My name is Shazad Khan and I’m passionate about learning and teaching. I founded U-Knowit to provide myself with an online platform to reach people that I couldn’t have reached otherwise. I’ve been teaching a range of subjects for nearly two decades now which include, Critical Thinking, English for Academic Purposes, Interactive Learning & Communication Skills, Arabic and Islamic Studies. I’ve also been blogging at micropaedia.org since 2010. U-Knowit is basically an accumulation of my struggles, passions, reading, learning and meanderings; all systematically organised into modules for intellectual consumption.
But enough about me… I have a question for you – what type of person are you?
Are you passionate about empowering yourself?
Do you want to learn new skills and knowledge?
Do you struggle with the ability to write academically?
Do you struggle with being a Muslim in a Western context?
Do you find yourself in a pickle over pronouns and prepositions?
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Sitting in a cafe last night with an old friend and student – Dr Khalid Hussain – we had a very insightful and lengthy conversation about education and its purpose. The conversation was interspersed with sweet cardamom tea and added more flavour to the discussion. It propelled me to write today’s blog.
One of the deeply rooted superstitions of our age is the notion that the sole purpose of education is to benefit those who receive it. What we teach, how we teach, what subjects we encourage, are all utilised for one underlying purpose – “what do the kids get out of it?” And this ignites another more detrimental question – “is it relevant?” – and by relevant they mean “relevant to the interest of the kids.” From these superstitions have arisen a multitude of other problems such as the abhorrence of rote learning. 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 Godfrey Saxe’s (1816-1887) version of Blind Men and the Elephant:
It was six men of Indostan,
To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.
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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 →
At Shah Waliullah’s grave
Shah Waliullah’s project in his magnum opus, Hujjatullah al-Baligha, represents not only an intellectual synthesis of morality, law, theology, mysticism and philosophy but also an anthropological foray into capturing the intellectual, socio-communal, and psychological forces that shape Islam’s paradigm. Continue reading →