KR

This is an actual discussion from that Islam Against Modernism “Mental Illness Against Common Sense” chat group. Consider this very convo replicated a thousand times over by these lot in their little dark room.

https://en.m.wikipedia.org/wiki/Kifayatullah_Dehlawi “Mental Illness Against Common Sense” would have you assume this is in reference to a niqabi lady giving tips on cooking and cleaning to widowers.

"Mental Illness Against Common Sense" comes across like those Competitive Mothers on Goodness Gracious Me. They actually take pride in racing to the bottom. From 13:20 to 15:20: https://www.facebook.com/watch/?v=888228811773172

Very important thread on the relationship between religious maturity in women and education for women: https://x.com/ShahinRahmanUK/status/1507827092947357708 There are then those nutjobs who have voluntarily handed over ownership of the concept of 'education' to the western paradigm and therefore cannot comprehend that a woman can be educated within the Islamic paradigm. Perhaps it is these nutjobs - not those who call for Muslim mothers to be educated in any and all beneficial disciplines and sciences - who have the shackles of colonialism on their hearts and minds. This is why when the self-styled "Islam Against Modernism" channel (which can be more aptly renamed as the "Mental Illness Against Common Sense" channel) says of the author of the aforementioned thread as "...this is the typical indecent perv predator profile", it comes across more as a confession than an accusation, فكل إناء بما فيه ينضح.

I was in the north of England today for Jumuʿah and lunch. At the masjid, I noticed two children playing together, probably around 10 years old. One was speaking a mix of English and Egyptian, and the other I didn’t get to hear properly. After salah, I saw the same two children again at lunch. It was there I realised that the non-Egyptian child was my friend’s son. Though ethnically Pakistani, he speaks Classical Arabic with full proficiency. His father, a British Pakistani doctor, spoke to him from birth exclusively in Arabic. This is despite him learning the language in his adulthood. It is worth noting that he is not a religious scholar. I then addressed the son and said keef haalek (I spoke in slang on purpose, to keep it informal and appropriate for the setting). However, the shaykh we came to visit insisted I speak to the child in proper Arabic as he is fully familiar with iʿrab. The shaykh then demonstrated this by asking him questions about a book he’s reading and to tell us what he understands from the story of Yusuf ‌‏ﷺ. The child confidently and comfortably recalled things he enjoyed about the story. He is currently also memorising al-Ajurrumiyyah, the famous primer on Arabic grammar, competing with his Egyptian friend as to who completes it first. Born and raised in Manchester, this is a Gen Alpha British Pakistani who is a native speaker of Classical Arabic, right here in England! May Allah accept his father’s efforts, take the boy from strength to strength, and allow us all to take inspiration from the wonderful family.

Translation

To clarify, the above book is indeed on Arabic grammar, not on coding.

=LET(text,$AJ17,letters, المفتاح!$B$2:$B$36,sukuns,letters&"ْ",alifCombos,"ا"&sukuns,positions,SEARCH(alifCombos,text),validCombos,IFERROR(IF(positions>1,alifCombos,""),""),step1,REDUCE(text,validCombos,LAMBDA(s,combo,SUBSTITUTE(s,combo,MID(combo,2,2)))),idghamCombos,"ا"&letters&"ّ",step2,REDUCE(step1,idghamCombos,LAMBDA(s,combo,SUBSTITUTE(s,combo, MID(combo,2,2)))),step2)

With the grace of Allah, I have started writing up an integrated book on Arabic morphology (علم الصرف) and grammar (علم النحو). These are based on lessons I have delivered this year, online and in person, to both school-age children and university students/professionals. Objectives of this integrated book include: - Ensuring the subject area remain a gateway to the Arabic language, not a goal unto itself - Optimal sequencing of topics - when to introduce a topic to students is as key as the topic itself; the conventional order of lessons is quite frankly suboptimal - Efficient handling on theory and not becoming bogged down by it - Weighted focus on topics based on their importance and recurrence in the language - not all are the same in terms of recurrence and significance in the language - Extensive practice from the Quran - and Hadith and elsewhere where required - Guide notes for teachers with justification for the positioning and sequencing of topics - A ruthless focus on cutting out fluff and rare topics that the student will rarely ever need. Each objective is with the aim of preferring simplification over complication, time saving over time wasting, and respecting the time and effort of teacher and student over prolonging the teaching/learning of this subject area to no apparent end. This project is designed to supplement classical Arabic language and literature lessons, as well as understanding Quran, Hadith, and Arabic texts in the Islamic disciplines, and Modern Standard Arabic material.

فائدة مهمة في غير مظنتها، عن حكم ما يسمى بالاختلاط، وبيان حكمه في الدروس والمواعظ وما عليه عمل المسلمين قديما في جميع بلاد الإسلام: في ترجمة الناصح ابن الحنبلي الفقيه الذي كان يسامي الموفق ابن قدامة في حياته كما قال ابن رجب في ترجمته ت: ٦٣٤ قال في جواب له: "وأما اجتماع الرجال والنساء في مجلس ... فهو محرم إذا كان في غير معروف، فإن كان في صلاة جمعة أو جماعة، أو سماع موعظة، أو التقاء في مجلس حكم: فذلك غير منكر، وهو العادة الجارية في المواسم ومجالس التذكير في سائر بلاد الإسلام". https://t.me/Rwaq_manhaji

It’s the Months of Hajj, so: كيومَ ولدته أمه ✅ كيومِ ولدته أمه ✅ كيومٍ ولدته أمه ❌ Add: كيومَ is a Kufan takhrij, which is considered by Basran grammarians as رديء.

Your religious maturity is often indicated by the issues you give importance to. If the only thing you speak about is how you move your finger in prayer, or when you raise your hands, or some other subsidiary of law, then you've failed to see the bigger picture of what guidance is truly about. The way you situate laws and your list of priorities indicate how you view God's guidance from a bird's-eye view, and this goes beyond the mere legal assignment of 'prohibition', 'recommendation' or 'permissibility'.

From the Shafiʿis, Imams Nawawi and Tibi likewise explain the virtue as having good deeds rewarded ten-fold. Although they were silent on whether the virtue extends beyond Shawwal, their explanation of the virtue being rational is explicitly clear. Refer to their commentaries of Sahih Muslim and Mishkat al-Masabih respectively.

Here is Mulla ʿAli al-Qari (d. 1014 AH) in Mirqat al-Mafatih also explicitly saying that the virtue extends beyond Shawwal.

In his Ahkam al-Qurʾan, Abu Bakr ibn al-ʿArabi (d. 543 AH) clarifies that the hadith is rational and that the virtue extends beyond Shawwal.

Although the concept of interpreting a virtuous act transcends legal madhhabs (and is thus legally agnostic), below are quotes from classical scholars from across the schools who interpret the six fasts of Shawwal in a rational and non-ta’abbudi way.

Weirdly, that design at the top reminds me of the final boss in Contra III on SNES. (Ah, the faza'il of being a millennial are never ending)