💠Striving for Jannah💠

Over time, words become recognisable, sentences become clearer and lessons that once seemed inaccessible begin to open. Eventually, the student is no longer dependent upon translations for every benefit. He begins to access the books and speech of the scholars…

An Environment of Knowledge Many people struggle to progress because their surroundings constantly pull them away from knowledge. Their days are consumed by work, commuting, social obligations, entertainment and endless distractions. Knowledge is left for…

An Environment of Knowledge Many people struggle to progress because their surroundings constantly pull them away from knowledge. Their days are consumed by work, commuting, social obligations, entertainment and endless distractions. Knowledge is left for…

The Marākiz of Ahl al-Sunnah in Yemen For many Muslims, seeking knowledge remains a distant ambition. They listen to occasional lessons, collect books and hope that one day they will find the time and environment needed to study seriously. In the marākiz…

The Marākiz of Ahl al-Sunnah in Yemen For many Muslims, seeking knowledge remains a distant ambition. They listen to occasional lessons, collect books and hope that one day they will find the time and environment needed to study seriously. In the marākiz of Ahl al-Sunnah in Yemen, seeking knowledge is no longer a distant ambition; it becomes one’s way of life. It is not confined to a few hours each week, but becomes the foundation of the student’s daily routine. One of the greatest blessings of studying in Yemen is the presence of established marākiz and masājid in which the Qurʾān and Sunnah are taught upon the understanding of the righteous predecessors. The marākiz referred to throughout this written piece are, and all praise belongs to Allāh عزوجل, under the direction of Ahl al-Sunnah. At their head are hundreds of recognised scholars and students of knowledge, and foremost among the scholars of Yemen is al-Imām al-ʿAllāmah Yaḥyā ibn ʿAlī al-Ḥajūrī حفظه الله تعالى. Whoever travels to study in these marākiz is therefore not merely choosing a country in which to learn Arabic or attend occasional lectures. He is entering an environment in which the religion is taught upon the pure ʿaqīdah and sound manhaj of Ahl al-Sunnah wa-al-Jamāʿah. This is the first and most important consideration for every student of knowledge. Before thinking about accommodation, climate, affordability or the number of lessons available, a person must ask: From whom will I take my religion, and upon what ʿaqīdah and manhaj will I be taught? Beneficial information may be found in many places, but the safety of one’s religion must come first. A student should seek knowledge from trustworthy people who are known for adherence to the Qurʾān and Sunnah upon the understanding of the Salaf. The marākiz of Ahl al-Sunnah in Yemen provide an environment in which a student can study Arabic and the Islamic sciences while safeguarding his ʿaqīdah, manhaj and understanding of the religion. This is more valuable than any certificate, title or worldly qualification. What Is a Markaz? A markaz in Yemen should not be imagined merely as a Western university, formal college or boarding school. It is a Masjid-centred environment of worship, learning and companionship, generally established under the supervision of a scholar or recognised Shaykh. The daily life of the markaz is built around: • The five daily prayers • Public lessons delivered by the scholars and teachers • Memorisation and revision of the Qurʾān • The study of the Arabic language • Smaller, structured classes • Reading the books of the scholars • Personal memorisation and revision • Accompanying other students of knowledge The Masjid and its lessons become the centre of the student’s day. His time is organised around the prayers, the lessons and his personal programme of study. Knowledge is not restricted to a classroom or separated from the rest of his life. He prays in the Masjid, studies in the Masjid, revises in the Masjid and remains among teachers and students who have gathered for the same purpose. He hears Arabic throughout his day, attends regular lessons and lives within an atmosphere of worship and learning. This is one of the greatest distinctions of studying in Yemen. The student does not merely enrol in a programme; he enters an environment centred entirely around seeking knowledge. Most notably, he follows the honoured path of the Companions and the Salaf—may Allāh be pleased with the Companions and have mercy upon the Salaf—who learned the religion in the masājid of Allāh. In this setting, knowledge remains connected to worship, sincerity and the Sunnah of studying in the Masjid, rather than becoming confined to formal institutions where qualifications may overshadow the true purpose of seeking knowledge.

Imām Muqbil’s Students From them are: 1] Shaykh Abū ʿAmmār Yāsir al-Dubaʿī al-ʿAdanī https://t.me/aboammaar 2] Shaykh Abū Bilāl Khālid ibn ʿAbūd al-Ḥaḍramī https://t.me/abubilalhami 3] Shaykh Abū Ḥamzah Ḥasan ibn Muḥammad Bā Shuʿayb al-Ḥaḍramī https://t.me/Bashuaib 4] Shaykh Abū ʿAbd al-Raḥmān Yaḥyā ibn ʿAlī al-Ḥajūrī https://t.me/sh_yahia_duroos 5] Shaykh Abū Muʿādh Ḥusayn ibn Maḥmūd al-Ḥaṭībī al-Yāfiʿī https://t.me/hateeby 6] Shaykh Abū ʿAbd al-Raḥmān Jumʿān ibn Ramaḍān Laḥmar https://t.me/jumaanlahmarofficial 7] Shaykh Abū ʿAbd al-Raḥmān Aḥmad ibn ʿUthmān al-ʿAdanī https://t.me/mznxbcvmzmzmzmz 8] Shaykh Abū ʿAbd al-Raḥmān Abū Bakr al-Ḥammādī https://t.me/drwsalhmady 9] Shaykh Abū ʿAbd al-Raḥmān ʿAbdullāh ibn Aḥmad ibn Ḥasan al-Iryānī https://t.me/Eryany2 10] Shaykh Abū Ḥātim Saʿīd ibn Daʿās al-Mushawwashī al-Yāfiʿī https://t.me/saidbendaaas 11] Shaykh Abū Muḥammad ʿAbd al-Ḥamīd ibn Yaḥyā al-Ḥajūrī al-Zuʿkarī https://t.me/A_lzoukory 12] Shaykh Abū ʿAbd al-Raḥmān Jamīl ibn ʿAbduh al-Ṣilwī https://t.me/sh_gameelal2 13] Shaykh Abū Ibrāhīm Muḥammad ibn Māniʿ al-Ānisī https://t.me/abou_ibraahim 14] Shaykh Abū ʿAbdillāh Zāyid ibn Ḥasan al-Waṣābī https://t.me/Zaayid_Alwassaby 15] Shaykh Abū ʿAmr ʿAbd al-Karīm ibn Aḥmad al-Ḥajūrī al-ʿUmarī https://t.me/abuamroalhgoury 16] Shaykh Abū Anas ʿAbd al-Khāliq ibn Muḥammad al-ʿImād al-Waṣābī https://t.me/aaalemad 17] Shaykh Abū ʿAbd al-Raḥmān ʿAbd al-Raqīb ibn ʿAlī al-Kawkabānī https://t.me/elkawkabani 18] Shaykh Abū ʿAbd al-Salām Ḥasan ibn Qāsim al-Raymī https://t.me/Sh_Hasan_AL_Reemey 19] Shaykh Abū Bakr ʿAbd al-Razzāq al-Nahmī https://t.me/alnahami 20] Shaykh Abū Isḥāq Ayyūb ibn Maḥfūẓ al-Duqayl al-Shibāmī https://alilmia.com/show_subsite11.html 21] Shaykh Abū al-Yamān ʿAdnān ibn Ḥusayn al-Maṣqarī al-Dhimārī https://t.me/AbulYamman 22] Shaykh Abū ʿAbdillāh Ṭāriq ibn Muḥammad al-Khayyāṭ al-Baʿdānī https://t.me/sh_Tarq 23] Shaykh Abū Ḥudhayfah ʿAbd al-Ghanī al-ʿUmarī https://t.me/abdelgniomry This list is not exhaustive; there are more. These are simply those from Ahlus-Sunnah whom Allāh has made easy for us to mention. Note: Many of Imām Muqbil’s students were refuted for deviating and innovating after his death. The same happened to the students of Imām al-Albānī and others. Therefore, one should not blindly take from someone merely because he was a student of ‘so-and-so’. Each individual should be judged with evidence and justice according to what manhaj he is presently upon. May Allāh grant us steadfastness upon the truth. Source: https://t.me/Muqbil_Eng/81

‘The Ruling on Making Images of Living Beings’: Imām Muqbil’s Treatise on This Widespread Calamity Taṣwīr has become so normalised that many rarely stop to consider the severity and abundance of the Prophetic texts prohibiting it, or the grave risk of treating the matter lightly. Among the important works on this topic left by Imām Muqbil—may Allāh have mercy on him—is: Ḥukm Taṣwīr Dhawāt al-Arwāḥ [The Ruling on Making Images of Living Beings] In roughly eighty pages, he gathered more than sixty citations of aḥādīth and āthār, with supporting routes, scholarly statements, authenticity discussions and responses to doubts. [1] He explained: «لَمَّا رَأَيْتُ الْأَمْرَ كَذَلِكَ عَزَمْتُ عَلَى جَمْعِ مَا تَيَسَّرَ لِي مِنَ الْأَحَادِيثِ الْمُتَعَلِّقَةِ بِمَوْضُوعِ التَّصْوِيرِ» “When I saw that the matter had reached this state [with the fitnah of taṣwīr having become widespread and laxity concerning it having spread], I resolved to gather whatever was facilitated for me of the aḥādīth relating to the subject of taṣwīr.” [1] It covers the prohibition of taṣwīr, punishment of image-makers, erasing images, angels not entering a house containing them, children’s toys, earnings from taṣwīr, necessity, photography and arguments used to permit it. Imām Muqbil was far from alone. Ḥamūd al-Tuwayjirī—may Allāh have mercy on him—authored the 106-page ‘Iʿlān al-Nakīr ʿalā al-Maftūnīn bi-l-Taṣwīr’, which Imām Ibn Bāz commended as a valuable, highly beneficial treatise clarifying the truth with its evidence and exposing doubts. [2] It must be made clear that our major scholars have included photography and videography in this prohibition. Shaykh Muḥammad ibn Ibrāhīm Āl al-Shaykh—the great Muftī and teacher of Imām Ibn Bāz and Ṣāliḥ al-Fawzān—rejected the comparison of photography to a reflection in a mirror, holding that the photographer is a muṣawwir linguistically, religiously and rationally. [3] Imām al-Albānī said: «نَحْنُ قُلْنَا - وَلَا نَزَالُ نَقُولُ - إِنَّ التَّصْوِيرَ الْفُوتُوغْرَافِيَّ أَشَدُّ تَحْرِيمًا مِنَ التَّصْوِيرِ الْيَدَوِيِّ» “We have said—and continue to say—that photographic taṣwīr (inc. videography) is more severely prohibited than hand-drawn taṣwīr.” [4] Muḥammad al-Amīn al-Shinqīṭī—may Allāh have mercy on him—one of the teachers of Imām Ibn ʿUthaymīn, stated that the authentic aḥādīth prohibit depicting a person and that their apparent meaning encompasses all forms of taṣwīr. [5] The Permanent Committee ruled concerning video: «نَعَمْ، حُكْمُ التَّصْوِيرِ بِالْفِيدْيُو حُكْمُ التَّصْوِيرِ الْفُوتُوغْرَافِيِّ بِالْمَنْعِ وَالتَّحْرِيمِ؛ لِعُمُومِ الْأَدِلَّةِ» “Yes. Video taṣwīr has the same ruling as photographic taṣwīr: prohibition, due to the generality of the evidences.” [6] Among those who signed such verdicts were Imām Ibn Bāz, ʿAbd al-Razzāq ʿAfīfī, ʿAbdullāh al-Ghudayyān, Ṣāliḥ al-Fawzān, ʿAbd al-ʿAzīz Āl al-Shaykh and Bakr Abū Zayd. [6] ʿAbd al-Muḥsin al-ʿAbbād—may Allāh preserve him—was likewise asked about video cameras and stated that taṣwīr is not permissible except where needed, such as driving licences, identity documents, passports and similar necessities. [7] For anyone wishing to see how widespread this position was among major scholars—from drawings to photography and video—and to study it through its evidences rather than today’s normalisation, Imām Muqbil’s book is an excellent place to begin. Small in size, yet remarkably comprehensive in its evidences and refutation of doubts. May Allāh have abundant mercy upon Imām Muqbil. ——— [1] https://t.me/Muqbil_Eng/246 [2] https://t.me/Muqbil_Eng/248 [3] https://shamela.ws/book/8476/177 [4] https://www.al-albany.com/audios/content/14146/ [5] https://shamela.ws/book/20766/2802 [6] https://rabee.net/أشد-الناس-عذاباً-يوم-القيامة-المصورون/ [7] https://majles.alukah.net/showthread.php?t=186027&page=9 Compiled by: Abū Rifq Ādam https://t.me/Muqbil_Eng https://whatsapp.com/channel/0029VaHVDfO2kNFjO6CnyX3r

🆕 Al-Maktabah As-Sunniyyah Translations ↪️Presents ↩️ ؑ #النصائح_والتوجيهات الأخــــــــوه لفضيلة الشيخ الوالد: #أحمد_بن_عثمان_العدني حفظه الله تعالى ونفع به الإسلام ━━━━━ ༻✮༺ ━━━━ 📢 Dawah From Yemen 📢 🔊Excerpt Titled:🔊 BROTHERHOOD [Part1] 🎙️The Noble Shaykh Abee Abdirahman Ahmad Ibn Uthman Al-Adani ((حفظه الله)) https://t.me/DawahFromYemenEng1/249 https://t.me/mznxbcvmzmzmzmz/9200 https://t.me/AlMaktabahassuniyyah101/2396

السلام عليكم New update for Kanz Al-Aṭfāl: * Customize fonts and font size * Better quiz system * Better search UI, it is now a separate view * Clearer indication of content language switching * Card generation improved and polished I hope the app is now easier to use. 🔗 https://kanz-atfaal.vercel.app/ If you find any bugs or issues, please report them and add details: https://t.me/islamicEducationalApps/19 جزاكم الله خيرا.

💠💠💠 💠💠 💠         بـسـم اللـــه الرحمـــــن الرحـيـم   🔶 Series from the Lesson of the book Kanz-ul-Atfal (Treasures for the Children) in the Basics of Aqeedah, Tawheed, Fiqh and Seerah 🔶 🖌Written by: Tabeeb Faisal bin Masfar al-Wadi (حفظه الله)               📋 Lesson 79 📋 Book of Biography: A Small Portion of the Biography of the Prophet ﷺ 🔸 391. When was the Prophet ﷺ born? 🔹 391. The year of the Elephant. 💠And the evidence is the hadith of Ibn Abbas (may Allah be pleased with him and his father) that the Prophet ﷺ said: "On the day of the elephant means the year of the elephant" Relayed from Ibn Sa'ad in the Muntaqad, Imaam Wadi graded it sahih in his Musnad (No. 700). 🔸 392. Where was the Prophet ﷺ born? 🔹 392. In Makkah. 🔸 393. Why was it called the 'Year of the Elephants'? 🔹 393. Because Abraha, the Ethiopian tried to destroy the Kabah with an army of Elephants during that year. 🔸 394. Did he have the ability to destroy the Kabah? 🔹 394. No, rather Allaah destroyed him with birds that pelted with stones of fire. 💠 And the evidence is the statement of Allah the Most-High: ﴿أَلَم تَرَ كَيفَ فَعَلَ رَبُّكَ بِأَصحابِ الفيل ِ۝ أَلَم يَجعَل كَيدَهُم في تَضليل ٍ۝ وَأَرسَلَ عَلَيهِم طَيرًا أَبابيل َ۝ تَرميهِم بِحِجارَةٍ مِن سِجّيل ٍ۝ فَجَعَلَهُم كَعَصفٍ مَأكولٍ﴾* [الفيل: ١ – ٥] Which translates to: ✨"Have you not considered, [O Muḥammad], how your Lord dealt with the companions of the elephant? ۝ Did He not make their plan into misguidance? ۝ And He sent against them birds in flocks. ۝ Striking them with stones of hard clay. ۝ And He made them like eaten straw. [Fil : 1-5] 🔸 395. Who is the father of the Messenger of Allaah ﷺ? 🔹 395. He is Abdullah ibn Abdul Muttalib ibn Hashim. ______ 🖋️ Compiled by: Abu Yusuf Bilal Ibn Howard Robinson ✨"﴿إِنَّ هَٰذِهِۦ تَذْكِرَةٌۖ فَمَن شَآءَ ٱتَّخَذَ إِلَىٰ رَبِّهِۦ سَبِيلًا﴾"✨ ﴾Indeed, this is a reminder, therefore whosoever wills, let him take a path to His Lord.﴿ https://t.me/Striv4Jannah https://whatsapp.com/channel/0029VbAOWg01XqubPk9tN645

بسم الله الرحمن الرحيم ❓Question: السلام عليكم ورحمة الله وبركاته Some sisters deliberately choose not to take knowledge from, recommend, or promote certain Salafi teachers who regularly appear on YouTube or other online platforms due the view that videography falls under taswir and is impermissible. They are sometimes called “extreme,” “strict,” or “hizbī.” It is also said that this approach falls into taʿaṣṣub, because they only take from a limited number of teachers - majority being teachers who studied in Yemen - and that they are depriving themselves of beneficial knowledge because the issue of photography (taswir) is a dispute in fiqh which is خلافية. Could you please clarify this issue? Is it considered extremism for someone to avoid taking knowledge from, recommending, or promoting Salafi teachers who appear in videos online because of their view regarding taswir? Do we need to be more lenient in this issue due to the recognised difference of opinion amongst scholars? جزاكم الله خيرا For questions ,suggestions and etc CICAF.QnA@gmail.com Answered by: Abu Harun Muhammad Taweel https://t.me/coreIslamiccourse

💠💠💠 💠💠 💠        بسم الله الرحمن الرحيم       🚧🚧 New Lesson 🚧🚧 Explanation of: القواعد الأربع 📚 The Four Principles 🖋 Author: Imaam Muhammad Ibn Abd Al Wahhaab (rahimahu Allah) 🎙 Taught by: Ustaadh Rami Al Misri (hafidhahu Allah) Lesson 2️⃣ Aqeedah / Imaan 🕰 Duration: 39 min : 03 sec https://t.me/Striv4Jannah https://whatsapp.com/channel/0029VbAOWg01XqubPk9tN645

Examples of the Opponents’ Transgressions Against the Wronged ʿAllāmah [Part 1] Commentary of Shaykh Abū Sulaymān Salmān bnu Ṣāliḥ al-ʿImād حفظه الله Transcribed, translated, and prepared by: ʿAbdurraḥmān bnu Mīhūb al-Qaddārī Sources: https://www.sh-salman.com/sounds/621 https://t.me/salmansalehalemad/6715 https://t.me/SalmansalehalemadEng1/31

💠💠💠 💠💠 💠 بسم الله الرحمن الرحيم 💎A Great Honour Upon the Shaikh💎 🔹Meeting Between Ash-Shaykh Yaḥyā ibn ʿAlī Al-Hajooree and His Excellency the Minister of Islamic Affairs, Ash-Shaykh Dr. ʿAbdul Laṭeef Āl Ash-Shaykh 📍At 10:00 a.m., we departed with our Shaykh, Ash-Shaykh Yaḥyā ibn ʿAlī Al-Hajooree (حفظه الله), for the city of Jeddah, where we met with His Excellency, the Minister of Islamic Affairs, Dawah and Guidance of the Kingdom of Saudi Arabia, Ash-Shaykh Dr. ʿAbdul Laṭeef ibn ʿAbdul-ʿAzeez Āl Ash-Shaykh (حفظه الله). From the moment we arrived, we witnessed in His Excellency excellent character, a cheerful countenance, gentleness, humility, broad-mindedness, and generous hospitality. He welcomed our Shaykh with great honour and respect, and the meeting was characterised by affection, appreciation, and mutual esteem. The meeting lasted from approximately 12:30 p.m. until 2:00 p.m., despite His Excellency's demanding schedule and numerous official responsibilities. He said to Ash-Shaykh Yaḥyā (حفظ الله الجميع): Indeed, I love you for the sake of Allaah. I was eager to meet you despite the limited time I have. Shortly, I have a meeting with the Council of Ministers, but my love for you made me keen to arrange this meeting." He then graciously invited us to lunch. We replied that we had already been invited elsewhere, whereupon he said: By Allaah, were it not for my commitments, I would have gone with you." A lengthy discussion then took place concerning the Salafī Daʿwah in Yemen. Ash-Shaykh Yaḥyā (حفظه الله) explained the strength, firmness, and widespread presence of the Daʿwah throughout the country. His Excellency listened attentively and demonstrated a thorough awareness of the various associations, movements, and political parties active in the arena. He was also well acquainted with many of the details relating to the affairs of the Daʿwah. At the conclusion of the meeting, His Excellency presented Ash-Shaykh Yaḥyā with a number of beneficial books as a token of his love and esteem for him. Nor did his kindness end there; rather, he personally accompanied our Shaykh to his vehicle, taking him by the hand and bidding him farewell with honour until he reached the car. It was a gesture that reflected his noble character, gracious hospitality, and deep respect for the people of knowledge. We ask Allaah, the Exalted, to reward Ash-Shaykh Dr. ʿAbdul Laṭeef Āl Ash-Shaykh with the best of rewards, to bless his efforts, to unite the hearts of Ahlus-Sunnah, and to make him a means of benefit for Islam and the Muslims. Thereafter, we returned to Makkah, where we performed the Ẓuhr and ʿAṣr prayers at Masjid Ar-Ruhaylee. By Allaah, we did not meet a single official in this blessed country may Allaah preserve it, except that we witnessed his honour, reverence, and love for our Shaykh. This is one of the qualities by which they are distinguished: honouring, respecting, and venerating the scholars. We ask Allah to preserve this blessed country, its scholars, and its leaders, and to protect it and all the lands of the Muslims—from every evil and every harm. 🖋️Written by: Abū Muṣʿab Ḥusayn ibn Aḥmad ibn ʿAlī Al-Hajooree 🌐Location: Makkah Al-Mukarramah 📅 Date: 14 Ṣafar 1448 AH ✒️ Translated by : Abū Zakariyyah SaadiQ https://t.me/DawahFromYemenEng1 https://t.me/sh_yahia_duroos https://t.me/Striv4Jannah