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Channel Posts
Is Hadith Rejection a New Madhab?
Those who outright reject any authority of hadith in Islam tend to follow the same pattern. I understand that many hadith rejectors out there are naive because they are not able to see through the weak objections.
Their rejection usually stems from one or more of the following:
> A weak grasp of the Arabic of the Quran and the linguistic standard it was revealed in
> Little or no exposure to the science of isnād
> Reliance on the research of Orientalists
> Inconsistency in deciding what does and does not count as part of Islam
> A personal crisis or a bad experience with religious figures
> Mistaking online arguments between Muslims for the systematic study of the sources
Every argument they raise against hadith applies equally to the Quran:
1. “This hadith is absurd.” If they dismiss a hadith as absurd without examining how scholars have interpreted it, they will eventually face a verse of the Quran that seems absurd to someone else, and they will have to interpret it. The principle they rejected becomes the one they need.
2. “Hadith transmission is unreliable.” The Quran reached us through the same human chains of transmission. If those chains cannot be trusted for hadith, the same scrutiny applies to the Quran.
3. “Hadith was compiled too late.” The same objection can be raised against the meanings of the Quran’s words. Those meanings were preserved orally for decades by men and women before being recorded in books. If late compilation invalidates hadith, it also invalidates our understanding of the Quran.
4. “Hadith has made the religion complicated.” Rejecting hadith does not make religion simpler. It replaces one scholarly tradition with countless individual ones, as each rejector follows their own trajectory and bends the verses to suit their own reasoning.
5. “The religion was hijacked by men.” The Quran itself exists, is transmitted, and is applied only through people. If the people who carried the religion cannot be trusted, then no one can be trusted with the Quran either.
Islam is protected by Allah, and that protection does not rest on one or two individuals. Its preservation is a collective effort, continuously discussed, debated and corrected across every science of the Quran and Sunnah. Without trust in the early generations who carried it, we may as well wash our hands of Islam altogether.
| 2 | For those who have been asking about the books Im going through for the upcoming course, check the link : https://drive.google.com/drive/folders/1XoX8p93tybCe078vYscCjKONJLXAkIG3?usp=sharing
Some of the things I've found very interesting on the topic:
> The ultimate goal to attain closeness to Allah whilst living in a material world
> the development and systematisation of self-rectification
> introduction of new terms such as Tasawwuf
> the breakdown of the aspects of internal states and the heart
> character refinement and the need for healthy companionship
> the harms of cherry-picking methods to refine oneself
> the routes of deviation on the journey
> mass movements under trained individuals and the Khanqas/Lodges
> philosophies developed to make a coherent institute
> Debates around innovation, supernatural acts and hierarchy of saints
> Objections raised throughout history by various scholars | 196 |
| 3 | https://youtu.be/JkLy32Tniks?is=q_V8BFoZmYiNg3C_ | 253 |
| 4 | No text... | 322 |
| 5 | Sufism. A word that sparks devotion, debate, and plenty of questions.
How did early Muslim asceticism develop into organised tariqahs? Which sources shaped its teachings? And how do we distinguish authentic foundations from later additions?
Join Mufti Liaquat Zaman for
From Zuhd to Tariqah: The Story of Sufism
An academic exploration of its origins, development and controversies.
Whether you’re sympathetic, sceptical or simply curious, bring your questions and deepen your understanding.
📅 Saturday 14 November 2026 | 9 am-3 pm
📍 As-Suffa Institute, 156 High Street, Aston, B6 4UX
👥 Open to brothers and sisters
🎟️ Early bird: £19.99 | Standard: £29.99
🍽️ Lunch included
💻 Join the livestream for £9.99
Before you defend it. Before you dismiss it. Study it.
Book your place at as-suffa.org/sufism | 404 |
| 6 | Fasting Hidayah Lesson 2 : https://youtu.be/jX06xtCSKQk
00:00 - Recap: the hadith "there is no fasting for one who doesn't intend from the night"
01:05 - Interpretation 1: the hadith refers to "Kamal" (completeness), not validity
01:21 - Interpretation 2: fasting must start from Fajr, with intention attached to the majority of the day
02:21 - Why even Shafi'is accept a Nafl fast with morning intention
02:40 - Fasting as one stretched Rukn (Mumtad) vs. Salat's multiple Arkan
04:19 - Imam Zufar's "Ila" argument (elbows in Wudu) applied to fasting
06:54 - Differentiating an "Aadah" (habit) from an act done for Allah's sake
07:45 - Imam Zufar's view: is intention even necessary for a Ramadan fast?
09:12 - Usool background: time as a dharf (vessel) vs. a mi'yar (whole duration)
09:21 - Explaining "al-akthar hukmul kull" (majority takes the ruling of the whole)
11:05 - At what point can the intention for Ramadan be made - how far can you delay it?
11:32 - Other fiqhi examples using "al-akthar hukmul kull" (awrah, wiping over bandages)
12:45 - Why this doesn't apply to Salat (can't delay intention mid-prayer)
14:54 - Why it doesn't apply to Qadha fasts either
18:30 - Why intention can't be made after Zawal
20:31 - Sahibul Hidayah's issue: Zawal (Imam Quduri) vs. half-day/Nisf al-Nahar (Imam Muhammad)
22:40 - Why Hanafis don't always follow the matan text as the strongest position
23:50 - Sahibul Hidayah prefers Imam Muhammad's "half day" position
26:30 - Difference between Zawal and Dhahwat al-Kubra (half day) explained with timings
28:30 - Does this dispensation apply to a Musafir (traveller) too?
29:22 - Imam Zufar's view: musafir must intend from Fajr since he's not obliged to fast
30:55 - Response: no dalil distinguishes musafir from muqeem
31:38 - Parallel example: Fatiha in Salat and why rulings aren't split without a dalil
35:51 - Summary of this section's reasoning
35:53 - New masalah: can Ramadan be fasted with any niyyah (mutlaq, nafl, or another wajib)?
38:03 - Imam Shafi's view: nafl niyyah is "abith" (pointless/playing around)
40:33 - Shafi'i's two qauls on mutlaq (unspecified) niyyah
42:56 - Imam Aini's treatment of the Shafi'i position in Al-Binayah + book recommendations
43:29 - Hanafi response: the fard is automatically specified (muta'ayyan) in Ramadan
46:19 - Analogy: calling out "a man" to the one person in the house
48:00 - Example: fasting Monday not knowing it's Ramadan - does nafl niyyah still count?
48:27 - The "paint on a wall" analogy for how extra description gets overridden
50:23 - Closing note: next lesson requires strong usool foundations
51:01 - Full lesson recap of all points discussed | 373 |
| 7 | A saying of Imam Muhammad ibn al-Hasan al-Shaybani, the student of Imam Abu Hanifa, that I have always loved:
"Whoever does not know the people of his time is ignorant."
Knowledge of texts alone is not enough. A scholar has to understand the people in front of him: their circumstances, their needs, and what will bring them together rather than tear them apart. If we want to protect our communities, we need teachers who hold their positions with conviction and their fellow believers with love, and students who understand the difference between the two. | 438 |
| 8 | Differences in Fiqh Were Never Meant to Divide Us
Few things damage our communities as quietly as the way we handle scholarly disagreement. Masjid committees split over prayer details, friendships end over a hadith grading, and comment sections fill with accusations of deviance. Most of these arguments involve questions that senior jurists answered differently, with full respect for one another. Differences in fiqh were never meant to lead to disunity, endless argument and enmity.
Fiqh is, by its very nature, an exercise of ijtihad [exhaustive research]. A qualified scholar exhausts every effort, working through the Qur'an, the Sunnah, the practice of the Companions and the principles of deduction, to reach the most likely answer to a question. It is a 'human effort' to understand the divine command. It is not the divine scripture itself.
This kind of reasoning existed in the lifetime of the Prophet ﷺ. On several occasions, the Companions exercised ijtihad and reached different conclusions. The best-known example came after the Battle of the Trench, when the Prophet ﷺ told them not to pray Asr until they reached Banu Qurayza. On the way, the time for Asr began to run out. Some Companions understood the instruction as a call to hurry and prayed on time. Others took it literally and delayed the prayer until they arrived. When this was mentioned to the Prophet ﷺ, he criticised neither group. The Prophet ﷺ could've simply told them who was right, but through his wisdom, he taught them that differing is ok in such matters. Sincere, qualified reasoning can lead to different answers, and that is not a betrayal of the religion.
Whenever a difference of this kind threatened to become division, the Prophet ﷺ settled the matter and showed the Companions that there was room for more than one view.
The trouble starts when people who have not been trained [given tarbiyyah] to understand other perspectives treat the fiqh they are used to as their personal possession and absolute. The madhab of their family, their local masjid or their first teacher stops being one valid reading of the evidence. In their minds it becomes Islam itself. From there it is a short step to seeing anyone who practises differently as less committed, less sincere, or less true to the religion.
Sadly, the problem grows much worse when a teacher who is highly respected in the institute and the wider community keeps presenting their own view as superior, as the Haqq, the absolute truth and final word. That attitude does not stay in the classroom. Students repeat it, lay people absorb it, and before long the community is divided in practice and not just in theory.
None of this means teachers should be vague or hesitant. A teacher is entirely right to argue for the position they hold and to show why they believe it is most likely correct. In fact, rigorous argument is part of serious scholarship. But teachers must regularly remind their students that, at the end of the day, it is ijtihad. However firmly we uphold the views of a particular imam, his research methodology is still human by nature.
When Imam Malik was reportedly asked to have his Muwatta made the binding law across the Muslim lands, he declined because the Companions had spread through many cities and the people of each region had taken from them.
Students who learn this attitude can appreciate the different schools of thought deeply without making the differences personal.
Social media has added a new layer to the problem. Untrained people now circulate short clips and isolated quotes from scholars, stripped of their context, as though "Shaykh so-and-so refuted this view once and for all." A remark made in a particular setting, to a particular audience, about a particular situation becomes a weapon in a debate the scholar never had in mind.
This also comes from not knowing how to navigate fatwa and ikhtilaf (scholarly difference). A fatwa is given for a person, a time and a place. Knowing what a scholar said is not the same as knowing what he meant or when it applies. | 414 |
| 9 | November 14th inshaAllah | 427 |
| 10 | Unfortunately ive come down with cold so there won't be livestream today 😢 | 452 |
| 11 | https://youtu.be/5n-tnfP9Plw?is=6lCwRrYPFApfvDdp | 508 |
| 12 | No text... | 741 |
| 13 | You can let hadith chains go in one ear and out the other, or you can spend a lifetime appreciating the code hidden inside them.
I remember the first time I studied hadith with their full chains. I found the names of the narrators fascinating. We’d only touch on certain chains briefly and I could never fully imagine them as real people: some were well-known judges in their villages, some held the post of governor, and some were known for their occupations, such the butter merchants (the butter-walas of their day). Even now, I keep discovering more about these chains and the little anecdotes and stories attached to particular transmissions.
In simple terms, a chain is like a sophisticated barcode. It lets anyone who wants to know whether a hadith's transmission can be relied upon check it for themselves.
One of my favourite examples involves Imam Malik, the great jurist and hadith scholar of Madinah. Even though he had already written his book, the Muwatta, the collectors of hadith would still seek out his students, and even his students' students, and carefully choose one chain over another to record in their own books.
Below is a table by Sh. Muhammad Said Hasan Bukhari comparing the various chains Imam Bukhari recorded in his Sahih that go back to Malik.
What's striking about the table is that Imam Bukhari doesn't rely on just a few of Malik's narrators. He takes from over a dozen people, some of them direct students of Malik and others students of his students. The table also shows which narrations appear in the main body of the Sahih and which appear in the secondary ta'liqat. On top of that, it identifies every place where Imam Bukhari received a hadith by studying the book with his own teacher, as opposed to receiving that particular hadith through oral transmission.
All of this shows the lengths Imam Bukhari went to in reporting hadith. He didn't simply settle for having a copy of the Muwatta at home. Some people say that the early hadith collectors didn't write books, however, that is not factual. There were books and manuscripts found, and furthermore, the collectors went to great lengths to authenticate as much as they could through oral transmission to preserve the legacy of hadith. | 726 |
| 14 | No text... | 841 |
| 15 | Unfortunately there will not be a livestream today
I will try to reschedule for tomorrow inshallah | 653 |
| 16 | On demand course Usool Fiqh : https://www.urooq.com/courses/7 | 745 |
| 17 | Surah Yaseen Series
https://www.youtube.com/playlist?list=PLSCByKt3vw-YeAHcRq0d4mm6KiyUVuayF | 920 |
| 18 | Can You Train Yourself to See Nothing but Allah?
I still remember the first time I read the translation of the Quran and really paused at the verses about the ecosystem. The clouds moving, the rain falling, the earth springing back to life. I remember sitting there thinking: How do I forget this so easily? How do I spend entire days moving through a world that is constantly pointing back to Allah, and not notice it once? But only when I hear a reminder now and again start noticing it?
That question is basically the heart of 'ihsan. The Prophet ﷺ described this highest level of faith as worshipping Allah "as if you see Him." Not literally with your eyes, but seeing His working in absolutely everything. How rain falls, how a plant pushes through the soil, how two people happen to cross paths at exactly the right second.
Nothing moves without His explicit consent. Once you start looking for it, it’s everywhere. And that’s exactly the problem, because it’s just as easy to stop looking.
Fast forward to my recent reading on the history of Sufism. Generations of Sufi scholars took this so seriously that they tried to turn it into a method. If constant awareness of Allah is the goal, they asked, can it be trained? Their answer mostly involved disciplined 'dhikr' paired with deep reflection on death and the hereafter. The theory was simple: the more you fill your attention with Allah, the less room there is for anything else.
Some of them pushed that theory far enough, and you arrived at 'fana'. It's a state where the sense of "everything else" doesn't just fade, but supposedly dissolves entirely, leaving only the awareness of Allah.
It’s one of the most debated ideas in the Sufi tradition, and many non-Sufis have criticised it, and for good reason. It sits right on the edge, between a beautiful description of spiritual absorption and something that can sound dangerously close to claims about union with the Divine. Scholars have argued about where that line sits for centuries, and they still haven't agreed.
I've been going through some works and putting together notes for an upcoming course on the history of Sufism. I'm trying to look at where these ideas came from, who pushed back, and what is actually defensible vs what got rightly rejected. It's a much messier, much more interesting history than the popular version of opinions circulating. | 1 080 |
| 19 | Using Hadith as a Springboard
Teachers who deliver Hadith classes are sometimes tempted to share their own interpretations or 'Ijtihad' with their students. This can be a slippery slope, especially if the view hasn't been thoroughly researched and fleshed out. Students will rarely contest their teacher's views.
I sometimes see this happen on the mimber too, a speaker quoting a hadith to back up their own extrapolated view. It's a quick-fire way of evidencing that might work for the general public, but it doesn't hold up with those who have experience in the field.
Even if someone doesn't strictly follow a school of fiqh, their research still needs to be honest. A view should really only be shared after thorough investigation or by attributing it to someone more learned. Otherwise it's half-baked and makes the tradition seem like a playground for anyone to experiment.
My advice to anyone teaching Mishkat or even a book like Zaad at-Talibeen is to focus on giving a sound, established understanding of the text, rather than using the hadith as a springboard to promote personal views. | 829 |
| 20 | Attendance Is Not The Right Measure For Students
Students in Alimiyya courses often feel they should be allowed to move on to the next year because of their attendance or dedication. This should never be the measure for progressing forward. Attendance measures presence, not competency, and the two get mixed up way more often than they should.
The whole point of how these courses are designed is to get students to a level of mastery in Arabic text comprehension so that eventually they can pick up a book and read it on their own, building on all that valuable contact time they've had with a teacher in class. Arabic vocabulary is something you can pick up almost anywhere, honestly, even scrolling on your phone while sitting in traffic if you're disciplined about it. But the higher sciences aren't like that. They need rigorous attention and real contact time with teachers, there's no shortcut that replicates what actually happens in that room.
This is exactly why attendance is such a poor way of judging whether someone's ready to move up. If a student skips class, scrapes through their exams, and catches up afterward through borrowed notes, the teacher genuinely has no idea about that student's competency, reliability, or responsibility. Sure, the exam got passed, but the whole process that was supposed to build their ability to reason through a text on their own never actually happened.
I've seen students plead to be allowed to move to the next year, promising over and over that they'll improve once they get there. Maybe it's because they want to stay with their class friends, or the embarrassment of not being able to go ahead, or wanting to quickly complete the course, or some other reason. The problem is these courses, especially in the early years, are built like layers of firm foundations, each one holding up everything stacked on top of it. Skip a layer, and the gap doesn't just disappear, it goes quiet for a while and then shows up later. Take a student who never really nailed their Arabic morphology [Sarf], they won't necessarily struggle with morphology itself in the higher years, they'll struggle to parse a sentence properly, misread the structure of an argument, and end up with the wrong understanding of a ruling, without ever realising the actual problem goes back two or three years.
My advice to students who've failed a year is pretty simple: repeat it, or at the very least take real time to strengthen whatever you're weak in. Otherwise you'll suffer in the higher years, and honestly you'll probably end up dropping out anyway, just later, after a lot more time and effort has gone in.
What you should always be aiming for is to become a protector of the Deen of Allah, through research, preservation, and teaching. That only really happens once you've gone back and covered every weak link in your education and built a firm grounding in the higher sciences. | 803 |
