Category Archives: Education/Madaaris

UNIVERSITIES – ABODES OF VICE AND KUFR

By Abu Alqama

QUESTION

My daughter is in matric. Next year she intends joining the medical school and hopes to finally qualify as a doctor. Some of my friends are strongly advising me not to allow her to go university. Others are encouraging me to send her. They claim that it is important that we have Muslim women doctors as well to serve the community. Also they claim that a girl needs to have a career so that if Allah forbid, she is divorced or widowed, she would be able to support herself I require some urgent advice in this regard. What should I do?

ANSWER:

This is an important question which should be understood in its correct perspective. Therefore the following important points should first be firmly embedded in the heart and mind.

Our existence in this world is for a sublime purpose. It is to recognise our Creator and serve Him. In this short journey through this world we have to establish the Deen of Allah Ta’ala in our lives and on the entire earth. This is clearly explained in various aayats of the Qur’an and in the Ahadith (traditions) of Rasulullah (sallallahu alaihi wasallam). Thus our foremost duty is towards our Creator and Sustainer. We have to tread every step in obedience to His commands.

Another aspect to re-affirm in our hearts and minds is that our sustenance is provided by Allah Ta’ala alone. While we have been ordered to adopt some permissible means of livelihood, it is most certainly not our efforts or intelligence that earns our daily bread. Sustenance comes only from Allah Ta’ala. For those who are obedient to Him, Allah Ta’ala provides sustenance to them with ease. Allah Ta’ala declares in the Qur’an-al-Kareem: “And whosoever fears Allah, He will make a way out (from problems and difficulties) for him and will grant him sustenance from sources that he cannot conceive.”

Having understood the above, now consider the question of sending your daughter to university. There are many aspects to this question, all of which cannot be dealt with here. We will only deal with this question from one angle which should be sufficient for a person who values the spark of Imaan, and who considers the protection of the Imaan, modesty and chastity of his daughter as vitally important and necessary.

HUNGRY?

Any person who has the least idea of what goes on at university campuses will agree that to a great extent they have become dens of vice. Many have lost their Imaan at these places. A few Ramadhaan’s ago several Muslim boys and girls were openly eating at a local campus during the day. When reprimanded that it was Ramadhaan, their answer was: “What will Allah get if we stay hungry!” Which true Muslim can ever utter such a statement which could even cast one out of the pale of Islam. Yet this attitude was unheard of prior to their going to university.

CONTRACEPTIVES

You should also talk to those who are on campus and are aware of what goes on. Ask them about the number of unmarried Muslim girls who talk openly about what contraceptives they are using. Ask them about how many Muslim boys and girls on campus are NOT involved in illicit love affairs and they will give you a dismal percentage, Ask them about drug abuse on campus and they will paint a dreadful picture. This is just the tip of the iceberg. This is the kind of environment that you want to send your daughter into.

PARALYSED

Supposing you were told to send your daughter to study because there is a need for Muslim women doctors. However, by the time she qualifies she will be either physically paralysed or totally blind or crippled, or you may receive her corpse, will you still be prepared to send her?  No sane person will be prepared to do so, despite the fact that the physical disability will last at the most until death (which is in any case inevitable). What then about the reality that your daughter could qualify as a spiritually dead person, or one whose Imaan and modesty is paralysed or badly disfigured.

As stated earlier, this is just one aspect which should be sufficient for a person who values the spark of Imaan and who cares for the chastity and modesty of his daughter.

Abusing The Amaanat Of Ilm-E-Deen

By Mujlisul Ulama

THE INJUSTICE OF THE MADAARIS

Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) had the following advice for the managements of the Madaaris: 

“The Madaaris should understand that it is not necessary to teach the full course (i.e. the Dars-e-Nizaami – Aalim-Faadhil course) to every student. This should be taught selectively to only such students who have a natural compatibility, ability and affinity (with Ilm), and in whom there is Fahm-e-Saleem (sound intelligence). 

Those students who lack in these qualities should be taught only the necessary masaa-il (for daily life). After teaching them the Dhuroori masaa-il, they should be advised to branch out into the world to earn. 

Every person is not endowed with the ability to become a Muqtada  (a leader/guide in the Muslim community). Some (in fact most)  are totally unfit.  To impart the full course of Ilm to them (and granting them Molvi certificates) is like handing a sword to a dacoit. It is khiyaanat (abuse of Trust). 

Nowadays the Mudarriseen and Muhtamimeen (Ustaadhs and Principals) are totally oblivious of this concern. They do not scrutinize the students to determine who among them are qualified for pursuing this Ilm (at the higher level). All of them do not have munaasabat (natural affinity and compatibility with Ilm) nor do they have fahm-e-saleem. Why do they not select from among the Talaba only those who are fit for pursuing this course? 

A special course should be arranged for students who lack the natural ability (for the Aalim-Faadhil course of study). They should not be taught further than this special course which should cover the Dhuroori masaa-il.”

(End of Hadhrat Thanvi’s advice)

Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) has described the abject putrid state of the Madaaris in mild terms. The corruption in the Madaaris at all levels, now about 70 or 80 years after the above observation of Hadhrat Thanvi, has multiplied manifold. The moral corruption of both Students and Ustaadhs today could not have been imagined by Hadhrat Thanvi (Rahmatullah alayh) in his era which was comparatively a time of sanity – a time of khair.

The lamentable condition of the Madaaris of this age is the consequence of not accepting and even not believing what Rasulullah (Sallallahu alayhi wasallam) said. He said: “He who imparts Ilm to someone unfit (for it) is like one who garlands khanaazeer (swines) with diamonds, pearls and gold.”

The truth should not be swept under the carpet. The preponderance of ulama-e-soo’ in our time and the deluge of absolute morons bearing the ‘Molvi’ title, are the direct consequences of ignoring the command of Nabi (Sallallahu alayhi wasallam). Ilm at the higher level is imparted to just any stupid, moron, immoral Tom, Dick and Harry. What type of ulama can therefore be expected from such muck? Rasulullah (Sallallahu alayhi wasallam) himself has described such molvis and sheikhs as ‘MUCK’.

“The Saalihoon are departing (in quick succession from this dunya). Then there shall remain only the HUFAALAH (MUCK) such as the chaff/muck/waste of barley or dates. Allah will have no care whatsoever for them.”  

The Madaaris are living testimony for this lamentable state of affairs described by Rasulullah (Sallallahu alayhi wasallam) and the illustrious Auliya.

What type of Molvi can a scoundrel dressed in bermuda pants and T-shirt, kicking a ball and indulging in kuffaar sport ever be? The Madrasah management should hang its head in shame for having established sports grounds on the Waqf property to enable students studying Qur’aan and Hadith, carrying around big Tafseer and Hadith kutub, to indulge in haraam kuffaar sport in flagrant rejection of Rasulullah (Sallallahu alayhi wasallam) banning all sport as haraam. With kuffaar sport, how is it ever possible for the students to have hearts focussing on Ilm, Allah Ta’ala and the Aakhirat?

It appears that the Ulama who are operating Madaaris are scandalously ignorant of the meaning of a Darul Uloom. They fail to understand that in the background of a Darul Uloom is silhouetted Ghaar-e-Hira which is the Fountain of Ilm-e-Wahi which is being imparted in a Darul Uloom or which is supposed to be taught in such an Institution. What affinity does kuffaar sport and other western paraphernalia have with Ghaar-e-Hira?

The Madaaris today are Signs of Qiyaamah. Among these Signs, Rasulullah (Sallallahu alayhi wasallam) said:

“Knowledge (of the Deen) will be acquired for purposes other than the Deen.” Another Sign mentioned in the Hadith is that “the dunya will be pursued with the amal of the Aakhirat”.

These Signs of Qiyaamah are being conspicuously and flagrantly displayed by the Madaaris. That is why so many molvis of this age take to immoral media such as facebook, video and television portraying their ugly snouts which will be branded in Jahannam. Regarding such snouts of molvis hideously portrayed on the haraam immoral media, the Qur’aan Majeed says: “Soon shall We brand him on the snout.”  

Having squandered their years at an institution imparting the Knowledge of the Qur’aan for the sake of the dunya, not for the acquisition of Allah’s Pleasure, these corrupt molvis, in pursuit of worldly wealth, name and fame,  bootlick the leaders and the affluent members of the community. Thus, they excel in halaalizing riba for the haraam banks. They form haraam so-called ‘shariah’ boards obsequiously serving the fussaaq, fujjaar and kuffaar capitalist bank owners, digging into the kutub and tearing out of context texts to churn out haraam fatwas to legalize all the riba, faasid and baatil bank contracts, plastering these baatil deals with Islamic sounding terminology. They ingest the Fire of Jahannam into their bellies with remuneration paid for fabricating ‘fatwas’ of permissibility for haraam products.

The root of the rot is in the Madaaris. The Asaatizah teach merely to earn, and the students study with the same motives for which secular students pursue secular education at the immoral universities. The two sets of knowledge are mutually repellent.  While the objective of universities is worldly prosperity, the Maqsad of Ilm-e-Deen is the Aakhirat. The niyyat of the Taalib-e-Ilm should therefore not be even Da’wat and Tableegh. He should not pursue the Ilm of the Deen to enable him to operate a darul Ifta or to be an Imaam in a Musjid, or to earn a livelihood. His only niyyat should be Allah’s Pleasure and Prosperity in the Aakhirat.

Therefore, only a handful of Students should be allowed to pursue the Aalim-Faadhil course. Such Students are not in need of a long certificate nor to be turbaned. The goal is the Aakhirat, hence there is the need to dispense of these trappings which no longer have any valid meaning. The only purpose for such paraphernalia nowadays is riya and takkabbur. Rectification of niyyat is of imperative importance. There will be no barkat in the Student’s knowledge if his intention is contaminated with a corrupt niyyat.

Allaamah Abdul Wahhaab Sha’raani (Rahmatullah alayh) says in his kitaab, Tambeehul Mughtarreen:

“Wahab Bin Munabbah said: ‘He who pursues the dunya with the amal of the Aakhirat, Allah Ta’ala will make his heart blind. His name will be listed in the record of Jahannam.”

Sufyaan Thauri (Rahmatullah alayh) said: “My mother said to me: ‘O my son, do not acquire Ilm if it is not your intention to practise accordingly. On the Day of Qiyaamah it (Knowledge) will be a great calamity for you (if your intention is not to practise on it).’”

The corrupt niyyat of the Darul Uloom’s management constrains them to tolerate all the filth and immorality in which today’s students indulge. The objective is to promote the image of the Madrasah, hence the need to expand the buildings and increase the number of students. Riya and takabbur are the motivation for all the jalsahs of today’s madaaris. There is no longer any benefit in these functions which have outlived their utility. Waste, pomp and show are the salient features of these functions which are bereft of Deen. Hadhrat Sufyaan Thauri (Rahmatullah alayh) said:

“Seldom will an Aalim be saved from ujub (vanity and pride) if his circle of dars (his madrasah) is large.”

If a cloud would pass overhead while Hadhrat Sufyaan Thauri (Rahmatullah alayh) was engaged in teaching his students, he would immediately become silent until the cloud had passed, and he would say: “I fear that the cloud may contain stones which will be showered on us.”

Once a student laughed during the dars of Hadhrat A’mash (Rahmatullah alayh). He severely reprimanded the student and expelled him. Reprimanding the student, he said: “You pursue Ilm which Allah Ta’ala has commanded, yet you laugh.” Then Hadhrat A’mash (Rahmatullah alayh) did not speak with this student for two months. What should we comment about students indulging in kuffaar sport, facebook pornography, movies and the like? Their brains and hearts are saturated with the filth of immorality and perversion. Yet, they will be ‘molvis’ tomorrow to subvert and undermine the Deen, and to mislead the masses.

When Hadhrat Sufyaan Thauri (Rahmatullah alayh) had abandoned teaching Hadith, people questioned him in this regard. He explained: “By Allah! If I knew that any of you desires to acquire Ilm only for the Sake of Allah, then I would go to his house to teach him. I will not inconvenience him to come to me.”

When someone asked Hadhrat Sufyaan Bin Uyainah (Rahmatullah alayh) to explain why he does not engage in teaching Hadith, he responded: “By Allah! I do not see any of you fit to learn Hadith nor am I qualified for imparting the knowledge of Hadith.”

Proffering naseehat to the Asaatizah, Hadhrat Shaddaad Bin Hakeem (Rahmatullah alayh) said:

“Only he who has these qualities should teach (Hadith). If he is lacking in these attributes, he should not take to this profession (of teaching Hadith). The attributes are:

He should remind people of the bounties of Allah Ta’ala so that they are grateful to Him
He should remind them of sins so that they resort to Taubah.
He should warn them of the enmity of shaitaan so that people stay aloof from him.”

Hadhrat Ibn Mubaarak (Rahmatullah alayh) was asked: “Who is the most contemptible person?” He said: “He who earns the dunya by means of his Ilm, amal and the Deen.”

Hadhrat Ikramah (Rahmatullah alayh) said: “Impart Knowledge to him who will fulfil the rights of the Ilm. The Aalim should teach such a person who will practically implement the Knowledge.”

Hadhrat Sha’bi (Rahmatullah alayh) said: “The Aadaab of the Ulama demand that they practise on whatever they have learnt. When they make amal, they will abstain from mingling with people. The Aalim will then be lost to the people. They will then search for him. When they search for him, the Aalim fearing fitnah for his Deen, will flee from them.”

It is mentioned in the Hadith that on the Day of Qiyaamah the worst punishment will be inflicted on an Aalim who had not derived benefit from his Knowledge. Rasulullah (Sallallahu alayhi wasallam) said:

“Soon will there dawn an age when all the Aabids (pious worshippers) will be jaahil and all the ulama will be fussaaq.”

That age has already dawned. We are currently in that predicted age. The Ulama are grovelling nowadays in fisq, fujoor, bid’ah and even kufr.

Hadhrat Hasan Basri (Rahmatullah alayh) said: “Do not be from among such people who acquire the Knowledge of Ulama, but acquit themselves as juhala.”

Hadhrat Umar Ibn Khattaab (Radhiyallahu anhu) said: “I fear most for this Ummah such a person who is an Aalim with his tongue, but a jaahil at heart.”

Hadhrat Fudhail Bin Iyaadh (Rahmatullah alayh) said: “I cry when I see the dunya playing with an Aalim. It is indeed lamentable to hear that an Aalim went for Hajj with expenses provided by a trader.”

Hadhrat Hasan Basri (Rahmatullah alayh) said: “The punishment for an Aalim is the death of his heart. The death of the heart occurs when the dunya is pursued with the amal of the Aakhirat. He seeks the proximity of the people of the dunya with the Deen.”

Hadhrat Sayyid Bin Meelab (Rahmatullah alayh) said: “When you see an Aalim at the door of the wealthy, then know that he is a thief.”

Hadhrat Umar Ibn Khattaab (Radhiyallahu anhu) said: “When you see an Aalim having love for the dunya, then be suspicious of him. A man will become engrossed in something he loves.”

Hadhrat Auzaai (Rahmatullah alayh) said: “When the qaari is concerned with the adornment of words, then khushoo’ (humility and fear) disappears from the qaari and the listeners.”

Hadhrat Nabi Isaa (Alayhis salaam) said: “The Aalim who does not act according to his knowledge is like a woman who commits adultery in secret. When she becomes pregnant, she is disgraced. Such will be the condition of an Aalim bereft of practice on the Day of Qiyaamah. Allah Ta’ala will humiliate him”

When Hadhrat Sufyaan Thauri (Rahmatullah alayh) met Hadhrat Fudhail Bin Iyaadh (Rahmatullah alayh), the latter said: “O Assembly of Ulama! Once you were lanterns brightening the cities. But now you are only darkness. Formerly, you were Stars of Guidance. In the darkness of ignorance people would acquire guidance from you. But now you are lost. You visit the rulers, sit on their carpets, eat their food and accept their gifts. Then you sit in the Musjid narrating Ahaadith from Rasulullah (Sallallahu alayhi wasallam). By Allah! Knowledge is not acquired for such acts.”

Hearing this admonition, Hadhrat Sufyaan sobbed uncontrollably.

Hadhrat Sufyaan Bin Uyainah (Rahmatullah alayh) said: “Do not impart Knowledge to a Taalib-e-Ilm if you discern in him an increase in worldly desires. You will be aiding him to enter into Jahannam.”

Hadhrat Zunnun Misri (Rahmatullah alayh) said: “We have seen such people who became increasingly averse with the world as their Knowledge increased. But now we see the converse. Worldly lusts increase with the increase in knowledge. They indulge inordinately in worldly luxuries.”

Hadhrat Sufyaan Bin Uyainah (Rahmatullah alayh) said: “How is it possible for a reciter of the Qur’aan to practise in accordance with its teachings when he sleeps away the entire night, abstains from fasting during the day and consumes haraam and mushtabah food?”

Hadhrat Umar Bin Abdul Azeez (Rahmatullah alayh) said: “If the qaaris were alive (i.e. spiritually), they would have felt burning flames in their stomachs on account of the haraam food they consume. But they do not perceive this because they are dead. They wander around devouring carrion and fire.”

Hadhrat Hasan Basri (Rahmatullah alayh) said: “I abhor that an Aalim fills his stomach with even halaal food. What should I say when an Aalim satiates himself with haraam food?”

Hadhrat Abdullah Bin Mubaarak (Rahmatullah alayh) said: “Nowadays, eating haraam and mushtabah food has overwhelmed the Ulama. It has become their salient habit. They are drowned in the indulgences of lust and the stomach. They have made their knowledge a net to entrap the dunya.”

Hadhrat Fudhail Bin Iyaadh (Rahmatullah alayh) said: “If corruption had not overwhelmed the Ulama, they would have been the best of people. But they have made Knowledge a profession for earning the dunya. Thus, they have become the most contemptible species in the heavens and on earth.”

Hadhrat Sufyaan Thauri (Rahmatullah alayh) said: When you see a Taalib-e-Ilm increasing in knowledge without making amal thereon, then do not impart knowledge to him. If you see the Student being careless regarding haraam and halaal in his food and garments, then do not teach him so that it will not be a proof against you on the Day of Qiyaamah. (Teaching such unfit students will be a calamity on the Day of Qiyaamah).”

Hadhrat Hasan Basri (Rahmatullah alayh) said: “If a person acquires vast knowledge and engages in abundant ibaadat which transforms him into a pillar or like a dried out maskeezah (skin water container), but he is not careful of the food that he ingests, whether it is halaal or haraam, none of his ibaadat is accepted by Allah Ta’ala.”

Hadhrat Abdullah Bin Mubaarak (Rahmatullah alayh) said: “If a man who is the bearer of the Qur’aan (i.e. an Aalim) inclines to the dunya, he has made a mockery of the Aayaat of Allah Ta’ala.”

Imaam Ahmad Bin Hambal (Rahmatullah alayh) would cease teaching a Student if he observed that the student was not spending a portion of the night in ibaadat.

There is an avalanche of similar advice and admonition by the Sahaabah and the Auliya. Abuse of the Amaanat of Ilm-e-Wahi culminates in the production of ulama-e-soo’ who are the primary architects of the immoral lifestyle of the Ummah. Someone asked Rasulullah (Sallallahu alayhi wasallam): “When will it be the Hour (of Qiyaamah)?” Rasulullah (Sallallahu alayhi wasallam) responded: “When Amaanat is destroyed.” The Sahaabi asked: “How will Amaanat be destroyed?” Rasulullah (Sallallahu alayhi wasallam) said: “When the issue (of trust) is assigned to someone unfit for it.”  

This is one of the worse acts of khiyaanat committed by the Madaaris. They assign the sacred Amaanat of Qur’aanic Knowledge to totally unfit students who will manipulate the Ilm for the acquisition of the carrion and filth of the dunya.

We are not suggesting that the Madaaris execute the advices of the Salafus Saaliheen in exactitude. This, we are aware, is not possible in our age. The lofty standard of Taqwa and life of austerity of the Salafus Saaliheen are ideals of a bygone era which will never return to this Ummah. But it is expected that the Madaaris move within the shadow of these advices and admonition. The confines of the Shariah may not be transgressed one iota.

A Madrasah is supposed to be a Bastion of the Deen. It has to be a citadel of Hidaayat. But today, the Madaaris are abodes of zulmat churning out hufaalah on a massive scale. Instead of being guides for the Ummah, these products are the mudhilleen for whom Rasulullah (Sallallahu alayhi wasallam) had expressed the greatest fear. He said that he feared the aimmah mudhilleen more than even Dajjaal.

It is of vital importance for the Madaaris managements to overhaul the system of ta’leem. This does not mean interference with the Dars-e-Nizaami curriculum. It is the best syllabus and shall remain so. The current system prevailing in the Madaaris has absolutely no affinity with tarbiyat and islaah-e-nafs. In fact, the system enhances sin and transgression. Encouragement for   haraam sports, sports fields on Madrasah property, futile jalsahs and functions of riya, haraam and mushtabah food, smoking, even drugs, cellphones, newspapers, un-Islamic dress, emphasis on worldly objectives, etc. have ruined the Madaaris and the Talaba.

Madaaris Should Introduce Oral Examination System

By Mujlisul Ulama

Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) was averse to written examinations which are customary in the Madaaris. Commenting on the system of written examinations  of the Madaaris, Hadhrat Thanvi said:

“My opinion in regard to Imtihaan (Examinations) is that the Imtihaan should be taqreeri (oral). The oral imtihaan quickly reveals the student’s ability and potential. The purpose is to see whether the student has understood what he has learnt, not whether he is a Haafiz of the Kitaab or not. Thus, in oral examinations there is ease for the student, and the objective of the Imtihaan is also achieved.

On the contrary, in the customary method, i.e. written Imtihaan, there is nothing but hardship. When I was studying in Deoband I had to spend the entire night in preparation for the Imtihaan. I would be deprived of sleep. My health would suffer. As long as the whole kitaab was not studied one could not write the examination. 

On the basis of these experiences, when I was in Kanpur I formulated simple rules and regulations for the Imtihaan. Outstanding results were obtained.

Now nothing is in my control. I can only prof-fer advice. I have explained to the Authorities of the Madrasahs about the (ills of the) current system of written Imtihaan in the Madaaris. The entire kitaab has to be swotted. Only then can a candidate confidently write his Imtihaan. However, no one is interested.” (End of Hadhrat Thanvi’s malfooth)

Entrenched customs blind even well-grounded Ulama who sometimes fail to under-stand simple realities to which their attention is drawn by even great luminaries. Hadhrat Thanvi laments the fact that none of the Madaaris was able to understand the benefits of the oral system of examinations. The Madaaris authorities due to custom fail to understand the disadvantages of the written form of examination and the advantages of the oral system. When viewing the bid’aat and the futility introduced in the Madaaris, especially of the current age, it is not at all surprising that no one will be able to understand the wisdom stated by Hadhrat Thanvi (Rahmatullah alayh).

THE ULAMA HAVE BECOME WORSHIPPERS OF FUTILE CUSTOMS

[By Hadhrat Maulana Ashraf Ali Thanvi]

The fraternity of the Ahl-e-Ilm (i.e. the Ulama) frequently labels people as worshippers of customs. However, I say that these Ulama are the worst worshippers of custom. They will not abandon old practices (i.e. practices which have outlived their utility, e.g. jalsahs and dastaarbandi customs) despite the need for abandoning the customs.

Hadhrat Maulana Gangohi (Rahmatullah alayh) had proffered some advice to a certain Madrasah (namely, Darul Uloom Deoband). He had advised that certain kitaabs be expunged from the syllabus (these were the books of philosophy). But no one (of the authorities of the Madrasah) had practically implemented his advice despite all of them being Hadhrat’s devotees. But they did not pay any heed to the mashwarah of Hadhrat Gangohi. This is the ‘value’ they attach to mashwarah the of the Buzrugs.

The condition of the Ahl-e-Madaaris is that whatever is entrenched in their minds, they will act accordingly. (In other words, their brains are fossilized). They will not listen to anyone. My opinion regarding examinations is that examinations should be oral. In oral examinations, the worth of the student is quickly ascertained……… Although I had   advised the authorities of the Madaaris in this regard, no one paid any heed……..

There is no proper system and principles in the Madaaris. The situation is extremely deplorable. How is it possible for these people to govern a country when they are unable to govern even a Madrasah?

Furthermore, the students too nowadays are such whose attention is not focused on Uloom. They consider it a great mi’raaj to be fitted with a huge turban and given a large printed   poster (the certificate). Thus they have become molvis and maulanas! This fossilization is the effect of worshipping customs. The fossilization is extreme.

For them progress is to join the khilaafat movement (a political movement of that era) or the Congress (i.e. the Hindu  Congress). They do not progress in Uloom. Yes, their progress in jahl (ignorance) is incremental.  

Truly, those who have not been in the suhbat (company) of the Ahlullaah, their hearts are incapable of com-prehending realities. Their hearts are totally dead.” (End of Hadhrat Thanvi’s comments)  

At one stage Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) was the Sar Parast (Head) of Darul Uloom Deoband. However, he resigned because of the fossilized attitude of the authorities. He commented: “Of what benefit is it being the Sar Parast when they do not act in accordance with the advice offered? I therefore feel relieved of a burden by having resigned.”   
  
The Ulama should reflect and engage in some deep soul-searching to understand their deviation and the destruction they are wroughting to the Ummah with their baatil ta’weelaat for making halaal so many of the prohibitions of Allah Azza Wa jal.   

They should understand that the jalsahs, functions and conferences they are engaging in are all snares of shaitaan. These functions have outlived their utility. Not only this, but the hurmat is aggravated by the accretion of  multiple evils which always accompany the jalsahs of today. They should understand that they have become Signs of Qiyaamah. About such Ulama, Rasulullah (Sallallahu alayhi wasallam) said:    

“Deen will be imparted for purposes other than the Deen. The dunya will be pursued with the a’maal of the Aakhirat.”

The Importance of Reviving the Islamic Educational System

By Daniel Haqiqatjou

Question: How do you create a system that will produce good doctors?
Answer: Well, it starts with establishing 12 years of primary school education consisting of a precisely curated curriculum of math, science, language, and other skills that develop a young person’s cognitive and study skills. After primary school, we establish a rigorous 4 year college education, again with a specific curriculum designed to nurture particular points of knowledge and cognitive capacity. Then you do the same with 4 years of medical school, a residency program, fellowship, and after going through all that, doctors are produced at the other end.

Question: How do you create a system that will produce good Muslims?
Answer: Uh, just hope that kids pick up what they’re supposed to do from friends and family. Maybe take them to a convention or two. Hopefully the mosque Sunday school program has something to offer.
_____________________

Point to Ponder:- Do we think that the great Muslim figures of the past, whether scholars or non-scholars, we’re just produced by chance? No, the Muslim community has always had a rigorous system for developing strong Muslims, but colonialism deliberately destroyed that system in most of the Muslim world. This was a system that was implemented through institutions like the kuttab, where children would memorize Quran from a young age. The madrasa continued that education for young Muslims as did other religious-social institutions like the turuq. These institutions along with the most important institution of them all, the Muslim family, instilled Islamic values and character, instilled the Islamic cognitive frame MashaAllah.

If we want to return to the glory days of Islamic society, we can’t get there without recreating the institutions and educational structures that can produce strong Muslims. It is up to our generation to take action and build upon what the previous generation has worked hard to revive. I strongly believe we can do so bi idhnillah.

A BAATIL ‘MADRASA DISCOURSE’ PROGRAM OF THE MODERNISTS

QUESTION

A modernist group in Cape Town is organising a so-called ‘Madrasa Discourse’ program to educate molvis in a two-day course about some concept they call ‘pluralism’, whatever this may mean. Please comment in the light of the Shariah on this program. Should molvis attend? Is there any benefit in this type of program? 

ANSWER (By Mujlisul Ulama):

THE PLURALISM, SCIENCE AND PHILOSOPHY DONKEYS

Modernists who arrange these types of silly programs are all plying the trade of Iblees. Since their mundane professions do not adequately ensure for themselves the ‘leadership’ status they aspire for and for which they insanely crave, they latch on to programs which they attempt to adorn with Deeni hues in the futile endeavour to hoist themselves as leaders in the Muslim community. But the objectives of their pride will not be achieved. The very bottom line on which their failure is based is that they are basically juhala. The smattering of religious education they have gleaned from here and there will not acquire for them the desired nafsaani objectives they are pursuing in the name of the Deen. Regarding their smattering  of religious education, the Qur’aan Majeed states:

“That (i.e. worldly education and a smattering of religious education) is the limit of their knowledge. Verily, your Rabb knows best the one who has deviated from His Path. He knows best the one who is rightly guided.” [An-Najm, Aayat 30]

Commenting on this Aayat, Hadhrat Mufti Muhammad Aashiq Ilaahi (Rahmatullah alayh) says in his Tafseer:

“Regarding the people of the world, Allah says further, “This is the extent of their knowledge.”

The purpose of the progress that they make in this world and the (university) degrees they attain is to gain only the material possessions of this world. All their thoughts and mental energies are restricted to attaining this same objective. Allah says in Surah Room: 

“They have only superficial (i.e. a laughable smattering of) knowledge of the life of this world whereas they are negligent of the Hereafter.”  

Their entire being is focused on the dunya. Regarding the Aakhirat, they are in entirety ghaafil and jaahil. Their secular knowledge is described as a ‘smattering’ in the Qur’aan. In other words, these moron modernist professors are deficient in even the proper comprehension of the mundane branches of knowledge for which they possess university donkey degrees. 

Regarding their puerile concept of ‘pluralism’, they state in their advertising brochure:

“…..to equip Islamic religious leaders (ulama) with the tools necessary to confidently engage pluralism, modern science, technological advances and new philosophies.”  

This silly averment comes within the scope of the comment by a Shakesperean character: “Full of sound and fury signifying nothing.” It is an averment devoid of Shar’i substance. These juhala modernists seek to portray knowledge by means of stupid and high-sounding phraseology with which they bamboozle moron molvis – such molvis who are failures in the sphere of Islamic Uloom. When a molvi becomes a miserable failure in the Knowledge of Wahi, then he takes the mundane route to soil and contaminate himself with western education. But its limit is this dunya – a goal which precludes them from acquisition of the everlasting success and salvation of the Aakhirat. This is precisely the averment of Allah Azza Wa Jal in the aforementioned Aayat as well as in many other Verses of the Qur’aan Shareef.

The Knowledge of the Qur’aan and Sunnah is adequate – more than adequate – to equip the genuine Aalim of Deen with whatever ‘tools’ are necessary for any venture or enterprise which requires the guidance of the Shariah. Whilst moron molvis may be impressed by the flowery terminology of ‘modern science, technological advances and new philosophies’, these evoke mirth from the men of Ilm. The  implication of the stupid pluralism advocated by the juhala modernists is the inadequacy of the Knowledge of the Qur’aan and Sunnah.

For progress, success and victory on earth and in the Aakhirat, the Ilm of the Qur’aan and Sunnah is adequate. In every sphere of life, Allah Azza Wa Jal is sufficient. This is the dictate of our Imaan. The Qur’aan Majeed states: “Allah is sufficient for the Mu’mineeen in war.” This Divine Sufficiency is not restricted to war. It is related to every branch of our life. However, its acquisition is dependent of total obedience to Allah’s Shariah and the adoption of the Sunnah. Thus, Rasulullah (Sallallahu alayhi wasallam) said: “Whatever is by Allah is acquirable only by way of obedience.”

Donkey education for the attainment of donkey doctorates and donkey university degrees does not feature anywhere on the ladder of success and victory which Muslims are supposed to climb to reach Allah Azza Wa Jal. Secular education is like all worldly requisites. It shall be pursued and acquired in only halaal ways and to the degree of need. It may not be pursued in the manner in which it is imparted in university brothels which dole out ‘proffership’ stupidities. 

Technology existed since the era of Hadhrat Aadam (Alayhis salaam). Among the Sahaabah were technologists such as blacksmiths, shoemakers, tailors, wagon builders, bridge-builders, etc., etc. They acquired the skills essential for the degree of technology necessary for that age. But in the process of such acquisition not an iota of the Sunnah was compromised. In the pursuit of secular education of the time, the Muslims did not submit to intellectual and moral enslavement becoming the serfs of kuffaar tutors who impose every facet of kufr, fisq and fujoor on Muslims who study at these university dens of vice. Immorality is the disease in the university brothels which churn out murtads, fussaaq and fujjaar.

In submission to the Deen in the way the Sahaabah had submitted there is victory, respect and honour for Muslims in both worlds. There is no honour in the bootlicking methodology which these modernist juhhaal professors lap up from the disgorgement of their kuffaar university tutors.

Hadhrat Ameerul Mu’mineen Umar Ibn Khattaab (Radhiyallahu anhu) ruled an empire stretching from the shores of the Atlantic in the west to beyond the walls of China in the east. Just who was this Umar?

He was a shepherd. About this noble Shepherd, Rasulullah (Sallallahu alayhi wasallam) said:

“If there had to be a Nabi after me, it would have been Umar.”  

When the Roman emperor, Heracleus asked a Sahaabi to describe Hadhrat Umar (Radhiyallahu anhu), he presented a character sketch of Hadhrat Umar (Radhiyallahu anhu) in a wonderful succinct sentence. He said: “He neither deceives nor can he be deceived.” Commenting, the emperor said that the first part of the statement (‘He does not deceive’) is the evidence for the perfection of his lofty moral character, and the second part (‘He cannot be deceived.’) is the evidence of his intellectual perfection.

This noble Shepherd was not in possession of any university donkey degrees and doctorates. From whence did he acquire the superb expertise to rule such a vast empire with such a wonderful system of political administration which ushered the Ummah to the pinnacles of worldly glory. On the memorable occasion of taking possession of the conquered City of Jerusalem, when Hadhrat Umar (Radhiyallahu anhu) observed some worldly changes in the dress style of some Muslims, he   commented: “We are a nation whom Allah elevated (and gave honour) by means of Islam.”  

The stupid worldly programs of stupid ‘pluralism’ and the pursuit of technological and kufr philosophical sciences while essential for kuffaar progress, are not the fulcrum on which the advancement, progress and victory of the Muslim Ummah rely. For Muslims, the one and only basis of success and victory in this dunya and the Aakhirat is the Deen – the Deen as taught  and practised by the Sahaabah (Radhiyallahu anhum).

There is no aspect of man’s life on earth which the Shariah has left untouched. Whatever the brand of pluralism, science or philosophy the moron professors plan to sell to the moron molvis and stupid sheikhs has no relevance in so far as the ‘tools’ for providing Shar’i direction and directive are concerned, for the Shariah of Allah Azza Wa Jal is not antique. It is not an artefact for the museum as the moron modernist juhhaal zindeeq professors seek to imply. But these modernist juhhaal succeed in only finding a stupid moron molvi audience – molvis who are an insult to the Uloom of the Deen.

All philosophies, new and old, are kufr. The Ulama of Islam have refuted and demolished these philosophies of kufr which shaitaan imparted to deviates and zindeeqs. Our orthodox Madaaris, not the hybrid type in vogue nowadays, – the Madaaris of the genuine Akaabir of Deoband – adequately cater for the refutation of kufr philosophy. The kufr of the modern day scientist and the kufr of the medieval philosophers is of the same breed of satanism. There is nothing for an Aalim to gain from the stupid so-called ‘madrasa discourse’ which the humur of the dunya will disgorge at their merrymaking party of triviality presented in deeni guise for the entrapment of moron molvis and stupid sheikhs.

THE KUFR TRANSFORMATIVE EDUCATIONAL EXPERIENCE

The juhhaal zanadaqah professors of the baatil ‘madrasa discourse’ program ridiculously aver: “to prepare future ulama in order to stand tall for human dignity and peace through a transformative three-year educational experience.” This silliness is indeed laughable. Never can Ulama in the Qur’aanic meaning be prepared by undergoing a hybrid religious course forged by chaps whose brains are fitted in straitjackets – fitted by Zindeeq and Kuffaar tutors at donkey university brothels. Only those   who have acquired their Ilm under the guidance and supervision of Sanadi Ulama who are imbued   with Kashiyat for Allah Ta’ala, will be qualified to don the Mantle of Prophetic Vicegerency. Only those who qualify under the supervision of genuine Ulama of the orthodox Sunnah type will be among the Warathah of the Ambiya, not these modernists whose brains have been convoluted with the contaminations of zandaqah. Not even the awaamun naas (the ignorant masses) will accept modernists to act the role of Ulama.

Ulama cannot be produced at merrymaking parties where the ethos of western immorality pervades. The ‘transformative’ course mentioned will seek to convert the moron molvi from whatever little orthodoxy he may have, to modernism. It will seek to transform those with dithering Imaan, into agents of Iblees as all these juhala professors are.

The shaitaani process of ‘transformation’ which the agents of Iblees will seek to implement will be a transformation from Imaan to kufr, albeit in a subtle manner which the moron molvies and stupid sheikhs will be unable to discern due to the fossilization of their aql. A true Aalim – an Aalim in the Qur’aanic meaning – cannever be transformed in any way whatsoever. Any transformation to which a molvi submits is a conversion from Haqq to baatil. It is a fall from the zone of sublime radiant (Nooraani) spirituality into the pit of the darkness (zulmat) of kufr. In effect it is the renunciation of the Islam which Rasulullah (Sallallahu alayhi wasallam) delivered to us – the Islam which according to the Qur’aan was completed and perfected during the very lifetime of Rasulullah (Sallallahu alayhi wasallam).

The men of genuine Ilm – the true Ulama who are the Heirs of the Ambiya – cannot be beguiled with kufr presented in a deceptive ‘deeni’ platter. The Ulama are in no need of any type of ‘transformative’ course or experience. The Knowledge of the Qur’aan and Sunnah imparted by the true Heirs of Rasulullah (Sallallahu alayhi wasallam) cannot supplemented in any way whatever, least of all by the tools of modernism. Such tools are the snares of shaitaan.

The advert mentions that the two-day course will introduce scholars in Cape Town to the project. Those who will be participating in this discourse of the juhala are not scholars (ulama) of the Deen. Only morons are capable of humiliating themselves by participating in a program which is bereft of the Sunnah and the ethos of the Deen – the holy ethos which prevails in genuine Madaaris of the Deen.

It is a deceptive misnomer to dub this modernist program a ‘madrasa discourse’. It is never a Madrasah program. It is a modernist merrymaking function of zindeeqs who are the Agents of Iblees. This program has no truck and no affinity with a Madrasah set-up. The deviates have employed the term to deceive and mislead moron molvies and stupid sheikhs. These professor fellows are modernists and zindeeqs. They should not misuse the Islamic terminology of the orthodox Muslims for their programs of deception and deviation (dhalaal).

CONTEMPORARY CHALLENGES?

The juhala professors speak of “contemporary challenges to Islamic thought”. Challenges to Islamic thought emanate from only one source, and that is the Zindeeqs – from these modernist professors – from these murtaddeen masquerading as Muslims and slinking in the folds of the community lying in ambush to extinguish the Imaan of the unwary and ignorant with their shaitaani tools mentioned in the Qur’aan Majeed as “zukhruful qawl”. These are whisperings and inspirations of shaitaan which he transmits to his agents, the shayaateenul ins and shayaateenul jinn (human and jinn devils).

The worst threat to Islam is the internal menace of the zindeeqs who profess to be Muslims. They are hell-bent on transforming Allah’s Shariah to conform to western kuffaar concepts and norms, albeit retaining the name, Islam for befooling and befuddling morons.

The only valid Islamic Thought is the Thought which is embeded in the orthodox Sunnah as propounded by the Sahaabah and the Salafus Saaliheen. The thought of these modernist juhala professors is satanic thought which constitutes the threat to Islam. For these modernist humur Islam is an evolutionary process similar to the evolutionary baboonic theory of the jaahil atheist Darwin. For them, mangling and mutilating Islam to conform to the concepts and ideologies of kufr of western society are the necessary ingredients of their confounded process of evolution which is their kufr concept of Islam.

GRAPPLING WITH WHAT?

The juhala say: “….communities in India and Pakistan are grappling with the major changes brought by rapid technological innovation and globalization.”  

Modernist juhala who have set themselves up as physicians to diagnose the ills of the Ummah and to prescribe therefore, are adept in only red herring expressions and flowery phraseology. While people of intelligence see through the smokescreen, the unwary and ignorant ones are hoodwinked by high-sounding terms calculated to awe the ignoramuses. The  aforementioned statement of the donkeys is an exhibition of their jahaalat. They simply have miserably failed to understand the issues with which Muslims all over the world, not only in India and Pakistan, are grappling with.

There is absolutely no grapple  with technological issues and the ghost of globalization. In so far as ‘globalization’ is concerned, the Sahaabah and even their successors of the Khairul Quroon epoch had bestowed adequate solutions for all developing globalization issues concomitant to the rapid global spread of the Islamic empire.

Today, nowhere in the world do Muslims grapple with technological ‘innovation’ and changes, and the mirage of globalization. Such changes are deceptive. It is only a change from an animal-drawn wagon to a automotive powered vehicle. It is a change in the tools of making shoes, in the methods of writing, in the ways and forms of executing the very same objectives which mankind has been pursuing since time immemorial. There is no grapple in this issue.  

The world is awash with ‘Muslim’ technocrats, donkey carts of the ilk of these professors, and with secular experts in all fields of technology to the extent that even the western kuffaar have employed Muslim experts in their institutions of technology. Every Muslim country, having killed the Islamic educational Institution which caters for the Aakhirat, has accorded top-most priority to university education. Secularism has been fully embraced at the cost of jettisoning Imaan from the hearts. The Shariah has been abrogated and its place has kufr law been substituted in the insane search for the acquisition of honour from the western masters. Disparaging these miserable entities who idiotically pursue phantoms and the shaitaan for honour, the Qur’aan Majeed states:

“What! Are they searching for honour from them? Verily all honour belongs to only Allah.”  

All Muslims, even the moron molvis and the stupid sheikhs, have fully embraced western technology with its kufr consequences of the effects of immoral modernity, immoral liberalism, fisq and fujoor. They are not grappling anywhere with technology and modernity. They have embraced it with love – swallowed its filth and contamination hook, line and sinker. Brothel universities churning out zindeeqs and murtads, faasiqs and faajirs, zaaniyahs and faajirahs, have been fully embraced by the entire Ummah worldwide. Even molvis have denuded their daughters and offered them for prostitution at these western ‘educational’ brothels where the donkey professors are produced like incubated carrion broiler chickens. Even the spineless ‘daarul ulooms’ of this era are obsequiously licking the boots of the kuffaar to gain recognition and honour, hence they incrementally emulate the ways, styles and ethos of kuffaar colleges. This is the prevalent trend all over the Muslim world.

Universities to implement western kufr, fisq and fujoor are flourishing in all Muslim lands. All governments in all Muslim countries without exception are kuffaar promoting the very ideology which the donkey professors will be advocating at the deceptive ‘madrasa’ discourse program. The proponents of technology and stupid kufr philosophies are all in an unholy shaitaani alliance to extinguish Islam from within. They retain the names and terminologies of the Deen whilst their hearts bristle with the anathema of kufr. They have a villainous attitude for the Islam and the Sunnah which the Authorities of the Deen of the Khairul Quroon era had promoted.
The only thing with which Muslims today are grappling with is the Deen. They view Islam as an impediment for the attainment of their worldly objectives – the objectives promised by western technology which they have fully embraced. They are grappling with the Deen in a life and death struggle. Unable to overtly express their kufr and irtidaad, they seek ways of striking some kind of alliance between kufr and Imaan, hence these modernist ‘madrasa’ programs and similar enterprises promoting an ‘islamic’ ideology which caters fully for bootlicking the western kuffaar.

Centuries of colonial domination of the western powers and their successful imposition of western secularism have left Muslims grappling with their Deen. Lacking the courage to disrobe the mantle of Islam which they   have been donning by virtue of their birth in Muslim homes, the hybrid ‘muslims’ of today while vociferously asserting their claim to Islam, cherish a venomous hatred for the Sunnah of Rasulullah (Sallallahu alayhi wasallam). Depicting this scenario, Hadhrat Abdullah Bin Amr (Radhiyallahu anhu) narrated,

“An age will dawn when the people (the so-called Muslims) will gather in their Musaajid and perform Salaat whilst not a single one will be a Mu’min.”

This Hadith amply brings the donkey professors and the modernists within its scope. The grapple is with Imaan. To retain or to expel it? There is no other grapple as the juhala professors assert.

HUMAN DIGNITY AND PEACE?

This is the language and theme of the western masters which the donkeys are braying. They say that their ‘madrasa discourse’ is to teach the moron molvies and the stupid sheikhs the lesson of ‘human dignity and peace’. What is the concept of human dignity and peace which these morons are advocating? Clearly, it is the western concept which brings within its embrace every facet of fisq and fujoor which is the incumbent consequence of the satanism of ‘gender equality’ which the juhala professors and their ilk of modernists promote.

Are the human dignity and peace lessons imparted by Islam not sufficient for Muslims? Refuting these zindeeq morons, the Qur’aan Majeed states:

“What! Do you search for the law of jaahiliyyah. Whose law is better than Allah’s Law for people who believe (in Allah and the Last Day)?”

Fourteen centuries after the revelation of the Qur’aan and the perfection of Islam, the moron juhala seek to impart to moron molvis and stupid sheikhs the western concepts of ‘human dignity’ and ‘peace’. That is because deep down in their hearts they share the kuffaar concepts which propound that the Islamic sense of human dignity and peace is ‘barbaric’ and unbefitting this age of modernity with its fundamentals of fisq, fujoor and kufr. They and their kuffaar western masters do not have the haziest idea of the meaning of true human dignity and peace. For them these concepts are mere verbal professions bereft of reality and sincerity. They all are the worst perpetrators of injustice, oppression and inhumanity to both humans and animals. The western system of justice and morality which the modernist juhala espouse conspicuously portrays the barbarity of the kuffaar cults. These modernist zindeeqs seek to sell these satanic kuffaar products to which they affix an ‘islamic’ tag in the very same way that the carrion-halaalizers label their carrion products ‘halaal’.

A CONFOUNDED KUFFAAR PROJECT

Letting the cat out of the bag, the modernist humur juhala say in their advert pamphlet:

The main program engages 55 young participants who are teachers and professors in their communities in India and Pakistan (home to over 300 million Muslims). Communities in the sub-continent are grappling with the major changes brought by rapid technological innovation and globalization. Madrasa Discourses is part of the Contending Modernities research initiative at the Kroc Institute for International Peace Studies, part of the Keough School of Global Affairs at the University of Notre Dame, and is funded by the John Templeton Foundation. Mawlana Ammar Khan Nasir (GIFT University) and Mawlana Dr Waris Mazhari (Jamia Millia Islamia) serve as the lead faculty in India and Pakistan respectively.

This confirms that this so-called ‘madrasa’ discourse is a kuffaar-inspired project to subvert Islam – to pollute the brains of moron molvis and stupid sheikhs with zandaqah (heresy) – kufr which is the antithesis of Imaan. The personnel of this project are all Zindeeqs and bootlickers of the west. They have no affinity with true Islam. Their brand of Islam is heavily impregnated with kufr, fisq and fujoor.

What truck does Islam have with the John Templeton Foundation and with the Keough School of Global Affairs? These are the kuffaar brains which have polluted and convoluted the brains of those who were born as Muslim, but miserably sacrificed their Imaan at the altar of kufr. The initial fatwa of kufr issued by our Akaabir Ulama of Deoband against western education is not underlined by any conundrum. The stark reality is that the consequence of such satanic educations is kufr in whose wake follows eternal damnation and perdition in Jahannam.

MADRASA?

To promote its course of heresay and blasphemy, the modernist juhhaal latched on to the word ‘madrasa’. What is their pernicious motive for adopting this term of orthodoxy to describe their shaitaani project and program? These morons are the effects of kufr modernity disgorged into their systems at the western kuffaar brothel universities. Why do they discern importance in using or misusing the orthodox term of madrasah?

These modernist juhhaal cherish an inveterate abhorrence for orthodoxy, that is, for the Sunnah of Rasulullah (Sallallahu alayhi wasallam). A Madrasah is an abode of orthodoxy – of those orthodox devotees who follow the orthodox Sunnah. So why did these morons select the term ‘madrasa’ for advertising their program of zandaqah? There is no conundrum here. It is palpably clear that the motive is to lure moron molvis and stupid sheikhs who are products of Madaaris. They are wooing these morons in the plot to hoist these unfortunate souls as ‘leaders’ in the Muslim community after the crash course in brainwashing.

The moron juhala are aware that if they had named their program of shaitaaniyat, A College Discourses Program, not a Madrasa Discourses Program, they will hopelessly fail to attract even moron molvis and stupid sheikhs to participate in the hoax program. The utilization of the term ‘madrasa’ is most dishonest and deceptive.

A WARNING

We sound a sombre warning to the moron molvis and stupid sheikhs who contemplate participating in the program of the modernist juhaal professors.  Participation in projects adorned with an outer veneer of ‘islam’ is to trifle with Imaan. The ultimate consequence of such trifling is kufr – such kufr which the morons will not be able to detect. But at the time of Maut they will be rudely and harshly jerked into wakefulness. Then only will they understand the everlasting damage they had inflicted on their souls by having joined projects which are in reality snares of Iblees. Iblees uses these modernist juhhaal to sell and promote his pernicious wares. That is why Allah Ta’ala describes them in the Qur’aan as shayaateenul ins (human devils).

The only gain in the project of the zindeeqs will be kufr – a gain which will bring everlasting regret at a time when regret will be of no avail. Safety of Imaan and true Izzet (Honour) are in the orthodox Sunnah. The orthodox Sunnah is described in the Qur’aan Majeed as Sibghatullaah – The Colour of Allah. While Allah Ta’ala calls on you to paint yourself with His Colours, you, O moron molvis and stupid sheikhs, seek to colour yourselves with the hues of Iblees by participating in the program of Iblees.

Those who are true Ulama understand the wonderful Treasure of Ilm they had acquired at the orthodox Madaaris. This Ilm of Wahi which genuine Deobandi Madaaris impart cannot be complemented nor does it require any supplements. All such accretions are satanic and devised for scuttling the Deen.

These modernist juhhaal are deficient in Imaan or without Imaan and bereft of Amaal-e-Saalihah. Describing them, the Qur’aan Majeed states:

“And, among people is such a man who disputes in (the aayaat of) Allah without knowledge, and he follows every rebellious shaitaan.”  

THE KUFFAAR MASTERS OF THE DECEPTIVE ‘MADRASA’ DISCOURSES PROJECT

Without applying their minds, the modernist zindeeq professors revealed that they are an integral constituents of the kuffaar Keough School at the Notre Dame University which is funded by John Templeton Foundation. The juhhaal are also the intellectual serfs of the Kroc Institute. It is quite understandable that the policies, principles and ideologies of these kuffaar institutions are not derivatives of the Qur’aan and Sunnah. There be all is kufr. Their being and their attributes rise from the spring of kufr. The following is an account which these institutes give of themselves.

THE KEOUGH SCHOOL
The Donald R. Keough School of Global Affairs is the first new school at Notre Dame in nearly a century. In keeping with Notre Dame’s mission to place scholarship in service to the common good, the Keough School advances integral human development through research, policy and practice; transformative educational programs, and partnerships for global engagement. Founded in 2014, the Keough School builds on the strengths of 7 institutes focused on international research, scholarship, and education at Notre Dame.  
Research, Policy, Practice
The Keough School addresses some of the world’s greatest challenges, with particular emphasis on the design and implementation of effective and ethical responses to poverty, war, disease, political oppression, environmental degradation, and other threats to dignity and human flourishing.
Transformative Educational Programs
The Keough School educates and trains global affairs professionals, preparing students for effective and ethical professional leadership in governments, non-governmental organizations, and the private sector. The Master of Global Affairs will welcome its first class of students in August 2017.
Partnerships for Global Engagement
By building long-term partnerships within the academy,   business, government, and civil society, the Keough School integrates disciplines and best practices to identify solutions responsive to the interconnected nature of global challenges.
The Keough School welcomes engagement with people of all nationalities and religious, secular, and philosophical traditions.
A Legacy of Leadership
Donald R. Keough, one of the most accomplished executives in U.S. history, was an Emeritus Trustee and one of the University of Notre Dame’s most generous benefactors. He served as chairman of Notre Dame’s Board of Trustees from 1986 to 1991 and then as a Life Trustee. Mr. Keough had a positive impact on thousands of lives. His legacy of leadership — his vision, his philanthropy, and his counsel to Notre Dame presidents from Fr. Theodore M. Hesburgh, C.S.C., to the present — helped elevate the University to prominence. Mr. Keough believed deeply in the power of the private sector to promote economic growth and prosperity for all people and was celebrated as a model of effective corporate leadership. The Keough School aspires to honor his legacy by producing global leaders and creating partnerships with global organizations and corporate partners to forge practical, transformative solutions to world challenges.
Thanks to Don and Marilyn Keough, the Keough School will be based in Jenkins Hall, a new building on Notre Dame Avenue south of the Hesburgh Center for International Studies near the entrance to the University of Notre Dame’s campus. It is named in honor of the Rev. John I. Jenkins, C.S.C., president of Notre Dame, who has prioritized internationalization at Notre Dame.
October 3, 2014: Notre Dame to establish Keough School of Global Affairs; Scott Appleby appointed founding dean

THE KROC INSTITUTE

Kroc Institute for International Peace Studies  

About Us
The University of Notre Dame’s Kroc Institute for International Peace Studies is one of the world’s leading centers for the study of the causes of violent conflict and strategies for sustainable peace. Kroc Institute faculty and fellows conduct interdisciplinary research on a wide range of topics related to peace and justice.

The Kroc Institute also offers degrees at every level:

• The Ph.D. Program in peace studies shapes the field by producing scholars and educators trained in peace research and in the fields of anthropology, history, political science, psychology, sociology, and theology.

• The Master’s in International Peace Studies program attracts students from around the world who are committed to life-long careers in public policy, political change, management of organizations in peace and justice, and conflict transformation.

• The Undergraduate Program in peace studies allows students at Notre Dame and Saint Mary’s College to enrich their educations with a supplementary (second) major or minor in peace studies.

A global network of 1,500 Kroc alumni works at all levels of society to build a more just and peaceful world.

The Kroc Institute’s mission is integral to Notre Dame, an international Catholic research university. The Church has a rich tradition of teaching on war, peace, justice, and human rights. The Kroc Institute fosters collaboration among religious and secular traditions, strengthening the capacity of all for building peace.

Informed by the University’s “Spirit of Inclusion,” the Kroc Institute welcomes all people, regardless of color, gender, religion, ethnicity, sexual orientation, social or economic class, or nationality, and works to sustain an inclusive environment.
Copyright © 2018 University of Notre Dame Kroc Institute for International Peace Studies 1110 Jenkins Nanovic Halls, Notre Dame, IN 46556 USA Phone (574)  631-6970 krocinst@nd.edu   

What is Peace Studies?

Peace studies is an interdisciplinary academic field that draws on political science, sociology, history, anthropology, theology, philosophy, and other fields to:

1. understand the causes of armed conflict;
2. develop ways to prevent and resolve war, genocide, terrorism, gross violations of human rights;  and
3. build peaceful and just systems and societies.

Beginnings

The foundations of the field were laid in Europe in the 1950s and ’60s with the founding of several peace research institutes. Some of the oldest and most prestigious peace research institutions include the Peace Research Institute of Oslo; the Department of Peace and Conflict Research at Uppsala University in Sweden; and the Stockholm International Peace Research Institute.

The first colleges in the U.S. to offer peace studies were associated with historic peace churches (Quaker, Mennonite, and Church of the Brethren). The number of academic programs in peace studies grew substantially in North America after the Vietnam War and in response to the nuclear arms build-up of the 1980s.
The field today About 400 colleges and universities around the world offer peace studies programs of one kind or another (only  a few, including the Kroc Institute, also offer graduate degrees). In 1986, the Kroc Institute was founded to provide leadership in peace studies, a growing field that is increasingly drawn upon by scholars, foreign ministries, the United Nations, humanitarian agencies, civil society organizations, government, and the military.
As a 50+-year-old academic field, peace studies has a literature (books and journals), an active base of scholars, an established curriculum, and a pedagogical tradition that includes classroom teaching, experiential learning, internships, and international study.
Peace scholars respond to the issues of the day, including genocide (after WWII), the nuclear arms race (during the Cold War and today), and civil war, religious and ethnic violence, and terrorism. Peace studies courses cover a wide range of issues related to peace, conflict, violence, justice, inequality, social change, and human rights. Classes reflect the latest research and serve as laboratories for best practices and policies for building peace.

‘Peace’ defined

Within peace studies, “peace” is defined not just as the absence of war (negative peace), but also the presence of the conditions for a just and sustainable peace, including access to food and clean drinking water, education for women and children, security from physical harm, and other inviolable human rights (positive peace). This idea is rooted in the understanding that a “just peace” is the only sustainable kind of peace; an approach that seeks merely to “stop the guns” while ignoring the denial of human rights and unjust social and political conditions will not work in the long run.

Peace studies and pacifism

Some peace scholars and educators are absolute pacifists (opposing the use of military force in all circumstances), but many are not, and there is no litmus test for one’s place in the field. Scholars and peace-builders are united not by ideology, but by a commitment to finding non-violent solutions rooted in justice. Many see themselves as contributing to a body of knowledge and practice that historically has been neglected in favor of the study and practice of war. But peace studies is not “anti-military.” Many peace scholars are in conversation with the military, and many in the military are supportive of peace studies.

Careers in peace studies

Peace studies education prepares students for a wide variety of careers. Graduates become researchers, educators, negotiators, mediators, government officials, business-people, activists, and professionals in organizations focused on human rights, dispute resolution, environmental protection, international law, and human and economic development.

(End of their story)

It is clearer than daylight that these institutes have their own kuffaar ideologies. There is absolutely no compatibility and affinity between a Madrasah and these kuffaar institutions whose personnel all, without exception, wallow in physical and spiritual Najaasat. They are perpetually in the state of janaabat which is an invitation for satanic friendship. Among their personnel are homosexuals and lesbians whose ideologies are acceptable to these institutions to which the modernist juhhaal professors subscribe. Their spiritual najaasat of kufr is worse. Kufr has a natural affinity with Iblees. What truck do these Satanists have with a Madrasah? And what type of advice and teaching will the personnel of these un-Islamic and anti-Islamic institutions provide?

These organizations with their compound of variegated kufr ideologies and man-made principles and disciplines are in negation of the concepts which Islam propounds. Gender equality is a vital kingpin of these institutions to which the modernist juhhaal are affiliated. Their concepts are in violent conflict with the Divine Concepts of Islam. What is halaal for them is haraam for us, and vice versa. These modernist juhhaal  masquerading as Muslims seek to lure moron molvis and stupid sheikhs into the cauldron in which boils the satanic potion of  kufr.

A cardinal article of faith of the Kroc Institute whose guidance is the religion for the juhhaal modernists, is:

“Informed by the University’s “Spirit of Inclusion,” the Kroc Institute welcomes all people, regardless of color, gender, religion, ethnicity, sexual orientation, social or economic class, or nationality, and works to sustain an inclusive environment.”  
This is the echo of same kufr trash of the shaitaani interfaith movement. Their ‘spirit of inclusion’ which spawns the ‘inclusive environment’ accommodates and promotes the ideology of the homosexuals, lesbians, transgender and of every sexual pervert and also of all mushrikeen and atheists. These Institutions (Kroc and Keough) to whom the juhala modernist professors have sworn allegiance and whose kufr ideologies they are propagating and promoting in the Muslim community, are cults of satanism (shaitaaniyat).

Casting aside the Huda – the Ideology and Religion – of Allah Azza Wa Jal, the modernist juhala invite towards the Kufr ideologies of the Kroc and Keough institutions. “Say (O Muhammad to these kuffaar): ‘Verily, Guidance is only the Guidance – Huda – of Allah.” (Aal-e-Imraan, Aayat 73). For the Mu’mineen – for the Ummah of Islam – there is no guidance in the ideologies fabricated by the Kroc and Keough institutions of kufr. There is absolutely nothing which these kufr outfits have to offer the Ummah.

The call of these agents of Iblees is a cunning trap, in front of which dangles the chimera of the term ‘madrasa’ with which they coat their kufr conspiracy. It is indeed a great tragedy that the moron molvis and stupid sheikhs miserably fail to see beyond the smokescreen of kufr which the modernist juhhaal agents of Iblees have drawn over their faces. The smoke screen is merely the word ‘madrasa’ which the zindeeqs use to bamboozle  and rope in moron molvis and stupid sheikhs. Yet there is not a vestige of affinity between Notre Dame and a Madrasah which caters for the Knowledge which was revealed in Ghaar-e-Hira.

Severely rebuking and rejecting these juhala agents of Iblees, the Qur’aan Majeed states:  

“What! Do they search for the law of Jaahiliyyah? Whose law is more beautiful than the Law of Allah for people who have Yaqeen (firm and solid Faith)? (Al-Maaidah, Aayat 50)

In the religion of the institutions of Notre Dame and similar other haunts and jaunst of kufr, there  is nothing but fisq, fujoor and kufr which the modernist zindeeq juhhaal are plotting to pass off as Shar’i compliant. They labour in gross self-deception if they believe that any intelligent Muslim even from among the lay-people will swallow the effluvium which they disgorge under the ‘madrasa’ guise. Yes, moron molvis are easy prey since their failure at Madrasah has rendered them intellectually impotent, hence the excreta of even shaitaan adorned in an outer Christmas wrapping and labelled ‘halaal’ is acceptable to them.

The association with the kuffaar institutions of Kroc and Keough which embrace every kind of kufr, fisq and fujoor, proclaims  vociferously and reveals vividly the kufr hidden in the hearts of these zindeeq professors whom shaitaan has harnessed to subvert moron molvis and stupid sheikhs and to draw within their net of kufr more of their own ilk.

These deviates are so enamoured by the kufr glitter of the institutions of the kuffaar that they miserably fail to understand that for the Ummah the only Law is the Qur’aan. Concepts in conflict with Kitaabullaah are the ideologies of shaitaan. But the false glitter of kuffaar technology and worldly advancement and economic progress has duped them and blinded their intellectual faculty rendering them incapable of independent cognition in the light of the Qur’aan and Sunnah. Prohibiting Muslims from being awed by the material and worldly progress of the kuffaar, the Qur’aan Majeed says:

“Do not let their wealth and their children impress you. Verily, Allah intends to punish them with it (with their material possessions) in this world and by their souls exiting whilst they are kaafiroon” (At-Taubah, Aayat 55)

The Qur’aan explicitly forbids being impressed by the ‘rapid technological’ changes and advancement of the kuffaar. Stating this prohibition with greater clarity, the Qur’aan says:

“Do not longingly cast your eyes at the (worldly provisions) which We have granted the various groups among them (the kuffaar) and do not grieve over them. Lower your wings for the Mu’mineen.” (Al-Hijr, Aayat 88)

All the worldly prosperity, technology and everything mundane that goes with it come within the purview of these Qur’aanic Verses which prohibit Muslims from hankering after these worldly deceptions which divert man from the purpose of life on earth. The Maqsad (Objective) of our temporary sojourn on this transitory abode – the dunya – is to strive in preparation for the Meeting with Allah Ta’ala and for the everlasting success and happiness in Jannat.

That is why Rasulullah (Sallallahu alayhi wasallam) said: “This dunya is jeefah (carrion).” It is the carrion which Kroc and Keough dole out to the moron zindeeqs who lap up this worldly effluvium like dogs. Kroc and Keough are the very antithesis of a Madrasah which is an Institution of the Aakhirat. It does not cater for the jeefah of the dunya which the zindeeqs devour like vultures.

THE CULT OF THE “LIZARD-HOLE” CREEPERS

Rasulullah (Sallallahu alayhi wasallam) said:

“Most assuredly, you will follow the ways of those before you, metre by metre, centimetre by centimetre, and even if they creep into a lizard’s hole, then certainly you too will creep into it.” We (the Sahaabah) asked:’ O Rasulullah! (Do you mean) the Yahood and Nasaara?’ Rasulullah (Sallallahu alayhi wasallam) said: “Who else?”

All of these professors with donkey doctorates and scrap university certificates are “hole creepers:”

Tashabbuh Bil Kuffaar (emulating the kuffaar) is unanimously haraam. In this Hadith, Rasulullah (Sallallahu alayhi wasallam) mentions the ultimate effect of Tashabbuh on Muslims. If the Yahood and Nasaara regard crawling into a “lizard’s hole” honourable, professed Muslims will follow suit by most despicably and obsequiously force themselves into the lizard’s hole in emulation of their kuffaar masters, role models and leaders.

In the wake of crass mental inferiority inherited from the colonial masters who had dominated the lands of Muslims for a couple of centuries, the brains of Muslims have become colonized. The satanic effect of this intellectual colonization has only increased and become more intensified after the deceptive termination of the political colonial era. Whist the Western masters have ostensibly granted political independence to their Muslim slaves, they (the westerners) have retained full control of the brains of their slaves.

This intellectual coloniasm is demonstrated par excellence by professed Muslims who have acquired scrap university degrees and donkey doctorates. All these professors with their scrap university degrees and donkey qualifications are the founders of the cult of lizard-hole creepers. They creep behind their western masters into just any and every hole of najaasat, be it the posterior aperture of the alimentary canal. The destruction of intellectual independence – an independence which is inherent to Imaan – has rendered the zindeeq professors impervious of the stench of the najaasat and in fact of the najaasat itself when they crawl into kuffaar apertures of the most abominable kind.

While Rasulullah (Sallallahu alayhi wasallam) has likened them to creepers into the “lizard’s hole” in their insane and despicable crave for emulating the Yahood and Nasaara atheists, the South African Afrikaners have coined a phrase with a vulgar flavour for such despicable spineless creepers. They describe “lizard-hole” creepers of the ilk of these professors as “gaat-kruipers”. For the purpose of extricating this phrase from the confines of gross vulgarity which has assumed colloquial proportions in the Afrikaans language, we have added an ‘a’  to the first term of this phrase. ‘Gaat’ simply and literally means a ‘hole’. The Cape Townian hole-creeping professors and creeps will understand this phraseology better. The fact to understand is that all of these creepers are ‘hole’ creepers. Now whether they creep into the lizard’s hole or into the posterior aperture of the alimentary canal of their western masters, it matters not, for the quotient of the equation is the same. That is, they are vile and contemptible bootlickers about whom the Qur’aan Majeed says:

“And Allah casts rijs (filth) on the brains of those who lack AQL.”

Their emulation of the kuffaar has destroyed their cognitive abilities, hence they just lap up and echo whatever the likes of the Kroc and Keough kuffaar institutions vomit and excrete. This is quiet palpable in the sketch of their circular advertising their forthcoming haraam, deceptive and stupid accursed ‘madrasa discourses’ program.

The so-called silly ‘transformative experience” they mention has been lapped up from the concept explained by the Keough institution. In its self-descriptive character sketch, this institution states:

“..the Keough School advances integral human development through research, policy and practice; transformative educational partnership….”

These juhala zindeeq professors who are out to mislead moron molvis and stupid sheikhs, hook on to whatever the kuffaar present on a platter for Muslim consumption. It should be understood that the Qur’aan Majeed states unequivocally:

“It is He (Allah) Who has created you, From you are kaafir, and from you are Mu’min.”

There is no integration in Islam between Imaan and kufr. These concepts are poles apart and mutually repellent. The kuffaar institutions whom the zindeeq modernists are emulating, fabricate concepts which integrate even atheism, lesbianism, homosexualism, polytheism (shirk) and kufr of every brand. The Message of Islam is crystal clear. There is no ambiguity in the Qur’aanic concepts of life. All Qur’aanic concepts of life are for the attainments of the goals of the Aakhirat, and for man’s betterment even in this dunya. But Islam’s emphasis is not on worldly prosperity. This goal of the dunya is not of primary importance. About the dunya, the Qur’aan states repeatedly:

“The life of this world is nothing but play and amusement while the Abode of the Aakhirat is best for those who fear (Allah). What! Have you no intelligence?”

According to the Hadith, the greater the pursuit for the Aakhirat is, the greater will be the ostensible disadvantage to worldly prosperity and acquisition, and vice versa. But since we have been sent to this transitory earthly abode for cultivating the goals of the Aakhirah, the former scenario is acceptable and tolerable for Muslims. But for the kuffaar and the hole-creepers, worldly prosperity is the ultimate objective of man’s efforts. That is because all of them, including the zindeeq hole-creepers are atheists.

For the ilk of the Kroc and Keough kuffaar atheists, the Qur’aan says: “And Allah casts rijs (filth) on those who have no Imaan.” For the zindeeq hole-creepers who profess to be Muslims, the Qur’aan says: “He (Allah) casts rijs on those who have no intelligence.” A consequence of kuffaar emulation is intellectual inertia which culminates in irtidaad.

The Keough School claims that it “builds its strength on 7 institutes at Notre Dame”. On the other hand, the Ummah builds its strength on only the Qur’aan and  Sunnah. There is no need for Muslims to look beyond these two fundamental sources of knowledge and guidance. All institutions besides these two Divine Institutions are kufr and inspirations of shaitaan which for the zindeeq, modernist hole-creeping professors have greater importance than the Wahi of Allah Azza Wa Jal encapsulated in the Qur’aan and Ahaadith. It is lamentably appalling that molvis and sheikhs could demean themselves, compromise their Imaan and degenerate to the despicable ebb of seeking guidance from zindeeq and kuffaar after having gained the Knowledge which is the pivot of everlasting success and salvation.
They who befriend the kuffaar and seek guidance from their concepts of kufr, fisq and fujoor are in reality part of them. Stating this fact, the Qur’aan says:  

“O People of Imaan! Do not take as friends the Yahood and Nasaara. They are friends to one another (not for Muslims), Whoever from you who befriends them, verily he is of them (i.e. he is of the kuffaar). Verily, Allah does not guide people who are zaalimeen (those who oppress themselves with kufr)” (Al-Maaidah, Aayat 51)

Rasulullah (Sallallahu alayhi wasallam) called mankind to Islam which is all for us. But these zindeeq juhala are calling Muslims to ideologies which eliminate Imaan. These ambassadors of Iblees are called ‘zaalimeen’ by Allah Ta’ala. There is no greater kufr than the kufr which denies the Absolute Truth of Islam. The institutions of kufr to which the zindeeqs subscribe embrace a hotch potch of kufr ideologies and religions. Islam cannot co-exist with such a satanic compound. But it is this kufr compound which the zindeeqs are promoting under the deceptive designation of ‘madrasa discourses’. There is not a vestige of any aspect of a Madrasah in the concepts of Kroc and Keough which these misguided agents of shaitaan are propagating.

About the hole-creepers, the Qur’aan informs us: “You will see those in whose hearts there is adisease (of nifaaq and kufr) running among them…… (Al-Maaidah, Aayat 52)

Their hearts and brains are convoluted and ruined with the diseases of kufr and nifaaq, hence they crawl behind these kuffaar institutions lapping up all the effluvium they disgorge. Warning Muslims of the danger of these villainous agents of Iblees, the Qur’aan states:

“And, do not follow the vain desires of those who belie Our Laws, and those who do not believe in the Aakhirat, and they associate partners with their Rabb.” (Al-An’aam, Aayat 150)

“These are the Aayaat of the Qur’aan and the Clear Book. (These are the) guidance and glad tidings for the Mu’mineen.” (An-Namal, Aayat 2)

“These are the Aayaat of Al-Kitaabul Hakeem (the Book of Wisdom). (This Kitaab with its Aayaat) is a Guidance and Mercy for the Muhsineen (the Pious Mu’mineen).” (Luqmaan, Aayat 3) 

“From among the people is he who disputes in (the Ideology/Law) of Allah without knowledge and guidance, and without a Clear Book (The Qur’aan).”  (Luqmaan, Aayat 20) 

In reality and subtly, they are searching for another religion. They are not at home in Islam, hence they look askance at kuffaar institutions such as Kroc & Keough for guidance and direction.    

“Whoever searches for a religion other than Islam, never ever will it be accepted from him. And, he will be among the losers in the Aakhirat.” (Aal-e-Imraan, Aayat 85) 

They have committed kufr after having been Muslims. Calling their attention to their villainy, the Qur’aan says:

“How can Allah guide people who have become kaafir after their Imaan, and after they had testified that the Rasool is true, and clear proof has come to them?” (Aal-e-Imraan, Aayat 76) 

It matters not how vociferous their claims of being Muslim may be, their search for guidance from institutions of kufr is more than adequate proof for their kufr. Their so-called ‘madrasa discourses’ program is overloaded with the concepts of the kuffaar. The smattering of Islamic-sounding talk is for pulling wool over the eyes if the moron molvis and stupid sheikhs who will disgracefully be part of the jaahil audience whose ears will be dinned with Kroc & Keough kufr

These zindeeqs are described as ‘dogs’ in the Qur’aan Majeed.

“If We had so desired, We would certainly have elevated him (the deviate) with it (i.e. with Our Aayat), but he perpetually clung to the world and followed his vain desires. Thus his example is the example of a dog.” (Al-A’raaf, Aayat 176)

These zindeeqs who seek guidance from the kuffaar institutions of Kroc & Kreough, are spiritually deaf, dumb and blind. Their brains cannot venture beyond the confines of the straitjackets which the immoral universities of kufr have fitted them with.   

“They have hearts with which they cannot understand. They have eyes with which they cannot see, and they have ears with which they cannot hear. They are like cattle. In fact they are more astray. Indeed, they are the ghaafiloon (those whose brains are inert and dysfunctional).” (Al-A’raaf, Aayat 179)

“O People of Imaan! Obey Allah and His Rasool and do not turn (your backs) away from it (this Divine Obedience) whilst you are hearing (The Call of the Qur’aan and the Rasool). (An-Faal, Aayat 20)

“And do not be like those who say: ‘We have heard’, whilst (in reality) they do not hear.” (An-faal, Aayat 21)

“Verily, the vilest of creatures by Allah are the deaf and dumb. They are those who have no brains.”   (Anfaal, Aayat 22)

The limit of their vision is worldly prosperity. They are awed and enamoured by western technology and economic advancement. That is because their hearts are bereft of Imaan. While a healthy Imaan disinclines the Mu’min from the dunya, kufr irresistibly draws man towards the dunya. Belief in Islam is then a mere verbal profession devoid of the substance of Truth.

“What! Are you pleased with this worldly life (giving it preference) over the Aakhirah? The provisions (the wealth, technology, the pomp and splendour) of this worldly life in relation to the Aakhirah are nothing but little.” (An-faal, Aayat 38)

The Incomparable Dars-e-Nizami System

By Mujlisul Ulama

Questions: The Darse Nizami of Islamic Education undoubtedly  very ideal. The Ulama who have studied by the Darse Nizami system are nearly all Hanafi, so they practice the Hanafi Madhab, and also give their fatawa based on the Hanafi Madhab. I have a few questions which I would be   grateful if you answer.

1) If a person studies according to the Darse Nizami system, does he gain enough knowledge of the fiqh of the other three Madhabs (Maliki, Hanbali and Shafi) to be able to pass fatawa according to these Madhabs for followers of those Madhabs?

2) If the answer to the first question is ‘No’, then what advice would you have for an Aalim who has completed his studies with Darse Nizami, but wants to master the other 3 Madhabs of fiqh also?

3) Would you recommend non-Hanafis to pursue the Darse Nizami for Islamic education?

Answers by Mujlisul Ulama  

There is no better system than the Dars-e-Nizaami. The objective of this system is to create and solidify the Isti’daad (academic ability) of the student. The problem is that most of those studying nowadays at the Darul Ulooms are not genuine Talaba, hence they do not know whether they are moving forwards or backwards.

If you want to understand the effect of Dars-e-Nizaami then look at Deobandi personnel such  as Hadhrat Maulana Qaasim Nanotwi, Hadhrat Maulana Rashid Ahmad Gangohi, Hadhrat Maulana Ashraf Ali Thanvi and innumerable other Ulama who   were masters in Fiqh of all Math-habs. They are all the wonderful fruits of Dars-e-Nizaami.

In fact, at Madrasah the student does not acquire all-embracing knowledge of even the Hanafi Math-hab. The purpose of the Madrasah is only to create Isti’daad in the one who is a genuine student. Minus taqwa a person can never be a true Taalib-e-Ilm. Allah Ta’ala says in the Qur’aan Majeed: “Verily, of His servants, only the Ulama fear Allah.”

Look at the voluminous I’laaus Sunnan and at numerous other Kutub which the Ulama of Deoband have written on all subjects of the Deen, and you will then not fail to understand the value of Dars-e-Nizaami.

With the Isti’daad cultivated in the genuine student of Taqwa by Dars-e-Nizaami, he can undoubtedly be a better expert in the Fiqh of all other Math-habs than the products who emerge from the liberal, modernist  institutions of the Middle East.

In addition to the Dars-e-Nizaami, it is necessary that the Madaaris should teach the kutub of the other Math-habs for such students who are studying at Hanafi Madrasahs. If these students will be returning to their communities who are not Hanafis, then it is essential that the foundation and structure of their Math-hab be solid otherwise the half-baked and quarter-baked liberal, modernist ‘sheikhs’ in their communities will bamboozle and browbeat them.      

Our Madaaris of this era, generally are not understanding the difficulty they are causing for these students who will be returning to their Shaafi’ communities.   

Most students emerging from all the Madaaris lack Isti’daad in even the Hanafi Math-hab. This lamentable state of affairs is not because of any deficiency in the most superb Dars-e-Nizaami system. The reason is that most chaps studying at the Madaaris are not genuine Students of the Deen, and this applies to even the Asaatizah nowadays. Certificates of qualification are doled out to too many cranks and quacks. In this lamentable process, the masses are mislead and misguided.

Taqwa on which the success of the academic career is 100% dependent is almost totally lacking in the life of the Darul Ulooms of this era. Kuffaar attitudes, haraam sport, bid’ah, absolutely no Islaah of Nafs, and vice of other sorts are rampant in the Deeni institutions nowadays.  In fact, Taqwa has become a strange concept to most of the students and Ustaadhs of today’s Darul Ulooms. The authorities are turning a blind eye either because they too are the victims of these vile issues or because their focus is not on Allah Ta’ala and the Aakhirat. Their motive for operating a darul uloom is the dunya and the fulfilment of nafsaani objectives. Hence, these institutions are bereft of barkat.   
But do understand that there is no better system on earth than the wonderful Dars-e-Nizaami system which has produced the best Ulama of Islam in recent times.

On receiving the above response, the Brother wrote as follows:

“You have given a beautiful response. No doubt the Darse Nizami is much superior to the modernist, university-style, so called Islamic education, the effects of which are such ulama who sometimes are on the brink of Kufr due to their weird beliefs and interpretations of the Shariah. I require clarification on two issues: 

1) By reading your reply, I have  understand that a genuine student after being done with the Darse Nizami, would Insha’Allah have adequate ability to learn the details of the fiqh of the other Madhabs through self study, and that it would not be necessary to learn the other Madhabs from a teacher. Am I correct?

2) In case my understanding of your reply, as described in the above question is correct, then my other question is that in that case the student would not have an ijaazah in the fiqh of the other Madhabs from a teacher. Does that matter?

ANSWER by Mujlisul Ulama

The Ijaazah of our Ulama who are experts in the various spheres of Deeni Uloom is adequate. In this current era there are no reliable and genuine Ulama of the other Math-habs, and the situation among Hanafis is also rapidly deteriorating. We are in the vortex of the age of jahaalat predicted by Rasulullah (sallallahu alayhi wasallam) when the juhala will seek guidance from other juhala masquerading as Ulama. Both groups of juhala will be in deviance, far from Haqq.

In the entire country, one does not know of a single Aalim of Haqq of the other Math-habs. Whilst there is a glut of so-called Shaafi’ Ulama in South Africa, they all are quacks and cranks advertising themselves as Shaafi’s, but following Iblees. They are unable to distinguish between purity and impurity. These deviates mislead their ignorant followers right into the wolf’s den. This is happening also swiftly among Hanafis. Innumerable products of the Darul Ulooms are masquerading as Ulama. They dwell in self-deception and mislead the masses.

In times gone by, a great Faqeeh could afford to refuse answering questions and refer the questioner to others. For example, Imaam Maalik answered four question from forty, and referred the person to other Fuqaha for the answers of the remaining 36 questions. When an old women asked Imaam Abu Yusuf a question, he replied: “Laa adri” (I don’t know). She asked several questions. In response to each question, Imaam Abu Yusuf said: “Laa adri”. In exasperation the old woman said: “For what are you taking a salary from Baitul Maal?”

Imaam Abu Yusuf was the Chief Qaadhi of the Islamic Empire, hence he was paid a stipend by the Baitul Maal. Responding to the old woman, he said: “Mother, the Baitul Maal pays me for my ‘Adris’ (i.e. for what I know), not for my ‘Laa adris’ (what I don’t know. If the Baitul Maal had to pay me for my ‘La adris’, it will go bankrupt (on account of the vast knowledge of which I am not aware).”

In those days, such passing the buck due to taqwa was valid. But, today, this is no longer possible because people will be sent right into the dens of wolves – into the clutches of the juhala cranks and  quacks, slaves of the dunya and the nafs. It therefore devolves as an obligation on true Hanafi Ulama, not to turn away the followers of the other Math-habs when they pose questions. The Ulama should resort to in-depth   mutaa-laah of the Kutub of the other Math-habs, and guide the poor lost souls who are drifting rudderless with no genuine, Allah-Fearing guides in their  communities.  

We receive numerous letters with questions from Shaafis of South Africa, Malaysia, Indonesia, etc, and Maalikis of West Africa. They express total lack of confidence in those who parade themselves as Ulama in their respective countries. They are all mercenaries and mudhilleen (those who mislead), about whom Rasulullah (sallallahu alayhi wasallam) said: “Verily, I fear for my Ummah the Aimmah Mudhilleen” (the sheikhs, molvis and imams who lead the masses into Jahannam with their jahl-e-murakkab – compound ignorance).

(1) If a student of Darse Nizaami was a genuine Student conscious of his Islaah during his student days and developing Taqwa, there will be Noor in his Ilm. Then a solid Isti’daad which he will develop at Madrasah will enable him to understand the Kutub of the other Math-habs better than those who are currently studying at the liberal institutions where the Sunnah is totally lacking –   where Ilm is imparted for the sake of the dunya, not for the Aakhirat and the Pleasure of Allah Ta’ala.    
With intensive and extensive mutaala-ah, the Darse Nizaami Student will have the ability to understand the Kutub of the other Math-habs. We have written articles on aspects of other Math-habs in refutation of modernist molvis of the other Math-habs. However, they have not been able to academically refute our dala-il except saying like morons, that we are Hanafis. 

(2) If a truly Muttaqi, Muttaba-e-Sunnat Aalim of another Math-hab is available in this era, then we would advise that the Hanafi    Aalim should also consult him. However, such Ulama of the other Math-habs are hardly available, hence we are left to pursue the Kutub on ourselves. Allah’s aid is at hand. The mutaala-ah should be exhaustive on any subject. Insha-Allah, the Haqq shall then be established in terms of the other Math-hab even without resorting to Ulama of that Math-hab. And, the only reason for not consulting with such Ulama is because of the great dearth. They are not to be found in this era.

History of Dars-e-Nizami Syllabus

This is a very brief background regarding the Dars-e-Nizami system that we study in Darul Ulooms, I hope it will help us to appreciate it more.

Since the beginning of Islam, it has been a custom for Muslims to spread the religious knowledge in whatever manner possible. In the early days, due to the luxuries of today not being accessible, the Arabs would mainly preserve the Qur’an and sayings of the Prophet ﷺ by means of memory, as their memories were inimitable. Many had memorized the Qur’anic scripture and the prophetical sayings to memory, which in later times had to be conserved as many heretic and heterodox movements started to fabricate sayings of the Prophet ﷺ. At time, Islamic Education would transpire to Halaqat gatherings which would take place in Masjids, libraries and hospitals which slowly resulted in the forthcoming of Madrasah’s i.e. Islamic Universities, to master the sciences of Islam.

Mawlana ‘Abd al-Hayy Lakhnawi (rahimahullah), a great scholar of the Indian Sub-Continent writes in his article: “India’s medieval system of education and its modification” that the 7th century and the 9th century were a great build-up towards the Dars-e-Nizami system. In these eras the study of Arabic Grammar and etymology and especially jurisprudence took precedence and was perceived at the most important subject. Many scholars started to compile books and wrote extensive compendiums of which some were destroyed in 1258 C.E. The seige of Baghdad in 1258 C.E. was a cause of much Uloom in the India Sub-Continent. The Mongol destruction of the Abbasid Caliphate caused many Ulama and Sufis to migrate to these lands, although many works were left behind and were destroyed, some scholars were able to bring with them major Hanafi texts and commentaries in order to carry on the tradition.

Brother Hamid Mahmood says:
The incident of 1258 saw vast numbers of refugees seeking refuge in Al-Hind and among them were ulama and sufis.

These scholars were later employed by the state bureaucracy in various capacities, as judges, experts in offering legal opinions, censors of public morals, preachers and teachers.

As time elapsed, many people started to migrate to the Indian Sub-Continent, various colleges started to spread and teach different religions. Simultaneously, many Islamic colleges were uprooted, Hamid Mahmood says:

The British Raj (colonial terrorists) decided to uproot the madaris of India and hence Shah Waliullah (rahimahullah)’s madrasa in Delhi too became a victim.

Hamid Mahmood further describes the decline of the Muslims in India as much uloom has started to be washed away. He describes that there was a dire need for an uprise in the Muslim society.

Deoband Darul Uloom was also one of those institutions that was established for the education of Muslims to preserve the legacy of Islam.

After the attack of the British terrorists in India and the appearance of various heterodox movements, the social structure of India was damaged greatly creating much confusion in the minds of many not being able to differentiate between innovations and the Islamic creed. Hence Islamic scholars started Deoband Madrasah which is an Islamic University. Another reason for its establishment was to counter the British Education Ideology that aimed at spreading Christianity through various British colleges and other institutions. The educational system that was used to teach was the Dars-e-Nizami system which was initially set up by Mullah Nizamuddin Sehalwi (rahimahullah) who was a contemporary of Shah Waliullah (rahimahullah), and was worked upon during the years.

The educational system in Darul Uloom Deoband was a means to train people to be able to understand Islam and contribute to the society. Mufti Taqi Usmani writes in his Nazratun Aabirah in which he discusses in detail the Dars-e-Nizami system according to Mufti Taqi is to make people who are firm in their religion know the creed and know the proofs of the religion so that they can be satisfied themselves and also satisfy others. He states that this will help a person to understand the difference between his ego and the Islamic principles which will aid him to become a better person.

The Dars-e-Nizami consists of books relating to Qur’an, Hadith, Jurisprudence (Fiqh), Rhetoric, Arabic Grammar, Morphology, which gives students a basis to study further, rather than restricting them to only the books they learn in the system. This base allows them to grow in the field of Hadith through which one could become a Muhaddith and in the field of Tafsir through which one could become a Mufassir or the field of jurisprudence through which one could become a justice and much more as this is the opinion of Mufti Taqi. Not only does it increase a person’s Islamic understanding, it also focuses upon the spirit, how can a person become a good Muslim who aids the society. In the early stages of the establishment of Darul Uloom Deoband, the six major hadith books were not taught and were not of the Dars-e-Nizami system.

Deoband adopted Dars-e-Nizami in its Madrasa and they used to teach it, none of them included Hadith as a part of the syllabus at that time, except in some places that used to teach Mishkat.

The Madrasa had to reform their syllabus as they were facing two main attacks in the academic field. Maulana Nazir Hussain Ad-Dehlawi and the other by Ahmed Raza Khan from a town called Bareilly who were distorting Hadith & Fiqh to suit their own personal agendas respectively and criticizing some aspects of the Deobandis. The main person behind the change was Maulana Rashid Ahmad Gangohi (rahimahullah) who was well-educated and taught two of the major books, Bukhari and Tirmidhi.

One question may arise, that what was the reason for Islamic institutions to choose for the Dars-e-Nizami system, what was the objective behind it. Mufti Taqu Usmani explains in his book Nazratun Aabirah that after the Mughals took control over the sub-continent, the Dars-e-Nizami system became widespread in South Asia.

Hindustan became known for its Uloom around the group. It was this very system that pushed the Asian Muslim society towards great success. Mufti Taqi says:
It was most essential that we would adopt the Dars-e-Nizami system as it produced thousands of men that were experts in the field of knowledge. [Nazratun Aabirah, p.6]

This system was initially made to produce such people that were capable of leading a nation or atleast help the community. It was proven to be effective, as it produced thousands that were well educated in order to teach others.