INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

COURSE OUTLINE
Kulliyyah Department Programme Course Title Course Code Status Level Credit Hours Contact Hours Pre-requisites (if any) Co-requisites (if any) Instructional Strategies Course Assessment Islamic Revealed Knowledge and Human Sciences Qurn and Sunnah Studies Bachelor of IRK (Qurn and Sunnah Studies) Revelation as a Source of Knowledge RKQS 1030 Elective 1 3 3 Nil Nil Lectures and Coursework

Method Coursework Final Examination To be determined

% 50 50

Instructor(s)

Semester Offered All Semesters Course Synopsis The course will discuss the meaning, nature and main features of Divine Revelations (namely the Qurn and Sunnah of the Prophet, peace be upon him), and their important place as the sources of knowledge, thought and
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civilization in Islam apart from being the main sources of all aspects of Islamic Law. It will focus mainly on the role and contribution of Divine Revelations for the development of knowledge and science, and of the institution of learning and education in Islamic civilization, and lastly the process of Islamization of knowledge. Course Objectives 1. To acquaint the students with the reality that the Qurn and Sunnah, as revelations, constitute two inseparable sources of knowledge, thought and civilization. 2. To make the students aware of the fact that none will appreciate the revelation as source of knowledge unless one fully comprehends its message and teachings as embodied in the Qurn and the Sunnah of the Prophet (p.b.u.h). 3. To acquaint the students with the concept of knowledge and science from the Islamic perspective, and to make them aware of the fact that science, which is detached from religious guidance, will ultimately bring about all forms of corruption (fasd) to humanity. Upon completion of this course the student should be able to: 1. Explain that the Qurn and Sunnah are the ultimate sources of knowledge. 2. Analyze critically the position of anti-revelation movements. 3. Interpret the knowledge from Islamic perspective. 4. Evaluate the fundamental differences between Islamic and Western methodology of doing science. Content Outlines Weeks 1 Topics Task/Reading

Learning Outcomes

Overview of the course and the concept of way in Islam Ushama: The concept of way (revelation) in the Qurn; its Chapter 1 Von Denfer: terminological meaning according to Islam Chapter 1 Izutsu: chapt. 4 Main characteristics of way (Divine Revelation) according Ushama: Chapter 1 to Islamic perspective Von denfer: Chapter 1 Izutsu: chapt. 4 Divine Revelation in Islam the Qurn Ushama: The Collection and preservation of the Qurn. Authenticity Chapter 2 Bakar, Tawhid: of the Quran: an analysis pp. 61-76 Divine Revelation in Islam the Qurn Qaradawi, Authority of the Qurn as a primary source of Sharcah and Marja`iyyat: pp. 155-232 knowledge. Approaches of dealing with the Quran
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Divine Revelation in Islam the Sunnah of the Prophet The Sunnah and adth; meaning and distinction. Collection and documentation of the Prophets Adith. Authority of the Sunnah as a primary source of Sharcah and knowledge Divine Revelation in Islam the Sunnah of the Prophet Anti-adth movement and response of Muslim scholars. Approaches of dealing with the Sunnah of the Prophet

Koya: pp. 23-57; 103-128

Al-Sibc: Chapt. 1 Qaradawi, Kayfa: pp. 93182 The Role of Divine Revelation Safi: pp.171-193 Primary roles and contributions of Divine Revelation towards Bucaille: pp. the development of knowledge and science in Islam 133-197 The Concept of Knowledge in Islam Qurnic terminology of knowledge and scienece: cilm and macrifah. The theory of knowledge what is knowledge and science according to Islamic worldview in comparison with secular perspectives. Ways of attaining knowledge (faith, reasoning and senses) Classification of knowledge and sciences in Islam. Duties to seek out knowledge in the Qurn and Sunnah and its objectives Principles of doing knowledge and science in Islam Tawd recognition of the authority of Divine Revelation. Khilfah central place of man in the universe and trust to develop the earth. CIbdah the pursuit of knowledge and science is a worship. Emphasis on the logical thinking and authoritative sources. Repudiation against blind imitation (taqld), dependence on superstitions (khuraft) and conjecture (ann). Recognition of the relative nature of human knowledge and sciences Universal Realities and Values Commitment to transcendental and universal values cadl (justice), ikhls (sincerity), tawzun (equilibrium), macrf (righteousness), jamal (beauty), mamdah (praiseworthy), etc. Islam and scientific knowledge The concept Aytullh (the Sign of God) the natural world of creation and the duty to study it. The aim of studying nature. Qurnic persuasion to the study of nature and the development of the various disciplines of science in Islam; medicine, astronomy, mathematics, physics, history, geography, etc. Attas, Islam: pp. 127-160

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Bakar, Classification: pp. 203-226 Faruqi, Tawhid: pp. 46-57 Faruqi, Islamization: pp. 38-53

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Faruqi, Tawhid: pp. 46-57 Faruqi, Islamization: pp. 38-53 Izutsu: chapt. 4 Bucaille: pp. 133-197

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The Philosophy and Aim of Islamic Education The concept of Islamic education vis-a-vis the secular system. Objectives of Islamic education insn li versus waan li

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References

Al-Attas, Aims: pp. 1-13; 76-88; 104-117 Rosnani: pp. 77-102 Main features of Islamic educations Al-Attas, Aims: Integration of theory and practice, knowledge and camal pp. 1-13; 76-88; li. Integration of Far cAyn and Far Kifyah in a single 104-117 institution of learning. Respect of the hierarchy of knowledge Rosnani: pp. 77-102 Required 1. Al-Attas, Syed Muhammad al-Naquib (1978), Islam and Secularism, Petaling Jaya: ABIM. 2. Al-Attas, Syed Muhammad al-Naquib (1980), ed., Aims and Objectives of Islamic Education, Jeddah: King Abdul Aziz University. 3. Bakar, Osman (1989), Classification of Knowledge in Islam, Kuala Lumpur: Malaya University Press. 4. Bucaille, Maurice (2000), The Bible, The Qurn and Science, Kuala Lumpur: AS Noordeen. 5. Izutsu, Toshihiko (n.d.), God and Man in The Qurn, Kuala Lumpur: AS Noordeen. 6. Koya, P. K. (2000), ed. adth and Sunnah; Ideals and Realities, Kuala Lumpur: Islamic Book Trust. 7. Safi, Louay (1996), The Foundation of Knowledge; A Comparative Study in Islamic Western Methods of Inquiry, Kuala Lumpur: IIUM & IIIT. 8. Ushama, Thameem (2002), Issues in the Study of the Quran, Petaling Jaya: Ilmiah Publishers. Recommended 1. Al-Farq, Ismail R. (1982), Islamization of Knowledge; Problems, Principles and Prospectives, in IIIT, eds, Islam: Source and Purpose of Knowledge, Herndon: Inter. Institute of Islamic Thought. 2. Al-Faruqi, Ismail R. & A. Omar Naseef (1981), eds., Social and Natural Sciences; The Islamic Perspective, Jeddah: King Abdul Aziz University. 3. Al-Faruqi, Ismail R. (1980), Tawhid; Its Essence and Impact, ABIM. 4. Bakar, Osman (1989), Tawhid and Science, Kuala Lumpur: Malaya University Press. 5. Nasr, Seyyed Hossein (1984), Science and Civilization in Islam, Shah Alam: Dewan Pustaka Fajar. 6. Nasr, Seyyed Hossein (1990), Traditional Islam in the Modern World, Kegan Paul International. 7. Qaradawi, Yousuf (n.d.), Al-Marja`iyyat al-Ulya fi al-Islam, Cairo: Maktabat Wahbah. 8. Qaradawi, Yousuf (1991), Kayfa Nata`amal ma`a al-Sunnah al-Nabawiyyah (3rd edn.), Virginia: IIIT. 9. Rosnani Hashim (1996), Educational Dualism in Malaysia, USA: Oxford University Press. 10. Sardar, Ziauddin (1989), Explorations in Islamic Science, Mansell.
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11. Seyyed Hossein Nasr and Oliver Leaman (1993), eds., History of Islamic Philosophy, 2 Volumes, London: Routledge. 12. Von Denffer, Ahmad (1983), cUlm al-Qurn; An Introduction to the Sciences of the Quran, UK: The Islamic Foundation. Proposed Start Date (Semester) Batch of Students to be Affected Semester 2, 2006-2007 Matric no. 061

Prepared by: __________________ ( )

Checked by: __________________ ( )

Approved by: ______________ (Dean/ Director)

Course Assessment Matrix: RKQS 1030

Programme Outcomes Outcome 5 Outcome 6 Course Learning Outcomes Outcome 7 1 3 2 3 Outcome 1 Outcome 2 Outcome 3 Outcome 4 1 2 2 2

1. Explain that the Qurn and Sunnah are the ultimate sources of
knowledge. 2. Analyze critically the position of anti-revelation movements. 3. Interpret the knowledge from Islamic perspective. 4. Evaluate the fundamental differences between Islamic and Western methodology of doing science. *1=course learning outcome addresses programme outcome slightly, 2=moderately, 3=substantive

3 2 1

2 3 1 1

1 2 3 3

1 1 1 1

2 2 2 3

The educational outcomes of the programmes conducted by the Department are as follows: 1. The ability to articulate the position of the Qurn and the Sunnah as the ultimate sources of knowledge. (Knowledge, Islamization) 2. The ability to analyze the traditional and modern approaches in tafsr and Hadith commentary. (Critical Thinking) 3. The ability to make appropriate formulations for the application of the teachings of the Qurn and the Sunnah in an ever-changing real life situation. (Islamization/ Integration/ Management/ Life Long Learning) 4. The ability to develop appropriate methods in Qurn interpretation and Hadith commentary to suit contemporary needs. (Integration/ Social Skill/ Teamwork) 5. The ability to observe the ethical principles and code of behavior as propounded by the Qurn and the Sunnah at the individual and collective levels. (Islamization/ Ethics/ Management/ Communication) 6. The ability to apply sound methodology in dealing with the Qurn and the Sunnah. (Practical Skills/ Scientific Method) 7. The ability to evaluate the contentions of any anti-Islamic intellectual movements and to create awareness in the community against them. (Critical Thinking, Communication)