KR

Christians have QST: Q Source Theory. Ahnaf have TTT: The Tigris Theory.

الحديث في دجلة لكن لم أجده، بعد بحث عميق - وسباحة عميقة

The مسند الإمام أحمد has nothing on مسند دجلة.

May the curses of the angels and people be on that anti-Hanafi, Hulagu Khan. He destroyed the ahadith of the Ahnaf but saved everybody else's ahadith!

Takhrij has two meanings: 1. Referencing Hadith back to its original sources 2. Fishing out the ahadith of the ahnaf used in al-Hidayah from the Tigris River after the Mongol Invasion Literally, Takhrij.

المصادر الحديثية المهمة لدى المتأخرين من أصحاب المذاهب الأربعة

Four stages of hadith takhrij for the Ahnaf 1. Snorkelling 2. Scuba diving 3. Underwater search and recovery 4. Underwater archaeology

Grab yourself a Quran translation for Ramadan. As Ibn Taymiyyah (d. 728) says: "It is common sense that the purpose of all speech is to understand its meanings, not its mere words, and this is even more applicable to the Quran. Furthermore, it is contrary to regular practice for people to read a book in any science, whether medicine or arithmetic, without seeking its explanation. How then should they engage with God's speech, which serves as their safeguard, and through which lies their salvation, fortune, and foundation of religion and worldly existence?" قال ابن تيمية: ومن المعلوم أن كل كلام فالمقصود منه فهم معانيه دون مجرد ألفاظه، فالقرآن أولى بذلك. وأيضا، فالعادة تمنع أن يقرأ قوم كتابا في فن من العلم، كالطب والحساب، ولا يستشرحوه، فكيف بكلام الله الذي هو عصمتهم، وبه نجاتهم وسعادتهم وقيام دينهم ودنياهم؟ (مقدمة في أصول التفسير)

I haven’t seen a “Muslim” nation more embarrassed about its Muslim intellectual identity than the Emirates. They’re so embarrassed they removed the English pages of their foremost Islamic university. https://www.alqasimia.ac.ae/Pages/PageNotFoundError.aspx?requestUrl=https://www.alqasimia.ac.ae/ar/Academics/Programs/Pages/BSc-Arabic.aspx https://www.alqasimia.ac.ae/Pages/PageNotFoundError.aspx?requestUrl=https://www.alqasimia.ac.ae/ar/Academics/Programs/Pages/Quran-Sciences-Bachelor.aspx https://www.alqasimia.ac.ae/Pages/PageNotFoundError.aspx?requestUrl=https://www.alqasimia.ac.ae/ar/Academics/Programs/Pages/BachelorofShariaandIslamicStudies.aspx https://www.alqasimia.ac.ae/Pages/PageNotFoundError.aspx?requestUrl=https://www.alqasimia.ac.ae/ar/Academics/Programs/Pages/Quran-Readings-Bachelor.aspx https://www.alqasimia.ac.ae/Pages/PageNotFoundError.aspx?requestUrl=https://www.alqasimia.ac.ae/ar/Academics/Programs/Pages/BSc-Sharia-Jurisprudence-origins.aspx https://www.alqasimia.ac.ae/Pages/PageNotFoundError.aspx?requestUrl=https://www.alqasimia.ac.ae/ar/Academics/Programs/Pages/BSc-Sharia-Jurisprudence-origins.aspx https://www.alqasimia.ac.ae/Pages/PageNotFoundError.aspx?requestUrl=https://www.alqasimia.ac.ae/ar/Academics/Programs/Pages/BSc-Arts-Islamic-Civilization-History.aspx But these lot want to teach western governments about the threat Western Muslims pose to them.

For some reason, the British Muslim potato (esp. ethnic Gujaratis) not only thinks it’s still socially acceptable to pop over to the UAE for his so-called Islamic holiday, he also thinks it’s wise to announce his ill-advised endeavour to everyone, rather than treat it like how it should: when you go for a dump - you do it a) in private b) without announcing it and c) only when you actually need to. https://x.com/tracking_power/status/2021676602393002242

Are we bloody serious?

The kandoura-loving British Gujji Muslim is in awe of his Emirati masters as he sees them giving da'wah to non-Muslims with a large piece of the Kiswah! This alone justfies his trip to Dubai ten years in a row, soemtimes twice a year! https://x.com/AbdelkawySalama/status/2020887078003790089 (Will still boycott Israel's genocidal dates though)

But the British Gujarati potato will insist on jetting off for his well deserved "Islamic holiday" in Dubai and Abu Dhabi, because at least she wears an abaya. She's very noble indeed. https://x.com/ig9wi/status/2021221558748901669

Unlike Jassas, Saymari regretted not benefiting from Daraqutni. So much for these Ahnaf minnows being proud of Jassas not taking from Daraqutni.

قال الإمام الخطيب البغدادي -رحمه الله-: «كتبت عنه (القاضي أبو عبد الله الصيمري الحنفي -رحمه الله-)، وكان صدوقا وافر العقل جميل المعاشرة عارفا بحقوق أهل العلم، وسمعته يقول: حضرت عند أبي الحسن الدارقطني وسمعت منه أجزاء من كتاب السنن الذي صنفه، قال: فقرئ عليه حديث غورك السعدي عن جعفر بن محمد؛ الحديث المسند في زكاة الخيل، وفي الكتاب غورك ضعيف، فقال أبو الحسن: ومن دون غورك ضعفاء. فقيل: الذي رواه عن غورك هو أبو يوسف القاضي، فقال: أعور بين عميان! وكان أبو حامد الإسفراييني حاضرا، فقال: ألحقوا هذا الكلام في الكتاب! قال الصيمري: فكان ذلك سبب انصرافي عن المجلس ولم أعد إلى أبي الحسن بعدها. ثم قال: ليتني لم أفعل، وأيش ضر أبا الحسن انصرافي؟! أو كما قال». -------- ص635 - كتاب تاريخ بغداد ت بشار - الحسين بن علي بن عبيد الله أبو الفرج الطناجيري - المكتبة الشاملة -------- الرابط:https://shamela.ws/book/736/4808#p1

❝The teachers used to beat the children in ways that were worse than beatings received by prisoners. This used to be the standard method for disciplining. What do you make of an Ummah that is raised as a slave to the stick? Some teachers would beat their students as if the students were criminals; as if they were after revenge. When we were studying forensic medicine in law school, from which I graduated in 1933, I read that psychologists consider some of these beatings that teachers carry out to be a form of Sadism (after Marquis de Sade): they gain sexual pleasure from these beatings.❞

Shaykh ʿAlī al-Ṭanṭāwī (r)

I’ll boycott Israeli dates for Ramadan, but I still want to go to the UAE for my Islamic holiday and eat halal KFC in my collarless Emirati kandoura! https://x.com/alshaikh2/status/2020502951714849114

5. Emphasis on memorisation If an Alimiyyah emphasises memorisation of texts, that is a huge red flag and is hardly a virtue. It suggests that teachers are not aiming to produce analytical graduates who can interpret texts or apply knowledge to the real worl. An Alimiyyah is not a Maktab programme where students learn duas or a few surahs of the Quran. The time spent in an Alimiyyah should be to build an understanding of Islamic scholarship, not rote memorisation. There is a time and place for memorisation, but the Alimiyyah is not it. Where memorisation might be required in the Alimiyyah, it should serve a clearly defined purpose, like the share of inheritance or the stages of the compilation of the Quran. Even in the Arabic programme, the emphasis should be on memorising vocabulary and patterns, not rules. Students should be able to explain rules rather than recite them. Extensive memorisation of some Alfiyyah, or Quran and and Quran should be extra curricular, not part of the core programme. 6. Online Alimiyyah This is not the optimal way to study. Online learning should be supplementary, not the foundation. Face-to-face study is what produces serious scholars. Online study can create only the illusion of knowledge. Worse still are recorded courses, permanently kept for unwitting students gullible enough to fall into that trap labouring under false pretenses that they can become scholars that way. Online programmes do have a place for limited educational interventions, such as making up missed lessons, Ramadan sessions, bad weather or pandemic learning, highly specific subjects to supplement in person study, and short courses on unserved/underserved topics. 7. The once a week, two or three year programme fantasy Over compressed timelines of two or three years, or a lack of consistent study throughout the week, are red flags. If an institute can only offer tuition once a week, the rest of the week must be supported with structured material from teachers. Such programmes must also be honest about their limitations compared to a full time Alimiyyah. Any institute that fails to acknowledge these limitations should be avoided. 8. Arabic treated as a side subject Arabic mastery must be pursued relentlessly. This should be evident in the institute’s ethos, website, and content. If this is not achieved in the first year, the Alimiyyah is like building on quicksand. There should be a clear vision for Arabic medium instruction towards the end of the course. 9. No track record of graduates or testimonials For institutes that have been operating for several years, an inability to showcase their graduates is a red flag. It may suggest that they are either unconcerned with outcomes or have not produced graduates who can meaningfully serve the wider Muslim community. On testimonials, current and/or past students must be able to demonstrate what they have learned and how that has helped them. This should be open for all to see. There should be no such thing as a testimonial from unverfied or unknown students - like Muhammad or Fatimah said, "I really like the course and now I know more about Islam." 10. Relying on past reputation or a few teachers An institute that relies heavily on past glories or a few prominent teachers as the face of the programme is a red flag. Do your research. Understand the current challenges the institute faces and the level of involvement of its prominent teachers. Do they appear twice a year, or are they actively teaching and mentoring students on a weekly basis? There are other things to look out for as well, like examination rigour, location features, teacher-student culture, and student life beyond education. Not everything will be spelled out, but a lot can be gleaned from word of mouth and open days, which every institute should offer. No institute is perfect, but knowing these pitfalls and the limitations of institutes should go some way for prospective students making an informed decision about their Islamic higher education path.