SIX: CriticismBy hadeeth criticism is meant the Science of V<strong>al</strong>idation of Hadeeth (‘Ilm <strong>al</strong>-Jarhwa at-Ta‘deel), whereby hadeeths are ruled to be reliable or inv<strong>al</strong>id based oncertain criteria. The effort to distinguish between narrations from the Prophet (r),was rooted in his warning, “If anyone tells a lie about me intention<strong>al</strong>ly, let him besure of his place in the hell fire.” 1 This process began during the lifetime of theProphet (r) himself. However, at this stage, it meant no more than going to theProphet (r) and verifying something he was reported to have said. Dimaam ibnTha‘labah came to the Prophet (r) on one occasion and asked, “Muhammad,your messenger came to us and told us so and so.” The Prophet (r) replied, “Hetold you the truth.” 2A similar form of investigation or verification was reported to have beencarried out by ‘Alee, 3 Ubayy ibn Ka‘b, 4 ‘Abdullaah ibn ‘Amr, 5 ‘Umar, 6 Zaynabwife of Ibn Mas‘ood 7 and others. Although the process of asking the Prophet (r)ceased with his death, the first C<strong>al</strong>iph, Aboo Bakr, ‘Umar and ‘Alee as well asother companions like ‘Aa’ishah and Ibn ‘Umar continued these efforts ofhadeeth criticism. With the turmoil which came at the end of C<strong>al</strong>iph ‘Uthmaan’sreign and throughout the rule of C<strong>al</strong>iph ‘Alee, scholars among the students of theCompanions became very strict in the transmission of hadeeths. Scholars amongthe students of the Companions continued the hadeeth criticism efforts, likeSa‘eed ibn <strong>al</strong>-Musayyab (d. 93 AH); Sa<strong>al</strong>im ibn ‘Abdillaah ibn ‘Umar (d.106AH); ‘Alee ibn Husayn ibn ‘Alee (d. 93AH); and ‘Urwah ibn az-Zubayr (d.94AH). Among their students in the second century after the Hijrah, threescholars stood out in the region of Madeenah, az-Zuhree (d. 124AH), Yahyaa ibnSa‘eed and Hishaam ibn ‘Urwah. During the periods of the second and thirdcenturies, scholars became noted for their extensive travels in the search for1 Saheeh Al Bukhaaree, ‘ilm, 38.2 Saheeh Muslim, Iman, 10 and Saheeh Al Bukhaaree, ‘ilm 6.3 Sunan an-Nasaa’e, vol. V. III4 Musnad Ahmad, v. 143.5 Saheeh Al Bukhaaree, magazi, 256 Muslim, musafirin, 17 Saheeh Al Bukhaaree, zakat, 44
hadeeth narrations. So much so that the Baghdadi scholar, Yahyaa ibn Ma‘een (d.233AH), said, “There are four kinds of people who never became mature duringtheir life; among them is he who writes down hadeeths in his own town and nevermakes a journey for this purpose.” 8The basic method of criticism employed by hadeeth scholars was accordingto Ibn <strong>al</strong>-Mubaarak’s (118-181 AH) statement, “To find an authentic statement,one needs to compare the words of scholars with each other.” 9 This was themethod employed by scholars from the very early times. By gathering <strong>al</strong>l therelated hadeeths, comparing them carefully with each other, the scholars wereable to judge the accuracy of their teachers. The method of comparison waspracticed in a number of different ways. The following are the four main ways:1. Comparison between the hadeeths of different students of the samescholar.2. Comparison between the statements of the same scholar at different timesin his life.3. Comparison between or<strong>al</strong> transmission of the scholar and written texts.4. Comparison between a narrated hadeeth and its related Qur’aanic texts.1. Comparison between Different StudentsThis method can be demonstrated by the case of the third century scholar, IbnMa‘een (d. 233AH) who went to Moosaa ibn Ismaa‘eel in Basrah, a student of thegreat scholar Hammaad ibn S<strong>al</strong>amah, and asked him to read the books ofHammaad to him. When Moosaa asked if he had read the books to any otherstudents of Hammaad, Ibn Ma‘een replied that he had read them to seventeenother students. Moosaa asked him what the purpose was of <strong>al</strong>l these differentreadings, to which Ibn Ma’een replied, “Hammaad ibn S<strong>al</strong>amah committedmistakes and his students added some more mistakes to his. So I want todistinguish between the mistakes of Hammaad and those of his students. If I find<strong>al</strong>l of Hammaad’s students committing the same mistake, then the source isHammaad. If I find the majority saying one thing and a single student8 Studies in Early <strong>Hadith</strong> Literature, p. 50.9 Jaami‘ by <strong>al</strong>-Khateeb, 5a. quoted in Studies in Early <strong>Hadith</strong> Literature, p. 52.
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[Usool Al Hadeeth]The Methodology o
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from the Prophet of his actions, sa
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3. LawsOne of the primary duties of
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authentically attributable to the P
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was asked which city will be conque
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Rahmaan, who was at that time the m
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centuries. They also grouped the ha
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Prophet's lifetime, and in the wars
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JAABIR IBN ‘ABDILLAAH. One of the
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2. ‘Ard : Reading by the Students
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Transmission TerminologyThe hadeeth
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EVOLUTION OF THE SANADTeaching the
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the Sahaabah had left off and began
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In this case the Sanad is shorter b
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The Pattern of IsnaadThe usual patt
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men had to be appointed to repeat h
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The Zawaa’id Work of al-Haythamee
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(iv) They had been used as a basis
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the well-known Kitaab al-Ansaab of
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notices of more than 40,000 narrato
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Zaynud-Deen al-‘Iraaqee (725-806/
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forced to leave the city and wander
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the author. But the work could not
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TEN: Women Scholars of HadeethHisto
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daughter of the distinguished juris
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turn lectured to many students, som
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excelled in the art of calligraphy
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occurs only in Mutayyin’s narrati
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Abu Bakr as-Siddeeq, then to Ali ib
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ف َأ َمسك َها ف َل
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Haakim, Muhammad ibn ‘Abdillaah a
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Thahabee, Muhammad ibn Ahmad ath-.