A merry soul by the name of Miss Khadim, who writes under the nom de plume: the Silent Soliloquy asked me last week to write something on how to give a presentation. Although what she asked was about instructive speech, I will focus today on persuasive speech and return to instructive speech in a forthcoming blog (hopefully next week).
Aristotle, who is commonly known as a philosopher, and you might be forgiven to think what might a philosopher have to say about giving presentations. But, as we shall see in this blog, Aristotle has great insight in this area; given that a presentation in other words is the act of persuading others to act or believe in a certain way; this is precisely what Aristotle is a master of – the art of persuasion – and his book entitled Rhetoric is the masterpiece that he produced on this topic.
There are basically three main strategies that one employs to persuade others. And the best words to describe these three strategies are the ones that the Greeks used. They are: ethos, pathos and logos.
Continue reading →
The onslaught of technology has left us with little energy or mental space to ponder over creation. In times gone by, nature spoke the language of God; it still does but we fail to comprehend it. William Wordsworth, the celebrated English poet, repeatedly lamented the loss of the connection with the divine. His ode, ‘Intimations of Immortality from Recollections of Early Childhood’ begins with these words:
‘There was a time when meadow, grove and stream,
The earth, and every common sight,
To me did seem
Apparelled in celestial light
The glory and freshness of a dream.’ Continue reading →
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 →
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.”
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 the 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 →
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, 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 →