FROM THE DESK OF USTAZ ZHULKEFLEE
DE-FUSING THE CONFUSED ON “AURAH ISSUE" [*]
Muqaddimah[1]
When ethical principles and objectivity are discarded in any intellectual discourse, subsumed by prejudice and preconceived assumptions, no illumination on the issue discussed can be gained, except adding further to the confusion on the subject debated. Some unfortunately, assails such discourses as though it emanates from assiduous and credible thinkers. All the while, opposing views and counter rebuttals to their stand are seemingly “absent”, whereas in reality these were actually somewhat stifled (whether through censorship, censureship or deceptively ignored). This especially can occur when the media is controlled, and the noble objective towards providing “public education” through objective reporting becomes perceived more of an attempt towards “mass indoctrination” towards a preconceived bias. Those trained and employed to engage in such discourses may even consist of those who, when unable to respond to the truth of the argument against their stand, even stoop to irrelevant diversions. Perhaps they are schooled to some debating techniques, which uphold the maxim: “If you cannot win them, confuse them![2]” Those journalists and intellectuals who were products of the old school that honours the noble principle of just and fair reporting, are indeed rare. Thus, many issues actually become confused. Any attempts to “de-fuse” these (i.e. to unravel the confusion)[3], may face tremendous and daunting challenge of, not only the need to sort out and reclarifying the issues discussed, but at times it becomes necessary to exposing certain unfair methods used.
As the organization of Islamic scholars and religious teachers in Singapore [4] , PERGAS, we feel it to be our duty to clarify issues and engage in intellectual discourse especially when aspects of Islamic teachings are being misconstrued or further confused. We believe that human beings are given sufficient intellect to judge on issues themselves without being coerce or compel, such that Allah s.w.t. in the Qur’an assures us: “Let there be no compulsion in matters of faith, for the clear guidance (truth) is distinct from error.” (Q: al-Baqarah: 2: 256) This therefore requires the presence or the availability of all views to be fairly presented to be considered. Tampering with this process, for example by purposeful exclusion or deceptive argumentations, may be regarded as forms of coercion which should not be left unrefuted. Sobriety in the person also is crucial and there may be a need to ‘detoxicate’ those whose minds may have been poisoned by elements of prejudiced reportings and deceptively fallacious arguments. And failure of those with the right knowledge to present the truth would mean failure on their part to fulfil a trust. And as educators, more so would be the imperative to ensure clarity even in the usage of words and terminologies to the extent that a renown contemporary Islamic scholar and thinker, Dr. S M Naquib al-Attas profoundly warns:
When ethical principles and objectivity are discarded in any intellectual discourse, subsumed by prejudice and preconceived assumptions, no illumination on the issue discussed can be gained, except adding further to the confusion on the subject debated. Some unfortunately, assails such discourses as though it emanates from assiduous and credible thinkers. All the while, opposing views and counter rebuttals to their stand are seemingly “absent”, whereas in reality these were actually somewhat stifled (whether through censorship, censureship or deceptively ignored). This especially can occur when the media is controlled, and the noble objective towards providing “public education” through objective reporting becomes perceived more of an attempt towards “mass indoctrination” towards a preconceived bias. Those trained and employed to engage in such discourses may even consist of those who, when unable to respond to the truth of the argument against their stand, even stoop to irrelevant diversions. Perhaps they are schooled to some debating techniques, which uphold the maxim: “If you cannot win them, confuse them![2]” Those journalists and intellectuals who were products of the old school that honours the noble principle of just and fair reporting, are indeed rare. Thus, many issues actually become confused. Any attempts to “de-fuse” these (i.e. to unravel the confusion)[3], may face tremendous and daunting challenge of, not only the need to sort out and reclarifying the issues discussed, but at times it becomes necessary to exposing certain unfair methods used.
As the organization of Islamic scholars and religious teachers in Singapore [4] , PERGAS, we feel it to be our duty to clarify issues and engage in intellectual discourse especially when aspects of Islamic teachings are being misconstrued or further confused. We believe that human beings are given sufficient intellect to judge on issues themselves without being coerce or compel, such that Allah s.w.t. in the Qur’an assures us: “Let there be no compulsion in matters of faith, for the clear guidance (truth) is distinct from error.” (Q: al-Baqarah: 2: 256) This therefore requires the presence or the availability of all views to be fairly presented to be considered. Tampering with this process, for example by purposeful exclusion or deceptive argumentations, may be regarded as forms of coercion which should not be left unrefuted. Sobriety in the person also is crucial and there may be a need to ‘detoxicate’ those whose minds may have been poisoned by elements of prejudiced reportings and deceptively fallacious arguments. And failure of those with the right knowledge to present the truth would mean failure on their part to fulfil a trust. And as educators, more so would be the imperative to ensure clarity even in the usage of words and terminologies to the extent that a renown contemporary Islamic scholar and thinker, Dr. S M Naquib al-Attas profoundly warns:
“The learned and wise among Muslims must use constant vigilance in detecting erroneous usage in language which impinges upon semantic change in major key elements and creates general confusion and error in the understanding of Islam and of its worldview.[5]”
Presenting counter arguments for the sake of clarity and truth, even if done with passion should not be mistaken as being confrontational by those especially who may already hold an opinion. Intellectual exchanges or what some may regard as disputations and arguments are not at all bad. Nay, in some instance can even be deemed to be necessary. It is the manner of how disputation that one undertakes that must be scrutinized, for Allah s.w.t. says:
“and argue with them in the most kindly manner: for, behold, thy Sustainer knows best as who strays from His path, and best knows He as to who are the right-guided.”
(Qur’an: an-Nahl: 16: 125)
Our (PERGAS) intention to present this book is a continuation of our effort towards educating the masses on aspects of Islam in the face of contemporary issues. Although the issue chosen may be critical towards some policies or runs counter to some peoples social agenda, our concern is very much towards wanting to be understood. Lest, misconceptions regarding Islam and Muslims become fossilized as though these are true and in accord with reality; or that “the straw man be mistaken as the real farmer.”
We do not claim that what we present here is exhaustive and final, only that we have honestly and sincerely presented as best as we can our views and opinions on the matter, guided by our knowledge of the Deen of Islam and on our understanding of the issue of the Tudung in Singapore.
O Allah! We acknowledge....
“Limitless art Thou in Thy Glory! No knowledge have we save that which Thou hast imparted unto us. Verily, Thou alone art all-knowing, truly wise!”
(Qur’an: al-Baqarah: 2: 32)
Although there are many issues highlighted in the media which somewhat require adequate response where we detect confusion, we have chosen specifically the issue of the “tudung” and the national school uniform policy as the subject of this book. At the time of compiling this book, the ruling on uniform in Singapore school has remained status quo – i.e. unchanged where the authority refuse to accede to requests for Muslimah students to don the headscarf as required by their religion. PERGAS has resolved to carry on appealing to the government to accommodate the needs of the Muslim parents who wish to have their daughters comply with a religious requirement. Channels for dialogue and clarifications of issues that are accessible to the interested general public seem to be limited only to the media. But even this too is constrained by space and editorial concerns, which tend to delimit what can be said, therefore inevitably hampers a free-flow of arguments. We have decided to present our views through this publication as we feel that written documentations of ideas in book form (treaties) has been a neglected option, although it has been one of the traditional medium amongst Islamic scholars in the past, which we feel ought to be now revived. Whatever is written can be subjected to scrutiny and is less likely to be distorted as compared to mere verbal transmission. We appreciate comments or even counter arguments (if any) as the objective for intellectual discourse is the truth.
“O Allah! Make us see the Truth as true and make us able to follow it. Make us see Falsehood as false, and make us able to keep away from (following) it.”
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Footnotes:
[*] " Aurah ” (Arabic term which has meanings of “deficiency, imperfection, genitals”, - but in general it refers to some aspects which one holds privately to be kept from being exposed – appropriately in the present discussion, it means “nakedness” ordained under the Islamic code for modesty). Sometimes “tudung” (Malay for scarf or headcovering) is used referring to the same issue. “Hijab” (Arabic for ‘veil’) at times are used interchangeably, but this latter term can encompass a wider discussion.
[1] ‘Muqaddimah’ –“ introduction” or Latin - ‘prolegomena’
[2] Quote from Theodore Roosevelt
[3] pun intended from the word ‘diffused’ as we feel such confusion and tension could lead to a volatile ‘explosion’ sociologically.
[1] ‘Muqaddimah’ –“ introduction” or Latin - ‘prolegomena’
[2] Quote from Theodore Roosevelt
[3] pun intended from the word ‘diffused’ as we feel such confusion and tension could lead to a volatile ‘explosion’ sociologically.
[4] At time of writing, I was then a staff (manager) and researcher, writer and served as one of the spokesman for PERGAS, and I had intended (hoped) for this article to be published as one of their publication. Alas, after Allahyarham Al-Fadhil al-Ustaz Syed Abdillah al-Jufri's demised, this was not carried through.
[5] S M Naquib al-Attas “The Concept of Education in Islam” – pg 37-38 published by ISTAC (KL)
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