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Wednesday, 28 October 2026

Is Islam an Inhumane Ideology? What the Qur’an and Sunnah Actually Teach

I came across a remark in answer to someone which alleged that Islam is based on an inhuman ideology. I wonder how these allegations are composed based on which realities. It seems that some of the non Muslims view Islam in an era more than fourteen centuries ago when Islam had just been founded and was struggling to shun the pre-Islamic era ills. It is for this reason,  Islam is sometimes portrayed by its critics as a harsh, intolerant and even inhumane ideology. Its teachings on warfare, religious differences, women and criminal punishments are cited as evidence that it encourages cruelty rather than compassion. 

But does this sweeping judgment accurately represent the Qur’an and the teachings of Prophet Muhammad ﷺ? Or does it confuse the moral principles of Islam with particular interpretations, historical practices and the misconduct of some Muslims? An intellectually honest response must neither dismiss every criticism as prejudice nor accept every accusation without examination. The proper starting point is the Qur’an itself: What does Allah actually command concerning human dignity, life, justice, compassion and the treatment of others?

Let us present a response to such an allegation in view of historical perspective of many verses of Al Qur'an which portrays Islam as a religion of mercy and human dignity.

1. The Qur’an Begins with Human Dignity, Not Human Degradation
There are many verses that present Islam to set in a community that respect human dignity rather than human degradation. Herein under are some that must be read to know what Islam really teaches.
  • Surah Al-Isrā’ 17:70
    • وَلَقَدْ كَرَّمْنَا بَنِي آدَمَ "Indeed, We have honoured the children of Adam."
    • This is a fundamental declaration about the status of humanity.
    • Allah does not restrict this honour to Muslims, Arabs, particular races or privileged classes. The expression Banī Ādam embraces humanity as a whole.
    • 14th century scholar Ibn Kathīr, in his explanation of this verse, emphasises the special honour bestowed upon human beings through their creation, faculties, understanding and ability to distinguish what benefits or harms them.
  • The Qur’an goes further in Surah Al-Ḥujurāt 49:13:
    • يَا أَيُّهَا النَّاسُ إِنَّا خَلَقْنَاكُم مِّن ذَكَرٍ وَأُنثَىٰ "O mankind! We created you from a male and a female."
    • Allah explains that humanity was divided into peoples and tribes so that they might know one another, not despise one another.
    • eminent Muslim scholar Abul A‘lā Maududi, in Tafhīm al-Qur’ān, explains that this verse rejects artificial superiority based on race, colour, nationality or inherited social position. He argues that human differences were never meant to justify contempt, exploitation or tyranny.
The Qur’an identifies taqwā—God-conscious righteousness—as the measure of honour before Allah, not racial or social identity.

The question for critics: How can an ideology whose foundational scripture honours all children of Adam and condemns racial arrogance be fairly described, without qualification, as denying human dignity? Hadhrat Bilal, a black African Muslim, was one of the most close to the Prophet of Allah - but if we look around the black skinned people are still hated upon in the West. Who is exhibiting inhumanity?

These verses do not by themselves settle every debate about rights or religious law, but they establish an essential principle against which interpretations and practices should be examined.

2. Islam Commands Justice—Even Towards Those We Dislike
Justice is the main pillar of an Islamic community. At many a places, Muslims are asked to uphold justice and be impartial in giving a verdict even if it goes against one's own kin and kith. Following verses caution Muslims to be fair and just:
  • Surah Al-Mā’idah 5:8
    • وَلَا يَجْرِمَنَّكُمْ شَنَآنُ قَوْمٍ عَلَىٰ أَلَّا تَعْدِلُوا ۚ اعْدِلُوا هُوَ أَقْرَبُ لِلتَّقْوَىٰ "Do not let the hatred of a people lead you to injustice. Be just; that is nearer to righteousness."
    • Few moral principles are more demanding than this.
    • Allah does not merely command Muslims to be fair towards their families, friends or fellow believers. He forbids hatred from becoming an excuse for injustice.
  • In Surah An-Nisā’ 4:135, believers are instructed to uphold justice even when doing so goes against themselves, their parents or relatives.
  • Abdullah Yusuf Ali, commenting on 5:8, observes that the real test of justice arises when we must act fairly towards people whom we dislike or who dislike us.

These instructions have immediate implications for the contemporary world. A Muslim must not justify dishonesty against a non-Muslim, defend an oppressor merely because he shares the same religion, or deny another person's legitimate rights because of religious hostility.

Islamic justice is tested most seriously when fairness conflicts with personal interests, anger or group loyalty.

3. Human Life Is Sacred—And Aggression Has Moral Limits
Islam lays immense value to human life. At the advent of Islam, the polytheists would bury the baby girls right after their birth fr they thought they will bring bad name to the family. But Islam forbade this practice and finally this horrible practice came to an end. There are many references to the sacred status of mankind:
  • Surah Al-Isrā’ 17:33
    • وَلَا تَقْتُلُوا النَّفْسَ الَّتِي حَرَّمَ اللَّهُ إِلَّا بِالْحَقِّ "Do not take a life which Allah has made sacred, except with legal right."
    • The Qur’an does not present human life as something individuals may take whenever they feel offended, insulted or angry.
  • Surah Al-Mā’idah 5:32 describes the enormity of unlawful killing through a principle originally addressed to the Children of Israel: killing one innocent person is compared with killing humanity, while saving a life is compared with saving humanity.
  • The Qur’an also permits fighting in specified circumstances. But Surah Al-Baqarah 2:190 explicitly forbids transgression:
    • وَلَا تَعْتَدُوا ۚ إِنَّ اللَّهَ لَا يُحِبُّ الْمُعْتَدِينَ "Do not transgress. Indeed, Allah does not love transgressors."
These verses do not eliminate the difficult questions surrounding Islamic warfare or legal punishments. They do, however, establish that violence is subject to moral and legal limits.

The Prophet ﷺ delivered an equally serious warning: "Whoever kills a person under treaty shall not smell the fragrance of Paradise." — Sahih al-Bukhari 3166

This narration specifically protects people covered by a treaty or covenant. It demonstrates that unlawfully killing a protected non-Muslim was considered a grave sin. The Qur’anic message is not that human life becomes worthless because people follow different religions.


4. The Prophet ﷺ Was Sent as a Mercy
Throughout his life, the Prophet ﷺ exhibited extreme mercy and cautioned his companions never to practice inhumanity and be kind to each other - even the non Muslims. That is how the revered Prophet ﷺ is described in Al Qur'an:
  • Surah Al-Anbiyā’ 21:107
    • وَمَا أَرْسَلْنَاكَ إِلَّا رَحْمَةً لِّلْعَالَمِينَ "We have not sent you except as a mercy to the worlds."
    • The Prophet's mission is presented through the language of mercy.
    • This description is supported by an authentic incident.
    • When some people asked Prophet Muhammad ﷺ to invoke a curse upon the polytheists, he replied: إِنِّي لَمْ أُبْعَثْ لَعَّانًا وَإِنَّمَا بُعِثْتُ رَحْمَةً "I have not been sent as one who curses, but I have been sent as a mercy." — Sahih Muslim 2599
  • Another remarkable example appears in Sahih al-Bukhari 1312–1313. When a Jewish funeral procession passed, the Prophet ﷺ stood up. On being informed that the deceased was Jewish, he responded: "Is it not a soul?" This incident is particularly meaningful. The Prophet's response recognised the human reality of death despite religious difference.
  • Elsewhere, the Prophet ﷺ taught: "The best among you are those who have the best character." — Sahih al-Bukhari 3559
A religious tradition that places such emphasis on mercy and character cannot responsibly be evaluated solely through the actions of its harshest followers.

5. Islam Does Not Require Every Human Being to Become Muslim by Force
If Islam was propagating an inhuman ideology, there would have mass conversions. Muslims ruled Spain for almost 800 years, but there were no forced conversion, and perhaps that is the reason after Muslims left Spain, there were hardly any trace of Muslims in Spain. This is becasue of the following verse from Qur'an:
  • Surah Al-Baqarah 2:256
    • لَا إِكْرَاهَ فِي الدِّينِ "There is no compulsion in religion."
    • The Qur’an distinguishes genuine faith from outward conformity imposed through pressure.
    • Ibn Kathīr explains this verse as prohibiting the forcing of people to embrace Islam, because the truth of the religion should be presented through clear evidence.
  • Surah An-Naḥl 16:125 also directs believers to invite others with wisdom and good instruction.
  • And Surah Al-Mumtaḥanah 60:8 explicitly permits kindness and justice towards people who have not fought Muslims because of religion or expelled them from their homes.
The Sunnah provides a practical illustration.

Asmā’ bint Abī Bakr asked the Prophet ﷺ whether she could maintain kind relations with her non-Muslim mother. He answered affirmatively. — Sahih al-Bukhari 5978

These teachings support respectful relations across religious boundaries.

However, the historical issue requires honesty. Classical Muslim jurists differed over the scope of religious freedom and developed legal rulings concerning apostasy and non-Muslim communities that remain subjects of serious debate.

It would therefore be inaccurate to claim that all historical Muslim legal systems recognised religious liberty in precisely the modern sense. The sound response is to acknowledge those debates while emphasizing the Qur’anic principles of sincere belief, justice and responsible religious invitation.

6. What About Women's Rights and Dignity?
Critics frequently argue that certain Islamic teachings concerning women are incompatible with contemporary understandings of equality. This objection should be examined carefully rather than dismissed.

The Qur’an contains significant protections concerning women.
  • Surah An-Nisā’ 4:7 recognises women's entitlement to inheritance (imagine grant of share in inheritance to Muslim women more than fourteen hundred years - whereas it was only about 300 years from now that European women got their share in the inheritance)..
  • Surah An-Nisā’ 4:19 
    • The verse prohibits treating women as property to be inherited against their will and commands: 
    • وَعَاشِرُوهُنَّ بِالْمَعْرُوفِ "Live with them in kindness."
  • Surah Al-Aḥzāb 33:35 repeatedly places believing men and women together in its description of spiritual virtues and divine reward.
These teachings challenge any claim that women possess no moral or spiritual standing in Islam. A credible defence of Islam should examine such passages in their language, context and scholarly traditions rather than pretend the difficulties do not exist.

The mistreatment of women must never be excused by appealing vaguely to religion. Equally, genuine differences between religious legal frameworks require careful analysis rather than sweeping insults.

7. But What About Warfare, Slavery and Harsh Punishments?
An honest article must confront these questions because they are among the strongest sources of moral criticism.
  • Warfare and the frequently quoted verse 9:5
  • Critics sometimes quote Surah At-Tawbah 9:5, which contains a command to fight polytheist opponents, as though it were an unrestricted instruction to kill all non-Muslims.
  • Yet the surrounding passage is important.
  • Verse 9:4 protects treaties with those who have honoured their agreements.
  • Verse 9:6 commands protection for a polytheist seeking safety and requires that he be escorted to a secure place.
These verses demonstrate that the passage contains distinctions concerning treaties, conflict and protection.
  • Slavery
    • Islam arose in a world where slavery existed across numerous societies.
    • The Qur’an encouraged the freeing of enslaved people, identifying emancipation as a righteous act in 90:13. Verse 24:33 also addresses agreements through which enslaved persons could seek freedom and prohibits compelling enslaved women into prostitution.
The Qur’anic encouragement of emancipation offers an important moral direction, while the institution's continued existence presents a legitimate subject for historical and ethical scrutiny.
  • Criminal punishments
    • Some Islamic legal punishments are also criticized as severe.
    • Muslim jurists developed requirements concerning evidence, judicial authority and the prevention of wrongful punishment. But disagreements remain over how particular punishments should be interpreted and applied today.
    • A serious discussion must evaluate the relevant texts, legal safeguards, historical applications and present-day human-rights concerns.
    • Neither a hostile slogan nor an idealized description of Islamic history can replace thoughtful examination of these difficult subjects.
8. What Do Eminent Scholars Contribute to This Discussion?
Three scholarly approaches are particularly relevant.
  • Ibn Kathīr — Human dignity and freedom from coerced belief
    • In his tafsīr of 17:70, Ibn Kathīr explains the honour granted to the children of Adam. In his commentary on 2:256, he emphasises that people should not be forced to embrace Islam.
    • His explanations provide classical support for the importance of human dignity and meaningful faith.
  • Abul A‘lā Maududi — Equality of humanity and the rejection of racial arrogance
    • In his detailed commentary on 49:13, Maududi condemns distinctions based on race, colour, nationality and inherited status.
    • He explains that the Qur’an rejects the transformation of human diversity into claims of superiority and systems of oppression.
    • This is especially relevant when Islam is accused of encouraging contempt for people of other backgrounds.
  • Abdullah Yusuf Ali — Justice even when hostility exists
    • In his commentary on Surah Al-Mā’idah 5:2 and 5:8, Yusuf Ali emphasises that hatred does not justify retaliation beyond moral limits or unfair treatment.
    • His explanation reminds believers that justice is tested not only in peaceful circumstances, but precisely when resentment and conflict make fairness difficult.
These scholars provide important perspectives. They do not resolve every contemporary controversy, nor should their interpretations be represented as unanimous answers to all modern ethical objections.

9. Why Do Some People Nevertheless See Islam as Harsh?
There are several possible reasons.
  • Some people encounter Islam primarily through terrorism, sectarian violence, authoritarian governments or discriminatory practices committed by Muslims.
  • Others read particular Qur’anic passages without considering their context or the history of interpretation.
  • Still others have studied Islamic texts and sincerely disagree with aspects of traditional religious law on ethical grounds.
These are different kinds of criticism, and they should not all be treated alike.

Deliberately portraying all Muslims as dangerous is prejudice. But respectfully questioning a religious law or interpretation is not necessarily hatred. When religion is used to justify corruption, cruelty, intimidation or exploitation, merely declaring that such behaviour is un-Islamic is not enough.

Muslims must demonstrate through conduct, accountability and reform that their professed commitment to justice and compassion is genuine.

10. How Should Muslims Respond to the Accusation?
The Qur’an provides a dignified method of response.
  • Surah An-Naḥl 16:125 commands invitation through wisdom and good counsel.
  • Surah Al-‘Ankabūt 29:46 instructs believers to engage with the People of the Book in the best manner, subject to its stated qualification concerning wrongdoing.
  • Surah Al-Mā’idah 5:8 requires justice even where hostility exists.
Accordingly, the strongest response is not to insult the critic, accuse everyone of malicious intentions or defend every historical act committed by Muslim rulers.

It is to ask what specific teaching the critic objects to, examine its Qur’anic context, study relevant authentic Hadith, compare recognised scholarly interpretations and acknowledge genuine historical difficulties.

Above all, the answer should be visible in conduct.

Let Muslim employers treat workers fairly. Let Muslim families protect the dignity of women and children. Let Muslim communities welcome sincere questions. Let religious scholars discourage hatred. Let charity and humanitarian assistance reach people without making religious conversion a condition.

When conduct reflects the Qur’an's moral demands, it gives substance to arguments that otherwise remain words.

Conclusion: Judge Islam Through Its Teachings—and Hold Muslims Accountable to Them
To describe Islam in its entirety as an ideology “worse than human” is a sweeping accusation that fails to account for the Qur’an's explicit teachings on human dignity, justice, mercy, charity and moral responsibility.

Allah honours the children of Adam (17:70), demands justice even against ourselves (4:135), prohibits hatred from leading to injustice (5:8), commands kindness towards peaceful people of other faiths (60:8), and describes Prophet Muhammad ﷺ as a mercy to the worlds (21:107).

These are not incidental teachings. They form an essential part of Islam's moral framework.

The strongest defence of Islam is both intellectual and practical: explain its teachings accurately, confront difficult questions courageously, and demonstrate its moral principles through the way Muslims treat other human beings.

For Muslims, the challenge is particularly demanding. We cannot expect others to admire Qur’anic justice if they encounter injustice from us. We cannot persuade people of Islamic compassion while showing them cruelty. We cannot condemn prejudice while practising it ourselves.

Let the Qur’an establish the standard, let the authentic Sunnah illuminate that standard, and let our character become its living demonstration.

May Allāh (سبحانه و تعالى‎) help us understand Qur'ān and follow the Sunnah of Prophet Muhammad ﷺ, which is embodiment of commandments of Allah contained in the Qur'ān. May Allah help us to be like the ones He loves and let our lives be lived helping others and not making others' lives miserable or unlivable. May all our wrong doings, whether intentional or unintentional, be forgiven before the angel of death knocks on our door. 

وَمَا عَلَيۡنَاۤ اِلَّا الۡبَلٰغُ الۡمُبِيۡنُ‏ 
(36:17) and our duty is no more than to clearly convey the Message.”
That is Our duty is only to convey to you the message that Allah has entrusted us with. Then it is for you to accept it or reject it. We have not been made responsible for making you accept it forcibly, and if you do not accept it, we shall not be seized in consequence of your disbelief, you will yourselves be answerable for your actions on Day of Resurrection.

May Allah forgive me if my posts ever imply a piety far greater than I possess. I am most in need of guidance.

References and Further Reading
  • The Rebuttal: Please refer to our reference page The Rebuttal for more criticism of Islam and the counter response. 
  • Qur’anic references
    • 17:70 — Dignity of the children of Adam.
    • 49:13 — Shared human origin and rejection of racial arrogance.
    • 4:135 and 5:8 — Justice without favouritism.
    • 17:33 and 5:32 — Sanctity of human life.
    • 21:107 — The Prophet ﷺ as a mercy to the worlds.
    • 2:256 and 16:125 — Faith and invitation through wisdom.
    • 60:8 — Kindness and justice towards peaceful non-Muslims.
    • 4:7, 4:19, 4:34 and 33:35 — Women, family responsibilities and spiritual standing.
    • 2:190 and 9:4–6 — Warfare, treaties and protection.
    • 90:13 and 24:33 — Emancipation and the historical institution of slavery.
  • Authentic Hadith
    • Sahih Muslim 2599 — The Prophet ﷺ was sent as a mercy.
    • Sahih al-Bukhari 1312–1313 — Respect shown when a Jewish funeral procession passed.
    • Sahih al-Bukhari 3166 — Grave warning against killing someone protected by a treaty.
    • Sahih al-Bukhari 3559 — Excellence of character.
    • Sahih al-Bukhari 5978 — Kindness towards a non-Muslim mother.
  • Scholarly interpretations The scholarly descriptions above are supported by the published commentaries of Ibn Kathīr, Maududi and Yusuf Ali, while the Prophetic examples are recorded in the cited Hadith collections.
    • Ibn Kathīr, Tafsīr 17:70 — The honour granted to humanity.
    • Ibn Kathīr, Tafsīr 2:256 — No compulsion in religion.
    • Maududi, Tafhīm al-Qur’ān, 49:13 — Human equality and opposition to racial arrogance.
    • Abdullah Yusuf Ali, Commentary on Surah Al-Mā’idah — Justice, restraint and the rejection of retaliation motivated by hatred.
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Tuesday, 27 October 2026

Is Islam a Religion of Satan? A Qur’anic strong Rebuttal to Religious Prejudice

We at Islam: My Ultimate Decisions have been sharing views and response to many a misunderstandings about Islam. mostly by people who have either not read what Islam really is and what is contained in Al Qur'an, the fourth and final Divine Scripture of One True God, Muslims call Allah. Many such readers of our posts leave footprints full of hatred based on their shallow understanding of Al Qur'an and Islam. Such claims are also made in many other websites downplaying Islam and feeding misinformation among their ranks to create hatred about Islam so  that they distance from Muslims. 

[Read: The Rebuttal - our previous posts in response to misinformation about Islam]

Communism and Islam, both religions of Satan, are major obstacles to the preaching of the Gospel
Today we take yet another accusation on Islam, which stems from misinformation or lack of knowledge about Islam. The statement “Communism and Islam, both religions of Satan, are major obstacles to the preaching of the Gospel” deserves a firm, reasoned response—not an equally offensive counterattack.

As can be seen that the accusation is flawed on two fundamental grounds. 
  • First, communism is principally a political and socioeconomic ideology, whereas Islam is a monotheistic religion. 
  • Second, the Qur’an expressly identifies Satan as humanity's enemy (35:6), honours Jesus Christ (peace be upon him) as a messenger of Allah (4:171), and acknowledges the original Gospel revealed to him as containing guidance and light (5:46). 
This article takes the accusation seriously, answers it through Islamic teachings and distinguishes legitimate theological differences from religious hostility.

Why disagreement over the Gospel must not become hatred towards another faith
Religion should encourage humanity to seek truth, develop moral character, uphold justice and recognise the dignity of fellow human beings. Yet religious discussions sometimes descend into sweeping accusations that create hostility rather than understanding. And this hatred often results one-sidedly by burning copies of Qur'an or publishing caricatures to defame Islam. On the contrary there has never been a negative response by Muslims reciprocating same hatful; actions.

Consider the assertion: “Communism and Islam, both religions of Satan, are major obstacles to the preaching of the Gospel.”

Such a statement raises serious questions: 
  • On what religious or historical evidence is Islam declared a religion of Satan? 
  • Does disagreement with Christian theology automatically make a religion satanic? 
  • And does Islam actually teach hostility towards Jesus Christ, the Gospel or Christians?
This article will try put across a responsible response must be based on the authentic teachings of Islam rather than the emotions of those offended by the accusation. Islam certainly differs from Christianity on fundamental theological matters, but theological disagreement is not proof of allegiance to Satan. The Qur’an itself provides ample evidence to challenge this charge.

1. Islam and Communism Are Not the Same Thing
The first weakness in the accusation is the attempt to place Islam and communism in the same religious category.
  • Communism is primarily a political and socioeconomic ideology concerned with ownership, class relations and the organisation of society. Marxist communism has historically been associated with materialism and criticism of religion.
  • Islam, by contrast, is founded upon belief in the existence and absolute Oneness of Allah, divine revelation, prophethood, accountability in the Hereafter and moral responsibility.
Islam commands prayer, charity, fasting, honesty, justice and compassion. Its worldview is fundamentally spiritual as well as social. While one may critically examine communist political systems and one may disagree with Islamic theology. However, placing the two under the same label without distinguishing their foundations is neither careful reasoning nor sound religious scholarship.

2. The Qur’an Declares Satan an Enemy, Not an Object of Worship
Perhaps the clearest response comes directly from Allah's words in the Qur’an (Surah Fāṭir 35:6).

إِنَّ الشَّيْطَانَ لَكُمْ عَدُوٌّ فَاتَّخِذُوهُ عَدُوًّا “Indeed, Satan is an enemy to you; so take him as an enemy.”

This is not an isolated teaching. Throughout the Qur’an, Satan is presented as the deceiver of humanity, the enemy of moral goodness and the one who seeks to lead people away from Allah. In fact, the Qur’an repeatedly warns believers against following Satan's footsteps and yielding to his temptations. How, then, can a religion whose revealed scripture openly commands opposition to Satan be described as a religion devoted to him?

A Christian may reject the Qur’an as divine revelation, just as a Muslim rejects certain Christian theological doctrines. But that disagreement should be acknowledged rather than replaced with a description that fundamentally misrepresents what Muslims believe.

3. Islam Honours Jesus Christ and Acknowledges the Gospel
There is an even more striking contradiction in the accusation. Islam does not preach hatred towards Jesus Christ. On the contrary, belief in Jesus (ʿĪsā, peace be upon him) as a messenger of Allah is an essential element of Islamic faith.

The Qur’an declares in Surah An-Nisā’ 4:171:

إِنَّمَا الْمَسِيحُ عِيسَى ابْنُ مَرْيَمَ رَسُولُ اللَّهِ “The Messiah, Jesus, son of Mary, was a messenger of Allah.”

Muslims believe in the miraculous birth of Jesus, honour his mother Maryam, acknowledge his miracles by Allah's permission, and revere him as one of Allah's great messengers.

The Qur’an goes further (Surah Al-Mā’idah 5:46):

وَآتَيْنَاهُ الْإِنجِيلَ فِيهِ هُدًى وَنُورٌ “And We gave him the Gospel, in which was guidance and light.”

This remarkable verse acknowledges the divine origin of the Injīl (The Gospel), the revelation given to Jesus according to Islamic belief.

There is, of course, an important theological distinction: Christians generally understand the Gospel through the person, death and resurrection of Jesus as presented in the New Testament. Muslims understand the original Injīl as revelation given by Allah to Jesus and regard the Qur’an as the final divine criterion.

The two traditions therefore differ fundamentally on the Trinity, the divine sonship of Christ, salvation and the status of Prophet Muhammad ﷺ. These differences must not be concealed. But neither should they obscure the fact that Islam reveres Jesus and affirms his prophetic mission.

A faith that honours Jesus as a messenger of God cannot fairly be described as teaching contempt for Jesus merely because it disagrees with Christian doctrines about his nature.

4. The Qur’an Commands Respectful Dialogue with Christians
If Islam were inherently hostile towards Christians, what would we expect its scripture to teach? Instead, we find this remarkable instruction in Surah Al-‘Ankabūt 29:46:

وَلَا تُجَادِلُوا أَهْلَ الْكِتَابِ إِلَّا بِالَّتِي هِيَ أَحْسَنُ
“Do not argue with the People of the Scripture except in a way that is best.”

The verse includes an exception concerning those who act unjustly, but its general instruction establishes the importance of respectful religious discussion.

Similarly, Allah addresses the People of the Book in Surah Āl ‘Imrān 3:64, inviting them towards a common foundation of worshipping Allah alone. This invitation is theological, not a declaration that Islam and Christianity have identical beliefs.

Nevertheless, its manner is significant. It begins by presenting a principle for discussion rather than branding an entire religious community evil. The Qur’anic approach is to explain beliefs, provide reasons and invite reflection. Religious disagreement should be answered with arguments, evidence and good conduct—not by demonizing those who hold different convictions.

5. Does Islam Forbid Christians from Practicing Their Faith?
An especially meaningful verse is found in Surah Al-Ḥajj 22:40. The Qur’an refers to monasteries, churches, synagogues and mosques, explaining that without Allah's checking of aggression through some people against others, such places of worship would have been destroyed.

The verse occurs in the context of persecution and the defence of people unjustly expelled from their homes because of their faith. Its significance should not be overlooked: the Qur’an names Christian and Jewish places of worship alongside mosques when describing the importance of protecting places where Allah is remembered.

This does not mean that every Muslim government in history has treated religious minorities justly, nor does this verse alone resolve every modern question concerning religious freedom and evangelism. Indeed, Muslim societies, like other societies, must be judged both by their professed teachings and by their actual treatment of people.

Nevertheless, the Qur’anic principle challenges the claim that Islam is inherently devoted to destroying Christian religious life.

6. Faith Cannot Be Imposed Through Coercion
One of the Qur’an's most widely recognised teachings is given in Surah Al-Baqarah 2:256:

لَا إِكْرَاهَ فِي الدِّينِ “There is no compulsion in religion.”


Classical scholars have differed over aspects of the verse's legal scope and application. Its fundamental teaching nevertheless recognises that genuine religious conviction cannot simply be manufactured through force.

Another important declaration appears in Surah Al-Kāfirūn 109:6:

لَكُمْ دِينُكُمْ وَلِيَ دِينِ “For you is your religion, and for me is my religion.”

Here, Islam does not compromise its theological identity, but it distinctly rejects the idea that differing beliefs must be blended into one religion. A Christian may proclaim Christian beliefs; a Muslim may explain Islamic beliefs. Each should be prepared to have those beliefs examined and questioned.

The ethical principle is reciprocal: Muslims should not demand respect for their own religious convictions while denying Christians the dignity they expect for themselves. Equally, freedom to explain one's faith should not be confused with a license to insult, threaten or coerce others.

7. Even Hostility Must Not Make a Muslim Unjust
Perhaps the most powerful response to the original accusation is found in Surah Al-Mā’idah 5:8.

وَلَا يَجْرِمَنَّكُمْ شَنَآنُ قَوْمٍ عَلَىٰ أَلَّا تَعْدِلُوا ۚ اعْدِلُوا هُوَ أَقْرَبُ لِلتَّقْوَىٰ
“Do not let the hatred of a people prevent you from being just. Be just; that is nearer to righteousness.”

This is an extraordinary moral demand. Allah does not merely command Muslims to be just towards those who appreciate and respect them. He warns believers not to let hostility towards another group become an excuse for injustice. There are more verses on the same theme given herein under:
  • Surah Al-Mumtaḥanah 60:8 similarly permits and encourages kindness and fairness towards those who have not fought Muslims over their religion or expelled them from their homes.
  • And Surah Al-An‘ām 6:108 even forbids Muslims from insulting the objects of worship of others, lest such insults provoke retaliatory abuse against Allah.
If Muslims are prohibited from insulting what others worship, how much more carefully should religious leaders consider accusations that condemn millions of human beings as followers of Satan?

The Qur’an does not ask Muslims to abandon their convictions. It asks them to preserve justice while defending those convictions.


8. What Did Prophet Muhammad ﷺ Teach About Religious Conduct?
The authentic Sunnah reinforces these Qur’anic principles. The Prophet Muhammad ﷺ said that whoever believes in Allah and the Last Day should speak what is good or remain silent. — Sahih al-Bukhari 6018

He also taught: “Gentleness is not found in anything but that it adds to its beauty.” — Sahih Muslim 2594a

In another particularly serious warning, the Prophet ﷺ condemned the killing of a non-Muslim who had a covenant of protection with Muslims. (Sahih al-Bukhari 3166)

These narrations establish that religious devotion does not excuse verbal recklessness, cruelty or injustice. The Prophet's teachings link religious commitment with responsibility towards other human beings. A Muslim's response to an offensive religious accusation should therefore demonstrate the ethical standards that the accusation seeks to deny.

9. Are Islam and Christianity Rivals in Preaching?
Islam and Christianity both make substantial truth claims and seek to share their respective understandings of divine guidance.
  • Christian evangelism generally calls people towards faith in Jesus Christ as understood in Christian theology.
  • Islamic Da'wah calls people towards the worship of Allah alone and acceptance of Prophet Muhammad ﷺ as His final messenger.
The two religions disagree on important questions. There is no benefit in pretending otherwise. However, the existence of competing religious claims does not establish that either community must be inherently wicked.

For Muslims, Da'wah is governed by a specific divine command as given in Surah An-Naḥl 16:125:
  
ادْعُ إِلَىٰ سَبِيلِ رَبِّكَ بِالْحِكْمَةِ وَالْمَوْعِظَةِ الْحَسَنَةِ 
“Invite to the way of your Lord with wisdom and good instruction.”

The verse continues by commanding discussion in the best manner. Therefore, a Muslim should be able to explain Islamic beliefs about Allah, Jesus, revelation and salvation without mocking Christianity. And a Christian should be able to explain Christian beliefs without portraying every Muslim as a servant of Satan.

The existence of Islam may present a theological challenge to Christian evangelism, just as Christian theology challenges Islamic teachings. But a theological challenge is not evidence of moral evil.


10. A Question Worth Asking Those Who Make Such Accusations
Before declaring Islam a religion of Satan, would it not be more reasonable to examine what Islam actually teaches?
  • Does Satan command humanity to worship Allah alone?
  • Does he command justice even towards one's opponents?
  • Does he encourage charity to the poor, kindness towards parents, honesty in business, compassion towards neighbours and protection of human dignity?
The Qur’an commands all these things.

To be clear, these moral teachings do not, by themselves, prove every theological claim of Islam. The truth of religious doctrines must be examined on their own evidence. But they do demonstrate why the sweeping description of Islam as a religion devoted to Satan is intellectually inadequate and deeply misleading. It replaces examination of beliefs with a hostile label.

There is a difference between saying, “I believe Islam's theological claims are mistaken,” and saying, “Islam is a religion of Satan.”

The first is a theological position that can be discussed. The second is a condemnation that requires extraordinary justification and does little to advance understanding.

Conclusion: Let Truth Be Defended with Truth, Not Hatred
Islam does not ask Christians to abandon their beliefs without reflection, nor does it require Muslims to surrender their own convictions in pursuit of superficial religious agreement. It invites human beings to consider revelation, reflect upon creation, examine evidence and make responsible moral choices.

The Qur’an recognises Jesus Christ as a messenger of Allah, acknowledges the original Gospel as divine guidance, commands justice towards those of other faiths, and warns Muslims against religious insults.

None of this eliminates the genuine theological differences between Islam and Christianity. But it demands that such differences be discussed honestly. An argument against Islam should be founded upon what Islam actually teaches—not what its opponents imagine it teaches.

A Muslim should never answer religious hostility by promoting hostility towards Christianity. Instead, the believer should demonstrate through knowledge, dignity, patience and good character the moral principles of the faith being criticized.

The Qur’an offers a fitting final instruction as given in Surah Fuṣṣilat 41:34

ادْفَعْ بِالَّتِي هِيَ أَحْسَنُ “Repel evil with what is better.”

The strongest response to religious prejudice is not to return condemnation with condemnation, but to expose falsehood through evidence, uphold justice despite provocation, and allow the beauty of one's faith to become visible through one's character.

An effort has been made to provide a strong Qur'anic rebuttal to baseless claims equating Islam to communism and a religion of Satan - which Al Qur'an rejects throughout the Qur'an. Those still condemning Islam should carryout their own personal study of Qur'an to find the answer to these baseless allegations - and not acting on what is fed to them.

May Allāh (سبحانه و تعالى‎) help us understand Qur'ān and follow the Sunnah of Prophet Muhammad ﷺ, which is embodiment of commandments of Allah contained in the Qur'ān. May Allah help us to be like the ones He loves and let our lives be lived helping others and not making others' lives miserable or unlivable. May all our wrong doings, whether intentional or unintentional, be forgiven before the angel of death knocks on our door. 

وَمَا عَلَيۡنَاۤ اِلَّا الۡبَلٰغُ الۡمُبِيۡنُ‏ 
(36:17) and our duty is no more than to clearly convey the Message.”
That is Our duty is only to convey to you the message that Allah has entrusted us with. Then it is for you to accept it or reject it. We have not been made responsible for making you accept it forcibly, and if you do not accept it, we shall not be seized in consequence of your disbelief, you will yourselves be answerable for your actions on Day of Resurrection.

May Allah forgive me if my posts ever imply a piety far greater than I possess. I am most in need of guidance.

References and Further Reading
1.    Qur’anic references
- Fāṭir 35:6 — Satan as an enemy of humanity
- An-Nisā’ 4:171 — Jesus Christ as a messenger of Allah
- Al-Mā’idah 5:46 — The Injīl as guidance and light
- Al-‘Ankabūt 29:46 — Respectful dialogue with the People of the Book
- Āl ‘Imrān 3:64 — Invitation towards a common theological foundation
- Al-Ḥajj 22:40 — Reference to churches, monasteries, synagogues and mosques
- Al-Baqarah 2:256 — No compulsion in religion
- Al-Mā’idah 5:8 — Justice despite hostility
- Al-Mumtaḥanah 60:8 — Kindness and justice towards peaceful non-Muslims
- Al-An‘ām 6:108 — Prohibition of insulting others' objects of worship
- An-Naḥl 16:125 — Inviting others with wisdom
- Fuṣṣilat 41:34 — Repelling evil with what is better
2. Authentic Hadith
- Sahih al-Bukhari 6018 — Speaking good or remaining silent
- Sahih Muslim 2594a — The virtue of gentleness
- Sahih al-Bukhari 3166 — The sanctity of a protected non-Muslim's life
3. Additional background
- Archie Brown, Communism, in The Oxford Handbook of Political Ideologies (Oxford University Press, 2013), for the political and ideological classification of communism.

For more Q&A about Understanding Islam, please refer to our reference page: Understanding Islam - Frequently asked Q&A. You may also refer to our refference page: Scholars' Viewpoint on important issue related to Islam to know more about Islam.

If you like Islam: My Ultimate Decision, and to keep yourself updated on all our latest posts to know more about Islam, follow us on Facebook. You may also refer to our Facebook  Group Islam: The Ultimate Truth for more on Islam and Da'wah.

Please share this page to your friends and family members through Facebook, WhatsApp or any means on Social Media so that they can also be benefited by it and better understand Islam and the Holy Qur'an - Insha Allah (Allah Willing) you shall be blessed with the best of both worlds.

Sunday, 25 October 2026

Why New Muslims Need Both the Qur’an and the Sunnah

For someone who has recently embraced Islam, an important question often arises: If the Qur’an is Allah's complete revelation, why must we also follow the Sunnah of Prophet Muhammad ﷺ? The answer lies within the Qur’an itself. Allah did not merely reveal a Book; He also sent a Messenger to teach, explain and demonstrate how its guidance should be lived. Trying to balance out is an important question, particularly for new Muslims who are trying to understand why they must study both the Qur’an and the teachings of Prophet Muhammad ﷺ.

Before we proceed further, it needs to be understood that the Qur’an and the authentic Sunnah are not two competing paths, but complementary sources of guidance that lead a believer towards Allah. The source of Divine commands is Al Qur’an conveys Allah's commands, while the Sunnah explains, demonstrates and brings those commands to life through the example of Prophet Muhammad ﷺ. For new Muslims, the journey begins not with knowing everything, but with learning sincerely, practicing gradually and allowing faith to shape everyday character. 

Surah An-Nisā’ 4:59 reminds us that obedience to Allah and His Messenger belongs together. The true beauty of Islam emerges when the Qur’an guides our understanding, the Sunnah guides our actions, and both transform us into better human beings. Let us understand it in more detail:

The Divine Command — Surah An-Nisā’ 4:59

يَـٰٓأَيُّهَا ٱلَّذِينَ ءَامَنُوٓا أَطِيعُوا ٱللَّهَ وَأَطِيعُوا ٱلرَّسُولَ وَأُو۟لِى ٱلْأَمْرِ مِنكُمْ
"O you who believe! Obey Allah and obey the Messenger, and those in authority among you."

The verse continues:

فَإِن تَنَازَعْتُمْ فِى شَىْءٍ فَرُدُّوهُ إِلَى ٱللَّهِ وَٱلرَّسُولِ
"If you disagree over anything, refer it to Allah and His Messenger."

This command establishes two essential sources of religious guidance: the Qur’an, which contains Allah's revelation, and the authentic Sunnah, which preserves the Prophet's teachings and example. The verse also requires obedience to legitimate authorities. However, as Ibn Kathīr explains, such obedience is conditional upon what is right and does not extend to disobeying Allah.

How the Qur’an and Sunnah Work Together
The Qur’an and Sunnah are not competing authorities. They complement one another in understanding and practicing Islam. Consider three everyday examples:

1. Prayer (Ṣalāh): The Qur’an commands Muslims to establish prayer, but the Sunnah explains how the Prophet ﷺ performed it, including its movements and recitations. He instructed:

"Pray as you have seen me praying." — Sahih al-Bukhari 631.

2. Zakāh: The Qur’an repeatedly commands believers to give zakāh. The Prophetic Sunnah provides essential explanations about its calculation, applicable wealth and distribution.

3. Pilgrimage (Ḥajj): The Qur’an establishes the obligation of pilgrimage, while the Prophet ﷺ demonstrated its rituals, saying:

"Learn your rituals from me." — Sahih Muslim 1297.

The Sunnah also illustrates Islamic character through the Prophet's honesty, mercy, patience, justice and treatment of others.

What Do Scholars Say?
Following four  scholars agree on a fundamental principle: the Qur’an is Allah's authoritative revelation, and Muslims are obligated to obey His Messenger. However, they differ in how they explain the authority, preservation and interpretation of the Sunnah and individual Hadith reports.
1.    Ibn Kathīr, explaining 4:59, states that obeying Allah means following His Book, while obeying the Messenger means following his Sunnah. He further explains that religious disputes should be referred to the Qur’an and authentic Prophetic teachings. Allah reinforces this relationship elsewhere:

مَّن يُطِعِ ٱلرَّسُولَ فَقَدْ أَطَاعَ ٱللَّهَ
"Whoever obeys the Messenger has truly obeyed Allah." — Surah An-Nisā’ 4:80.

And in Surah Al-Aḥzāb 33:21, Allah describes His Messenger as an excellent example for believers.

A Practical Approach for New Muslims
A new Muslim should begin by reading the Qur’an with a reliable translation, learning its fundamental teachings and gradually becoming familiar with the Prophet's authentic Sunnah.

Begin with the basics of faith, purification, prayer and good character. Learn from trustworthy teachers who distinguish authentic hadith from unreliable reports and explain legitimate scholarly differences without creating unnecessary confusion.

Remember that not every saying circulated as a hadith is authentic. Reliable collections and qualified scholarly guidance are important.

The purpose is not to master every detail immediately, but to develop sound knowledge and put it into practice consistently.

2.    Maududi Abul A‘lā Maududi explains in Tafhīm al-Qur’ān, under 4:59, that Allah is the supreme authority, while obedience to His Messenger is the practical expression of obedience to Allah. He explicitly treats the Qur’an and Sunnah as fundamental authorities for resolving religious disputes.

His argument may be summarized as follows:

- The Qur’an contains divine commands and principles.
- The Prophet ﷺ was authorized to communicate, explain and demonstrate those teachings.
- Authentic Prophetic guidance therefore remains binding where it establishes a religious duty.
- Obedience to the Prophet does not create a competing authority alongside Allah, because his religious authority comes from Allah.

For Maududi, claiming to obey the Qur’an while rejecting the Messenger's authoritative guidance would conflict with 4:59 itself.

3.    Ghamdi Javed Ahmad Ghamidi makes an important distinction in his book Meezan. According to Ghamidi, Islam has reached us through two established forms: the Qur’an and Sunnah.

He explains that the Sunnah consists of religious practices instituted or sanctioned by the Prophet ﷺ and transmitted through the continuous practice and consensus of successive Muslim generations. For example, Muslims did not learn the existence of daily prayers only by reading later Hadith compilations. Prayer had already been taught and practiced continuously within the Muslim community.

4.    Yusuf Ali Abdullah Yusuf Ali approaches this issue mainly through his Qur’anic commentary. In his explanation of 4:59, Yusuf Ali emphasises that ultimate authority rests with Allah and that the prophets derive their authority from Him.

His discussion of 4:80 is particularly revealing. He explains that the Prophet ﷺ was sent to preach, guide, instruct and demonstrate the right path. Obedience to his divine message is therefore obedience to Allah. In his commentary on 33:21, Yusuf Ali highlights the Prophet ﷺ as an example of faith and steadfastness in difficult circumstances.

Conclusion: One Faith, Two Complementary Sources of Guidance
The Qur’an teaches us what Allah expects of us; the authentic Sunnah explains, demonstrates and helps us understand how to fulfil those expectations.

For new Muslims, following both means learning Islam not merely as a collection of beliefs and commands, but as a complete way of life exemplified by Prophet Muhammad ﷺ.

To follow the Qur’an sincerely is also to honour its command to follow the Messenger. Together, they guide the believer towards correct worship, sound understanding and noble character.

Concluding thought:
“If Allah commands us in the Qur’an to follow His Messenger, then following the Messenger cannot be a departure from the Qur’an. It is obedience to the Qur’an itself. The real challenge is not choosing between the Qur’an and Sunnah, but recognising authentic Prophetic guidance and understanding it faithfully, without confusing divine revelation with every later human interpretation.”

The Qur’an is Complete, but It Does Not Tell Us to Ignore the Messenger. For new Muslims, the most important lesson is to avoid creating an unnecessary conflict between the Qur’an and the Sunnah. It must always be remembered that Qur'an is complete in all respect - Sunnah only demonstrate how to follow certain commandments and rituals which are only mentioned in Qur'an and require practical explanation like how to offer Salat, perform Hajj and Umrah.

Resource references for further reflection
Maududi — Tafhīm al-Qur’ān, Surah 4:59  Alim
Source of Islam - Renaissance 
Surah An-Nisā’ 4:59 — Obedience to Allah and His Messenger.
Surah An-Nisā’ 4:80 — Obeying the Messenger is obeying Allah.
Surah Al-Aḥzāb 33:21 — The Prophet as an excellent example.
Tafsīr Ibn Kathīr, 4:59.
Sahih al-Bukhari 631 — Learning prayer from the Prophet ﷺ.
Sahih Muslim 1297 — Learning the rituals of pilgrimage.

The Qur’anic interpretation is supported by Ibn Kathīr's commentary on 4:59, and the practical examples are supported by the cited authentic hadith.

May Allāh (سبحانه و تعالى‎) help us understand Qur'ān and follow the Sunnah of Prophet Muhammad ﷺ, which is embodiment of commandments of Allah contained in the Qur'ān. May Allah help us to be like the ones He loves and let our lives be lived helping others and not making others' lives miserable or unlivable. May all our wrong doings, whether intentional or unintentional, be forgiven before the angel of death knocks on our door. 

وَمَا عَلَيۡنَاۤ اِلَّا الۡبَلٰغُ الۡمُبِيۡنُ‏ 
(36:17) and our duty is no more than to clearly convey the Message.”
That is Our duty is only to convey to you the message that Allah has entrusted us with. Then it is for you to accept it or reject it. We have not been made responsible for making you accept it forcibly, and if you do not accept it, we shall not be seized in consequence of your disbelief, you will yourselves be answerable for your actions on Day of Resurrection.

May Allah forgive me if my posts ever imply a piety far greater than I possess. I am most in need of guidance.

For more Q&A about Understanding Islam, please refer to our reference page: Understanding Islam - Frequently asked Q&A. You may also refer to our refference page: Scholars' Viewpoint on important issue related to Islam to know more about Islam.

If you like Islam: My Ultimate Decision, and to keep yourself updated on all our latest posts to know more about Islam, follow us on Facebook. You may also refer to our Facebook  Group Islam: The Ultimate Truth for more on Islam and Da'wah.

Please share this page to your friends and family members through Facebook, WhatsApp or any means on Social Media so that they can also be benefited by it and better understand Islam and the Holy Qur'an - Insha Allah (Allah Willing) you shall be blessed with the best of both worlds.

Thursday, 22 October 2026

Who Should a New Muslim Learn Islam From?

For someone who has recently embraced Islam, one of the greatest challenges is not simply deciding what to learn, but whom to learn it from. There are thousands of Islamic lectures, websites, religious scholars and social-media preachers, often offering different explanations of the same subject. Some emphasise spiritual development, others concentrate on Islamic law, and still others focus on disagreements between various schools of thought.

How, then, can a new Muslim distinguish authentic knowledge from personal opinion, sound teaching from sectarian prejudice, and genuine religious scholarship from persuasive but poorly informed preaching?

The Qur’an provides a valuable starting principle: When you do not know, turn to those who possess reliable knowledge.

Guidance from Qur'an
Surah An-Naḥl 16:43 provides a Qur’anic principle for seeking authentic knowledge, recognizing trustworthy teachers and protecting oneself from misleading guidance. The Qur’anic command is shared herein under:

فَاسْأَلُوا أَهْلَ الذِّكْرِ إِن كُنتُمْ لَا تَعْلَمُونَ
“So ask those who have knowledge if you do not know.” Surah An-Naḥl 16:43

Understanding the verse for guidance of New Muslims
1. Understanding the original context of Surah An-Naḥl 16:43
The complete verse states:

وَمَا أَرْسَلْنَا مِن قَبْلِكَ إِلَّا رِجَالًا نُّوحِي إِلَيْهِمْ ۚ فَاسْأَلُوا أَهْلَ الذِّكْرِ إِن كُنتُمْ لَا تَعْلَمُونَ
“And We sent not before you except men to whom We revealed Our message. So ask the people of knowledge if you do not know.”

When Prophet Muhammad ﷺ proclaimed his prophethood, some opponents questioned why Allah would choose an ordinary human being as His messenger rather than an angel. Allah answered that earlier messengers had likewise been human beings who received divine revelation. Those who doubted this could consult people familiar with earlier scriptures.

How classical scholars explain the verse
  • Imam Al-Ṭabarī: Identifies Ahl al-Dhikr in the immediate context as people familiar with earlier revealed scriptures, particularly the Torah and Gospel, who could confirm that previous prophets were human.
  • Ibn Kathīr: Explains that the verse challenges those who rejected Muhammad's prophethood merely because he was human. Knowledge of earlier prophets would expose the weakness of that objection.
  • Imam Al-Qurṭubī: Records explanations identifying Ahl al-Dhikr with people of earlier scriptures and also discusses the broader understanding of people possessing religious knowledge.
  • Shaykh Al-Sa‘dī: Draws a wider principle from the verse: people who lack knowledge should consult those qualified to explain religious matters. He particularly emphasises knowledge of Allah's revealed Book.
Thus, we should distinguish the verse's original historical meaning from its broader educational application. In context, it concerns the humanity of earlier messengers. As an enduring lesson, it encourages seeking guidance from qualified people rather than relying on uninformed assumptions. This is particularly relevant for new Muslims.

2. Why this command is so important for new Muslims
Accepting Islam through Shahādah is the beginning of a lifelong journey, not the completion of one's religious education. A new Muslim may sincerely believe in Allah and His Messenger ﷺ yet know little about prayer, purification, Qur’anic recitation, fasting, Islamic character or family responsibilities. This is natural. The solution is neither embarrassment nor pretending to know everything. It is to ask, learn and gradually develop understanding.

The Prophet ﷺ said (Sahih al-Bukhari 71):

مَنْ يُرِدِ اللَّهُ بِهِ خَيْرًا يُفَقِّهْهُ فِي الدِّينِ
“If Allah intends good for someone, He grants him understanding of the religion.” 

Notice that the hadith emphasises understanding (fiqh), not merely collecting information. A new Muslim should therefore aim to understand why Islam teaches something, how the Prophet ﷺ practiced it, and how the teaching should influence everyday behaviour.

The real purpose of seeking Islamic knowledge is not to win religious arguments, but to know Allah better, worship Him correctly and become a better human being.

3. How can a new Muslim recognise an unbiased and trustworthy teacher?
This is perhaps the most important practical question. No human teacher is completely free from intellectual background, personal experience or scholarly affiliation. A teacher may follow the Ḥanafī, Shāfi‘ī, Mālikī, Ḥanbalī or another established scholarly tradition. Having such an affiliation does not automatically make someone biased or unreliable.

What matters is whether the teacher is knowledgeable, honest about the evidence, fair towards differing views and willing to acknowledge the limits of personal understanding.

Here are some useful distinctions: Qualities of a trustworthy teacher vs the Warning Signs
  • Explains teachings through the Qur’an and authentic Sunnah - Not the one who Makes unsupported claims and discourages verification
  • Has recognised learning, credible teachers and relevant expertise -  Not the one who Relies mainly on popularity, confident speech or self-proclaimed authority
  • Distinguishes established teachings from legitimate scholarly disagreements - not the one who Presents every different interpretation as ignorance or deviation
  • Welcomes sincere questions and admits uncertainty - Not the one who Insists that questioning the teacher is disobedience
  • Teaches with patience, compassion and humility - Not the one who Uses fear, humiliation or pressure to control learners
  • Encourages direct engagement with the Qur’an and sound scholarship - and Do Not Demand exclusive loyalty to a personality or group
  • A particularly important quality is the ability to say, “I do not know.”
  • A person who acknowledges the limits of their knowledge is often safer to consult than someone who confidently answers every question, however complicated.
The Prophet ﷺ warned about people who would give religious verdicts without adequate knowledge, thereby misleading themselves and others. — Sahih al-Bukhari 100. 

There is also a vital personal safeguard: a religious teacher should respect appropriate boundaries and never exploit a newcomer's trust for money, secrecy, inappropriate relationships or personal control. Religious knowledge must never become an instrument of manipulation.

4. How should a new Muslim deal with conflicting scholarly opinions?
Imagine a new Muslim attending lessons at two different mosques. One teacher explains a particular detail of prayer in one manner. Another presents a different but recognised method. 

The newcomer becomes confused and begins wondering whether one teacher must be wrong. This situation calls for understanding, not anxiety. Some matters are firmly established in Islam, while others involve genuine differences of scholarly interpretation. A knowledgeable teacher should explain the distinction.

Allah commands:

فَإِن تَنَازَعْتُمْ فِي شَيْءٍ فَرُدُّوهُ إِلَى اللَّهِ وَالرَّسُولِ
“If you disagree over anything, refer it to Allah and His Messenger.” — Surah An-Nisā’ 4:59. 

Translation: Referring to Allah and His Messenger means returning to the Qur’an and authentic Sunnah, with due attention to how qualified scholars understand the relevant evidence.

For a beginner, this does not mean independently attempting to resolve centuries of Islamic jurisprudence after watching a few videos. Rather, it means learning from competent scholars, understanding which differences are legitimate, and avoiding the assumption that every unfamiliar practice is incorrect.

The Qur’an also praises those who listen carefully and follow what is best (39:18).  A reliable teacher should help a new Muslim become more knowledgeable and confident, rather than more fearful of other Muslims.

5. How should new Muslims benefit from a teacher's knowledge and wisdom?
Finding a reliable teacher is only the beginning. The real benefit comes from developing a disciplined relationship with learning.
  • First, begin with the essentials: Ask your teacher to explain Tawḥīd, the meaning of Shahādah, purification, five daily prayers, basic Qur’anic recitation and fundamental Islamic conduct. Detailed scholarly controversies can follow when the foundations are secure.
  • Second, never hesitate to ask sincere questions. Questions about Allah, faith, worship, family relationships or uncertainty should be treated respectfully. A good teacher distinguishes a genuine desire to understand from argumentative behaviour.
  • Third, record and verify what you learn. Keep a simple notebook identifying the Qur’anic verse or hadith discussed, its meaning and one practical lesson. For important religious rulings, ask for reliable references and explanations rather than attempting to evaluate hadith authenticity without training.
  • Fourth, transform knowledge into action. Learning the importance of patience should improve how one responds to provocation. Learning about charity should encourage generosity. Understanding prayer should lead to greater attentiveness in worship.
  • Fifth, learn within a healthy community. A dependable teacher should help a new Muslim connect with supportive believers and appropriate learning opportunities, not create isolation or dependency. For complex personal matters, an additional qualified scholarly opinion may be beneficial.
The Prophet ﷺ said:
خَيْرُكُمْ مَنْ تَعَلَّمَ الْقُرْآنَ وَعَلَّمَهُ
“The best among you are those who learn the Qur’an and teach it.” — Sahih al-Bukhari 5027. 

This hadith beautifully joins the responsibilities of learner and teacher. Learning is an honourable pursuit, and sharing authentic knowledge is an honourable service.

6. Five questions to ask before choosing an Islamic teacher
A new Muslim could ask a prospective teacher the following questions during an introductory conversation.

Questions for a prospective teacher Ask these essential questions from the teacher to assess his ability to understand your question and answer that is easy and understandable:
  1. What is your educational background, and whom have you studied Islam with?
  2. Will you help me learn the Qur’an and authentic Sunnah step by step?
  3. When scholars disagree, will you explain the recognised differences fairly?
  4. Can I ask questions, request references and seek another qualified opinion?
  5. What should I concentrate on during my first three months as a Muslim?
These questions do not constitute a formal certification system, but the answers can reveal a great deal about a teacher's approach. A teacher who values scholarship should ordinarily welcome respectful questions, be willing to provide references and understand the importance of teaching according to the learner's level.

7. An organized learning pathway for the first year
A practical educational programme might look like this, adjusted to the new Muslim's circumstances and previous knowledge.
  • First month: Understand Shahādah and Tawḥīd; learn wuḍū’, daily prayers and short Qur’anic passages
  • Months 2–3 Improve prayer and recitation; study the Prophet's life, basic supplications and Islamic manners
  • Months 4–6 Read a reliable Qur’an translation with introductory tafsīr; understand fasting, charity and the fundamentals of halal and haram
  • Months 7–12 Study selected hadith, prophetic character, responsibilities towards family and society, and introductory Islamic jurisprudence
This is a suggested sequence, not a religiously prescribed timetable. Obligations should be learned and fulfilled as they become applicable, and an individual's learning pace may differ. At every stage, the teacher should encourage both understanding and practical implementation.

8. The Qur’an also commands us not to follow knowledge blindly
There is an important relationship between An-Naḥl 16:43 and Al-Isrā’ 17:36.
  • Surah An-Naḥl 16:43: فَاسْأَلُوا أَهْلَ الذِّكْرِ إِن كُنتُمْ لَا تَعْلَمُونَ “Ask those who have knowledge if you do not know.”
  • Surah Al-Isrā’ 17:36: وَلَا تَقْفُ مَا لَيْسَ لَكَ بِهِ عِلْمٌ “Do not follow what you have no knowledge of.”
The two verses convey complementary responsibilities:
  • One directs us towards reliable sources of knowledge; the other cautions against unsupported claims and uninformed judgments.
  • This balance is especially important in the age of YouTube, short video clips and social media, where the confidence of a speaker can sometimes be mistaken for genuine scholarship.
A new Muslim should never measure the authenticity of religious teaching merely by the number of followers a preacher has, the emotional strength of a speech, or the popularity of a particular viewpoint.

Equally, responsible learning does not mean automatically distrusting scholars. It means recognising their expertise while remembering that no human scholar possesses the infallibility of divine revelation.

Allah also commands that invitation to His way be made with wisdom and good instruction (16:125). A teacher's method and character should reflect that ideal. 

9. The ultimate goal: Becoming a Muslim who understands and practices Islam
There is a significant difference between becoming dependent on a teacher and benefiting from a teacher. A teacher is meant to guide the student towards Allah, the Qur’an and the Sunnah, not to become the centre of the student's religious life.

As understanding develops, a new Muslim should become increasingly capable of reading the Qur’an with reflection, recognising fundamental obligations, appreciating legitimate scholarly differences, and seeking specialised guidance when necessary. This is the beauty of Islamic learning: it combines humility before knowledge with the confidence that understanding can grow.

The words of the Prophet ﷺ provide an appropriate reminder:

الدِّينُ النَّصِيحَةُ “Religion is sincere counsel.” — Sahih Muslim 55a. 

Sincerity, therefore, belongs on both sides of the relationship. The teacher should genuinely wish good for the student, and the student should approach learning with sincerity, humility and a willingness to practise what is learned.

Concluding reflection: Ask, Learn, Reflect and Practise
The command فَاسْأَلُوا أَهْلَ الذِّكْرِ إِن كُنتُمْ لَا تَعْلَمُونَ carries a lesson far beyond its immediate historical setting. It teaches us that ignorance should not lead to guesswork, arrogance or blind dependence on persuasive personalities. Instead, it should inspire us to seek reliable knowledge, question respectfully, evaluate guidance carefully and gradually develop wisdom.

For new Muslims, the choice of a teacher may influence their understanding of Islam for years to come. Seek someone whose knowledge is sound, whose character is gentle, whose explanations are supported by recognised scholarship and whose greatest concern is helping you become closer to Allah.

A good Islamic teacher does not merely tell you what to believe and practise. A good teacher helps you understand the guidance, appreciate its wisdom and develop the knowledge and confidence to live by it.

And let the pursuit of knowledge always be accompanied by the beautiful prayer:

رَّبِّ زِدْنِي عِلْمًا “My Lord, increase me in knowledge.” Surah Ṭā Hā 20:114


May Allāh (سبحانه و تعالى‎) help us understand Qur'ān and follow the Sunnah of Prophet Muhammad ﷺ, which is embodiment of commandments of Allah contained in the Qur'ān. May Allah help us to be like the ones He loves and let our lives be lived helping others and not making others' lives miserable or unlivable. May all our wrong doings, whether intentional or unintentional, be forgiven before the angel of death knocks on our door. 

وَمَا عَلَيۡنَاۤ اِلَّا الۡبَلٰغُ الۡمُبِيۡنُ‏ 
(36:17) and our duty is no more than to clearly convey the Message.”
That is Our duty is only to convey to you the message that Allah has entrusted us with. Then it is for you to accept it or reject it. We have not been made responsible for making you accept it forcibly, and if you do not accept it, we shall not be seized in consequence of your disbelief, you will yourselves be answerable for your actions on Day of Resurrection.

May Allah forgive me if my posts ever imply a piety far greater than I possess. I am most in need of guidance.

References and Further Reading

  • Qur’an: An-Naḥl 16:43, 16:125; An-Nisā’ 4:59; Al-Isrā’ 17:36; Az-Zumar 39:18; Ṭā Hā 20:114; Ṣād 38:29.
  • Classical and modern Tafsīr:
    • Imam Al-Ṭabarī, Jāmi‘ al-Bayān, commentary on 16:43.
    • Ibn Kathīr, Tafsīr al-Qur’ān al-‘Aẓīm, commentary on 16:43–44.
    • Imam Al-Qurṭubī, Al-Jāmi‘ li-Aḥkām al-Qur’ān, commentary on 16:43.
    • Shaykh ‘Abd al-Raḥmān al-Sa‘dī, Taysīr al-Karīm al-Raḥmān, commentary on 16:43–44.
  • Authentic Hadith:
    • Sahih al-Bukhari 71 — The virtue of understanding religion.
    • Sahih al-Bukhari 100 — The danger of religious verdicts without knowledge.
    • Sahih al-Bukhari 5027 — The excellence of learning and teaching the Qur’an.
    • Sahih Muslim 55a — Religion is sincere counsel.

Editorial note: The practical guidance concerning teacher selection, identifying bias and organising learning for new Muslims is an application of these Qur’anic and Prophetic principles, rather than a direct quotation from any single scholar.

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