[Slideshare] fiqh-course (august 2014-batch) -using-resource-text- #6 -(17-sept-2014)

““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 Ismailconducted by Ustaz Zhulkeflee Hj Ismail

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

All Rights Reserved © Zhulkeflee Hj Ismail (2014))

And 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 – 17 SeptemberUPDATED – 17 September-2014 -2014

AUGUST 2014 - INTAKEAUGUST 2014 - INTAKE

LESSON # 6 – LESSON # 6 –

““TRADITIONAL FIQH REFERENCETRADITIONAL FIQH REFERENCE

BOOKS AND HOW TO USE THEM”BOOKS AND HOW TO USE THEM”

(CURRICULUM)(CURRICULUM)

As introductory to the study of FIQH, we shall now survey the text

resources available, in the context of Nusantara (S.E. Asia), -

understanding the common traditional curriculum and how one should

proceed seeking teachers learned in FIQH to be taught and guided.

One must not attempt self-study from text (or on internet) alone devoid

of constant guidance and nurturing from Islamic religious teacher. Only

a FAQIH can nurture another to be FAQIH – who not only has the

knowledge but importantly, the ADAB and AKHLAQ (disposition)

required of a learned Islamic scholar.


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

from every expedition remained behind, they could devote from every expedition remained behind, they could devote

themselves to studies in religion (themselves to studies in religion (LIYA-TAFAQQAHU -FID-DEENLIYA-TAFAQQAHU -FID-DEEN) )

and admonish the people when they return to them― that thus and admonish the people when they return to them― that thus

they (may learn) to guard themselves (against evil).” they (may learn) to guard themselves (against evil).”

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


Say: "Are those equal, those who know and those who do Say: "Are those equal, those who know and those who do

not know? It is those who are endued with understanding not know? It is those who are endued with understanding

that receive admonition.“that receive admonition.“

((Qur’an: Zumar: 39: 9Qur’an: Zumar: 39: 9))


“Whomsoever that Allah wishes for him goodness, He will

make him a FAQIH (learned) in matters of the

religion(Deen); and for everything there is a pillar, and the

pillar of this religion is AL-FIQH – (the profound

understanding of the Deen); a learned scholar (of the Deen)

is more difficult upon satan than a thousand worshippers.”

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


““The best ones amongst you is the person who makes you The best ones amongst you is the person who makes you

remember Allah when you look upon him; and whenever he remember Allah when you look upon him; and whenever he

speaks it increases you your knowledge (of the Deen), and with speaks it increases you your knowledge (of the Deen), and with

his deeds it inspires (motivates) you to strive for your his deeds it inspires (motivates) you to strive for your

Hereafter.”Hereafter.”

((Hadith reported by Hakim from Ibnu ‘Umar r.aHadith reported by Hakim from Ibnu ‘Umar r.a.).)


IMPORTANT REMINDERS


““Knowledge is not from the listening of much narrations Knowledge is not from the listening of much narrations

(or merely reading books), verily knowledge is light (or merely reading books), verily knowledge is light

(which Allah s.w.t.) into the heart.”(which Allah s.w.t.) into the heart.”

((Saying of Saying of ** Ibnu Mas’ud r.a Ibnu Mas’ud r.a.).)

* The famous companion (SAHABI) of the Prophet s.a.a.w.The famous companion (SAHABI) of the Prophet s.a.a.w.

IMPORTANT REMINDERS


““Whoever seeks knowledge (intending) to argue with Whoever seeks knowledge (intending) to argue with

the learned (scholars), or to brag with the foolish; the learned (scholars), or to brag with the foolish;

or with it to attract peoples’ attention to himself; or with it to attract peoples’ attention to himself;

Allah will make him to enter the Hell-fire.”Allah will make him to enter the Hell-fire.”

((Hadith also reported by Tirmidzi and Ibn MajahHadith also reported by Tirmidzi and Ibn Majah))All Rights Reserved © Zhulkeflee Hj Ismail (2014))

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

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

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


"Indeed the "Indeed the scholars scholars are the inheritors of the Prophets, but if they fall are the inheritors of the Prophets, but if they fall

into covetousness and greed, who shall be taken as leaders? The into covetousness and greed, who shall be taken as leaders? The

merchants and businessmen merchants and businessmen are the trustees of Allah, so if they are are the trustees of Allah, so if they are

treacherous, who can be trusted? The treacherous, who can be trusted? The warriorswarriors are the guests of Allah are the guests of Allah

so if they become extreme (or take spoils without right), with whom can so if they become extreme (or take spoils without right), with whom can

we defeat the enemies? The righteous and we defeat the enemies? The righteous and ascetic ones ascetic ones are the kings of are the kings of

the earth but if they become insincere (i.e. have the earth but if they become insincere (i.e. have riya’riya’), who shall be ), who shall be

followed? The followed? The governors/rulersgovernors/rulers are the shepherds (protectors) of the are the shepherds (protectors) of the

people, but if the shepherd becomes a wolf, who shall protect the people, but if the shepherd becomes a wolf, who shall protect the

flock?" flock?"

- Imam 'Abdullah ibn al-Mubarak- Imam 'Abdullah ibn al-Mubarak


“ “((‘ilm‘ilm) Knowledge without ) Knowledge without AdabAdab, ,

is like (having) fire (but) without wood (fuel); is like (having) fire (but) without wood (fuel);

and and AdabAdab without knowledge ( without knowledge (‘ilm‘ilm) ,) ,

is like (having) the Soul (but) without body.”is like (having) the Soul (but) without body.”


As we have explained, the objective of a Muslim learning As we have explained, the objective of a Muslim learning

FIQHFIQH is towards him / her understanding the Islamic is towards him / her understanding the Islamic

rulings - incumbent upon him to manifest his “rulings - incumbent upon him to manifest his “ISLAMISLAM” – ” –

““submission or obedience towards the Will of Allahsubmission or obedience towards the Will of Allah.”.”

The extent of these guidelines or corpus of rulings – The extent of these guidelines or corpus of rulings –

AAHHKAMKAM – is very extensive indeed. – is very extensive indeed.

Yet, we must not forget our place – which is as students – Yet, we must not forget our place – which is as students –

firstly seeking knowledge from teachers and scholars of firstly seeking knowledge from teachers and scholars of

FIQHFIQH chosen for us in the community we are from. chosen for us in the community we are from.


Also, due to the nature of its development as expanded by Also, due to the nature of its development as expanded by

the respective Islamic scholars usually faithful to one the respective Islamic scholars usually faithful to one

MADZHABMADZHAB (school of jurisprudence they are from in our (school of jurisprudence they are from in our

context - Nusantara), the information and knowledge context - Nusantara), the information and knowledge

regarding resources relevant to one’s regarding resources relevant to one’s MADZHABMADZHAB that are that are

available to refer to, is important. available to refer to, is important.

Without which, one may be clueless as where to begin and Without which, one may be clueless as where to begin and

how. It is the unspoken rule that by default, one belongs how. It is the unspoken rule that by default, one belongs

to the to the MADHZABMADHZAB of the one’s religious guide or teacher . of the one’s religious guide or teacher .


Even if one may have access to books and other materials, Even if one may have access to books and other materials,

it would still be a very daunting task to wade through it would still be a very daunting task to wade through

voluminous materials without guidance of teachers.voluminous materials without guidance of teachers.

Yes, we do not deny the presence of teachers of other Yes, we do not deny the presence of teachers of other

MADZAAHIBMADZAAHIB here, but the here, but the ADABADAB demands that we accord demands that we accord

priority with appreciation, to that school of jurisprudence priority with appreciation, to that school of jurisprudence

which we (our parents and community) have been which we (our parents and community) have been

fortunate to belong to have put us through.fortunate to belong to have put us through.

WalHamdulillaahWalHamdulillaah!.!.All Rights Reserved © Zhulkeflee Hj Ismail (2014))

The immediate concern in seeking this knowledge (The immediate concern in seeking this knowledge (FIQHFIQH) )

is the is the fulfilment of a Muslim’s duty and obligations fulfilment of a Muslim’s duty and obligations – those – those

that has to be complied – obligatory - either by that has to be complied – obligatory - either by

commission or omission.commission or omission.

It is sufficient to follow the stipulated decision in It is sufficient to follow the stipulated decision in

accordance with one’s accordance with one’s MADZHABMADZHAB – in our case here we – in our case here we

begin with the begin with the SHAFI-’IEYYAHSHAFI-’IEYYAH school. It is school. It is not as yet not as yet

imperative that one knows the full legal basis imperative that one knows the full legal basis upon which upon which

the author / scholar has based his opinion upon.the author / scholar has based his opinion upon.


The criteria to know and apply is the standard criteria The criteria to know and apply is the standard criteria

(rules - (rules - HUKMHUKM) of responsibility () of responsibility (TAKLIFITAKLIFI):):

WAJIB : obligatory or compulsory

SUNNAT (MANDUB) : recommended

HARUS (MUBAH / MUSTAHAB) : optional - neutral

MAKRUH : undesirable

HARAM : forbidden

HALAL : lawful - permissible FARDHU : fixed obligation:(either)

------------ ‘AIN – personal ----- KIFAAYA - community


Even with accessibility to information in these manuals Even with accessibility to information in these manuals

and books, and books, it cannot replace it cannot replace seeking advice directly from seeking advice directly from

an an ‘ALEEM ‘ALEEM (learned scholar) or your religious teacher.(learned scholar) or your religious teacher.

In fact by using these text and In fact by using these text and referencing it with a referencing it with a

teacherteacher (as in a life-long study), following the order of its (as in a life-long study), following the order of its

curriculum, one’s competency and scholarship in curriculum, one’s competency and scholarship in FIQHFIQH

would gradually be enhanced.would gradually be enhanced.

The list of books chosen here is due to its availability in English The list of books chosen here is due to its availability in English translation, but there are also those not as yet translated. translation, but there are also those not as yet translated.

THIS LIST IS NOT EXHAUSTIVE, ONLY BASED THIS LIST IS NOT EXHAUSTIVE, ONLY BASED ON MY VERY LIMITED EXPOSURE AND STUDYON MY VERY LIMITED EXPOSURE AND STUDY


AN IMPORTANT REMINDERAN IMPORTANT REMINDER


Whatever is outside of the Whatever is outside of the

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

information (information ( ) – not ) – not

knowledge ( ).knowledge ( ).

Knowledge resides in the Knowledge resides in the

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

attribute (attribute (sifatsifat) of the ) of the

person himself.person himself.



Information may not Information may not

necessarily convey any necessarily convey any

meanings, but can be meanings, but can be

subjected to process or subjected to process or

interpretation – by a human interpretation – by a human

– striving to seek and – striving to seek and

arriving at understanding of arriving at understanding of

“meanings” from it.“meanings” from it.

Knowledge has to do Knowledge has to do

with “with “meaningsmeanings” – ” –

which may include which may include

abstract concepts and abstract concepts and

construct beyond the construct beyond the

material forms.material forms.



Every one may have equal Every one may have equal

access to a given access to a given

information.information.

Yet, there can be Yet, there can be

difference in levels and difference in levels and

depths of knowledge to depths of knowledge to

a given information, a given information,

depending upon who depending upon who

contemplates upon it.contemplates upon it.



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

meant to be processed by meant to be processed by

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

observations, news, data observations, news, data

and information etc. are and information etc. are

objects to be understood objects to be understood

and possible meanings from and possible meanings from

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

human.human.

It is when cognition of It is when cognition of

man are applied to man are applied to

process these process these

information, that he information, that he

may be said to arrive may be said to arrive

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

when it becomes when it becomes

meaningful).meaningful).AN IMPORTANT REMINDERAN IMPORTANT REMINDER


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

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

“Signs” – “Signs” – aayataayat ( ( ))

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

Universe – Universe – aayat Kauniyahaayat Kauniyah

THUS the Qur’anic THUS the Qur’anic

approach for man’s approach for man’s

education enjoins him education enjoins him

to “Read” (to “Read” ( ) these ) these

signs to arrive at the signs to arrive at the

“meanings” – “meanings” –

regarding the regarding the REALITYREALITY..



NoteNote: :

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

is knowledgeableis knowledgeable” is spelt: ” is spelt:

( )( )

REMEMBER TEXT AND MANUAL ARE MERELY INFORMATION


AS AN ALTERNATIVE CURRICULUM

APPROACH OF LEARNING ISLAM

ESPECIALLY FOR CONTEMPORARY

MUSLIM YOUTH

RECENT PROPOSED MODULE

(Previously tried)

TASAWWUR ISLAMIYLESSONS ON ISLAMIC LESSONS ON ISLAMIC CONCEPT OF ADABCONCEPT OF ADABBy: Ustaz Zhulkeflee Hj Ismail


There are many kinds of curruculum for Islamic education, which

traditionally follows that of developing learned religious scholars.

While this may be suitable in developing scholars, the ordinary lay

Muslim may require a different – yet relevant curriculum for their

development which must remain loyal to the Islamic principles, ethos

and worldview.

Especially today, because most ordinary Muslims may not have any

penchant to be teachers or scholars of Islam, therefore usually they

attend religious classes irregularly – once a week perhaps.

Yet certain knowledge are regarded as FARDHU ‘AIN even for them.


In this module, the emphasis is towards inculcation of ADAB –

specifically in regards to the Islamically guided relationship a Muslim

has to encounter in life which must be nurtured.

Thus it it not strictly FIQH (as in jurisprudence) but include appropriate

AQEEDAH (Faith/Belief) as well as the noble or praiseworthy AKHLAQ

(Disposition) a Muslim must adopt in regards to each of these

relationship.

Thus it provide the ultimate in a Muslim’s compulsory education, i.e.

FARDHU ‘AIN (personal religious obligation) – that of being and

becoming rather than merely knowing of subjects theoretically.


And in this module-curriculum, each aspect is addressed in accordance

with the required sequence of a Muslim’s growth and development –

organically.

Thus, it deals with whatever is required (IIMAN-’AMAL-IHSAN) at each

stages unlike having to undergo the separate discourses in their study of

‘ILM TAUHEED, ‘ILM FIQH and ‘ILM AKHLAQ.

Al-Hamdulillaah! The feedback from the trial run was positively

encouraging.

So allow me to briefly present this alternative module – as my response

to what is now in vogue – (the so called A.L.I.V.E. program) which are

but imitation (albeit with modification) from those adopted in the

churches.All Rights Reserved © Zhulkeflee Hj Ismail (2014))

APPENDIX


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

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

from a drop of mingled sperm, in order to try him: so We gave from a drop of mingled sperm, in order to try him: so We gave

him (the gifts), of Hearing and Sight. We showed him the Way: him (the gifts), of Hearing and Sight. We showed him the Way:

whether he be grateful or ungrateful (rests on his will).” whether he be grateful or ungrateful (rests on his will).”

((Qur’an: Insan: 76: 1-3Qur’an: Insan: 76: 1-3))


Relationship with the SelfRelationship with the Self

THE WORLDTHE WORLD

TIMETIME

SELFSELFBODYBODY

TONGUETONGUE

MINDMINDDESIREDESIRE

HEARTHEART

Initial traits Initial traits ::[1] Appetite, [1] Appetite, [2] Emotion still link to needs,[2] Emotion still link to needs,[3] curiosity, memory,[3] curiosity, memory,[4] imitative, see, listen & do,[4] imitative, see, listen & do,[5] application of[5] application ofbasic sensory feelingsbasic sensory feelings

NAFS al-AMMARAH NAFS al-AMMARAH (Commanding self)(Commanding self)

Link to various Link to various QuwwahQuwwah (powers): (powers):

[1] [1] shahwiyyashahwiyya (desires)(desires)[2] [2] ghadabiyyaghadabiyya (anger)(anger)[3] [3] WahmiyahWahmiyah (imaginative)(imaginative)[4][4] ‘aqliyya‘aqliyya (thoughts)(thoughts)

Importance of linguistics to thoughts:

APPENDIX

TARBIYAH (Disciplining)


Relationship with the SelfRelationship with the Self

THE WORLDTHE WORLD

TIMETIME

SELFSELFBODYBODY

TONGUETONGUE

MINDMINDDESIREDESIRE

HEARTHEART

Initial traits Initial traits ::[1] Appetite, [1] Appetite, [2] Emotion still link to needs,[2] Emotion still link to needs,[3] curiosity, memory,[3] curiosity, memory,[4] imitative, see, listen & do,[4] imitative, see, listen & do,[5] application of[5] application ofbasic sensory feelingsbasic sensory feelings

NAFS al-AMMARAH NAFS al-AMMARAH (Commanding self)(Commanding self)

Link to various Link to various QuwwahQuwwah (powers): (powers):

[1] [1] shahwiyyashahwiyya (desires)(desires)[2] [2] ghadabiyyaghadabiyya (anger)(anger)[3] [3] WahmiyahWahmiyah (imaginative)(imaginative)[4][4] ‘aqliyya ‘aqliyya (thoughts)(thoughts)

Importance of linguistics to thoughts:

““He (Allah) has created man: He has imparted He (Allah) has created man: He has imparted unto him articulate thought and speech.” (Q:55: 3-5)unto him articulate thought and speech.” (Q:55: 3-5)

APPENDIX

TARBIYAH (Disciplining)


Yet, we are born helpless and have to be cared, Yet, we are born helpless and have to be cared,

nurtured, to be inculcated with discipline, taught and nurtured, to be inculcated with discipline, taught and

developed by a developed by a Murabbi’Murabbi’ (EDUCATOR) – the first of (EDUCATOR) – the first of

whom are our PARENTS.whom are our PARENTS.

APPENDIX


SELFSELF

TEACHERSTEACHERS

BODY

MIND

TONGUE

HEART

DESIRE

PARENTSPARENTS

40

APPENDIX

TIMETIME

THE WORLDTHE WORLDAll Rights Reserved © Zhulkeflee Hj Ismail (2014))

Islam: to submit the entire self (body, tongue, heart and Mind) – Freeing it from desire which needs to always be guided to the Will of Allah. THE WORLDTHE WORLD

TIMETIME

SELFSELFBODY

TONGUE

MINDDESIRE

HEART

Obedience to Parents and teachersObedience to Parents and teachersBeginning of education:[1] Tarbiyya pertains to training of the soul still attached to desires, etc.

Teacher/Educator:[1] Parent[2] Teacher

Although ultimate isKnowledge, (boththeoretical and practical) – initial disciplining, rote learning, memorization, etc. may be crucial.

PARENTSPARENTSTEACHERSTEACHERS

KNOWLEDGEKNOWLEDGE

Relationship with the Parents and TeacherRelationship with the Parents and TeacherAPPENDIX


““Educate (nurture with Educate (nurture with ADABADAB) your children upon three things: ) your children upon three things:

[1] To Love your Prophet (s.a.w.),[1] To Love your Prophet (s.a.w.),

[2] And to love the Family members of his Household (Aali- [2] And to love the Family members of his Household (Aali-

Muhammad), Muhammad),

[3] and (learn) to recite Al-Qur’an.”[3] and (learn) to recite Al-Qur’an.”

((Hadith narrated by TabraniHadith narrated by Tabrani))

PRINCIPLE PRINCIPLE

((Approach and Priority

Approach and Priority))

APPENDIX


SELFSELF

RASULULLAH

KNOWLEDGEKNOWLEDGETEACHERSTEACHERS

BODY

MIND

TONGUE

HEART

DESIRE

AHLIL-BAYTIHI

ASHAABIHI

PARENTSPARENTS

TIMETIME

43

APPENDIX

THE WORLDTHE WORLD

AL-QUR’AN


SELFSELF

ALLAH RASULULLAH

KNOWLEDGEKNOWLEDGETEACHERSTEACHERS

BODY

MIND

TONGUE

HEART

DESIRE

AS-SUNNAH

AHLIL-BAYTIHI

ASHAABIHI

PARENTSPARENTS

HEREAFTERHEREAFTER

TIMETIME

44

APPENDIX

THE WORLDTHE WORLD

AL-QUR’AN


(MASTER-CHART)

45

APPENDIX

PROPOSED ASPECTS OF RELATIONSHIP : LESSONS TO COVER TO THE

EXTENT AS PERMITTED BY TIME CONSTRAIN, FOLLOWING THE PRIORITY

LESSONS ON ISLAMIC LESSONS ON ISLAMIC CONCEPT OF ADABCONCEPT OF ADABBy: Ustaz Zhulkeflee Hj Ismail

IN THE NAME OF ALLAHMOST COMPASSIONATEMOST MERCIFUL.


SELFSELF

ALLAH RASULULLAH

SIBLINGSSIBLINGS

KNOWLEDGEKNOWLEDGE

NEIGHBOURSNEIGHBOURS

AL-QUR’AN

TEACHERSTEACHERS

FELLOW MUSLIMSFELLOW MUSLIMS

NON-MUSLIMSNON-MUSLIMS

BODY

MIND

TONGUE

HEART

DESIRE

AS-SUNNAH

AHLIL-BAYTIHI

ASHAABIHI

IMAM MADZAAHIB

FRIENDS

CO-WORKERS

SPOUSESPOUSE

CHILDRENCHILDREN

PARENTSPARENTS

WEALTH

STATUS

HEREAFTERHEREAFTER

TIMETIME

HEALTHHEALTH

AL-‘ULAMAAL-‘ULAMA

CLASSMATES

EMPLOYER/EMPLOYEE

ANCESTORSANCESTORSAD-DA’WAHAD-DA’WAH

AL-UMMAH AL-UMMAH

HISTORYHISTORY

MUJAAHIDMUJAAHID

AMBITIONSAMBITIONS

IN-LAWS

NGO’s/GO’s46

APPENDIX

THE WORLDTHE WORLDAll Rights Reserved © Zhulkeflee Hj Ismail (2014))

TO CONTINUE … TO CONTINUE …



TEXT AND MANUAL ARE MERELY INFORMATION


* * BIDAYATUL-HIDAYABIDAYATUL-HIDAYA

(Imam Abu Hamid AL-GHAZALIE)

English / MalayEnglish / Malay

TITLE TITLE (*(*original in Arabicoriginal in Arabic))

TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))

** Classical or traditionally used text in the NUSANTARAClassical or traditionally used text in the NUSANTARA



* * NASAAIH -AD-DEENIYAT NASAAIH -AD-DEENIYAT wal WASIYAHwal WASIYAH

(Imam ‘Abdullah Al-Haddad)(Imam ‘Abdullah Al-Haddad)

English / Malay English / Malay






* * AL- MAQASIDAL- MAQASID

(Imam An-Nawawi )(Imam An-Nawawi )







* * UMDAT - AL-SAALIKWA ‘UDDAT- AL-NASIK

(Ahmad Naquib al-Misri )

English English






* * MINHAJ - AT-TOLIBIN

(Imam An-Nawawi )







FIQH AL-ISLAMIFIQH AL-ISLAMI

WA- ‘ADILLATUHWA- ‘ADILLATUH

(10 volumes)(10 volumes)

(Sheikh Dr. Wahbah Az-Zuhailiy)(Sheikh Dr. Wahbah Az-Zuhailiy)

Malay / IndonesianMalay / Indonesian





* * IHYA’ ULUM MID-DINIHYA’ ULUM MID-DIN

(10 volumes)(10 volumes)

(Imam Abu Hamid AL-GHAZALIE)







* * FATHUD-DAYYAN FATHUD-DAYYAN

FI FIQHI KHAYRIL ADYANFI FIQHI KHAYRIL ADYAN

(Sayyid Muhammad bin Ahmad Lebbai)







AL-MUHADZABFI FIQH IMAM SHAFI’IE

(Abu Ishaq al-Shirazi)

Indonesian






AL-MAJMU’ SHARAH AL MUHADZAB

(Imam An-Nawawi)

Malay / Indonesian




25 volumes


AL-IQNA’FI HALLI AL-FAZ ABU SUJA’

(Sheikh Al-Khatib al-Sharbini)

Indonesian





Used as textbook at Madrasah Aljuneid in 1960’s


KIFAAYATUL-AKHYARFEE GHAYATUL IKHTISAR

(Taqiyyudin Abu Bakar Al-Husseiny)

Malay / Indonesian





Used as textbook at PERGAS Madrasah since 1990’s


FIQH MANHAJI (SHAFI-I’EY)

(Dr. Mustofa al-Khin,

Dr. Mustofa al-Bugho

‘Ali ash-Sharbaji)

Malay / Indonesian






FATHUL-MU-’IN(Sheikh Zainuddin Abdul Aziz al-Malabary)

Malay / Indonesian






SIYARUS SALIKIN

(Sheikh(Sheikh Abdus Samad Al-Jawi Al- Abdus Samad Al-Jawi Al-PalembaniPalembani))

Malay / Indonesian






SABILAL MUHTADIN(Sheikh Muhammad Arshad al-Banjariy)(Sheikh Muhammad Arshad al-Banjariy)

Malay / Indonesian

TITLE TITLE (*(*condensed from IHYA’ ULUMUD-DINcondensed from IHYA’ ULUMUD-DIN))





MATLA’ AL-BADRAYN(Sheikh Muhammad Daud Al-Fatoni)(Sheikh Muhammad Daud Al-Fatoni)

Malay / Indonesian

TITLE TITLE TRANSLATEDTRANSLATED ((IN LANGUAGEIN LANGUAGE))




IKHTISAR IHYA’ ULUM-ADDIN(BIMBINGAN MUKMIN)(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))

Malay / Indonesian






INNER DIMENSION OF ISLAMIC WORSHIP

(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))

English





ON DISCIPLINING THE SELF(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))English





THE MARVELS OF THE HEART(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))

Arabic / English





TRAVELLING LIGHT SERIES(extracted from AL-IHYA’)(Imam (Imam Abu Hamid Al-GHAZALIEAbu Hamid Al-GHAZALIE))

English





AL-FIQH AL-SHAFI’IE AL-MUYASSAR

(Sheikh Dr. Wahbah az-Zuhailiy)

Malay / Indonesian





QAULQAUL

QAUL JADEEDQAUL JADEED

QAUL QODIMQAUL QODIM

“saying” – refer to the learned opinion of Imam Shafi-’ie

refer to the learned “earlier (older)” opinion of

Imam Shafi-’ie while he was in Baghdad (Levant)

refer to the learned “newer (later)”

opinion of Imam Shafi-’ie after he went to Egypt.


QAUL QAUL SSAHIHAHIH

QAUL AQAUL ASSAHAH

QAUL DHOIFQAUL DHOIF

“authenticated saying” or learned opinion

of Imam Shafi-’ie

“most authentic saying” or most learned opinion

of Imam Shafi-’ie - preferred over” Qaul Qawi”

QAUL QOWIQAUL QOWIKnown learned opinion held “strongly” by

Imam Shafi-’ie

Views or saying regarded as “weak”, reported to be

held by Imam Shafi-’ie


QAUL ROJIHQAUL ROJIH

Known learned opinions or the viewpoint of Imam Shafi-’ie’ s

jurisprudential school which have been checked, verified and

preferred by subsequent scholars conforming to and adhering

to the methodology and principles of Imam Shafi-’ie madzhab.


QAUL SYAZQAUL SYAZ

Sayings or opinion which are “strange - odd” attributed to

Imam Shafi-’ie . This opinion would be ignored or rejected.


QAUL MASH-HURQAUL MASH-HUR

Sayings or opinion which are “popular” attributed to

Imam Shafi-’ie , and adhered to by followers of this school.


KHILAFKHILAF

‘‘URFURF

‘‘ADLADL

ILLATILLAT

Sayings or opinion which are subject to “disagreement”

Although attributed to Imam Shafi-’ie or to his methodology,

by followers (scholars) of this school.

“Custom” of the practices of the majority of people

“Just” – describing the upright nature or integrity

of a narrator

“basis” – or the reasoning or “ratio decidendi” regarding

the Legal view or opinion or ruling.


FIQH AL-SUNNAHFIQH AL-SUNNAH

(Sheikh Sayyid Sabiq)(Sheikh Sayyid Sabiq)

English / Malay / IndonesianEnglish / Malay / Indonesian





BIDAAYATUL MUJTAHIDBIDAAYATUL MUJTAHID

(Imam Ibnu Rusd al-Qurtubi)(Imam Ibnu Rusd al-Qurtubi)






FIQH ‘ALAL MAZAHIB AL-KHAMSA

(Sheikh Jawad Mughni)

English / Malay / Indonesian

/Persian





FATAWA MU’ASSARAHFATAWA MU’ASSARAH

(Sheikh Dr. Yusuf al-Qaradawi)(Sheikh Dr. Yusuf al-Qaradawi)






HALAL -WAL –HARAM- FIL- ISLAM

(Sheikh Dr. Yusuf al-Qaradawi)






Traditionally in this kind of session using Traditionally in this kind of session using AhadithAhadith manual, the manual, the

teacher must be a teacher must be a FAQIHFAQIH, because religious ruling is not merely , because religious ruling is not merely

based upon based upon AhadithAhadith alone. alone.

Muhadith preserves the Ahadith of Prophet s.a.a.w, whereas

a Faqih is the one who extracts the rules of Deen of Allah SWT

from Qur’an, Ahadith and other principles (of Fiqh).

Thus, in practice, the FAQIH ought to be followed. Students must

refrain from passing ruling from mere reading of these Hadith,

without referring also to one who is a FAQIH.


This is because a FAQIH (jurist) possess a basic understanding of

the various sciences of Hadith as well gathers abstracts of

common meanings from them; the ability to explain the apparent

contradictions that are found in the Ahadith and untie their knots;

also deep understanding of the Qur’an and its Tafsir and related

sciences, well versed in the various sciences of the Arabic

language as well as possesses the knowledge of the statements of

the Sahabah r.a., with comprehensive understanding of the

principles of analogy (Qiyas).


It is for this reason that Sufyan ibn ‘Uyaynah rhm.a. an

illustrious scholar of Hadith, used to say:

“(Muslim’s) submitting to the Fuqaha (expert opinions),

is safety in (his following) the Deen (religion of Islam)”.


TAS-LEE-MU – LIL – FU-QA-HAA -I – HU-WAS – SA-LAA – MATUN – FID - DEE-N

He, Sufyan ibn ‘Uyaynah rhm.a. also used to say:

“The Hadith can lead (ignorant people) astray except

(when explained by) the FUQAHA (jurists)”.


AL- HA-DEETH – MU – DWAL-LA – IL-LAA – LIL – FU – QA – HAA - I

A man came to the famous (Muhaddith), Zuhair ibn Mu’awiyah

(to learn). He asked him: “Where do you come from?” (i.e. where

were you learning previously). The man replied: “from Abu

Hanifah (Faqih)”.

Imam Zuhair remarked:“Your going to Abu Hanifah for one day is

more beneficial for you than staying with me for one month”.


Imam A’mash rhm.Imam A’mash rhm. when meeting with when meeting with Imam Abu Hanifah Imam Abu Hanifah r.a. r.a.

was astonished at his response and comment to one Hadith was astonished at his response and comment to one Hadith

which he just conveyed to which he just conveyed to Imam Abu HImam Abu Hanifah till he exclaimed: anifah till he exclaimed:

“ “Enough! You wish to narrate to me in one moment what I Enough! You wish to narrate to me in one moment what I

narrated to you in 100 days. I was not aware that you have narrated to you in 100 days. I was not aware that you have

practical application to all these Ahadith. practical application to all these Ahadith.

(Then he said:)(Then he said:)


Imam A’mash rhm.Imam A’mash rhm. when meeting with when meeting with Imam Abu Hanifah Imam Abu Hanifah r.a. r.a.

was astonished at his response and comment to one Hadith was astonished at his response and comment to one Hadith

which he just conveyed to which he just conveyed to Imam Abu HImam Abu Hanifah till he exclaimed:anifah till he exclaimed:

“ “O O Fuqaha Fuqaha (jurists)! You are the physicians (doctors )and (jurists)! You are the physicians (doctors )and

we (we (MuhaddithinMuhaddithin – scholars of Hadith) are (only) – scholars of Hadith) are (only) the dispensers (pharmacists).” the dispensers (pharmacists).”


YAA- MA- ‘A-SHIRAL – FU –QA-HAA-I , AN-TUMUL-ATW-BAA-I, WA – NAH-NUS- SWA-YA-DA-LAH

Muhammad ibn ‘Abdullah ibn Al-Hakam was asked:

“Who is a Faqih? “

He replied: “That person who extracts one principle from

the Qur’an or As-Sunnah in which he was not preceded by anyone,

then divides that principle into one hundred branches”.

The person asked: Who is it that has such ability?

In reply he said: “Muhammad ibn Idris Ash-Shafi-’ie (r.a.)”.


Those reading-circle using Those reading-circle using AhadithAhadith manual in our community manual in our community

following the following the SHAFI’IESHAFI’IE school, actually has the purpose to revise school, actually has the purpose to revise

(and even memorising) the (and even memorising) the HadithHadith, as well as gaining blessings , as well as gaining blessings

especially when the manual is read by those possessing especially when the manual is read by those possessing ISNADISNAD link. link.

It is thus primarily meant for one to improve one’s knowledge of It is thus primarily meant for one to improve one’s knowledge of

HadithHadith, not necessarily , not necessarily FIQHFIQH, because Imam Ash-Shafi-’ie , because Imam Ash-Shafi-’ie

prioritized the knowledge of prioritized the knowledge of HadithHadith over the dominance of over the dominance of Ra-’iyRa-’iy

(juristic reasoning) in equipping our scholars of (juristic reasoning) in equipping our scholars of FIQHFIQH. But as to the . But as to the

learning learning FIQHFIQH itself, one must require a qualified teacher of itself, one must require a qualified teacher of FIQHFIQH..


This clarification is to dispel the notion – especially to those who are This clarification is to dispel the notion – especially to those who are

new, merely learning and quoting a new, merely learning and quoting a HadithHadith itself (although one of itself (although one of

prerequisite), this is not sufficient for pronouncing a prerequisite), this is not sufficient for pronouncing a FIQHFIQH ruling. ruling.

Scholars specializing only in Hadith (Scholars specializing only in Hadith (MUHADDITHMUHADDITH) must comply with ) must comply with

the the ADABADAB of not usurping the place of those who are the of not usurping the place of those who are the FAQIHFAQIH..

It is most unfortunate that some It is most unfortunate that some Hadith Hadith manuals compiled by people manuals compiled by people

like Imam An-Nawawi, is being ‘used’ to incite people to become like Imam An-Nawawi, is being ‘used’ to incite people to become

‘‘non-Madzhabi non-Madzhabi ’ while Imam An-Nawawi himself followed a ’ while Imam An-Nawawi himself followed a

Madzhab and even has a manual on Madzhab and even has a manual on FIQHFIQH of the of the SHAFI’IE MADZHABSHAFI’IE MADZHAB..






SAHIH BUKHARY

SUNAN ABU DAWUDSUNAN IBN MAJAH

SUNAN TIRMIDZI

SAHIH MUSLIM








AL- LU’LU’ WAL MARJAN(Ahadith collections from Bukhary and Muslim)


FATHUL BAARI(SHARAH SAHIH BUKHARY)

(Imam Ibn Hajar al-Asqolani)

Malay / IndonesianMalay / Indonesian






BULUGHUL MARAM MIN ADILLATI -AL-AHKAM

(Imam Ibn Hajar al-Asqolani)







SUBULUS-SALAM(SHARAH ON BULUGHUL MARAM)

(Imam As-Shan’ani)

IndonesianIndonesian






NAILIL AWTHARMIN AHADITH SAYIDIL AKHYAR

(Imam Ash-Shawkani)

IndonesianIndonesian






RIYAADUS SOLIHIN

(Imam An-Nawawi)







COMMENTARY ON AN-NAWAWI ARBA’IN

(FORTY AHADITH)

(Imam An-Nawawi)







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

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

Intermediate Level Islamic course in English for AdultsIntermediate Level Islamic course in English for Adultsconducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj Ismail

LESSON # 7 – LESSON # 7 –

““IIKHKHTILAAF“ TILAAF“ – – DIFFERENCE OF OPINIONDIFFERENCE OF OPINION

AMONGST THE MADZAAHIB AMONGST THE MADZAAHIB

And say: O Lord! Increase for me my knowledge


TOPIC FOR : 24 SEPTEMBER 2014TOPIC FOR : 24 SEPTEMBER 2014

18 weekly class started: AUGUST 2014 Every Wednesday night @ 8pm – 10pmWisma Indah, 450 Changi Road, #02-00 next to Masjid Kassim.

TO BE CONTINUED – INSHAA-ALLAH

ALLAA-HUM-MA – ARI-NAL-HAQ-QA - HAQ-QAN

WAR- ZUQ-NAT - TI-BAA- ’A

WA-ARI-NAL – BAA-TWILA – BAA-TWI-LAAN

WAR-ZUQ-NAJ – TI –NAA - BAH

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

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

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

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

IMPORTANT DU’AIMPORTANT DU’A


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

http://introductiontotauhid.blogspot.com/http://introductiontotauhid.blogspot.com/

http://oyoubelievers.blogspot.com/http://oyoubelievers.blogspot.com/

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

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

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

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

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

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

107All Rights Reserved © Zhulkeflee Hj Ismail (2014))

[Slideshare] fiqh-course (august 2014-batch) -using-resource-text- #6 -(17-sept-2014)

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