Regarding Imām Faẓl-i Ḥaq Khairābādī, his student, Mawlānā ʿAbdullāh Bilgrāmī, said:

“May Allāh have mercy on him, he was compassionate towards students and eager to teach those with understanding and intellect.”

(al-Tuḥfah al-ʿIlmiyyah, gloss on Ḥadiyah Saʿīdiyyah).

Now Available to Read: https://www.khairabadiinstitute.com/articles/verified-solutions-to-modern-intellectual-anxieties

??????????? ??? ????????? ?? ??? ?????????: ???? ???? ??-??????? ?? ????????? ??? ??? ??????? ?????????
(2 minute read)

Initially, Dars-i Nizāmī was not just a curriculum but a pedagogy—a method of teaching and learning that focused on developing intellectual depth. After preparing a specific portion of a text, students would study it not by mere memorisation, but by researching and uncovering the underlying principles that were embedded within it.

In other words, the text served as a tool, a means through which scholarly discussions, debates, and discourses would emerge. Mullā Nizamuddin included two of the most challenging texts in each subject. Why?

If a student could study these difficult works properly, they would develop expertise and essential skills, enabling them to engage with the vast library of Muslim scholarship, extracting rulings and knowledge from any text.

By mastering these books, students would gain expertise & cultivate crucial skills. If they wished, they could become students of Imām Rāzī by reading his works. Or, they could become disciples of Shaykh Muhyiddīn Ibn ‘Arabī through studying his Fuṣūṣ al-Hikam.
The goal of this curriculum was not to memorise lines but to refine the intellect. For this reason, texts and commentaries that provided excessive clarification were deliberately excluded from the syllabus.

For example, Mullā Mubīn wrote an extensive and clear commentary on Sullam al-‘Ulūm by Mullā Muhibbullāh Bihārī. Because of its clarity, teachers often advised against reading it early in one's studies.
"Mubīn is mubīn," they would say—meaning "at this stage, don’t read Mubīn’s commentary because it’s too clear and easily comprehensible, which won’t challenge your intellect."
Similarly, when studying Sharh al-Aqā'id al-Nasafiyyah, only the sections on the Necessary Being and His Divine Attributes were deeply analysed, while the sections on eschatology were often left untouched.

Once this intellectual acuity developed, students became truly erudite scholars.

Over the past century, unfortunately, the original objective of Dars-i Nizāmī has been lost.
As Muslims, we fell prey to modernity, making unnecessary changes. Subjects like principles of jurisprudence, logic, scholasticism, the science of eloquence, astronomy, medicine, and philosophy, once central to the curriculum, have now diminished.
As a result of this unfamiliarity, we have become orphans to genuine academic rigour.

There is an essential relationship between these sciences. They are interconnected, with a strong association that exists among the plethora of passages found among the various sciences. These fields, along with their languages, are the foundation of our culture.

Yes, we must continue to progress and move forward, but we must also remember: A structure is built only on solid foundations! Our foundation lies in the rich intellectual and spiritual inheritance of Imam Abu Hamid al-Ghazali and his spiritual successors, spanning from Khairabad to the Ottoman tradition and everything in between!

????? ????? ??? ?????????? ???????? & ??? ??????? ?????? ?? ??? ??????? ?????? ?? ??.??: https://www.youtube.com/watch?v=h3ObKn1Y5gY&t=703s

By doing so, we can carry their research forward and continue that rich dialogue in a world that greatly needs answers to numerous issues.

??? ???? ???? ?? ?????̄ ????-? ?????̄? ??-??̄????̄: https://khairabadiinstitute.com/articlesblogs/short-biography-of-mufti-fazl-i-subhan-al-qadiri

????? ??? ???? ??.??:
https://youtube.com/watch?v=h3ObKn1Y5gY&t=2396s

?????̄ ????-? ?????̄? ??-??̄????̄ ?? ??? ????????̄??̄ ?????
(3 minute read)

It’s remarkable to think that the man he discusses in this clip was one of the prominent Ma’quli (intellectual) scholars of the last century, who promoted the Khairabādī tradition throughout Pakistan.

Before the British arrived in the Indian subcontinent, the region was renowned for its rich intellectual heritage and wealth. J.T. Sunderland writes in India in Bondage:

"India was a far greater industrial and manufacturing nation than any in Europe or Asia. Her textile goods—the fine products of her looms, in cotton, wool, linen, and silk—were famous throughout the civilized world; so were her exquisite jewelry and her costly works in gold and silver, brass and copper, and steel; her pottery, porcelain, and pottery-ware; her beautiful products of the loom; her great architecture; her ships and shipbuilding; and her fine products in leather, glass, and other fields of artistic and skilled industry."

William Dalrymple, in The Last Mughal Emperor, actually downplays the rich heritage of scholarly intellectual pursuit when he states:

"The students at the madrasa were trained in philosophy, logic, and the sciences, and by the time they graduated, they would know as much about Aristotle and Plato as any graduate of Oxford."

It is true that an Oxford graduate would have certainly struggled to keep pace with the giants of the Nizāmī intellectual tradition, and their extensive glosses, commentaries, and rigorous research & new findings in the rational sciences.

However, due to British colonialism, significant changes inevitably emerged in India, particularly in the educational landscape. In response to these challenges, a branch of the Farangī Mahallīs from Khairabād (in the Sitapur district of Uttar Pradesh) came forward to uphold the tradition of Dars-i Nizāmī. Among them, Imam Fazl-i Haq Khairabādī – may Allah have mercy on him – is particularly renowned.

From the end of the eighteenth century, two major branches of Nizāmi pedagogy emerged. One was the Farangī Mahall family, through which Dars-i Nizāmī was preserved. The second branch emerged through the Khairabādīs. The enduring impact of these two lineages and their blessings can be seen in various institutions today.

From the Khairabādī tradition in India and Pakistan, two further main branches developed. One is the Khairabādī Amjadī chain, which came through Hāfiz-i Millat (the founder of Jāmia Ashrafiyyah in Mubarakpur), and the second is the Khairabādī Bandiyālwī branch, associated with ‘Allāmah Yār Muḥammad Bandiyālwī and his distinguished student, ‘Allāmah ‘Atā Muḥammad Bandiyālwī, the teacher of our dear teacher.

????̄?? ??-????, ???̄ ???????? ???????̄ ???????̄???̄, ??????? ???? ???????????? ???????? ?? ? ??????? ?? ???? ????-? ??? ????????̄??̄ ??????? ??? ????????. ?? ?? ???? ? ??????? ?? ????? ????̄?????̄? ???????̄, ??? ???????? ?? ????-? ????̄??̄, ??????? ??? ????????, ????̄?? ????????̄? ??-???̄??̄??̄ ??????? ?????? ????????, ??-???????? ????̄?????̄? ???????? ??-?????̄??̄ ??-?????̄??̄ ??????? ???????? ????????, ???̄? ʿ??̣?? ??-??̄? ??-?̄??̄ ??????? ??????? ????????, ???̄? ????? ??-??̄? ??̄??̄ ??????? ??????-??? ????????, ???̄? ??? ??̄??? ??-???????̄ ??????? ??????-???? ????????, ??? ??? ???̄? ?? ??? ???-?????? ???? ????? ???’???̄ ??????? ??????-???? ????????.

It is incumbent upon us to revive this lost tradition by establishing strong connections again with the scholars and texts of that period.

Two Walī-Allahs, One Legacy: Rediscovering Mullā Walī-Allah Farangī Mahallī
Did you know the Indian Subcontinent houses two incredible scholars named Wali-Allah? This article introduces Mulla Wali-Allah Farangi Mahalli, a prolific writer and influential member of the Farangi Mahall family in Lucknow, whose contributions to the intellectual landscape of the Subcontinent are truly mesmerising. Delve into his writings and the impact he left on Islamic scholarship now.
Read Full Article Here: https://www.khairabadiinstitute.com/articlesblogs/two-wal-allahs-one-legacy

**?????’ ??-?????̄??̄’? ????? ?????????? ?? ????? ??-'???'?? ??-??????????

????? ??-???'?? ??-??????????: ? ???? ????:**Sharh al-'Aqa'id al-Nasafiyyah is a commentary by Allama Mas'ud b. 'Umar Sa'd al-Din al-Taftazani (d. 791/1388) on ‘al-'Aqa'id’ of Imam Abu Hafs al-Nasafi al-Maturidi.

It is an authoritative compendium on the central tenets of the Islamic faith. Allama Taftazani thoroughly analyses the original text (matn) of Imam Nasafi with a thorough attention to details, facilitating a student to grow in his ability and skill in understanding the classical literature of the Muslim world.
??????? ?????̄??̄:For centuries Sharh al-'Aqa'id has held its place in scholarly circles as an authoritative textbook on Kalam such that it became a foundational work within the Farangi Mahalli curriculum. This work was traditionally taught alongside Mulla’ al-Khayālī’s super commentary, known as Hashiya Khayālī.
??? ?????????? ?????? ??? ?????? ??????????:The inclusion of these kinds of books and the method in which they were taught can be fully understood once a person grasps the philosophy of the Nizami curriculum. Mulla Nizam al-Din's method was to teach the two most difficult books in each subject on the grounds that, once they had been mastered, the rest would by extension be comprehensible to the students. Now, not only could students benefit from all these newly accessible works but they could even teach them, if required to.
??????? ???????Mulla’ al-Khayālī is no doubt a benefactor to the recipients of the traditional Nizami curriculum, read about his biography now:
https://www.openmadrasa.org/read/al-shaqaiq-al-numaniya-molla-al-khayali
???? ???? ????? ??????????? ???????? ??????? ???: https://khairabadiinstitute.com/articlesblogs/what-problem-is-khairabadi-institute-trying-to-solve

ILM AL-SEEGAH (ARABIC ETYMOLOGY)
Arabic Etymology has been taught as a separate discipline since its codification by Imam Abu Uthman al-Mazini (d. 863 CE).

Allama Inayat Ahmad Kakorwi’s (d. 1863 CE) magnum opus, ilm al-Seegah on Sarf, is a synthesis of 5 classical texts in Etymology along with further benefits.

Allama Inayat Ahmad Kakorwi was a leading Scholar of the Subcontinent who participated in the War of Independence (1857 CE).

Eventually he was exiled to the Andaman Islands along with Allama Fazl-i-Haq Khairabadi & other masters of the sacred sciences.

His book gained wide acceptance & was introduced into the Nizami Curriculum.

Founder of Khairabadi Institute, Ustad Mubashir Iqbal delivering a class on Ilm-al-Seegah at Greengate Islamic College. Alhamdulilah.

More on Ilm al-Seegah & Arabic within the Khairabadi Tradition to come soon. Insha'Allah.

Shaykh Shams Tameez inviting you all for the al-‘Aqā’id al-‘Aḍudīyyah Course

The 9-week long course on Qādi al-Ijī’s masterpiece in Kalām starts in around 2 weeks time. If you haven’t already signed up, do so now while the last few places are still available.

Link to Register for the Entire Course: https://forms.gle/dDW7Z2ZoXyBkiCkQ8

Link to Register for Tomorrow’s Free Introductory Seminar: https://forms.gle/FtLViwjTq8AKHgnF7

Note: For those who've already registered, you should have received a confirmation email. Please check your spam folder and reply to confirm your place in the course as soon as possible. Those who have already responded don't need to take any further action.