GOLDEN GUIDELINES

for those on the path of

KNOWLEDGE

Shaykh Muhammad 'Awwāmah

(May Allāh protect him)

translated by:

Mawlānā Muhammad ibn Mawlānā Hārūn Abasoomar

Title Golden Guidelines for Those on The Path
of Knowledge

Author Al-Muhaddith Shaykh Muhammad

'Awwāmah (May Allāh protect him)

Translated by Mawlānā Muhammad Ibn Mawlānā Hārūn

Abasoomar

First Edition Jumādal Ula 1432 A.H.

April 2011

Second Edition Ramadān 1441 A.H

May 2020

Published by Darul Hadith Research Centre

183 Musgrave Road
Durban
4001
South Africa

Tel +27 (0) 31 2011 824

e-mail [email protected]

website www.darulhadith.co.za
Contents

Foreword ......................................................................... 1

Introduction..................................................................... 3

Academic Ancestry ...................................................... 4

The First Guideline ......................................................... 8

Sincerity ........................................................................... 8

The Second Guideline.................................................... 11

Envisage the glory of knowledge .................................... 11

One rank below Prophethood .................................... 12

Ibnul Qayyim's (rahimahullāh) explanation................ 13

Realise your worth ..................................................... 16

The Third Guideline ...................................................... 18

Striving and Sacrificing for Knowledge .......................... 18

Amazing Role Models................................................ 19

The Fourth Guideline .................................................... 22

Knowledge is for Practice ............................................... 22

The three types of knowledge .................................... 23

Inspiration from the past ........................................... 25

The Fifth Guideline ....................................................... 29

Adab (Respect) .............................................................. 29

The Sixth Guideline ...................................................... 31

Vigilance ........................................................................ 31

Maintaining a Balance ................................................ 32

The Seventh Guideline .................................................. 34

Caution and Verification ................................................ 34

The Eighth Guideline .................................................... 40

Keep to the Majority...................................................... 40

Quotes from the earlier Scholars ................................ 41

Parting Advice ............................................................... 45

Qurān Memorisation ................................................ 45

Hadīth Memorisation ................................................ 45

Memorising primers in other fields................................ 46

Tutorship ................................................................... 48

Carefully select your source ........................................ 49

Never become independent from your Teachers ........ 50

Traditional Study ....................................................... 50

Closing du'a ............................................................... 53

About the Author .......................................................... 54

Initial Studies ............................................................. 54

Travels and other Teachers ........................................ 55

Unique Ability ........................................................... 55

Madīnah Munawwarah .............................................. 56

Academic works ......................................................... 58

 Transliteration

‫ا‬ a
‫ب‬ b
‫ت‬ t
‫ث‬ th
‫ج‬ j
‫ح‬ h
‫خ‬ kh
‫د‬ d
‫ذ‬ dh
‫ر‬ r
‫ز‬ z
‫س‬ s
‫ش‬ sh
‫ص‬ s
‫ض‬ d
‫ط‬ t
‫ظ‬ z
‫ع‬ '
‫غ‬ gh
‫ف‬ f
‫ق‬ q
‫ك‬ k
‫ل‬ l
‫م‬ m
‫ن‬ n
‫و‬ w
‫ه‬ h
‫ي‬ y
 1

Foreword

The booklet in your hands is a translation of a talk

delivered by my honorable teacher; the great Muhaddith
of Syria who currently resides in Al-Madīnatul
Munawwarah, Shaykh Muhammad 'Awwāmah
(hafizahullāh).1
On the eve of 6th Rabī'ul Thāni, 1428 (15 May 2007),
Shaykh Muhammad 'Awwāmah (hafizahullāh) was invited
for a seminar held in his honour by the respected well-
wisher, Sayyid 'Abdul Maqsūd Khawjah in Jeddah.
This seminar named: “Al-Ithnayniyyah” in Arabic, is held
every Monday at his residence. Each time one particular
outstanding scholar is acknowledged for his service and
contribution to knowledge.
Several speakers are invited to contribute to the
discussion.
This particular episode was unusually over attended and
received much applause from one and all. The highlight of
the seminar was the speech delivered by the esteemed
Shaykh Muhammad 'Awwāmah (hafizahullāh) which
consisted of sterling advice for all scholars. These were the
inner most concerns and feelings that the Shaykh poured
out to the audience. They are actually solutions to the

1
Shaykh has since relocated to Istanbul (2017).
 2

academic crisis that has clouded the circles of knowledge

today.
Realising its importance and relevance to the English
speaking student, I took permission from my respected
Shaykh (teacher) to translate it into English.
The translation was based on a written copy of the talk
that my Shaykh handed to me personally.2
I also added points from the audio recording of the
seminar.3

May Allāh Ta'ālā inspire the translator and the reader

with this priceless advice which emanated from a luminary
who is engaged in the service of Hadīth for the past fifty
years4 approximately.

This lecture was the basis for Shaykh subsequently writing

his very detailed (400 page) book for Students and
Teachers alike, titled:
Ma'ālim Irshādiyyah li sinā'ati Tālibil 'ilm.
I've added references to it in the relevant sections,
throughout the book.

Muhammad Ibn Hārūn Abasoomar,

Darul Hadith Research Centre, Durban, South Africa.
1 Jumādal Ūlā 1432 A.H. April 2011

2
Note that all footnotes are by the translator, unless stated otherwise.
3
This was initially published as an e-book in July 2011, on my blog,
www.Al-Miftah.com
4 This has now become sixty years, Alhamdulillāh.
 3

Introduction

ُ،‫ُوُأُفُضُلُُالصُالةُُوُالسُالمُُعُلُىُسُيُدُُالُوُلُيُنُُوُاآلخُرين‬،‫الحمدُُللهُرُبُُالعُلُمين‬

،ُ‫ُأُمُاُبُعُد‬،‫ُوُالتُابُعُينُُإُلُىُيُومُُالدُين‬،‫وُآلُهُوُأُصُحابُهُالُغُرُُالمُحُجُلُين‬

In this lifetime, it is vital for a person to maximise his

gain as well as his benefit to others.
Due to me preceding many of my brethren time-wise
only, in the path of knowledge, I deemed it most
important that I note a few points that will brighten the
path that I have traversed prior to them. In fact it is the
right of the new generation that the earlier generation
pass on their experience to them. Therefore after
beseeching Almighty Allāh for his inspiration and
rectification, I have compiled this for them as well as
myself, which I have entitled:

“Golden Guidelines for Those on The Path

of Knowledge.”
 4

Academic Ancestry

All of us have a family lineage. A student is also supposed

to have an ancestry in knowledge. This consists of his
teachers.
A student of knowledge who has no teacher, is actually
illegitimate in his knowledge. He holds no weight. Allāh
Ta'ālā has blessed me with the opportunity of studying
under many stars of knowledge in my country. From
amongst all of them, I will briefly elaborate on two of
them specifically. These are my greatest benefactors in
knowledge. They are:
1. Shaykh 'Abdullāh Sirājuddīn ((rahimahullāh) (1422
A.H), and:
2. Shaykh 'Abdul Fattāh Abū Ghuddah (rahimahullāh)
(1417 A.H).
I have chosen to mention the two of them because of the
lasting impression they have left on me with regards to
meticulously researching the issues of knowledge.
As for Shaykh 'Abdullāh Sirājuddīn (rahimahullāh) (1422
A.H), I had the great privilege of sitting in his company
from the very early days of my study.
I will just quote one of his golden advices that had truly
set the standard for me and had brightened the path of
knowledge for me.

While he was teaching us the famous book in Hanafī

Fiqh; Al-Ikhtiyār in the fifth year, I came to his lesson
one day after reading a strange incident about Imām
 5

Bukhārī (rahimahullāh) (256 A.H); that great unique

Imām who had served Islam so faithfully.
He was asked about an infant boy and girl who were fed
the milk of the same goat. Can they marry each other?
The narrative claimed that Imām Bukhārī (rahimahullāh)
said that they cannot marry each other. (Due to them
being foster siblings.)
So the 'Ulamā of the town had banished him due to his
extreme ignorance!

When I quoted this to Shaykh 'Abdullāh (rahimahullāh),

he addressed me with complete dignity and wisdom,
calmly saying: “Don't believe everything you read.”5

By Allāh, this statement served as an enormous lesson for

me, a module for me to follow. It was an entire code of
conduct that he had summarised in one sentence!
I heard it from him fifty years ago which I now quote for
others to benefit.6

As for Shaykh 'Abdul Fattāh, his favour upon me in the

field of knowledge and tahqīq (research) is invaluable.
In 1382 A.H. (1962) he began researching and publishing
various books of knowledge.

5 When one hears or reads something that seems strange, it should at

least be a cause for caution.
6 See my article on this topic on www.Al-Miftah.com titled: Do not

just believe everything you read.

 6

I served him in this path and worked under his

supervision till he had to leave the country and come to
Riyadh, where he proved to be a source of guidance to all
in this field.
I continued to maintain my link with him and enjoy his
company, studying under him till his demise. I never
severed my relationship with him.

I repeat what I said earlier; the real support for a student

in his academic lineage is his teachers.7 It is not proper for
him to cut himself off from them ever! He should never
rely upon himself, claiming that, “I have become such and
such a scholar, I have produced so many students, I have
published such and such books and so on....”
No!
My Shaykh, Shaykh 'Abdul Fattāh (rahimahullāh) wanted
the correct pronunciation of the book of Ibnul Qayyim
(rahimahullāh): ‫اعالمُالمو ِّقعين‬
Whether it was with a fathah or kasrah on the hamzah?
Despite the fact that Shaykh used to emphasize on it
being with a kasrah whilst in Halab (Aleppo), but when it
came to verifying this, he never relied upon his view, or
considered it as final. Rather he wrote from Riyadh to his

7
Maintaining a relationship with one’s teachers is essential for
progress and acceptance. This relationship should include: visiting
them, taking their counsel, constant referral for solving complex
issues, as well as quoting them and praising them for what they
deserve. All of the above have begun to decrease drastically in our
time!
 7

ustādh, the great teacher and 'Allāmah; Shaykh Mustafā

Al-Zarqā (rahimahullāh) who was in 'Ammaan (Jordan) at
the time. Shaykh Al-Zarqā (rahimahullāh) replied that
both pronunciations would be correct. Shaykh 'Abdul
Fattāh accepted this and noted it as such in his book.
He never allowed himself to rely upon his personal
findings, and close the matter at that.
This is what he taught to those around him too, myself
included; to refer to and seek clarification from those
whom we were confident in. Shaykh (rahimahullāh)
would sometimes benefit from his students8, and even
their students! This is the trait of a true 'Ᾱlim, and the
value that one should have for acquiring the truth.

‫ال يكون المحدث ا‬: ‫قال اإلمام البخاري رحمه الله‬

8 ‫كامًل حتي يكتب عمن هو فوقه وعمن هو‬

)٠٣٥/٢ ‫ (هدى الساري‬.‫مثله وعمن هو دونه‬

Imām Bukhārī (rahimahullāh) said: ‘A man cannot became a complete
Muhaddith, until he acquires [knowledge] from his seniors, his peers
as well as his juniors.' (Hudās Sārī, vol.2 pg.530)
 8

The First Guideline9

Sincerity

Indeed the first brick in the foundation of Islamic

practices is: ikhlās (sincerity). Undoubtedly, sincerity can
only accompany deeds that conform to sharīʿah; it is
impossible for one to have sincerity in sin.

In the field of knowledge, sincerity actually means: that

the student should be cognisant of the fact that he is only
seeking knowledge for the pleasure of Allāh Ta'ālā; not for
any other motive like: acquiring worldly gain, fame or
even because he hails from a family of ʿulamā, etc.

The real secret of one's success in both the worlds is:

ikhlās. The Muhaddithūn, while discussing the
importance of ikhlās, often quote the statement of Imām
Hammād ibn Salamah (rahimahullāh):

‫منُطلبُالحديثُلغيرُاللهُمكرُبه‬

“He who acquires Hadīth for motives other than the

pleasure of Allāh Ta'ālā will certainly be taken to task.

9
Ma’ālim Irshādiyyah, pgs.64-70
 9

Since the knowledge of Hadīth was the prevailing one at

that time, Imām Hammād (rahimahullāh) specifically
mentioned it. Or else it is naturally understood that the
student of tafsīr, for that matter is in no way less
important than a Hadīth student. Therefore this applies
to all the branches of knowledge of Islam. Indeed any
student who is void of sincerity in his study, will be dealt
with severely by Allāh Ta'ālā.

ُ‫فال يأمنُمكرُاللهُإالُالقومُالخاسرون‬
“None can feel secure from Allāh's plan except the losers.”10

ʿAllāmah Al-Sakhāwī (rahimahullāh)11 has quoted another

statement from someone who said:

ُُ،‫مُنُُطُلُبُُهُذاُالُعُلُمُُللهُسُعُدُُوُشُرُفُُفيُالدُنياُوُاآلخُرة‬
‫وُمُنُُلُمُُيُطُلُبُهُُللهُخُسُرُُالدُنياُوُاآلخُرة‬

“Whoever seeks this knowledge (of Dīn) for the pleasure of

Allāh Ta'ālā, will attain the fortune and lofty ranks of this
world as well as the hereafter,
Whilst the one who lacks in this (sincerity), loses in this world
and the next.”

10 Sūrah A’rāf, verse:99

11
Fathul Mughīth, vol.2, pg.312
 10

The importance of sincerity can neither be encompassed

in a single lecture like this one, nor in many more
lectures.
I would suffice to say: “The basic ingredient for success
that the ummah has lost today is Ikhlās (sincerity).12

12
Shaykh (hafizahullāh) often repeats the following statement on this
topic: ‫ اإلخًلص يصنع العجائب‬: Sincerity works wonders. May Allāh grant
us this fundamental ingredient for acceptance and success.
To further prove his statement, he (hafizahullāh) quotes two
examples. The first is of the great scholar Mawlānā Qāsim Nānotwī
(rahimahullāh), a man who was not a king, nor an influential ruler,
but rather a simple man from a village, who started a simple
Madrasah in Deoband which developed into a movement that
inspired droves of Muslims throughout the world, and produced-
without exaggeration- millions of ‘Ulamā. Shaykh, quoting Shaykh
Muhammad Amin Harwalī from Pakistan, mentioned that Karachi, a
single city in Pakistan, alone is home to 30,000 institutes of Islamic
education, all stemming back to Dārul ‘Ulūm Deoband. Likewise,
there are thousands of such institutes in the rest of Pakistan, India,
Bangladesh, South Africa, England, America, as well as numerous
other countries, with the mother of all being Dārul ‘Ulūm Deoband.
This was nothing but the result of sincerity of its founder, and his
earnest desire for the progression of Islam and the Muslims. The
second example that Shaykh cites to further drive home this point is
the example of the great Dā’ī, Mawlānā Muhammad Ilyās
(rahimahullāh), whose sincere, intense concern for the guidance of his
people, and the entire Ummah, caused his simple effort comprising of
villagers from the outskirts of Delhi to transform in less than a
century into an international movement spanning almost all inhabited
countries, and become a means of guiding millions and millions of
Muslims who strayed away from the path, as well as a significant
number of Non-Muslims.
 11

The Second Guideline13

Envisage the glory of knowledge

The second point for a student to note is that he should

realise the glory of this knowledge which he is attaining as
well as the high rank it holds. This will instil in him two
characteristics. The first being that he will sacrifice
everything in acquiring as much of this esteemed
knowledge (as possible). Especially when he realises that
Allāh Ta'ālā has chosen him for this from amongst the
millions of this Ummah. Secondly, he will ensure that he
protects this esteemed knowledge and not degrade it or
bring it to disrepute. If a student fails to realise the value
and lofty status of knowledge, he will never be able to
fulfil these two duties.

Indeed a student should feel honoured of Allāh Ta'ālā's

favour upon him. He should never consider himself as
inferior by observing some of his childhood friends as
doctors or engineers and others as professionals whilst he
“only managed to study dīn”, or “become an Imām” or a
“lecturer at the Friday sermon”. He should realise that his
orders and prohibitions stem from the orders and
prohibitions of Allāh Ta'ālā. His endorsements and

13
Ma’ālim Irshādiyyah, pgs.71-75
 12

interdictions are viewed as being from Allāh Ta'ālā. He

speaks with the speech of Allāh Ta'ālā and Allāh Ta'ālā
endorses his speech. Can there be any privilege greater
than this!

In being an Imām of a masjid, he is in actual fact an

intermediary between the creation and their Rabb. They
have to follow him in prayer (salāh) and their link to
Allāh Ta'ālā is via him. This is the most befitting lofty
rank of that student who realises the right of Allāh Ta'ālā
and the right of knowledge upon himself.

One rank below Prophethood

Indeed the discussion of the virtue and glory of knowledge

and its bearers will take up much time. However, I shall
suffice on only one aspect which could serve as a sample
for the others.

Allāh Ta'ālā has revealed in the noble Qurān the path of

imān (faith) and its implementation for the entire
mankind. Since there is a need for someone to convey and
interpret the meanings of the Noble Qurān, Allāh Ta'ālā
sent His messenger Muhammad (sallallāhu 'alayhi
wasallam) as an inviter, conveyer and interpreter.
However, just as life and death apply to the rest of
humanity, they also apply to Rasūlullāh (sallallāhu 'alayhi
wasallam). Therefore, there had to be some individuals
 13

who would substitute him and inherit his legacy. Allāh

Ta'ālā in His wisdom decreed that these individuals be the
ʿulamā. Rasūlullāh (sallallāhu 'alayhi wasallam) designated
this in his noble words when he said:

ُُ‫إُنُُالعُلماءُُوُرُثُةُُالُنبُياء‬
“Verily the 'Ulamā are the heirs of the Ambiyā.”

Only the rank of Prophethood is above the rank of the

deputies of Allāh Ta'ālā. This deputy is the student of
today, the scholar of tomorrow and the Muftī of the
future.

Ibnul Qayyim's (rahimahullāh) explanation

I would like to quote the valuable words of Imām Ibnul

Qayyim (rahimahullāh) from the foreword of his book
“Iʾlāmul muwaqqiʿīn”. He writes:
“Since the duty of conveying the message of Allāh Ta'ālā
is based on the knowledge of what is being conveyed as
well as sincerity in this regard, therefore, only those
people who have the qualities of knowledge and sincerity
are suitable for this pedestal. This is done via narrating
Hadīths and issuing fatwā. They ought to know what they
are conveying and do so with sincerity. Added to this, one
needs to have good manners, beautiful conduct and
fairness in statements and actions. All one's affairs; private
and public should be the same. The opportunity of
 14

executing affairs on behalf of the rulers of the world is

undisputed. It is considered to be from the highest of all
privileges. How greater a privilege would it be to execute
duties on behalf of Allāh Ta'ālā, the Rabb of the worlds?

It is expected from the one elevated to this pedestal to

make adequate preparation, and to equip himself
thoroughly. He should be aware of the significance of the
position he has been afforded. He should never hesitate to
speak out the truth, for indeed Allāh Ta'ālā will guide him
and assist him. The merit of this position (of fatwā) is
clearly understood from the fact that Allāh Ta'ālā has
Himself assumed it:

ُُ‫ويستفتونكُفيُالنساءُقلُاللهُيفتيكمُفيهن‬
“And they seek the fatwā from you regarding women. Say
Allāh will give you the fatwā regarding them.” 14

This in itself is sufficient accreditation and honour. Allāh

Ta'ālā says elsewhere:

‫يستفتونكُقلُاللهُيفتيكمُفيُالكاللة‬
“They ask a fatwā from you. Say Allāh will give a fatwā
concerning Al-Kalālah (those who leave neither
ascendants nor descendants as heirs).”15

14
Sūrah Nisā, verse: 127
 15

Therefore, the Muftī should be aware that in issuing a

fatwā, he is in actual fact deputizing on behalf of Allāh
Ta'ālā. He should be convinced that he will be questioned
tomorrow on the Day of Judgment and that he will have
to stand before Allāh Ta'ālā.

The first person to assume this lofty position was the

leader of all messengers, the Imām of all the pious, the
seal of all prophets, slave, messenger and ambassador of
Allāh Ta'ālā to the creation (sallallāhu 'alayhi wasallam).”
(End of quote.)

In this passage, Imam Ibnul Qayyim (rahimahullāh) has

highlighted that a Muftī in actual fact is a Khalīfah
(vicegerent) of Allāh Ta'ālā, since Allāh Ta'ālā has Himself
issued fatwās concerning certain issues that were presented
to Rasūlullāh (sallallāhu 'alayhi wasallam). On this note,
he chose to give his book the following meaningful and
unique title:
‫اُعالمُالموقعينُعنُربُالعالمين‬
“Educating those who are the executors and signatories on
behalf of the Rabb of the worlds.”

What he means is that when a Muftī issues a fatwā and

signs it off, he is actually signing on behalf of the Rabb of

15
Sūrah Nisā, verse: 176
 16

the worlds, the Rabb of the heavens and the earth. As if

to say that what I am saying or writing is the statement of
Allāh Ta'ālā and Rasūlullāh (sallallāhu 'alayhi wasallam)
also.

It is important that one who has been given this

unparalleled position possesses the most complete and
sublime characteristics. Imām Ibnul Qayyim
(rahimahullāh) has already alluded to some of them.

Realise your worth

Coming back to the point of this second guideline,

certainly the rank of knowledge is such that the one who
seeks it needs to spend the most dear and near things to
acquire the lowest of its ranks. It is indeed the rank of
deputising on behalf of Allāh Ta'ālā and the coveted
legacy of Rasūlullāh (sallallāhu 'alayhi wasallam). It is
definitely the noblest of all ranks and the highest of
positions.

The fact that the student of today, scholar of tomorrow

and the Muftī of the future has the power of execution on
behalf of Allāh Ta'ālā who is the King of Kings, is
sufficient to highlight the significance of the rank to
which Allāh Ta'ālā has raised him. Therefore, it is equally
important for him to safeguard this lofty privilege and to
protect it with his soul and blood.
 17

It is imperative that the student of knowledge realises the

rank of the knowledge he seeks, as well as the rank of the
position which Allāh Ta'ālā has afforded him.

Furthermore, knowledge is indeed great and sacred,

therefore whoever fulfils the right of this sanctity and
honour of knowledge will in turn be honoured and
elevated by knowledge itself. He who fails in this regard,
will himself be disgraced, not knowledge.

Knowledge will always remain exalted since it is Allāh

Ta'ālā who has granted it its significance. The knowledge
we are speaking about is that which corresponds to the
noble Qurān and the sublime Sunnah. Allāh Ta'ālā will
never allow the noble Qurān and the sublime Sunnah of
Rasūlullāh (sallallāhu 'alayhi wasallam) to become a means
of amusement for the mischief makers in the world.16

16
At this point, Shaykh implored the audience to take lesson from
the life of the great Imām Asad ibn Furāt (rahimahullāh) which has
been beautifully illustrated by Shaykh ‘Alī At-Tantāwī (rahimahullāh)
in his book: Rijāl minat Tārīkh. In Brief, Imām Asad ibn Furāt
(rahimahullāh) was very respected by the people of his era. He even
became the leader of the Muslim army.
At the end of his life he advised the army by saying:
“O people! By Allāh! None of my forefathers were given the mantle of
leadership, neither did they enjoy such dignity as I have been
honoured with. All this that I have achieved is through knowledge.
Therefore ensure that you also acquire knowledge. Apply your minds
and exert your bodies in its acquisition, you will achieve the best of
 18

The Third Guideline17

Striving and Sacrificing for Knowledge

The third guideline actually stems from the previous one,

which was that a student should be prepared to spend
every valuable item in acquiring knowledge. Most
definitely, a sign of him doing so and which also indicates
towards the sincerity of this student is that with the
passing of each day, he increases in the following:

1. In his love and enthusiasm for acquiring

knowledge.
2. In scrutinizing himself for what was acquired for
each moment that passes.

The poet says:

ُ‫أُلُيُسُُمُنُُالخُسُرانُُأُنُُلُيالُياُُُتُمُرُُبُالُنُفُعُُوُتُحُسُبُُمُنُُعُمري‬

“Is it not a great loss that nights are finished

fruitlessly as my life diminishes.”

both worlds.” These were his final words before being blessed with
Martyrdom. May Allāh shower his Mercy on him.
17 Ma’ālim Irshādiyyah, pgs.99-134
 19

Amazing Role Models18

There are several eye opening examples of this in the lives

of our predecessors, rather in the children of our
predecessors. Imām Sakhāwī (rahimahullāh) says19:

'Salamah ibn Shabīb (rahimahullāh) has reported amongst

the most extra ordinary narratives of the predecessors in
this regard. He says: “We were by Yazīd ibn Hārūn
(rahimahullāh) when the people crowded around him
causing a child to be trampled beneath them. Yazīd ibn
Hārūn (rahimahullāh) (the Shaykh) said: “Fear Allāh
Ta'ālā and see what has happened to this child”. When
they checked, they saw that the pupils of his eye had been
gouged out, and whilst in that state he was saying, “O
Abū Khālid (referring to the Shaykh) give us more
knowledge.” At this, the ustādh exclaimed:
‫إنُاُللهُوإُناُإلُيُهُُرُاجُعُون‬
“Verily we belong to Allāh and unto Him shall we return.”

“This lad still asks for more despite being in such a

condition!”

18
The Respected Shaykh ‘Abdul Fattāh Abū Ghuddah (rahimahullāh)
book on this topic is unmatched: Safahāt min sabril ‘Ulamā ‘alā
shadāidil ‘ilmi wat tahsīl. It is essential for every student to constantly
refer to this book for inspiration.
19 Fathul Mughīth, vol.2, pg.313
 20

Sharīf At-Tilimsānī (rahimahullāh) (710 A.H.-771 A.H.)

lived a short life of 61 years, but despite him being from
the eighth century, he is considered in the circles of
knowledge as parallel to the Mutaqaddimūn (the earlier
scholars). Once while he was at the lesson of his ustādh
Abū Zayd ibnul Imām (rahimahullāh), the ustādh began
to speak about Jannah and its luxuries. The student
enquired “Will we get the opportunity of engaging in
knowledge in Jannah?” The ustādh (Abū Zayd -
rahimahullāh-) gave him a general answer that yes, in
Jannah a person will get whatever he wishes for.
Therefore, if you wish to engage in knowledge, Allāh
Ta'ālā will make that a reality. The student said: “Had you
told me that there would be no knowledge in Jannah, I
would have said then there is no enjoyment therein”. The
Shaykh was very pleased with this and made du'ā for him.
Hardly a few years had passed when this student reached a
very high rank in knowledge. One day whilst he was in
the gathering of the same ustādh, Imām Abū Zayd
(rahimahullāh), the ustādh misinterpreted a particular
mas'alah (verdict). Imām Tilmisānī (rahimahullāh)
pointed this out. The Shaykh retracted his view, made
du'ā for him and jokingly composed the following poem
for him:

ُُ‫فُلُماُاشُتُدُُسُاعُدُهُرُمانُي‬ ُ ُُ‫الرمُايُةُُكُلُُيُوُم‬
ُِّ ُُ‫أُعُلُمُه‬
 21

ُ!ُ‫فُلُماُقُالُقُافُيُةُُهُجانُي‬ ُ ُُ‫وُكُمُُعُلُمُتُهُنُظُمُُالقُوافُي‬

“I teach him archery daily.

When his arm became accurate, he shot me.
I spent a lot of time teaching him the arrangement of
poetry.
Then when he was able to do so he ridiculed me!”

These two incidents emphasise the accuracy of the

statement of Imām Ibn ʿAtā'ullāh Al-Iskandarī
(rahimahullāh), the author of Al-Hikāmul ʿAta'iyyah:

ُ‫ُلُمُتُكُنُُلُهُنُهايُةُُمُشُرُقة‬ ُ ‫مُنُُلُمُتُكُنُُلُهُبُدايُةُُمُحُرُقة‬

“He who does not have a burning beginning

cannot expect a bright future.”

These are models for us students to emulate during our

early years so we may aspire to achieve bright futures like
theirs.
 22

The Fourth Guideline20

Knowledge is for Practice

The fourth guideline which is applicable to students

specifically as well as every other Muslim, is that he
embeds in his heart and mind that the purpose of
knowledge is ʿamal (practice), not for lectures and
speeches, or assemblies and conferences or for discussion
and debate. Neither is it for tahqīq (research) or talīf
(compilation). The only objective of knowledge is ʿamal
(practice), so that a student may save himself first from
ignorance and misguidance and thereafter in accordance
with the tawfīq of Allāh Ta'ālā to save the rest of the
ummah. This will result in him being an ʿalim and a
muʿallim (a teacher who is educated himself), a hadī and a
muhtadī (a guide who is guided) and an inviter to Allāh
Ta'ālā with the divine assistance of Allāh Ta'ālā. This is
the result of beneficial knowledge.
Rasūlullāh (sallallāhu 'alayhi wasallam) has taught us to
beg from Allāh Ta'ālā for the very same thing every
morning after the Fajr Salāh.

‫ُوُعُمُالُُمُتُقُبُال‬،‫ُوُرُزُقُاُطُ ُِّيبُا‬،‫اُللُهُمُُإُنُيُأُسُأُلُكُُعُلُمُاُنافُعُا‬

20
Ma’ālim Irshādiyyah, pgs.408-416
 23

“O Allāh, I ask you for beneficial knowledge, wholesome

sustenance and acceptable deeds.”

Rasūlullāh (sallallāhu 'alayhi wasallam) also sought refuge

against knowledge which has no benefit, i.e. knowledge
which has no benefit and has outwardly no harm as well.
However that knowledge which has no benefit in reality,
is also harmful in the sense that the student spends his
time, effort and wealth behind it but gets nothing out of
it. Therefore, he loses out. Hence, there is even more
reason to seek refuge in Allāh against harmful knowledge.

The three types of knowledge

In short, as 'Allāmah Nawawī (rahimahullāh) has pointed

out, knowledge is of three types:
1) Beneficial
2) Harmful
3) Not beneficial and outwardly not harmful.

Beneficial knowledge is the one which we should beg

from Allāh Ta'ālā and that which we ought to strive to
achieve. We should seek refuge in Allāh Ta'ālā from the
other types of knowledge.
 24

The following is the du'a which Sayyiduna ʿAbdullāh ibn

ʿUmar (radiyallāhu 'anhumā) used to recite in sajdatut
Tilāwah21:
ُُ،‫ُوُبُكُُآمُنُُفُؤُادُي‬،‫اُللُهُمُُلُكُُسُجُدُُسُوُادُي‬
ُ‫ُوُعُمُالُُيُرُفُعُنُي‬،ُ‫اُللُهُمُُارزُقُنُيُُعُلُماُُيُنُفُعُنُي‬
“O Allāh, for You has my body prostrated; in You does
my heart believe.
O Allāh, grant me knowledge which will benefit me
and actions which will elevate me.”

Beneficial knowledge is one which leads a person onto

practising upon it, and it forces him to do so as quickly as
possible because of the fear of his knowledge becoming a
proof and a curse against him instead of it being an
argument in his favour. This habit is binding on the
special class of Muslims, i.e. the ʿulamā and students of
knowledge and it is also required from the rest of the
Muslims. Whenever they learn of any of the teachings of
Islam, they promptly implement it.22

21 Shaykh pointed out in the audio lecture that the narration does not
explicitly state that Sayyidunā Ibn ‘Umar (radiyallāhu ‘anhumā) recited
this in sajdatut tilāwah specifically. It is possible that he would recite
this in every sajdah, but Imām Ibn Abī Shaybah has included it in the
chapter of sajdatut tilāwah. Whatever may be the case, we need to
recite this all the time; whether we are in sajdah or not. End of quote.
22 There currently seems to be a widespread notion that: knowledge is

for propagation, instead of practice. Therefore, as soon as we come

across a useful piece of information we immediately think of
 25

Inspiration from the past

'Allāmah Dhahabī (rahimahullāh) has quoted in Siyar

'Ālāmin Nubalā23 under the biography of Abū ʿUthmān

forwarding it instead of first planning to implement it in our lives! As

a result of this, the recipients also do the same; they merely pass it
on.
Abū Qilābah told his student; Ayyūb Sakhtiyānī (rahimahumallāh):
‘When you achieve new knowledge, you should inculcate new ‘ibadah
for Allāh. Instead of thinking of merely relating it to the people.’ (Al-
Madkhal of Bayhaqī, no.1634)

ُ‫أتأمرونُالناسُبالب ِّرُوتنسونُأنفسكمُوأنتمُتتلونُالكتاب‬
‘Will you bid others to piety and forget yourselves, while you recite
the Book?’
(Sūrah Baqarah, Verse: 44)
Rasūlullāh (sallallāhu ’alayhi wasallam) said:
“No person’s feet will be allowed to move on the day of Qiyāmah until
he answers the following questions:
a) How he spent his life,
b) How he spent his youth
c) How he earned his wealth and where did he spend it
d) How much he practiced on the knowledge he acquired.”
(Sunan Tirmidhī, Hadīth: 2416-2417)
Khatīb Baghdādī (rahimahullāh) (463 A.H) has a booklet entitled:
‫“ = إقتضاءُالعلمُالعمل‬Knowledge demands practice”: Refer to my book:
‘Islamic Ethics for Academics’ for more on this topic.
23 vol.14 pg.63
 26

Al-Hīrī (rahimahullāh) that whenever he heard of

something which he did not yet adopt, he would ensure
to immediately practise upon it.

'Allāmah Dhahabī (rahimahullāh) was alluding to an

incident which Khatīb Al-Baghdādī (rahimahullāh) has
narrated in Al-Jāmiʾ li akhlāqir rāwī wa ādābis sāmi'24. He
mentions that Abū Jaʾfar Ahmad ibn Hamdān An-
Naisābūrī (rahimahullāh) had prepared a mustakhraj25 on
Sahīh Muslim which he used to teach to the congregation
of his masjid in Iran between the Maghrib and 'Ishā
prayers. His friend Abū ʿUthmān Al-Hirī, who himself
was a great Imām, also attended the lessons.

One particular night, Abū ʿUthmān (rahimahullāh)

offered the ʿIshā prayer behind Abū Jaʾfar (rahimahullāh)
in Naisābūr whilst only wearing two pieces of cloth on his
body, like a person in ihram going for hajj. The son of
Abū Jaʾfar (rahimahullāh) enquired from his father: “Has
Abū ʿUthmān (rahimahullāh) donned the ihram for hajj
or ʿumrah?” “No,” replied the father. “He is attending my
lessons of Al-Musnadus Sahīh on Sahīh Muslim. It is his
habit that whenever he learns something he did not adopt

24
vol.1 pg.145
25 A
Mustakhraj is a compilation in which the author mentions all the
Hadīths of a specific book with his own chains that ultimately join up
at some point with the chains of that book.
 27

in the past, he immediately implements it within the

following day or night. Tonight before ʿIshā, he heard
that Rasūlullāh (sallallāhu 'alayhi wasallam) performed
Salāh in two pieces of cloth, so he wanted to practise this
Sunnah before the morning.”26

Abū Jaʾfar (rahimahullāh) relates regarding himself that

once he was in the gathering of Imām Abū 'Abdillāh
Muhammad ibn Nasr Al-Marwazī (rahimahullāh) when
the time of Zuhr had entered. Imām Muhammad ibn
Nasr (rahimahullāh) stood up and called the Adhān. Abū
Jaʾfar (rahimahullāh) says “as I was leaving the Masjid,
Muhammad ibn Nasr (rahimahullāh) asked 'where are you
going?” I replied that “I am going to perform ablution for
Salāh”. He remarked: “I expected better from you. How
could you allow the time for Salāh to enter and you do
not have wudū?”27

26 An Inspiring occurrence
In an authentic (sahīh) Hadīth, Nabi (sallallāhu ’alayhi wasallam) said:
‘One who offers twelve rak’ahs of [nafl] Salāh daily, will have a house
built for him in Jannah.’ After quoting this Hadīth, Sayyidah Ummu
Habībah (radiyallāhu ‘anha) said: ‘Since hearing this Hadīth, I never
left this practice.’
This had such an effect, that the next three generations of narrators
of this Hadīth did the same; they never left out this practice after
hearing it!
(Sahīh Muslim, Hadīth: 1691)
27 Al-Jāmiʾ li akhlāqir rāwī wa ādābis sāmiʾ vol.1 pg.143
 28

One student had become the guest of Imām Ahmad

(rahimahullāh). Out of consideration for his guest, Imām
Ahmad (rahimahullāh) had left some water near the guest
room, so that when he wakes up for tahajjud (night
prayer), he would find the water ready. The next morning
the Imām was amazed to notice that the water was
untouched. He exclaimed: “Subhānallāh! How can one
seek knowledge and not have a routine of waking up for
Salāh at night? ”28

28
Ibid.
 29

The Fifth Guideline29

Adab (Respect)30

The fifth guideline is adab. Adab in its general sense

covers all aspects of Islām, those that are binding and even
those that are voluntary. Amongst them are respect to
ones parents as well as to all Allāh's Ta'ālā bondsmen and
more so, the chosen slaves of Allāh Ta'ālā; the Sahābah
(radiyallāhu 'anhum), and the scholars that are the flag
bearers of the sharīʾah.31

29
Ma’ālim Irshādiyyah, pgs.221-248
30 Refer to my book: ‘Islamic Ethics for Academics’ for more on this
topic.
31 Shaykh ‘Awwāmah (hafizahullāh) is an embodiment of respect for

‘ilm and ‘Ulamā. Hereunder are two incidents; one about his level of
respect for his seniors, and the other was related by himself on this
topic.
Incident 1: Shaykh Muhammad ‘Awwāmah’s (hafizahullāh) son;
Shaykh Muhyuddīn writes about his father: ‘I cannot remember my
father ever talking on the phone whilst sitting when he spoke to his
teacher; Shaykh ‘Abdul Fattāh Abū Ghuddah (rahimahullāh). Despite
the many phone calls they shared, he always stood [out of respect] for
his teacher. To the extent that as children, whenever we saw our
father standing and talking on the phone, we knew he was taking to
his esteemed teacher; Shaykh ‘Abdul Fattāh Abū Ghuddah
(rahimahullāh). (Safahat Mudīah min Hayāti Sayyidil Wālid, pg.80)
Incident 2: Shaykh Muhammad ‘Awwāmah (hafizahullāh) mentioned
the following incident: Once I visited Muftī Mahmūdul Hasan
 30

The next guideline has a deep and close connection with

this one. (And will therefore be discussed together).

Gangohī (rahimahullāh) while he was in Madīnah Munawwarah. It

was after ‘Asr Salāh. As the time for Maghrib drew near, an attendant
enquired from the Muftī if he wanted to make wudū and prepare for
salāh. Muftī Mahmūd (rahimahullāh) replied: ‘How can I sit in the
company of this ‘Ālim without wudū?!’ Shaykh ‘Awwāmah
comments: ‘I am not worthy of this, but look at the respect that the
Muftī had for an ‘Ālim.’
 31

The Sixth Guideline32

Vigilance

The sixth guideline is that a student should be vigilant

and alert in knowledge, by linking the new with the old
i.e. by him assessing and evaluating his new findings with
what he already knows. I generally encapsulate all this in
one word, “naqd” (analysis/criticism).

These are two pillars that cannot be detached from one

another;
a) Respect in knowledge (adab) and
b) Criticism.
What is meant by this is that a student should be
sharp-minded. Whenever he comes across something
new, he should link it with what he already knows on that
subject. He should then assess between the two findings
or quotations. If he feels it requires more research, he
should patiently search and consult every book and
reference he can lay his hands on so that he can reach a
satisfactory conclusion. If he is able to reconcile, then so
be it. This is the method of the proficient ʿulamā. If the
student is not fit for the above, then he should refer the
matter to his reliable tutors and teachers in that particular

32
Ma’ālim Irshādiyyah, pgs.221-248
 32

field, irrespective of how trivial the matter may seem. If he

does have the capability he could himself prefer one view
over the other whilst relying upon solid and sufficient
quotations of the ʿulamā.
However, it is important that he always maintains the
respect of the ʿulamā with whom he has differed.
It is the duty of students in situations such as these, to
have adab (respect), tahqīq (verification), and naqd (the
ability to criticise if need be). All should have equal
balance. None should dominate the other.

Maintaining a Balance

There are two other groups of students that do not

practise on the above.
One are those who have such an overwhelming level of
respect for the person whose view they are reading that
they do not analyse what they are reading. Such people
will never successfully acquire pristine authentic
knowledge.

The other group are those who are overcome with the
habit of criticism and condemnation. These are the ones
who (unfortunately) are culprits of encroachment and
disrespect of the aimmah.

ُُ‫وُكُالُُطُرُفُيُُقُصُدُُالُموُرُُذُمُيُم‬
“Both sides of moderation are despised.”
 33

A true student is one who is vigilant, aware and is able to

compare the issues with the intellect of a bright scholar
and the respect of an honest level-headed ʿalim. In so
doing, he will fulfil the right of knowledge as well as the
right of the people of knowledge. If he is too respectful
(to the extent that he cannot criticise when need be), he
will slip up and not reach the proper conclusion. If he
prefers to be too critical he will fail in the duty of every
Muslim towards the scholars. (The duty of respecting
them).33

33
I can say with conviction that Shaykh ‘Awwāmah (hafizahullāh)
himself is an embodiment of such vigilance that he has advocated
above. There are several examples of Shaykh differing [respectfully]
with his seniors, and even discussing his opinion with them directly.
Rather, Shaykh actually encourages his own students to do so with
himself as well. He would tell his students:
‫ليسُالحياءُمنُالسؤالُوُانماُالحياءُفيُالسؤال‬
‘Don’t be shy to ask, but be shy when you do ask…’
 34

The Seventh Guideline34

Caution and Verification

The seventh guideline is that a student should be cautious

in all his affairs. He should be careful of what he reads,
memorises and how he understands the texts and terms.
This should be his habit in all the issues of knowledge
that he quotes verbally or in writing.

From amongst the words the muhaddithūn use to justify

and praise a narrator is that they say: “so and so is thābt”
which is explained by the linguist as, “one who verifies
and is cautious in his affairs”. This would mean that when
he is unsure about a particular verse of the noble Qurān
that he had memorised or he has a hesitation when
quoting a view or statement, he pauses and does not
present that quotation. Rather he refers to the sources
like the noble Qurān or his notes in which he had
recorded that issue. Only after precise verification does he
quote it.
A student who is cautious in what he studies actually lays
the foundation for the stages that then follow, like
memorising, understanding, teaching, correcting,
compiling and giving fatwā etc.

34
Ma’ālim Irshādiyyah, pgs.380-386
 35

These points are generally discussed by the scholars in

chapters that are dedicated to highlight the grave mistakes
and distortions that occur when caution is omitted. There
are several laughable incidents of this kind too. Amongst
them are the following:

1) The authors of the famous four sunan have recorded a

narration wherein Rasūlullāh (sallallāhu 'alayhi
wasallam) prohibited from forming circles in the
ِ
Masjid on the day of jumuʿah. The Arabic word ‫الحلَق‬
(al-hilaq) is what appears in the Hadīth and is
translated as circles. Imām Khattābī (rahimahullāh) in
his commentary to Abū Dāwūd, entitled: “Maʿālimus
sunan” writes: “One of my ustādhs used to
mispronounce this word as ‫الحلْق‬ َ (al-halq) which
translates as: “to shave” (which results in the
misunderstanding that Rasūlullāh (sallallāhu 'alayhi
wasallam) prohibited from shaving one's hair on
Fridays). He (my teacher) told us that for forty years
he never shaved his hair on a Friday before the
Jumuʿah Salāh. I (Imām Khattābī) told him that the
ِ (al-hilaq) to form circles. He was
actual word is ‫الحلَق‬
very pleased by this and after acknowledging his
mistake made duʿā for me. He was also a very pious
person. May Allāh Ta'ālā have mercy on him”.
 36

2) Imām Abū Ahmad Al-Askarī (rahimahullāh) has

recorded in his book, Tas-hīfātul Muhaddithīn35 and
in his other book titled, Sharh ma waqaʿa fī hit tas-hīf
wat tahrīf36 that one of the narrators of Hadīth (whose
knowledge was merely restricted to the narrating of
Hadīth and not its understanding), once narrated a
Hadīth Qudsī37 in the following manner: “He said:
from Rasūlullāh (sallallāhu 'alayhi wasallam), who
reports from Jibrīl, who reports from Allāh Ta'ālā,
who narrates from a certain man.” Somebody
commented: “Who is this person who is suitable to be
the ustādh of Allāh Ta'ālā? When the book was
checked, it was realised that he misread the text. It
was actually: “from Rasūlullāh (sallallāhu 'alayhi
wasallam), who reports from Jibril, who reports from
Allāh Ta'ālā. (He misread َ‫ ََعزَ َ ََو ََجل‬as َ‫ ََع َْن َََرجَل‬. This would
be better understood by those who know Arabic.)

The safest method of protecting oneself from such ugly

mistakes is to accompany reliable scholars, and acquire
knowledge from them. It is for this reason that the former
ʿulamā used to advise students saying: “Don't acquire
knowledge from one who is self-educated and neither
learn the noble Qurān from such a person.” Highlighting

35
vol.1 pg.14
36 pg.7
37 A Hadīth Qudsī is one in which Rasūlullāh (sallallāhu ‘alayhi

wasallam) explicitly attributes the text to Allāh Ta’ālā.

 37

its relevance, Imām Al-Askarī (rahimahullāh) actually

commences his book, Tas-hīfātul Muhaddithīn with the
above mentioned statement.

When a student passes this stage and becomes capable of

studying and researching by himself, then to ensure that
he maintains caution in his knowledge and in what he
quotes or writes, it is important that he adheres to two
things:

1) He should always refer to original classical sources.

The further back in time he goes, the closer he will
get to the clear source of knowledge and research.
With the exception of a few latter day ʿulamā who,
despite being from the latter eras, resemble the earlier
day scholars in the level of their knowledge and
immaculate research. It is imperative for a student to
refer to such books for reliable quotations and verdicts
(fatāwā).

2) He should constantly refer to the source from which a

particular author may be quoting, even if the author is
from those whom I have mentioned above, i.e. they
resemble the earlier scholars in their immaculate
research.

This in fact is the application of the previous two

guidelines (the fifth and the sixth),
 38

 adab (respect) by maintaining due reliance upon the

books of our aimmah and
 naqd (criticism) by us referring to the books from
which they quote for the purpose of verification.

This will lead us to various useful outcomes. Amongst

them are the following:

1) Convincing proofs of the high standard of our

aimmah and their accuracy in what they quote and
whom they quote from.

2) Verification of any inaccuracy which some of them

may have committed whilst citing a quotation. For
example, if there were a thousand quotations in the
book of any author which I wish to annotate (do
tahqīq of) and whilst doing so, I proceeded to verify
each of them and if it comes to light that he erred in
two or three of his quotations, I would be serving the
author as well as practically proving his lofty standards
and the accuracy in his quotes and rulings. In
addition, I would be providing an academic service to
knowledge and dīn by correcting those two or three
misquotations. I would also be providing the students
of knowledge with a book which is filled with
 39

quotations that are reliable and verified. This in itself

is a great achievement.38

38 This is exactly what Shaykh himself has enforced upon himself in

his researches. He –as far as is possible- prefers to refer to the initial
source of every quote. This level of academic research has set him
apart in his writings and conclusions on intricate matters. Shaykh has
a dedicated booklet on the need for this and its benefits, entitled: At
Tahdhīr minat tawārud ‘alā qawlin dūnar rujū’ ilā masādirih.
 40

The Eighth Guideline39

Keep to the Majority

The eighth guideline is that a student should ensure that

he sticks to the view of the overwhelming majority of
ʿulamā and that he distances himself from the isolated or
uncommon views. He should forsake them totally just as
our ʿulamā used to do. I do not mean that we should only
be searching for those issues on which the majority are
unanimous. It is very rare for them all to concur on one
view only. The motive here is that, for instance, on a
particular issue there may be a different view by each of
the four Imāms. Each of these four is backed by other
scholars of the past who concur with them in their
respective viewpoints. There may also exist one or two
scholars who have a fifth viewpoint which is in contrast to
what all the others have said. In such a situation, it is
binding upon a student that he keeps to the view point of
the four Imāms and those that backed them, and that he
abandons the fifth view which goes against the majority.

This is a huge mistake that is often committed by

students of our era. Rather, as a result of the present

39
Ma’ālim Irshādiyyah, pgs.350-365
 41

academic disarray, this practice actually appeals to many of

them!

Quotes from the earlier Scholars

Listen to the words of the great Imām and mujtahid who

lived in the early period of Islam, Imām Awzāʿī
(rahimahullāh):

ُ‫مُنُُأُخُذُُبُنُوُادُرُُالُعُلُمُاءُُخُرُجُُمُنُُاﻹسُالُم‬
“One who accepts the isolated views of the scholars
will eventually leave Islam.”

Imām Awzāʿī (rahimahullāh) passed away in 157 A.H. An

era which was filled with great personalities and many
tābiʿūn, of which some might have had certain isolated
views. Despite their position, this is the effect he foresaw
in following such remote views.

Imām Sulaymān At-Taymī (rahimahullāh) who lived in an

era earlier than Imām Awzāʿī (rahimahullāh) says:

‫لُوُُأُخُذُتُُبُرُخُصُةُُكُلُُعُالُمُاجتُمُعُُفُيكُُالشُرُُكُلُه‬

“If you accept the (isolated) concessions of every scholar,

in you would be every evil.”
 42

After quoting this statement, the great muhaddith of

Spain, Imām ibn 'Abdil Barr (rahimahullāh) writes: “This
is a unanimous and accepted fact regarding which I am
unaware of any difference of opinion.”

In the book, Tabaqātush Shāfiʿīyyatil Kubrā, after citing

some isolated views that were held by certain illustrious
scholars, the author, Tājuddin As-Subkī (rahimahullāh)
then quotes a statement of a great Imām of Hadīth and
fiqh, Imām Abū 'Alī al-Karābīsī (rahimahullāh) who said:
“If somebody claims that the proponents of such isolated
views are sometimes respected scholars, he will be told,
the only real cause of the destruction of Islam would be
the mistake of a respected ʿālim whereas a thousand
mistakes of a jāhil (non-ʿālim) would not affect Islam in
the least. Historically there have been several people of
knowledge who propounded views that were
impermissible in Islam. For example, the famous Judge,
Qādī Shurayh, passed certain verdicts which were not
acceptable to anyone, which have no basis whatsoever,
neither in the noble Qurān, the Hadīth, or the views of
the Sahābah (radiyallāhu 'anhum) or tābiʿūn
(rahimahumullāh).”

If somebody studied the biography of Qādī Shurayh, he

would understand him to be Islām's second best judge of
all times. (The first being Sayyidunā ʿAlī –radiyallāhu
'anhu- who received the title of being the best judge
amongst the Sahābah from none other than Rasūlullāh -
 43

sallallāhu 'alayhi wasallam- himself.) Despite the position

of Qādī Shurayh (rahimahullāh), see what Imām 'Alī al-
Karābīsī (rahimahullāh) said regarding some of his
verdicts. Therefore, it is not permissible for one who
clings to a weak, isolated view to justify his stance against
us by saying that this is the view of such and such a
scholar who is an Imām, hujjah (proof) and a mujtahid
etc, for our response would be that such and such an
Imām and tens or hundreds like him have opposed him by
forsaking his view all together!

Whilst a student should beware of adopting the view of

one or two people which is contrary to the vast majority
of Islam, it is even more important that he guards himself
against another even more drastic and grave offence. That
is appointment of one or two scholars as arbitrators over
the vast majority of Islam, thereby habitually adopting the
view of these one or two whilst abandoning as well as
insulting everyone besides them.

So the first precaution should be against resorting to the

view of one or two scholars which oppose the majority for
the sole purpose of suiting one's worldly needs at the
expense of one's dīn, or for no other reason but to create
concessions for one's self or anybody else...
The second precaution should be against one surrendering
the steering of his knowledge to one or two scholars
who's every view he adopts and defends, thereby forsaking
the view of the vast majority of the ʿulamā of the ummah
 44

who may even number up to several hundreds or even

thousands. This modus operandi (approach) is
academically and logically improper.40

40
Shaykh (hafizahullāh) has repeatedly issued this plea in various
writings and lectures. This malady of selective following, and adopting
isolated views that contradict the mainstream is a fundamental cause
for the confusion found today in matters of dīn. I have heard from a
reliable source that Albānī, the famous champion of salafism was
heard saying:
‫أبتليتُبحبُمخالفةُالجمهور‬
‘I have the sickness of loving to go against the mainstream!’
This should serve as an eye-opener for all. May Allāh protect us.
 45

Parting Advice

After excusing myself for taking much of your time, I

would like to end my speech with some advice which I
will present in brief.

Qurān Memorisation41 42

1) Every student or the guardian of the student should

ensure that he memorises the noble Qurān at an early
stage in life. This needs to be taken seriously.

Hadīth Memorisation43

2) Due importance should also be given to memorising

the noble Hadīth of Rasūlullāh (sallallāhu 'alayhi
wasallam).
This should be done from a book, not from lectures and
talks.
A book I usually suggest is Riyādus Sālihin of Imām Al-
Nawawī (676 A.H) (The gardens of the pious). This book
is in the true sense, a garden for the pious. All its chapters

41
For the benefit of the readers, I have added a subtitle for each of
the parting advices.
42 Ma’ālim Irshādiyyah, pgs.294-302
43 Ma’ālim Irshādiyyah, pgs.294-302
 46

pertain to practical aspects of a Muslim's life.

Furthermore, the author who was an expert in Hadīth,
has guaranteed in his foreword that all the narrations are
Sahīh (authentic).
Thereafter one can progress to others like Taysīrul
Wusūl, etc.

Memorising primers in other fields44

3) Proper qualified teachers should select for the student

one concise textbook for memorisation in the various
subjects. One for nahw (syntax) like the Alfīyyah, one
textbook on the fiqh (jurisprudence) of his madh-hab,
one concerning the usūl (principles) of his madh-hab, one
in the field of aqīdah (doctrine), etc.

The reason for me emphasising upon memorisation is that

the noble Qurān and the Sunnah are in essence those
things which a student will rely upon throughout his life.
When he intends to deliver a Jumuʿah sermon or any
other lecture, he would then be frantically searching for
an āyah or two and a few Hadīths to quote in his lecture.
If he is suddenly confronted with a situation in an

44
Ma’ālim Irshādiyyah, pgs.294-302
 47

informal gathering where he needs to quote a certain āyah

or Hadīth as support, he would be forced (due to his
inaccuracy and hesitance) to then say:
‫أُوُُكماُقالُُاللهُ تعالى‬
“This is something similar to what Allāh Ta'ālā
mentioned.”

This is not permissible!

Or he may say:
‫أُوُُكماُقالُُرُسُولُُاللهُ صلىُاللهُُعُليهُُوُسُلُم‬
“This is something similar to what Rasūlullāh
(sallallāhu 'alayhi wasallam) mentioned.”

which is only permissible if he accurately passed on the

meaning. These two noble sources are his actual supports
in his academic life.

As for the student memorizing textbooks of other

subjects, these will also prove to be great aids for him in
his life. It will allow him to easily quote the various rules
and regulations from memory. It is natural for people to
be able to retain information when they have memorized
it, whether it be in the form of text or poetry. For
example, if an Arabic teacher is asked about the situation
in which the hamzah of innā takes a kasrah and those
where it takes a fathah, it would be difficult for him to
 48

enumerate all of them unless he has memorised that from

a book like the Alfīyyah of Ibn Mālik.

The huge amount of textbooks that were written by our

aimmah (leaders in knowledge) in the various subjects of
knowledge were not done in vain, or for them to fill up
their free time (na ʿūdhu billāh). Rather, it was a method
which they adopted while implanting knowledge in the
rising generation so that it may remain with them till
their graves.

Tutorship45

4) Every student should frequently sit in the company of

ʿulamā as well as study by them the various reliable books
on the basic subjects like the Arabic language and its
branches, fiqh and its principles, etc. Thereafter, he
should choose to study books of those subjects in which
he wishes to specialise. One should never suffice with self
study directly from the books. There is an ancient saying:
ُ‫الُتُحملُالعُلمُُعنُصُحُفُيُُوالُتأخذُالقرآنُعُنُمُصحُفُي‬
Don't acquire knowledge from one who self
studied

45
Ma’ālim Irshādiyyah, pgs.159-196. Also see my article on this on
www.Al-Miftah.com titled: 33 Reasons to study under a Tutor.
 49

And neither should you learn Qurān from one

who has no teacher

Importantly this advice should be adhered to in light of

the next one.

Carefully select your source46

5) One should carefully select his tutors. This one stems

from the statement of the illustrious tābiʿī, Muhammad
ibn Sīrīn (rahimahullāh):

ُ‫إنُُهذُاُالُعُلُمُُدُيُنُُفُانُظُرُوُاُعُمُنُُتُاُخُذُوُنُُدُيُنُكُم‬
“Undoubtedly knowledge is an integral part of religion.
Therefore, be careful as to whom you accept your
religion/knowledge from”

A student undoubtedly has no choice in choosing a

teacher for the various subjects during his secular studies.
He is therefore forced to attend the various lessons of
teachers that may even be against his choice. As for his
personal study and him acquiring knowledge from one
particular ustādh, this is where he has complete freedom

46
Ma’ālim Irshādiyyah, pgs.197-209
 50

of choice and should therefore adhere to this directive of

Imām Ibn Sīrīn (rahimahullāh).47

Never become independent from your Teachers48

6) No matter how much a student progresses in the field

of knowledge, he should constantly remain in contact
with his illustrious teachers, more so those in whom he
has confidence. He should refer his academic objections to
them. He should never rely on himself or feel it difficult
to confide in someone else.49

Traditional Study50

7) Lastly, I offer the following directive with a bit of

hesitancy. My only motive here is: the love for good
counsel, and sympathy to my fellow brethren; the
students of knowledge.
As the Arabic saying goes:

47
See my article on Al-Miftah.com titled: The Right Choice.
48
Ma’ālim Irshādiyyah, pgs.210-220. I have written a detailed article
on this entitled: Naming and Praising your Teacher. Refer to Al-
Miftah.com
49 In the audio Shaykh (may Allāh protect him) quoted the example

of Shaykh ‘Abdul Fattāh where he waited three months to verify one

diacritical point (dot on a letter). For this he also referred to his
seniors and didn’t suffice on his personal research. It was the word:
‫ اإلحالة‬which shaykh later ascertained to actually be: ‫اإلخالة‬.
50
Ma’ālim Irshādiyyah, pgs.181-187
 51

ُ‫النُصُحُُأُغُلىُمُايُبُاعُُوُيُوُهُب‬
“Good counsel is the greatest gift / commodity.”

Every student should choose one or more mentors under

whose attention his personal spirituality can be nurtured.
For undoubtedly we all have seen and realised that the
methods of nurturing adopted by the (Islamic) universities
have not produced anything fruitful51. We have indeed
seen with our own eyes as well as our hearts that the
graduates of the universities hardly ever produce anything
fruitful for the ummah unless they have a strong spiritual
and cultured bond with a pious, practising, scholarly ʿālim.
Or else the only objective then seemingly becomes the
acquisition of some qualification followed by employment.

The ummah at large will never successfully find an ʿālim

who is proficient and suitable for issuing fatwās and
solving its complications, one who would be capable of

51 Shaykh, in the audio commenced this point with the following

statement: “I have lived in the era when knowledge was studied in the
Masājid from spiritually strong teachers. I have also seen the era (like
the present) where knowledge is sought in Universities. The
difference between the two is extremely vast! The expected results will
never be achieved if a student does not have a bond with those devout
scholars who studied by (and were natured by) other righteous
teachers in the masjid, in a humble environment, while sitting on the
floor etc.
 52

successfully passing on the trust of knowledge to the next

generation unless he is one who is linked to the ʿulamā
before him, who are also linked with those above them
until this transmission of legacy links up to Rasūlullāh
(sallallāhu 'alayhi wasallam).
 53

Closing du'a

We ask Allāh Ta'ālā52, The Noble, to make us amongst

them and from those who assist and love them. Indeed
He is the custodian of all good.53

(Shaykh) Muhammad ʿAwwāmah

Al-Madīnatul Munawwarrah

52
In the conclusion of the audio, Shaykh also quoted the Hadīth in
which Rasūlullāh (sallāhu ‘alayhi wa sallam) said: “Allāh will always
create people in this ummah whom He will use for his obedience”
(Sunan Ibn Mājah). We ask Allāh to honour us by including us
among these selected ones.
53 The first time I met my beloved Teacher, Al-Muhaddith Shaykh

Muhammad ‘Awwāmah (hafizahullāh) was on the 19th of Ramadān

1420 A.H (30th December 1999) in Masjidun Nabawī. At the end of
the sitting he made the following du’ā:
‫أسألُاللهُأنُيجعلناُمنُالعلماءُالعاملينُالمخلصينُالمخلصين‬
‘I ask Allāh to include us among the chosen, sincere, practicing
‘Ulamā.’
 54

About the Author54

The eminent Islamic-scholar Shaykh Muhammad Ibn

Muhammad ʿAwwāmah was born on the 1st of January
1940 in Aleppo.

Initial Studies

Before he commenced his studies in the year 1953, he

used to attend the lessons of Shaykh Muhammad As-
Salqīnī. From the very beginning he was the student of
Shaykh 'Abdullāh Sirājuddīn (rahimahullāh). In the year
1378 A.H. (1957) he became the student of Shaykh
'Abdul-Fattāh Abū Ghuddah (rahimahullāh). He was
eventually considered as the most preferred and
exceptional student of both these great personalities.

He enrolled in the Islamic Sharīʿah faculty in the year

1382 A.H. (1961). In the same year, he was appointed as a
teacher and librarian at Madrasah Shaʾbāniyyah, which was
the institute of his Shaykh and teacher, Shaykh 'Abdullāh

54
This brief introduction was prepared by the Shaykh’s son, Shaykh
Muhyuddīn, and presented at the “Ithnayniyyah” seminar. Shaykh
Muhyuddīn has now released a detailed biography of his father,
published by Darul Hadith Research Centre, Durban, South Africa.
 55

Sirājuddīn (rahimahullāh) There he taught numerous

subjects until 1400 A.H. (1979/80) when he left Syria. He
also was in charge of the administration of the madrasah
for some time.

Travels and other Teachers

In the month of Safar of the year 1379 AH, (1958) he

travelled to Egypt, where he met many great and
outstanding ʿulamā.

Amongst them are:

 Shaykh Ahmad ibnus Siddīq Al-Ghumārī

(rahimahullāh)
 Shaykh 'Abdullāh ibnus Siddīq Al-Ghumārī
(rahimahullāh)
 Shaykh 'Abdul-Wahhāb 'Abdul-Latīf (rahimahullāh)
 Shaykh Muhammad Abū Zahrah (rahimahullāh)

Unique Ability

He is gifted with distinct academic power and evident

extraordinary qualities. The people of Aleppo had high
regard for him and they considered him equal in rank to
his teachers.
 56

While still in his youth, he was appointed as a teacher at

the Masjid Ar-Rawdah, which was at that time considered
to be a prime seat of learning.

His Shaykh and teacher, 'Abdul-Fattāh Abū Ghuddah

(rahimahullāh) has said with regards to him:
“My student of yesterday and comrade of today.”

He also praised him as:

“A great scholar and researcher.”
His Works
Madīnah Munawwarah

Shaykh ʿAwwāmah emigrated to Madīnah Munawwarah

in the year 1400 A.H. (1980). Here he joined the Islamic
university, where he established the faculty of academic
research, which is today called:
‫مركزُخدمةُالسنةُوُالسيرةُالنبوية‬
Centre for the service of the traditions and biography of
the Prophet (sallallāhu 'alayhi wasallam).
His first research was on the book ‫( إتحاف ُالمهرة‬a

voluminous book of Hadīth.)

 57

In the year 1406 A.H. (1986), he established a bureau for

the research of Islamic literature. For 12 years, he also
served the publishing house of Dārul Qiblah.

He is a person of brilliant focus, ideas and an advocator of

sublime methodologies. This is apparent in his two
books:55

‫أثرُالحديثُالشريفُفيُاختالفُالئمةُالفقهاء‬
Atharul hadīthish sharīf fi ikhtilāfil a'immatil fuqahā56
and: ‫أدبُاالختالفُفيُمسائلُالعلمُوُالدين‬
Adabul ikhtilāf fi masāilil ʿilm wad dīn57.

His methods with regards to the science of

‫( الجرح ُو ُالتعديل‬the validation of the narrators of Hadīth)
are so unique, critical and foresighted, that they are
examples for us to follow.

55 These two books should be in every curriculum of higher learning.

56
Which translates as: “The role of Hadīth in the differences amongst
the jurists.”
57 Which Translates as: “Respect in difference of opinion on the

issues of Knowledge and Dīn.”

 58

He is a distinguished authority in the field of research.

The famous Shaykh and 'Allāmah Muhammad Saʿīd At-
Tantāwī (rahimahullāh) said with regards to him:

“I know none upon the surface of the earth, who is more

knowledgeable in the field of research than him.”

Academic works

His publications thus far are as follows:

1. ‫أثرُالحديثُالشريفُفيُاختالفُالئمةُالفقهاء‬

2. ‫أدبُاالختالفُفيُمسائلُالعلمُوُالدين‬

These two books are translated in other languages and are

also taught in some universities.

3. ‫مسندُعمرُبنُعبدُالعزيزُللباغندي‬

He annotated and explained its Hadīths together with a

supplement of additional narrations.

4. ‫النسابُللسمعاني‬

He researched a portion of it.

 59

5. ‫تقريبُالتهذيب‬

by Hāfiz ibn Hajar (rahimahullāh) together with

the foot notes of ʿAllāmah ʿAbdullāh Al-Basrī
(rahimahullāh) and his student Al-Mīrghanī
(rahimahullāh).58

6. ‫الكاشفُللذهبي‬

including the footnotes of Sibt ibn 'Ajamī

(rahimahullāh) along with a detailed introduction
and critical analysis of certain aspects in 5
volumes.59

7. ‫مجالسُابنُناصرُالدين‬

of Hāfiz ibn Nāsiruddīn Ad-Dimashqī

(rahimahullāh) in which the author expounded on

58 In this research, Shaykh (hafizahullāh) rectified thousands of

mistakes that were in previous editions of this brief, yet important
book in the science of Rijāl.
59 In the footnotes of his book, Shaykh (hafizahullāh) has included his

personal preferences about the status of many narrators, that differed

from the opinion of Hāfiz Ibn Hajar (rahimahullāh).
He once told me: ‘These footnotes and researches are the crux of over
thirty five years of my life.’
For the benefit of the readers: The field of rijāl is one of Shaykh
‘Awwāmah’s distinctive specialities.
 60

the commentary of one single verse of the noble

Qurān.

8. ‫منُصحاحُالحاديثُالقدسية‬

This book consists of one hundred Hadīth-

Qudsīs60, with their references and commentary.

9. ‫المختارُمنُفرائدُالنقولُوُالخبار‬

A book comprising of many inspiring incidents

which serve as inspirations for every student.61

10. ‫القولُالبديع‬

by 'Allāmah As-Sakhāwī (rahimahullāh). This

annotated version is considered to be the most
complete and (authentic) one.

11. ‫ السنن‬of Imām Abū Dāwūd (rahimahullāh) in 6

volumes. He annotated this celebrated compilation of

60
A Hadīth Qudsī is one in which Rasūlullāh (sallallāhu ‘alayhi
wasallam) explicitly attributes the text to Allāh Ta’ālā directly.
61 This book was written for the curriculum for students in their
initial years. Alhamdulillāh today too some institutions have included
it in their syllabi.
 61

Hadīth from eight manuscripts, one of them being

the personal copy of Hāfiz ibn Hajar.

12. ‫ الشمائل ُالمحمدية‬of Imām Tirmidhī (rahimahullāh)

together with the commentary of 'Allāmah Al-Bājūrī

(rahimahullāh).

13. ‫ المصنف‬of Ibn Abī Shaybah (rahimahullāh).

A volumous and priceless work on Hadīth, which

took sixteen years to complete. He researched and
sourced every Hadīth and also commented on them. It
is printed in 26 volumes.

14. ُ‫دراسةُحديثية‬

A detailed study and in depth analysis of the great

Hanafi collection of Hadīth: Nasbur rāyah; and other
related works.62

62
Other recent works of Shaykh ‘Awwāmah (hafizahullāh):
15.‫معالم إرشادية‬
An essential guide for scholars.

16.‫تدريب الراوى‬
 62

An annotation with extensive footnotes on important topics in books

of Hadīth Sciences, in 5 volumes.

17.‫المدخل إلى علم السنن‬

Of Imām Bayhaqī (rahimahullāh). This is the first complete print of
the book.

18.‫حكم العمل بالضعيف‬

A detailed study of the role of weak Hadīths in the light of the views
of reliable classical scholars.

19– 31. A range of useful articles on pertinent Hadīth related topics.

32 ‫كلمات عن منهج اإلمام البخاري‬. A collection of Shaykh’s lectures on

Imām Bukhārī’s (rahimahullāh) life and his intricate methodology.

33 ‫نشر الميراث النبوي‬. Three articles on the topic of Hadīth and the
Sunnah of Nabi (sallallāhu ‘alayhi wasallam).

34 ‫التقليد المذهبي‬. A pertinent article on Taqlīd.

35 ‫منهج اإلمام الكوثري في الجرح والتعديل‬. A priceless work on the unique

style of ‘Allamāh Khawtharī (rahimahullah) in the field of Al-Jarh
wat-ta’dīl.

 Shaykh is currently engaged in an in depth annotation of the

popular Hanafī Hadīth source. ‫نصب الراية‬
 Likewise, Shaykh ‘Awwāmah (hafizahullāh) is also overseeing
other academic works in the field of Hadīth, like an extensive
research of Sunan Tirmidhi, a research and re-arrangement of
 63

Most of the above mentioned books have been repeatedly

reprinted. His habit has been to refine the new editions
and not to merely re-print a verbatim copy of the previous
edition.
In all his researched books, he endeavours to acquire the
personal copies of the respective authors. Allāh Ta'ālā has
made this possible for him in the majority of them. This
also contributes to the uniqueness of his works.

Shaykh Muhammad ʿAwwāmah (hafizahullāh) became

famous through his introductions of his researched books.
These introductions generally serve as a critical yet fruitful
and academic analysis of the book at hand.

He is engaged in the service of knowledge and its seekers

for the past fifty years.63 Despite his illnesses, he
continues to do so with astounding loyalty in Madīnah
Munawwarah64. May Allāh Ta'ālā grant the respected
Shaykh good health, a pleasant lengthy life and safety

Imām Suyūtī’s Al-Jāmi’us Saghīr with ‘Allāmah Munāwī’s

commentary; Faidul Qadīr and other works.
May Allāh Ta’ālā grant Shaykh many more years with complete health
and ‘āfiyah for the benefit of the Ummah. Āmīn.
63 At present it is over sixty years. May Allāh Ta’ālā grant Shaykh

many more years with ‘āfiyah.

64
Shaykh has recently (2017) relocated to Istanbul.
 64

from all evil and calamities. May He also continue to

benefit the ummah with his priceless wisdom. (Āmīn)