Abdur Rahman ibn Yusuf Mangera – Courses Islamic Jurisprudence 2018 19 Whitethread institute
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The speaker discusses a course on theiva that aims to provide exposure to various fields and provide exposure to specific topics like history, art, and contemporary field. The course is designed to provide exposure to various fields and provide exposure to specific topics like history and past research. The course is restricted to specific students and offers opportunities for practice and improvement in skills. While the course is designed to help students learn and understand basic competency in physics, it is also designed to boost grades and improve student outcomes.
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If we move on to the jurisprudence course,
I'm going to wait I'm going to invite mana Zhi Shan, who has been
one of our jurisprudence teachers to give us a kind of an overall
understanding of his interaction with the students because he was
one of the main teachers of the jurisprudence course as well.
But just to give you a quick roundup from my side,
maybe we had slightly over promised on the lubob. Last year,
we expected that we may be able to cover the whole of lubob.
Even covering the whole of Kaduri is difficult in a madrasah. And we
were there trying to be extremely ambitious, of trying to cover the
commentary of Kaduri and lubob.
In one year, and that obviously didn't happen. But
it wasn't because the teachers didn't work hard. The teachers
were working, working very hard to try to complete it. But it just
wasn't physically possible to do so in the time that we had.
Even if we had missed out to a bar that
what we actually discovered is that there are numerous students
that came in. And some of them had not even gone beyond. Some few had
not even gone beyond a bar that in some cases, it was the first time
that they were actually dealing with Nika and who you are, and who
do that cetera. But they've never gone beyond the Ibadat section.
Some had done a bar that and a bit of NECA and Pollock, but hardly
any of you. So it was, I mean, I'm sure the students will probably
agree that it was definitely very beneficial. Because it was done in
a very critical way very contemporary way to try to
understand the contemporary muscle as you're reading as you're
reading Kitab Nica and as you're reading Kitab Al Hamdulillah we
did we did the whole of Kitab booboo, we covered the Ibadat
again, some in brief and some in detail. And we also covered Kitab
Nica, Pollock etc, and several other chapters as well.
The I'm gonna let monetization, talk about the other aspects of
this.
So what we now have for next year is that we're going to be running
that course again. But now inshallah we can most likely let
you know exactly how much we think we can cover this year, because
we've had an experience now one year, so now we can actually tell
you that we are not going to cover the whole above, but these are the
chapters that we will cover, inshallah. So at least we can do
that. That's what that's what we understand from the inshallah
Smilla Rahmanir Rahim
salam ala Rasulillah. We'll carry on by.
So just to talk about what our aims and objectives were in this
advanced jurisprudence course, it's already highlighted most of
what I was going to say anyway.
So the idea of white thread was is a post grad, always focusing on
postgraduate students. So
initially, we thought of doing a refresher course, which was still
it's still something maybe in the pipeline, but then it became it
morphed into what we have now, which is advance jurisprudence
course.
So the idea was that you cover what you've covered, or refresh
your knowledge of field, which you've done in Madras already. So
you refresh that knowledge. And then you you have more. And the
idea of my lesson was to provide three things for the students. One
was
a history of the Hanafi madhhab, which is beyond just a biography
of the Imams. So it's just mama Khalifa, Mohammed has achieved
Well, the more we use of was beyond that. So how fit was like
from before number Hanifa, the idea of Kufa how that played a
role into the development of the mud hub, and then moving down for
the first three foreign ridges.
The second
aspect that we were focusing on was the loading method. The idea
here is that there's multiple benefits to this, the most clear
benefit is that you learn the details of your model. So it
boosts the confidence in your madhhab. So
the idea was that we get 2030, if not more controversial issues, not
necessarily controversial in contemporary times, because
there's my certain that are not controversial now, but were
controversies before. So it's about looking at classical issues,
which the Hanafi madhhab was attacked for, and to see responses
and how the Hanafi madhhab responded to that. But the
benefit, meaning equals it could be an easy task for me, which was
I could just get one contemporary book of Hanafy the leaves and do
that, but the idea was that we use multiple texts. So if you start
from books from right from the beginning, so Mohammed Aman hasn't
shaved bone is the hijab, Medina and Komodo Daniels Ella soon. So
the idea is that the student at the end of the course, not only
does do they have these arguments or confidence
In the madhhab, but they also have access or exposure to multiple
texts. So if in the future, something like this comes up, they
know where to go. So multiple texts were consulted for that. And
the third
aspect they will uncover was contemporary field. So different.
The difference here with the Iftar course, was that in the Iftar
course, the students are given questions. So you're given
questions, you're supposed to go ahead and then find the answer, do
the research yourself. But here, it's
me or the book, we're looking at providing the answers. So it's
looking at this as contemporary issues. And these are the answers
given. And within that, meaning between data deleted might have
been contemporary hip, where there was highly controversial issues,
which may be a simple photo doesn't. So So when we looked at
different books on those topics, so like something like
photography, we looked at specific books or lengthy articles for pro
and against, so because the students were talking about with
these
argument arguments, so it's hard being exposed to arguments for
what you can believe in and against what you believe in. So
it's the whole idea of exposure, mainly. So that's the three things
that
I was covering in our lesson, and the other was lubob, two lessons,
and one was on Soul fit the most every talk spoke about historical
soul. And that's the whole structure of the advanced
jurisprudence program. So the underlining goal of my aim for
what I was trying to get at is that things like history, things
like the ultimate hub,
contemporary, or these kind of topics, they can't be taught in a
simple book, instead of being dictated, so you kind of sit there
and open a book up and begins the end, and you learn history, right?
Or these are controversial issues. Here's one book which covers
everything, it doesn't work like that notice real life work like
that. So it's about giving the students a page to research. And
the biggest struggle that a student finds when they graduate
from others, is that jump into either a university or an Iftar.
Because the roles change, because for seven, six or seven years, to
become the top student in the model is whoever could best as bad
word but regurgitate what's been said in class. So have a good you
can copy or memorize what's been said in class and repeat it in
exam, your top student struggling again, if you go into university,
it's the burden is upon yourself. Now, your source, we didn't
reading your story, providing the research. So the advanced
jurisprudence course that we've presented, emerges that two
together, so not only are you still getting your lubob. So you
can use your classical trading or how you do mothers. But with that,
you get exposure. So Paul, what I would do was not just teach, but
it was giving reading. So every week reading was given books were
given. So the some books are three 400 pages long. So you're an
expert to read the whole thing, but you still introduction to it,
you read a conclusion, read a chapter. So then in the future,
let's say 10, some 1015 20 years down the line, something comes up,
I remember there's a book there. Right. So that's the whole idea of
it, in terms of how the students reacted, then, in terms of
research is three points I was jotting down right now, was needed
to be able to do research. One is there's a basic competency, when
you can't,
I can't carry out research in the field of physics, because I don't
have the basic competency for that. So there has to be some
basic knowledge. Prior before you want to carry out some sort of
research. Second is to have knowledge of previous research. So
what's been already done beforehand, which you can call
literature review, because you don't want to take up a task, when
it's already been done beforehand. Usually, you will refer to the
previous relationship. And thirdly, because once you do
literally review this recently on every topic, right, but then you
have to have knowledge of authority. Do you know who are the
authorities in the field or who are not? So if you hear someone's
name saying data research on this topic, you should have knowledge
of what ranking they are? And are they competent or not to do that
and afford books, obviously, right? So books. So
I found that the students that had most of them were had the basic
competency.
They did really flourish for us. So the way I examined them was not
a simple example, as a coursework. So they had an assignment to do
half year, which was a review. So again, it's in the middle. So
you're given something but then you have to provide your own
insights on an article.
You were given a choice in Arabic or English article, or academic
pieces, and then in the end of year was a original piece that is
also right. And so from what I've seen so far, it does seem that the
students did very much enjoying that obviously the best people to
ask for this, but they didn't seem to engage. And you can see from
the beginning of the year to this year,
the questions they're asking because the best way you know how
students doing is the questions they ask, and secondly, the works
that they're referring to with their writing. So, in essence, I
would say that from what we are
I set out to do, again, the best people to ask me the students to
see if they succeeded. But from what from what I've experienced
from the students, I would say that it was a was a healthy
environment, and environment for development and progress. Another
thing about the jurisprudence class is that we actually had two
students who had not finished.
They weren't graduates yet. One was actually only in the third
year. And the other one was in the fifth year, I think, fifth year,
basically, the penultimate year, the McCarthy, let's call it that,
right. So one student was in the Muscat year and the other student
was only in the third year, but they took the whole jurisprudence
course, and they didn't lag behind they, you know, they got good
marks. And the benefit of that particular for at least one
student I know is that it gave them a huge it was like a rocket
boost for fic. Because the Fikile do here.
While it's targeted at anybody, primarily postgraduates, but any
smart student who really wants to study, so if you're doing Arlen
cos in the evening, for example, or even in the morning, so if
you're doing in the evening, then you can actually join this live in
the daytime, because it's three days a week, four hours a day. And
even if you're doing it, your Alim costs in the daytime, but you've
got time in the evening and you really want to boost your fic
because believe me flick is one of the most especially if you've got
an idea to be a Mufti in the future, then this will really give
you that boost. So
aside from the Iftar course all the other courses are not
restricted just to Oliver. They're restricted to anybody who will be
able to
deal with the issue and wants to
enhance themselves.
So even if you're doing it in the morning, a morning and you can't
attend live you that we had numerous students that were
listening to the recordings because they were in another
country, although mashallah we had one student, Allah reward him.
He was from the east from New York. And he used to be pretty
much regular for most of the days, from half eight in the morning,
which is about half three or half, four, depending on timing,
depending on time of the year, so he was always that half full, or
half, three, whatever it was before he goes to work during this
four hours of jurisprudence before he goes to work. So if it can be
done for him, then those of you who are just teaching mucked up,
right, actually, that's another dichotomy here. A lot of people
the excuse they make is that they can't take it because in the
daytime they're doing that they're working in the evening they're
doing mock them.
Now, to be honest, I mean, you Inshallah, you will be teaching
mucked up, and we'll accept your teaching. But if you have to take
time off to enhance yourself, and to equip yourself and take a year
off your McNab. Right, then I don't think that's a very bad idea
at all. Because I think while it may be that this just seems like a
new tradition, that once you're fighting, our tradition has been
not tradition that's been laid down by the forbearers. They've
always encouraged because if you go to download the open, there are
numerous Camille programs, they call them. Same thing. You know,
what we have here, postgraduate brand, they call them tech millet
programs, completion programs, enhancement programs, they have
numerous ones. It's just the endorsement deal when you have to
have done the door are there so even if you're fighting somewhere
else, you don't have to go and do Dora the whole body again, and
then you'll be able to attend them? Right if you want to be
officially in attendance. So that's why don't feel that this is
just for Allah ma whatever it can be done online. And mashallah,
there were a number of students who actually used to listen
online, they were they were mothers elements who, you know,
had children teaching as well. And they were, of course, they have to
try to play catch up all the time. And Marshall, I think the
jurisprudence The good thing about the jurisprudence program, right,
because used to provide them so much additional reading material
and give them exposure to so many different books. I think the the
forum, the Google forum was really, really lively on that one,
right? So even those who probably never set foot in the UK or maybe
even in or in this place, or even in the UK, for that matter from
other countries. They felt like they were probably in class
because of the interaction that was going on.