Da’wah in the Age of BB & iPhones
by Jannah

By (the Token of) Time (through the ages),
Verily Man is in loss, except such as have Faith,
and do righteous deeds, and (join together) in the mutual teaching
of Truth, and of Patience and Constancy.”
(Qur’an, Chapter 103)



In the 103rd chapter of the Qur’an, Allah subhanahu wa ta’ala (Glorified and Exalted is He) gives us a blueprint for our lives: Have faith, do righteous deeds, and join together to teach people truth, patience and constancy. Our first priority then is to have this faith and to do good deeds as individuals, families and a collective community. Secondly, we need to teach others.

Everyday, people interact and learn from the internet. The world is now so wired that people sleep with their iPhones so that they don’t miss anything. (Yes admit it!) The statistics on how obsessed people are with things like Facebook are mind-boggling. The internet ‘cloud’ is now the living space of the world. Everyday, there are new and more sophisticated anti-Islamic websites, rants on Youtube and powerful bloggers that publish their latest Islamophobic tirades. Where are the Muslims?

Shaykh Hamza Yusuf once said, “Spend a little time on the Internet, and search for issues related to Islam, the way people who have little or no knowledge about Islam might do if they were curious about our religion. Try Google searches for terms like “jihad” or “women in Islam,” and see the top websites and links that appear. Compare some of the websites run by Muslims with the ones run by people attacking the Muslims, and note the difference.” Indeed, what we will find is that we still have a lot of work to do. Not just for non-Muslims but for Muslims as well. We need to do something to counter this disinformation about Islam.

“Invite (all) to the way of thy Lord with wisdom and beautiful preaching;
and argue with them in ways that are best and most gracious:
for thy Lord knows best who have strayed from His Path and who receive guidance.”
(Qur’an, 16:125)

My philosophy since the 90’s has not been that we need to convert people. That is not our job. Faith is something that is between a person and Allah (swt). Our job is to present the real, true, good Islam. It is up to people if they want to believe, understand, sympathize or hate. (There will always be people who won’t believe and we should accept that.) However, we should not accept when the Palin-Geller monsters of the world create a “terrorism-honor-killing-jeehad-shariah-izlam” and present that to the world as our faith. That is not fair, and it’s about time that each of us participates in taking back our own narrative. The Qur’an asks us to join together in this mutual teaching. We need to step up, participate, represent, and bring true Islam to the people.

You might ask at this point if one person/website/blog/video/tweet can make a difference. The way I look at it is, that if one person is affected positively by what you’ve created, it is well worth the effort. (It can even be beneficial to you.)

So the typical image of an Islamic website you might have is of an elderly scholarly Shaykh (with a big beard) posting long religious edicts! Or perhaps a programmer in big glasses typing feverishly away in complex programming languages. Yet, the websites of today are far more nuanced and don’t have to be in ‘traditional website’ form. Easy software, helpful guides and simple interfaces make everything accessible, even to those not technically inclined. You also do not have to be a scholar or “perfect” in religiosity to show different aspects and positive sides of Islam.

A few great examples of non-traditional ‘Islamic websites’ that have popped up recently:

Muslim heroes/Muslims wearing things – blogs in response to Islamophobes showing the huge diversity of what Muslims are doing to serve the world and what Muslims actually look like and wear.
iPhone Islamic apps – now you can do everything from finding a Halal restaurant in a new city to memorizing online with a Tajweed master.
How-to-Hijab videos – Youtube videos showing girls how to pin their Hijabs.
Twitter’s Hadith-a-day – tweets a reflective Hadith a day to thousands of followers.
Muslim media & radio shows – broadcasting everything from Qur’an recitation to discussions on relevant topics for Muslims.
Halal food blog – all about creating great Halal recipes, good substitute ingredients and traditional foods from the Muslim world.
Muslim anime artists – creating anime and comics representing Muslims and their struggles.
Flickr collections – showing Muslim architecture, art and life throughout the Muslim world through photos.
Facebook fan pages – fan pages on such diverse topics as Salahuddin Ayyubi, Muslims & Science Fiction and Steampunk Shariah.
Youtube Muslim skits & parodies – cartoons, skits and entertainment for all, by funny people and MSAs.
Yahoo! comments – Muslims who comment on Islam related articles to counter all the hate. (Hey, we have to start somewhere!)
These are all just ordinary, individual Muslims using their talent to educate and spread Islam online. They’re not perfect and I’m sure their diverse opinions will differ, along with the way they went about things, but the point is they are regular, normal, struggling Muslims expressing their own faith, interests and daily lives to others.

So what about the rest of us? There are so many Muslims that have such great talents and skills. Each of us can contribute to this mutual teaching. So how do we get started in making something beneficial? And what are some steps in the process?

But oars alone can ne’er prevail to reach the distant coast;
The breath of Heaven must swell the sail, or all the toil is lost.

– William Cowper

Pre-Step 1: Purify your intention. Anything we do should be for Allah (swt), so it’s important to keep in mind our goals and original intentions.

Step 1: Find your niche. Do you have any special abilities or talents? Do you know how to program Islamic widgets, themes, apps, software? What are you interested in? Do you like politics? Art? Software? Poetry? History? Fashion? What kind of website do you want to create? Do you want to start a blog? Create some funny videos? Gather articles on a specific topic? Live stream local lectures and study circles? Start a forum for a certain hobby? Open a Yahoogroup for people similar to you or for your local community? Every Muslim can contribute in their own way, so think of the way you can best contribute, using your interests and skills.

Step 2: Do some research. See what’s out there in the areas you’re interested in. Who is the audience you are targeting? Muslims, non-Muslims – both or a specific group? Do you think your website will be useful to them? Does it add value to what is already out there? How is it different or needed? Analyze what works and what doesn’t. Seeing other things might spark some new ideas or help you find where you are most needed. If the idea is out there already, you could do something similar or a little different. If someone is already doing what you’re interested in, then you should join and strengthen them. You might even want to contribute something or help an established site out there already instead of starting something new.

Step 3: Get started. Create some content! You don’t have to buy your own domain and host your own site at this point, which can be expensive and technically complicated. You can use free services like WordPress, , Tumblr, Youtube, Vimeo, Flickr, Deviantart, Twitter, Facebook, etc. Find things you can use for your site, write to publishers and authors for permission. Write articles, create videos, and start tweeting. Be smart, innovative, creative and fresh. There is so much potential for us out there with so many great ideas.

Step 4: Advertise and allow for feedback. Advertise in Google, post comments on other blogs, and list your site in Islam related search engines. Ask other website owners, friends and those who might be interested to take a look and give you suggestions. Tweak and change where needed. Keep your goal in mind and don’t mind negative criticism. Don’t be discouraged if you don’t get the response you wanted. The internet is a big place, but know that you have contributed positively, insha’Allah (God willing).

Step 5: Try to keep it up. This is actually the hardest step. There are so many outdated and orphaned Islamic sites out there. Or worse, good things that were completely deleted! Don’t destroy good work. Pass it on, delegate or encourage others to continue. Keep updating and posting, be current and in touch.

“The World is three days:
As for yesterday, it has vanished, along with all that was in it.
As for tomorrow, you may never see it.
As for today, it is yours, so work in it.”
- Hasan al-Basri

Some guidelines that can help keep your website da’wah (call to Islam) friendly:

Keep sites small, simple, clear and organized. With more and more people accessing the web using their mobile and hand-held devices, a complex and maze-like site is near impossible to navigate. Include what the site is about, who it’s for, who’s behind it, what we can find and why. There’s no point to androgynous, nameless, anonymous Islamic sites. People crave a personal connection, so why not share who you are and what you’re about as a Muslim.
Share, collaborate and work with others that have the same goals and interests. What’s better? Having 10 tiny sites with a few articles here and there on ‘Women in Islam’ or having one collaborative site by ten people on women in Islam? Obviously, synergy is better. Let’s strengthen and grow what we have already. Then, strive to expand your site, recruit contributors and moderators, and make your website a collective effort. We can also work with non-Muslims in our shared goals as well. It’s of interest to note that in Surah al-Asr, Allah (swt) mentioned universal principals that we all share. So a site on Hijab (head covering) can collaborate with those of other religions that talk about their covering traditions. A site on a Muslim soup kitchen should link with other charitable groups.

Avoid controversial Islamic issues and Fatwas; let’s leave those to the real scholars. Some sites can easily degrade into fighting over five issues: Shia/Sunni, moonsighting, meat, music and Mawlid. It can get ugly. People also ask difficult complex Fiqh (understanding of Islamic laws) questions because they really need help. It’s easy to give them an answer, but we may not have the wisdom or knowledge to give them the best answer. For example, we could give them a very strict, difficult opinion we know of, while there is an easier and just as Islamic way out there. We’re also unable to know all the details and conditions of a person’s problems or follow up with them. Leave it to the professionals.
Use wisdom and kindness when speaking to other Muslims and to non-Muslims. Follow the general Islamic guidelines of Adab (proper conduct relating to each other and with the opposite gender). It’s amazing what some people say online. I’m reminded of an old Dawud Wharnsby song, ‘We use so many words but have so little to relay/ as angels scribble down every letter that we say/ All the viral attachments sent and passionate insults we vent/ It’s easy to be arrogant behind user passwords we invent/ But on the day the scrolls are laid, with every word and deed displayed/ when we read our accounts, I know, for one, I’ll be afraid.’ People may think they’re anonymous, but guaranteed you are not. Remember that literally thousands of people are reading your words, including many many non-Muslims (and government agencies). We forget that words have a powerful effect even through a computer screen. Arguing with your Muslim brother/sister to such an extent where hate starts to bloom is just wrong. A Golden Rule: Never post when you’re angry. Wait a day or two, and then respond calmly.

While ‘counter’ websites are needed, such as those dispelling myths, countering religious dogmas and refuting certain anti-Islamic sites, it’s better to create positive websites about Islam. We can talk all day about how X is wrong but it will not bring a person to Z. Any form of negativity also can keep people from learning more. Again, we’re not trying to forcibly convert anyone. We just want to show the truth about Islam and Muslims so people can understand it and us.
Allow some room for interactivity, so you’re not just sticking static pages out there. Imagine a very long lecture without any Q&A at the end! You can enable comments or have some kind of guestbook or even have an email address available. Rather than sending a one way dissemination of knowledge, you end up with ‘relationships’ and ‘conversations’. This brings a website to life. Don’t mind the haters. Feel free to censor them and keep your comments moderated. (There are so many Islamic videos/sites with disgusting comments. There’s no need to have them there.)

Stick mostly to English (or your main language) and explain concepts and words where possible. Too much of Arabic or a different language may cause people not to understand what you’re saying. It may even make Islam seem like a ‘foreign religion only for foreigners’. Even if your site is for Muslims only, not everyone knows complex Islamic terminology, Arabic or Arabic script. It’s very difficult to learn about Islam when you also have to learn Arabic and learn all about Arab and Desi (Indian and Pakistani) cultures! Also, keep things relatable to your audience. Using examples like going to the Souk is probably going to be foreign to westerners, just like ordering a pizza would be inexplicable to someone in Damascus.

Balance design versus content, form versus function. There are many beautifully designed and technically advanced sites with little value content wise, and there are some sites that are so rich with information and resources but have no infrastructure. People don’t know how to access the information available or even that it’s there. Try to keep both in mind, as both are important.

Attribute, get permission and follow internet protocols and copyrights. It’s not cool to steal. This is because people spend time and energy to create something, just like you, and they want it to be out there a certain way. Most authors/artists have no problem with sharing as long as you ask their permission. To recreate or copy someone’s entire site is redundant. Why not join others or contribute something new instead?

Lastly, this may seem strange, but the most important concept for Islamic webmasters/app designers/admins to remember, is to be fair. Be fair to your users, to your ‘competitors’, to other Muslims, to non-Muslims and to the greater internet sphere. Be open-minded and just in how you present things, how you attribute things, and how you handle things. You might be the creator and administrator, but you’re more like a diplomat at the UN. Everyone has their rights and everything should be balanced. Give people your time and help. Respond to all those who email you, write to you and even criticize you. Stick to what you know and can do. There’s an Arabic proverb that says ‘one cannot give what they do not have’. If we are not educated in an Islamic topic we should not talk about it, if we do not know the politics of a region we should not enter into a debate over it. In the same way, whatever we create should be something we have knowledge of, and a love for.

“Let the beauty of what you love be what you do.”
– Rumi

I hope one day to find such diverse sites as a comprehensive commentary on all those ‘controversial verses’ in the Qur’an, academic and interesting responses to current Islamic issues in the media, a detailing of the Muslim response to 9/11, Muslim bloggers and tweeters with thousands of dedicated inter-faith followers, interactive live streaming of every Muslim-related event in North America, and of course, a site on how to make the perfect Ramadan cupcakes!

Jazakamullahu khairan. May Allah reward you all.

http://www.suhaibwebb.com/society/da%E2%80%99wah-in-the-age-of-iphones/

Guidelines to Studying Islam Online
AMATULLAH

Within the last decade, Muslims have experienced a massive shift in the way they study Islam. In this advanced technological age, Islamic knowledge is available for mass absorption at the end of our fingertips through online. Twenty years ago, scholars and students had to search through their books. Today’s online portal to Islamic knowledge has given students the chance to learn without leaving their homes. However, while our access has benefited us greatly, it also comes with its own pitfalls.

Online Learning: A Reality Check

Many Muslims do not realize that studying Islam through the internet requires a lot of self-discipline. Not only do you have to sit in front of a computer (a big distraction), online students are not accountable to anyone but themselves. Those who are interested in beginning a course online need to figure out why they are willing to spend this time learning and what they wish to achieve out of it. If students do not have their intentions ironed out and their drive ready to go, they will not have the self-discipline needed to move forward properly. Studying Islam online is not the best method for everyone, so it is up to each student to prepare themselves before they commit to a program.

The most important thing students should know is that knowledge is a means, not the goal. Knowledge is a means for us to gain Jannah (Paradise), and this is how we should view it. It is also important for us as students to remember that knowledge is gained in stages. One of the righteous predecessors said, “Whoever gains knowledge all at once will lose it all at once!” Gaining knowledge is a gradual build-up which takes years. In fact some of the scholars viewed seeking knowledge as a lifelong commitment. Abdullah ibn Mubarak (rahimahullah) was asked, “How long will you seek knowledge?” His response was, “Until I die, for probably I have not yet learned the things that will benefit me most.” Going through the stages of knowledge also requires patience and a very high commitment level to remain consistent. As online students are not accountable to anyone but themselves, they require even more patience and commitment than students who study “live.”

It is very easy to commit to online programs because of the initial hype it draws. After a few classes, the number of students slowly starts to dwindle. This initial phase is separating the committed students – those who have the self-discipline to study online – from those students who weren’t as serious or realized online studies was not for them. Students who are starting to take online classes should internalize the fact that they will be tested during these first few classes to see if they are able to commit.

The biggest drawback to studying online is the lack of interaction with a teacher. In many of the books on seeking knowledge, the longest chapter is how a student should behave with their teacher. A teacher is not only the source of knowledge, but also the source of manners. It is important for students who study online to focus on improving their character since they lack valuable interaction with the teacher face-to-face. It is said that knowledge is a tool that needs manners to make it run. The best way for students in online programs to learn manners and character is to read books and listen to lectures on the character of the Prophet ﷺ, the Companions and the lives of the scholars. Remember that knowledge and manners go hand in hand, and without manners, your knowledge will not take you far.

Etiquette for the Modern Student of Knowledge

There are countless books written on the etiquette of seeking knowledge; however much is not applicable to us in the West because we live in a different time. For most of us, we do not study at the feet of scholars, or have daily lessons in the masajid. Due to our different circumstances, we should ‘modernize’ some of the etiquette of the students of knowledge to be applicable for us now.

Netiquette

Punctuality. We should give knowledge the respect that it is due.
Complete focus. One of the biggest challenges for online students is focusing during their lesson and not distracting themselves with chatting, browsing and reading websites.
Respecting your teacher. Respect for teachers is hard when you are not facing them. The student does not think about the time and effort the teacher put into preparing their lesson because it is online. Respect your teacher’s time and efforts.
Dress to impress. If we were attending a live class, we would dress in a presentable manner. Although no one can see us at our computer, we should still look presentable because it affects how we revere the knowledge we’re seeking.
Stay in contact with your teacher. This could be through emails, discussion forums or interacting in class.
Do not record without permission. Students should take permission from their teacher about recording classes, even if they are not sharing it with others.
Giving your online studies the same importance you give to “live” classes. Since our online classes are in the comfort of our own homes, it is very easy to forget that we are in a serious commitment. We should treat it as so and not as a marginal past time. Students should have the intention of starting and finishing their classes.
Have patience with what you already know. In a lesson you may get distracted if you are devaluing a particular part of the lesson. When your teacher covers something you’ve already learned, think of the benefit of repetition and be humble: you always need more knowledge. This repetition will only make you more grounded in what you already know.
There is much more to be said about netiquette, but these are some of the main points for online students.

Tips to Maximizing Your Online Learning Experience

Have a “study buddy.” This will increase your motivation and keep you accountable. This person can also share notes with you if you happen to miss a session.
Close all tabs or websites that are not related to your class until it is over. If you find this hard to do, then move the computer away from you or block all other programs.
Take notes on paper if you know the computer will be a distraction for you.
Do not sit on your bed or a couch when you are learning. Sit at a desk, which will help you focus more in a study-like environment.
Prepare yourself for class like you would for a “live” class. Have your pencils/notebook ready, turn off your cell phone, and go to a quiet area.
Keep a journal of “gems” of what you have learned to keep yourself motivated.
Teach your family or roommates what you have learned after each session, even if it’s only one thing.
Time management. Balance your time studying online and other life commitments to make sure you are giving each its due rights (huquq).
Review and implement what you have learned before your next class. It is important to make sure you have enough time to understand, review and apply what you’re learning.
Make du`a’ that Allah benefits you through your knowledge and allows you to complete your program/classes.
Insha’Allah this basic overview will help both of us maximize our online Islamic studies.

http://www.suhaibwebb.com/personaldvlpt/seeking-knowledge/guidelines-to-studying-islam-online/

The Fiqh of Facebook
By Sohaib Saeed

Online pursuits are consuming an increasing amount of time of young people, and no less the Muslims. Those among the 500 million global users of Facebook (FB) know how it functions as a platform for many of these activities (such as news, entertainment, correspondence, campaigning, da`wah), going far beyond its description of a social networking site.

As an avid Facebook user of a few years, I have tasted its fruits but also experienced the sickness of excess and felt the danger of getting lost among the trees. Whenever Muslims are faced with a new environment, they enter it carrying their principles with them. We also need a sound understanding (fiqh) of the realities of this environment and how to handle some of its specifics.

If I dwell here on the potential and actual problems with Muslims’ use of Facebook, that is not to de-emphasize the great things that can be done with it. I say this just a week after a dictator fell from power in Egypt, with social media playing its role.

Fittingly, the genesis of this article was a series of short FB statuses I posted over 2010, each of which generated interesting discussion from friends, family, colleagues, acquaintances and contacts (all of whom are designated by FB as “Friends”). Here, I shall address a few of the most crucial aspects for the conscious user to consider, with a few quotes from the original “Facebook Fiqh” series.

A Question of Time

If time is life, then Facebook is many people’s favorite weapon of suicide. We struggle to find time to seek beneficial knowledge, yet trivial comments about trivial matters get more than their fair share. Someone remarked on Imam Suhaib Webb’s FB “wall” that we check out people’s latest FB updates more frequently than we check our Qur’an to take benefits from its verses. That remark inspired the following status update:

Sohaib Saeed wants a “Like” button in his mus-haf (written text of the Qu’ran) next to each ayah. “Like OMG that’s so true!”

In a recent discussion with some students of Islamic sciences, we wondered aloud how the great scholars of the past managed to be so prolific in their writings, and how they managed to utilize every moment of their – often quite short – lives. Someone raised the point that nowadays we do indeed manage to write a lot, but it is mostly spent on trivial discussions and debates. The angels are writing down all the useless things we say in our days and nights. What do you think if you gathered all the comments (other than social niceties) that you have left on Facebook and other such forums? For many of us, it would add up to at least a small book.

The technological aspects of Facebook, particularly with its ever-updating interface, can have an intoxicating effect. It is built upon the principle of maximal stimulation of the eyes and brain; it is not far from the imagination to compare it with hypnosis. All this has a long-term effect on the mind and on the spiritual heart. This is why our attitude to such time-consuming activities is to use them for a purpose (even if that purpose be recreation), and not allowing it to eat into time better spent on other things. For some, this may mean taking conscious note of how often they open the page, and how long is spent on each visit.

What are the signs of excess? Specialists in addiction can list a few, but let me point out one thing that I believe is frighteningly common. I noticed once that when Twitter went down for a few hours then resumed, someone commented on the experience, writing: “When Twitter went down, all I wanted to do was tweet about it!” Ridiculous, yet I would suggest that it is quite representative of a common urge to use these media as a natural outlet for all our thoughts, desires and emotions. As I once wrote:

“We express our thoughts in the form of a status update instead of turning to Allah with our fears and joys. The day of a believer should be a constant conversation with God.”

Is this constant babble not a blatant distraction from the remembrance of Allah? Yes, even when we are reading and forwarding religious content, if we do so with hearts unaware. To quote from Shaykh Abdallah Adhami’s FB comment: “By all means: share, post, sms, blog, im, email, tweet… (though most importantly, internalize)”. This is the point! If you read a supplication with your eyes, it is no use if your tongue remains dry and your heart remains silent. Is reading a du`a’ (supplication) anything like making du`a’? Many times, we write such things robotically in the same way we type “LOL” with a completely straight face. I won’t go so far as to call it lying, but it certainly is bizarre when you ponder on it!

Clicking “Like” is not a sign of commitment any more than saying “I love Allah.” The Prophet ﷺ (peace be upon him) was commanded to say, “If you should love Allah, then follow me, [so] Allah will love you and forgive you your sins. And Allah is Forgiving and Merciful” (Qur’an 3:31). Our Islam is built on actions, not mere declarations.

Public and Private

Let’s be in no doubt that FB is a public space, though certain aspects (messaging) allow one-to-one communication. Even things you post on your own wall will come up on your friends’ homepages. Therefore, rather than merely decorating your home awaiting their arrival, you are actually dropping in on them every time you post something.

“If Facebook is like a public street, doesn’t it have rights? The first is lowering the gaze: not just from unseemly images, but from everything that doesn’t concern you. Think about it as hundreds of conversations are presented before you.”

The above FB Fiqh advice was based on a hadith (report concerning the Prophet ﷺ) reported in Sahih Muslim, in which Allah’s Messenger ﷺ questioned some people sitting in the road and instructed them to avoid doing so. When these Companions explained their purpose, the Prophet ﷺ said: “If you must sit, then fulfill the rights of the road: lower your gaze, respond to greetings and talk in a good manner.”

Not only does Facebook make it all too easy to look at pictures of members of the opposite sex and personal details we have no business knowing, but it makes it tempting to pore through threads of comments that at best, are a complete waste our time, and at worst, involve a level of prying. Just as we take responsibility for what we post, we should also be ethical in what we access. Ask yourself: if that group of friends were chatting amongstthemselves, would I feel right standing nearby and listening in?

Many of the problems with people’s Facebook usage stem from the confusion between public and private spaces. Consider a few such cases:

1. Saying aloud what ought to have been silent, or sharing with everyone what belongs to a certain group.

Such a public forum is not the ideal place for potentially confusing ideas – such as controversial questions of theology – to be shared, as people without the relevant background knowledge may get the wrong idea.

Moreover, Facebook is not the place to develop your thoughts, wondering aloud with things that could cause others to doubt. If you have a question, direct it to someone who knows. If you’re working on an idea, try keeping a private journal.

Most importantly, beware of spreading unsubstantiated rumors. If in doubt, clarify and make certain of the reality, as the Qur’an (49:6) instructs. The following is also a thinking point:

The Prophet ﷺ said: “It is enough of a lie for a person to narrate everything he hears.” (Sahih Muslim) So how about one who narrates every fleeting thought he hears from his self?

In short: before posting anything, ask yourself “Why?” – is it something that will be of interest or benefit to those who will read it?

2. Doing things shamelessly in front of respected people and near-strangers.

Examples of this include using bad language, or writing flirtatious things in plain sight of people who could make hasty – possibly unfair – judgments. Perhaps someone would suggest that writing on the FB wall of someone of the opposite gender is more appropriate than a private message, but that is only true if the public nature of the communication does not become an excuse for a lack of etiquette.

People are clicking “Like” for the craziest things, associating themselves sometimes with immoral and unethical people and ideas, and promoting this on the newsfeeds of all their friends. It would be wise to slow down and think, if only for the following reason:

Be careful whom you love and “Like” – do you want them by your side on Judgment Day? The Prophet ﷺ said: “You are with whomever you love.” (Bukhari & Muslim)

Another common sight is photos of sinful activities, with Muslim friends pictured in compromising positions. Rather than uploading and tagging photos of these lapses, the right course of action is immediate repentance, as in the hadith: “All my nation are safe except those who publicise their sins. A servant does an evil deed by night, and wakes up having Allah’s cover upon him. Then he tells someone, ‘I did such-and-such last night!’ – He went to bed with Allah providing him cover, and woke up to throw off Allah’s cover.” (Bukhari & Muslim)

Privacy in general is a major and widely discussed issue of concern regarding Facebook, so a Muslim should be even more aware of the issue. Both sisters and brothers need to beware of broadcasting details that could be misused, and especially pictures in which they are more exposed than they ought to be in public. Even a “private” FB album is never truly private, when you think about it.

These few thoughts on Facebook Fiqh are by no means exhaustive, but I hope they provide a starting point to a greater consciousness and care when using new technology and emerging media.

http://www.suhaibwebb.com/society/media/the-fiqh-of-facebook/

Facebook: The Hidden Danger
YASMIN MOGAHED

We live in an iWorld. Surrounded by iPhones, iPads, MYspace, YOUtube, the focus is clear: Me, my, I. One need not look far to see this obsession with the self. In order to sell, advertisers must appeal to the ego. For example, many ads appeal to the part of us that loves power and being in charge. DirectTV tells you: “Don’t watch TV, direct TV!” Yogurtland says: “You rule! Welcome to the land of endless yogurt possibilities, where you rule the portions, the choices and the scene.”

But advertisers aren’t the only ones who appeal to our ego. There is a global phenomenon that provides a breeding ground and platform for that ego. And it’s called Facebook. Now, I’ll be the first to assert that Facebook can be a powerful tool for good. It is, like many other things, what you make of it. A knife can be used to cut food which feeds the hungry, or it can be used to kill someone. Facebook can be used for great good—after all it was Facebook that helped facilitate the toppling of a dictator. Facebook can be used as a powerful tool to organize, call, remind, and unite. Facebook can also be used to strengthen our connection to God and to each other… Or Facebook can be used to strengthen the hold of our nafs (lower self or ego).

The Facebook phenomenon is an interesting one. In each and every one of us is an ego. It is the part of ourselves that must be suppressed (if we are to avoid Anakin’s fate of turning to the dark side, that is). The danger of feeding the ego is that, as the ego is fed, it becomes strong. When it becomes strong, it begins to rule us. Soon we are no longer slaves to God; we become slaves to ourselves.

The ego is the part of us that loves power. It is the part that loves to be seen, recognized, praised, and adored. Facebook provides a powerful platform for this. It provides a platform by which every word, picture, or thought I have can be seen, praised, ‘liked’. As a result, I begin to seek this. But then it doesn’t just stay in the cyber world. I begin even to live my life with this visibility in mind. Suddenly, I live every experience, every photo, every thought, as if it’s being watched, because in the back of my mind I’m thinking, “I’ll put it on Facebook.” This creates a very interesting state of being, almost a constant sense that I am living my life on display. I become ever conscious of being watched, because everything can be put up on Facebook for others to see and comment on.

More importantly, it creates a false sense of self-importance, where every insignificant move I make is of international importance. Soon I become the focus, the one on display. The message is: I am so important. My life is so important. Every move I make is so important. The result becomes an even stronger me-focused world, where I am at the center.

As it turns out, this result is diametrically opposed to the Reality of existence. The goal of this life is to realize the Truth of God’s greatness and my own insignificance and need before Him. The goal is to take myself out of the center and put Him there instead. But Facebook perpetuates the illusion of the exact opposite. It strengthens my belief that because of my own importance, every inconsequential move or thought should be on display. Suddenly what I ate for breakfast or bought at the grocery store is news important enough to publish. When I put up a picture, I wait for compliments; I wait for acknowledgement and recognition. With the number of likes or comments, physical beauty becomes something that can now be quantified. When I put up a post, I wait for it to be ‘liked’. And I am ever conscience of—and even compete in—the number of “friends” I have. (Friends, here, is in quotation marks because no one knows 80% of their “friends” on Facebook.)

This preoccupation and rivalry to acquire more, is mentioned in the Quran. God says:

“The mutual rivalry for piling up (of worldly things) has preoccupied you.”(102:1)

Whether that rivalry is in piling up wealth, or friends and ‘likes’ on Facebook, the result is the same: We have become preoccupied by it.

Facebook also strengthens another dangerous focus: the focus on other people, what they’re doing, what they like. What they think of me. Facebook feeds the preoccupation with others’ assessment of me. Soon, I enter the orbit of the creation. Inside that orbit, my definitions, my pain, my happiness, my self-worth, my success and my failure is determined by the creation. When I live in that orbit, I rise and fall with the creation. When the people are happy with me, I’m up. When they’re not, I fall. Where I stand is defined by people. I’m like a prisoner because I have given up the keys to my happiness, sadness, fulfillment, and disappointment to the people to hold.

Once I enter and live in the orbit of the creation—rather than the orbit of God—I begin to use that currency. See, the currency of God’s orbit is: His pleasure or His displeasure, His reward or His punishment. But, the currency of the orbit of creation is: the praise and criticism of people. So, as I enter deeper and deeper into that orbit, I covet more and more of its currency, and I fear more and more of its loss. While I’m playing Monopoly, for example, I covet more and more of its currency. And it feels great to be ‘rich’ for a moment. But when the game is over, what can I buy in the Real world with Monopoly money?

The human currency of praise is Monopoly money. It feels great for a moment to collect, but when the game is over, it’s worthless. In the Reality of this life and the next, it’s worthless. And yet, I even covet this false currency in my worship. In this way, I fall victim to the hidden shirk: Riyaa (showing off in worship). Riyaa is a consequence of living in the orbit of the creation. The deeper and deeper I enter into that orbit, the more I become consumed with gaining human praise, approval and recognition. The more I enter that orbit, the more I fear loss—loss of face, loss of status, loss of praise, loss of approval.

But the more I fear the people, the more I become enslaved. True freedom only comes when I let go of the fear of anything and anyone other than God.

In a profound hadith (Prophetic teaching), a man came to the Prophet ﷺ and said: “O Messenger of God, direct me to an act, which if I do, God will love me and people will love me.” He ﷺ said: “Detach yourself from the world, and God will love you. Detach yourself from what is with the people, and the people will love you.” [Ibn Majah]

Ironically, the less we chase after the approval and love of the people, the more we gain it. The less needy we are of others, the more people are drawn to us and seek our company. This hadith teaches us a profound Truth. Only by breaking out of the orbit of the creation, can we succeed with both God and people.

So while Facebook is indeed a powerful tool, let it be a tool of your freedom—not a tool of your servitude to yourself and the assessment of others.

http://www.suhaibwebb.com/society/entertainment/facebook-the-hidden-danger/

The “Sheikh Google” Phenomenon
Muhammad Haq (Haq)

Googling The Sheikh

The term ‘Sheikh Google’ generally refers to an amateurish approach of studying Islam, more specifically to the study of Islamic Law (fiqh) and theology (‘aqīda). Yet of course, this does not imply a wholesale negative judgment on studying Islam online, but instead highlights a pitfall which some may fall into whilst reading on Islamic law or theology by themselves: equating basic literacy with scholarship. In other words, to simply ‘Google’ a topic (hence using it as one’s Sheikh) one may then think of oneself as an expert, or at least act like one.

One aspect that has plagued so many of the websites online providing knowledge on Islam is polemics; even when article(s) are written by a single author, there are straw-man attacks on other valid Islamic perspectives. For someone who wants a balanced and nuanced understanding, such sites are best avoided, or they can be used as a spring-board to generate questions, which can then be presented and discussed with a teacher. This is because when embarking on learning something new, it is dangerous to let someone’s deep held views have an unrestrained influence on your understanding, without you engaging the material critically.

The Exclusivist Approach

Another aspect of polemical material is the fact that usually one side is trying to ‘win’ the argument by trying their best to discredit the views of others. It is thus an exclusivist approach. This exclusivist approach ultimately leads to narrow-mindedness and an inability to appreciate or even listen to the views of others. This is further compounded by the fact that arguments are sometimes presented on the basis of “piety,” thus one view is presented as “more pious” than the other. Not fully understanding what could be meant by this, one not only becomes intolerant of those that differ with him/her, but also holds themselves more pious than the others. All this helps to create a very inflated ego, which gives the false guarantee of “you are on the truth” and ultimately becomes another manifestation of “Sheikh Google.” In this regard imām al-Dhahabī (d. 748 AH) says knowledge is: “Not the profusion of narration, but a light which God casts into the heart. Its condition is followership and the flight away from egotism and innovation.”1

This should serve as a helpful yardstick of differentiating when one is honestly seeking knowledge or just accumulating information: when it starts to feed our egos instead of helping us overcome it. When this happens, we should sound the spiritual alarm.

Hence, it is this very involved approach, where ideas that are swallowed wholesale can be damaging to one’s spiritual and intellectual development. Here, Edmund Husserl’s notion of epoché may be useful, which means ‘bracketing out’ one’s own views and subjectivities to the best of one’s abilities in order to appreciate ‘the object’2 or phenomenon as it is, which is the main purpose of phenomenology. This seems to echo what our Prophet ﷺ supplicated for by saying “Oh God, show the truth as the truth and grant us the ability to follow it, and show falsehood as falsehood and grant us the ability to refrain from it.”

True and correct perceptions are thus a gift from God. Yet gifts are usually bestowed on those that deserve it, and so it behooves a student seeking knowledge to keep this in mind particularly when studying Islam, especially controversial issues related to fiqh and ‘aqīda. Though this may be difficult, it can be made even more difficult by the group mentality that exists on some online forums. This can easily lead to issues of fiqh and ‘aqīda becoming more than issues of knowledge, but becoming polarities that define us. We fail to see that by becoming emotionally attached to certain positions, we bring detriment to our learning. At that almost irretrievable stage, we engage in mindless polemics to defend those positions, which destroys nearly all the blessings that knowledge brings.

Engaging The Text

Avoiding websites that offer partial information is perhaps easier said than done. Sometimes we may need an immediate answer to a pressing question, or can sometimes be shy to ask the local imam etc. In such scenarios the usefulness of being critical cannot be over emphasized. What do we mean by being critical? One thing for sure: it certainly does not mean being rude and difficult; rather, it simply means asking questions to clarify what is being said or to inquire for further information. However, this can be difficult to achieve online. This is because the process of reading involves reading what the author has to say, and then processing the information, and ultimately making a judgment on whether to accept or reject the information. Usually, one cannot engage in critical dialogue with the online author, and ask questions to seek clarification, all of which help to refine our understandings. And even if we do have this opportunity, it is usually limited in the form of comments. This fact should humble us if we get overzealous about an issue, and seek to engage in polemics or act as if we ‘know it all.’

Imām Abū Ḥanīfa (d. 150 AH) used to sit with several of his students, engage in long discussions over points of fiqh, and only after listening to all of what his students had to say, he used to state his opinion. Thus the understanding of his pupils was in a sense validated by their teacher. Although that is not to suggest he dictated his opinion to them, as this is proven by the fact that his two most famous students Abū Yūsuf (d.189 AH) and Muhammad (d.189 AH) frequently differed with him. Nonetheless it at least made sure they did not misunderstand him. It is this vital aspect that can be missing when we read online. What we take from a text might not be what was intended by the author, and although authorial intent has been dismissed by some modern literary theorists, as far as I am aware, it still has its importance when studying Islam.

When Facing Contradictions

The above also helps to highlight another challenge in learning from what ‘Sheikh Google’ and similar websites may present. One frequently comes across conflicting information and doesn’t know which to accept, so while one website says “xyz is permissible,” another not only says it is prohibited but is from the major sins! Without recourse to a teacher for further clarification, one has to inevitably decide independently on which opinion to give preference. This can be loosely identified as “tarjīḥ.” Tarjīḥ usually refers to the scientific process of a jurist giving preference to one view over another, which can be a complex process, and hence usually it is the activity of scholars. For example, the Mālikī practice of accepting the (historical) practice of the people of Medina as authoritative was not accepted by the other schools of fiqh. However, Sheikh Ibn Taymiyya (d.728 AH), though a Hanbalī, wrote a whole treatise supporting this doctrine. He thus engaged in a scholarly tarjīḥ. More importantly this usually enables a scholar to then offer scholarly criticism on why an opinion is weak in his view, as he bases his critique on an objective criteria, not his emotions.

In a similar manner, every Muslim engages in tarjīḥ when faced with conflicting opinions, although this is based on different criteria than the scholar – which is usually based on the argument’s persuasiveness, or which scholar one holds to be more knowledgeable and pious, or whether or not one goes for the difficult opinion or easier opinion, etc. This latter type of tarjīḥ is primarily geared to facilitate practice rather than be an intellectual scholarly engagement. Hence it does not befit someone who, after having read some answers to specific questions (fatāwā. [sing. Fatwa]) to then go on about how every other opinion is weak or misguided, simply based on the fatwa they read. For then, one acts as a scholar, as if to suggest one has read books upon books on the matter, when in fact, one has only read a few fatāwā. This does not mean belittling fatāwā issued by qualified scholars online but rather acknowledging the purpose of such sites, which is primarily to inform and facilitate practice, not produce scholars.

Online Fatāwā

It is not difficult to recognize the fact that the Internet has facilitated access to the knowledge of many great scholars, without which many people would have been deprived of such knowledge. And for this we should be grateful. This has obviously seen the rise of sites offering fatāwā. Again, whilst it is undoubtedly useful to seek answers to questions one may have, it is important to remember that whilst specific answers can be helpful for immediate practice, it should not be used as the main source or the only source of one’s education at the cost of a holistic approach. Ad-hoc answers can form scattered knowledge, which without proper guidance, can lead to confusion and or an imbalance in one‘s attitude.

Being critical also involves making sure a fatwa does actually apply to one’s situation. Indeed this can be a difficult task at times, and indeed as part of the training of a Mufti, certain institutions offer specific training on how to apply fatāwā to different contexts. If in doubt, it is best to seek clarification before acting upon the fatwa. It is also important to check the credentials of the person issuing the fatwa, especially if they follow an exclusivist approach e.g. ‘every other opinion is weak or wrong.’ If however someone is merely narrating the opinions of other scholars, than they need not be Muftis themselves.

In terms of the actual topics of fatāwā, edicts can be found given on everything under the sun. Though this can be seen as something positive, it also is worrying due to the possible implications of misapplying a fatwa. Therefore, a good criterion to follow is to discuss beforehand with a Mufti the issues related to the rights of others such as in marriage and divorce, as well as inheritance. This also includes contract law. Such issues have immense social implications, and it is best to tread carefully. Another issue that really should not be our concern, yet it does come up, is the issue of takfīr, or calling others disbelievers. Any website that deems a Muslim known for their knowledge as a heretic or disbeliever, should be flagged and avoided, and if one is left in doubt, then it is again best to discuss it with a scholar, and not the nearest Muslim online.

Scanning Your Teachers

While Imām al-Shāfi’ī (d. 204 A.H) was sitting in a mosque, a man came to him and asked him to provide the proof for the legal doctrine of Ijmā’ (consensus). If he was unable do this, then the man suggested the imām refrain from issuing fatāwā. The humble person that he was, the imām sought respite. When after a few days later the imām provided the proof, the man asked if the imām would teach him. He then became one of the imām’s leading students, whom we know as al-Muzānī (d. 264 A.H.).

The importance of a real life teacher who is balanced and firmly grounded in knowledge is indispensable when it comes to learning. This is because when we learn from real people, we learn knowledge as well as learn manners (ādāb). The right teacher may rebuke us if we raise our voices and discipline us if we act haughty and arrogant, which helps refine our character and ultimately become a better person, which is perhaps one of the most important goals of learning. And it is the absence of such a teacher when it comes to online learning, or when the Internet becomes our only source of learning, when we may become self-deluded into qualifying ourselves with attributes not befitting a student, ranging from adopting the attitude of a judge instead of a seeker, to always looking for evidences to back up our opinions and rejecting all others. This is reflected in the saying “a little knowledge is a dangerous thing.” Discussing the origins of this saying, Gary Martin identifies a 17th century writer who notes: ”Twas well observed by my Lord Bacon, That a little knowledge is apt to puff up, and make men giddy, but a greater share of it will set them right, and bring them to low and humble thoughts of themselves.”3

Yet learning ‘a greater share of it’ requires finding a teacher that not only is able to impart such knowledge, but one who also embodies the ethics of differing (ikhtilāf), and who is balanced. Al-Muzānī knew this very well, thus he made sure al-Shāfi’ī was someone worth studying under. However, in the absence of such a teacher, it seems fair to concede to the fact that the harms that can result from a sectarian-minded teacher can far outweigh the shortfalls of learning from balanced, well-researched websites online. In such instances, we all acknowledge the usefulness of ‘Sheikh Google’ when used correctly, whilst recognizing that ‘Sheikh Google’ should never replace the real balanced Shuyūkh.

http://www.suhaibwebb.com/society/media/the-%E2%80%9Csheikh-google%E2%80%9D-phenomenon/

The “Sheikh Google” Phenomenon
Muhammad Haq (Haq)

Googling The Sheikh

The term ‘Sheikh Google’ generally refers to an amateurish approach of studying Islam, more specifically to the study of Islamic Law (fiqh) and theology (‘aqīda). Yet of course, this does not imply a wholesale negative judgment on studying Islam online, but instead highlights a pitfall which some may fall into whilst reading on Islamic law or theology by themselves: equating basic literacy with scholarship. In other words, to simply ‘Google’ a topic (hence using it as one’s Sheikh) one may then think of oneself as an expert, or at least act like one.

One aspect that has plagued so many of the websites online providing knowledge on Islam is polemics; even when article(s) are written by a single author, there are straw-man attacks on other valid Islamic perspectives. For someone who wants a balanced and nuanced understanding, such sites are best avoided, or they can be used as a spring-board to generate questions, which can then be presented and discussed with a teacher. This is because when embarking on learning something new, it is dangerous to let someone’s deep held views have an unrestrained influence on your understanding, without you engaging the material critically.

The Exclusivist Approach

Another aspect of polemical material is the fact that usually one side is trying to ‘win’ the argument by trying their best to discredit the views of others. It is thus an exclusivist approach. This exclusivist approach ultimately leads to narrow-mindedness and an inability to appreciate or even listen to the views of others. This is further compounded by the fact that arguments are sometimes presented on the basis of “piety,” thus one view is presented as “more pious” than the other. Not fully understanding what could be meant by this, one not only becomes intolerant of those that differ with him/her, but also holds themselves more pious than the others. All this helps to create a very inflated ego, which gives the false guarantee of “you are on the truth” and ultimately becomes another manifestation of “Sheikh Google.” In this regard imām al-Dhahabī (d. 748 AH) says knowledge is: “Not the profusion of narration, but a light which God casts into the heart. Its condition is followership and the flight away from egotism and innovation.”1

This should serve as a helpful yardstick of differentiating when one is honestly seeking knowledge or just accumulating information: when it starts to feed our egos instead of helping us overcome it. When this happens, we should sound the spiritual alarm.

Hence, it is this very involved approach, where ideas that are swallowed wholesale can be damaging to one’s spiritual and intellectual development. Here, Edmund Husserl’s notion of epoché may be useful, which means ‘bracketing out’ one’s own views and subjectivities to the best of one’s abilities in order to appreciate ‘the object’2 or phenomenon as it is, which is the main purpose of phenomenology. This seems to echo what our Prophet ﷺ supplicated for by saying “Oh God, show the truth as the truth and grant us the ability to follow it, and show falsehood as falsehood and grant us the ability to refrain from it.”

True and correct perceptions are thus a gift from God. Yet gifts are usually bestowed on those that deserve it, and so it behooves a student seeking knowledge to keep this in mind particularly when studying Islam, especially controversial issues related to fiqh and ‘aqīda. Though this may be difficult, it can be made even more difficult by the group mentality that exists on some online forums. This can easily lead to issues of fiqh and ‘aqīda becoming more than issues of knowledge, but becoming polarities that define us. We fail to see that by becoming emotionally attached to certain positions, we bring detriment to our learning. At that almost irretrievable stage, we engage in mindless polemics to defend those positions, which destroys nearly all the blessings that knowledge brings.

Engaging The Text

Avoiding websites that offer partial information is perhaps easier said than done. Sometimes we may need an immediate answer to a pressing question, or can sometimes be shy to ask the local imam etc. In such scenarios the usefulness of being critical cannot be over emphasized. What do we mean by being critical? One thing for sure: it certainly does not mean being rude and difficult; rather, it simply means asking questions to clarify what is being said or to inquire for further information. However, this can be difficult to achieve online. This is because the process of reading involves reading what the author has to say, and then processing the information, and ultimately making a judgment on whether to accept or reject the information. Usually, one cannot engage in critical dialogue with the online author, and ask questions to seek clarification, all of which help to refine our understandings. And even if we do have this opportunity, it is usually limited in the form of comments. This fact should humble us if we get overzealous about an issue, and seek to engage in polemics or act as if we ‘know it all.’

Imām Abū Ḥanīfa (d. 150 AH) used to sit with several of his students, engage in long discussions over points of fiqh, and only after listening to all of what his students had to say, he used to state his opinion. Thus the understanding of his pupils was in a sense validated by their teacher. Although that is not to suggest he dictated his opinion to them, as this is proven by the fact that his two most famous students Abū Yūsuf (d.189 AH) and Muhammad (d.189 AH) frequently differed with him. Nonetheless it at least made sure they did not misunderstand him. It is this vital aspect that can be missing when we read online. What we take from a text might not be what was intended by the author, and although authorial intent has been dismissed by some modern literary theorists, as far as I am aware, it still has its importance when studying Islam.

Cont'd

When Facing Contradictions

The above also helps to highlight another challenge in learning from what ‘Sheikh Google’ and similar websites may present. One frequently comes across conflicting information and doesn’t know which to accept, so while one website says “xyz is permissible,” another not only says it is prohibited but is from the major sins! Without recourse to a teacher for further clarification, one has to inevitably decide independently on which opinion to give preference. This can be loosely identified as “tarjīḥ.” Tarjīḥ usually refers to the scientific process of a jurist giving preference to one view over another, which can be a complex process, and hence usually it is the activity of scholars. For example, the Mālikī practice of accepting the (historical) practice of the people of Medina as authoritative was not accepted by the other schools of fiqh. However, Sheikh Ibn Taymiyya (d.728 AH), though a Hanbalī, wrote a whole treatise supporting this doctrine. He thus engaged in a scholarly tarjīḥ. More importantly this usually enables a scholar to then offer scholarly criticism on why an opinion is weak in his view, as he bases his critique on an objective criteria, not his emotions.

In a similar manner, every Muslim engages in tarjīḥ when faced with conflicting opinions, although this is based on different criteria than the scholar – which is usually based on the argument’s persuasiveness, or which scholar one holds to be more knowledgeable and pious, or whether or not one goes for the difficult opinion or easier opinion, etc. This latter type of tarjīḥ is primarily geared to facilitate practice rather than be an intellectual scholarly engagement. Hence it does not befit someone who, after having read some answers to specific questions (fatāwā. [sing. Fatwa]) to then go on about how every other opinion is weak or misguided, simply based on the fatwa they read. For then, one acts as a scholar, as if to suggest one has read books upon books on the matter, when in fact, one has only read a few fatāwā. This does not mean belittling fatāwā issued by qualified scholars online but rather acknowledging the purpose of such sites, which is primarily to inform and facilitate practice, not produce scholars.

Online Fatāwā

It is not difficult to recognize the fact that the Internet has facilitated access to the knowledge of many great scholars, without which many people would have been deprived of such knowledge. And for this we should be grateful. This has obviously seen the rise of sites offering fatāwā. Again, whilst it is undoubtedly useful to seek answers to questions one may have, it is important to remember that whilst specific answers can be helpful for immediate practice, it should not be used as the main source or the only source of one’s education at the cost of a holistic approach. Ad-hoc answers can form scattered knowledge, which without proper guidance, can lead to confusion and or an imbalance in one‘s attitude.

Being critical also involves making sure a fatwa does actually apply to one’s situation. Indeed this can be a difficult task at times, and indeed as part of the training of a Mufti, certain institutions offer specific training on how to apply fatāwā to different contexts. If in doubt, it is best to seek clarification before acting upon the fatwa. It is also important to check the credentials of the person issuing the fatwa, especially if they follow an exclusivist approach e.g. ‘every other opinion is weak or wrong.’ If however someone is merely narrating the opinions of other scholars, than they need not be Muftis themselves.

In terms of the actual topics of fatāwā, edicts can be found given on everything under the sun. Though this can be seen as something positive, it also is worrying due to the possible implications of misapplying a fatwa. Therefore, a good criterion to follow is to discuss beforehand with a Mufti the issues related to the rights of others such as in marriage and divorce, as well as inheritance. This also includes contract law. Such issues have immense social implications, and it is best to tread carefully. Another issue that really should not be our concern, yet it does come up, is the issue of takfīr, or calling others disbelievers. Any website that deems a Muslim known for their knowledge as a heretic or disbeliever, should be flagged and avoided, and if one is left in doubt, then it is again best to discuss it with a scholar, and not the nearest Muslim online.

Scanning Your Teachers

While Imām al-Shāfi’ī (d. 204 A.H) was sitting in a mosque, a man came to him and asked him to provide the proof for the legal doctrine of Ijmā’ (consensus). If he was unable do this, then the man suggested the imām refrain from issuing fatāwā. The humble person that he was, the imām sought respite. When after a few days later the imām provided the proof, the man asked if the imām would teach him. He then became one of the imām’s leading students, whom we know as al-Muzānī (d. 264 A.H.).

The importance of a real life teacher who is balanced and firmly grounded in knowledge is indispensable when it comes to learning. This is because when we learn from real people, we learn knowledge as well as learn manners (ādāb). The right teacher may rebuke us if we raise our voices and discipline us if we act haughty and arrogant, which helps refine our character and ultimately become a better person, which is perhaps one of the most important goals of learning. And it is the absence of such a teacher when it comes to online learning, or when the Internet becomes our only source of learning, when we may become self-deluded into qualifying ourselves with attributes not befitting a student, ranging from adopting the attitude of a judge instead of a seeker, to always looking for evidences to back up our opinions and rejecting all others. This is reflected in the saying “a little knowledge is a dangerous thing.” Discussing the origins of this saying, Gary Martin identifies a 17th century writer who notes: ”Twas well observed by my Lord Bacon, That a little knowledge is apt to puff up, and make men giddy, but a greater share of it will set them right, and bring them to low and humble thoughts of themselves.”3

Yet learning ‘a greater share of it’ requires finding a teacher that not only is able to impart such knowledge, but one who also embodies the ethics of differing (ikhtilāf), and who is balanced. Al-Muzānī knew this very well, thus he made sure al-Shāfi’ī was someone worth studying under. However, in the absence of such a teacher, it seems fair to concede to the fact that the harms that can result from a sectarian-minded teacher can far outweigh the shortfalls of learning from balanced, well-researched websites online. In such instances, we all acknowledge the usefulness of ‘Sheikh Google’ when used correctly, whilst recognizing that ‘Sheikh Google’ should never replace the real balanced Shuyūkh.

http://www.suhaibwebb.com/society/media/the-%E2%80%9Csheikh-google%E2%80%9D-phenomenon/