These lines are being written on the morning of June 19; the column will be published on Saturday. When war is ongoing between countries or there is a state of war, and governments that control global policies through force are backing one party, situations keep changing moment by moment. Just as some writer or analyst states or publishes their position, the very next moment the situation changes and all of this becomes an old tale. But the factory of nature keeps running; it is not entirely subject to causes, but rather subject to the will of the One who is the Cause of all Causes.

Before June 18, Trump's impressions about Iran were extremely harsh. He would say: "Iran did not make an agreement according to our terms; it has lost the opportunity. Now it is ready for negotiations, but time has passed. We know where the Iranian Supreme Leader is; we can target him whenever we want. When I will take the final action and when I will do it, even I don't know." That is, this is still a closely guarded secret, although it is an open secret. Mir Taqi Mir has said:

Every leaf, every flower knows our condition 
The flower may not know, may not know, but the entire garden knows

Trump used to say: "We will not let Iran make nuclear weapons; it is weeks away from making nuclear weapons." However, Director of US National Intelligence Tulsi Gabbard had said: "Iran does not have nuclear bombs, nor is it currently making nuclear bombs, nor does it have the immediate capability to make nuclear bombs." Trump had said: "We were close to an agreement when Iran's backing down ended my 60-day deadline." Regarding Israeli attacks on Iran, Trump had said: "We are not involved in this war." He also claimed that we have the power to eliminate Iran's nuclear capability, and apparently that is the weapon called MOP, which is called a bunker buster. This is a bomb of up to 30,000 pounds that can go several hundred feet underground and destroy everything. It is dropped on targets through B-2 Super Stealth bomber aircraft. According to information available so far, only America has this capability; it has the weapon called MOP, which is called GBU-57A/B. Some bombs are of lesser power, which have never been used before.

On June 18, Field Marshal Syed Asim Munir was formally invited to the White House, where lunch was held in his honor in the Cabinet Room. His meeting with President Trump lasted approximately two hours. This was undoubtedly an extraordinary event regarding Pakistan-US relations. Although no joint press conference was held and apparently no photo session took place, Field Marshal Syed Asim Munir left for his hotel after the meeting and lunch, and this was the best strategy. However, President Trump, while expressing his impressions of this meeting, said: "This meeting was an honor for them." In his conversation, he thanked Field Marshal Syed Asim Munir for not going toward war and playing an important role in the Pakistan-India ceasefire. Trump also said: "Negotiations on trade agreements with Pakistan are ongoing and he likes Pakistan very much; Pakistanis are very good people." Regarding Pakistan in the context of the Iran-Israel dispute, he said: "Pakistan perhaps understands Iran better." In short, describing the meeting as extremely pleasant, Trump praised the Field Marshal's dedication and determination for Pakistan.

According to some reports, after the Field Marshal's meeting with the American Security Committee, there has been some change in President Trump's tone and manner. He says: "There can still be talks with Iran," whereas a day or two earlier he was rejecting this possibility. It was learned from the media that on June 18, at least two civilian aircraft from Iran went to Muscat, the city of Oman. From this, it is being speculated that some kind of negotiations have started or are about to start with the participation of France, Germany, and Britain. France is opposing targeting Iran's Supreme Leader Ali Khamenei and regime change. According to them, there is concern that this would create a leadership crisis in Iran; there would be no leadership to politically control the country; the country would fall victim to anarchy, corruption, and lawlessness, and this situation would be destructive for the entire region. It is also possible that Field Marshal Syed Asim Munir also gave some wise advice to President Trump in his meeting and made him understand that instead of solving the problem through mere use of force, it could also become complicated. Therefore, it is better to adopt the path of negotiations for solving the problem, and perhaps Iran has also made this offer indirectly through some Arab countries. On the other hand, the BBC is identifying evidence that America could target Iran's major nuclear research center Fordo with B-2 bomber aircraft.

Our young scholars keep playing with social media; inter-sectarian and intra-sectarian disputes are their favorite topic. But a scholar of the modern era should have the desire to know global issues and the changing conditions of the surrounding region and their motivating factors and causes, nor do they have the spirit to quench their thirst in this regard and overcome their lack of knowledge. Therefore, I try to collect information to the extent of my capacity and connect them with current affairs. I also write my analyses and conclusions to some extent. Young scholars do not have the desire to rise above the level of sectarian and inter-sectarian disputes and know and understand the problems of the Ummah and nation, and this is not a good thing in my opinion. Every young scholar of ours should have awareness of current affairs; without this, we can neither correctly apply Islamic rulings to situations nor derive correct conclusions. That's why it has been said: "Talk to people according to their mental level." But for this, it is necessary that you have the ability to not only understand the questions arising in the minds of your addressees but also give satisfactory answers to them. Insha’Allah, I will try to document the positive and negative aspects of Iran's strategy after the Iranian Revolution and whether their strategy has been beneficial for their country, people, and the Muslim Ummah or has carried negative results. Their people of insight also need comprehensive analysis.

This article was originally published by Mufti Muneeb-ur-Rahman (ḥafiẓahu-llāh) in Dunya News on June 21, 2025. Read the original in Urdu here: Article

In Muslim history, two personalities are frequently mentioned regarding Islamic sciences. One is Nizam al-Mulk Tusi, whose real name was Hassan bin Ali with the title Nizam al-Mulk, and he was the son of Ali, a landowner from Tus. He was born in 408 AH. From childhood, he was highly intelligent and possessed many virtues. Through his intelligence, he mastered several disciplines at a very young age. During the Seljuk era, he was appointed to the position of Grand Vizier. All the achievements of this era are indebted to Nizam al-Mulk's 30-year tenure as vizier. This period is known as the golden age of the Seljuks. During Sultan Alp Arslan's reign, he displayed such brilliance that thousands of lights of civilization and sciences were illuminated. He established a network of schools throughout the country, with the largest and most important school being "Madrasa Nizamiyya" in Baghdad.

The second personality is Mullah Nizam al-Din Sahalvi (may Allah have mercy on him). He was born in 1088 AH (March 27, 1677 CE) in Sahali, a town in the Bara Banki district of Uttar Pradesh province. His father, Mulla Qutb al-Din Sahalvi, was a distinguished scholar of his time. On 19 Rajab 1104 AH (March 1692 CE), Mulla Qutb al-Din was martyred. His house was burned down, and since he had connections with Aurangzeb Alamgir, the emperor relocated his family from Sahali to Lucknow and gave them a large mansion called Farangi Mahal. There they established a religious school. Mulla Nizam al-Din developed a curriculum for this school that, due to its effectiveness, became the curriculum for all schools in the country. This educational curriculum was named "Dars-e-Nizami" after him. Many people are confused by the similarity of names (both having "Nizam") and mistakenly think that Dars-e-Nizami was created by Nizam al-Mulk Tusi, the founder of Madrasa Nizamiyya in Baghdad. This is not correct. The Dars-e-Nizami curriculum was created by Mulla Nizam al-Din Sahalvi and his father Mulla Qutb al-Din Sahalvi. Mulla Qutb al-Din Shaheed adopted a specific method for his teaching: he would teach what he considered the best book on each subject, which made his students truly scholarly and research-oriented. His son, Mulla Nizam al-Din, added one more book on each discipline. Thus, they generally taught two books on each subject, though some bright students were taught just one comprehensive book.

When creating any curriculum, the religious and national needs of the era are considered. Mulla Nizam al-Din Sahalvi included all necessary religious and contemporary sciences in the curriculum based on the needs of his time. Qur'an and Hadith, Arabic literature, rhetoric, morphology and syntax, Persian language, jurisprudence, principles of jurisprudence, theology, logic, mathematics, philosophy and wisdom, as well as astronomy, medicine, engineering, technology, and other arts were all part of this curriculum, making it a comprehensive program based on the religious and national needs of that time. This curriculum remained prevalent in India until 1857. The war of 1857 transformed Muslim ascendancy into decline, and all Muslim privileges were eliminated, leaving this curriculum without official patronage.

After 1857, when the English judicial system replaced the Islamic judicial system and English sciences replaced Islamic sciences, people's inclination toward studying the Qur'an, Hadith, and jurisprudence decreased due to their absence in the new educational system. Without government support, scholars began teaching the Qur'an, Hadith, jurisprudence, and Arabic and Persian in private madrasas to maintain Muslims' connection with religion and religious sciences. Even today, madrasas operate without government sponsorship, blessed by the selfless dedication of elders. A fundamental difference between the curriculum before and after 1857 was that the earlier curriculum was a collection of both religious and worldly sciences, with Hindus, Muslims, and Christians all benefiting from it in the same schools without religious discrimination. Later, the curriculum was divided into two parts: madrasa curriculum was termed religious sciences, while school and college curriculum was called contemporary sciences—a division that continues today. The curriculum taught in madrasas, with some additions and modifications, is still called "Dars-e-Nizami."

Even before Dars-e-Nizami, educational institutions had been established in the subcontinent with the arrival of Muslims. Whether during the Ghaznavid dynasty, Lodhi dynasty, or the Mughal empire before Alamgir, there were institutions for education and learning where the prevailing curricula of the time were taught. These included Tafsir (Qur'anic exegesis) and principles of Tafsir, Hadith and principles of Hadith, jurisprudence and principles of jurisprudence, Sufism, theology, Arabic language and literature, morphology and syntax, and logic and philosophy. Later, this curriculum was greatly expanded to include civics, economics, astronomy, physics, mathematics, medicine, and even music, producing individuals with expertise in every field. Hazrat Mujaddid Alf Thani and Nawab Saadullah Khan were students of the same teacher. One became the undisputed leader of the spiritual world, while the other served as Prime Minister of united India for 48 years. His jurisdiction included present-day Afghanistan, Pakistan, India, Bangladesh, Sri Lanka, and Nepal. In other words, this educational system produced geniuses in both religious and worldly fields. Even the engineer who built the Taj Mahal, one of the seven wonders of the world, was educated under this system.

The structure of the Dars-e-Nizami curriculum compiled by Mulla Nizam al-Din Sahalvi was as follows: In Qur'anic exegesis, it included Tafsir Jalalayn by Allama Jalal al-Din Suyuti (d. 1505) and Allama Jalal al-Din Mahalli (d. 1459), and Tafsir Baydawi by Allama Nasir al-Din Baydawi (d. 1286). In Hadith, it included Mishkat al-Masabih by Abu Abdullah Wali al-Din Tabrizi (d. 741 AH). In jurisprudence, it included Hidayah by Allama Burhan al-Din Marghinani (d. 1197 AH) and Sharh al-Wiqayah by Ubaydullah bin Mas'ud Sadr al-Sharia (d. 1346 AH). In principles of jurisprudence, it included Tawdih Talwih by Sa'd al-Din Taftazani (d. 1389), Nur al-Anwar by Sheikh Ahmad bin Abi Sa'id Mulla Jiven (d. 1718), and Musallam al-Thubut by Qadi Muhibbullah Bihari (d. 1707). In syntax, it included Nahw Mir by Sayyid Sharif Jurjani (d. 1413), Sharh Mi'at 'Amil by Abdul Qahir Jurjani, Hidayat al-Nahw by Abu Hayyan Muhammad bin Yusuf bin Ali (d. 1344), Kafiyah by Ibn Hajib (d. 1249), and Sharh Jami by Abdul Rahman Jami (d. 1492). In morphology, it included Mizan by Mulla Hamza Badayuni, Munsha'ib by Mulla Hamid al-Din Kakori, Sarf Mir by Sayyid Sharif Jurjani (d. 1413), Panj Ganj by Siraj al-Din Awadhi, Zubdah by Zahir bin Mahmud bin Mas'ud Alavi, Fusul Akbari by Qadi Ali Akbar Husayni Ilahabad (d. 1678), and Shafiyah by Ibn Hajib (d. 1249). In rhetoric, it included Mukhtasar al-Ma'ani and Mutawwal by Allama Sa'd al-Din Taftazani (d. 1390). In theology, it included Sharh Aqaid Nasafi by Allama Sa'd al-Din Taftazani, Sharh Aqaid Jalali by Jalal al-Din Dawani (d. 1502), Sharh Mawaqif by Sayyid Sharif Jurjani, and Risala Mir Zahid by Mir Muhammad Zahid Harawi (d. 1690).

(continued)

Original article in Urdu

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