Ingrid Mattson – RISTalks Living the Ten Commandments Purpose RIS Canada 2010

Ingrid Mattson
AI: Summary ©
The speakers emphasize the importance of learning and not just the end of learning, as it is a great way to learn. They highlight individuals like Dr. Ahmed and Dr. Saul who speak after them, and the importance of finding multiple frames of analysis simultaneously on any human issue to achieve the highest human possible value. The Sharia community is constantly changing, unorganized relationships, and the transformation of our world and experience is due to the shift of the Quran into a gram philosophical device of shifting perspective. The speakers emphasize the importance of policy decisions, institutions, and setting boundaries to promote an understanding of one's own values, community, and honking religious and religious leaders to bring everyone together.
AI: Transcript ©
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In the name of God,

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the merciful, the compassionate.

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I I wanna begin by

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talking a little bit about the 2 people

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who will be speaking after me.

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And I know you have your bios and

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you're gonna hear about them,

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But one of the things that happens in

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conventions like this is that

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it's a wonderful way to, learn a great

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deal

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about a topic,

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but but I hope that for many of

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us, we take it as the beginning of

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learning

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and not the end of that of learning.

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And everyone who's

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who has spoke to you

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this weekend and who will speak

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to you has learned from other people

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and has learned not just by by listening,

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but also by spending

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significant time

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reading their books and articles and contemplating them.

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And

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I I wanna take this time to acknowledge

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my intellectual debt

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to the 2 men who are speaking after

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me.

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We know that the prophet Muhammad sallallahu alaihi

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wa sallam peace be upon him said,

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whoever does not thank people does not thank

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God.

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Gratitude

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is one of the most important

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characteristics

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of a Muslim.

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Muslim. And we all you know, intellectual gratitude

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and intellectual indebtedness

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is a great debt to have. It's it's

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one of the good debts. Most debts are

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bad.

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But we should,

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you know, continue to expand our learning, not

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just by listening,

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because it's it's a little bit easy come,

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easy go. But please go back

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and do some more learning.

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I just want to,

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you know, highlight some things about these people.

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Doctor Ahmed, I first encountered his work when

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I was a student at the University of

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Chicago.

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And even then, his legacy as an interpreter

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of the Islamic legal tradition loomed large.

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I was later blessed to be involved with

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the Nowhere Foundation,

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which was established to allow more people to

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benefit from doctor's Ahmed scholar doctor Ahmed's scholarship

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when he returned from Chicago after a lengthy

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period of teaching abroad.

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Doctor Ahmed has taught us a great deal

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about the importance of authentic

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culture

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as a vehicle for religious values,

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about the necessity of digging deeply into the

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history of minority

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and Western Muslim cult communities

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like the Chinese Muslims,

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the Andalusians,

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and early American Muslims

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to know our roots,

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to be grateful to our ancestors

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who struggled and sacrificed

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in the face of enormous obstacles,

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and to see how they survived

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or failed based on their abilities to distinguish

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the important from the trivial

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and always to be open to witnessing God's

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grace and mercy

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in unfamiliar

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and sometimes frighteningly

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different surroundings.

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As for doctor Saul, as a Canadian living

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in the United States in the 19 nineties,

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always looking for

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a way to tune in to CBC Radio.

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Now with with,

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streaming radio, it's not difficult,

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but it wasn't available then. And I would

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always visit bookstores when I would come back

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to Canada.

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I remember picking up and reading his book,

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The Unconscious

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Civilization,

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and feeling such a sense of relief that

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there

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were intellectuals

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who were still digging into the facade of

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this,

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freedom presenting,

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unbridled

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capitalism as freedom.

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His later book on equilibrium

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has had a major impact on my conviction

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that balance is one of the most important

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principles

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in managing and integrating the various tools and

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sources of Islamic ethics

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for practical application.

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And this is something that is very relevant

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to this panel tonight

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as we talk about the purposes or the

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goals of the sharia,

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which are multiple and need to be held

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in balance.

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Not last and certainly not least, but enough

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for tonight at least,

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is a mention of A Fair Country,

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a recent book of his that is a

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marvelous look at the obscured

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and denied, but never nevertheless

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authentic Aboriginal foundation of the Canadian ethos.

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And, I think there are a lot of

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lessons there for the Muslim community, including

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for the American Muslim community as we

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try to remember and understand both the denied

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and often covered up foundation of the

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American

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Aboriginal ethos that underlies some of the

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American Aboriginal

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ethos

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that underlies some of the best of the

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notions of

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community in the United States.

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So really it is,

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I want you to pay attention

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to the fact that,

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the what you will hear tonight is just

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a small bit

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of a enormous

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legacy, intellectual legacy that both of these men

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have produced and God willing will continue to

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produce, and I hope that you continue

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to try to learn from them

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by,

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reading their books and discussing them with others

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in your community.

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Now,

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my theme in in the short time I

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have tonight is simply this,

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that it is absolutely

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important

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for a Muslim

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to adopt multiple frames of analysis

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or multiple perspectives

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simultaneously

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on any issue that we face that is

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a human issue, an issue of human concern.

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There is never one model,

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one frame of analysis Well,

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even

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if we look at the human

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Well, even if we look at the human

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condition from a scientific model,

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which

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those who do not have a, religious worldview

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might say is is the only real perspective

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on the human

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reality.

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So even if we took a scientific perspective,

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what does science say about what it means

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to be human?

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Well, does that not depend on what kind

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of scientist, you will ask.

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An endocrinologist,

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a geneticist,

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a neurologist,

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Each one of them can map out and

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analyze

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a complex

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physical system,

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their function and their dysfunctions,

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so that any even small injury or illness

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in that one system can lead to the

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total destruction of a human being.

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You can die from a dysfunction

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in one of

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to constituting a whole functioning body.

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And then if we add the social sciences,

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sociology,

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psychology,

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anthropology,

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we see more of the complexity,

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not just of the human body, but of

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the human experience.

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And still, it's not enough to show us

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what it means to be human.

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We can add poetry

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and art

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and literature, but still do we have the

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whole picture?

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So when we look at something like the

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goals of the Sharia,

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this is simply

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one of the frames

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by which

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Muslim jurists try to

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organize

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and manage

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different understanding

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how to apply our principles to different aspects

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of human life.

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More than anything,

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how do we pay attention

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to those things that are important?

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You know that, for example,

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we have,

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according to,

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our scholars,

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5 or 6 purposes

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of the sacred law,

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protection of religion,

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life,

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property,

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intellect,

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family,

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and then some add honor, which I would

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rather

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translate as dignity, human dignity.

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Now you could say as a Muslim, well,

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you don't need to look through all of

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those perspectives.

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You could just look at them through the

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perspective of religion. After all, are these not

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all religious concerns? So

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The the reason we do that is so

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that we can pay attention to those concerns.

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Because if we only say, well,

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everything is important under religion, it's very easy

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to overlook

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or give undue priority

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to certain issues or certain aspects of what

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it means to be human and neglect another

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aspect.

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For example, I'll give you a a a

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very practical example

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that

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that I know of.

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And,

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you know, it confused me a great deal

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when I worked with Afghan refugees

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to encounter,

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you know, religious

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Afghan scholars

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or at least religious leaders,

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banning them from education, banning them from work.

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And the reasoning was that,

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sometimes it was too dangerous for women to

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be in the street. There's political insecurity, so

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they needed to protect their life.

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Right? They needed to protect their life by

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keeping them in the house. This would protect

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their life. They would not be harmed in

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the street.

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And banning them from education,

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well, because it's not

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necessary

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for the salvation

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of of women to be

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to have a higher education

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and the risk

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of,

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of them neglecting family duties by being educated,

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then they should be

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banned from education, higher education. Of course, this

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is a small

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group in terms of population of those in

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Afghanistan who believe this way, but they were

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powerful and they really used religious language to

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justify this.

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But this is the nature of extremism. What

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is the problem with the logic here?

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Extremism

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is is really a problem in in reasoning

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very often.

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It's logical extremism where you take one principle

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or one factor

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and you take it to its logical extreme

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and neglect all other principles and priorities and

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interests.

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So for example,

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we could say, yes, we want to preserve

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life,

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but

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what about

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the preservation of intellect

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when many of these women who were confined

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to their homes ended up having

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major clinical depression because of being confined for

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so long.

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What about

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the preservation of human dignity,

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the ability of a human being

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to express

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their,

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value

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in public life to use the gifts, the

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intellectual gifts they had, the gifts for service,

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the gifts to give to the community.

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What about the need to preserve

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religion itself?

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Because when religion is used as a

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tool of control,

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then people will turn against religion.

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So this is a simple demonstration

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of how the goals of the Sharia,

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the the goals of the sacred law can

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be used to try to bring back some

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balance

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as

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communities are determining how they're going to,

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order themselves and what kind of policies

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they're going to determine.

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Now

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Well, these 6 5 or 6 goals of

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the Sharia

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are

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an excellent mechanism

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for helping us further our discussions,

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a rational

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basis for us to organize a conversation about

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our policies and practices and institutions, we need

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to understand that Muslim

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reality of our situation,

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the urgent needs that we face,

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and continue to develop

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additional models

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or frames

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of

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bringing balance to our community.

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For example, one of the things that we

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don't see as a particular focus of attention

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by being identified as a goal of the

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sharia

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is the need for privacy.

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Now we could say that the need for

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for privacy is something that we could subsume

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under the need for honor or dignity,

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But remember,

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everything could be subsumed under the goal of

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preserving religion.

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The purpose is, the purpose of identifying

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Mohammed

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Hashim

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Kamali,

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professor

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Kamali,

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who

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has written

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Mohammed Hashim Kamali, professor Kamali,

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who has written a number of books on

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this subject, has identified

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there is a pressing need for the protection

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of privacy,

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individual privacy from the intrusion of the state

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in our time.

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The ability of the state to intervene, and

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and Chris Hedges mentioned this earlier tonight,

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to to monitor

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and surveil people in this time

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is so

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extraordinary

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and of a nature far beyond anything in

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human history before

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that this is a new pressing urgent need.

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And so as we talk about

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whether it's public policies in a in a

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Muslim majority country

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or in the society in which we live,

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we need to very seriously take this as

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a as one of the goals of the

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Sharia that we need to identify and filter.

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And then another,

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focus of attention which we could identify in

00:15:57 --> 00:15:58

our time

00:15:58 --> 00:16:00

as a goal of the Sharia, again, we

00:16:00 --> 00:16:02

could subsume it under something else,

00:16:04 --> 00:16:07

but is the to give special attention

00:16:08 --> 00:16:10

to our experience as living creatures in a

00:16:10 --> 00:16:12

world teeming with life.

00:16:13 --> 00:16:16

From worms and minnows and crayfish to pigeons

00:16:16 --> 00:16:20

and sparrows, geese and robins, squirrels and deer,

00:16:20 --> 00:16:23

cats and chickens, donkeys and bears, dogs and

00:16:23 --> 00:16:24

ducks,

00:16:24 --> 00:16:26

what does it mean for me to be

00:16:26 --> 00:16:27

a human

00:16:28 --> 00:16:30

from the perspective of my relationship

00:16:31 --> 00:16:33

to the cat sitting on my lap or

00:16:33 --> 00:16:35

the chicken sitting on my plate and then

00:16:35 --> 00:16:36

in my stomach?

00:16:37 --> 00:16:39

What what does that mean?

00:16:40 --> 00:16:43

Now, we could subsume this under the preservation

00:16:43 --> 00:16:44

of life as one of the goals of

00:16:44 --> 00:16:46

the Sharia, but again, do we need to

00:16:46 --> 00:16:47

give it special attention

00:16:48 --> 00:16:49

because of the urgency

00:16:50 --> 00:16:52

of the matter, the fact that in our

00:16:52 --> 00:16:54

time, there is a real,

00:16:55 --> 00:16:56

very

00:16:56 --> 00:16:57

imminent risk

00:16:57 --> 00:16:58

of

00:16:59 --> 00:17:02

the majority of species on the earth disappearing.

00:17:02 --> 00:17:04

I would say that it requires

00:17:04 --> 00:17:06

a new special urgency.

00:17:07 --> 00:17:09

Now I want to draw your attention to

00:17:09 --> 00:17:10

something.

00:17:10 --> 00:17:12

When I mentioned these different

00:17:13 --> 00:17:14

creatures and animals,

00:17:15 --> 00:17:17

except for I noticed I had a little

00:17:17 --> 00:17:19

bit of a kind of fishing bait theme

00:17:19 --> 00:17:21

running at the beginning with worms and minnows

00:17:21 --> 00:17:22

and crayfish.

00:17:23 --> 00:17:24

But other than that, when I mentioned the

00:17:24 --> 00:17:27

animals, I didn't categorize them in a way

00:17:27 --> 00:17:29

that you might find

00:17:29 --> 00:17:32

typical. I didn't say cats and dogs or

00:17:32 --> 00:17:33

ducks and geese.

00:17:33 --> 00:17:35

And I did that deliberately

00:17:35 --> 00:17:37

because I wanna point out

00:17:37 --> 00:17:40

and draw your attention to the fact that

00:17:40 --> 00:17:40

our lives,

00:17:41 --> 00:17:42

our world,

00:17:42 --> 00:17:43

our human experience,

00:17:44 --> 00:17:46

my human experience, your human experience

00:17:47 --> 00:17:48

is not an Aristotelian

00:17:49 --> 00:17:50

diorama

00:17:51 --> 00:17:53

where we're all organized in these neat categories

00:17:53 --> 00:17:56

that we encounter going from one room to

00:17:56 --> 00:17:57

the other.

00:17:58 --> 00:18:00

But we live in a web of complex,

00:18:01 --> 00:18:02

continually

00:18:02 --> 00:18:03

changing,

00:18:04 --> 00:18:05

decidedly unorganized

00:18:06 --> 00:18:06

relationships.

00:18:08 --> 00:18:10

And the only way to deal with this,

00:18:10 --> 00:18:12

the only good way to deal with this

00:18:12 --> 00:18:13

is to be flexible,

00:18:14 --> 00:18:16

nimble, to have a good humor,

00:18:16 --> 00:18:18

a great sense of adventure,

00:18:18 --> 00:18:21

and to constantly shift our perspective

00:18:22 --> 00:18:22

from

00:18:23 --> 00:18:25

how how does this look from the perspective

00:18:25 --> 00:18:26

of me as a human?

00:18:27 --> 00:18:29

What does this look from the perspective of

00:18:29 --> 00:18:31

my relationship with animals?

00:18:31 --> 00:18:32

What does this look from

00:18:33 --> 00:18:34

the perspective of me as

00:18:35 --> 00:18:36

an intelligent

00:18:36 --> 00:18:37

thinking person,

00:18:38 --> 00:18:39

as an individual?

00:18:40 --> 00:18:41

So we keep shifting.

00:18:42 --> 00:18:44

This may seem complicated. It may seem difficult.

00:18:45 --> 00:18:47

It may seem unorganized, but I want to

00:18:48 --> 00:18:50

suggest to you that this is in fact

00:18:51 --> 00:18:54

the one of the messages that the Quran

00:18:54 --> 00:18:54

gives us

00:18:55 --> 00:18:56

by the medium

00:18:57 --> 00:18:57

through which

00:18:58 --> 00:19:00

it gives us its messages.

00:19:01 --> 00:19:02

What do I mean by that? And we're

00:19:02 --> 00:19:04

in Toronto, the city of the great Marshall

00:19:04 --> 00:19:05

McLuhan,

00:19:05 --> 00:19:07

who said the medium is the message.

00:19:08 --> 00:19:10

Think about the Quran and how the Quran

00:19:10 --> 00:19:11

is organized.

00:19:12 --> 00:19:14

Some people, you know, non Muslims who first

00:19:14 --> 00:19:16

read the Quran find it disorganized.

00:19:17 --> 00:19:20

Why is that? Because the Quran is constantly

00:19:20 --> 00:19:21

shifting perspective.

00:19:22 --> 00:19:25

There's the grammatical shift of pronouns. Even god

00:19:26 --> 00:19:29

speaks sometimes from the perspective of enah

00:19:30 --> 00:19:32

and then god is being described.

00:19:33 --> 00:19:35

So we have this it's called

00:19:35 --> 00:19:36

It's a grammatical

00:19:37 --> 00:19:39

or rhetorical device of shifting.

00:19:40 --> 00:19:40

Stylistically,

00:19:40 --> 00:19:44

the Quran shifts from a straightforward narrative

00:19:44 --> 00:19:45

to a doxology,

00:19:45 --> 00:19:46

to an evocative,

00:19:47 --> 00:19:48

almost poetic

00:19:48 --> 00:19:50

description of nature, to a legislative passage from

00:19:50 --> 00:19:51

one to the other.

00:19:58 --> 00:19:59

Description

00:19:59 --> 00:20:01

of different figures,

00:20:02 --> 00:20:04

people, and even animals as it describes a

00:20:04 --> 00:20:07

scenario. For example, the beautiful passage in Surat

00:20:07 --> 00:20:09

al Namal, the chapter of the ant,

00:20:10 --> 00:20:13

which describes at the beginning the marshaling

00:20:13 --> 00:20:16

of the prophet Suleiman, the prophet Solomon, his

00:20:16 --> 00:20:19

troops, giving the impression of an impressive and

00:20:20 --> 00:20:21

awesome military presence.

00:20:22 --> 00:20:25

Then suddenly we're pulled into a completely different

00:20:25 --> 00:20:26

perspective.

00:20:26 --> 00:20:27

And the Quran says

00:20:28 --> 00:20:31

at length when Solomon's army came to a

00:20:31 --> 00:20:33

valley of ants, one of them cried, this

00:20:33 --> 00:20:36

is the ant, hey, ants, get into your

00:20:36 --> 00:20:36

houses

00:20:37 --> 00:20:39

or else Solomon and his armies might crush

00:20:39 --> 00:20:41

you and not even notice you.

00:20:41 --> 00:20:43

This is this is extraordinary

00:20:44 --> 00:20:46

because here here we are in the middle

00:20:46 --> 00:20:47

of war.

00:20:48 --> 00:20:51

War is about the relationship of humans to

00:20:51 --> 00:20:51

others.

00:20:52 --> 00:20:53

This political

00:20:55 --> 00:20:56

demonstration of power,

00:20:57 --> 00:20:59

human to human, and suddenly,

00:21:00 --> 00:21:03

boom, we're pulled down to the tiny

00:21:03 --> 00:21:06

perspective of an ant. How does this look

00:21:06 --> 00:21:09

to an ant? Hey. Don't forget us. We're

00:21:09 --> 00:21:12

here too. We are in God's world

00:21:12 --> 00:21:13

just like you are.

00:21:21 --> 00:21:22

So shifting perspective

00:21:23 --> 00:21:24

is is the medium

00:21:24 --> 00:21:26

of the Quran. It's one of the messages

00:21:26 --> 00:21:27

of the Quran.

00:21:28 --> 00:21:28

It's something

00:21:29 --> 00:21:30

that is confusing

00:21:30 --> 00:21:32

only if you feel that you need to

00:21:32 --> 00:21:33

do everything yourself.

00:21:34 --> 00:21:35

You know,

00:21:35 --> 00:21:37

it would be confusing as an individual,

00:21:38 --> 00:21:40

but this is one of the reasons why

00:21:40 --> 00:21:41

we live in community.

00:21:41 --> 00:21:44

We have in our community, we have scholars.

00:21:44 --> 00:21:46

We have those who are going to sit

00:21:46 --> 00:21:48

for many hours reading books,

00:21:48 --> 00:21:50

but we also have poets.

00:21:51 --> 00:21:52

We also have activists.

00:21:53 --> 00:21:54

We have young people

00:21:55 --> 00:21:57

with their energy and their vigor. We have

00:21:57 --> 00:21:58

older people.

00:21:59 --> 00:22:00

We have those who

00:22:01 --> 00:22:03

don't get along that well with people, but

00:22:03 --> 00:22:05

they great get along great with animals, and

00:22:05 --> 00:22:07

they can tell you a lot about the

00:22:07 --> 00:22:09

natural world from their experience.

00:22:11 --> 00:22:12

So part of the perspective

00:22:13 --> 00:22:13

then

00:22:14 --> 00:22:17

that we need to examine things

00:22:18 --> 00:22:20

by is from this perspective of a true

00:22:21 --> 00:22:22

meaning not just some kind of

00:22:23 --> 00:22:24

democratic political

00:22:25 --> 00:22:26

mechanism for making decisions

00:22:26 --> 00:22:28

at this high level,

00:22:28 --> 00:22:31

but just for our lives, our general decision

00:22:31 --> 00:22:31

making.

00:22:32 --> 00:22:35

Who who needs to give input? And of

00:22:35 --> 00:22:36

course, we can have experts,

00:22:37 --> 00:22:37

and a scholar who is interactive with people

00:22:37 --> 00:22:38

will bring in that experience. But

00:22:43 --> 00:22:43

people

00:22:47 --> 00:22:48

Now we have a bit of a challenge

00:22:48 --> 00:22:51

with animals because, of course, the prophet Solomon

00:22:53 --> 00:22:56

understood the language of the animals, could understand

00:22:56 --> 00:22:58

the animals according to the Quran.

00:22:58 --> 00:23:00

So how will we listen to them,

00:23:01 --> 00:23:02

and how will we

00:23:03 --> 00:23:04

understand what they're saying to us?

00:23:05 --> 00:23:06

Through science,

00:23:07 --> 00:23:09

through study, but also through imagination,

00:23:11 --> 00:23:11

Imaginative

00:23:12 --> 00:23:14

scenarios. What would the world look like to

00:23:14 --> 00:23:16

them? All of these things are useful and

00:23:16 --> 00:23:17

we need the impact

00:23:18 --> 00:23:20

or input of everyone for that.

00:23:22 --> 00:23:22

The

00:23:25 --> 00:23:26

but

00:23:26 --> 00:23:29

one of the things that helps us

00:23:29 --> 00:23:31

with the goals of the sharia

00:23:32 --> 00:23:34

is that these are

00:23:34 --> 00:23:37

goals or aspects of human life that

00:23:37 --> 00:23:38

are

00:23:39 --> 00:23:40

quite universally

00:23:40 --> 00:23:42

understandable. And this is why we're able to

00:23:42 --> 00:23:43

make a comparison

00:23:44 --> 00:23:45

between them and the 10 commandments.

00:23:47 --> 00:23:50

Because even as our our scholars said

00:23:52 --> 00:23:52

that someone

00:23:53 --> 00:23:53

who

00:23:54 --> 00:23:57

a society does not necessarily need revelation

00:23:58 --> 00:24:00

to identify these as goals.

00:24:01 --> 00:24:03

Imam Al Ghazali said these things are known

00:24:03 --> 00:24:03

intuitively,

00:24:04 --> 00:24:06

and intuition is really just a kind of

00:24:06 --> 00:24:07

experience.

00:24:08 --> 00:24:11

That it's known intuitively that any society needs

00:24:11 --> 00:24:14

to protect these goals, to preserve these goals

00:24:14 --> 00:24:15

if they're going to survive.

00:24:16 --> 00:24:18

And this is why when we talk about

00:24:18 --> 00:24:20

the goals of the Sharia, there is an

00:24:20 --> 00:24:21

understanding.

00:24:24 --> 00:24:26

But again, what does it mean

00:24:27 --> 00:24:28

to understand,

00:24:30 --> 00:24:32

to preserve family if we don't have experience

00:24:32 --> 00:24:34

with families.

00:24:35 --> 00:24:35

You know?

00:24:36 --> 00:24:39

Okay. I'm talking about family and you're talking

00:24:39 --> 00:24:39

about family.

00:24:40 --> 00:24:42

But if we don't

00:24:42 --> 00:24:44

know the stories of families,

00:24:44 --> 00:24:47

if we don't know the family that,

00:24:47 --> 00:24:49

you know, is down the street and they're

00:24:49 --> 00:24:52

having to make a decision between dental care

00:24:52 --> 00:24:54

for their children and elderly care for their

00:24:54 --> 00:24:55

parents,

00:24:56 --> 00:24:58

How are we going to make policy decisions

00:24:59 --> 00:25:02

about the distribution of property? Because the distribution

00:25:02 --> 00:25:03

of property,

00:25:03 --> 00:25:04

taxation,

00:25:05 --> 00:25:06

how we

00:25:07 --> 00:25:08

will determine

00:25:08 --> 00:25:10

how the wealth is spread and how we

00:25:10 --> 00:25:13

understand what we have in common and apart

00:25:13 --> 00:25:13

is intimately

00:25:14 --> 00:25:17

will affect intimately the kind of families that

00:25:17 --> 00:25:18

we want.

00:25:19 --> 00:25:21

We need to understand that there's going to

00:25:21 --> 00:25:22

be conflicts,

00:25:22 --> 00:25:25

and sometimes there's not a good answer except

00:25:26 --> 00:25:27

to take a completely different perspective.

00:25:28 --> 00:25:29

You own a store,

00:25:30 --> 00:25:33

a little shop somewhere, and a teenager comes

00:25:33 --> 00:25:36

in and steals something, shoplifts something from your

00:25:36 --> 00:25:37

store.

00:25:37 --> 00:25:39

At this point, do we bring down the

00:25:39 --> 00:25:41

law and say, this is about protection of

00:25:41 --> 00:25:42

property you stole?

00:25:43 --> 00:25:44

You're going to be punished.

00:25:44 --> 00:25:46

Or is this the time when we bring

00:25:46 --> 00:25:49

in the perspective of mercy and say,

00:25:50 --> 00:25:52

what made you do that? Who are you?

00:25:53 --> 00:25:55

We may find out that this teenager is

00:25:55 --> 00:25:55

homeless,

00:25:56 --> 00:25:58

has run away from an abusive home.

00:25:58 --> 00:25:59

And so again,

00:26:00 --> 00:26:01

we need to bring in

00:26:02 --> 00:26:05

all of these different perspectives and frames in

00:26:05 --> 00:26:06

order to

00:26:07 --> 00:26:09

get a grasp. And this is something

00:26:09 --> 00:26:12

that a well trained scholar in a society

00:26:12 --> 00:26:13

that is functioning

00:26:14 --> 00:26:17

where they can interact with people and have

00:26:17 --> 00:26:18

input and care about that

00:26:19 --> 00:26:21

will be able to bring in. And that

00:26:21 --> 00:26:22

without it,

00:26:23 --> 00:26:24

we will be

00:26:25 --> 00:26:26

impoverished

00:26:26 --> 00:26:29

because we will not be able to understand

00:26:29 --> 00:26:31

things from all of these different

00:26:31 --> 00:26:32

perspectives.

00:26:34 --> 00:26:34

So finally,

00:26:37 --> 00:26:39

what are some of the the the ways

00:26:39 --> 00:26:41

that we can balance or integrate,

00:26:43 --> 00:26:44

these goals.

00:26:45 --> 00:26:48

It is impossible to do this simply as

00:26:48 --> 00:26:49

an academic exercise.

00:26:50 --> 00:26:51

There need to be institutions

00:26:52 --> 00:26:53

through which we

00:26:54 --> 00:26:57

further these goals as well as talk about

00:26:57 --> 00:26:58

these goals.

00:26:59 --> 00:27:00

So for example,

00:27:01 --> 00:27:01

a

00:27:04 --> 00:27:06

a family can only be preserved

00:27:07 --> 00:27:09

and protected and encouraged

00:27:10 --> 00:27:10

through

00:27:12 --> 00:27:12

formation,

00:27:13 --> 00:27:15

which means good examples,

00:27:16 --> 00:27:16

through education,

00:27:19 --> 00:27:20

by good nutrition.

00:27:21 --> 00:27:23

And what does that mean? Does that mean

00:27:23 --> 00:27:25

that the family is responsible

00:27:26 --> 00:27:28

for all of these aspects themselves? We know

00:27:28 --> 00:27:29

that that's not the case.

00:27:29 --> 00:27:32

And it's why I think this community is

00:27:32 --> 00:27:34

a very generous and compassionate community

00:27:35 --> 00:27:37

and tends to support public policies

00:27:37 --> 00:27:40

that really do protect and encourage family.

00:27:40 --> 00:27:43

But it's very easy to get distracted

00:27:43 --> 00:27:44

by words

00:27:45 --> 00:27:46

without digging into the meaning

00:27:47 --> 00:27:48

of what it is.

00:27:49 --> 00:27:51

Yes, we believe in family. We believe in

00:27:51 --> 00:27:53

honoring parents. We believe in

00:27:53 --> 00:27:56

the preservation and protection of property.

00:27:56 --> 00:27:59

But what how can we organize ourselves in

00:27:59 --> 00:28:01

order to do it? And before me, you

00:28:01 --> 00:28:03

had a number of

00:28:03 --> 00:28:07

public servants, politicians who came and and thanked

00:28:07 --> 00:28:08

you on about,

00:28:09 --> 00:28:10

for what you're doing.

00:28:12 --> 00:28:12

These

00:28:13 --> 00:28:15

you know, it's not just voting for them,

00:28:15 --> 00:28:16

but it's really understanding

00:28:16 --> 00:28:17

the impact

00:28:18 --> 00:28:19

of the policies

00:28:20 --> 00:28:21

that they are

00:28:22 --> 00:28:23

advocating for

00:28:23 --> 00:28:25

and putting in place when they're in office,

00:28:26 --> 00:28:27

how they affect

00:28:28 --> 00:28:29

all of the community.

00:28:30 --> 00:28:31

And my final

00:28:33 --> 00:28:35

the final point that I wanna say is

00:28:35 --> 00:28:38

that for the Muslim community, you know, very

00:28:38 --> 00:28:38

often

00:28:39 --> 00:28:40

you hear many of us say we need

00:28:40 --> 00:28:43

to break out, you know, of our parochial

00:28:43 --> 00:28:46

kind of perspective, looking at things from our

00:28:46 --> 00:28:47

perspective.

00:28:48 --> 00:28:50

I think we want to be inclusive, but

00:28:50 --> 00:28:51

sometimes, again,

00:28:52 --> 00:28:53

if we don't have the framework

00:28:54 --> 00:28:55

for doing that,

00:28:55 --> 00:28:58

we can overlook people or we can overlook

00:28:58 --> 00:29:01

things. And so I wanna suggest at the

00:29:01 --> 00:29:03

end of it that another layer that we

00:29:03 --> 00:29:06

put on in our decision making process or

00:29:06 --> 00:29:07

in our analysis,

00:29:08 --> 00:29:09

in addition to something

00:29:09 --> 00:29:11

in addition to the goals of the Sharia

00:29:12 --> 00:29:14

would be to an analysis that I would

00:29:14 --> 00:29:15

call circles of community.

00:29:17 --> 00:29:18

And what I mean by that is that

00:29:18 --> 00:29:20

each one of us

00:29:21 --> 00:29:21

is in

00:29:22 --> 00:29:24

multiple circles of community.

00:29:26 --> 00:29:27

On each of these

00:29:28 --> 00:29:30

according to each of these

00:29:30 --> 00:29:34

goals of the sacred law. For example, family.

00:29:35 --> 00:29:36

We have our

00:29:37 --> 00:29:38

nuclear family.

00:29:38 --> 00:29:40

We have our extended family.

00:29:40 --> 00:29:43

We have beyond that other relatives.

00:29:43 --> 00:29:45

And then we can go to sort of

00:29:45 --> 00:29:45

the

00:29:45 --> 00:29:46

the looser

00:29:47 --> 00:29:48

ethnic

00:29:48 --> 00:29:50

group which is family like

00:29:50 --> 00:29:52

or from the same heritage.

00:29:53 --> 00:29:54

Now as we

00:29:55 --> 00:29:56

to be committed

00:29:56 --> 00:29:59

and responsible to our nuclear family

00:29:59 --> 00:30:01

does not mean that we don't care about

00:30:01 --> 00:30:02

other families

00:30:03 --> 00:30:05

or that we don't care about the extended

00:30:05 --> 00:30:07

family. It means that there's an intensity of

00:30:07 --> 00:30:08

commitment

00:30:09 --> 00:30:11

at that smaller circle of belonging

00:30:12 --> 00:30:14

than there is beyond that. And as we

00:30:14 --> 00:30:15

go beyond

00:30:15 --> 00:30:16

the smaller circle,

00:30:17 --> 00:30:18

then our responsibilities

00:30:18 --> 00:30:21

and commitments become more collective.

00:30:22 --> 00:30:22

So there's

00:30:23 --> 00:30:24

one circle.

00:30:24 --> 00:30:26

Then we have the circle of our religious

00:30:26 --> 00:30:27

community.

00:30:27 --> 00:30:29

And this is something that's very clear in

00:30:29 --> 00:30:32

the Quran. The Quran does not describe 2

00:30:32 --> 00:30:33

religious communities,

00:30:34 --> 00:30:35

believer and unbeliever.

00:30:37 --> 00:30:38

The Quran

00:30:38 --> 00:30:41

shows very clearly that the Muslim community

00:30:42 --> 00:30:44

this is our, you know, our Muslim ummah.

00:30:44 --> 00:30:46

Our Muslim brothers and sisters are our nuclear

00:30:46 --> 00:30:48

family. They're our tight circle.

00:30:49 --> 00:30:50

Beyond that

00:30:51 --> 00:30:52

is the broader circle

00:30:53 --> 00:30:54

of believers,

00:30:54 --> 00:30:56

of people who believe in god

00:30:56 --> 00:30:59

and the last day. Again and again,

00:31:00 --> 00:31:00

Allah

00:31:01 --> 00:31:02

in the holy Quran

00:31:02 --> 00:31:05

talks about those who believe in god in

00:31:05 --> 00:31:08

the last day, primarily Ahlul Kitab, the scripturalists,

00:31:09 --> 00:31:11

but more inclusive than that.

00:31:12 --> 00:31:13

But does our circle

00:31:15 --> 00:31:16

end with that?

00:31:17 --> 00:31:19

It does not end with that because

00:31:19 --> 00:31:20

the very

00:31:20 --> 00:31:21

dignity

00:31:21 --> 00:31:23

that is imprinted on us

00:31:24 --> 00:31:25

by being created

00:31:26 --> 00:31:28

by the divine, which is karama, nobility and

00:31:28 --> 00:31:30

Nobility and dignity is something

00:31:30 --> 00:31:33

that is for all human beings. Who are

00:31:33 --> 00:31:35

human beings? This

00:31:36 --> 00:31:37

is the Quranic

00:31:38 --> 00:31:41

description of humanity. What does it mean? Children

00:31:41 --> 00:31:42

of Adam.

00:31:42 --> 00:31:44

You can't get rid of your family. You

00:31:44 --> 00:31:46

may not like them,

00:31:46 --> 00:31:49

you may sometimes be annoyed with them, but

00:31:49 --> 00:31:50

whatever, they're still our family.

00:31:51 --> 00:31:53

So this is another circle.

00:31:54 --> 00:31:55

So let me

00:31:56 --> 00:31:58

suggest then that we can continue to do

00:31:58 --> 00:32:02

this with all of the the human interests

00:32:02 --> 00:32:04

and draw circles where

00:32:05 --> 00:32:07

being part

00:32:07 --> 00:32:08

of a very

00:32:09 --> 00:32:09

intense

00:32:10 --> 00:32:11

relationship

00:32:13 --> 00:32:16

with other people religiously or familiar or or

00:32:16 --> 00:32:17

or politically, nationally,

00:32:18 --> 00:32:21

ethnically never means that you need to exclude

00:32:21 --> 00:32:21

others.

00:32:22 --> 00:32:24

It just means that your world can continue

00:32:24 --> 00:32:26

to expand, and we should never forget

00:32:27 --> 00:32:29

that we belong to these broader circles,

00:32:30 --> 00:32:32

and that we can continue to to expand

00:32:32 --> 00:32:34

them a little more and a little more

00:32:34 --> 00:32:36

to bring more people in

00:32:36 --> 00:32:38

as we do not neglect

00:32:38 --> 00:32:39

our very close

00:32:40 --> 00:32:42

and tight and intimate obligations.

00:32:44 --> 00:32:45

Thank you for your attention.

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