.


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

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

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 Rights Reserved © Zhulkeflee Hj Ismail [2011]All Rights Reserved © Zhulkeflee Hj Ismail [2011]

Education

[Slideshare]fiqh course#2-approach2 learning(2011)