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Showing posts with label Women Scholars. Show all posts
Showing posts with label Women Scholars. Show all posts

Wednesday, February 16, 2011

Gender as Sacred Sign

Abdul Hakim Murad

..Women’s functions vary widely in the Muslim world and in Muslim history. In peasant communities, women work out of doors; in the desert, and among urban elites, womanhood is more frequently celebrated in the home. Recurrently, however, the public space is rigorously desexualised, and this is represented by the quasi-monastic garb of men and women, where frequently the colour white is the colour of the male, while black, significantly the sign of interiority, of the Ka‘ba and hence the celestial Layla, denotes femininity. In the private space of the home these signs are cast aside, and the home becomes as colourful as the public space is austere and polarised. Modernity, refusing to recognise gender as sacred sign, and delighting in random erotic signalling, renders the public space ‘domestic’ by colouring it, and makes war on all remnants of gender separation, crudely construed as judgemental.


For Muslims, a significant development in the new feminism is the renewed desire for apartness. Contemplating the crisis of egalitarian social contracts, where the burden of divorce invariably bears most heavily upon women, Daly and many others advocate an almost insurrectionist refusal of contact with the male, and the creation of ‘women’s spaces’ as citadels for the cultivation of a true sisterhood. This cannot be immediately useful to Muslims. Hermeneutics of suspicion directed against either sex are irreligious from the Qur’anic perspective. God, as a sign, ‘has created spouses for you, from your own kind, that you may find peace in them; and He has set between you love and mercy.’ (30:21) Nonetheless, the feminist demand for apartness should not be cast aside; it may even converge significantly with Islam’s provision of it.

Other aspects of Shari‘a discourse also call for elucidation. It cannot be our task here to review the detailed provisions of Islamic law, and to explain, in each individual instance, the Islamic case that gender equality, even where the concept is meaningful, can be undermined rather than established by enforced parity of role and rights. Such a project would require a separate volume of the type attempted recently by Haifa Jawad; and we must content ourselves with surveying a few representative issues.


Perhaps the most immediately conspicuous feature of Muslim communities is the dress code traditional for women


Perhaps the most immediately conspicuous feature of Muslim communities is the dress code traditional for women. It is often forgotten that the Shari‘a and the Muslim sense of human dignity require a dress code for men as well: in fully traditional Muslim societies, men always cover their hair in public, and wear long flowing garments exposing only the hands and feet. In Muslim law, however, their awra is more loosely defined: men have to cover themselves from the navel to the knees as a minimum. But women, on the basis of a hadith, must cover everything except the face, hands and feet.


Again, the feminine dress code, known as hijab, forms a largely passive text available for a range of readings. For some Western feminist missionaries to Muslim lands, it is a symbol of patriarchy and of woman’s demure submission. For Muslim women, it proclaims their identity: many very secular women who demonstrated against the Shah in the 1970s wore it for this reason, as an almost aggressive flag of defiance. Franz Fanon reflected on a similar phenomenon among Algerian women protesting against French rule in the 1950s. For still other women, however, such as the Egyptian thinker Safinaz Kazim, the hijab is to be reconstrued as a quasi-feminist statement. A woman who exposes her charms in public is vulnerable to what might be described as ‘visual theft’, so that men unknown to her can enjoy her visually without her consent. By covering herself, she regains her ability to present herself as a physical being only to her family and sorority. This view of hijab, as a kind of moral raincoat particularly useful under the inclement climate of modernity, allows a vision of Islamic woman as liberated, not from tradition and meaning, but from ostentation and from subjection to random visual rape by men. The feminist objection to the patriarchal adornment or denuding of women, namely that it reduces them to the status of vulnerable, passive objects of the male regard, makes no headway against the hijab, responsibly understood.


A further controversy in the Shari‘a’s nurturing of gender roles centres around the institution of plural marriage.


A further controversy in the Shari‘a’s nurturing of gender roles centres around the institution of plural marriage. This clearly is a primordial institution whose biological rationale is unanswerable: as Dawkins and others have observed, it is in the genetic interest of males to have a maximal number of females; while the reverse is never the case. Stephen Pinker notes somewhat obviously in his book How the Mind Works: ‘The reproductive success of males depends on how many females they mate with, but the reproductive success of females does not depend on how many males they mate with.’


Islam’s naturalism, its insistence on the fitra and our authentic belongingness to the natural order, has ensured the conservation of this creational norm within the moral context of the Shari‘a. Polygamy, in the Islamic case, appears as a recognisably Semitic institution, traceable back to an Old Testament tribal society frequently at war and unequipped with a social security system that might protect and assimilate widows into society. However it is more universal: classical Hinduism permits a man four wives, and there are many Christian voices, not only Mormons, who are today calling for the restoration of polygamy as part of an authentically Biblical lifestyle. (See, for example, http://www.familyman.u-net.com/polygamy.html)


Islam’s theology of gender thus contends with a maze, a web of connections which demand familiarity with a diverse legal code, regional heterogeneity, and with the metaphysical no less than with the physical. This complexity should warn us against offering facile generalisations about Islam’s attitude to women. Journalists, feminists and cultivated people generally in the West have harboured deeply negative verdicts here. Often these verdicts are arrived at through the observation of actual Muslim societies; and it would be both futile and immoral to suggest that the modern Islamic world is always to be admired for its treatment of women. Women in countries such as Saudi Arabia, where they are not even permitted to drive cars, are objectively the victims of an oppression which is not the product of a divinely-willed sheltering of a sex, but of ego, of the nafs of the male.

Muslim women have for long periods of Islam’s history left their homes to become scholars.

Biology should be destiny, but a destiny that allows for multiple possibilities. Women’s discourse valorizes the home; but Muslim women have for long periods of Islam’s history left their homes to become scholars. A hundred years ago the orientalist Ignaz Goldziher showed that perhaps fifteen percent of medieval hadith scholars were women, teaching in the mosques and universally admired for their integrity. Colleges such as the Saqlatuniya Madrasa in Cairo were funded and staffed entirely by women. The most recent study of Muslim female academicians, by Ruth Roded, charts an extraordinary dilemma for the researcher:


‘If U.S. and European historians feel a need to reconstruct women’s history because women are invisible in the traditional sources, Islamic scholars are faced with a plethora of source material that has only begun to be studied. [ . . . ] In reading the biographies of thousands of Muslim women scholars, one is amazed at the evidence that contradicts the view of Muslim women as marginal, secluded, and restricted.’

Stereotypes come under almost intolerable strain when Roded documents the fact that the proportion of female lecturers in many classical Islamic colleges was higher than in modern Western universities. A’isha, Mother of Believers, who taught hadith in the ur-mosque of Islam, is as always the indispensable paradigm: lively, intelligent, devout, and humbling to all subsequent memory.

Conclusion: Muslim Societies Today

But until past ideals are reclaimed, a polarisation in Muslim societies is likely. The Westernised classes will reject traditional idioms simply because those styles are not Western and fail to satisfy the élite’s self-image. The pseudosalafi literalists will continue to reject Sufism’s high regard for women, and its demand for the destruction of the ego. The same constituency will defy legitimate calls for a due ijtihad-based transformation of aspects of Islamic law, not because of any profound moral understanding of that law, but because of a hamfisted exegesis of usul and because those calls are associated with Western influence and demands.


Whether the conscientious middle ground, inspired by the genius of tradition, can seize the initiative, and allow an ego-free and generous Muslim definition of the Sunna to shape the agenda in our rapidly polarising societies, remains to be seen. No doubt, the Sufi insight that there is no justice or compassion on earth without an emptying of the self will be the final yardstick among the wise. But it is clear that the Islamic tradition offers the possibility of a truly radical solution, offering not only to itself but to the West the transcendence of a debate which continues to perplex many responsible minds, contemplating an emergent society where the absence of roles presides over an increasingly damaging absence of rules.

Read full paper:
http://www.masud.co.uk/ISLAM/ahm/gender.htm

'Islam, Irigaray, and the retrieval of gender'
©Abdal Hakim Murad (April 1999)

Brief biography of Shaykh Abdul Hakim Murad (Timothy J. Winter):
http://baytunur.blogspot.com/2010/02/perceived-failure-of-traditional.html

Thursday, October 21, 2010

Seek Knowledge! An Obligatory Duty for Muslims!

1. Published: Friday, 26 January, 2007, 10:52 AM Doha Time

Prophet Muhammad sallallaahu 'alaihi wa sallam said: “Seeking knowledge is obligatory upon every Muslim.” (Related by Ibn ‘Adiyy, Al-Bayhaqi and Al-Tabarani). 

Though this Hadith is known and memorised by most Muslims, the essence, the amount, and the kind of knowledge referred to in this Hadith remains misunderstood by many. What are the minimum teachings that every Muslim – male or female – is required to know about his Deen?

A. Types of knowledge in Islam
Muslim scholars classify knowledge into two categories:

1: Obligatory knowledge (fardh ‘ayn): This refers to knowledge of the fundamentals of Islamic beliefs which every Muslim must know. Seeking this knowledge is an obligatory duty upon every Muslim. All obligatory knowledge deal exclusively with al-’Ilm al-Shar’i, that is, knowledge pertaining to Islamic faith, acts of worship, and the necessary transactions in the daily dealings of a Muslim.

2: Optional knowledge (fardh kifayah): This is not a duty required of every individual, but rather it falls upon the community as a whole. Hence, if a group of individuals in the community undertake to acquire this kind of knowledge, all other individuals will be exempted from this duty, and the whole community will be free from responsibility or negligence to acquire this kind of knowledge. Examples of such knowledge include studying Islamic law and other basic sciences, industries and professions which are vital for the welfare of the society.

Unlike obligatory knowledge, optional knowledge covers part of Islamic knowledge and all worldly knowledge. The former is called al-’Ilm al-Shar’i al-Kifa’i (optional Islamic knowledge), while the latter is called al-’Ilm al-dunyawi (worldly knowledge).
a) Religious sciences: These cover all branches of Islamic shari’ah, such as: tafseer (Qur’anic exegeses), fiqh, hadith sciences (known as mustalah al-hadith or ‘Ilm usul al- hadith), seerah (the Prophet’s biography), Islamic political science, (As-siyasah al- shar’iyah), Islamic history, etc.

Each of these sciences may require knowledge of other sciences to cover fully and comprehensively the substance of the matter studied. For example: tafseer needs Arabic grammar, Arabic literature, and other linguistic skills; Hadith sciences need the science of criticism (which looks at the narrators’ credibility, trustworthiness, power of memorisation, etc), called ‘Ilm al-jarh wat-ta’deel.

b) The natural and applied sciences: These are all the basic sciences, industries and professions which are of vital necessity for the welfare of the community. Examples of such fields include: engineering; agriculture, fisheries, food sciences, etc. Leaders of every Muslim community should always do their best to procure the necessary number of scholars, professionals and qualified men and women in all fields of optional knowledge needed by the community. For example, Muslims in a non-Muslim country must train sufficient number of shari’ah scholars to answer questions raised by members of the community. They must also prepare enough educators – administrators, teachers and counsellors to fill the growing needs of Islamic schools in this country. Both male and female Muslim doctors are needed in every city to care for male and female Muslim patients, respectively.
From the above discussion, we can fully understand the responsibility that lies upon the shoulders of Muslims in this continent.

Minimum requirements for Islamic sciences

First, the understanding fundamentals of Iman: This is also called ‘Ilm Usul ud-Deen (Fundamentals of Deen), or ‘Ilm al-Tawheed (the Oneness of Allah), or simply ‘Aqeedah (Islamic faith). Every Muslim must have a general knowledge of all matters pertaining to his faith. He should have a clear understanding of the Lord he worships, the Prophet he follows and the Deen to which he committed himself. Needless to say, one should exert the best of one’s effort to acquire these fundamentals.

Second, understanding Islamic rules and conduct (fiqh al-ahkam): This is also called fiqh al-’Ibadat (understanding of acts of worship). This field covers all aspects of the Islamic acts of worship that are necessary for the correct practice of one’s Salat, Zakat, Sawm, and Haj.
It als covers all aspects of family issues, such as marriage, divorce, children’s education, as well as rules and regulations for one’s business transactions such as, buying, selling, borrowing lending, etc. A Muslim is obligated to learn from fiqh al-ahkam only matters that are related to Ibadah (worship) he need to perform; and rules of a particular transaction he wants to undertake. For example, if a Muslim has not reached the age for prayer or fasting, he does not have to learn about them though he may be encouraged to do so. Also, if one does not have the necessary means to perform Haj, one does not need to learn its rituals until one becomes able to undertake the Haj journey.

By learning those two branches, a Muslim will know His Lord by all His beautiful names and Most High attributes. He will know the status, function and rights of the Prophets. He will follow a similar course when dealing with other required beliefs, such as the belief in the Angels, the Books, the Predetermined Decree, the Last Day, the punishment in the grave, etc. On the other hand, before performing any act of worship, a Muslim should know the requirements, the conditions and the desirable actions pertaining to that act. Hence, He will never practice any act of worship or undertake any transaction not sanctioned by the Qur’an or Sunnah.

Just by contemplating the Islamic knowledge of Muslims today, the reader can realise how much those two disciplines, which are required of every Muslim, have been neglected, if not totally ignored.

Unfortunately, there are many Muslim professors, doctors, and engineers, who hold the most advanced academic or professional positions in their respective institutions, yet do not possess the minimum knowledge of the Islamic sciences. Ironically, while it takes only a few weeks or even a few days to acquire the obligatory Islamic knowledge, it may take at least two years to obtain a basic degree in any worldly field.

Indeed, it is through knowledge and sincerity that one can enter paradise. This is how we can understand the Hadith of our beloved Prophet sallallaahu 'alaihi wa sallam, “Whoever adopts the path of seeking knowledge, Allah eases for him the way to Paradise.” (Related by Ahmad, Al-Tirmidhi, Abu Dawud, Ibn Majah, and Al-Darami).

The following Hadith is a strong reminder for anyone of us whom Allah has blessed with some Islamic knowledge: “Whoever is asked about a knowledge that he knows about and then hides it and keeps it away, he
will be bridled on the Day of Judgment with a bridle of fire.” (Related by Ahmad, Abu Dawud 
and Al-Trimidhi).

2. Friday speech delivered by Imam Mohamed Baianonie at the Islamic Center or Raleigh, NC on January 21, 2000

Knowledge is the road to Iman belief, and leads the person to fear Allah (S.W.T.). The fear, that is based on knowledge, regulates the person's deeds. Knowledge is the one that leads to fear of Allah, which in turn entices action. Allah (S.W.T.) said in surat Fatir, (Verse 28), what can be translated as, "It is only those who have knowledge among His slaves that fear Allah." Because of that, Allah (S.W.T.) brought the people of knowledge to different higher levels according to their knowledge, For that reason Allah (S.W.T.) raised up the degree of those who have knowledge, He (S.W.T.) said in surat Al-Mujadilah, (Verse 11), what can be translated as, "Allah will exalt in degree those of you who believe, and those who have been granted knowledge."

Knowledge of deen gathers and contains all righteous deeds and it is a sign of acceptance and pleasure of Allah (S.W.T.) with His servant. Imams Bukhari and Muslim reported that the prophet Muhammad (S.A.W.) said: "If Allah wants to do good to a person, He makes him understand and learn the deen."

Knowledge comes before Ibadah and regulates it, so no Ibadah is accepted unless it is based upon correct knowledge. For this reason, the prophet (S.A.W.) considered the person of knowledge to have much higher status than the worshipper. 

The prophet Muhammad (S.A.W.) elevated the one who has knowledge over the worshiper, He (S.A.W.) said in a good hadith reported by Imam At-Tirmithi,"An ‘Aalim (learned person in the deen) is as much superior to an ‘Aabid (Worshiper) as I am superior to the lowest among you." In another hadith reported by Imam Abu-Dawoud and At-Tirmithi, that the prophet Muhammad (S.A.W.) said: 

"An ‘Aalim (learned person in the deen) is as much superior to an ‘Aabid (Worshiper) as the full moon is superior to all stars."

The prophet (S.A.W.) considered seeking knowledge obligatory upon every Muslim, male or female. His teaching included all with no exception. Even the women took their share in seeking knowledge. Imam Bukhari reported that some woman requested the prophet (S.A.W.) to fix a day for them as the men were taking all his time. On that he promised them one day for lessons, so he preached and commanded them…"

Shyness did not prevent the women from seeking knowledge. Imam Bukhari reported that A'isha (R.A.) said: "The best woman are the woman of ansar because their shyness did not stop them from learning the deen."

The companions of the prophet were very eager to seek knowledge. They use to ask the prophet about every matter in their lives, and the prophet (S.A.W.) used to answer them with what Allah (S.W.T.) had taught him with humbleness and kindness.

The companions of the prophet (S.A.W.) used to alternate and rotate going to the Masjid of the prophet (S.A.W.) so that they do not put off their worldly work and nothing of seeking knowledge slips away. 

Umar (R.A.) is one example. Imam Bukhari reported that Umar Bin Alkhattab (R.A.) said: "My Ansari neighbor and I used to live far away from the masjid of the prophet (S.A.W.), and we used to visit the prophet (S.A.W.) by turns. He used to go one day and I go another day. When I went I used to bring him the news of that day regarding the revelation and other thing, and when he went, he used to do the same for me…"

Even the Bedouins used to travel a long distance to Madinah to seek knowledge by asking the prophet (S.A.W.). Imam Bukhari reported that Dimam bin Tha'labah came riding on a camel. He made his camel kneel down in the mosque, tied its foreleg and then said: "Who amongst you is Muhammad? At that time the prophet was sitting among his companions leaning on his arm. The companions replied, "This white man leaning on his arm. The man then addressed him. "O son of Abdl Muttaleb, I want to ask you something and will be hard in questioning. So do not get angry. The prophet said: "Ask whatever you want…" (Then the Bedouin, asked him many questions, and the prophet (S.A.W.) answered them all.)

The prophet (S.A.W.) ordered his companions who learned to teach others even if it is little. Imam Bukhari reported that the prophet Muhammad (S.A.W.) said: "Convey on my behalf even if it is only a verse (of the Qur'an)…"

Also Imam At-Termithi reported a good hadith that the prophet Muhammad (S.A.W.) said: "May Allah prosper the affairs of a person who hears something from us and communicates it to others exactly as he has heard it. Many a man to whom something is convened retains it in his memory and understands it better than the one who has heard it."

The prophet (S.A.W.) warned from keeping knowledge secret. 

Imams At-Tirmithi and Abo Dawud reported a good hadith that the prophet Muhammad (S.A.W.) said: "He who is asked about knowledge and conceals it, will be bridled with a bridle of fire on the Day of Resurrection."

The companions of the prophet (S.A.W.) were keen on seeking knowledge and spreading it during the life of the prophet (S.A.W.) and after. They traveled in the land to teach people and became within less than a quarter of a century the strongest Ummah on the face of the earth with what they had carried from the knowledge of deen and the knowledge the worldly life. With that, they became prosperous and the whole humanity became prosperous. This prosperity remained for so many centuries that history could not ignore. Many scientific remains in all aspects of science are still around.

Regression of this Muslim Ummah then started sometime in its history. This regression closely accompanied the attitude of laziness and carelessness and turning away from knowledge, so ignorance started to spread in place of knowledge until this Ummah became the most backward Ummah.

To revive this Ummah and empower it again with knowledge and leadership that it once had, we must spread the correct knowledge of the deenuAllah (S.W.T.) because from this knowledge stems all other knowledge. And it is a must that we take practical steps to achieve this.

We ask Allah (S.W.T.) to help us to seek knowledge and to bless us with sincerity in our sayings and deeds. O Allah! Increase our knowledge. "Ameen

Thursday, March 4, 2010

Muslim Women Scholars in History

Dr. Muhammad Zubayr Siddiqi


Islam, as a religion which (unlike Christianity) refused to attribute gender to the Godhead, and never appointed a male priestly elite to serve as an intermediary between creature and Creator, started life with the assurance that while men and women are equipped by nature for complementary rather than identical roles, no spiritual superiority inheres in the masculine principle. As a result, Islam produced a large number of outstanding female scholars, on whose testimony and sound judgment much of the edifice of  Islam depends.


Since Islam's earliest days, women had been taking a prominent part in the preservation and cultivation of hadith, and this function continued down the centuries. At every period in Muslim history, there lived numerous eminent women-traditionists, treated by their brethren with reverence and respect. Biographical notices on very large numbers of them are to be found in the biographical dictionaries.


During the lifetime of the Prophet and after his death, many women Companions, particularly his wives, were looked upon as vital custodians of knowledge, and were approached for instruction by the other Companions, to whom they readily dispensed the rich store which they had gathered in the Prophet's company. The names of Hafsa, Umm Habiba, Maymuna, Umm Salama, and A'isha, are familiar to every student of hadith as being among its earliest and most distinguished transmitters. In particular, A'isha is one of the most important figures in the whole history of hadith literature - not only as one of the earliest reporters of the largest number of hadith, but also as one of their most careful interpreters.


In the period of the Successors, too, women held important positions as traditionists. Umm al-Darda'(d.81/700)  was held by Iyas ibn Mu'awiya, an important traditionist of the time and a judge of undisputed ability and merit, to be superior to all the other traditionists of the period, including the celebrated masters of hadith like al-Hasan al-Basri and Ibn Sirin.


'Amra was considered a great authority on traditions related by A'isha. Among her students, Abu Bakr ibn Hazm, the celebrated judge of Medina, was ordered by the caliph Umar ibn Abd al-Aziz to write down all the traditions known on her authority.


These devout women came from the most diverse backgrounds, indicating that neither class nor gender were obstacles to rising through the ranks of Islamic scholarship. For example, Abida, who started life as a slave owned by Muhammad ibn Yazid, learnt a large number of hadith with the teachers in Median. She was given by her master to Habib Dahhun, the great traditionist of Spain, when he visited the holy city on this way to the Hajj. Dahhun was so impressed by her learning that he freed her, married her, and brought her to Andalusia. It is said that she related ten thousand traditions on the authority of her Medinan teachers.


Zaynab bint Sulayman (d. 142/759), by contrast, was a princess by birth. Her father was a cousin of al-Saffah, the founder of the Abbasid dynasty, and had been a governor of Basra, Oman and Bahrayn during the caliphate of al-Mansur. Zaynab, who received a fine education, acquired a mastery of hadith, gained a reputation as one of the most distinguished women traditionists of the time, and counted many important men among her pupils.


This partnership of women with men in the cultivation of the Prophetic Tradition continued in the period when the great anthologies of hadith were compiled. A survey of the texts reveals that all the important compilers of traditions from the earliest period received many of them from women shuyukh: every major collection gives the names of many women as the immediate authorities of the author. And when these works had been compiled, the women traditionists themselves mastered them, and delivered lectures to large classes of pupils, to whom they would issue their own ijazas.


The last woman traditionist of the first rank who is known to us was Fatima al-Fudayliya, also known as al-Shaykha al-Fudayliya. She was born before the end of the twelfth Islamic century, and soon excelled in the art of calligraphy and the various Islamic sciences. Towards the end of her life, she settled at Mecca, where she founded a rich public library. In the Holy City she was attended by many eminent traditionists, who attended her lectures and received certificates from her. Among them, one could mention in particular Shaykh Umar al-Hanafi and Shaykh Muhammad Sali. She died in 1247/1831.


Throughout the history of feminine scholarship in Islam it is clear that the women involved did not confine their study to a personal interest in traditions, or to the private coaching of a few individuals, but took their seats as students as well as teachers in pubic educational institutions, side by side with their brothers in faith. The colophons of many manuscripts show them both as students attending large general classes, and also as teachers, delivering regular courses of lectures.


For instance, the certificate on folios 238-40 of the al-Mashikhat ma al-Tarikh of Ibn al-Bukhari, shows that numerous women attended a regular course of eleven lectures which was delivered before a class consisting of more than five hundred students in the Umar Mosque at Damascus in the year 687/1288.


Another certificate, on folio 40 of the same manuscript, shows that many female students, whose names are specified, attended another course of six lectures on the book, which was delivered by Ibn al-Sayrafi to a class of more than two hundred students at Aleppo in the year 736/1336.


And on folio 250, we discover that a famous woman traditionist, Umm Abd Allah, delivered a course of five lectures on the book to a mixed class of more than fifty students, at Damascus in the year 837/1433.


Read full paper:





The above article originally appeared as Chapter 6, pp. 142-153, in Hadith Literature: Its Origin, Development, Special Features & Criticism by Dr. Muhammad Zubayr Siddiqi. A revised edition is now available, rearranged and modified under the title, Hadith Literature: Its Origins, Development & Special Features published by Islamic Texts Society (Cambridge, 1993). The original edition is out of print.


Dr. Muhammad Zubayr Siddiqi: Sir Ashutosh Professor of Islamic Culture, Calcutta University, 1961.