Sunnah: The Prophetic Paradigm

In this study, we shall begin by defining the terms ‘hadith’ and ‘Sunnah’ and the position they occupy in Islam. Subsequently, we shall state the arguments against the authenticity of hadith and present our conclusions.

Hadith

Hadith, linguistically is speech/news/information. Technically, it is the sayings, actions, tacit approvals, character and circumstances of the Prophet Muhammad, Allah bless him and give him peace, his Companions [ṣaḥābah] and Followers [tāb‘īn] [S. Usmani 2003:2, Dihlawi 1368 A.H.:1, Lucknowī 1997:32-33]. It includes all narrations about the Prophet’s birth, physical appearance, and the statements, actions and silent approvals of the latter two. Continue reading “Sunnah: The Prophetic Paradigm”

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On Sufism

On Sufism

The aim of the Path is “That you worship Allah as if you are seeing Him” [Muslim vol.1:27, Bukhari vol.1:12]. This is the paths primary goal. This in turn ultimately results in gaining divine pleasure.

Continue reading “On Sufism”

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The Hanafi Legal School

Levels of texts

The foundational books in the Hanafī school fall into three categories:

1] Ḍāhir al-Riwāyah or al-Aṣl

2] Nawādir

3] Nawāzil or Wāq’iāt or Fatāwā

Ḍāhir al-Riwāyah consists of the six canonical books of Muhammad ibn Hasan Shaybānī. They have been transmitted from him through multiple contiguous chains of transmission [tawātur or mashhūr]. These six canonical books are: Jām’i al-Ṣaghīr, Jām’i al-Kabīr, Siyar al-Ṣaghīr, Siyar al-Kabīr, Ziyādāt and Mabsūṭ. They all contain narrations of Imams Abu Hanifah, Abu Yusuf and Muhammad and at times contain narrations of Abu Hanifahs other students like Hasan ibn Ziyad and Zufar. 

Continue reading “The Hanafi Legal School”

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A Tale of Two Birmingham Schools

John Holmwood states that “Fundamental ‘British’ values are understood to involve a commitment to democracy, the rule of law and religious tolerance. A strong implication is that some ethnic minorities lack a commitment to such values where conservative orientations to gender roles and sexual orientation have come to indicate this weak commitment. The failure to embrace British values on the part of some minorities is also put forward as an explanation of poor pupil achievement, which, in turn puts integration at risk. Yet British values tolerate the exercise of conservative orientations on the part of the wealthy, who are also allowed to purchase educational advantage for their children. While all schools are expected to have a religious ethos – expressed in the legal requirement for religious education and daily acts of collective worship – when that ethos is Islamic it is subject to profound suspicion, such that the authorities are willing to castigate educationally successful and unsuccessful schools alike.

Sir Michael Wilshaw was asked by the House of Commons Select Committee on Education in 2015 if he thought that children, communities and schools in Birmingham had benefited from Ofsted’s intervention over the Trojan Horse affair. He replied, “they have benefited in some sense, because they are not the subject of the sort of policies that would be pursued by these governors with a very particular view of how schools should be run. They are free of that. But those schools have been through an enormous amount of turmoil” (paragraph 76). Four years after the Trojan Horse affair, the successor school to Park View has yet to reach the educational success it achieved for its pupils. In other words, its pupils have been ‘freed’ from the supposed constraints of their own cultural expression, while not being provided with the academic achievements that would ensure social mobility. In the meantime, Defence Secretary, Sir Michael Fallon launched the first of his new army cadet corps at the school, offering them access to the British Army as an alternative route.”

Remembering Maulana Hasan Tai (1930-2017)

 

Sadly, on the 28th of December 2017, Maulana Muhammad Hasan departed from this temporal abode and left us with his memories.

عن عاءـشة قالت : ما غرت على أحد من نساء النبي  ما غرت على خديجة – وما رأيتها – ولكن كان يكثر ذكرها، وربما ذبح الشاة فيقطعها أعضاء، ثم يبعثها في صدائق خديجة، فربما قلت: كأنه لم يكن في الدنيا امرأة إلا خديجة فيقول: «إنها كانت وكانت وكان لي منها      ولد

 

Aisha, Allah be well pleased with her, states that:

“I was not envious of any of the wives of Prophet, Allah bless him and give him peace, more than I envied Khadija – and I had not seen her – but the Prophet used to remember her frequently. He, at times, used to distribute meat amongst Khadija’s friends, whereupon I would exclaim, “It’s as if there is no other woman in the world except Khadijah!”

He would remark, “She was like this …and like this.. and I have had children from her”

(Bukhari)

As I sit down to write this, there are many memories that I recall about Maulana Hasan Tai – too many to mention here. Somewhat similar to how the Prophet Muhammad, Allah bless him and give him peace used to reminisce over Khadijah. Continue reading “Remembering Maulana Hasan Tai (1930-2017)”

Islamic Tradition of Books

The visitor to an Islamic bookstore is struck by the orderly rows of
Arabic sets, usually handsomely bound in rich colours with calligraphic
titles framed in arabesque and stamped in gold or silver. Nowadays, the
title commonly runs boldly across the spines of all the volumes.

 

A well run
bookstore will have these works sorted by discipline: commentaries
on the Qur’an; collections of the reported words and deeds of the Prophet
and his Companions, with their commentaries; Islamic law, both rulings
and studies of the principles to be followed in deducing law; theology;
large biographical dictionaries of individuals of various classes, most
commonly scholars; histories and geographies; and Arabic grammars
and dictionaries. Continue reading “Islamic Tradition of Books”

Shah Rafi’ Uddin’s Risala fi Tatbiq al-Araa

tn_takmil_al-azhanwmShah Rafi’ Uddin, the son of Shah Waliullah, has developed a systematic approach in dealing with differences of opinion in his Risala fi Tatbiq al-Araa‘. He deals with differences of opinion per se – regardless of whether they are theological, educational, or practical – his method is philosophical and it attempts at understanding all differences. This is not to be confused with synthesism nor for that matter a triumphalist attempt at rebutting all opposing opinions but rather he defines it as: Continue reading “Shah Rafi’ Uddin’s Risala fi Tatbiq al-Araa”

Sayyid Habeeb Ullah Madani

Blue-Mosque-19

Shaykhul Islam Husain Ahmad Madani writes about his father, Sayyid Habeeb Ullah that in the field of taweez and amaliyaat he had notable skill and complete expertise. He used to mention, ‘There was a time when I had become so proficient that I used to write naqsh myself for curing illnesses and benefits were derived from them.’ At the time when my father granted me verbal ijazah to practice amaliyat and nukoosh, he added, ‘I have fulfilled the zakaah required for all the amaal within this common place book (his own hand-written compilation). There is no need for you to fulfil the zakah. I present you with ijazah; however, it will be better for you to carry out all the amaal in my presence once. Unfortunately, owing to my insolence and idleness I avoided this opportunity because I considered it an exertion and gave precedence to my Ilmi commitments. I was left regretting my decision thereafter.

Continue reading “Sayyid Habeeb Ullah Madani”

A Grandmother Departs…

41917-A-Grandmother‘Amr ibnul ‘Aas states that the Messenger of Allah used to give me attention, and spoke to me in a manner, that I began to feel that I was the best among the community (Shamail of Tirmidhi:338)

 

20th December 2015 was a sad day for my family and I. My maternal grandmother, or Amma ji, as I was wont to call her, sadly left this world. She leaves behind a husband, sons, daughters, numerous grandchildren, great grandchildren and many other well-wishers and friends.

Continue reading “A Grandmother Departs…”

Hadith vs. ‘Amal

mosqueImam Malik wrote a letter to Layth b. Sa’d saying:

“It has come to my notice that you give decisions on religious matters which go against   the position of the scholars of this city of ours. You are a leading scholar, a man of position and eminence in your area. People need you and trust you in your decisions. Because of this you must fear for yourself and tread the path that is likely to take you to safety. Continue reading “Hadith vs. ‘Amal”

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