IOU TEACHING, LEARNING & RESEARCH

COURSE DESCRIPTION
1. Name of Course: Math’habs

2. Course Code: FQH101

3. Program(s) of Study: BAIS, BMAIS, BSc.PSY, DPSY, CED, DED, B.Ed, CIT, DIT, DIBE, B.Sc.IBE

4. Name(s) of academic staff: Dr. Bilal Philips (instructor), Sh. Laja Yasini (Lecturer)

5. Rationale for the inclusion of the course in the program of study:

The course is a critical study of the history of Islamic Jurisprudence and the evolution of its various
schools of thoughts (math’habs)

6. Semester and Year offered: Year 1 – Semester 1 (BAIS),

7. Course Synopsis:

This course covers the different stages in the development of fiqh, the reasons for the difference of
opinions amongst the scholars and a detailed discussion of the different characteristics of fiqh
throughout its development

8. Core Syllabus:

The course syllabus includes:

 Definitions and distinctions between fiqh and shariah. Overview of the stages in the
development of fiqh
 Sources of Islamic law
 Basis of legislation
 The Math’habs: Unique features of the leading schools of thought
 Reasons for differences
 Ijtihaad and Taqleed
 Dynamic fiqh
9. Main references (textbooks) supporting the course:
1. The Evolution of Fiqh (Bilaal Philips)
2. The Chennai Treatise (Bilaal Philips)

Additional Supporting references (supplementary reading):

The Shariah (Abdur Rahman Doi)
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10. Learning objectives:

 To develop the student’s understanding of how Islamic Law evolved and developed from the Era
of the Prophet (‫ )ﷺ‬until the present
 To enable the student to comprehend the importance of fiqh and its role in Islam
 To help students understand the role played by the early scholars as well as help them realize
that following the Math’hab of the Prophet (‫ )ﷺ‬was the goal of all of the early scholars
 To clarify for the students the universality of teachings of Islam and how (especially Islamic Law)
is applicable to all places and for all times.
 To enlighten the students about the common basis shared by all the leading math’habs and to
clarify the reasons that led to their differences

Learning outcomes:

After completing this course a student will be able to :-

 Have an understanding of the essential characteristics of Islamic Law
 Know about the different schools of thought and the reasons for the difference of opinions
amongst these schools.
 Identify the important contributions made by our pious predecessors
11. Transferable Skills:

Ability to deal with difference of opinions in Islamic Jurisprudence.

12. Credit Value: 3

13. Prerequisite (if any): None

14. Teaching-learning and assessment strategy:

Students will read prescribed text, watch recorded lectures, and watch recorded tutorials.
Thereafter, students will formulate their own study notes and complete module tests as formative
assessments.
Summative assessment will take place via a semester research assignment and mid-term and final
examinations.
15. Assessment Methods and Types

Type of Assessment Components of Assessment Weightings of Components

(%)

Module Tests 15

Assignment 15

Examination Midterm 8th week 30

Final 16th week 40

16. Modes of Delivery

Recorded lectures, recorded tutorial sessions, and reading material

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COURSE OUTLINE

No. Modules Lecture Tutorial Assess. ILT* Total

1 Definitions and Distinctions 60 30 10 60 160

2 Content of the Qur’am 60 30 10 60 160

3 Basis of legislation in the Qur’an 60 30 10 70 170

4 First Stage: Foundation Stage 60 30 10 65 165

5 Era of the Righteous Caliphs 60 30 10 60 160

6 Era of the Umayyads 60 30 10 60 160

7 Era of the Abbasides 60 30 10 65 165

8 Hanafi and Awzai Madhabs 60 30 10 55 155

9 Fiqh of Hijaaz and Fiqh of Iraq 60 30 10 60 160

10 Comparison between the madhabs 60 30 10 60 160

11 Revision of the main features of the firsts 4 stages 60 30 10 120 220

12 Main reasons for conflicting rulings 60 30 10 60 160

13 Main Madhabs and the compilation of fiqh 60 30 10 40 140

14 Taqleed, Ittiba and Ijtihaad 60 30 10 45 145

15 Reformers/Revivers 60 30 10 55 155

16 Imaams and Taqleed 60 30 10 45 145

17 Students of the Imaams and taqleed 60 30 10 45 145

18 Differences among the ummah 60 30 10 35 135

19 Contradictory and variational differences 60 30 10 45 145

20 Conclusion, Case study: The Chennai Treatise 60 30 10 60 160

21 The Chennai treatise (contd.) 60 30 10 60 160

22 Revision of Chapter 8 and 9 60 30 10 75 175

23 Revision of Chapter 10 and 11, Chennai Treatise 60 30 10 75 175

Time indicated in minutes

*ILT – Independent Learning Time