Teaching
Abdalqadir as-Sufi advocates adherence to the original legal school of Islam, the Amal of Ahl-ul-Madinah as recorded by Malik ibn Anas, since, as discussed at length in his seminal work Root Islamic Education, he considers this the primal formulation of Islamic society and a necessity for the re-establishment of Islam in the current age. Within this he further advocates and teaches the 'Aqidah of Ash'ari and the Tasawwuf of Imam Junayd Baghdadi.
Abdalqadir has been responsible for the establishment of three mosques,
- Ihsan Mosque, Norwich, England
- The Great Mosque of Granada
- The Jumu'a Mosque of Cape Town
His students are encouraged to recite the Wird of Muhammad ibn al-Habib and the instructional Qasidas from the Diwans of Muhammad ibn al-Habib and Muhammad al-Fayturi.
Abdalqadir as-Sufi teaches that suicide-terrorism is forbidden under Islamic law, that its psychological pattern stems from Nihilism, and that it "draws attention away from the fact that capitalism has failed." He has stated that Britain is on "the edge of terminal decline" and that only Britain's Muslim population can "revitalise this ancient realm". He has written extensively on the importance of monarchy and personal rule. He also regards the face-veil (or Niqab) of Muslim women as unislamic, describing it as an "evil hinduisation of women," contrary to the position of any Maliki jurist (past and present) and contrary to any of the other three schools of jurisprudence. This position whilst may challenge traditional immigrant Muslims in Europe, deeply reflects the importance of Urf, the categorisation in Maliki Fiqh that respects and forms rulings based on cultural practises and norms of the land, as a prerequisite for effective Dawah. Many other indigenous Western scholars have also taken this view but silently due to fear of backlash.
Read more about this topic: Abdalqadir As-Sufi
Famous quotes containing the word teaching:
“Whatever I may be, I want to be elsewhere than on paper. My art and my industry have been employed in making myself good for something; my studies, in teaching me to do, not to write. I have put all my efforts into forming my life. That is my trade and my work.”
—Michel de Montaigne (1533–1592)
“The most important part of teaching = to teach what it is to know.”
—Simone Weil (1909–1943)
“For good teaching rests neither in accumulating a shelfful of knowledge nor in developing a repertoire of skills. In the end, good teaching lies in a willingness to attend and care for what happens in our students, ourselves, and the space between us. Good teaching is a certain kind of stance, I think. It is a stance of receptivity, of attunement, of listening.”
—Laurent A. Daloz (20th century)