Preservation and Progress Enclaves of Knowledge This Institute Our History Our Library Our Methodology Our Pedagogy Our Teachers Our Research Interests Our Relations With Others Our Graduates

Our History

The madrasah is over a decade old. It was the vision and effort of the current principal, Maulana Taha Karaan, whose father Maulana Yusuf Karaan is a distinguished Imam, scholar and translator of many of Maulana Zakariyya Kandahlawi’s seminal works, such as the Fadail al-A‘mal.

The madrasah was founded in 1996. It operated initially from premises in Croydon, Faure where three teachers offered an ‘alim program and hifz classes to some 30 students. Our current evolution came in 2001 with our relocation to Firlands, Gordon’s Bay.

The madrasah currently has parallel hifz and ‘alim programs, with a recently added secular study component. In 2008 we had 77 alim students, 37 hifz students, and 10 in secular studies. There are fifteen teachers. Besides South Africans, other students hail from Malawi, Zimbabwe, Zanzibar, and further afield, from the United States, Canada, Australia, Malaysia, the Philippines, Thailand and Turkey.

Our Library

One of the capstone experiences of any student of ‘ilm is the hours spent in the library exploring the rich and bewildering legacy of Islamic scholarship. Our library is our prized possession: it is richly-stocked, always-increasing, and will satisfy the demands of the most discerning researcher. And most important: it is open day and night.

Our Methodology

Our academic program runs over two stages, with a 2-year introductory course followed by a 4-year ‘Alimiyyah degree course.The course is inaugurated by a rigorous 2-year study of Arabic together with introductory reading in all major disciplines - ‘Aqidah, Usul al-Fiqh, Fiqh, Hadith and its critical sciences, ‘Ulum al-Qur’an, Tafsir, Tazkiyyah and Sirah - to facilitate comfort and capability in the Arabic language.

Advanced studies begin in earnest from years three to six. A thorough groundwork in all major disciplines is cultivated through a demanding and stimulating curriculum of key classical and modern texts. Manahil al-‘Irfan by ‘Abd al-Azim al-Zurqani, for example, is a graduate, even post-graduate text in some quarters, and begins in third year. Readings of hadith collections are pursued throughout years three to six alongside a progressively deepening study of its critical sciences, such as hadith terminology (mustalah) and the field of narrator critique (al-jarh wa al-ta‘dil). The study of fiqh is similarly studied concomitantly with an intensive exploration of usul al-fiqh (legal theory), culminating in al-Shatibi’s al-Muwafaqat, and the objectives of the Shari‘ah.

Our Pedagogy

Our pedagogy emphasizes small classes, intimate teacher-student interaction and a learning milieu that promotes a profound commitment to life-long study, continuous self-reformation and an ethic of community service. Students are actively encouraged to read extensively and build their own personal libraries. Indeed, many do and become incorrigible bibliophiles.

Our Teachers

Of our fifteen teachers, ten are graduates of the madrasah. The madrasah continues, alhamdulillah, to produce top-notch, capable graduates to educate and inspire the next generation of scholars. Our teachers have benefited from education at other institutions, both domestic and abroad. Previous and current teachers have studied at the Da¯r al-‘Ulums at Deoband in India; Zakaria, Azaadville, and Newcastle in South Africa; and in Madinah, Egypt, Syria and Jordan.

Our Research Interests

Research interests are topical and attempt to critically engage with challenges of the here and now.

Our portfolio is diverse and growing. It includes Orientalism; the challenges of post-modernity; deviant creeds; family psychology and dispute resolution; gender dynamics; inter-faith engagement and debate; Islamic economics and finance; Qur’anic recitation and its history; Islamic spirituality; and the fiqh of Muslim minorities to name a few.

Our Relations With Others

The madrasah sees itself as one of many institutions committed to Islamic learning, individual reformation and community upliftment. We have close, co-operative ties with our sister institutions in the rest of the country.

Our Graduates

Our students are taught to be instruments of change and benefit for others. Graduates pursue diverse ends: further study; research; writing; community leadership as Imams; and community education. Many go on to create their own institutions. To date, 33 students have graduated from the ‘alim program and 35 from the hifz program.