Reason & Revelation: Ibn Taymiyyah vs. Asharites


The decisive difference between Ibn Taymiyya and opponents such as al-Ghazali and Fakhr al-Din al-Razi is not about whether reason is a foundation (asl) of revelation –
they all agree that it indeed is – but what claims follow from that. Ibn Taymiyya clarifies this only late in his work, namely at the beginning of the 34th viewpoint (wajh) of his Dar’ T’aarud al-‘aql Wa al-Naql:
“Those who oppose revelation and prioritize their opinion over what the Messenger conveys, they [also] say: “Reason is the foundation (asl ) of revelation. If we prioritized revelation over reason, this would mean the dismissal of the foundation of revelation.” This statement is indeed correct on their part (sahih) if they acknowledge the truth (sihhat) of revelation without objecting [to it].” Continue reading →


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”


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 →

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 →

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 →

Sayyid Habeeb Ullah Madani


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 nuqoosh, he added, ‘I have fulfilled the zakah 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 →

Tradition & Change: To Reform or not to Reform?


Tradition is here defined as an intellectual tendency or social perspective of continuing the preservation of values, statements, norms and the like from one generation to the next. In contrast, modernity is the social outlook on life which is inclined to break with tradition. It is driven by the force to repudiate traditional values, customs and beliefs in favour of more radical ideas. A delineating feature of modernity is constant change whilst tradition is identified by continuation. Where do we stand regarding these two polarities as religious people?

Continue reading →