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Friday 29th of March 2024
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How to Persent the Imāmiyyah School of Thought to the Wahhābīs

In the book “Rihlatī min al-Wahhābiyyah ilā al-Ithnā ‘Ashariyyah”, I explained the reason as to why I left Wahhābīsm even though I used to lead prayers in a Wahhābī mosque myself. In the present book, however, I attempt to clarify the facts and peculiarities of the Twelver Shī‘ah, Imāmiyyah, in a manner that will set a Wahhābī’s confused mind right, and give him a clear understanding of the Imāmiyyah faith. So long as the confusions are not settled, any discussion with the Wahhābīs will be barren.

The Imāmyyiah faith, I believe, should be introduced to a Wahhābī at three essential levels, duly sequenced. If done otherwise it will be impossible to treat his mental perplexity or make him understand the relevant facts and peculiarities.

The Wahhābīs should also understand that because they have not heeded the three immediately-linked stages (explained below), they have drifted away from the method which the Sunnīs follow when investigating the Imāmiyyah school. This, in turn, has resulted in an entirely different image from the one the Sunnī forerunners had of Shī‘ism.

The present research gains further importance because no scientific framework has yet been offered for the proper method of discussion with the Wahhābīs nor has there been one to show why their approach differs from the one the Sunnīs followed when confronting other Islamic schools with whom they had sharp differences. I have no doubt, however, that differences stem from the dissimilarity inherent in these two approaches. There is evidently a close link between the method that the Wahhābīs advocate and their conception of the Imāmiyyah. Therefore, the application of a non-scientific procedure—one containing invisible errors—will result in a distortion and falsification of the Imāmiyyah’s real beliefs.

We cannot grasp how important research methodology is in depicting and presenting the realities of Shī‘ism, unless we take up a scientific method that contrasts the Sunnīs’ conception of the Shī‘ahs with that of the Wahhābīs.

It is apt for an objective researcher examining the Imāmiyyah school of thought to make a distinction between the school itself and the erroneous methods that lead to the misunderstanding of the realities of Shī‘ism. We ought to remember that these two are different. This is the point where “the proper method of doing research on the Imāmiyyah school of thought” acquires value.

Our method of framing the peculiarities of the Imāmiyyah Shī‘ism will move through three stages, the immediate pacing of which ought to be observed if we desire to keep away from the pitfalls into which Wahhābīs have fallen while displaying the Shī‘ah peculiarities. The three stages that ought to be followed are:

Stage one: an understanding of the Imāmiyyah’s link

In this stage we examine the reasons why the Wahhābīs stick to their study of the Imāmiyyah’s origin, and the mistake they make in identifying the Imāmiyyah with the extremists, the Ghulāt. The two major factors contributing to the above mistakes are:

1.      The Wahhābīs’ lack of knowledge;

2.      The Wahhābī’s method of study.

The first factor itself stems from three other causes:

a)    Not understanding what Ghulāt means;

b)    Not understanding what the Twelver Shī‘ism means;

c)    Being unaware of the Immayyiah’s position towards the Ghulāt.

The second factor, too, stems from two causes:

a)      The Wahhābīs’ mode of thinking;

b)      The Wahhābī’s with the Sunnīs’ approach of treating the Twelver Shī‘ism.

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