Syed Muhammad Naquib al-Attas
Syed Muhammad Naquib al-Attas, born September 5, 1931 in Bogor, Java, is a prominent contemporary Muslim thinker. He is one of the few contemporary scholars who is thoroughly rooted in the traditional Islamic sciences and who is equally competent in theology, philosophy, metaphysics, history, and literature. His thought is integrated, multifaceted and creative. Al-Attas’ philosophy and methodology of education have one goal: Islamization of the mind, body and soul and its effects on the personal and collective life on Muslims as well as others, including the spiritual and physical non-human environment. He is the author of twenty-seven authoritative works on various aspects of Islamic thought and civilization, particularly on Sufism, cosmology, metaphysics, philosophy and Malay language and literature.
Al-Attas was born into a family with a history of illustrious ancestors, saints, and scholars. He received a thorough education in Islamic sciences, Malay language, literature and culture. His formal primary education began at age 5 in Johor, Malaysia, but during the Japanese occupation of Malaysia, he went to school in Java, in Madrasah Al-`Urwatu’l-wuthqa, studying in Arabic. After World War II in 1946 he returned to Johor to complete his secondary education. He was exposed to Malay literature, history, religion, and western classics in English, and in a cultured social atmosphere developed a keen aesthetic sensitivity. This nurtured in al-Attas an exquisite style and precise vocabulary that were unique to his Malay writings and language. After al-Attas finished secondary school in 1951, he entered the Malay Regiment as cadet officer no. 6675. There he was selected to study at Eton Hall, Chester, Wales and later at the Royal Military Academy, Sandhurst, England (952 -55). This gave him insight into the spirit and style of British society. During this time he was drawn to the metaphysics of the Sufis, especially works of Jami, which he found in the library of the Academy. He traveled widely, drawn especially to Spain and North Africa where Islamic heritage had a profound influence on him. Al-Attas felt the need to study, and voluntarily resigned from the King’s Commission to serve in the Royal Malay Regiment, in order to pursue studies at the University of Malaya in Singapore 1957-59. While undergraduate at University of Malay, he wrote Rangkaian Ruba`iyat, a literary work, and Some Aspects of Sufism as Understood and Practised among the Malays. He was awarded the Canada Council Fellowship for three years of study at the Institute of Islamic Studies at McGill University in Montreal. He received the M.A. degree with distinction in Islamic philosophy in 1962, with his thesis “Raniri and the Wujudiyyah of 17th Century Acheh” . Al-Attas went on to the School of Oriental and African Studies, University of London where he worked with Professor A. J. Arberry of Cambridge and Dr. Martin Lings. His doctoral thesis (1962) was a two-volume work on the mysticism of Hamzah Fansuri.
In 1965, Dr. al-Attas returned to Malaysia and became Head of the Division of Literature in the Department of Malay Studies at the University of Malay, Kuala Lumpur. He was Dean of the Faculty of Arts from 1968-70. Thereafter he moved to the new National University of Malaysia, as Head of the Department of Malay Language and Literature and then Dean of the Faculty of Arts. He strongly advocated the use of Malay as the language of instruction at the university level and proposed an integrated method of studying Malay language, literature and culture so that the role and influence of Islam and its relationship with other languages and cultures would be studied with clarity. He founded and directed the Institute of Malay Language, Literature, and Culture (IBKKM) at the National University of Malaysia in 1973 to carry out his vision.
In 1987, with al-Attas as founder and director, the International Institute of Islamic Thought a
“Islam is a religion based upon knowledge, and a denial of the possibility and objectivity of knowledge would involve the destruction of the fundamental basis upon which not only the religion, but all the sciences are rooted.”
“Ciri-ciri kesan Islam pada sejarah sesuatu bangsa harus dicari bukan pada perkara-perkara atau sesuatu yang zahir mudah ternampak oleh mata kepala, akan tetapi lebih pada perkara-perkara yang terselip tersembunyi dari pandangan biasa, seperti pemikiran sesuatu bangsa yang biasa terkandung dalam bahasa.”
“Konsep "manusia baik" dalam islam tidak hanya "baik" dalam pengertian sosial seperti difahami orang pada umumnya,tetapi ia juga mesti pertama baik terhadap dirinya,tidak berlaku zalim(tidak adil)terhadap dirinya.Sekiranya ia tidak dapat adil terhadap dirinya,bagaimana ia dapat benar-benar adil terhadap orang lain.”
“Tidak seperti Kristen-Barat, kita tidak terlalu bersandar kepada, dalam aspek teologi dan metafisika, teori-teori dari para filsuf, ahli metafisika, saintis, palentolog, antropolog, sosiolog, ahli psikoanalisa, ahli metamatika, ahli-ahli bahasa dan cendekiawan sekular lain semacamnya. Hal ini kerana kebanyakan mereka, jika tidak semuanya, tidak pernah emngamalkan kehidupan beragama, mereka yang tidak pernah mengetahui atau meyakini agama tanpa ragu-ragu dan tanpa terombang-ambing. Mereka juga terdiri dari orang yang skeptik, agnostik, ateis dan para peragu.”
“Islam menolak secara total penerapan apapun dari konsep-konsep sekular, sekularisasi atau sekularisme atas dirinya, kerana semuanya itu bukanlah milik Islam dan asing baginya dalam segala segi. Konsep-konsep tersebut merupakan milik dan hanya wajar dalam konteks sejarah intelektual Kristen-Barat, baik pengalaman maupun kesedaran keagamaannya.”
“Pernyataan bahwa sekularisasi mempunyai akarnya di dalam kepercayaan Injil dan merupakan natijah dari ajaran Injil, tidak didukung oleh fakta sejarah. Akar sekularisasi bukan adlam kepercayaan kitab Injil, melainkan di dalam tafsiran manusia Barat terhadap kepercayaan kitab tersebut; ini bukanlah buah dari ajaran Injil, tetapi natijah dari sejarah panjang perseteruan dalam filsafat dan metafisika antara pandangan alam (worldview) manusia Barat yang bersandarkan agama dengan yang rasionalis murni.”
“Injustice, being the opposite of justice, is the putting a thing in a place not its own; it is to misplace a thing; it is to misuse or to wrong; it is to exceed or fall short of the mean or limit; it is to suffer loss; it is deviation from the right course; it is disbelief of what is true, or lying about what is true knowing it to be true. -Islam and Secularism page 78”
“An Islamic university...structure is different from a Western University; [its] conception of what constitutes knowledge is different from what Western philosophers set forth as knowledge; [its] aims and aspirations are different from Western conceptions. The purpose of higher education is not, like in the West, to produce the complete citizen, but rather, as in Islam, to produce the complete man, or the universal man.... A Muslim scholar is a man who is not a specialist in any one branch of knowledge but is universal in his outlook and is authoritative in several branches of related knowledge.”
“Man is like an island set in isolation in a fathomless sea enveloped by darkness, saying that the loneliness his self knows is so utterly absolute because even he knows not his self completely.”
“When the man, by means if 'ibadat, succeeded in curbing his animal and canal passions and has thereby rendered submissive his animal soul,making it subject to the rational soul, the man thus described has attained to freedom and existence;he has achieved supreme peace and his soul is pacified, being set at liberty, as it were, free from fetters of inexorable fate and the noisy strife and hell of human vices.”
“Definisi epistemologis yang paling tepat untuk ilmu, dengan Allah Subhanallahu wa Ta'ala sebagai sumbernya, ialah tibanya (husul) makna (ma'na) sesuatu benda atau objek ilmu ke dalam jiwa. Dengan memandang jiwa sebagai penafsir maka ilmu adalah tibanya (wusul) diri (jiwa) kepada makna sesuatu hal atau suatu objek ilmu.”
“Ibarat manusia tanpa keperibadian, universiti moden tidak mempunyai pusat yang sangat penting dan tetap, tidak ada prinsip-prinsip utama yang tetap, yang menjelaskan tujuan akhirnya. Ia tetap menganggap dirinya memikirkan hal-hal universal dan bahkan menyatakan memiliki fakulti dan jurusan sebagaimana layaknya tubuh suatu organ - tetapi ia tidak memiliki otak, jangan akal (intellect) dan jiwa, kecuali oleh dalam suatu fungsi pengurusan murni untuk pemeliharaan dan perkembangan jasmani. Perkembangannya tidak dibimbing oleh suatu prinsip yang akhir dan tujuan yang jelas, kecuali oleh prinsip nisbi yang mendorong mengejar ilmu tanpa henti dan tujuan yang jelas.”
“But the philosophical and scientific process which I call 'secularization' necessarily involves the divesting of spiritual meaning from the world of nature; the desacralization of politics from human affairs; and the deconsecration of values from the human mind and conduct.”
“The common understanding among Muslims, no doubt indoctrinated by Western notions, is that a secular state is a state that is not governed by the 'ulama', or whose legal system is not established upon the revealed law. In other words it is not a theocratic state. But this setting in contrast the secular state with the theocratic state is not really an Islamic way of understanding the matter, for since Islam does not involve itself in the dichotomy between the sacred and the profane, how then can it set in contrast the theocratic state with the secular state?”
“The secularizing 'values' and events that have been predicted would happen in the Muslim world have now begun to unfold with increasing momentum and persistence due still to the Muslims' lack of understanding of the true nature and implications of secularization as a philosophical program.”
“The International Institute of Islamic Thought and Civilization (ISTAC)... to establish a superior library reflecting the religious and intellectual traditions both of the Islamic and Western civilizations.”
“Muslims must be warned that plagiarists and pretenders as well as ignorant imitators affect great mischief by debasing values, imposing upon the ignorant, and encouraging the rise of mediocrity. The appropriate original ideas for hasty implementation and make false claims for themselves. Original ideas cannot be implemented when vulgarized; on the contrary, what is praiseworthy in them will turn out to become blameworthy, and their rejection will follow with the dissatisfaction that will emerge. So in this way authentic and creative intellectual effort will continually be sabotaged. It is not surprising that the situation arising out of the loss of adab also provides the breeding ground for the emergence of extremists who make ignorance their capital.”
“It is like the thirsty traveller who at first sincerely sought the water of knowledge, but who later, having found it plain perhaps, proceeded to temper his cup with the salt of doubt so that his thirst now becomes insatiable though he drinks incessantly, and that in thus drinking the water that cannot slake his thirst, he has forgotten the original and true purpose for which the water was sought.”
“The greatest challenge that has surreptitiously arisen in our age is the challenge of knowledge, indeed, not as against ignorance; but knowledge as conceived and disseminated throughout the world by Western civilization; knowledge whose nature has become problematic because it has lost its true purpose due to being unjustly conceived, and has thus brought about chaos in man's life instead of, and rather than, peace and justice; knowledge which pretends to be real but which is productive of confusion and scepticism, which has elevated doubt and conjecture to the 'scientific' rank in methodology; knowledge which has, for the first time in history, brought chaos to the Three Kingdom of Nature; the animal, vegetal and mineral.”
“Change, development and progress, according to the Islamic viewpoint, refer to the return to the genuine Islam enunciated and practised by the Holy Prophet (may God bless and give him Peace!) and his noble Companions and their Followers (blessing and peace be upon them all!) and the faith and practice of genuine Muslims after them; and they also refer to the self and mean its return to its original nature and religion (Islam).”
“To know how to put what knowledge in which place is wisdom (hikmah). Otherwise, knowledge without order and seeking it without discipline does lead to confusion and hence to injustice to one's self.”
“Justice implies knowledge of the right and proper place for a thing or a being to be; of right as against wrong; of the mean and limit; of spiritual gain as against loss; of truth as against falsehood.”
“Justice and injustice indeed begins and ends with the self.”
“Seeing that he owns absolutely nothing to ‘repay’ his debt, ‘his own consciousness’ of the fact ‘that he is himself the very substance’ of debt, so must he ‘repay’ with himself, so must he ‘return’ himself to Him Who owns him absolutely.”
“Today I meet with Dr. Syamsuddin Arif. He said Prof. al-Attas says, "I don't read much but I think a lot”