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Discussions / Re: Evolution of Hadith Sciences and Need for Major Paradigm Shift in Role of Hadith
« on: March 01, 2012, 12:25:09 PM »
CONTINUED
8. The anachronism factor.
The forgery, fabrications, sinister accretions and superstitions apart (7 above), the literary style, setting, civilizational paradigms, and the intellectual underpinning of the Hadith sciences date back to the early medieval era and have thus lost touch with the present day objective scholarship, realities and paradigms of life, and intellectual acumen and insight. Hence, “their continued teaching and propagation, such as in traditional religious schools (madrasas), can adversely impact the mental development of the students, shackling their power of reasoning and virtually freezing their intellect into the early medieval era.” [11] These symptoms are reflected in the categorization of Islam by the 19th century French intellectual, François Rene De Chatteaubrand, as ‘a cult that was civilization’s enemy, systematically favourable to ignorance, to despotism and to slavery.’ [12] Leapfrogging to this very decade we see that A Washington Post/ABC New Polls in 2006 “found that nearly half of Americans – 46% - have a negative view of Islam,” and in Europe Islam was overwhelmingly singled out “as the religion most prone to violence.” [13]. These remarks by the Western scholarship spanning almost two centuries cannot be shrugged off as biased. The following remarks by some of the great Muslim scholars of recent centuries reflect similar sentiments:
"The condition of the Muslims is akin to those of the beasts of the forest - They revel in their state no matter how ignominious." “If anyone wants to see a (community's) decline exceeding all limits, He can see the inability of Islam to rise after its downfall.” – Altaf Hussain Hali (1837-1914) [14].
“If you fail to take cognizance (of truths) you will be annihilated - Your story will not be there in the annals of history.” “Muslim blood is as cheap as water, though you are perplexed (O Muslims) ignorant of the cause” (Muhammad Iqbal (1877-1938) [15]
Thus, the history’s calculus for Islam today stands out dark and gloomy as a cold and frosty moon-less night. As Hali said, “Gloom (nahusat) is lurking all around [14]. On one hand, the Muslim masses in many parts of the world are being subjected to violence by their own and Western regimes in the name of just and anti-terrorism wars and on the other, the Muslim theologian overlords are causing rivers of blood to flow wherever they can – Pakistan, Afghanistan, Iraq, Sudan, Algeria (in recent past) for example. More grievous is the total denial of the Muslim ulama to the mental mortification, backwardness and abysmally poor performance in all development fields of the products of the madrasa education that is cantered round the Hadith, which is thus exerting a formidable throwback and mortifying influence because of obvious anachronism factors.
9. The Qur’anic instruction to love, obey and follow the Prophet.
The orthodox quote the Qur’anic oft-repeated exhortations to love, obey and follow the Prophet (3:31, 3:32, 3:132, 4:69, 4:80, 5:56, 5:92, 24:52, 24:54, 24:56, 47:33, 64:12) as an indication to follow the Hadith or the sayings of the Prophet that are conflated with his normative behaviour (Sunna). But the Qur’anic instructions obviously aimed at establishing the Prophet as the ultimate and most honored and beloved leader of the community – a love and honor that he deserved as the Prophet of God. Accordingly, people at different historical junctures were asked to obey the Prophets Hud (26:131, 26:150), Jesus (3:50, 43:63), Lot (26:163), Noah (26:108, 26:110, 71:3), Shoaib (26:179), Salih (26:144, 26:150) and to follow the creed of Abraham (4:125, 16:123). Thus, the Qur’an, does not bind the followers of a prophet with his sunna, but uses it to refer to universal laws and patterns in both physical and moral realms (3 above, Part-I). Furthermore, any command to observing the Sunna (normative ways) of the Prophet Muhammad would have contradicted the notion of shir‘ah wa minhaj (dynamic system of law and code of life - 5:48, as the Qur’an envisions for humanity in its concluding legislative phase [16], and froze Islam, veritably, at the seventh century Arabia. It was conceivably for these reasons that the Qur’an did not connect its message with the Sunna of the Prophet – though based on the pre-Islamic norms, such a connection was a historical necessity in that era. History had to take its own course and accordingly it saw the evolution of the institution of Hadith sprouting from the pre-Islamic concept of following the Sunna of the ancestors. In absence of any Qur’anic mandate to follow the Sunna of the Prophet, there can be no breach of faith in any manner by treating the Hadith that is supposed to be a repository of the Prophet’s Sunna – as a historically informed and conditioned space-time specific theological discipline – rather than an intrinsic part of the eternal message of the Qur’an.
Ulama and scholars may also raise the question of religious rituals and festivities that the Hadiht corpus preserves. The truth is, all forms of rites, rituals and festivities are shaped and informed by historical contexts and the cultural heritage of people that entered Islam. This will continue to happen as part of historical inertia and conservatism. Conceivably, it is for this reason that the Qur’an is almost silent about religious rituals and festivities.
10. Need for a Major Paradigm Shift in religious thoughts:
The suspicion of Imam al-Bukhari and Muslim regarding the authenticity of the contents of the Hadith they compiled based entirely on isnad (1 above), the anachronism factors (6 above), the irrevocably adverse effects of historically stretched time on the Hadith screening process (7,8 above) and absence of any express instruction of the Qur’an to all humanity for all times to follow the Sunna of the Prophet (5 above) taken together clearly demonstrate that as a font of guidance or supplement to the eternal Qur’anic message that is meant for all times, space and historical contexts, the Hadith corpus has run far beyond its due course in history. Accordingly, the repetitive teaching of Hadith as a core subject in the traditional madrasas - generation after generation, and century after century beyond the era of its compilation (third century of Islam), has had grievous fallouts as summarily underlined under 8 above.
Hence, there is a long-standing need to treat the Hadith corpus in its historical, regional and cultural perspective as a closed domain and to restructure the curriculum of traditional religious schools by displacing the Hadith and other theological disciplines with a focused study of the Qur’anic message, and the diverse branches of universal knowledge and art forms.
The Qur’an is a book of wisdom (hikmah, 10:1, 31:2, 43:4, 44:4) that is made clear and distinct (12:1, 15:1, 16:64, 26:2, 27:1, 36:69, 43:2, 44:2) with all kinds of illustrations (17:89, 18:54, 30:58, 39:27) and has guidance for the believers in God (7:52, 16:64, 27:77. 31:3), the heedful (muttaqi) (2:2, 3:138, 24:34), and for humanity at large (2:185, 10:108, 14:52). Its paradigms are eternal, pluralistic, broad based, constant free from any addition or alteration since the revelation [17], and revered by all the Muslims of the world regardless of their sectarian, theological, ideological and regional orientations and can therefore serve a common, constant and universally accepted core subject for madrasa curriculum. It lays a great emphasis on the ‘constants’ of life – how a human being should behave regardless of time and era. Thus, it encompasses a broad spectrum of universal paradigms - justice, liberty, equity, good deeds, good neighbourly and inter-faith relations, sharing of wealth with the poor, eradication of slavery, deliverance of women from various entrenched taboos, conjugal oppression and dehumanization; good business ethics, fair payment for goods and services, financial support to the needy, use of intellect, striving for excellence – to cite some major examples. These tenets are as relevant today as they were at the Prophet’s time. These tenets constitute the message of God that the Prophet delivered to humanity. Therefore, these tenets need to be taught as a core subject in the Islamic religious schools for the Muslims must know the message their Messenger brought for them if they really love him as they claim.
Furthermore, scientific knowledge is the very key to understanding the scientific indications of the Qur’an, and the essential tool to harnessing the resources of nature as enjoined by the Qur’an. Thus for example, we will not be able to understand many of the Qur’anic verses on natural phenomena, such as relating to the movement of the heavenly bodies (3:27, 31:29, 35:13), embryonic development in human foetus (22:5, 23:13/14, 39:6, 40:67, 75:38, 82:7, 96:2), graduated layers of darkness in the depths of oceans (24:40), barrier between sweet and saline water (25:53, 27:61, 55:19) etc. without the knowledge of physical sciences. Therefore, from the Qur’anic perspective, the pursuit of scientific knowledge is integral to its message, and to set it apart as ‘European’ or ‘un-Islamic’ could amount to a blatant denial of a self evident proposition - a kufr [18]. The same holds for all other universal faculties, professional disciplines and art forms that form the basis of modern education – as they no more than glimpses of God’s infinite manifestations (kalimat, 18:109, 31:27) and accordingly taught in the Christian and other missionary schools.
To be more explicit, there is an urgent need for a major paradigm shift in Islamic religious thoughts and the scope and curriculum of traditional madrasas: they should be converted to universal houses of learning like the Western missionary schools with the same curricula and education system as in civil schools – with the addition of a Religion class. The Muslim students may be taught the fundamentals of the Qur’anic message and the non-Muslims, the fundamentals of their faith.
This definitely sounds radical if not revolutionary, as it purports to relegate the Hadith, now regarded as an eternal component of Islam like the Qur’an, into its historical slot and bring to the fore, the Qur’anic message in its rightful place as a complete, universal, pluralistic and eternal font of guidance. What the Muslim elite and scholarship should be concerned is the truth – and this article has attempted to capture the truth in a very logical, systematic, unbiased and faithful manner drawing on most authentic resources. Hence it is worthy of serious evaluation and consideration.
The article is complementary to a recently posted article under the caption: An Open Reminder to Ulama - Rejecting universal knowledge as un-Islamic is brazenly un-Islamic and kufr (denial of truth).
http://www.newageislam.com/NewAgeIslamIslamicShariaLaws_1.aspx?ArticleID=5961
Notes
1. Muhammad Yunus and Ashfaque Ullah Syed, Essential Message of Islam, Amana Publications, USA 2009.
2. Sahih al-Bukhari, English translation by Mohsin Khan, New Delhi 1984, Acc. 364, 735/Vol.3.
3. Sahih al-Muslim, Urdu translation by Wahiduz Zaman, Aeteqad Publishing House, New Delhi (year not mentioned), extracted from the muqaddimah.
4. Shibli Noumani, al Faruq, 1898, Karachi reprint 1991, p. 291, 293
5. Sahih al-Bukhari, English translation by Mohsin Khan, New Delhi, 1984, Acc. 372/Vol.9.
6. Mohammed Arkoun, Rethinking Islam, translated and edited by Robert D.Lee, Westview Press, Oxford, p.45] [6]
7. Sahih al-Bukhari, English translation by Mohsin Khan, New Delhi 1984. Examples of context specific traditions that lead to contradictory propositions:
- hajj is redemption of all past sins [Vol.2, Acc. 596]. The reward for hajj is commensurate to the hardship undertaken for it [Vol.3, Acc. 15].
- The dog is a clean animal as dogs used to roam about the Prophet’s mosque and even urinate there [Vol.1, Acc. 174]. The dog is an unclean animal, and so if a dog eats from a container, it is to be washed seven times to purify it before human use [Vol.1, Acc. 173].
- The dog is a blessed creature as a man was promised Paradise by God because he brought water from a well to quench the thirst of a dog [Vol.1, Acc. 174]. The dog is an accursed creature as its sale is forbidden [Vol.3, Acc. 439, 440].
- The Prophet forbade the killing of women and children [Vol.4, Acc. 257, 258]. The Prophet tacitly approved the killing of pagans at night when women were also exposed (and could be killed during attack) [Vol.4, Acc. 256].
8. Ibid., Examples of era specific traditions include accounts forbidding Muslims from carrying the Qur’an to a hostile land [Vol.4, Acc. 233], keeping agricultural implements at homes [Vol.3, Acc. 514], taking the price of a dog [Vol.3, Acc. 439, 440], or selling fruits until they are ripe and red [Vol.1, Acc. 565].
9. Muhammad Husayn Haykal, The Life of Muhammad, English translation of 8th edition by Ismail Ragi, Karachi 1989, p. 584] [9]
10. Ibid., p. 584.
11. Muhammad Yunus and Ashfaque Ullah Syed, Essential Message of Islam, Amana Publications, USA 2009, p. 342.
12. Karen Armstrong, Muhammad, Victor Gollnacs Ltd. London, 1991, p. 39. [11]
13. John L.Esposito, The Future of Islam, Oxford University Press, New York 2010, p. 12.
14. Maddu jazar e Islam, 4th and 6th stanza
15. Bange dara, taswir e dard, 27th verse, duniyae Islam, 6th verse. [15]
16. Muhammad Yunus and Ashfaque Ullah Syed, Essential Message of Islam, Amana Publications, USA 2009, p. 94 – interpretation of the verse 5:48.
17. See the article: The Qur’an was never edited and any effort to edit the Qur’an will be self contradictory:
http://www.newageislam.com/NewAgeIslamIslamicShariaLaws_1.aspx?ArticleID=6316
18. See the article: An Open Reminder to Ulama- Rejecting universal knowledge as un-Islamic is brazenly un-Islamic and kufr (denial of truth).
Muhammad Yunus, a Chemical Engineering graduate from Indian Institute of Technology, and a retired corporate executive has been engaged in an in-depth study of the Qur’an since early 90’s, focusing on its core message. He has co-authored the referred exegetic work, which received the approval of al-Azhar al-Sharif, Cairo in 2002, and following restructuring and refinement was endorsed and authenticated by Dr. Khaled Abou El Fadl of UCLA, and published by Amana Publications, Maryland, USA, 2009.
Source : New Age Islam
8. The anachronism factor.
The forgery, fabrications, sinister accretions and superstitions apart (7 above), the literary style, setting, civilizational paradigms, and the intellectual underpinning of the Hadith sciences date back to the early medieval era and have thus lost touch with the present day objective scholarship, realities and paradigms of life, and intellectual acumen and insight. Hence, “their continued teaching and propagation, such as in traditional religious schools (madrasas), can adversely impact the mental development of the students, shackling their power of reasoning and virtually freezing their intellect into the early medieval era.” [11] These symptoms are reflected in the categorization of Islam by the 19th century French intellectual, François Rene De Chatteaubrand, as ‘a cult that was civilization’s enemy, systematically favourable to ignorance, to despotism and to slavery.’ [12] Leapfrogging to this very decade we see that A Washington Post/ABC New Polls in 2006 “found that nearly half of Americans – 46% - have a negative view of Islam,” and in Europe Islam was overwhelmingly singled out “as the religion most prone to violence.” [13]. These remarks by the Western scholarship spanning almost two centuries cannot be shrugged off as biased. The following remarks by some of the great Muslim scholars of recent centuries reflect similar sentiments:
"The condition of the Muslims is akin to those of the beasts of the forest - They revel in their state no matter how ignominious." “If anyone wants to see a (community's) decline exceeding all limits, He can see the inability of Islam to rise after its downfall.” – Altaf Hussain Hali (1837-1914) [14].
“If you fail to take cognizance (of truths) you will be annihilated - Your story will not be there in the annals of history.” “Muslim blood is as cheap as water, though you are perplexed (O Muslims) ignorant of the cause” (Muhammad Iqbal (1877-1938) [15]
Thus, the history’s calculus for Islam today stands out dark and gloomy as a cold and frosty moon-less night. As Hali said, “Gloom (nahusat) is lurking all around [14]. On one hand, the Muslim masses in many parts of the world are being subjected to violence by their own and Western regimes in the name of just and anti-terrorism wars and on the other, the Muslim theologian overlords are causing rivers of blood to flow wherever they can – Pakistan, Afghanistan, Iraq, Sudan, Algeria (in recent past) for example. More grievous is the total denial of the Muslim ulama to the mental mortification, backwardness and abysmally poor performance in all development fields of the products of the madrasa education that is cantered round the Hadith, which is thus exerting a formidable throwback and mortifying influence because of obvious anachronism factors.
9. The Qur’anic instruction to love, obey and follow the Prophet.
The orthodox quote the Qur’anic oft-repeated exhortations to love, obey and follow the Prophet (3:31, 3:32, 3:132, 4:69, 4:80, 5:56, 5:92, 24:52, 24:54, 24:56, 47:33, 64:12) as an indication to follow the Hadith or the sayings of the Prophet that are conflated with his normative behaviour (Sunna). But the Qur’anic instructions obviously aimed at establishing the Prophet as the ultimate and most honored and beloved leader of the community – a love and honor that he deserved as the Prophet of God. Accordingly, people at different historical junctures were asked to obey the Prophets Hud (26:131, 26:150), Jesus (3:50, 43:63), Lot (26:163), Noah (26:108, 26:110, 71:3), Shoaib (26:179), Salih (26:144, 26:150) and to follow the creed of Abraham (4:125, 16:123). Thus, the Qur’an, does not bind the followers of a prophet with his sunna, but uses it to refer to universal laws and patterns in both physical and moral realms (3 above, Part-I). Furthermore, any command to observing the Sunna (normative ways) of the Prophet Muhammad would have contradicted the notion of shir‘ah wa minhaj (dynamic system of law and code of life - 5:48, as the Qur’an envisions for humanity in its concluding legislative phase [16], and froze Islam, veritably, at the seventh century Arabia. It was conceivably for these reasons that the Qur’an did not connect its message with the Sunna of the Prophet – though based on the pre-Islamic norms, such a connection was a historical necessity in that era. History had to take its own course and accordingly it saw the evolution of the institution of Hadith sprouting from the pre-Islamic concept of following the Sunna of the ancestors. In absence of any Qur’anic mandate to follow the Sunna of the Prophet, there can be no breach of faith in any manner by treating the Hadith that is supposed to be a repository of the Prophet’s Sunna – as a historically informed and conditioned space-time specific theological discipline – rather than an intrinsic part of the eternal message of the Qur’an.
Ulama and scholars may also raise the question of religious rituals and festivities that the Hadiht corpus preserves. The truth is, all forms of rites, rituals and festivities are shaped and informed by historical contexts and the cultural heritage of people that entered Islam. This will continue to happen as part of historical inertia and conservatism. Conceivably, it is for this reason that the Qur’an is almost silent about religious rituals and festivities.
10. Need for a Major Paradigm Shift in religious thoughts:
The suspicion of Imam al-Bukhari and Muslim regarding the authenticity of the contents of the Hadith they compiled based entirely on isnad (1 above), the anachronism factors (6 above), the irrevocably adverse effects of historically stretched time on the Hadith screening process (7,8 above) and absence of any express instruction of the Qur’an to all humanity for all times to follow the Sunna of the Prophet (5 above) taken together clearly demonstrate that as a font of guidance or supplement to the eternal Qur’anic message that is meant for all times, space and historical contexts, the Hadith corpus has run far beyond its due course in history. Accordingly, the repetitive teaching of Hadith as a core subject in the traditional madrasas - generation after generation, and century after century beyond the era of its compilation (third century of Islam), has had grievous fallouts as summarily underlined under 8 above.
Hence, there is a long-standing need to treat the Hadith corpus in its historical, regional and cultural perspective as a closed domain and to restructure the curriculum of traditional religious schools by displacing the Hadith and other theological disciplines with a focused study of the Qur’anic message, and the diverse branches of universal knowledge and art forms.
The Qur’an is a book of wisdom (hikmah, 10:1, 31:2, 43:4, 44:4) that is made clear and distinct (12:1, 15:1, 16:64, 26:2, 27:1, 36:69, 43:2, 44:2) with all kinds of illustrations (17:89, 18:54, 30:58, 39:27) and has guidance for the believers in God (7:52, 16:64, 27:77. 31:3), the heedful (muttaqi) (2:2, 3:138, 24:34), and for humanity at large (2:185, 10:108, 14:52). Its paradigms are eternal, pluralistic, broad based, constant free from any addition or alteration since the revelation [17], and revered by all the Muslims of the world regardless of their sectarian, theological, ideological and regional orientations and can therefore serve a common, constant and universally accepted core subject for madrasa curriculum. It lays a great emphasis on the ‘constants’ of life – how a human being should behave regardless of time and era. Thus, it encompasses a broad spectrum of universal paradigms - justice, liberty, equity, good deeds, good neighbourly and inter-faith relations, sharing of wealth with the poor, eradication of slavery, deliverance of women from various entrenched taboos, conjugal oppression and dehumanization; good business ethics, fair payment for goods and services, financial support to the needy, use of intellect, striving for excellence – to cite some major examples. These tenets are as relevant today as they were at the Prophet’s time. These tenets constitute the message of God that the Prophet delivered to humanity. Therefore, these tenets need to be taught as a core subject in the Islamic religious schools for the Muslims must know the message their Messenger brought for them if they really love him as they claim.
Furthermore, scientific knowledge is the very key to understanding the scientific indications of the Qur’an, and the essential tool to harnessing the resources of nature as enjoined by the Qur’an. Thus for example, we will not be able to understand many of the Qur’anic verses on natural phenomena, such as relating to the movement of the heavenly bodies (3:27, 31:29, 35:13), embryonic development in human foetus (22:5, 23:13/14, 39:6, 40:67, 75:38, 82:7, 96:2), graduated layers of darkness in the depths of oceans (24:40), barrier between sweet and saline water (25:53, 27:61, 55:19) etc. without the knowledge of physical sciences. Therefore, from the Qur’anic perspective, the pursuit of scientific knowledge is integral to its message, and to set it apart as ‘European’ or ‘un-Islamic’ could amount to a blatant denial of a self evident proposition - a kufr [18]. The same holds for all other universal faculties, professional disciplines and art forms that form the basis of modern education – as they no more than glimpses of God’s infinite manifestations (kalimat, 18:109, 31:27) and accordingly taught in the Christian and other missionary schools.
To be more explicit, there is an urgent need for a major paradigm shift in Islamic religious thoughts and the scope and curriculum of traditional madrasas: they should be converted to universal houses of learning like the Western missionary schools with the same curricula and education system as in civil schools – with the addition of a Religion class. The Muslim students may be taught the fundamentals of the Qur’anic message and the non-Muslims, the fundamentals of their faith.
This definitely sounds radical if not revolutionary, as it purports to relegate the Hadith, now regarded as an eternal component of Islam like the Qur’an, into its historical slot and bring to the fore, the Qur’anic message in its rightful place as a complete, universal, pluralistic and eternal font of guidance. What the Muslim elite and scholarship should be concerned is the truth – and this article has attempted to capture the truth in a very logical, systematic, unbiased and faithful manner drawing on most authentic resources. Hence it is worthy of serious evaluation and consideration.
The article is complementary to a recently posted article under the caption: An Open Reminder to Ulama - Rejecting universal knowledge as un-Islamic is brazenly un-Islamic and kufr (denial of truth).
http://www.newageislam.com/NewAgeIslamIslamicShariaLaws_1.aspx?ArticleID=5961
Notes
1. Muhammad Yunus and Ashfaque Ullah Syed, Essential Message of Islam, Amana Publications, USA 2009.
2. Sahih al-Bukhari, English translation by Mohsin Khan, New Delhi 1984, Acc. 364, 735/Vol.3.
3. Sahih al-Muslim, Urdu translation by Wahiduz Zaman, Aeteqad Publishing House, New Delhi (year not mentioned), extracted from the muqaddimah.
4. Shibli Noumani, al Faruq, 1898, Karachi reprint 1991, p. 291, 293
5. Sahih al-Bukhari, English translation by Mohsin Khan, New Delhi, 1984, Acc. 372/Vol.9.
6. Mohammed Arkoun, Rethinking Islam, translated and edited by Robert D.Lee, Westview Press, Oxford, p.45] [6]
7. Sahih al-Bukhari, English translation by Mohsin Khan, New Delhi 1984. Examples of context specific traditions that lead to contradictory propositions:
- hajj is redemption of all past sins [Vol.2, Acc. 596]. The reward for hajj is commensurate to the hardship undertaken for it [Vol.3, Acc. 15].
- The dog is a clean animal as dogs used to roam about the Prophet’s mosque and even urinate there [Vol.1, Acc. 174]. The dog is an unclean animal, and so if a dog eats from a container, it is to be washed seven times to purify it before human use [Vol.1, Acc. 173].
- The dog is a blessed creature as a man was promised Paradise by God because he brought water from a well to quench the thirst of a dog [Vol.1, Acc. 174]. The dog is an accursed creature as its sale is forbidden [Vol.3, Acc. 439, 440].
- The Prophet forbade the killing of women and children [Vol.4, Acc. 257, 258]. The Prophet tacitly approved the killing of pagans at night when women were also exposed (and could be killed during attack) [Vol.4, Acc. 256].
8. Ibid., Examples of era specific traditions include accounts forbidding Muslims from carrying the Qur’an to a hostile land [Vol.4, Acc. 233], keeping agricultural implements at homes [Vol.3, Acc. 514], taking the price of a dog [Vol.3, Acc. 439, 440], or selling fruits until they are ripe and red [Vol.1, Acc. 565].
9. Muhammad Husayn Haykal, The Life of Muhammad, English translation of 8th edition by Ismail Ragi, Karachi 1989, p. 584] [9]
10. Ibid., p. 584.
11. Muhammad Yunus and Ashfaque Ullah Syed, Essential Message of Islam, Amana Publications, USA 2009, p. 342.
12. Karen Armstrong, Muhammad, Victor Gollnacs Ltd. London, 1991, p. 39. [11]
13. John L.Esposito, The Future of Islam, Oxford University Press, New York 2010, p. 12.
14. Maddu jazar e Islam, 4th and 6th stanza
15. Bange dara, taswir e dard, 27th verse, duniyae Islam, 6th verse. [15]
16. Muhammad Yunus and Ashfaque Ullah Syed, Essential Message of Islam, Amana Publications, USA 2009, p. 94 – interpretation of the verse 5:48.
17. See the article: The Qur’an was never edited and any effort to edit the Qur’an will be self contradictory:
http://www.newageislam.com/NewAgeIslamIslamicShariaLaws_1.aspx?ArticleID=6316
18. See the article: An Open Reminder to Ulama- Rejecting universal knowledge as un-Islamic is brazenly un-Islamic and kufr (denial of truth).
Muhammad Yunus, a Chemical Engineering graduate from Indian Institute of Technology, and a retired corporate executive has been engaged in an in-depth study of the Qur’an since early 90’s, focusing on its core message. He has co-authored the referred exegetic work, which received the approval of al-Azhar al-Sharif, Cairo in 2002, and following restructuring and refinement was endorsed and authenticated by Dr. Khaled Abou El Fadl of UCLA, and published by Amana Publications, Maryland, USA, 2009.
Source : New Age Islam