| A Closer Look at Sufism |
Page 4 of 9 Sufism and IslamAt the level of Islam, we said that Tasawwuf requires Islam, through “submission to the rules of Sacred Law.” But Islam, for its part, equally requires Tasawwuf. Why? For the very good reason that the sunna which Muslims have been commanded to follow is not just the words and actions of the Prophet (Allah bless him and give him peace), but also his states, states of the heart such as taqwa or “godfearingness,” ikhlas “sincerity,” tawakkul “reliance on Allah,” rahma “mercy,” tawadu‘ “humility,” and so on. Now, it is characteristic of the Islamic ethic that human actions are not simply divided into two shades of morality, right or wrong; but rather five, arranged in order of their ultimate consequences. The obligatory (wajib) is that whose performance is rewarded by Allah in the next life and whose nonperformance is punished. The recommended (mandub) is that whose performance is rewarded, but whose nonperformance is not punished. The permissible (mubah) is indifferent, unconnected with either reward or punishment. The offensive (makruh) is that whose nonperformance is rewarded but whose performance is not punished. The unlawful (haram) is that whose nonperformance is rewarded and whose performance is punished, if one dies unrepentant. Human states of the heart, the Qur’an and sunna make plain to us, come under each of these headings. Yet they are not dealt with in books of fiqh or “Islamic jurisprudence,” because unlike the prayer, zakat, or fasting, they are not quantifiable in terms of the specific amount of them that must be done. But if they are not countable, they are of the utmost importance to every Muslim. Let us look at a few examples.
It is plain, if we consider the matter for a moment, that none of the states mentioned in these texts —whether mercy, love, or presence of heart—are quantifiable, for the Sacred Law cannot specify that one must “do two units of mercy” or “have three units of presence of mind” in the way that the number of rak‘as of prayer can be specified, yet each of them is personally obligatory for the Muslim. Let us complete the picture by looking at a few examples of states that are haram or “strictly unlawful”:
These and similar haram inward states are not found in books of fiqh or “jurisprudence,” because fiqh can only deal with quantifiable descriptions of rulings. Rather, they are examined in their causes and remedies by the scholars of the “inner fiqh” of Tasawwuf, men such as Imam al-Ghazali in his Ihya’ ‘ulum al-din [The reviving of the religious sciences], Imam Ahmad al-Sirhindi in his Maktubat [Letters], al-Suhrawardi in his ‘Awarif al-ma‘arif [The knowledges of the illuminates], Abu Talib al-Makki in Qut al-qulub [The sustenance of hearts], and similar classic works, which discuss and solve hundreds of ethical questions about the inner life. These are books of shari‘a, and their questions are questions of Sacred Law, of how it is lawful or unlawful for a Muslim to be. Their task and role in Islam is preserve the part of the prophetic sunna dealing with states. Who needs such information? All Muslims, for the Qur’anic verses and authenticated hadiths mentioned above all point to the fact that a Muslim must not only do certain things and say certain things, but also must be something, must attain certain states of the heart and eliminate others. Do we ever fear someone besides Allah? Do we have a particle of arrogance in our hearts? Is our love for the Prophet (Allah bless him and give him peace) greater than our love for any other human being? Is there the slightest bit of showing off in our good works? Half a minute’s reflection will show the Muslim where he stands on these aspects of his din, and why in classical times, helping Muslims to attain these states was not left to amateurs, but rather delegated to ‘ulemaof the heart, the scholars of Islamic Tasawwuf. For most people, these are not easy transformations to make, because of the force of habit, because of the subtlety with which we can deceive ourselves, but most of all because each of us has an ego, a self, a “me,” which is called in Arabic al-nafs, and about which Allah testifies in Sura Yusuf:
If one finds this difficult to believe, consider the words of the Prophet (Allah bless him and give him peace) related by Muslim in his Sahih:
We should not fool ourselves about this, because our fate depends on it. In our childhood, our parents taught us how to behave through praise or blame, and for most of us, this permeated and colored our whole motivation for doing things. But when childhood ends, and we come of age in Islam, the religion makes it clear to us, both by the above hadith and by the words of the Prophet (Allah bless him and give him peace) “The slightest bit of showing off in good works is as if worshipping others with Allah” that being motivated by what others think is no longer good enough, and that we must change our motives entirely, and henceforth be motivated by nothing but desire for Allah Himself. The Islamic revelation thus tells the Muslim that it is obligatory to break his habits of thinking and motivation, but it does not tell him how. For that, he must go to the scholars of these states, in accordance with the Qur’anic imperative,
There is no doubt that bringing about this change, purifying the Muslims by bringing them to spiritual sincerity, was one of the central duties of the Prophet Muhammad (Allah bless him and give him peace), for Allah says in the Sura Al ‘Imran of the Qur’an,
which explicitly lists four tasks of the prophetic mission, the second of which, yuzakkihim means precisely to “purify them” and has no other lexical sense. Now, it is plain that this teaching function cannot, as part of an eternal revelation, have ended with the passing of the first generation, a fact that Allah explicitly confirms in His injunction in Sura Luqman,
These verses indicate the teaching and transformative role of those who convey the Islamic revelation to Muslims, and the choice of the word ittiba‘ for “follow”in the second verse, which is more general, implies both keeping the company of and following the example of a teacher. This is why in the history of Tasawwuf, we find that though there were many methods and schools of thought, these two things never changed: keeping the company of a teacher, and following his example—in exactly the same way that the Sahaba were uplifted and purified by keeping the company of the Prophet (Allah bless him and give him peace) and following his example. And this is why the discipline of Tasawwuf has been preserved and transmitted by tariqas or groups of students under a particular master. First, because this was the sunna of the Prophet (Allah bless him and give him peace) in his purifying function described by the Qur’an. Secondly, Islamic knowledge has never been transmitted by books and writings alone, but rather from ‘ulema to students. Thirdly, the nature of the knowledge in question is of hal or “state of being,” not just knowing, and hence requires it be taken from a succession of living masters back to the Prophet (Allah bless him and give him peace), for the sheer range and number of the states of heart required by the revelation effectively make imitation of the personal example of a teacher the only effective means of transmission. So far we have spoken about Tasawwuf in respect to Islam, as a shari‘a science necessary to fully realize the Sacred Law in one’s life, to attain the states of the heart demanded by the Qur’an and hadith. This close connection between shari‘a and Tasawwuf is expressed by the statement of Imam Malik, founder of the Maliki school, that “he who practices Tasawwuf without learning Sacred Law corrupts his faith, while he who learns Sacred Law without practicing Tasawwuf corrupts himself. Only he who combines the two proves true.” This is why Tasawwuf was taught as part of the traditional curriculum in madrasa schools across the Muslim world from Malaysia to Morocco, why many of the greatest shari‘a scholars of this Umma have been Sufis, and why until the end of the Islamic caliphate at the beginning of this century and the subsequent Western control and cultural dominance of Muslim lands, there were teachers of Tasawwuf in Islamic institutions of higher learning from Lucknow to Istanbul to Cairo. |
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