In the name of Allah the Most Gracious, the Most Merciful

Welcome to pearls to reach the stars. Pearls and stars are metaphors. The pearls are very precious, highly valued things and stars indicate a category of excellence. Thus,the aims of Pearls to Reach the Stars are to stimulate our inner feelings, our minds and arouse our spirit in order that our speech, actions and thoughts are reflected positively, optimistically and virtuously as true muslims who are close to God. The collection of some pearls of wisdom from various authentic and reliable sources to reach the stars like motivational quotes, inspirational phrases , poems, aesthetic expressions, for inner stimulation to become a worthy person. May God forgive us and place us in the group of people who have good intentions, who love and help each other for the sake of Him and may Allah place us in the group of As-habul Yamin on the Day of Judgment in the hereafter. Ameen.

Sunday, December 27, 2009

The Place of Tasawwuf in Traditional Islam

© Nuh Ha Mim Keller

Perhaps the biggest challenge in learning Islam correctly today is the scarcity of traditional 'ulama. In this meaning, Bukhari relates the sahih, rigorously authenticated hadith that the Prophet (Allah bless him and give him peace) said,

"Truly, Allah does not remove Sacred Knowedge by taking it out of servants, but rather by taking back the souls of Islamic scholars [in death], until, when He has not left a single scholar, the people take the ignorant as leaders, who are asked for and who give Islamic legal opinion without knowledge, misguided and misguiding" (Fath al-Bari, 1.194, hadith 100).

The process described by the hadith is not yet completed, but has certainly begun, and in our times, the lack of traditional scholars-whether in Islamic law, in hadith, in tafsir'Koranic exegesis'-has given rise to an understanding of the religion that is far from scholarly, and sometimes far from the truth. For example, in the course of my own studies in Islamic law, my first impression from orientalist and Muslim-reformer literature, was that the Imams of the madhhabs or 'schools of jurisprudence' had brought a set of rules from completely outside the Islamic tradition and somehow imposed them upon the Muslims. But when I sat with traditional scholars in the Middle East and asked them about the details, I came away with a different point of view, having learned the bases for deriving the law from the Koran and sunna.

And similarly with Tasawwuf-which is the word I will use tonight for the English Sufism, since our context is traditional Islam-quite a different picture emerged from talking with scholars of Tasawwuf than what I had been exposed to in the West. My talk tonight, In Sha' Allah, will present knowledge taken from the Koran and sahih hadith, and from actual teachers of Tasawwuf in Syria and Jordan, in view of the need for all of us to get beyond clichés, the need for factual information from Islamic sources, the need to answer such questions as: Where did Tasawwuf come from? What role does it play in the din or religion of Islam? and most importantly, What is the command of Allah about it?

As for the origin of the term Tasawwuf, like many other Islamic discliplines, its name was not known to the first generation of Muslims. The historian Ibn Khaldun notes in hisMuqaddima:

This knowledge is a branch of the sciences of Sacred Law that originated within the Umma. From the first, the way of such people had also been considered the path of truth and guidance by the early Muslim community and its notables, of the Companions of the Prophet (Allah bless him and give him peace), those who were taught by them, and those who came after them.

It basically consists of dedication to worship, total dedication to Allah Most High, disregard for the finery and ornament of the world, abstinence from the pleasure, wealth, and prestige sought by most men, and retiring from others to worship alone. This was the general rule among the Companions of the Prophet (Allah bless him and give him peace) and the early Muslims, but when involvement in this-worldly things became widespread from the second Islamic century onwards and people became absorbed in worldliness, those devoted to worship came to be called Sufiyya or People of Tasawwuf(Ibn Khaldun, al-Muqaddima [N.d. Reprint. Mecca: Dar al-Baz, 1397/1978], 467).

In Ibn Khaldun's words, the content of Tasawwuf, "total dedication to Allah Most High," was, "the general rule among the Companions of the Prophet (Allah bless him and give him peace) and the early Muslims." So if the word did not exist in earliest times, we should not forget that this is also the case with many other Islamic disciplines, such astafsir, 'Koranic exegesis,' or 'ilm al-jarh wa ta'dil, 'the science of the positive and negative factors that affect hadith narrators acceptability,' or 'ilm al-tawhid, the science of belief in Islamic tenets of faith,' all of which proved to be of the utmost importance to the correct preservation and transmission of the religion.

As for the origin of the word Tasawwuf, it may well be from Sufi, the person who does Tasawwuf, which seems to be etymologically prior to it, for the earliest mention of either term was by Hasan al-Basri who died 110 years after the Hijra, and is reported to have said, "I saw a Sufi circumambulating the Kaaba, and offered him a dirham, but he would not accept it." It therefore seems better to understand Tasawwuf by first asking what a Sufi is; and perhaps the best definition of both the Sufi and his way, certainly one of the most frequently quoted by masters of the discipline, is from the sunna of the Prophet (Allah bless him and give him peace) who said:

Allah Most High says: "He who is hostile to a friend of Mine I declare war against. My slave approaches Me with nothing more beloved to Me than what I have made obligatory upon him, and My slave keeps drawing nearer to Me with voluntary works until I love him. And when I love him, I am his hearing with which he hears, his sight with which he sees, his hand with which he seizes, and his foot with which he walks. If he asks me, I will surely give to him, and if he seeks refuge in Me, I will surely protect him" (Fath al-Bari, 11.340-41, hadith 6502);

This hadith was related by Imam Bukhari, Ahmad ibn Hanbal, al-Bayhaqi, and others with multiple contiguous chains of transmission, and is sahih. It discloses the central reality of Tasawwuf, which is precisely change, while describing the path to this change, in conformity with a traditional definition used by masters in the Middle East, who define a Sufi as Faqihun 'amila bi 'ilmihi fa awrathahu Llahu 'ilma ma lam ya'lam,'A man of religious learning who applied what he knew, so Allah bequeathed him knowledge of what he did not know.'

To clarify, a Sufi is a man of religious learning,because the hadith says, "My slave approaches Me with nothing more beloved to Me than what I have made obligatory upon him," and only through learning can the Sufi know the command of Allah, or what has been made obligatory for him. He has applied what he knew, because the hadith says he not only approaches Allah with the obligatory, but "keeps drawing nearer to Me with voluntary works until I love him." And in turn, Allah bequeathed him knowledge of what he did not know, because the hadith says, "And when I love him, I am his hearing with which he hears, his sight with which he sees, his hand with which he seizes, and his foot with which he walks," which is a metaphor for the consummate awareness of tawhid, or the 'unity of Allah,' which in the context of human actions such as hearing, sight, seizing, and walking, consists of realizing the words of the Koran about Allah that,

"It is He who created you and what you do" (Koran 37:96).

The origin of the way of the Sufi thus lies in the prophetic sunna. The sincerity to Allah that it entails was the rule among the earliest Muslims, to whom this was simply a state of being without a name, while it only became a distinct discipline when the majority of the Community had drifted away and changed from this state. Muslims of subsequent generations required systematic effort to attain it, and it was because of the change in the Islamic environment after the earliest generations, that a discipline by the name of Tasawwuf came to exist.

But if this is true of origins, the more significant question is: How central is Tasawwuf to the religion, and: Where does it fit into Islam as a whole? Perhaps the best answer is the hadith of Muslim, that 'Umar ibn al-Khattab said:

As we sat one day with the Messenger of Allah (Allah bless him and give him peace), a man in pure white clothing and jet black hair came to us, without a trace of travelling upon him, though none of us knew him.

He sat down before the Prophet (Allah bless him and give him peace) bracing his knees against his, resting his hands on his legs, and said: "Muhammad, tell me about Islam." The Messenger of Allah (Allah bless him and give him peace) said: "Islam is to testify that there is no god but Allah and that Muhammad is the Messenger of Allah, and to perform the prayer, give zakat, fast in Ramadan, and perform the pilgrimage to the House if you can find a way."

He said: "You have spoken the truth," and we were surprised that he should ask and then confirm the answer. Then he said: "Tell me about true faith (iman)," and the Prophet (Allah bless him and give him peace) answered: "It is to believe in Allah, His angels, His inspired Books, His messengers, the Last Day, and in destiny, its good and evil."

"You have spoken the truth," he said, "Now tell me about the perfection of faith (ihsan)," and the Prophet (Allah bless him and give him peace) answered: "It is to worship Allah as if you see Him, and if you see Him not, He nevertheless sees you."

The hadith continues to where 'Umar said:

Then the visitor left. I waited a long while, and the Prophet (Allah bless him and give him peace) said to me, "Do you know, 'Umar, who was the questioner?" and I replied, "Allah and His messenger know best." He said,

"It was Gabriel, who came to you to teach you your religion" (Sahih Muslim, 1.37: hadith 8).

This is a sahih hadith, described by Imam Nawawi as one of the hadiths upon which the Islamic religion turns. The use of din in the last words of it, Atakum yu'allimukum dinakum, "came to you to teach you your religion" entails that the religion of Islam is composed of the three fundamentals mentioned in the hadith: Islam, or external compliance with what Allah asks of us; Iman, or the belief in the unseen that the prophets have informed us of; and Ihsan, or to worship Allah as though one sees Him. The Koran says, in Surat Maryam,

"Surely We have revealed the Remembrance, and surely We shall preserve it" (Koran 15:9),

and if we reflect how Allah, in His wisdom, has accomplished this, we see that it is by human beings, the traditional scholars He has sent at each level of the religion. The level of Islam has been preserved and conveyed to us by the Imams of Shari'a or 'Sacred Law' and its ancillary disciplines; the level of Iman, by the Imams of 'Aqida or 'tenets of faith'; and the level of Ihsan, "to worship Allah as though you see Him," by the Imams of Tasawwuf.

The hadith's very words "to worship Allah" show us the interrelation of these three fundamentals, for the how of "worship" is only known through the external prescriptions of Islam, while the validity of this worship in turn presupposes Iman or faith in Allah and the Islamic revelation, without which worship would be but empty motions; while the words, "as if you see Him," show that Ihsan implies a human change, for it entails the experience of what, for most of us, is not experienced. So to understand Tasawwuf, we must look at the nature of this change in relation to both Islam and Iman, and this is the main focus of my talk tonight.

At the level of Islam, we said that Tasawwuf requires Islam,through 'submission to the rules of Sacred Law.' But Islam, for its part, equally requires Tasawwuf. Why? For the very good reason that the sunna which Muslims have been commanded to follow is not just the words and actions of the Prophet (Allah bless him and give him peace), but also his states, states of the heart such as taqwa 'godfearingness,' ikhlas 'sincerity,' tawakkul'reliance on Allah,' rahma 'mercy,' tawadu' 'humility,' and so on.

Now, it is characteristic of the Islamic ethic that human actions are not simply divided into two shades of morality, right or wrong; but rather five, arranged in order of their consequences in the next world. The obligatory (wajib) is that whose performance is rewarded by Allah in the next life and whose nonperformance is punished. Therecommended (mandub) is that whose performance is rewarded, but whose nonperformance is not punished. The permissible (mubah) is indifferent, unconnected with either reward or punishment. The offensive (makruh) is that whose nonperformance is rewarded but whose performance is not punished. The unlawful(haram) is that whose nonperformance is rewarded and whose performance is punished, if one dies unrepentant.

Human states of the heart, the Koran and sunna make plain to us, come under each of these headings. Yet they are not dealt with in books of fiqh or 'Islamic jurisprudence,' because unlike the prayer, zakat, or fasting, they are not quantifiable in terms of the specific amount of them that must be done. But though they are not countable, they are of the utmost importance to every Muslim. Let's look at a few examples.

(1) Love of Allah. In Surat al-Baqara of the Koran, Allah blames those who ascribe associates to Allah whom they love as much as they love Allah. Then He says,

"And those who believe are greater in love for Allah" (Koran 2:165), making being a believer conditional upon having greater love for Allah than any other.

(2) Mercy. Bukhari and Muslim relate that the Prophet (Allah bless him and give him peace) said, "Whomever is not merciful to people, Allah will show no mercy" (Sahih Muslim, 4.1809: hadith 2319), and Tirmidhi relates the well authenticated (hasan) hadith "Mercy is not taken out of anyone except the damned" (al-Jami' al-sahih, 4.323: hadith 1923).

(3) Love of each other. Muslim relates in his Sahih that the Prophet (Allah bless him and give him peace) said, "By Him in whose hand is my soul, none of you shall enter paradise until you believe, and none of you shall believe until you love one another . . . ." (Sahih Muslim, 1.74: hadith 54).

(4) Presence of mind in the prayer (salat). Abu Dawud relates in his Sunan that 'Ammar ibn Yasir heard the Prophet (Allah bless him and give him peace) say, "Truly, a man leaves, and none of his prayer has been recorded for him except a tenth of it, a ninth of it, eighth of it, seventh of it, sixth of it, fifth of it, fourth of it, third of it, a half of it" (Sunan Abi Dawud, 1.211: hadith 796)-meaning that none of a person's prayer counts for him except that in which he is present in his heart with Allah.

(5) Love of the Prophet. Bukhari relates in his Sahih that the Prophet (Allah bless him and give him peace) said, "None of you believes until I am more beloved to him than his father, his son, and all people" (Fath al-Bari, 1.58, hadith 15).

It is plain from these texts that none of the states mentioned-whether mercy, love, or presence of heart-are quantifiable, for the Shari'a cannot specify that one must "do two units of mercy" or "have three units of presence of mind" in the way that the number of rak'as of prayer can be specified, yet each of them is personally obligatory for the Muslim. Let us complete the picture by looking at a few examples of states that areharam or 'strictly unlawful':

(1) Fear of anyone besides Allah. Allah Most High says in Surat al-Baqara of the Koran,

"And fulfill My covenant: I will fulfill your covenant-And fear Me alone" (Koran 2:40), the last phrase of which, according to Imam Fakhr al-Din al-Razi, "establishes that a human being is obliged to fear no one besides Allah Most High" (Tafsir al-Fakhr al-Razi, 3.42).

(2) Despair. Allah Most High says,

"None despairs of Allah's mercy except the people who disbelieve" (Koran 12:87), indicating the unlawfulness of this inward state by coupling it with the worst human condition possible, that of unbelief.

(3) Arrogance. Muslim relates in his Sahih that the Prophet (Allah bless him and give him peace) said, "No one shall enter paradise who has a particle of arrogance in his heart" (Sahih Muslim, 1.93: hadith 91).

(4) Envy,meaning to wish for another to lose the blessings he enjoys. Abu Dawud relates that the Prophet (Allah bless him and give him peace) said, "Beware of envy, for envy consumes good works as flames consume firewood" (Sunan Abi Dawud, 4.276: hadith 4903).

(5) Showing off in acts of worship. Al-Hakim relates with a sahih chain of transmission that the Prophet (Allah bless him and give him peace) said, "The slightest bit of showing off in good works is as if worshipping others with Allah . . . ." (al-Mustadrak 'ala al-Sahihayn, 1.4).

These and similar haram inward states are not found in books of fiqh or 'jurisprudence,' because fiqh can only deal with quantifiable descriptions of rulings. Rather, they are examined in their causes and remedies by the scholars of the 'inner fiqh' of Tasawwuf, men such as Imam al-Ghazali in his Ihya' 'ulum al-din [The reviving of the religious sciences], Imam al-Rabbani in his Maktubat [Letters], al-Suhrawardi in his 'Awarif al-Ma'arif [The knowledges of the illuminates], Abu Talib al-Makki in Qut al-qulub [The sustenance of hearts], and similar classic works, which discuss and solve hundreds of ethical questions about the inner life. These are books of Shari'a and their questions are questions of Sacred Law, of how it is lawful or unlawful for a Muslim to be; and they preserve the part of the prophetic sunna dealing with states.

Who needs such information? All Muslims, for the Koranic verses and authenticated hadiths all point to the fact that a Muslim must not only do certain things and say certain things, but also must be something, must attain certain states of the heart and eliminate others. Do we ever fear someone besides Allah? Do we have a particle of arrogance in our hearts? Is our love for the Prophet (Allah bless him and give him peace) greater than our love for any other human being? Is there the slightest bit of showing off in our good works?

Half a minute's reflection will show the Muslim where he stands on these aspects of hisdin, and why in classical times, helping Muslims to attain these states was not left to amateurs, but rather delegated to 'ulama of the heart, the scholars of Islamic Tasawwuf. For most people, these are not easy transformations to make, because of the force of habit, because of the subtlety with which we can deceive ourselves, but most of all because each of us has an ego, the self, the Me, which is called in Arabic al-nafs, about which Allah testifies in Surat Yusuf:

"Verily the self ever commands to do evil" (Koran 12:53).

If you do not believe it, consider the hadith related by Muslim in his Sahih, that:

The first person judged on Resurrection Day will be a man martyred in battle.

He will be brought forth, Allah will reacquaint him with His blessings upon him and the man will acknowledge them, whereupon Allah will say, "What have you done with them?" to which the man will respond, "I fought to the death for You."

Allah will reply, "You lie. You fought in order to be called a hero, and it has already been said." Then he will be sentenced and dragged away on his face and flung into the fire.

Then a man will be brought forward who learned Sacred Knowledge, taught it to others, and who recited the Koran. Allah will remind him of His gifts to him and the man will acknowledge them, and then Allah will say, "What have you done with them?" The man will answer, "I acquired Sacred Knowledge, taught it, and recited the Koran, for Your sake."

Allah will say, "You lie. You learned so as to be called a scholar, and read the Koran so as to be called a reciter, and it has already been said." Then the man will be sentenced and dragged away on his face to be flung into the fire.

Then a man will be brought forward whom Allah generously provided for, giving him various kinds of wealth, and Allah will recall to him the benefits given, and the man will acknowledge them, to which Allah will say, "And what have you done with them?" The man will answer, "I have not left a single kind of expenditure You love to see made, except that I have spent on it for Your sake."

Allah will say, "You lie. You did it so as to be called generous, and it has already been said." Then he will be sentenced and dragged away on his face to be flung into the fire (Sahih Muslim, 3.1514: hadith 1905).

We should not fool ourselves about this, because our fate depends on it: in our childhood, our parents taught us how to behave through praise or blame, and for most of us, this permeated and colored our whole motivation for doing things. But when childhood ends, and we come of age in Islam, the religion makes it clear to us, both by the above hadith and by the words of the Prophet (Allah bless him and give him peace) "The slightest bit of showing off in good works is as if worshipping others with Allah" that being motivated by what others think is no longer good enough, and that we must change our motives entirely, and henceforth be motivated by nothing but desire for Allah Himself. The Islamic revelation thus tells the Muslim that it is obligatory to break his habits of thinking and motivation, but it does not tell him how. For that, he must go to the scholars of these states, in accordance with the Koranic imperative,

"Ask those who know if you know not" (Koran 16:43),

There is no doubt that bringing about this change, purifying the Muslims by bringing them to spiritual sincerity, was one of the central duties of the Prophet Muhammad (Allah bless him and give him peace), for Allah says in the Surat Al 'Imran of the Koran,

"Allah has truly blessed the believers, for He has sent them a messenger of themselves, who recites His signs to them and purifies them, and teaches them the Book and the Wisdom" (Koran 3:164),

which explicitly lists four tasks of the prophetic mission, the second of which, yuzakkihimmeans precisely to 'purify them' and has no other lexical sense. Now, it is plain that this teaching function cannot, as part of an eternal revelation, have ended with the passing of the first generation, a fact that Allah explictly confirms in His injunction in Surat Luqman,

"And follow the path of him who turns unto Me" (Koran 31:15).

These verses indicate the teaching and transformative role of those who convey the Islamic revelation to Muslims, and the choice of the word ittiba' in the second verse, which is more general, implies both keeping the company of and following the example of a teacher. This is why in the history of Tasawwuf, we find that though there were many methods and schools of thought, these two things never changed: keeping the company of a teacher, and following his example-in exactly the same way that the Sahaba were uplifted and purified by keeping the company of the Prophet (Allah bless him and give him peace) and following his example.

And this is why the discipline of Tasawwuf has been preserved and transmitted byTariqas or groups of students under a particular master. First, because this was the sunna of the Prophet (Allah bless him and give him peace) in his purifying function described by the Koran. Secondly, Islamic knowledge has never been transmitted by writings alone, but rather from 'ulama to students. Thirdly, the nature of the knowledge in question is of hal or 'state of being,' not just knowing, and hence requires it be taken from a succession of living masters back to the Prophet (Allah bless him and give him peace), for the sheer range and number of the states of heart required by the revelation effectively make imitation of the personal example of a teacher the only effective means of transmission.

So far we have spoken about Tasawwuf in respect to Islam, as a Shari'a science necessary to fully realize the Sacred Law in one's life, to attain the states of the heart demanded by the Koran and hadith. This close connection between Shari'a and Tasawwuf is expressed by the statement of Imam Malik, founder of the Maliki school, that "he who practices Tasawwuf without learning Sacred Law corrupts his faith, while he who learns Sacred Law without practicing Tasawwuf corrupts himself. Only he who combines the two proves true." This is why Tasawwuf was taught as part of the traditional curriculum in madrasas across the Muslim world from Malaysia to Morocco, why many of the greatest Shari'a scholars of this Umma have been Sufis, and why until the end of the Islamic caliphate at the beginning of this century and the subsequent Western control and cultural dominance of Muslim lands, there were teachers of Tasawwuf in Islamic institutions of higher learning from Lucknow to Istanbul to Cairo.

But there is a second aspect of Tasawwuf that we have not yet talked about; namely, its relation to Iman or 'True Faith,' the second pillar of the Islamic religion, which in the context of the Islamic sciences consists of 'Aqida or 'orthodox belief.'

All Muslims believe in Allah, and that He is transcendently beyond anything conceivable to the minds of men, for the human intellect is imprisoned within its own sense impressions and the categories of thought derived from them, such as number, directionality, spatial extention, place, time, and so forth. Allah is beyond all of that; in His own words,

"There is nothing whatesover like unto Him" (Koran 42:11)

If we reflect for a moment on this verse, in the light of the hadith of Muslim about Ihsanthat "it is to worship Allah as though you see Him," we realize that the means of seeinghere is not the eye, which can only behold physical things like itself; nor yet the mind, which cannot transcend its own impressions to reach the Divine, but rather certitude, the light of Iman, whose locus is not the eye or the brain, but rather the ruh, a subtle faculty Allah has created within each of us called the soul, whose knowledge is unobstructed by the bounds of the created universe. Allah Most High says, by way of exalting the nature of this faculty by leaving it a mystery,

"Say: 'The soul is of the affair of my Lord'" (Koran 17:85).

The food of this ruh is dhikr or the 'remembrance of Allah.' Why? Because acts of obedience increase the light of certainty and Iman in the soul, and dhikr is among the greatest of them, as is attested to by the sahih hadith related by al-Hakim that the Prophet (Allah bless him and give him peace) said,

"Shall I not tell you of the best of your works, the purest of them in the eyes of your Master, the highest in raising your rank, better than giving gold and silver, and better for you than to meet your enemy and smite their necks, and they smite yours?" They said, "This-what is it, O Messenger of Allah?" and he said: Dhikru Llahi 'azza wa jall, "The remembrance of Allah Mighty and Majestic." (al-Mustadrak 'ala al-Sahihayn, 1.496).

Increasing the strength of Iman through good actions, and particularly through the medium of dhikr has tremendous implications for the Islamic religion and traditional spirituality. A non-Muslim once asked me, "If God exists, then why all this beating around the bush? Why doesn't He just come out and say so?"

The answer is that taklif or 'moral responsibility' in this life is not only concerned with outward actions, but with what we believe, our 'Aqida-and the strength with which we believe it. If belief in God and other eternal truths were effortless in this world, there would be no point in Allah making us responsible for it, it would be automatic, involuntary, like our belief, say, that London is in England. There would no point in making someone responsible for something impossible not to believe.

But the responsibility Allah has place upon us is belief in the Unseen, as a test for us in this world to choose between kufr and Iman, to distinguish believer from unbeliever, and some believers above others.

This why strengthening Iman through dhikr is of such methodological importance for Tasawwuf: we have not only been commanded as Muslims to believe in certain things, but have been commanded to have absolute certainty in them. The world we see around us is composed of veils of light and darkness: events come that knock the Iman out of some of us, and Allah tests each of us as to the degree of certainty with which we believe the eternal truths of the religion. It was in this sense that 'Umar ibn al-Khattab said, "If the Iman of Abu Bakr were weighed against the Iman of the entire Umma, it would outweigh it."

Now, in traditional 'Aqida one of the most important tenets is the wahdaniyya or 'oneness and uniqueness' of Allah Most High. This means He is without any sharik or associate in His being, in His attributes, or in His acts. But the ability to hold this insight in mind in the rough and tumble of daily life is a function of the strength of certainty (yaqin) in one's heart. Allah tells the Prophet (Allah bless him and give him peace) in Surat al-A'raf of the Koran,

"Say: 'I do not possess benefit for myself or harm, except as Allah wills'" (Koran 7:188),

yet we tend to rely on ourselves and our plans, in obliviousness to the facts of 'Aqida that ourselves and our plans have no effect, that Allah alone brings about effects.

If you want to test yourself on this, the next time you contact someone with good connections whose help is critical to you, take a look at your heart at the moment you ask him to put in a good word for you with someone, and see whom you are relying upon. If you are like most of us, Allah is not at the forefront of your thoughts, despite the fact that He alone is controlling the outcome. Isn't this a lapse in your 'Aqida, or, at the very least, in your certainty?

Tasawwuf corrects such shortcomings by step-by-step increasing the Muslim's certainty in Allah. The two central means of Tasawwuf in attaining the conviction demanded by 'Aqida are mudhakara, or learning the traditional tenets of Islamic faith, and dhikr, deepening one's certainty in them by remembrance of Allah. It is part of our faith that, in the words of the Koran in Surat al-Saffat,

"Allah has created you and what you do" (Koran 37:96);

yet for how many of us is this day to day experience? Because Tasawwuf remedies this and other shortcomings of Iman, by increasing the Muslim's certainty through a systematic way of teaching and dhikr, it has traditionally been regarded as personally obligatory to this pillar of the religion also, and from the earliest centuries of Islam, has proved its worth.

The last question we will deal with tonight is: What about the bad Sufis we read about, who contravene the teachings of Islam?

The answer is that there are two meanings of Sufi: the first is "Anyone who considers himself a Sufi," which is the rule of thumb of orientalist historians of Sufism and popular writers, who would oppose the "Sufis" to the "Ulama." I think the Koranic verses and hadiths we have mentioned tonight about the scope and method of true Tasawwuf show why we must insist on the primacy of the definition of a Sufi as "a man of religious learning who applied what he knew, so Allah bequeathed him knowledge of what he did not know."

The very first thing a Sufi, as a man of religious learning knows is that the Shari'a and'Aqida of Islam are above every human being. Whoever does not know this will never be a Sufi, except in the orientalist sense of the word-like someone standing in front of the stock exchange in an expensive suit with a briefcase to convince people he is a stockbroker. A real stockbroker is something else.

Because this distinction is ignored today by otherwise well-meaning Muslims, it is often forgotten that the 'ulama who have criticized Sufis, such as Ibn al-Jawzi in his Talbis Iblis[The Devil's deception], or Ibn Taymiya in places in his Fatawa, or Ibn al-Qayyim al-Jawziyya, were not criticizing Tasawwuf as an ancillary discipline to the Shari 'a. The proof of this is Ibn al-Jawzi's five-volume Sifat al-safwa, which contains the biographies of the very same Sufis mentioned in al-Qushayri's famous Tasawwuf manual al-Risala al-Qushayriyya. Ibn Taymiya considered himself a Sufi of the Qadiri order, and volumes ten and eleven of his thirty-seven-volume Majmu' al-fatawa are devoted to Tasawwuf. And Ibn al-Qayyim al-Jawziyya wrote his three-volume Madarij al-salikin, a detailed commentary on 'Abdullah al-Ansari al-Harawi's tract on the spiritual stations of the Sufi path, Manazil al-sa'irin. These works show that their authors' criticisms were not directed at Tasawwuf as such, but rather at specific groups of their times, and they should be understood for what they are.

As in other Islamic sciences, mistakes historically did occur in Tasawwuf, most of them stemming from not recognizing the primacy of Shari 'a and 'Aqida above all else. But these mistakes were not different in principle from, for example, the Isra'iliyyat(baseless tales of Bani Isra'il) that crept into tafsir literature, or the mawdu'at (hadith forgeries) that crept into the hadith. These were not taken as proof that tafsir was bad, or hadith was deviance, but rather, in each discipline, the errors were identified and warned against by Imams of the field, because the Umma needed the rest. And such corrections are precisely what we find in books like Qushayri's Risala,Ghazali's Ihya' and other works of Sufism.

For all of the reasons we have mentioned, Tasawwuf was accepted as an essential part of the Islamic religion by the 'ulama of this Umma. The proof of this is all the famous scholars of Shari'a sciences who had the higher education of Tasawwuf, among them Ibn 'Abidin, al-Razi, Ahmad Sirhindi, Zakariyya al-Ansari, al-'Izz ibn 'Abd al-Salam, Ibn Daqiq al-'Eid, Ibn Hajar al-Haytami, Shah Wali Allah, Ahmad Dardir, Ibrahim al-Bajuri, 'Abd al-Ghani al-Nabulsi, Imam al-Nawawi, Taqi al-Din al-Subki, and al-Suyuti.

Among the Sufis who aided Islam with the sword as well as the pen, to quote Reliance of the Traveller, were:

such men as the Naqshbandi sheikh Shamil al-Daghestani, who fought a prolonged war against the Russians in the Caucasus in the nineteenth century; Sayyid Muhammad 'Abdullah al-Somali, a sheikh of the Salihiyya order who led Muslims against the British and Italians in Somalia from 1899 to 1920; the Qadiri sheikh 'Uthman ibn Fodi, who led jihad in Northern Nigeria from 1804 to 1808 to establish Islamic rule; the Qadiri sheikh 'Abd al-Qadir al-Jaza'iri, who led the Algerians against the French from 1832 to 1847; the Darqawi faqir al-Hajj Muhammad al-Ahrash, who fought the French in Egypt in 1799; the Tijani sheikh al-Hajj 'Umar Tal, who led Islamic Jihad in Guinea, Senegal, and Mali from 1852 to 1864; and the Qadiri sheikh Ma' al-'Aynayn al-Qalqami, who helped marshal Muslim resistance to the French in northern Mauritania and southern Morocco from 1905 to 1909.

Among the Sufis whose missionary work Islamized entire regions are such men as the founder of the Sanusiyya order, Muhammad 'Ali Sanusi, whose efforts and jihad from 1807 to 1859 consolidated Islam as the religion of peoples from the Libyan Desert to sub-Saharan Africa; [and] the Shadhili sheikh Muhammad Ma'ruf and Qadiri sheikh Uways al-Barawi, whose efforts spread Islam westward and inland from the East African Coast . . . . (Reliance of the Traveller,863).

It is plain from the examples of such men what kind of Muslims have been Sufis; namely, all kinds, right across the board-and that Tasawwuf did not prevent them from serving Islam in any way they could.

To summarize everything I have said tonight: In looking first at Tasawwuf and Shari'a, we found that many Koranic verses and sahih hadiths oblige the Muslim to eliminateharam inner states as arrogance, envy, and fear of anyone besides Allah; and on the other hand, to acquire such obligatory inner states as mercy, love of one's fellow Muslims, presence of mind in prayer, and love of the Prophet (Allah bless him and give him peace). We found that these inward states could not be dealt with in books of fiqh, whose purpose is to specify the outward, quantifiable aspects of the Shari 'a. The knowledge of these states is nevertheless of the utmost importance to every Muslim, and this is why it was studied under the 'ulama of Ihsan, the teachers of Tasawwuf, in all periods of Islamic history until the beginning of the present century.

We then turned to the level of Iman, and found that though the 'Aqida of Muslims is that Allah alone has any effect in this world, keeping this in mind in everhday life is not a given of human consciousness, but rather a function of a Muslim's yaqin, his certainty. And we found that Tasawwuf, as an ancillary discipline to 'Aqida, emphasizes the systematic increase of this certainty through both mudhakara, 'teaching tenets of faith' and dhikr, 'the remembrance of Allah,' in accordance with the words of the Prophet (Allah bless him and give him peace) about Ihsan that "it is worship Allah as though you see Him."

Lastly, we found that accusations against Tasawwuf made by scholars such as Ibn al-Jawzi, and Ibn Taymiya were not directed against Tasawwuf in principle, but to specific groups and individuals in the times of these authors, the proof for which is the other books by the same authors that showed their understanding of Tasawwuf as a Shari'a science.

To return to the starting point of my talk this evening, with the disappearance of traditional Islamic scholars from the Umma, two very different pictures of Tasawwuf emerge today. If we read books written after the dismantling of the traditional fabric of Islam by colonial powers in the last century, we find the big hoax: Islam without spirituality and Shari 'a without Tasawwuf. But if we read the classical works of Islamic scholarship, we learn that Tasawwuf has been a Shari'a science like tafsir, hadith, or any other, throughout the history of Islam. The Prophet (Allah bless him and give him peace) said,

"Truly, Allah does not look at your outward forms and wealth, but rather at your hearts and your works" (Sahih Muslim, 4.1389: hadith 2564).

And this is the brightest hope that Islam can offer a modern world darkened by materialism and nihilism: Islam as it truly is; the hope of eternal salvation through a religion of brotherhood and social and economic justice outwardly, and the direct experience of divine love and illumination inwardly.


The Meaning of Tasawwuf:



by Shaikh Shahidullah Faridi (r.a)(The writer (1915-1978) was an English convert to Islam who became a Shaykh of the Tariqa Chishtiyya, living a life of simplicity in Karachi, Pakistan, where his holiness gained him the love and devotion of thousands of Muslims from all walks of life. May Allah show him His mercy, and grant him light in his grave. Amin.)

Tasawwuf can be called the inwardness of Islam. Islam, like most other faiths to a greater or lesser extent, consists firstly of certain beliefs, such as the existence of God, and the coming of the Judgement, and reward and punishment in the next life, and the outward expression of these beliefs in forms of worship, such as prayer and fasting, all of which concern man's relationship with God; and secondly, a system of morality, which concerns man's relationship with man, and has its outward expression in certain social institutions and laws, such as marriage, inheritance, and civil and criminal laws. But it is obvious that the basis of this faith, the spirit that gives it life, is man's relationship with God. Forms of worship are simply the physical vehicles of this relationship, and it is this relationship again which is responsible for the origin, the significance and the ultimate sanction of the principles of morality and their formulation into a specific social and legal system. If the interior converse with the Supreme Being and inspiration from Him are present, then they are comparable to the soul within the body of the exterior religion; if they die away, or in proportion to the extent that they wither or become feeble, the outward form of the faith becomes like a soulless body, which by the inexorable law of nature swiftly succumbs to corruption. It is therefore man's direct relationship with his Maker which is the breath and life of religion, and it is the study and cultivation of this relationship that the word tasawwuf connotes.

It may be wondered why the words 'Sufi', which means 'woollen-clothed', and 'Tasawwuf', which means the path of the Sufis, i.e. the woollen-clothed ones, should have become so universal in order to denote something which belongs properly to the realm of the spirit. This name is symbolic rather than descriptive. To be a Sufi does not require a person literally to wear woollen clothes, but presumes an inner quality which was at one time characteristic of those who wore them. In the early generations of Islam, through the closeness to the time of the Noble Prophet (peace be upon him) and the illumination of his incomparable spirituality, which encompassed so completely the inner and the outer, the comprehension of the inwardness of Islam enwrapped in its outward expressions was so general that no group of people who devoted themselves specially to this aspect of the faith was distinguishable. It was only when the inevitable course of development of human affairs began to run and the original trunk of universality began to throw out branches of specialisation, that Islamic knowledge was progressively divided into the interior and the exterior, and the general word ilm (knowledge) began to denote more the academic study of the Qur'an, Hadith and Fiqh than their spiritual content, contrary to its Qur'anic use in the sense of 'knowledge of Allah'. At this stage that body of Muslims who devoted themselves more particularly to the cultivation of the spiritual heritage of their Prophet (peace be upon him), began to use the term Ma'rifat(Recognition of Allah) and arif (One who recognises Allah) to denote this inward aspect of knowledge, and indeed still do to the present day. So it was possible that instead of being termed Sufis they might have been called Ahl-i Ma'rifat, or Arifin. But not every aspirant to spiritual development is an Arif, and the average human mind seeks more the outward badge than the inner reality, which in this case is anyway difficult to describe, so the habit observed in certain Godly persons (in reaction to the excessive luxury of the times) of wearing coarse woollen clothes, which were then the mark of extreme poverty, was taken as the symbol of all those who sought the inner life; and this term's convenience and simplicity has withstood all the vagaries of time and place throughout the Islamic world.

The visible formulations of Islam are therefore both enlivened by the spiritual and moral force behind them, and so they are the manifestations of this force, and at the same time they are the means of attaining these spiritual and moral quaities; this can be said to constitute their main purpose. Thus these two aspects of Islam are mutually generative, each one producing the other. It can be seen from the Word of Allah, the Qur'an, that wherever something concerning man's outward actions is decreed, its inward content and purpose is also stressed. Take Prayer for instance; Allah says 'Observe Prayer for My remembrance' (20:14); or 'The believers have attained success; who are humble in their prayers' (32:1), emphasising that the object of Prayer is not the mere outward performance, but to remember Him with a humble heart. In the case of fasting, Allah says, 'Fasting has been decreed for you, as it was decreed for those who came before you, that you may be God-fearing.' (2:183) Regarding sacrifice on the occasion of Pilgrimage, He says: 'It is not their blood or their flesh which reaches Him, but the devotion from you.' (22:37) On the subject of marriage: 'It is one of His signs that He has made for you mates of your own kind that you may find peace in them, and He has created affection and kindness between you.' (30:24) On spending for the poor: 'They (the righteous) give food to the needy, the orphan and the prisoner, for the love of Him; they say: We feed for the sake of Allah only, and desire no reward or thanks from you.' (76:8,9) If we reflect on these and other similar indications in the Qur'an, we are led to the conclusion that if it is necessary to observe the outward ordinances of our faith, it is equally necessary to develop within ourselves those qualities which are their soul; that these two are complementary and one cannot exist in a sound state without the other. When the word 'Shari'at' is used, one immediately calls to mind the basic beliefs of Islam, without which a person cannot be reckoned a Muslim, and the external decrees comprising forms of worship, rules of behaviour, and civil and criminal laws. In short, it is the outwardness of Islam which is normally referred to by this term. But we have seen that within this outer Shari'at there exists an inner Shari'at of equal importance, which constitutes both its inspiration and its goal. Like the word 'ilm' (Knowledge) which originally comprised both the inward realisation of divine truths as well as outward knowledge of Islamic tenets, the term 'Shari'at' (the road) should really include the devotion of the heart to Allah as well as the specific beliefs, and the attainment of moral excellence as well as submission to the law. But just as 'ilm' came to mean only book-knowledge, so 'Shari'at' came to mean only the law; as a result, the Sufis, the devotees of the spirit of Islam, began to use the word 'Ma'rifat' for the inner relationship with God, and in place of the word 'Shari'at', they chose the word 'tariqat' (the Path) to denote the way to spiritual perfection. Just as the outer shari'at consists of two parts, belief and practice, so also does this inner shari'atmanifest itself in two main fields.

The first is man's attitude to his Maker. From the Qur'an and the teachings of the Noble Prophet (peace be upon him) we learn that this attitude should be inspired by love, hope, fear, gratitude, patience, trust, self-sacrifice and complete devotion; and that He should be felt to be constantly near. This is the inwardness of belief. The second is man's attitude to his fellow men: Allah and his Prophet (peace be upon him) have taught us that this should be inspired by sympathy, justice, kindness, unselfishness, generosity, sternness on matters of principle, leniency wherever possible, and that we must avoid pride, jealousy, malice, greed, selfishness, miserliness and ill-nature. These qualities will not be found explained in the books of Fiqh; it required a group of people distinct from the jurists to determine and develop the science of the soul. Of these two parts of the inner Shari'at, it is the first, i.e. man's relationship with God, which is the root, the moral attitude of man towards his fellows being derived from it. It is the realisation that all men are creatures of the One God, and that He wishes us to treat them with mercy and kindness, and at times justice, which should reflect His own sublime qualities, and that if we succeed in this we shall win His pleasure, that is the real basis of morality. Some have made the mistake of imagining that morality can exist by itself without the foundation of religion, and have tried to promulgate a non-religious ethical code as a substitute for faith. This is nothing but a mental illusion. It comes about in this way: through the medium of religious teaching, a certain moral outlook permeates a whole society, and colours not only the specifically religious life, but education and social customs and habits of thinking and acting. When at a later stage some people take to agnosticism and rebel against the established faith, they are unable to separate themselves from this moral attitude which has now become the very stuff of their mental being. Without realising the origin of their morality, they fall into the error of considering it self-existent, and imagine that they can reform society by simply calling upon people to be ethical. But it is a matter of observation that such inherited moral attitudes, when cut off from the tree of religion to which they owe their being, very quickly decay, and it is not long before the very basis of morality is questioned and finally denied, and non-moral philosophies are openly proclaimed. By contrast, the morality based on faith in God, derived from a revealed Book and given life by the consciousness of Divine pleasure, has in it the seeds not of decay but of growth and fruition.

That it is man's inner relationship with Allah which gives meaning and value to his outward expression of belief and the performance of his religious duties is asserted most pointedly in one of the most famous sayings of the Noble Prophet (peace be upon him). The following incident is reported by Omar, the second Khalifa.

'We were sitting with the Messenger of Allah one day when a man appeared with very white clothes and very black hair, with no signs of travel upon him. None of us recognised him. He came and sat before the Prophet (peace be upon him) with his knees touching his knees, and his hands placed on his thighs. He then said: 'O Muhammad, tell me, what is Islam?' The Prophet replied: 'Islam is that you testify that there is no god but Allah, and that Muhammad is the Messenger of Allah, and that you establish prayer, and Zakat, fast the month of Ramadan, and make the pilgrimage to the House of Allah if you are able.' The man said: 'You are right', and we wondered that he both asked and confirmed the answer. Then he said: 'what is Iman?' The Prophet replied: 'Iman is that you believe in Allah, His Angels, His Books, His Messengers and the Last Day, and that you believe in the predestination of good and evil.' The man said: 'You are right. Now tell me what is Ihsan (good performance)?' The Prophet replied: 'That you worship Allah as if you are seeing Him and if you do not see Him, He surely sees you.''

Then after asking about the Last Day, the man left, and the Noble Prophet (peace be upon him) informed his companions that this was the Angel Gabriel who came to teach them their religion.

Here the word Ihsan, which means to perform something in the best manner, is explained as 'the worship of Allah as if you are seeing Him, and if you do not see Him, He surely sees you.' This means that the consciousness of the presence of Allah, and the feeling of Love and awe which accompany it, must permeate both our faith and practice (Iman and Islam) and it is in proportion to this consciousness that our excellence in religion can be judged. Clearly this sense of presence is not to be confined only to worship, but to all our actions (one version of the above incident, in fact, has 'to work for Allah as if you are seeing Him'). It is precisely this awareness of the nearness and presence of Allah that the Sufis have as their ultimate goal in all their activities.

So far we have been speaking of the Muslims' relationship with Allah in a general way. But Tasawwuf has a more specific content, that is to say, it aims at bringing the novice to the direct spiritual experience. The fountainhead of Islam (a fact which is often forgotten) is the direct spiritual experience of the Noble Prophet (peace be upon him) by means of which the message of God was conveyed to man. This spiritual experience had many forms, and was continuous throughout the period of the Prophet's prophethood, starting from the initial vision of the Angel when the call to the divine mission was sounded, and persisting throughout the inspiration of the Divine Book, with other manifestations such as Hadith Qudsi (Divine inspirations apart from the Qur'an itself) and revelations of the next world. It is illustrated particularly in the Mi'raj (the Ascension), which culminates in the vision of the Supreme Reality. When the essence of prophethood is the spiritual experience, it would be strange indeed if some portion of this aspect of the prophetic life were not inherited by the Prophet's companions and those who followed them. So we find a tradition of spiritual experience alongside that of the more obvious branches of religious teaching concerned with beliefs and practices. In the early stages it was not considered proper to publish such experiences and considerable reticence was observed; it was thought sufficient only to hint at them. As time passed, reticence was lessened and gradually the science of Tasawwuf was outwardly formulated, although the very nature of these most inward matters makes some reticence inevitable at all times.

Abu Huraira, one of the intimate companions of the Prophet (peace be upon him) used to say: 'I acquired two vessels from the Messenger of Allah (peace be upon him), one of which I published; but if I published the other my throat would be cut.' This is an interesting allusion to the danger of making a show of spiritual experience before those who do not understand them. If the experiences are believed, then some people out of ignorance are inclined to raise the one who is spiritually gifted almost to divinity, if not to make him into God Himself. If they are disbelieved, the doubters become guilty of denying what is true, and deprive themselves of certain special benefits which it is the Will of God that they should have. This is the reason why 'sufis' have always counselled great caution in the matter of describing some of their spiritual states in detail as these can only be appreciated in the tasting, and not in the description. In spite of the obvious references in the Qur'an, the Hadiths and the lives of the companions, some have tried to deny this spiritual heritage of the Noble Prophet (peace be upon him) and claim that the early Muslims were only 'ascetics' and not 'mystics'. But to perceive spirituality where it exists is not given to everyone, even to perceive it at all; let it suffice to say that the extraordinary dedication to Allah and His Prophet (peace be upon him) and their commands by the leading companions and followers would be inexplicable without a profound spiritual experience.

I have said that in the early period the outer and the inner aspects of Islam, that is, the outward observance and its spiritual content, were not divided but formed a homogeneous whole, but as time passed and specialised knowledge increased, it became necessary and inevitable that a body of Muslims should devote themselves more particularly to the inwardness of Islam which came to be known as Tasawwuf. If we consider the development of Tasawwuf as a science, that is the science of the soul, we find that it provides a close comparison with the development of other sciences based on the principle of the Divine Book and the life of Allah's Messenger (peace be upon him). To take the science of Hadith as an example, we find that during the first century, which was the time of the Companions and the followers, things remained very much in the original form of personal teaching from those who sat in the company of the Great Ones, with little sign of elaboration and formalisation. During the second century we begin to find a more or less comprehensive collection and criticism, which culminate in the third century in critical recensions based on now thoroughly elaborated and determined principles. In the case of Fiqh we find a similar process; after the first century of the direct and practical teaching of the companions and followers, the second century produces elaborate compendia of legal decisions and the formulation of principles of jurisprudence which again by the third century had been built up into a relatively independent science.Tasawwuf, too, was constructed into a spiritual science on the firm foundations of the spiritual heritage of the Prophet of God; here again, the elaboration begins in the second century in the recorded sayings and treatises and books of the early Sufis, and in the third century Tasawwuf appears as a fully developed and formulated spiritual science. It is just as gratuitous to talk critically of later innovation in the matter of Tasawwuf as it is in the matter of Fiqh, Hadith and Tafsir. There is a world of difference between elaborations and innovations, which people with muddled minds find difficult to distinguish.

Although the development of Tasawwuf can be historically compared with that of the other sciences, there is an intrinsic superiority in Tasawwuf which should be well remembered. This superiority lies in that the expansion of the science of spiritual development is based on experience and direct observation confirmed in its broad pattern by thousands of travellers on the upward path of the soul, whereas the other sciences mainly owe their formulation to reason and conjecture. All, of course, are founded on tradition, that is, the Qur'an and its living commentary by the Noble Prophet (peace be upon him) and his followers, but the process of later elaboration has this fundamental difference. It cannot be contested that direct experience, especially when it is common to large numbers of people, is a vastly more authoritative source of knowledge than rational speculation. For instance, after the data provided by revelation and tradition the chief instrument in the development of Fiqh is Qiyas (analogy) or Ra'y(opinion). The main pillar of the science of Hadith is Jarh and Ta'dil, which means the critical examination of the reliability of the reporters of a certain Hadith in addition to its subject matter. Obviously these processes are rational and speculative. The development of Tasawwuf, however, has consisted in the progressively more detailed expounding of the spiritual experience constituting the inner heritage of the Noble Prophet (peace be upon him) and has no content of conjecture and opinion. This vital element has resulted in a remarkable unanimity among the proponents of this science throughout the ages, and whatever differences that exist are those of emphasis or mode of expression and do not show any real cleavage in the essential unity.

We have already alluded to the function of Tasawwuf, which is to perfect the relationship of man first with his God, and secondly with his fellow men. Now it is obvious that only very few people have the call to devote themselves entirely to spirituality and become, as it were, specialists in the inner life. This appears to be the result of some innate urge which so drives those who possess it as not to allow them to follow any other vocation. This is not to say that even these specially gifted few entirely abandon all usual worldly activities. On the contrary, we find in Islam, in distinction from other religious communities, that its greatest scientists of the soul were mostly married, had children and conducted their household and similar affairs like other men. It is another matter that during the period of training for spiritual development a certain retirement, either total or partial, is usually required, as indeed it is during the acquirement of other branches of specialist learning. It is also true that even after reaching expertness many of the Islamic spiritualists paid very little attention to the earning of their livelihood and spent their whole time in teaching and giving solace, help and encouragement to the common people. Their physical wants were looked after by their pupils and admirers, as was the practice until recently even in the case of those who taught children how to read and write. In this deliberate neglect of their own material needs in order to devote themselves more unhamperedly to their mission, they observed the utmost selflessness and resignation to Allah, and never expressly or by implication gave any sign of the poverty or even hunger which they often had to undergo. If they neglected the world, it was only as far as their own wants were concerned; they never neglected the wants of those who came to them for spiritual nourishment, or even for physical nourishment if they had any to spare, for in addition to being at the service of those who were hungry for the things of the soul, they often conducted public kitchens for the feeding of the poor, and engaged themselves in the healing of the sick in body as well as those who were sick in spirit, as is well-known to those who have studied their lives.

Just as spiritual specialists are few by the nature of things, so also the number of the pupils who shape their lives in close conformity to those of their masters is also very small. These selected followers are those who, having the inner call, are later charged with the duty of carrying on the work of teaching and exhortation in a new generation. But the majority of those who visit these inheritors of the more inward traditions of Islam are those who, while engaged in their daily vocations, wish to refresh themselves from the toils of the world at the pure springs of sincerity and devotion which they find so abundant with the Sufis. It is here that we see the influence of the Sufis working and giving new life to the whole wide land of the community. The ordinary men and women who spend a part of their time with the Sufis acquire some measure of inspiration for their spiritual and moral betterment, and to this measure their whole lives are affected. It is the spiritual orientation and the moral attitude which constitute the fountain-head of human thought, and so of human action. Events in man's history, and the growth, flourishing, and decay of peoples, can always be traced back to these inner sources. The contact of people of the world with the Sufis, whether they be kings, princes, captains, merchants, administrators, artisans or peasants, indirectly affects the whole movement of the nation along the uneven road of time. It is from these most intimate wells of inspiration that a certain quality is given to the thought and life of a whole culture; what a pity that some superficial intellects are unable to perceive these undercurrents of history. Economics, politics, and social life are all controlled by the mental processes of man; he can only ignore at his peril these deep directive forces from which his mental processes emerge. The apparent obscurity and detachment of the Sufi conceal an activity of radical importance to the whole Muslim nation.

Wednesday, December 23, 2009

The Role Of The Teacher

A.A. Ahmed

This article deals with the role of the teacher in the learning process.

Different views of the teacher

The curriculum is a process. It is not a set of documents distributed win a central government office. The curriculum is based on a set of beliefs and views about the classification and organization of knowledge the respective roles of the teacher and learner, and the process of learning.

It may seem obvious that good teaching is carried out by good teachers, but within this simple concept are many diverse issues. Is a good teacher one who comes to school early and stays late? Is he or she one who stimulates the children, writes copious notes about philosophy of education or plans every moment of the day according to a teacher’s maul? Does the teacher’s dress have any bearing on ‘good teaching’? Can the individual who does not speak to his or her neighbours make a good teacher?

The idea of ‘good teacher’ is not simply a job description related to employment contracts, it is the very essence of educational philosophy. Earlier in the century the ‘good teacher’ was a ‘good disciplinarian’. With this notion came a particular understanding of the curriculum and classroom practice. During the l960s, the teacher was seen as a ‘facilitator’ inspiring children to ‘discover’ knowledge. This contrasted with the image of the all-knowledgeable specialist whose job it was to ‘till empty vessels’ with a commodity called ‘knowledge’.

Educationalists have arrived at the conclusion, that effective change in education cannot take place without re-examining the role of’ the teacher. This is an on-going process and the teacher is now seen as a ‘reflective practitioner’ or ‘an artist who is constantly striving to improve his or her art’. Stenhouse (1985) made a ‘call to arms’ saying that ‘the way ahead is to disseminate the idea of teacher as artist with the implication that artists exercise autonomy of judgement founded upon research directed towards the improvement of their art.’

Teachers need to reflect. They need to improve, but improvement does not take place in a vacuum. It takes place in discussion about issues. The contribution of early Muslim philosophers and educationalists can make an interesting contribution to this discussion.

The role of the teacher in Islamic education

The Prophet Muhammad,upon him be peace, affirmed: ‘Verily I was sent as a teacher.’ and himself established the status and role of the teacher. He chose, prepared and sent Companions to teach whole communities. Of all aspects of Islamic education, the role of the teacher has been the most clearly defined one.

The teacher has always been more important than the books. Imam al—Shafi’i, the famous jurist, said: ‘Whoever learns from books will miss the required achievement’ (lbn Jumah, p.87). Among the most concise descriptions of the teacher’s role was written by Imam al-Ghazali (d, 505H/ 1113) in his Ihya Ulum al-Din. (‘The Revival of the Islamic Sciences’) and his Ayyuha 1-Walad (‘0 Child!’). A text written nearly a hundred years later and covering similar themes and used in training teachers. Ta’lim al-Muta’allim by al-Zamuji. has also been translated into English. Below we summarise some of the main principles of teaching according to al-Ghazali.

Ghazali’s view of teaching and learning

Ghazali likens studying to the acquisition of wealth. There are four states in both. One may be:
1 actively seeking them but relying on others
2 self sufficient and independent
3 enjoying one’s hard-earned acquisition
4 enjoying and sharing one’s acquisition with others.
The fourth state is the highest. The one who shares his wealth is charitable. The one who shares his knowledge is a teacher. The Prophet upon him he peace said: ‘The best of you is the one who learns the Qur’an and teaches it.’ However, not all who claim to be teachers fall into this category.

In his hook al-Bidaya ,Ghazali describes three types of teacher: ‘There is a man who seeks knowledge as a provision for the life to come ... he is of the successful ones’. There is the one who seeks knowledge for worldly benefit. This person is in jeopardy. It is possible that his knowledge will save him and he will repent before he dies. If he does not repent, he may be faced with a bad ending and punishment in the Next World. The third type has been overcome by the devil. He has chosen knowledge as a means to get wealth and influence. In addition to this evil intention he has become arrogant and feels he has obtained a high status with God. Such a person is among those who will be punished in the Hellfire.

To be of the first category, Ghazali prescribes eight duties.

1.Empathy with one’s students

The teacher is often likened to the parent. He should feel the same sense of duty and love that the parent feels. The Prophet upon him be peace said: ‘I am to you like the father to his child.’

2.Not working for remuneration

Teachers do the work of the Prophets,that is they educate people in the ways of goodness. The Prophets did not ask for remuneration. They said : ‘Oh my people, I ask you not for riches. My reward is of God alone’ (Hud. ll.29), Teachers should not feel that their students ‘owe’ them anything. They should always give the students full credit and respect for disciplining themselves in order to come close to God. Teachers should not feel pride in what they have done. Although a teacher is allowed to take payment, anyone that teaches for money will soon lose the satisfaction and pleasure of teaching. Payment is a necessary but secondary aspect of a teacher’s motivation. The Messenger, upon him be peace said: ‘Three things which (society) cannot do without: paying of teachers, otherwise people would be ignorant: the selling of Qur’ans otherwise the Book would become rare: and judges. otherwise people would ‘eat’ one another.’

3.Guidance through the programme of study

The teacher should never hold back good advice. The religion is built on good counsel. Guiding the student is part of the religion. Groundwork must always be covered before attempting new tasks and approaching new concepts. ‘Guidance’ means reminding the student of the goal of study and condemning any desire for power boasting and competition.

4.Sensitivity and gentleness in addressing students

As a ‘guide’ the teacher should ‘drive away’ bad characteristics. This requires sensitivity and gentleness. Reprimand should take the form of suggestion as much as possible and guidance should not be through rebuking. Rebuking and outright and direct prohibition invite defiance and encourage stubbornness.

5.Respect for other disciplines

The teacher must never belittle other fields of knowledge in front of his students. He should respect them and prepare his students to study all useful knowledge without impressing on them his or her own personal interests.

6.Matching the lesson to what the student can understand

The teacher should follow the Prophets about whom the Prophet Muhammad said: ‘We Prophets have been commanded to place people in their rightful places and to speak to them according to their ability to understand.’ Giving students concepts which are beyond their comprehension may lead to misunderstanding and frustration. For this reason Jesus said: ‘Do not hang pearls around the necks of pigs.’ The teacher has to assess and evaluate the students’ level and then plan and guide.

7.Dealing with remedial learners

Not all people are the same. The teacher has to ensure, while helping learners to fulfil their potential that they are not given work or exposed to concepts which confuse and frustrate them. Some knowledge is compulsory. The teacher has to make sure the student attains this knowledge and then, sometimes, protect the student from going too far into what might cause harm.

8.Practising what one preaches

It is important that the teachers’ actions match what they teach. The student learns through observation of behaviour. Teachers open themselves to ridicule and accusation if their conduct belies their teachings. He will, through such behaviour, only encourage secret or open disobedience and bad character. In this respect a learned person has a greater responsibility than an ignorant one.

To be of the ‘best of people’ is not easy. The reward is great but so is the responsibility. The descriptions found in the works of Ghazali are as important today as they were 900 years ago. They are based on the words of the greatest of teachers. one who showed us how to fulfil that great role.

Refences:
AL-GHAZALI (n.d.) lhya ‘Ulum al-Din, Beirut.
AL-GHAZALI(1983) Ayyuha 1-Walad (with notes by Daghi, MA.), Cairo.
STENHOUSE, L. (1985) ‘Curriculum research. artistiy and teaching’ in RUDDUCK. J. AND HOPKINS, 0. (eds) from the Research as a Basis for Teaching: Readings Work of Lawrence Stenh use,London.
AL-ZARNUJI 1947) Ta’lim, wal-Muta’allim, translated by C. E. Von Grunebaum, New York.
IBN JUMAH (1933) Tadhkirat al-Sami’ wa’l-Mutakallim, Hyderabad.

source:
October - December 1996 Issue :16
The Fountain Magazine

Monday, December 21, 2009

In the Arms of the Beloved



















At last you have departed and gone to the Unseen.
What marvelous route did you take from this world?

Beating your wings and feathers,
you broke free from this cage.
Rising up to the sky
you attained the world of the soul.
You were a prized falcon trapped by an Old Woman.
Then you heard the drummer's call
and flew beyond space and time.

As a lovesick nightingale, you flew among the owls.
Then came the scent of the rosegarden
and you flew off to meet the Rose.

The wine of this fleeting world
caused your head to ache.
Finally you joined the tavern of Eternity.
Like an arrow, you sped from the bow
and went straight for the bull's eye of bliss.

This phantom world gave you false signs
But you turned from the illusion
and journeyed to the land of truth.

You are now the Sun -
what need have you for a crown?
You have vanished from this world -
what need have you to tie your robe?

I've heard that you can barely see your soul.
But why look at all? -
yours is now the Soul of Souls!

O heart, what a wonderful bird you are.
Seeking divine heights,
Flapping your wings,
you smashed the pointed spears of your enemy.

The flowers flee from Autumn, but not you -
You are the fearless rose
that grows amidst the freezing wind.

Pouring down like the rain of heaven
you fell upon the rooftop of this world.
Then you ran in every direction
and escaped through the drain spout . . .

Now the words are over
and the pain they bring is gone.
Now you have gone to rest
in the arms of the Beloved.

"Rumi - In the Arms of the Beloved",

.....Always Beautiful


"Know
The true nature of your Beloved.
In His loving eyes your every thought,
Word and movement is always-
Always Beautiful."

- Hafiz