Abdur Rahman ibn Yusuf Mangera – Courses Islamic Jurisprudence 2018 19 Whitethread institute

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.