[slideshare] tafaqqahu-#6-(january-2017)-lesson-#1e -‘muslim’s...

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

Conducted by Ustaz Zhulkeflee Hj Ismail

LESSON # 1eLESSON # 1e

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

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

All Rights Reserved © Zhulkeflee Hj Ismail ( 2017 ))

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

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

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

RESUMING MODULE AFTER BREAK RESUMING MODULE AFTER BREAK MUSLIMS’S EDUCATION

Sharing a concern raised in a public talk Sharing a concern raised in a public talk held in 2015 – “Subject them to Islam”held in 2015 – “Subject them to Islam”

(Continuation)(Continuation)

Updated 18 FEBRUARY 2017

PARTPART # 6 # 6(January-(January-20172017))

All Rights Reserved © Zhulkeflee Hj Ismail (2015))

by Ustaz Zhulkeflee Hj Ismailfor talk ”Liberalism & its Effect”

Saturday , 14 March 2015 – @ 3.00 pm

venue: Singapore Post Centre10 Eunos Road 8, Singapore

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

TADZKIRAHTADZKIRAH

Keynote Message Keynote Message : : Primary problem faced by Muslims today is regarding their confusion in Primary problem faced by Muslims today is regarding their confusion in Knowledge. The solution agreed upon may be in regard to their Education. Knowledge. The solution agreed upon may be in regard to their Education. Yet even in this, another issue (though subtle) has to be critically explored.Yet even in this, another issue (though subtle) has to be critically explored.What kind of education? What kind of education? Whether their education Whether their education is “is “of Islamof Islam” or “” or “with with IslamIslam”. ”. Is there any difference? What are its implications? How have we come to this?Is there any difference? What are its implications? How have we come to this?

FROM A PUBLIC PRESENTATION

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

the 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 MuslimsImam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims

All Rights Reserved © Zhulkeflee Hj Ismail (2015)) PREVIOUS LESSON

““O you who have attained to faith! If you pay heed to some of O you who have attained to faith! If you pay heed to some of those those

to whom revelation was vouchsafed aforetime *to whom revelation was vouchsafed aforetime *, they might cause , they might cause

you to renounce the truth after you have come to believe [in it].”you to renounce the truth after you have come to believe [in it].”

((Qur’an: Aali ‘Imran: 3: 100Qur’an: Aali ‘Imran: 3: 100))

* THE People of the Book – Jews and Christians


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The command warns us Muslims to be wary and cautious from whom we The command warns us Muslims to be wary and cautious from whom we

derive our knowledge, advice, direction and guidance. Unfortunately derive our knowledge, advice, direction and guidance. Unfortunately

today, Muslims have already accepted trend of getting knowledge of their today, Muslims have already accepted trend of getting knowledge of their

DEENDEEN from ‘dubious’ sources especially those from ‘dubious’ sources especially those OrientalistsOrientalists (with their (with their

agenda) or agenda) or Orientalists-mindedOrientalists-minded or or SecularistSecularist who may even be Muslims. who may even be Muslims.

The traditional The traditional UlamaUlama’ of Islam, “’ of Islam, “The Heirs to the ProphetsThe Heirs to the Prophets”, are being ”, are being

maligned, marginalized, sidelined, ignored and their efforts undermined. maligned, marginalized, sidelined, ignored and their efforts undermined.

Even the knowledge (and Even the knowledge (and ADABADAB) as to who they are, is seemingly ) as to who they are, is seemingly

forgotten or lost, while sources from other faith system are being forgotten or lost, while sources from other faith system are being

popularized “popularized “shamelesslyshamelessly” as though Islamic heritage has become ” as though Islamic heritage has become

‘bankrupt’ or redundant in their mind – (.e. certain Muslim ‘‘bankrupt’ or redundant in their mind – (.e. certain Muslim ‘eliteselites’ who ’ who

are in awe of the West and the ‘modern, progressive’ learning system. are in awe of the West and the ‘modern, progressive’ learning system.

PREVIOUS LESSON


LIZARD’S HOLE

TADZKIRAHTADZKIRAH

PREVIOUS LESSON


““You will most certainly follow the ways of those You will most certainly follow the ways of those

who came before you, arm’s length by arm’s who came before you, arm’s length by arm’s

length, forearm’s length by forearm’s length, hand length, forearm’s length by forearm’s length, hand

span by hand span, until even if they entered a hole span by hand span, until even if they entered a hole

of a of a DwDwABBABB (desert lizard) you will enter it too.” (desert lizard) you will enter it too.”

They said: “O Messenger of Allah, (do you mean) They said: “O Messenger of Allah, (do you mean)

the the Jews aJews and the nd the ChristiansChristians?” ?”

He said: “Who else?”He said: “Who else?”

((Hadith reported by Ibn MajahHadith reported by Ibn Majah))

LIZARD’S HOLE

TADZKIRAHTADZKIRAH

PREVIOUS LESSON


These the “These the “elites, intellectuals, progressive, liberal-minded, rational, elites, intellectuals, progressive, liberal-minded, rational,

moderate, academic, etcmoderate, academic, etc.” fancy themselves as rational thinkers, whereas .” fancy themselves as rational thinkers, whereas

they take their cue from the Orientalists, who researched on Islam and they take their cue from the Orientalists, who researched on Islam and

are trying to re-introduce into Islamic discourse using arguments from the are trying to re-introduce into Islamic discourse using arguments from the

early Muslim ‘rationalists’ – early Muslim ‘rationalists’ – MU’TAZILITEMU’TAZILITE who dare to oppose ‘revelation’, who dare to oppose ‘revelation’,

whereas such views have already been refuted by Muslim scholars.whereas such views have already been refuted by Muslim scholars.

Inciting use of ‘reasoning’ and being too obsessed with ‘rationalizing’ Inciting use of ‘reasoning’ and being too obsessed with ‘rationalizing’

that led to skepticism towards the ‘revelation’ , already has precedence that led to skepticism towards the ‘revelation’ , already has precedence

even in the beginning of creation, mentioned in teachings of Qur’an and even in the beginning of creation, mentioned in teachings of Qur’an and

its parables. It is therefore very relevant to be understood by us - their its parables. It is therefore very relevant to be understood by us - their

lessons learnt and their intended warnings heeded.lessons learnt and their intended warnings heeded.

PREVIOUS LESSON


TADZKIRAHTADZKIRAH

WHAT ARE SOME OF THESE …

PREVIOUS LESSON

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


TADZKIRAHTADZKIRAH

“And [mention, O Muhammad], when your Lord said

to the angels, "Indeed, I will make upon the earth a

successive authority." They said, "Will You place upon

it one who causes corruption therein and sheds blood,

while we declare Your praise and sanctify You?" Allah

said, "Indeed, I know that which you do not know."

(Qur’an: Baqarah: 2: 30)




“ It is We who created you and gave you shape; then We

bade the angels prostrate to Adam, and they prostrated, not

so Iblis; he refused to be of those who bow down …”

(Qur’an: Surah al-A’raf: 7: 11)

PREVIOUS LESSON


““(Allah) said: "what prevented thee from bowing down when I (Allah) said: "what prevented thee from bowing down when I

commanded thee?" He (Iblis) said: "commanded thee?" He (Iblis) said: "I am better than heI am better than he: thou : thou

didst create me from fire, and him from clay." didst create me from fire, and him from clay."

(Allah) said: "Get thee down from this(Allah) said: "Get thee down from this: it is not for thee to be : it is not for thee to be

arrogant herearrogant here: get out, for thou art of the meanest (of : get out, for thou art of the meanest (of

creatures).” creatures).”

((Qur’an: Surah al-A’raf: 7: 12-13Qur’an: Surah al-A’raf: 7: 12-13))PREVIOUS LESSON


To be clear, To be clear, Islam is not against inquisitiveness Islam is not against inquisitiveness as a as a valid method valid method in seekingin seeking

knowledgeknowledge. The actual concern, as in the story of Prophet Ibrahim a.s. is . The actual concern, as in the story of Prophet Ibrahim a.s. is

when questioning which is intended to oppose Faith and exalt skepticism – when questioning which is intended to oppose Faith and exalt skepticism –

i.e. the arrogant use of “i.e. the arrogant use of “reasonreason” to subvert “” to subvert “revelationrevelation.” .”

Behold! Abraham said: "My Lord! show me how You give life to Behold! Abraham said: "My Lord! show me how You give life to

the dead. He said: "Do you not then believe?" the dead. He said: "Do you not then believe?"

He said: "Yea! but to satisfy my own understanding.“ He said: "Yea! but to satisfy my own understanding.“ * *

((Qur’an: Baqarah: 2: 260Qur’an: Baqarah: 2: 260) ) ** literally: “to make my heart tranquil”literally: “to make my heart tranquil”

PREVIOUS LESSON


TADZKIRAHTADZKIRAH

ANOTHER IMPORTANT LESSON …

PREVIOUS LESSON



PREVIOUS LESSON

TADZKIRAHTADZKIRAH

““And there are those who put up a mosque by way of And there are those who put up a mosque by way of

mischief (mischief (DHIRARADHIRARA) and infidelity () and infidelity (KUFRAKUFRA) ― ) ― to disunite to disunite

the Believers and in preparation for one who warred the Believers and in preparation for one who warred

against Allah and His Messenger against Allah and His Messenger aforetime. They will aforetime. They will

indeed swear that their intention is nothing but good; but indeed swear that their intention is nothing but good; but

Allah doth declare that they are certainly liars.Allah doth declare that they are certainly liars.

Never stand thou forth therein. …””

((Qur’an: Taubah: 9:107-108Qur’an: Taubah: 9:107-108))



TADZKIRAHTADZKIRAH

““Which then is best?― he that layeth his foundation on Which then is best?― he that layeth his foundation on

piety to Allah and His Good pleasure?― or he that layeth piety to Allah and His Good pleasure?― or he that layeth

his foundation on an undermined sand-cliff ready to his foundation on an undermined sand-cliff ready to

crumble to pieces? And it doth crumble to pieces with him, crumble to pieces? And it doth crumble to pieces with him,

into the fire of Hell. And Allah guideth not people that do into the fire of Hell. And Allah guideth not people that do

wrong.”wrong.”

((Qur’an: Taubah: 9:109Qur’an: Taubah: 9:109))




TADZKIRAHTADZKIRAH


NOW TO CONTINUE …

TADZKIRAHTADZKIRAH

““And ask them about the town that was by the sea - And ask them about the town that was by the sea -

when they transgressed in [the matter of] the when they transgressed in [the matter of] the

Sabbath - when their fish came to them openly on Sabbath - when their fish came to them openly on

their Sabbath day, and the day they had no Sabbath their Sabbath day, and the day they had no Sabbath

they did not come to them. they did not come to them. Thus did We give them Thus did We give them

trial because they were defiantly disobedienttrial because they were defiantly disobedient.”.”

((Qur’an: A’raf: 7: 163Qur’an: A’raf: 7: 163))




Another type or example of “Another type or example of “REASONING challenging REVELATIONREASONING challenging REVELATION: is : is

contained in this story. By them laying the fish trap before Sabbath, and contained in this story. By them laying the fish trap before Sabbath, and

after observing the sanctity of the day for worship they then harvested the after observing the sanctity of the day for worship they then harvested the

catch on Sunday – so technically, they did not break the law of Moses a.s. catch on Sunday – so technically, they did not break the law of Moses a.s.

Yet Allah cursed and punished them. What can we learn from this?Yet Allah cursed and punished them. What can we learn from this?

Beware of those who harbor the dislike for Allah’s Beware of those who harbor the dislike for Allah’s

commandments – commandments – because of worldly gain and pragmatic attitude because of worldly gain and pragmatic attitude - who - who

would try to use their intellectual reasoning and employ legalistic minds to would try to use their intellectual reasoning and employ legalistic minds to

finding ways to technically ‘conform’ but finding ways to technically ‘conform’ but yet go around the spirit of the yet go around the spirit of the

commandcommand which perhaps, they deemed as ‘impractical; uneconomical; which perhaps, they deemed as ‘impractical; uneconomical;

backward thinking; too traditional-fundamental, etc.’ – whereas theirs has backward thinking; too traditional-fundamental, etc.’ – whereas theirs has

achieved ‘win-win’ outcome. It can be deemed as ‘betrayal of the intellect.’achieved ‘win-win’ outcome. It can be deemed as ‘betrayal of the intellect.’WALLAAHU-A’-LAM

The lesson from this is:The lesson from this is:


TADZKIRAHTADZKIRAH


TADZKIRAHTADZKIRAH

“The parable of those who were charged with the

Torah and then they failed to live up to it is that

of a donkey laden with books. Even more evil is

the parable of the people who gave the lie to the

Signs of Allah. Allah does not direct such wrong-

doers to the Right Way..”

(Qur’an: Jumu’ah : 62: 5)




Our traditional Islamic scholars are required to be those who fulfill the Our traditional Islamic scholars are required to be those who fulfill the

criteria of being “criteria of being “learned and practicing the learned and practicing the DeenDeen accordingly accordingly” in the ” in the

term - term - ‘ULAMAA-’UL-’AA-MI-LEEN.‘ULAMAA-’UL-’AA-MI-LEEN.

Those who may have knowledge but failed to benefit from it, Allah SWT Those who may have knowledge but failed to benefit from it, Allah SWT

likens such people only as ‘donkeys’ – although carrying precious loads.likens such people only as ‘donkeys’ – although carrying precious loads.

Unfortunately, Muslims today are easily satisfied only with someone’s Unfortunately, Muslims today are easily satisfied only with someone’s

academic achievements or being impressed by their scholastic learning in academic achievements or being impressed by their scholastic learning in

Islam and Islamic studies, whereas he may not even believe in Islam nor Islam and Islamic studies, whereas he may not even believe in Islam nor

become Muslim. When Muslim elites and parents today regard such a become Muslim. When Muslim elites and parents today regard such a

person as though they are in the same class as our traditional person as though they are in the same class as our traditional ‘ULAMA ‘ULAMA

and relent to sending their children to learn Islam from them - it is a tragic and relent to sending their children to learn Islam from them - it is a tragic

calamity, and (calamity, and (KHIYAANAHKHIYAANAH) grotesque blunder of treacherous proportion. ) grotesque blunder of treacherous proportion.


Orientalism and its approach to learning Islam has now been promoted by Orientalism and its approach to learning Islam has now been promoted by

some Muslims – especially since it is easily available in English. Yet, many some Muslims – especially since it is easily available in English. Yet, many

overlooked or naively unaware of the history; their insidious attempts overlooked or naively unaware of the history; their insidious attempts

towards the Muslim Ummah; their program to undermine and usurp the towards the Muslim Ummah; their program to undermine and usurp the

position of our traditional Ulama’; their determined efforts, research, position of our traditional Ulama’; their determined efforts, research,

institutions and enormous funds, scholarship and investment to distort the institutions and enormous funds, scholarship and investment to distort the

Islamic legacy and tradition etc. - even to secularized Muslims. Islamic legacy and tradition etc. - even to secularized Muslims.

These intended sinister objectives of the Orientalist agenda had been These intended sinister objectives of the Orientalist agenda had been

employed since post-Crusade Western colonial-imperialist period. To employed since post-Crusade Western colonial-imperialist period. To

assume that today (post-colonial) it has adopted a more neutral or assume that today (post-colonial) it has adopted a more neutral or

sympathetic stance towards Islam and Muslims, is to be naïve. Now with sympathetic stance towards Islam and Muslims, is to be naïve. Now with

post-modernism and secularism era, it is even worst – post-modernism and secularism era, it is even worst – Allaahu Musta’an Allaahu Musta’an LAA-HAW-LA WA-LAA QUW

WATA -IL-LA-BIL-LAAH

Western colonial powers introduced their schooling system, Western colonial powers introduced their schooling system,

even though natives already have their own- i.e. either even though natives already have their own- i.e. either

vernacular or religious based.vernacular or religious based.

When linked to economic and job opportunities, which When linked to economic and job opportunities, which

favoured cohorts from such state-schools, private native or favoured cohorts from such state-schools, private native or

religious full-time schools lost its appeal. Yet, Muslims students religious full-time schools lost its appeal. Yet, Muslims students

generally were provided generally were provided Islamic religious classes Islamic religious classes outside school outside school

hours at home, mosques or the madrasah (part-time).hours at home, mosques or the madrasah (part-time).


Full-time Full-time madrasahmadrasah then gradually evolved distinctly to focus then gradually evolved distinctly to focus

in producing the elite – “in producing the elite – “teachers of Islamteachers of Islam” - to ensure the rest ” - to ensure the rest

of the Muslims are guided with their Islamic knowledge.of the Muslims are guided with their Islamic knowledge.

Thus, other Muslim students were made to adapt to this Thus, other Muslim students were made to adapt to this

““dualistic education systemdualistic education system” – full-time conventional school ” – full-time conventional school

(academic) and part-time (religious) taught by these teachers.(academic) and part-time (religious) taught by these teachers.

The full-time The full-time MadrasahMadrasah is therefore an exception rather than is therefore an exception rather than

the rule; fully private and independent, constituting only less the rule; fully private and independent, constituting only less

than 4% of the total cohorts; sustained by the community & than 4% of the total cohorts; sustained by the community &

philanthropists.philanthropists.


Students who were sent to these full-timeStudents who were sent to these full-time Madrasah Madrasah

originally, were those with parents with altruistic-religious originally, were those with parents with altruistic-religious

reasons, not due to economic gains as their primary reason.reasons, not due to economic gains as their primary reason.

The basic curriculum at the primary level were equally The basic curriculum at the primary level were equally

needed by those who do not attend full-time needed by those who do not attend full-time MadrasahMadrasah. To . To

accommodate these, traditional accommodate these, traditional MadrasahMadrasah extended their extended their

function or assign their students to conduct part-time function or assign their students to conduct part-time

MadrasahMadrasah. . We in Singapore have had over 30 registered We in Singapore have had over 30 registered

independent madrasahs but today it dwindled to only 6 independent madrasahs but today it dwindled to only 6

which are as full-time schools.which are as full-time schools.


When at one time, IRK (Islamic Religious Knowledge) was When at one time, IRK (Islamic Religious Knowledge) was

incorporated in government schools which somewhat took on the incorporated in government schools which somewhat took on the

function which independent function which independent MadrasahMadrasah had fulfilled, its proliferation had fulfilled, its proliferation

and existence then became regarded as less urgent. Lulled into the and existence then became regarded as less urgent. Lulled into the

availability of ‘availability of ‘alternativealternative’, many of these part-time ’, many of these part-time MadrasahMadrasah lost lost

its appeal leading to lesser cohorts and gradually became neglected.its appeal leading to lesser cohorts and gradually became neglected.

When IRK was scrapped from being taught in government schools, it When IRK was scrapped from being taught in government schools, it

hence left a major void.hence left a major void.

We have not yet fully recovered from this ‘traumatic’ lossWe have not yet fully recovered from this ‘traumatic’ loss. The . The

truncation from our tradition and truncation from our tradition and loss of Adab loss of Adab - have now caused - have now caused

many to ‘many to ‘experimentexperiment’ with many kinds of curriculum or approaches. ’ with many kinds of curriculum or approaches. All Rights Reserved © Zhulkeflee Hj Ismail (2015))

HALAQAHHALAQAH VISITINGVISITINGISLAMICISLAMIC

SCHOLARSSCHOLARS

QUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE

Independent – by community

KUTTABKUTTAB



SCHOLARSSCHOLARS


Government controlledIndependent – by community

KUTTABKUTTABBRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS

ENGLISH SCHOOLSENGLISH SCHOOLS

Seen as alien (and Christian), generally Seen as alien (and Christian), generally the indigenous Malay-Muslims then, the indigenous Malay-Muslims then, were afraid to sending their childrenwere afraid to sending their children



SCHOLARSSCHOLARS





VERNACULAR SCHOOLSVERNACULAR SCHOOLS

To remove the fear, the British colonial To remove the fear, the British colonial Government Introduced VernacularGovernment Introduced Vernacular

schools referred to as ‘Sekolah Melayu’schools referred to as ‘Sekolah Melayu’



SCHOLARSSCHOLARS






Yet, full-time schools teaching Islam Yet, full-time schools teaching Islam continued but to differentiate it, continued but to differentiate it,

began to be referred to as ‘Sekolah Arab’began to be referred to as ‘Sekolah Arab’

ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))



SCHOLARSSCHOLARS






ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah))

More such school teaching the religion sprouted. More such school teaching the religion sprouted. And to emphasize its religious orientation, these And to emphasize its religious orientation, these

schools then were simply called “Sekolah Agama” schools then were simply called “Sekolah Agama” or the Arabic “Madrasah”or the Arabic “Madrasah”

SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))



SCHOLARSSCHOLARS






ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah)) Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))



SCHOLARSSCHOLARS






ARABIC SCHOOL ARABIC SCHOOL ( ( MadrasahMadrasah)) Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)

With the availability of lesson on Islam, With the availability of lesson on Islam, the general Malay-Muslim population’sthe general Malay-Muslim population’s

concern for their children’s Islamic concern for their children’s Islamic education were resolved and accommodatededucation were resolved and accommodated




SCHOLARSSCHOLARS

VERNACULAR SCHOOLSVERNACULAR SCHOOLSQUR’AN SCHOOLQUR’AN SCHOOL MOSQUEMOSQUE

ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah))

INTEGRATED SCHOOLSINTEGRATED SCHOOLS


BRITISH ENGLISH SCHOOLSBRITISH ENGLISH SCHOOLS

ENGLISH SCHOOLSENGLISH SCHOOLSKUTTABKUTTAB

Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))



SCHOLARSSCHOLARS




FULL ENGLISH MEDIUM SCHOOLSFULL ENGLISH MEDIUM SCHOOLS




Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)SEKOLAH AGAMA (SEKOLAH AGAMA (MadrasahMadrasah))



SCHOLARSSCHOLARS








Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)

TEACHING I.R.K TOTALLY SCRAPPEDTEACHING I.R.K TOTALLY SCRAPPED




SCHOLARSSCHOLARS








MADRASAHMADRASAH

Home-based study circles; Family trust; Home-based study circles; Family trust;

MUIS - mosques; Islamic organizations; MUIS - mosques; Islamic organizations;

private schools ; individual scholars; etc.private schools ; individual scholars; etc.


Asaatizah Asaatizah absorbed by M.O.E into absorbed by M.O.E into vernacular schools to teach I.R.K.vernacular schools to teach I.R.K.(Islamic Religious knowledge)(Islamic Religious knowledge)



SCHOLARSSCHOLARS


ARABIC SCHOOL ARABIC SCHOOL ((MadrasahMadrasah)) Asaatizah absorbed by Asaatizah absorbed by M.O.E into vernacular M.O.E into vernacular schools to teach I.R.K.schools to teach I.R.K.






MADRASAHMADRASAH

Home-based study circles; Family trust; Home-based study circles; Family trust;

MUIS - mosgues; Islamic organizations; MUIS - mosgues; Islamic organizations;

private schools ; individual scholars; etc.private schools ; individual scholars; etc.


And the challenge continues …

THE ‘WAQF’ – THE ‘WAQF’ – Acquisition and Land Lease issueAcquisition and Land Lease issue

THE COMPULSORY EDUCATION THE COMPULSORY EDUCATION

PSLE BENCHMARK AND LIMITATION OF COHORTSPSLE BENCHMARK AND LIMITATION OF COHORTS

THE J.M.S. ISSUETHE J.M.S. ISSUE

ASAATIZAH – TEACHERS – TRAINING ?ASAATIZAH – TEACHERS – TRAINING ?

““DIRECTION OF MADRASAH ? ”DIRECTION OF MADRASAH ? ”

““TEACHING ISLAM AS SUBJECT OR SUBJECT THEM TO ISLAM?”TEACHING ISLAM AS SUBJECT OR SUBJECT THEM TO ISLAM?”

““WHAT HAPPEN TO DA’WAH ? “WHAT HAPPEN TO DA’WAH ? “

……. ETC.. ETC.



TADZKIRAHTADZKIRAH

TO BE CONTINUED INSHA-ALLAH

AS THIS IS JUST A PRELIMINARY REFLECTION,

AND DUE TO TIME CONSTRAIN – I HAVE TO END HERE,

FOR THE MOMENT.

INSHA-ALLAH!MAY WE HAVE OTHER OPPORTUNITY

TO REFLECT FURTHER.
