KR

I assume that he is talking about madrasahs (dur al-ulum especially) in the West that offer schooling, which is usually terribly run, doing just the bare minimum to get by and pass ministry standards. Parents send their children earlier than they would have otherwise, because the madrasah allows them to complete their schooling. The students come into a boarding school young and immature, lacking any ability to carry themselves. Their ilm suffers as well, since they are too immature to truly grasp the concepts, and also since their brain must divide itself between these two domains. What you end up with is usually a madrasah graduate who is ignorant of basic information that should be common knowledge, and a complete absence of the ability to articulate themself in the local language in a way that doesn't sound uneducated or foreign, thereby making the knowledge that they studied, which happens to be the most sacred knowledge that Allah has created, look trivial, simplistic, and backwards. That student who had learned something as profound as the Shari'ah had only learned it in his younger years, finishing off the course just as he becomes an adult. Having neither grasped nor appreciated the depth of this tradition, this person must then go out to lecture the rest of the world on how to apply this Deen. Among these madrasahs, and their students, do we have exceptions? Of course, and that is something to celebrate. However, they remain just that: exceptions. As even the public schooling system gets worse and worse in imparting education, this issue will only be exacerbated in the madrasah. This is why some madrasahs just don't have schooling, or have an age limit for the students that they accept. I remember from when I was studying in South Africa, that many students would have just finished their secondary education, or however much of it they saw fit, before they enrolled, which allowed them to study in a more mature and focused manner. These students were very often clearly distinguishable from the rest in their understanding and personal development.

I don’t know what those Ahnaf championing their own Hadith method are complaining vis-a-vis YQ’s “dual epistemology” approach when they themselves are advocates of their own version of “dual epistemology”, with the untested Hanafi Hadith Method artificially and improperly hoisted on a pedestal similar to that of the Ahl ‘l-Hadith. Granted, the HHM isn’t rooted in hyper-scepticism, because it came from Hadith luminaries like Isa Ibn Aban. Oh wait…

Very happy to see this from Sh. Abdullah al-Judai: Criticising one's opponents for the use of the intellect - something Allah constantly calls people to use and condemns them otherwise - is absolutely absurd. What Allah criticises is to follow 'hawa', which is an arbitrary view not based on sound reasoning, which explains why Allah tells this very group to use their intellect. "So how strange is the intellect of those who criticise their opponents for using the intellect!"

To see an example of this, here is someone teaching Old English through his tones, pitches and stresses. https://www.youtube.com/watch?v=lZhlWdVvZfw

Below are some pages from the chapter on teaching children Arabic listening (which is the biggest piece of the puzzle missing from most Darul Ulooms).

Important book. Definitely recommend.

There's a lot to say about this 600 page book by Sh. Abdullah al-Judai (which I've also shared previously). So tomorrow (Wednesday 16th July), I plan to have a live book session on it at 8 PM (UK). I'll be covering miscellaneous issues on both Fiqh and Hadith so I look forward to it. I'll share the live link tomorrow InSha'Allah. ❤️

Mulla Uwais Namazi: On the issue of #taqlid and #ijtihad and whether Shah Waliullah was a Hanafi Muqallid, I have recently been reading a collection by the name کلمات طیبات which is an amazing collection of letters in Persian by Hazrat Mirza Jan-e Janan, Qazi Thana'ullah Panipatti and Shah Waliullah. These are pillars of the Indian Naqshbandi order. In one of the letters Shah Waliullah is asked about his madhab and his attitude in fiqh. Below is his response, leaving you to debate the taqlid and ijtihad issue: ------------------- Question no. 3: which madhab do you follow on legal matters? I combine between the famous madhabs as much as possible, for example the form in which fasting, prayer, ablution, pilgrimage has manifested is considered [one and] correct according to all the schools. However, when it is not possible to combine (and synthesise) I follow the strongest school according to evidence and the one which tallies with explicit hadith reports. God the almighty has given me enough knowledge to discern between weak and strong opinions. When consulted by a Muqallid, who can be of any madhab, I give him a response according to his [professed] madhab. God the almighty has granted me knowledge of every one of the famous madhabs. Alhamdulillah. I produce the original Persian here: سوال سوم: آنکہ عمل تو در مسائل فقھیہ بر کدام مذہب ست؟ گفتم: بقدر امکان جمع میکنم در مذاہب مشہورہ ۔ مثلا صوم وصلوة ووضو وغسل وحج بوضعی واقع می شود کہ ہمہ اہل مذاہب صحیح دانند وعند تعذر الجمع باقوی مذاہب از روی دلیل وموافقت صریح حدیث عمل می نمایم وخدای تعالی این قدر علم دادہ است کہ فرق درمیان ضعیف وقوی کردہ شود ودر فتوی بحال مستفتی کار میکنم مقلد ھر مذھبی کہ باشد او را از ھمان مذھب جواب میگویم۔ خدای تعالی بھر مذھب ازین مذاھب مشھورہ معرفتی دادہ است۔ الحمد للہ۔ (از مکتوب پنجم، ص: ۱۶۶) #Taqlid #Ijtihad #SWA #Naqshbandiyyah #Fiqh #Hadith #AhlulHadith

Surat 'l-Nisa'

Widow of a very moral Israeli soldier speaking https://www.youtube.com/shorts/r6gYN3G5fJA

فائدة عظيمة للسبكي في التفريق بين كتب الدرس وكتب الحفظ. فبعض المصنفات أُلِّفت لتحفظ - لشدة اختصارها -، وليس الغرض منها أن تكون كتاب درس، ولا تحصل بدراستها الملكة الفقهية. وبهذا يعلم الدارس والمدرس مراتب الكتب ومنازل المتون.

Discuss.

Shaykh Taha (ra) used to say that Egyptian Arabic is a very sweet language after one gets to know it. The molvis should try to learn and experience colloquial Arabic a bit more. Learn the culture of the Arabs and their language and one will appreciate it. The molvis sahibs learn Urdu, Persian, etc. Before bashing the dialects, get to know them. Most of us are lacking in fusha anyway...try some 'aammiyah and see where it takes you. - Sh Yaqub Abdurrahman

Sister ليانا from a local maktab in Dewsbury delivers her verdict on the Game of Imaarats, and who should be sitting on the proverbial Iron Kursi: Your son was humiliated in Blackburn, Mufti Asad. And you refused the tashkeel. You swore allegiance to Basti Nizamuddin, Maulana Ahmad, but in its hour of greatest need, you refused the tashkeel. And you, Molvi Zakariyya - your father was thrown out of Raiwind Markaz. Still, you refused the tashkeel. But Dewsbury Markaz remembers! The North of England remembers! We know no ameer but the Ameer in Basti Nizamuddin whose name is Kandhalwi. I don't care if he's an innovator. M. Ilyas's blood runs through his veins. He's my ameer from this day until his last day!

The most disgraceful Jum'ah khutbah in the history of Dewsbury Markaz took place two hours ago. Utterly shameful, the closest it has ever been to مسجد ضرار وتفريق بين المؤمنين. Keep your sectarianism away the Masajid of Allah and the Sha'a'ir of Islam.

https://x.com/supportprophetm/status/1915503513238712530 الداعية الكويتي فايز الكندري يكشف الدافع الذي جعل المدخلي يصف المقـاومة الفلسطينية بـ ”الفئران”