Darul Uloom Newcastle - South Africa: Best place to study in Arabic

[Adam_Amin]

Assalam alaykum.
There have been questions from some brothers interested in studying at Darul Ulooms in South Africa asking which would be the best place to study through the medium of Arabic and not Urdu. The answers have been mixed and have not always been accurate. I have, by the grace of Allah, compiled an explanation which is based on insider knowledge from some of the Alims who studied at Zakariyya and Azaadville before transferring to Darul Uloom Newcastle. I hope that the explanation provides an objective analysis of Darul Uloom education in South Africa through the medium of Arabic:

Assalam alaykum Brothers,
The oldest Darul Uloom in the English speaking world (i.e. outside of the Indo-Pakistan subcontinent) is the Darul Uloom Newcastle which, as I understand, was established in the early 70s. The second oldest is Darul Uloom Bury in England.

The main mediums of instruction at Darul Uloom Newcastle remain Arabic and English since its establishment. The rector and founder of the Darul Uloom Newcastle Shaykhul Hadith Muhammad Cassim Sema (see a newspaper article about him here in the Times: http://www.timeslive.co.za/sundaytimes/article76127.ece ) resisted pressure to introduce Urdu as a medium of instruction. Muhaddith al-Asr Hazrat Mawlana Yusuf Binnori (RA) who was one of the teachers and mentors of Mawlana Cassim Sema (the founder of Darul Uloom Newcastle) strongly advised him against ever introducing Urdu to his South African students and instructed him to teach only through Arabic and English. In fact, it was Allamah Yusuf Binnori who prepared the Arabic syllabus still in use today at Darul Uloom Newcastle. It is not a syllabus you would expect to find in a Darul Uloom. For example, it includes the compulsory study and completion of the famous literary text Kalila wa Dimna translated from Farsi by the famous Abbasid philosopher Abdullah Ibn Muqaffa’a (who died in 139 AH /756–757 CE). The Kalila wa Dimna has historically been considered “the first masterpiece of Arabic literary prose” (see: http://www.londontheatreblog.co.uk/k...r-for-princes/). Other classical Arabic books included was the ancient textbook the Maqamat al-Hariri (see: http://www.omifacsimiles.com/brochures/maq.html) also compiled during the Abbasid period of great literary achievement. Both Maqamat of al-Hariri and the Kalila wa Dimna is today taught to students of classical Arabic at universities in the West such as Harvard University, Oxford, Cambridge, etc. It is reported that 3rd year students at Darul Uloom Newcastle once complained to Mawlana Cassim Sema that the Kalila wa Dimna book which they were being asked to study was not easy to understand and they wanted it replaced with another book. Mawlana Cassim Sema refused and famously said: “If you ask me to remove a book of hadith I will do so but I will never remove Kalila wa Dimna!” This is because he strongly believed that no student or Alim will be able to have a deeper understanding of hadith or Qur’an without first having a deeper understanding of classical Arabic literature. This is the founding philosophy of Darul Uloom Newcastle which was inspired by Allama Yusuf Binori;s advice to Mawlana Sema.

In the first 2 years students are taught Arabic kitabs (books) through the medium of English. In fact the final exam in the first year is set in Arabic and all students are expected to answer in Arabic. If you answer in English during the final exam of the 1st year you get fewer marks. Those who answer in Arabic get more marks. And also, if a student fails the first year Arabic language & grammar (Nahw and Sarf) exams he cannot progress to the 2nd year even if he manage to get distinction in other subjects such as Fiqh, Hadith, etc. After the first year at Darul Uloom Newcastle most students can speak Arabic with ease. This is because students are strongly encouraged to use Arabic at all times even when outside of classes. In some cases senior students can be reprimanded for using any other language other than Arabic in and outside of the class.

From the 3rd year onwards the language of instruction/teaching at Darul Uloom Newcastle shifts to Arabic (fus-ha or classical Arabic). This depends mostly on the Alim teaching the subject. All Darul Uloom Newcastle lecturers are fluent in spoken classical Arabic and can teach through it. In fact, it is a condition before a lecturer is employed that he should be known to have competence in classical Arabic. This is why most graduates of Darul Uloom Newcastle are very good at Arabic language and very confident in speaking it with ease. Even graduates from other Darul Ulooms in South Africa acknowledge and accept that Darul Uloom Newcastle students have an added advantage with the language. There is almost no debate in South Africa among ‘Ulama and students of Darul Ulooms that Newcastle has a superior programme and higher standard of teaching classical Arabic. The debate is on which Darul Uloom in South Africa produces the best students with an overall good training in all subjects. I know of a well known Alim who was at Darul Uloom Azaadville but because he did not want to study Urdu the Principal of Darul Uloom Azaadville (May Allah preserve him) told the ‘alim in question to go to Newcastle. I quote what he was told: “Newcastle is the best place to study through Arabic and I think you will benefit there more than you will benefit here.”

It is difficult to answer the question: which of the Darul Uloom has a better and higher standard of education? The answer depends on your cultural background and what you think a higher standard of education should be like. Students at other Darul Ulooms in South Africa study in a cultural environment which frowns upon independent critical thinking, asking questions, or challenging your teachers’ opinions on matters relating to the subject you are studying. At Newcastle students are strongly encouraged to think for themselves, to think critically, and to ask questions when they disagree with the position of their teachers. For some people, such an approach to Darul Uloom education reflects “a lack of adab” and is a sign that Darul Uloom Newcastle does not have “awliya” (pious scholars). Many people would disagree and argue that the Darul Uloom Newcastle philosophy of education is precisely what is needed in today’s world as it can produce ‘Ulama who are fast on their feet and can defend Islam in a world which is grown hostile to Islam.

I have spoken to a number of graduates from other Darul Ulooms in South Africa who secretly feel that if they had had their way they would have joined Newcastle but they did not want to go against the wishes of their parents. Other Darul Ulooms in South Africa, those in Johannesburg, are wealthier; they have more money than what Darul Uloom Newcastle can dream of. If by “main Darul Ulooms in South Africa” we mean those with more money and larger land then Azaadville and Zakariyya are the main ones. But if we use different criteria such as the standard of education and the quality of graduates (their ability to work and function in today’s world) then Newcastle is way ahead. Most wealthy parents prefer to send their children to study at Azaadville and Zakariyya. Newcastle is very multiracial and multicultural; you study with students from different backgrounds and races, different parts of the world (including many from Arabic speaking countries), some are very wealthy and many are not wealthy (materially). But they all eat, play, sleep, and study together as a family.

For people living in India, Pakistan, Bangladesh, etc, studying at Azaadville and Zakariyya will be a best option. But if you come from a country which does not speak Urdu and you are interested not only in studying the Kitaabs passively but analysing them with your teachers and challenging each other then Newcastle is the best place for you. I think the best way to judge which Darul Uloom is best for you is to look at what its graduates are doing. See if that is what you would want to do after you have completed your studies. All the Darul Ulooms in South Africa are great and in my opinion are the best in the world. But you have to choose the one that suits your personality and what you want to do in Islam. We cannot all do Tabligh Jamaat and we cannot all work as Imaams in the masjids, Islam expects some of us to do things differently.

[Sulaiman84]

Why does the title have to say "The battle of the darul ulooms" as if they're fighting one another?

Do we have to use these types of media methods to get Muslim's attention?

[Adam_Amin]

Why does the title have to say "The battle of the darul ulooms" as if they're fighting one another?

Do we have to use these types of media methods to get Muslim's attention?

Assalam alaykum brother Sulaiman,
You are right. It was a wrong choice of word. "Battle" is a wrong word to use. South African Darul Ulooms often co-operate and work closely with each other. I tried to edit the heading but could not know how! Thanks for point that out.

[Sulaiman84]

Assalam alaykum brother Sulaiman,
You are right. It was a wrong choice of word. "Battle" is a wrong word to use. South African Darul Ulooms often co-operate and work closely with each other. I tried to edit the heading but could not know how! Thanks for point that out.

brother Adam,

Maybe one the mods can help you out because I don't think forum members are able to change it themselves.

[Adam_Amin]

brother Adam,

Maybe one the mods can help you out because I don't think forum members are able to change it themselves.

Jazakumu-llah Khayran! Yes, I hope they will correct the heading simply to: "The Darul Ulooms in South Africa: Where is it best to study in Arabic?"...

Thank you again for your correction: "!الدين نصيحة"

[Sunni_Student786]

Adam_Amin, I found this thread most beneficial.

May Allah reward you.

[London786]

I am one of those people who strongly believes that urdu should be taught as a subject and not as a medium and that arabic should be emphasised. However the article is not an accurate reflection of south african darulooms. Actually I used to think the same until corrected by maulana husain kadodia who stated that the standard of Newcastle cannot compare to the other darulooms. Thereafter I did my own research on this topic and he was right. So I cannot agree with you on this one. I personally think the author is biased when stating that the graduates of Newcastle have done more than other graduates. I cannot agree with this point. However there are some good points in the article. Like critical thinking, changing the syllabus, less urdu more arabic etc which are noteworthy criticisms...I will let the south african ulema and our buddies from there comment more....

duas

[Sulaiman84]

Thanks mods...


Even though I have visited both UK and South African Madaaris, I prefer South Africa simply because I spent some time in one of their Darul Ulooms and experienced things first hand.

I have spoken with many UK and SA Ulamaa in Nizamuddin and was very impressed by their command of the Arabic language. I remember one Aalim from UK who gave a long announcement after the salaah in three diff languages. The way he interchanged Arabic, Urdu, and English was sweet fluency.

Apart from having a good Arabic syllabus, grasping Arabic depends on how much a student commits himself to learning the language and using those skills (reading, writing, speaking) there after.

So imho, the place does have a role but equally or even to a greater extent is role of the student and how much he commits himself to learning the language.

[Adam_Amin]

I am one of those people who strongly believes that urdu should be taught as a subject and not as a medium and that arabic should be emphasised. However the article is not an accurate reflection of south african darulooms. Actually I used to think the same until corrected by maulana husain kadodia who stated that the standard of Newcastle cannot compare to the other darulooms. Thereafter I did my own research on this topic and he was right. So I cannot agree with you on this one. I personally think the author is biased when stating that the graduates of Newcastle have done more than other graduates. I cannot agree with this point. However there are some good points in the article. Like critical thinking, changing the syllabus, less urdu more arabic etc which are noteworthy criticisms...I will let the south african ulema and our buddies from there comment more....

duas

Assalam alaykum Brother London786,
Jazakumu-llah for your comment. It was never claimed in the description above that the overrall standard of education at one Darul Uloom in South Africa is better than at others. Such a general claim will be inaccurate whether it is made by the author of this description or by the respected Mawlana Husain Kadodia. Such a judgement depends mostly on what we expect from our Darul Ulooms and what each student hopes to gain and get from the system. Yes, as far as 2 main areas are concerned most people will agree with the above description:
a) That the Arabic Language and Literature programme at Darul Uloom Newcastle is better than at any other Darul Uloom in the English speaking world. This is confirmed and agreed even by those Ulama who have not studied there. Obviously when you decide to use Arabic as the medium of instruction in the Dars Nizami systems it means that you free your syllubus from Urdu foundational textbooks and allow yourself more time to focus and teach more Arabic. This is a well known pedagogical fact.
b) The second area is that the focus on critical thinking, encouraging students to question and ask (with adab) the positions of their teachers, and expecting students to think for themselves as practised at Newcastle is not something we normally see practised in other Darul Ulooms. In fact such a practice is seen as "lack of adab" or "lack of taqwa" by those studying at Darul Ulooms were such approaches to educations are frowned upon. The founders and Ulama at Darul Uloom Newcastle believed this is how things used to be in the historical past as reflected in the same commentaries (whether in Urdu or Arabic) where students would take critical positions opposed to their teachers. This is what made the Darul Uloom system in general superior at that time. Let us not forget that the Darul Ulooms in Indian developed as a challenge to British colonialism. They could not have succeeded in challenging colonialism if they did not think for themselves. May Allah reward them.

A person who studied through the medium of Urdu at any Darul Uloom will naturally believe that his education was better than that at a Darul Uloom which does not teach through Urdu and only teaches through Arabic. The reason is based on the assumption that Urdu commentaries (Shuruhat) of the Arabic ummahatil kutub (the major books taught in Darul Ulooms) are better than the Arabic commentaries used at places like Newcastle. Yes, Urdu commentaries and kitaabs taught at the other Urdu Darul Ulooms in South Africa and elsewhere are better than the Arabic commentaries used at Newcastle if a student is looking for a culturally specific (Urdu based) understanding of Islam. However, for those students and scholars who do not feel that Urdu is relevant in understanding Islam in their own culturally specific contexts then a standard of Darul Uloom education which focuses on Urdu is very limited indeed. Students studying at Urdu Darul Ulooms in South Africa and elsewhere feel that they are maintaining the link and continuity with the Urdu Ulama of the past (may Allah reward them). Such a link is important. But the same Ulama also wrote works in Arabic or had some of their works rendered into Arabic. Moreover, there are many other earlier commentaries in Arabic (prior to the dominance of Urdu in Moghul India) like those used by students at Newcastle which formed the basis of the later works produced by Urdu scholars. Those who study in Darul Ulooms which emphasise Arabic over any other language feel that the Ulama of the past would expect them to give life to the Kitaabs by understanding them directly in their original language and culture (Arabic) in the same way that the Urdu Ulama did. In other words, the Ulama who wrote the Urdu commentaries had to start somewhere. They were encouraged by their teachers to contextualise Arabic kitaabs into an Urdu speaking cultural context - May Allah reward them for that great service. This was the tradition of the Ulama. They would expect us to carry on with that tradition by contextualising the same Arabic Kitaabs in our own linguistic and cultural contexts. I think this was the foresight and wisdom of Allama Yusuf Binori Saheb (RA) and other Ulama at Deoband when they instructed that the teaching at Newcastle MUST be in Arabic and English and not Urdu. I do not believe that any Darul Uloom can claim to have a better overral standard of education. We will have to ask, what do you mean by "better" and "standard"? I think that all the South African Darul Ulooms serve specific purposes. Those who want to study in Urdu and maintain the rich legacy of Urdu scholarship on Islam are best advised to study at the Urdu Darul Ulooms. However, those who want to engage with the Arabic scholarship on Islam as it is contextualised in a Dars Nizami system then Darul Uloom Newcastle and its tradition of teaching in Arabic is for them. Language is not just for communication. More than that it is also a vehicle and carrier of culture and worldview. Those who are not from an Urdu cultural background see no reason why they should emerse themselves in that cultural worldview which they cannot relate to. They can have a reason for emersing themselves in classical Arabic culture because they believe it is the key to the world of early Muslims. I am not saying that those who emerse themselved in Urdu do not have that key. Far from it, I am simply saying that people must be motivated to learn a language (culture) other than their own. It is not easy to convince a European (White), African, Chinese, American, etc, to study Islam through the medium of anything other than Arabic. This is not to say that there are no Europeans, Chinese, Africans, etc studying in Urdu. They are there but most of them privately protest and resent doing so in the begining.

[Ansari]

Yes, Urdu commentaries and kitaabs taught at the other Urdu Darul Ulooms in South Africa and elsewhere are better than the Arabic commentaries used at Newcastle if a student is looking for a culturally specific (Urdu based) understanding of Islam.

Brother seriously, reflect at your own post and 'think critically for yourself' as you proudly claim, and notice how biased the words 'Urdu based understanding of Islam' are. Also, it is an exaggeration to state that other madaris claim that Urdu commentaries are somehow 'better' than Arabic ones. They always refer to primary Arabic commentaries when dealing with texts and recommend these first.

Also, to claim that all other madaris deem asking 'a lot of questions' is generalization. There are nough madaris with teacher who actually encourage this and dismissed the attitude of the teacher who dismisses questions by the students.