|For this video Please Link to our webSite. WWW.TURNTOISLAM.COM Please Visit for more documentaries and Videos.|
Palestine is Still the Issue. Great video about Palestine / ISrael conflict. This documentary has to be seen and is important in understanding the Middle East issue.
الأحد، يوليو 23، 2006
الثلاثاء، مايو 02، 2006
(06:24:56) الغرباء: http://forum.mpacuk.org/showthread.php?p=123828#post123828
(06:25:14) أبو مبارك: السلام عليكم
(06:25:33) الغرباء: walaykum asalam brother
(06:25:51) أبو مبارك: i cant see that page
(06:25:58) أبو مبارك: i am not a registered member of mpacuk
(06:26:34) الغرباء: oh ok
(06:27:00) الغرباء: these people r a joke
(06:27:00) الغرباء: they love democracy
(06:27:00) الغرباء: and belive voting is jihad
(06:27:09) الغرباء: they hate those who call for shariah
(06:27:20) أبو مبارك: we have them on ummah.com
(06:27:21) الغرباء: say kawarij are the ones who call for law of allah
(06:27:34) أبو مبارك: not many, alhamdulillah
(06:27:40) أبو مبارك: but they too are part of this ummah
(06:27:41) الغرباء: but they are silenced.. on their forum they attacked ummah.com for being ectremem lol
(06:27:45) أبو مبارك: and they either help or hurt the ummah
(06:27:51) أبو مبارك: until the muslims stand for islam
(06:28:03) الغرباء: true
(06:28:04) الغرباء: im on their forum
(06:28:05) أبو مبارك: they say ummah.com is extremist?
(06:28:05) الغرباء: trying to discuss
(06:28:09) الغرباء: but they swear insult
(06:28:29) الغرباء: tyes they called ummah.com extremist for attacking mpacs ideas
(06:28:46) أبو مبارك: akhi, i dont want to call them kafirs, but if they do not have the adab of the prophet as an example, what do you expect from them but insults?
(06:28:59) أبو مبارك: i didnt know so many people listened to ummah.com
(06:29:03) أبو مبارك: alhamdulillah
(06:29:33) الغرباء: bro trust me
(06:29:37) الغرباء: im on their forum
(06:29:45) الغرباء: they swear at me
(06:29:47) الغرباء: call me names
(06:29:51) الغرباء: degrade me
(06:29:53) الغرباء: call me mad
(06:29:55) الغرباء: looney
(06:30:02) أبو مبارك: you are an extremist fundamentalist with militant radical ideas
(06:30:10) أبو مبارك: an islamist
(06:30:15) أبو مبارك: who practices islamism
(06:30:18) الغرباء: they want to fit into western ulture
(06:30:20) أبو مبارك: but then again, all good muslims are
(06:30:23) أبو مبارك: yes akhi
(06:30:24) أبو مبارك: we know that
(06:30:34) الغرباء: there was a progrme on tv last nite
(06:30:35) أبو مبارك: and these idiots have worked hard to come up with this new approach
(06:30:42) الغرباء: tariq ramadhan going around europe
(06:30:51) الغرباء: saying we should adapt to western life
(06:30:52) أبو مبارك: can you believe that there are people who sit around and try to figure out how to thwart the growth of islam?
(06:30:55) الغرباء: change so to fit in
(06:31:02) أبو مبارك: yes akhi
(06:31:11) أبو مبارك: because the west is superior to islam
(06:31:12) الغرباء: of course there are akhi
(06:31:15) أبو مبارك: in their eyes
(06:31:24) أبو مبارك: the sad thing akhi
(06:31:34) أبو مبارك: is that there are muslims who came before us who will have to answer for this
(06:31:34) الغرباء: they sit and plan and plot on how to destroy the rise of islam
(06:31:49) الغرباء: allah is the best of planners
(06:31:49) أبو مبارك: because of their short-sightedness, they led the ummah into this path
(06:32:08) أبو مبارك: this is why it is incumbent upon every muslim to strive hard to practice correct islam
(06:32:12) الغرباء: true
(06:32:17) أبو مبارك: because your deeds not only effect you, but those after you
(06:32:21) الغرباء: exactly akhi
(06:32:24) أبو مبارك: a brother and i were discussing kissing the quran
(06:32:30) الغرباء: they get help from the government
(06:32:34) أبو مبارك: he asked, what is wrong with kissing the quran
(06:32:38) الغرباء: to spread western version of islam
(06:32:45) أبو مبارك: i said akhi, there is nothing wrong with YOU kissing the quran
(06:32:51) أبو مبارك: its when others see you and imitate you
(06:33:03) أبو مبارك: with your generation, they may look at it as a nice thing to do
(06:33:11) أبو مبارك: the next generation will consider it sunnah
(06:33:17) أبو مبارك: and after that, they will make it fard
(06:33:22) الغرباء: true
(06:33:33) أبو مبارك: so a muslim will be considered a kafifr for not kissing the quran
(06:33:34) الغرباء: thats how idol worshipping came about
(06:33:40) أبو مبارك: exactly
(06:33:47) أبو مبارك: each group chips a little at the deen
(06:33:56) أبو مبارك: and these guys do not look beyond their petty achievements
(06:34:00) أبو مبارك: so they want muslims to vote
(06:34:08) أبو مبارك: which is not a bad thing, but it leads to worse
(06:34:14) الغرباء: true
(06:34:16) أبو مبارك: if it was a one time thing, it wouldnt be a problem
(06:34:22) أبو مبارك: but no, from there, you set a precedence
(06:34:39) الغرباء: they tend to judge with their own ration rather than look at quran and sunnah
(06:34:49) أبو مبارك: exactly
(06:34:57) أبو مبارك: so they see benefit today
(06:35:06) أبو مبارك: but in essence it is taking away from the muslims
(06:35:12) أبو مبارك: we are supposed to be holding strong to islam
(06:35:20) أبو مبارك: but instead they are weakening the muslims
(06:35:45) أبو مبارك: if you look at the history of the muslims in andalusia
(06:35:47) أبو مبارك: the same thing
(06:36:00) أبو مبارك: they took the short road to success and wound up destroying the muslims
(06:36:20) أبو مبارك: they let petty differences between muslims result in befriending the kuffar, which destroyed the muslims
(06:36:55) أبو مبارك: there were muslim governors who chose to seek protection from the christian kings against the muslims
(06:36:56) الغرباء: TRUE
(06:37:01) أبو مبارك: and if you look today, they are doing the samething
(06:37:06) الغرباء: AKHI I SUED TO THINK BEFORE HOW CAN THEY DESTROY ISLAM
(06:37:12) أبو مبارك: befriending russia
(06:37:13) الغرباء: BUT LOOK HOW THEY DONE IT IN THE PAST
(06:37:17) أبو مبارك: befriending bush and the usa
(06:37:18) الغرباء: USED MUSLIMS AGASINT EACH OTHER
(06:37:20) الغرباء: SAME NOW
(06:37:22) أبو مبارك: exactly
(06:37:32) أبو مبارك: egypt is closer to the usa than it is to pakistan
(06:37:41) أبو مبارك: and pakistan is closer to the usa than it is to egypt
(06:37:43) الغرباء: may allah guide us all
(06:37:45) أبو مبارك: amin
(06:37:49) الغرباء: true
(06:37:50) أبو مبارك: but we must strive for guidance
(06:38:00) الغرباء: they fear the kuffar rahter than to fear allah
(06:38:01) أبو مبارك: we cant seek misguidance and ask to be guided
(06:38:07) الغرباء: look at self interest and benefit
(06:38:12) الغرباء: rather than stand up for islam
(06:38:27) أبو مبارك: exactly, so you see the situation of the muslims today is a direct result of muslims of the past leading the ummah to this path of humiliation
(06:38:35) أبو مبارك: so now today, we have mpacuk doing the same thing
(06:38:43) أبو مبارك: as is the leaders of the muslim world
(06:39:03) أبو مبارك: each party looking at whatever benefit they can get, and no one looking toward the quran the sunnah and whats best for the ummah
(06:39:32) الغرباء: very trueThe Evils of Moderates and other Reformers
الجمعة، فبراير 24، 2006
so when you guys start talking about rogue states, moderate regimes, democratic islamic states, etc
none of this means anything to muslims who are watching their brothers and sister suffer under the worst onslaught since the mongols
no other muslim government or entity is standing up for the muslims
so why would we cheer saudi arabia, musharraf, qaddafi or any of these other lackeys, and what they approve or condemn
and euromericans, for all of their protesting, and petitioning, they still reside in england and the usa and are very comfortable that for the foreseeable future, they are safe and sound
this is why the patriot act can be passed, over and over, because there is nothing for the average euromerican to worry about, but for every muslim, it is nothing but one more nail in the coffin
the only thing that removes one nail out of the coffin are the bin ladens, zawahiris, zarqawis, etc
May Allah bless these strong lions of this deen, amin"
الخميس، فبراير 16، 2006
"So, you believe in God?"
"Is God good?"
"Sure! God's good!"
"Is God all-powerful? Can God do anything?"
The professor grins knowingly and considers for a moment.
"Here's one for you: Let's say there's a sick person over here and you can cure him. You can do it. Would you help him? Would you try?"
"Yes, sir. I would."
"So, you're good...!"
"I wouldn't say that."
"Why not say that? You would help a sick and maimed person if you could... In fact, most of us would if we could... God doesn't."
"He doesn't, does he? My brother was a Muslim who died of cancer, even though he prayed to God to heal him. How is this God good? Hmm? Can you answer that one?"
The elderly man is sympathetic.
"No, you can't, can you?"
He takes a sip of water from a glass on his desk to give the student time to relax. In philosophy, you have to go easy with the new ones.
"Let's start again, young fella. Is God good?"
"Is Satan good?"
"Where does Satan come from?"
The student falters.
"That's right. God made Satan, didn't He?"
The elderly man runs his fingers through his thinning hair and turns to the smirking student audience.
"I think we're going to have a lot of fun this semester, ladies and gentlemen."
He turns back to the Muslim. "Tell me, son. Is there evil in this world?"
"Evil's everywhere, isn't it? Did God make everything?"
"Who created evil?"
"Is there sickness in this world? Immorality? Hatred? Ugliness? All the terrible things - do they exist in this world?"
The student squirms on his feet. "Yes."
"Who created them?"
The professor suddenly shouts at the student. "WHO CREATED THEM? TELL ME. PLEASE!" The professor closes in for the kill and climbs into the Muslim's face. He speaks in a small, deadly voice, "God created all evil, didn't He, son?"
The student tries to hold the professor's steady, experienced gaze, but fails.
Suddenly the lecturer breaks away to pace the front of the classroom like an ageing, confident panther. The class is mesmerised. "Tell me..." he continues, "How is it that this God is good if He created all the evil throughout all time?" The professor swishes his arms around to encompass the wickedness of the world. "All the hatred, the brutality, the pain, all the torture, all the needless deaths and ugliness, and all the suffering created by this good God is all over the world - isn't it, young man?"
"Don't you see it all over the place? Huh?" The professor pauses. "Don't you?" The professor leans into the student's face again and whispers, "Is God good?"
"Do you believe in God, son?"
The student's voice betrays him, and in a cracked voice he mutters, "Yes, professor. I do."
The old man shakes his head sadly. "Science says you have five senses that you use to identify and observe the world around you. You have never seen God, have you?"
"No, sir. I've never seen Him."
"Then tell us if you have ever heard your God?"
"No, sir. I have not."
"Have you ever felt your God, tasted your God, or smelt your God? In fact, have you any sensory perception of your God whatsoever?"
"Answer me, please."
"No, sir. I'm afraid I haven't."
"You're AFRAID... you haven't?"
"Yet, you still believe in Him?"
"That takes FAITH!" The professor smiles sagely at the underling. "According to the rules of empirical, testable, demonstrable protocol, science says that your God doesn't exist. What do you say to that, son? Where is your God now?"
[The student does not answer.]
"Sit down, please!"
[The Muslim sits, browbeaten into apparent defeat. However, 'the help of Allah is at hand and victory is imminent.']
Another Muslim, wearing a religious cap, having a beard and easily identified as a Muslim by his dress, lifts his hand up."Professor, may I address the class?"
The professor turns and smiles. "Ah! Another Muslim in the vanguard. A Fundamentalist, I see. Come, come, young man! Speak some proper wisdom to the gathering!"
The Muslim ignores the sarcasm in the tone of the professor. He looks around the room, waits for the attention of the students and turns to the professor. "Sir, you have made some interesting points. With your permission,sir, I would like to tackle each point individually. This subject has to be tackled logically and scientifically, and not emotionally. The first point is your basic doctrine that God does not exist. The universe, therefore, started with the doctrine of 'The Big Bang' and through a process of evolution, Man finally came into existence. Is that not your belief, professor?"
"My son, it goes without saying. There is enough scientific evidence for this. What are you getting at?"
"Let us not be hasty. Let us use logic and reason and proper scientific argument. As a preamble, I wish to point out that I use the word 'doctrine' knowingly, for the priests of pseudo-science are, in fact, merely promoting atheism as a religion. I have a question for you, professor. We have in this world millions upon millions of fireworks, ammunition and bombs. Have you heard of any going off spontaneously, or do you admit that, although the ingredients may be in existence in a container, there is required a detonating mechanism to set off the explosions? Two factors have to be present: firstly, the correct ingredients in correct amounts in a suitable environment; and, secondly, somebody to set off the explosion, whether it be by means of a match stick, or the hammer of a pistol, or some electrical spark. For example, if somebody said that he had a bullet in his hand and it went off on its own and killed somebody sitting nearby, would any scientist accept such a ludicrous statement?"
"Of course not. What are you trying to say?"
"Surely, then, if you want us to believe in the Big Bang, that a massive explosion took place on its own without anybody there to 'pull the trigger' or 'light a match' or 'electrical spark' then explain to us how smaller bangs are not taking place all over the world without any external agency? Any scientific claim has to be reproducible for it to be accepted."
The professor's mouth opens, but no words come out.
"Also, we know that it is scientifically impossible for matter to create itself. Take this wooden desk. It did not come into existence by itself. Some external agency had to make it. Even the wood did not come into existence by itself. It came from a seed that was planted and nourished. The seed itself came from some source and could not come into existence by itself. Can you explain to us how the original matter came into existence - matter that the priests of pseudo-science state was ignited by the mysterious Big Bang to produce the first living matter? Also, why are your priests not able to reproduce this phenomenon in the laboratory? Professor, you must know that any scientific argument must be reproducible for it to have any scientific credence."
"Son, it is naive to thing that we can do such a thing. The energy that was unleashed with the Big Bang was such that we do not have access to, otherwise we would also have reproduced the same phenomenon."
"Professor, you have not told us who provided the basic ingredients, and you are unable to tell us who it was who pushed the button or pulled the trigger or lit the matches for the Big Bang to take place. Where did this tremendous energy, that you are speaking about, originate? Come, come, professor! Let us be scientific about it. Yes, professor, it takes a lot of FAITH in the doctrinal teachings of the priests of pseudo-science to believe in the Big Bang. Do you expect us to discard proper scientific principles and believe in all this hocus-pocus on blind faith in the face of definitive scientific principles?"
"If you don't mind, professor, I will now go on to the doctrine of evolution as promulgated by the priests of pseudo-science. You are aware that no fossils have been shown that would directly link the descent of Man from the apes and that there is a constant search for what is termed, the 'Missing Link'?"
"Yes, but there is so much other evidence..."
"Sorry to interrupt, professor. You admit there is no direct link. You must also admit that there are no fossils showing definite intermediary steps in the transition from ape to Man. And I'm sure you are also aware of the Piltdown Forgery, professor?"
"Let me refreshen your memory, professor. Some fossils were discovered in a place called Piltdown in England. These fossil-remains showed all the features that all the priests of pseudo-science and atheism were searching for as the 'Missing Link' in the chain of evolution. The whole world was led to believe in it, and even the sceptics were convinced - until it was found, some forty years later, that someone from the scientist-priest fraternity had 'doctored' the fossils to make them appear to be the missing link. It was a big lie, a massive forgery that your priests had forged to try and convince the world that the religion of atheism was true and Man had descended from the apes! If you want more enlightenment on it you can read the works of Professor Tobias, of South Africa, on the details of the forgery."
The professor's face goes an ashen white. Still no comment.
"Speaking about forgeries - professor, do you know what is plagiarism? Can you explain to the class what is plagiarism?"
Rather hesitantly, the professor speaks, "Plagiarism is to take somebody else's work and pass it off as one's own."
"Correct. Thank you, professor. If you were to take the trouble of doing a bit of honest and truthful research you will find that the Western nations had plagiarised all the TRUE scientific works of the Muslims and then built on it and passed them off as their own 'discoveries', which led to modern scientific progress. You don't have to take my word for it. Just write to the 'Centre for Studies on Science', Al-Humera, Muzzammil Manzil, Dodhpur, Aligarh, India, and they will gladly send you all the relevant literature to prove this point."
By now the class is fully attentive to the Muslim student's words and they hastily jot down the address.
"Let us come back to the doctrine of evolution which the priests of pseudo-science have fostered on the world. The back-bone of all their doctrines is the concept of 'natural selection'. This means that species adapted to the changes in the environment by a change in morphology and physiology, changes which they then passed on to succeeding generations, enabling them to survive; while those species which did not adapt, became extinct. The classic example given is that of the dinosaurs which could not compete with smaller, more agile animals which had miraculously 'evolved', thus the bigger, more slower animals became extinct, whilst the smaller animals survived. Also, during the course of evolution what was of no use anymore, disappeared, like tails and claws, being replaced with tail-less species with hands which could hold, the final result being Man. You do subscribe to this doctrine, don't you, professor?"
The poor professor is unsure whether to nod or not, as he is uncertain from which angle the next salvo is coming!
"Come, come, professor! This is the cornerstone of the doctrine of evolution which you priests have been brainwashing the unwary masses with. Let us challenge this pseudo-science with true science. Professor, has any scientist ever produced any new species of life in his laboratory by controlling and changing the environment? Remember, science can only accept material doctrines if they are reproducible."
"Of course not, even though attempts have been made, sure enough! Let us go a step further: We know that the Jews circumcise their male offspring very soon after birth. We also know that circumcision has been practised by them in an unbroken chain since the time of Abraham (A.S.). As a result, certain illness patterns have changed. Any male child with an inherited bleeding tendency would have died from bleeding and this disease would not have passed on to the next generation. You agree, professor?"
The professor nods eagerly, thinking that this is a point in his favour.
"So, tell us, professor, after thousands of years of circumcising all male infants, why are Jewish children not born without a foreskin? Even if the whole foreskin was not missing, according to the doctrine of natural selection of your priests, there should be some signs of the foreskin getting smaller! Don't you agree, professor?"
The poor professor just stares blankly ahead, not knowing what hit him!
"Professor, do you have children?"
Somewhat relieved at the change of topic, the professor tries to muster some of his previous confidence. "Yes, I do. I have two boys and a girl." The professor even manages to smile when he mentions his children.
"Professor, did you breast-feed them when they were infants?"
Somewhat taken aback by this obviously silly question, the professor blurts out. "What a stupid question! Of course, I did not! My wife did the breast-feeding."
"Professor, have your priests ever discovered any males who breast-feed infants?"
"Again a stupid question. Only females breast- feed infants."
"Professor, without undressing you, I am certain that you have two nipples, just like all other males. Why have these not disappeared because of redundancy? According to the doctrine of natural selection, such useless items as nipples in males, should have disappeared in all males thousands - if not millions - of years ago! Professor," the Muslim student spoke gently, he did not shout and he did not push his face into that of the professor's, "I'm sure that, based on proper scientific argument - and not on pseudo-science - you will agree that the doctrine of evolution is just a big load of rubbish?"
The professor's face changes a number of colours and all he can do is splutter helplessly.
The Muslim student turns to the class of students and addresses them with a wisp of a smile on his lips. "In fact, one can go further and state that whoever believes he is descended from the apes, must be a monkey!"
It takes a few moments for the class to catch on to the pun in the Muslim student's statement, but the moment it hits home, they roar with laughter.
When the students recover from their laughter the Muslim student continues. Turning to the professor, he says, "There are so many holes in the doctrine of evolution that it leaks like a sieve. However, time is running out - I have to rush to the Mosque for prayers shortly - so we will not deal with all the myths now. Let us go on to the topic of morality that you raised. But, before that, let us look at the point you may about your brother dying of cancer. If you are upset that he died, then you are absolutely foolish. That human beings, as well as all living matter, will certainly die is such an established fact, that it is believed in by all people, irrespective of whether they believe in God or not, and nobody can really object to the process of death. Secondly, you cannot be so naive as to object to the process of illness - whether it being cancer or any other illness, or an accident, etc. - as a prelude to the process of death. Your objection stems from your misconception that 'goodness' is to relieve suffering, and to cause suffering is being 'cruel'. If this was so, then, professor, you have no choice but to agree that the cruellest people in the world are the medical research-scientists who use animals for all their horrible experiments. Surely you must be aware of the thousands upon thousands of animals that are tortured in different ways and made to suffer a million agonies to prove or disprove certain scientific and medical claims? Are these experimenters not cruel? You're still with me, professor?"
The professor looks quite ill. The Muslim student goes across and gives him some water to drink.
"Professor, I'm going to ask you another obvious question. You are aware of examinations - tests that are given to students in order for them to pass and be promoted to the next grade?"
The professor merely nods his head.
"A student has to make certain sacrifices, and even live away from home, to attend a university or college; he has to deprive himself of all home comforts; he is loaded with work; he has to give up his leisure time and his sleep in order to get ready for the examinations; then he is faced with horribly difficult questions to answer in the examination and he may also be grilled in his oral examination - and he still has to pay the institution for putting him through this torturing process! - you do not consider all this to be cruel? Is the professor a 'good' person for all the mental and physical suffering he is putting the student through?"
"I do not see your point. Of course, the institution and the professor are doing the student a favour by putting him through a training process in order for him to qualify in his particular field. Only a very short-sighted person would object to students having to write examinations, irrespective of the sacrifices they have to make."
The Muslim student sadly shakes his head. "Professor, it is amazing how you can understand the need for tests and examinations when you have to set them, but you can't see the same wisdom when God sets tests and examinations for His creatures. Take your brother - if he withstood the test of his illness and he died with faith, what we term as Imaan - he will be rewarded abundantly in Paradise for the suffering that he underwent here. So much so, that he would wish that he had suffered a hundred times more so that his reward would be so much greater, a reward that no eye has seen and no mind has imagined! Unfortunately, 'only a very short-sighted person' - and an ignorant one - would object to the tests placed on His creation by God, bearing in mind the everlasting rewards awaiting those who are successful."
"Paradise? Huh! Have you seen Paradise, touched it, smelt it, tasted it, heard it? According to the rules of empirical, testable, demonstrable protocol, science says that your Paradise doesn't exist."
"We will come to that point also, God willing. Let us continue. Tell me, professor, is there such a thing as heat?"
The professor has recovered somewhat and he is feeling more confident. "Yes, there's heat."
"Is there such a thing as cold?"
"Yes, there's cold, too."
"No, sir. There isn't!"
The professor just stares blankly. The student explains, "You can have lots of heat, even more heat, super-heat, mega-heat, white heat, or - at the opposite pole - a little heat, or no heat, but we can't have anything called 'cold'. We can reach 458 degrees below zero, which is no heat, but we can't go further beyond that. There is no such thing as 'cold', otherwise we would be able to go colder than 458 degrees below zero. You see, sir, 'cold' is only a word we use to describe the absence of heat. We cannot measure cold. Heat we can measure in thermal units because heat is energy. Cold is not the opposite of heat but merely the absence of heat."
Silence. A pin drops somewhere in the room.
The Muslim student continues. "Is there such a thing as darkness, professor?"
"That's a dumb question, son. What is night if it isn't darkness? What are you getting at...?"
"So, you say there is such a thing as darkness?"
"You're wrong again, sir! Darkness is not an entity - it is the absence of an entity. It is the absence of light. One can have dim light, normal light, bright light, flashing light. If one has no light constantly then one has nothing, and this is called darkness, isn't it? That's the meaning we use to define the word. In reality, darkness isn't. If it were, one would be able to create darkness in a positive way and make darkness darker and obtain it in a container. Can you fill a jar with darker darkness for me, professor?"
"Would you mind telling us what your point is, young man?"
"Yes, professor. The point I'm making is that your philosophical premise is flawed, to start with, and so your conclusion must be in error. You are not scientific, but pseudo-scientific!"
The professor goes toxic. "Flawed...? How dare you...!"
The Muslim student is very cool and calm, and he speaks gently, as if to a little child. "Sir, may I explain what I mean?"
The students in the class eagerly nod their heads. They are all ears. The professor has no alternative but to consent. "Explain... oh, explain..." He waves his hand indifferently, in an admirable effort to regain control. Suddenly he is affability itself. The class is silent, expectant.
"You are working on the premise of duality," the Muslim student explains, "that, for example, there is life and then there's death, two different entities; a good God and a bad God. You are viewing the concept of God as a finite entity, an entity we can measure. Sir, science cannot even explain what a thought is. It uses electricity and magnetism, but has never seen them, much less understood them. To view death as the opposite of life is to be ignorant of the fact that death cannot exist as a substantive entity. Death is not the opposite of life, but merely the absence of life."
The young man holds up a newspaper he takes from one of the other student's desks. "Here is one of the most disgusting tabloids this country hosts, professor. Is there such a thing as immorality?"
"Of course there is. Now look..."
"Wrong again, sir. You see, immorality is merely the absence of morality. Is there such a thing as injustice? No, sir. Injustice is the absence of justice. Is there such a thing as evil?" The Muslim student pauses. "Isn't evil the absence of good?"
The professor's face has turned an alarming colour. He is so angry that he is temporarily speechless.
The Muslim student continues. "If there is evil in this world, professor - and we all agree that there is - then God must be accomplishing some work through the agency of evil. What is that work that God is accomplishing? Islam tells us it is to see if each one of us will choose good over evil."
The professor bridles. "As a philosophical scientist, I don't view this matter as having anything to do with any choice; as a realist, I absolutely do not recognise the concept of God or any other theological factor as being part of the world equation, because God is not observable."
"I would have thought that the absence of God's moral code is probably one the most observable phenomena going," the Muslim student replies. "Newspapers make billions of dollars reporting it every week. Professor, you have tried to put the blame of the evil in this world on the shoulders of God - in whom you don't believe - which is an obvious contradiction. However, let us analyse who is really responsible for the spread of evil - those who believe in God, or those who don't? A fundamental belief that a Muslim has is that of being resurrected on the Day of Judgement and answering for his actions in this world. For every good that he did he will be rewarded, and for every evil that he committed he will be held responsible. Every Muslim has to believe that he/ she is responsible for his/her actions and that nobody else will bear his/her burden on the Day of Judgement. The concept of Paradise being a reward for the believers and that Hell will be the abode of the disbelievers, the infidels, is also a fundamental belief, as well as the belief that even Muslim wrongdoers will be punished for their misdeeds. Professor, these concepts have stopped countless millions of Muslims from committing wrong. We all know that punishment is a strong deterrent for committing crimes. Without this concept we would not be able to run our worldly affairs: fines, penalties, jail sentences are part and parcel of any civilised system. On the other hand we have the priests of atheism who do not believe in these concepts when they are mentioned in relation to moral issues. To them there is no Day of Judgement, no accountability, no reward, no punishment. The message to the masses is quite clear, that 'if you can get away with it then you are O.K. You have nothing to worry about'. Also, seeing that they state that there is no such thing as sin - sin, in our context, means going against the Laws of God - each individual is free to do anything he wishes and no action can be labelled as 'wrong'. Let me put it this way: the atheist priests maintain that God does not exist. If He does not exist, then He can't have set down any rules of what is right and what is wrong - thus there can't be sin, sin means going against the wishes of God. So, man is free to make up his own rules, his own code of 'morality'. Thus men get 'married' to men; women get 'married' to women; to spread AIDS and other diseases is O.K.; there is nothing sinful with adultery and fornication, as long as those involved are 'consenting adults'; according to the logic of the atheists even incest would not be sinful if the parties are 'consenting adults', seeing incest is a sin based on a code of morality with its basis being religion, whereas the professor has categorically stated that he 'absolutely does not recognise the concept of God or any other theological factor as being part of the world factor'; to kill infants in their mothers' wombs is fine - it is exercising the 'rights' that the woman has; and so forth. The list of 'rules' passed by the atheist social pseudo-scientists priests is endless. The height of intellectual dishonesty is to place the blame for the spread of this immorality and filth on God! Let us be scientific about the whole issue, professor. Take a group of people who are God-conscious - who believe in Him as he should be believed in - and take a group of people who are adherents to your atheistic creed. Assess, objectively, who is spreading evil. I don't wish to labour the point, but any objective observer will immediately see that the group of God-conscious people who use the Laws of the Almighty as their code of morality, are in fact, spreading goodness; whereas the those who make up their own rules of 'relative morality' are, in fact, the one's spreading evil throughout the world."
The Muslim student pauses for these important remarks to sink in. The eyes of the students in the class light up as they see these issues in a clearer light. Nobody had ever explained these important issues to them before, having being brought up on the diatribe spewed forth by the mass media.
"Professor, I am amazed, but not surprised, at your unscientific attitude to morality. I am amazed that, even though you believe that Man evolved from the apes, he will not behave like an animal! I am amazed that, even though you do not believe in angels, you expect Man to behave like one on his own accord, without the assistance of a Divine moral code. The reason that I'm not surprised is that such muddled thinking is to be expected from those who are adherents of the false creed of atheism!"
There is a burst of spontaneous applause from the class.
"We have already discussed evolution, professor. Have you ever observed evolution with your own eyes, sir?"
The professor makes a sucking sound with his teeth and gives the student a silent, stony stare.
"Professor, since no one has ever observed the process of evolution at work and cannot even prove that this process is an ongoing endeavour, are you not teaching a doctrine - a doctrine that leaks like a sieve and has less merit to it that any theological teachings? This is pseudo-science, not science, and its proponents are nothing but its ignorant priests!"
The professor goes blue in the face. "What impudence!" He huffs and puffs and strides up and down in front of the class, finally managing to regain some of his self control. "In the light of our philosophical discussion, I'll overlook your impudence, son. Now, have you quite finished?" The words come out as a hiss.
"Sir, you don't accept God's moral code to do what is righteous?"
"I believe in what is - that's science."
"Sir, with due apologies, what you believe in is not science, but pseudo-science - and your pseudo-science is also flawed!"
"PSEUDO-SCIENCE.....? FLAWED...?" The professor looks as if he is going to have a fit. The class is in an uproar. The Muslim student stands cool and calm, that wisp of a smile back on his face.
When the commotion subsides, he continues, "You see, professor, TRUE SCIENCE is to discover the laws and designs that the Creator of the universe has put into the system of the running of the universe, from the mega to the micro, from the measurable to the immeasurable. Pseudo- science is an atheistic religion that tries to oppose this concept by forgeries, manipulation of statistics, half-truths, etc. Pseudo-science postulates a mythical unnamed force -their own, man-made, false deity - caused a Big Bang and then started a process of evolution that is contrary to what actually happened. The priests of this atheistic religion are the ones that try to justify the gibberish that must accompany such falsehood by means of forgeries, half-truths and manipulation of data. Truth must win - the truth of the logical conclusion anybody with any sense can deduce, that there is one God (Allah) Who is the Creator of the whole universe. He created the whole system whereby the whole universe has been running smoothly from time immemorial. Let us go back to the point you had made earlier to the other student and which I said I will deal with later. I will give you an example which everyone can follow: Is there anyone in the class who has seen air, oxygen molecules, atoms, the professor's brains?"
The class breaks out in laughter.
"Is there anyone here who has ever heard the professor's brain, felt it, smelt it or tasted it?" Nobody says anything. The Muslim student sadly shakes his head. "It appears that no one here has had any sensory perception of the professor's brains whatsoever. Well, according to the rules enunciated by the professor himself, the rules of empirical, stable, demonstrable protocol of the professor's pseudo-science I HEREBY DECLARE that the professor has no brains!"
The professor buckles into a chair. The class again applauds spontaneously.
The student goes and ministers some water to the professor. After a while he recovers. He glares at the student. "Your insults in no way proves the existence of God."
The Muslim student replies. "Professor, I'm really surprised. I would have thought that you would have conceded defeat. But, it seems that you are a glutton for punishment."
He pauses, looks very thoughtfully at the class and then at the professor. With a heavy sigh he addresses the professor again. "Sir, you have parents - you have a father and a mother?"
"Another of your stupid questions. It is obvious that we all have parents."
"Be patient, sir. Are you certain that your father is your father and that your mother is your mother?"
The professor goes livid. "How preposterous! OF COURSE, MY FATHER IS MY FATHER AND MY MOTHER IS MY MOTHER!" He is shouting.
The Muslim student pauses. The pause becomes lengthy. There is an eerie atmosphere suddenly as the students sit on the edge of their chairs. With a quiet well controlled voice, the Muslim student says, "Prove it to me!"
The atmosphere is electric. The professor is unable to control himself. His face changes to a purple hue. "HOW DARE YOU!" He is shouting even louder, quite beside himself. "I'VE HAD ENOUGH OF YOUR INSULTS..! GET OUT OF MY CLASS..! I'LL REPORT YOU TO THE RECTOR...!
The class sits petrified at the outburst. Is the professor heading for a fit or a stroke?
The Muslim student stands his ground, unruffled. Facing the class he lifts his hand up, reassuring them that there is nothing to worry about. He then turns his compassionate eyes on the professor. A force appears to emanate from his eyes, directed at the professor. The professor cannot maintain his stare. His gaze drops. His anger subsides. He flops back into his chair and holds his head in his hands.
After a few minutes, the Muslim student speaks, very gently. "Dear professor, I am not implying that your parents are not your parents. All I am trying to point out is that neither you, nor me, nor any of us in this class can prove that our parents are our parents or not."
"The reason is that we did not witness the act of intercourse between our parents when we were conceived. We were not present to identify whose sperm it was that fertilised the ovum in our mother's womb. We take our parents word for it that they are our parents. We consider our parents to be honest and truthful in the matter. We do not question them their integrity. In the same way, your children will have to take your word that you are their father and that their mother is really their mother. Is that not so, professor?"
The professor lifts up his head. He looks up at the Muslim student. One can see his face clearing up as some understanding dawns on him. The anger is gone. Very slowly he repeats, "We take the words of our parents.. We take the words of our parents..."
"Yes, professor. There are so many things that we have to take the word of others. The existence of air, of oxygen, of molecules, of atoms, and so forth. So, when it comes to matters that are metaphysical, from our real scientific research we know that there have been no persons existing in the world more honest and reliable than those who are termed Messengers (Rasools). We Muslims are prepared to stake our lives on the fact that Muhammed - peace be on him - had an absolutely flawless character. He never lied to anybody. His integrity was such that even his avowed enemies called him 'Al-Ameen' (the Truthful).If he said that God (Allah) exists - and we are prepared to accept the word of our parents that they are our parents- then, in all sincerity and honesty, we have to accept his word for it, as we have to accept many other things - the existence of Paradise and Hell; the existence of angels; the coming of the Day of Judgement; accounting to God for our deeds in this world; and many other concepts. Besides this one point, there are many other pointers to the existence of God (Allah).The Revelation called 'Al-Quran' is there for anybody to study. It has certain specific challenges for anybody who has any doubts. These challenges have not been met in the fourteen hundred years of its existence. If one is not prepared to believe in such a Messenger - peace be on him - then it is pure hypocrisy to accept the word of scientists, whose doctrines keep on changing, and even to believe in the word of our parents. Judging from the number of law-suits that take place every year in our courts, where parents deny parentage of their offspring, and also taking into account that there are innumerable babies conceived from donor sperms of men who are strangers, and also the fact that innumerable infants are adopted in infancy by childless couples and brought up as their own children, statistically there is room for a large degree of error in any person's claim that his/her parents are really his/her biological parents."
Turning to the class the Muslim student concludes. "It is every individual's duty to learn more about Islam. Al-Quran is there for everybody to study. Enough literature also available on Islam. It is my duty only to inform you that the only Truth is Islam. There is no compulsion in religion. Clearly the right way has become distinct from error; And he who rejects false deities and believes in Allah (God), has grasped a firm handhold which will never break; And Allah is All-Hearing and All-Knowing. Having informed you, it is also my duty to invite you to join the brotherhood of Muslims by embracing Islam. Allah is the Protecting Guardian of those who believe. He brings them out of darkness into the light. As for those who disbelieve, their guardians are false deities. They bring them out of light into darkness... These are verses from Al-Quran - Words of the Almighty - which I have quoted to you."
The Muslim student looks at his watch. "Professor and students, I thank you for having giving me the opportunity to explain these issues to you. If you would kindly excuse me, I have to go to the mosque for my prayers. Peace on those who are rightly guided."
[Down-loaded from the Internet and enlarged. Author unknown.]
الأحد، فبراير 12، 2006
To label people without looking deeper than a headline, has to be the epitome of the statement 'ostriching or sticking your head in the sand'. Many movements, from ghandi to martin luther king, were involved with various types of civil disobedience
and the protectors of the status quo said the same thing, hooligans, criminals, we must have law and order, and other sheepish responses
i am not saying that tearing up embassies over cartoons is a good thing, but one must understand that oppression is worse than slaughter, disprespecting the prophet is a grave injustice to any and all muslims (except those who are westernized and think its not big deal to disrespect our prophet)
similarly, sept 11 has a cause, and sept 11 was the effect
euromerica has been oppressing people for hundreds of years, and during the 60's people thought they had removed the shackles of euromerican oppression, but what they found out is that euromerica is indeed conspiratorial and they conspired to leave their colonies in the hands of oppressive governments. Governments that were much more oppressive than their colonial masters. This gave Euromerica the best of both worlds
They no longer had to dirty their hands by being known as interlopers, oppressors, colonialists, they could impress the world with their human rights and freedom and democracy and liberty
in the meanwhile, their colonial puppets were at hand, denying their own people the rights that the colonial masters shouted from the highest mountains
so now, in 2000, the world sees the evil of the oppressors, as the curtain has been pulled from the colonial puppets, whether it was mubarak, or fahd, or musharraf, and the people are awakening
and this awakening is manifesting itself in different arenas, this valentines thing is such a small blip on the screen, but it is just one more village, one more town, one more area what is awakening to shed t"
الأحد، فبراير 05، 2006
الأحد، يناير 29، 2006
"You are an American who has joined a movement for waging war on America and killing large numbers of Americans. Don't you in any way feel you are betraying your people and country?"
Mujahid 'Azzam, the American:
"First of all, the allegiance and loyalty of a Muslim is to Allah, his Messenger, his religion and his fellow believers before anyone and anything else. So, if there is a conflict between his religion and his nation and family, then he must choose the religion every time. In fact, to side with the unbelievers against Islam and Muslims is one of the acts that nullifies one's Islamic faith and there's a verse in the Qur'an (recites a verse from the Qur'an in Arabic) you will not find any people who believe in Allah in the last day loving, loving those who resist Allah and his Messenger.
"Even if they were their fathers or their sons, or their brothers, or their kindred or their clan. As such he has written faith in their hearts and strengthens them with spirit from himself. So, some of the early Muslims fought and killed their closest relatives during battle, prompting the revelation of this verse. And, even our Prophet Mohammed, peace and blessings of Allah be upon him, er, fought, uh, and after a lot of defeat the Quraish tribe, to which he belonged. when it fought to impede Islam's propagation, sought to impede the message of Islam, rejected the message of Islam, and sought to impede its propagation. And some of the staunchest enemies of Islam were from among his closest cousins like Abu Jahl. Thus, Allah's religion takes precedence over all else: Wealth, status, family and nationality."
"OK, how do you respond to the Muslim clerics and governments around the world who say that you are a small fringe group of extremists, unrepres"
Mujahid 'Azzam, the American:
"Well, they would say that, wouldn't they? These Crusader pawns are the ones who don't represent Islam and Muslims, despite their claims to the contrary. And they know very well that the Mujahidin stature has increased substantially among the Muslims after September 11, and the events that followed, which poses a direct threat to their continuing hold on power. This argument of theirs is especially well liked by their masters in the White House and 10 Downing Street, who apply it not just to us, but to all Muslims who reject Crusader domination. Uh, but the truth in evidence is on our side. Open the Qur'an, open the books of Sirah, the prophetic biography, and Ahadith, the prophetic teachings. Open the books of Fiqh, jurisprudence, both modern and ancient and you will find our position well supported. Jihad isn't something that al-Qa’ida made up. Ruling by Islam law wasn't started by the Taliban. Hamas didn't invent the concept of martyrdom. Uh, where we differ from these defeatists and hypocrites is that we don't believe that these divine orders and principles are open to negotiation and compromise.
"I'd like to tell these people, this is our religion. If you don't like it, that's your problem. But don't tell me that you're the true Muslim and I'm the extremist. You know, the same clerics and people who call us violent extremists and outcasts and endlessly repeat that Islam is a peaceful faith, permit or even encourage their followers to join the American and European militaries and intelligence agencies and the armies of the idle kings in the Muslim world and take part in the killing of thousands of Muslims in Iraq, Afghanistan and elsewhere. So in effect, they're saying that for the Muslim to kill unbelievers in defense of Islam and Muslims is unacceptable, and if he does so, he's an extremist. While for the same Muslim to kill fellow Muslims in the name of America and so-called freedom and the supposedly civilized world is just fine and dandy and he will be practicing moderation.
"Look at this logic. These are evil, uneducated, ignorant, backwards people who should not be speaking on behalf of Muslims, much less talking about what is true Islam and what is not and accusing others. We are defending those who have no defender. We are holding fast to genuine Islam at a time when it's under siege from all sides. And we're standing up to confront an enemy that has intimidated governments and international organizations with fear. It's only natural that the governments and individuals who stand the most to lose from the defeat of the crusaders and Zionists will seek to hide our true nature and goals from the Muslim majority that is desperately looking for a way out of the nightmare that these traitors have imposed upon them for decades.
"We have strong support from within all sectors of Muslim society and from within all Islamic groups. This is what terrifies the enemies of truth and causes them to resort to this sort of accusation. It's wishful thinking on their part. It's like they're telling themselves, 'Maybe if we repeat the lie often enough, it will come true.'"
الخميس، يناير 12، 2006
Language: The Main Vehicle Of Contemplation
by Malik Badri
Despite the complexity of this problem, research in cognitive psychology has become familiar with many secrets of human internal intellectual and mental activities and their precise relation with language. With the help of modern computer, it has been possible to set up simplified programs to clarify some of the methods followed by the human mind in classifying information. It has been found, for instance, that language is not only a human being's means of address and communication, but also the basic system used in thinking. Without the laws that control the way in which tangible and abstract meanings are conveyed through word symbols, human beings cannot develop abstract concepts. They cannot use either their sensory perception or their ability to imagine and remember in dealing with various types of experiences they underwent in the past, so that they can relate them to the present and deduce from them possible solutions to p.roblems they are facing. Thinking, in fact, is using such symbols through cognitive processes.
Some researchers, like Whorf who formulated the 'linguistic relativity' hypothesis, consider the characteristics of the language spoken by a certain group of people to be the factor that denoted how they think and how they visualize the realities they live. The structure and other aspects of language are therefore considered to be basic factors in the way a given society visualizes the world.
Let us take a closer look at this idea of the importance of language. If it were wholly or even partly true, it would be most appropriate for us to consider the characteristics of the Arabic language, its impact on the Arabs and the reasons for the divine choice of this language as the means to reveal the Qur'an and convey the message of Islam to the whole of humanity. God says in the Qur'an: "We have, without doubt, sent down the Message; and we will assuredly guard it" (15:9). This means that He guards Revelation and, consequently, also the Arabic language. In this connection, the Egyptian scholar, `Abbas Mahmud al-`Aqqad, discusses some aspects of the Arabic language: its vocabulary, phonetic and phonemic aspects:
The human speech system is a superb musical instrument which no ancient or modern nation has used as perfectly as the Arab nation, as they have used the entire phonetic range in the distribution of its alphabet. Therefore, it is these qualities of the Arabic language that made Arabic poetry a perfect art, independent of other arts. [`Abbas Muhammad al-`Aqqad, al-Lughah Al-Sha`irah (Cairo: Maktabat Gharib, n.d.)]
According to al-`Aqqad, these qualities are not found in any other language, for "Arabic eloquence has taken the human speech organs to the highest point ever reached by man in expressing himself by letters and words." [Ibid., p. 70.]
In Al-Fusha: Lughat a/-Qur'an (Classical Arabic: The Language of the Qur'an), Anwar al-Jundi mentions the qualities of the Arabic language and its importance in propagating Islam:
It is most astonishing to see this robust language (Arabic) growing and reaching a stage of perfection in the midst of the desert, and in a nation of nomads. The language has superseded other languages by its wealth of vocabulary, precise meanings and perfect structure. This language was unknown to other nations. But when it came to be known, it appeared to us in such perfection that it hardly underwent any change ever since. Of the stages of life, that language had neither childhood nor old age. We hardly know anything about that language beyond its unmatched conquests and victories. We cannot find any similar language that appeared to scholars so complete, and without gradation, keeping a structure so pure and flawless. The spread of the Arabic language covered the largest areas and remotest countries. [Anwar al Jundi, Al-Fusha:Lughat a/-Qur'an (Beirut: Dar Al-Kitab Al-Lubnani, 1982), p.27]
Arabic - The Language of the Qur’ân
by Shaykh Ahmed ibn ‘Abdullah al-Baatilee
Courtesy Of: SunnahOnline.com
The Praise is for Allâh, the one who has honoured us with the Qur’ân, and chosen for us the noblest of languages, and the peace and the blessings be upon the best one of the ones who articulated themselves in Arabic, and the most-preferred from the servants of Allâh, Our Prophet Muhammad (Peace be upon him), and his family and his distinguished companions.
The Arabic language is the language of the Noble Qur’ân, and with it, the Qur’ân was revealed upon the seal of the Messengers, so attention to the Arabic language is to have attention to the Book of Allâh the Most High and the studying and the practising of it helps in the understanding of the Noble Book of Allâh and the narration of the master of the Prophets, Muhammad (Peace be upon him). It is also the language of our esteemed Islamic law (As-Sharee’ah), so when we defend it we are not proceeding on a path of nationalism or racism or culturalism, but in fact we are defending the language of our religion (way of life) and it is the cloak of our Islamic Civilisation.
As such, Shaykh-ul-Islam Ibn Taymiyah said: “The Arabic Language is from the Religion, and the knowledge of it is an obligation. For surely the understanding of the Qur’ân and the Sunnah is an obligation, and these two are not understood except with the understanding of the Arabic Language, and whatever obligation is not fulfilled except by certain steps then those steps themselves become obligatory (to fulfil the initial obligation)” [The Necessity Of The Straight Path by Ibn Taymiyyah ( 1/470)]
So then the knowledge of the Arabic language is essential for every Muslim so that he can perform his religious acts of worship and he can be proficient in the recitation of the Noble Qur’ân. Allâh says in His Book (which means):
“Verily we have sent it down as an Arabic Qur’ân in order that you may understand” (Soorah Yusuf: 2)
And likewise the Most-Glorious said (which means):
“And thus We have inspired unto you (O Muhammad) an Arabic Qur’ân that you may warn the mother of the towns (Makkah) and all around it” (Soorah ash-Shura: 7)
And The Exalted said (which means):
“And truly this (the Qur’ân) is a revelation from the Lord of the 'Alamin (mankind, jinns and all that exists), which the trustworthy Ruh (Jibreel) has brought down upon your heart (O Muhammad) that you may be (one) of the warners, in the plain Arabic language” (Soorah ash-Shura: 192-195)
And He the Most High also said (which means):
“A Book whereof the verses are explained in detail, a Qur’ân in Arabic for people who know” (Soorah Fussilat: 3)
So from these verses we see why the Arabic Language has reached its station due to the fact that Allâh has guaranteed its protection when He undertook upon Himself the preservation of this Noble Qur’ân since it is the language of that Book.
The Most Merciful said (which means):
“Verily! It is We who have sent down the Reminder (i.e. the Qur’ân) and surely We will guard it (from corruption)” (Soorah Hijr: 9)
Despite this, many of the Muslims are content by spending their whole lives reading a translation of the Qur’ân and so depriving themselves of the miracle of the Speech Of Allâh. Also a translation implies a human factor, which goes against the very essence of the Book of Allâh. Also, the person who does not know Arabic, will have added difficulty in his concentration during his prayers and also in his understanding of the Sunnah. This is because a language is just not a collection of words which can readily be translated into another language but is a whole way of thinking.
Dr. Muhammad Taqi-ud-Din Al-Hilali (Translator of the Noble Qur’ân) writes:
“It is a pity that many nations are only satisfied in the translated meaning of the Qur’ân and Prophet's Sunnah instead of studying the (true) Arabic text of the Qur’ân and Prophet’s Sunnah. For this reason they are divided into various sects (due to the lack of knowledge about the religion of Islam) e.g. as regards to the ways of religious education, etc. so they are plunged in differences, which was prohibited by Allâh. If the translation of the meaning of the Qur’ân is meant for the above said purpose then it is a real mischief-doing, and an evil action and is against what was brought by Allâh’s Messenger (Peace be upon him) and also against the opinions of the early present day religious scholars. All the religious scholars unanimously agree that the Qur’ân and the Sunnah should be taught in the language of the Qur’ân (i.e. Arabic Language). So did the early religious scholars of the Muslim nation when they conquered different countries.
Translations are mainly meant for informing the people who have not yet embraced Islam to make clear to them the principles of Islam and the teachings of Muhammad (Peace be upon him) and to know its exact facts. When they reach this state and Allâh has blessed them with Islam, they must take the Qur’ânic and the Messenger’s Language (i.e. Arabic) as the only language to understand Islam. May Allâh's mercy be on Shaykh 'Umar Uzbak, a great Turkish man, who strove for Islam in Uzbakistan under the Russian government, after his long fight against the enemies of Islam with fire (iron) and tongue (speech), he took refuge in Afghanistan at Kabul, where the government honoured him. I met him there in 1352 A.H. (approx. 1932 CE) i.e. nearly 40 years ago, and he had vowed to Allâh that he will never speak to a relative or anybody else except in the Qur’ânic and Messenger's (Arabic) language. His wife sent a man for me to intercede for her to him that he should speak with her and her children in the Turkish language even for an hour everyday. So when I spoke to him about it, he said: 'Russians had compelled us to learn perfectly the Russian language (by force), so we learnt it. And unless they knew that the learning of the Russian language will make the person who learns it, follow their ways of thinking, characters, and their traditions, they would not have forced anybody to learn it.' He further said to me, 'I have vowed to Allâh long ago not to speak except in the language of the Qur’ân and Sunnah (i.e. Arabic) and I do that only for Allâh's sake. If my wife and children desire to enjoy speaking with me, they should learn the language of the Qur’ân and of the Prophet (Peace be upon him) (i.e. Arabic) and I am ready to teach them the Qur’ânic language whenever they desire that” [The Noble Quran in the english language by Dr. Muhammad Taqi-ud-Din Al- Hilali & Dr. Muhammad Muhsin Khan , page xxiv ( 1994 edition )]
Faith has a Language
by Muhammad Alshareef
While attending a month long Dawah course when I was a teenager, one of our Islamic studies instructors, Dr. Mahmood Ghaazi, from Islamabad, Pakistan, told us about an official trip he had taken to the Vatican. His delegation met with a group of high priests. Dr. Ghazi asked one of them, "Do you have any words that you know for certain, 100%, that were spoken by Jesus Christ?" The priest felt a little ashamed, but he replied honestly that there were no words that could be traced authentically to Jesus - the language he spoke had been forever lost.
Then the priest picked up, "What about Muslims? Do you have any words that you know for certain, 100%, that were spoken by Muhammad?" Dr. Ghazi smiled (as I'm sure you are smiling too). He replied, "Not only do we have libraries of books of words we know without doubt were spoken by our Prophet (sal Allaahu alayhi wa sallam), we have a science called Tajweed. The study of Tajweed is to teach the student how to pronounce every syllable and vowel exactly the way Prophet Muhammad (sal Allaahu alayhi wa sallam) said it!" Indeed all praise is due to Allah, who protected our Deen in such a way.
But, brothers and sisters, have each of us done our part in protecting those words of Allah and his messenger? Rasul Allah (sal Allaahu alayhi wa sallam) said, "Ballighu (notify, transmit, tell others) about me, if only with one Ayah." How do we do that if we ourselves do not understand the Ayaat that were revealed? How can we presume to know a text when we don't even understand the very language in which it was revealed? In order to fulfill the mission Allah and His Messenger (sal Allaahu alayhi wa sallam) have sent us on, it is imperative that we become literate in the language of Islam.
The task of teaching others about Islam - for passing on that one Ayah at a time - is too important for us to waste yet another generation. Literacy and education of our Deen has to flood our communities in order for us to advance as a guiding nation.
The Qur'an is Allah's way of communicating with us, of directly guiding us on his path. But has that communication actually occurred? Look at any college level "Communications" textbook, and it will tell you that the definition of "communication" is that a message is sent, and that message is received with the understanding that the sender intended. If I say something and you can't hear me because my microphone isn't working, or you have gotten bored and are daydreaming, or you don't understand the language I'm speaking, then true communication has not occurred. To quote one "Communications" textbook, "If my meaning was not conveyed, I question if communication has occurred.. Language may be engaged in; words have transpired. But not an act of communication." http://www.regent.edu/acad/schcom/p...7/def_com.html. The same is true for the words of Allah and his messenger. Have we really allowed Allah to communicate with us, if we have not received the meaning of His words?
Just because we understand a watered down, weakened English translation of the Qur'an doesn't mean we fully understand the Qur'an. There is so much subtlety and nuance within every language that simply can not be translated.
If Rasul Allah (sal Allaahu alayhi wa sallam) spoke to you directly today - and naturally he would speak to us in Arabic - would you understand what he was saying? Or would you need a translator? You would want to capture every moment, understand every piece of advice he was giving you, but instead, you might be standing there helplessly, unable to communicate with him, or to understand his wisdom.
Those before us who did have that chance were changed by it. Shortly after the first Muslim migration to Habasha, Rasul Allah (sal Allaahu alayhi wa sallam) recited Surah Najm at the Ka'bah. As he recited, everyone - Muslims and non-believers - listened in rapture to these Arabic verses.
He came to the final verses: [Do ye then wonder at this recital? / And will ye laugh and not weep / Wasting your time in vanities? / But fall ye down in prostration to Allah, and adore (Him)!]
At that moment, Rasul Allah (sal Allaahu alayhi wa sallam) fell to the ground in prostration to Allah. The Muslims followed him, all of them falling in Sajdah to Allah.
Now, I want you to picture what happened next … every disbeliever in the gathering, every one of them, also fell in Sajdah to Allah! They were so moved by the beauty and complexity of the Qur'an, that they couldn't deny the message contained within.
[Verily we sent it down as an Arabic Qur'an so that you may understand] - Surah Yusuf, 2
Here's just one example of the impossibility of truly translating the Qur'an:
In Surah 'Abasa 80/33, Allah ta'ala says of the Day of Judgment: [At length when there comes the deafening noise…] The Arabic word for this deafening noise is Saakhah - the blowing of the trumpet -that will announce the resurrection and humanity's repayment for its deeds on earth. It will be an unbelievably overwhelming moment.
Looking at the word Saakhah, you would assume that it's pronounced in two syllables, or beats. But in Arabic, the word Saakhah is recited in a 6 count prolongation. Listen to it being recited. It is as if the recitation of the word itself is like a trumpet being blown. In English, we can not prolong the words 'deafening noise,' so we don't get the full strength of meaning that Allah intended for us. Only someone who understands the language can pick up the power of each word Allah has so carefully and profoundly chosen to give us.
Here's another example. If you, as an English speaker, overheard a master telling his servant, "Get me water," you would understand that the master wants the water right away, not two hours from now. It doesn't say that anywhere. But it's implicit. It's part of the nuance of the language.
When someone says, 'the Arabic language is foreign to me', that translates into 'the understanding of the Qur'an is foreign to me'. When the Arabic language is foreign to someone, that translates into 'the Sunnah of AlMustafa (sal Allaahu alayhi wa sallam) is foreign to me.'
Whoever loves Allah must, by virtue of that true love, love Rasul Allah (sal Allaahu alayhi wa sallam). And whoever loves Allah and His Messenger must, by virtue of that true love, love the Arabic language chosen by Allah.
It is the language spoken by the greatest book. It is the language spoken by the greatest human. It is the entry way to understanding all of the other Islamic sciences. Someone who never learns Arabic, can never fully understand the Qur'an and Sunnah.
What does learning Arabic do for us?
One: It molds our character. As Ibn Taymiyyah - rahimahullah - said, "Using a language has a profound effect on one's thinking, behavior and religious commitment. It also affects one's resemblance to the early generations of this Ummah, the Companions and the Taabi'een. Trying to emulate them refines one's thinking, religious commitment and behavior."
Two: It is our bridge to the culture of Islam. Undoubtedly, with the teaching of language comes the teaching of ways to think and behave, through understanding of the culture that speaks that language.
As a summer job one year, I taught English in a Muslim country and ashamedly had to skip the numerous pages that spoke of alcohol, dating, and lewdness. This is the culture of the English language. Imagine the blessed culture and knowledge awaiting those who would learn Arabic.
At the University of Madinah, I had the chance to go to school with Muslims from the UK, US and Australia. At the end of those years, as students amongst ourselves, we would discuss what we were going to do when we went home to Europe and America. Some of the students stayed behind, accepting jobs of teaching English just so they could stay in Madinah. A graduating brother beautifully rejected this when he said, "Why would I teach Muslim Arab children English, when I have the chance to go to Europe and teach Muslim European children Arabic?"
One of the main Arabic teachers at AlHuda School in Maryland (www.alhuda.org) started his career teaching English to Muslims in Arab countries. He saw how serviced the English language was and how much money was being spent to teach and study it. He thought to himself that Arabic, the language chosen by Allah, is more worthy of such wealth, effort and time. He changed his career path and in his graduate studies took on the task of teaching Arabic to native English speakers. As immigrants or children of immigrants, most of us speak two languages. We convinced ourselves, "we must learn English so we can get ahead in this world." Now, we must remind ourselves, "we must learn Arabic, so we can get ahead in the next world."
Let no Muslim think that Arabic is not their people's tongue. It is the language of our Deen. Calling people to this language is not a nationalistic call, it is a call to the Muslim to raise his or her head and say, 'My faith has a language, it's called Arabic!'
The Golden Advice Regarding The Proper Manner Of Learning The Arabic Language
by Abu 'Umar al-Jurjaani
النصيحة الذهبية في كيفية تعلم اللغة العربية
An-Naseehah adh-Dhahabiyyah fee Kayfiyati Ta'allumil-lughatil-arabiyyah
The Golden Advice Regarding The Proper Manner Of Learning The Arabic Language
Orignal article By Abu Umar al-Jurjani
All praise is for Allah. We praise him and seek his assistance. May the salah and salam be upon the messenger of Allah and all those who follow the prophetic path until the last day. Amma ba’d: Many brothers have asked me about learning the Arabic language and the best way to arrive at an understanding of the qur’an and sunnah. In response to these brothers I put this small essay together. May Allah grant us ikhlaas and sucsess in our efforts. Some of the salaf used to say, “man dakhala fil ilm jumlatan, kharaja minhu jumlatan.” “Whoever entered into knowledge all at once, it shall leave him all at once.” It is binding upon the student of any subject to gain an understanding and basic conception of what exactly he/she is studying. In Arabic this is called ‘tasawwur’. The lack of a proper ‘tasawwur’ concerning the method of learning Arabic is perhaps the biggest problem facing those that attempt to learn Arabic in the west. One simply has to look at the many numerous books on the Arabic language that are currently on the market in the west. With all of these books available, it would seem like everyone in the Muslim community would know Arabic by now but that is not the case. The reason for this lack of learning despite the presence of many decent books is built upon my previous statement about the lack of ‘tasawwur’. As for those who have no desire to learn Arabic or only claim that they want to learn while expending no efforts in that path I ask allah to give them tawfeeq and desire to understand the language of the qur’an and sunnah.
What is the Arabic language?
a) The Arabic language is a Semitic language that is primarily based upon three letter root words. For example we say ‘madh’hab’, this word comes from the root- dhaal-haa’-baa’. This word is derived from the root verb dha’haba. It is expected that those reading this already know this.
b) The Arabic language is composed of different sciences. When someone learns Arabic he/she must understand that he is in fact learning three sciences. Realizing this separation between the various sciences assist the student of Arabic in grasping the language. With this he will know where the language begins and where it ends. It is indeed unfortunate that most modern books of Arabic language instruction fail to even mention this. See what I mean when I spoke about the lack of ‘tasawwur’?
The sciences of Arabic are in fact twelve in number. However the sciences that are the most important for the understanding of the qur’an and sunnah are three:
I. Nahw: It is most often translated as ‘grammar’. Nahw is a study of the language and the various rules governing the words as they appear in a sentence. For example I will now mention to you three sentences and discuss the difference between them please pay close attention.
1. ‘la tashrubil-laban wa ta’kulu as-samak’
2. ‘la tashrubil-laban wa ta’kulis-samak’
3. ‘la tashrubil-laban wa ta’kula as-samak’
What is the difference between these three in meaning? The difference between them is in the ending of the verb ‘ta’kul’ which means to eat. In the first sentence ‘ta’kul’ ends with a dummah. In the second sentence the verb ‘ta’kul ends with a sukuun. In the third sentence however, the last letter of ‘ta’kul’ ends with a fathah.the difference occurs because of the different usages for the ‘waw’. In the first sentence the ‘waw’ is the ‘waw’ signifying a separation. It means, “Do not drink the milk (but no problem) and your eating fish. In the second sentence the ‘waw’ is the ‘waw’ of joining. The sentence means, “do not drink the milk or eat the fish.” In the third sentence the ‘waw’ signifies a unity of action (ma’aiyah). This sentence means, “do not drink the milk and eat the fish at the same time.” All of these changes in meaning took place due to the type of ‘waw’ used. The changes were not only in the actual structure of the harakaat in the words, but also in the meaning of the sentences.
II. Sarf: It is often translated as ‘morphology’. The actual meaning of sarf is “the metamorphosing or changing of the ‘asl (base/root word) to many different examples so as to achieve meanings that could not otherwise be achieved” The science of sarf is mostly relegated to verbs and that which derives from them. This change is done to stretch the meaning and to also make pronunciation easy upon the toque. An example of changing the meaning through sarf is manipulating the verb ‘nasara’. From ‘nasara’ we may derive the following: Nasara Nas’sara Naasara tanaasara anassara istansara mansar naasir munasar mansoor . All of these words come from one root verb - nasara. As for making it easy upon the tonque I will provide one example. Let us take the word ‘scale in Arabic. It is called ‘meezaan’. This word comes from the root verb ‘wazana’ which means to weigh. According to a principle of sarf the thing which is used to do this action will sound like ‘mif’aal’. If we were to apply this principle here the item used for the act of weighing would be ‘meewzaan’. Due to the difficulty found in pronouncing that upon the tonque we replace the ‘waw’ with a ‘yaa’ to make it easier. This simplification is broken down into set principles known in sarf. Properly applying principles of sarf can sometimes spell the difference between imaan and kufr. For example Allah said about himself in the Qur’an that he is ‘al-musaawir’-the fashioner. If someone was to pronounce the ‘waw’ with a fathah instead of a kasrah the word would mean ‘al-musaawar’-the fashioned one (the one fashioned by another). Of course the ignorant one making this mistake would be excused but this simply shows you the importance of sarf in the Arabic language.
III. Balaghah: It is a science dealing with the eloquence of the Arabic language and how to convey proper meanings according to the situation. Balaghah also deals with the meanings of words and they take shape in their different usage. Balaghah is essential in fully understanding the I’jaaz (miraculous) nature of the quran. An example of balaghah may be taken from the Qur’an. Allah the most high said in surah al ankabut, “alif laam meem. Do people think that they will be left alone saying,” we believe” and will not be tested with fitnah? Certainly those before them were tested with fitnah-so that Allah may make it known those were truthful and make it known who are the liars." In this noble ayah allah said “so that allah may make it known those who were truthful” in this part of the ayah allah used the past tense verb ‘sadaquu’ which indicates that they were truthful in the past so the test and trial only made apparent that which was already there In the past-truthfulness. Allah then said, “and to make it known those who are liars” in this part of the ayah Allah speaks about those who didn’t pass the test as being liars. Here he used the word’ kaadhibeen’. In the science of balaghah we learn that this descriptive word-or sifah implies an established state of the person who is described with this quality. Allah spoke about the Jews and how they disbelieved in some of the prophets and some they even killed. This was mentioned in the past tense in surah al baqarah. However when we look at the ayah we see a special rule of balaghah that gives us more meaning that what is found in the English translation. Allah said about them, “fa fareeqan kadh’dhabtum wa fareeqan taq’tuluun.” “So a group of them you denied and a group of them you killed.” Allah spoke about them saying that they denied a group of the prophets. He used the past tense verb kadh’dhabtum. However we find in the end of the ayah he said that some of them they killed by using the PRESENT TENSE verb ‘taq’tuluun’. In the science of balaghah we learn that if a present tense verb is used in a past tense context it then signifies what is called ‘istimraar’ or continuance. Therefore the meaning of this ayah in the context of balaghah is that the jews used to deny and kill the prophets and that they will continue to kill-in this case killing the followers of the prophets way and true path. This is mentioned in tafseer of al aluusee and in tafseer ibn sa’uud.
Learning Arabic-were do I start?
This depends on you. What do you wish to do with your knowledge of Arabic? A boxer will do a workout of a boxer to prepare for a fight. A runner will do a workout that enables him to win his race. If a runner does the workout of a boxer he will not achieve his goal of winning a race. And likewise the boxer who does the workout of a runner will not have the strength to win his fight. So looking at it with this view you must ask yourself, what do I want to do with Arabic? If you wish to read the paper only perhaps the advises listed here will not be a big benefit to you. And likewise the same for the one who only wishes to become a doctor or chemist in an Arabic speaking country. If your reason for learning Arabic is to understand the words of your creator and words of your prophet (saw) and the knowledge that comes from the books and tongues of the ulema then this advice should be of some benefit in sha’ allah.
Listed below are some concepts to ponder upon ·
You must understand Arabic in Arabic being a self-translator is not the goal ·
There is no ‘one book ‘ that will teach you all of what you need to know of Arabic.
Non-Arabs have been learning Arabic for over 1,400 years from Africa to Indonesia so it is incorrect to assume that we cant learn as they did in the past.
The traditional method of learning Arabic is tried and true and we are in no need of new ways to learn the language. That involves complex systems and tests.
You will not learn Arabic by simply taking one part of the plan. What I mean is that if you learn grammar only you will not know Arabic. And if you learn new vocabulary only you will not really know Arabic. Rather you must take all of it.
Where to begin, that is the question?
The reality is that it is very difficult to learn Arabic in the west without a good teacher, determination, time, Arabs or Arabic speaking brothers to mix with and learn from association. It is my personal opinion that one should begin with a basic lesson in sarf from the book ‘binaa al-afa’aal’. Learning sarf in the beginning is the best thing for non-Arabs. In fact this is way Arabic is still taught in turkey, India, and Pakistan and other non Arab Muslim countries. Learning basic sarf will assist the person in utilizing his dictionary properly, which in this time of learning he will have as his constant companion. (Note: the best dictionary in Arabic to English is Hans wehr without argument) the student should learn the basic verb patterns and basic skills in using the dictionary. After this, he will be ready to learn more and look up words with relative ease.
The student should now learn basic grammar. The best book in this area for beginners is the book ‘al-ajrumiyyah’. It is a small book outlining the fundamentals of grammar that are indispensable in understanding Arabic. There are some brothers that have learned ‘al-ajrumiyyah’ and grasped concepts that the 3rd year college student studying Arabic couldn’t. One should study this book with a good teacher who will make him understand the fundamentals of the book without going into detailed discussions of grammar issues. As we said earlier, learning grammar is not enough, so you must also learn how to pick up words to increase your vocabulary. This part is the most time consuming, sometimes taking years to develop. Here are some practical advises in this regard:
You must read as much as you can. Start by reading small books on different issues in Arabic. Take a notepad and write the new words down. When you look up a word in the dictionary, underline it with a pencil. If you look up the word again in the future and see that you marked it with your pencil, you must memorize that word, as you will more than likely see it again and again. Don’t write the meanings of the words in English down in your book that you are reading. That is because you only read the meaning and not the actual word in Arabic this way.
You must also learn through listening. In this way you learn how Arabic is spoken and how certain ideas are conveyed. The best thing is to listen and act as if you understand everything you hear. If you cant find a speaker giving a talk then buy some tapes of the ulema and tulaab ul ilm. Some of the clearest speakers are Shaykh Muhammad al-Uthaymin, shaykh al albani , shaykh Muhammad mukhtar ash-shinqiti, and shaykh Saalih aal ash-shaykh. It is also advisable to listen to tapes of those who are not so clear to gain mastery in listening skills. Some of the best ones for that are shaykh Abdul-Aziz ibn Baz and shaykh Jibreen & Shaykh A'id al-Qarni (Abu Mujaahid: This is the opinion of the original writer..as for me then I don't advise hearing from Saalih, Qarnee & co)
Listen to the quran attempting to understand.
Try to understand the Arabic language in Arabic. Don’t be like some people who only wish to translate everything into their own native tongue. This will take time but it is very important and will cause you to understand Arabic as it is.
Talk as much as you can to those Arabs who will correct you and help you in learning.
The most important thing is to always read. If you don’t read you will not gain mastery over the language. You must read even if you don’t want to. Reading will give you a glimpse into the various sciences of the deen and increase your vocabulary
In the beginning make your primary focus understanding. Most of us will know more words that we can even think to mention in a conversation with an Arab. The same goes for English.
In learning Arabic, try to test yourself by gauging your progress.
Level 1/ reading and understanding the book qisas an-nabiyyeen first three months
Level 2/ reading and understanding the book al aqeedah as-saheehah wa ma yudaduha by shaykh bin baz rahimahullah second three-month period
Level 3/ reading and understanding tafseer ibn katheer third three month period.
Level 4/ reading and understanding fath al majeed sharh kitab at-tawheed. Forth three month period.
Level 5/ reading and understanding al-fawa’id by ibn al qayyim. Fifth three month period
Level 6/ reading and understanding hilyah taalibil-ilm by shaykh bakr abu zaid. Sixth three month period. Many may disagree with the books listed in each level but I firmly believe that a person can understand these books (except some vocabulary) after 18 months.
Stay away from English books and lectures. Cutting your ties with them will give you more determination to learn. Advanced study As for an advanced study of Arabic, one must traverse the following path
In grammar - Start with the book ‘at-tuhfah as-sanniyyah bi sharhil-muqqadimatil- ajrumiyyah’. This book is perhaps the best explanation of al-ajrumiyyah. After this book, learn the book, ‘ sharh qatr an-nada’ by ibn hishaam. After that if one likes he may study alfiyyah ibn maalik. Another good book to read is ‘jaami’ duroos al arabiyyah’
In sarf - Start with the book ‘binaa’ al af’aal’. After that, move on to the book, ‘al maqsood’. For more advanced study, learn the poem in sarf entitled, ‘laamiyah al af’aal’by ibn maalik.
In balaghah - Start with the book ‘al-balaghah al-waadihah’. After that one may study ‘uqood az-zimaam’ by as-suyooti. Perhaps the best books to read after the book of Allah - to gain strength in the language are the books of ibn al qayyim and ibn Rajab al hambali. Don’t rely on any one book to learn Arabic. The madinah books are not enough in my opinion. Take this advice and seek the tawfeeq of Allah, you should see some progress in sha Allah.
Allah knows Best
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