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Every student of knowledge faces the same questions sooner or later: where do I begin? What do I study next? And how deeply do I need to go? This seminar addresses those questions directly, drawing on the classical wisdom of Imam Sajuqlizadah’s Tartīb al-ʿulūm.

Sajuqlizadah lays out a carefully reasoned sequence for acquiring the Islamic sciences — one that begins with the obligations of faith and Quran before advancing through grammar, logic, jurisprudence, theology, and the hadith sciences. He is equally clear about depth: drawing on al-Ghazālī, he distinguishes three levels of mastery in every discipline — limited, moderate, and thorough — and specifies what each one looks like in practice. The seminar also tackles a question that is rarely asked honestly: what does it actually mean to be a "complete" scholar? Sajuqlizadah's answer is searching and unsparing, and speaks directly to the credential culture of any era.

Taught by Dr Talal Al-Azem, a teacher and researcher specialising in fiqh, Islamic education, and formations of the self in Islam, this seminar offers students of knowledge a principled framework for structuring their learning — one that is rooted in the tradition and immediately applicable to their own path.

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Skill Level: Beginner
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Who is this course for:

1- Age group: Adults (18+)

2-Target demographic: Students of Islamic knowledge at any stage — from beginners wondering where to start, to advanced students seeking to evaluate and order their studies. Also valuable for teachers, scholars, and academics in Islamic studies.

3-Interest types: Islamic education and pedagogy, fiqh, hadith, Quranic sciences, theology (kalām), Islamic intellectual history, personal development and the ethics of knowledge-seeking.

Learning outcomes:
  1. Understand the correct sequence for acquiring the Islamic and instrumental sciences as prescribed by Imam Sajuqlizadah: beginning with faith and Quran, progressing through grammar, logic, and jurisprudence, and culminating in hadith and tafsīr.

  1. Identify the three levels of mastery — limited, moderate, and thorough — for each discipline, and understand how to apply al-Ghazālī's framework practically to one's own course of study.

  1. Appreciate why the individual religious obligations (farḍ ʿayn) must take precedence over all instrumental sciences, and why neglecting them is a grave error even for advanced students.

  1. Understand what true "completeness" in Islamic learning means, and distinguish genuine mastery from superficial credentialling — a problem Sajuqlizadah diagnoses sharply in his own era and for ours.

  1. Gain a practical classical framework for structuring a lifelong curriculum of sacred learning, grounded in over a millennium of scholarly wisdom about the proper ordering of the sciences.

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