Discerning Scholarly Proficiency

When engaging with Muslim scholars, it is important to recognize the boundaries of their expertise. Scholars with proven credentials in one discipline may lack the requisite knowledge to speak authoritatively on unrelated fields. For example, a scholar specializing in aqeedah may be as uninformed as a layperson regarding hadith[1] unless they provide evidence of competence in both domains.

Moreover, even within their area of specialization, scholars may have expertise limited to certain subfields. Possessing credentials in a given science does not automatically qualify someone to address all its topics. For instance, an expert on Allah’s divine attributes may have more limited knowledge of eschatology, predestination, or other theological matters. This is particularly true when someone’s academic focus narrows significantly at the PhD level, where their depth in a specific subtopic often comes at the expense of broader familiarity across the discipline. In contrast, a Master’s-level education might provide more comprehensive coverage of the entire subject area, albeit with less depth.

Consider this hypothetical comparison:

1. Scholar A:

   • Bachelor’s: Hadith

   • Master’s: Hadith

   • PhD: Aqeedah, focusing on Allah’s divine attributes

2. Scholar B:

   • Bachelor’s: Aqeedah

   • Master’s: Aqeedah

   • No PhD

If the goal is to inquire about Allah’s attributes specifically, Scholar A’s doctoral focus might make them the better choice to learn from at an advanced level. However, if an institution seeks a well-rounded educator capable of teaching aqeedah in its entirety—encompassing Allah’s divine attributes, prophetology, eschatology, predestination, and more—it might be more prudent to hire Scholar B, whose broader foundation in aqeedah equips them to address its various subfields comprehensively.

This highlights the importance of not being swayed by titles such as “doctor” or “PhD.” Instead, one should carefully evaluate the actual qualifications and subject matter expertise of scholars. Likewise, this principle extends to students of Islamic knowledge who study under traditional scholars outside formal academic institutions; their qualifications should also be judged by the breadth and depth of their understanding rather than by superficial markers of status.

This does not imply that expertise is confined solely to formal academic credentials. Authority in a subject can also be established through extensive study outside the framework of traditional madrasahs or universities or by making significant contributions to the field through impactful published works.

In conclusion, approach assessments of academic and scholarly credentials with discernment, prioritizing substantive expertise over honorific titles or superficial achievements.

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[1] For example, Imam al-Ghazali, in his Qanun Al-Ta’weel, admits of himself:

بضاعتي في علم الحديث مزجاة

“My proficiency in the science of hadith is modest and limited.”

Also, see: Ibn Abd al-Salam (d. 577 A.H.) on the Blameworthy Taqleed of Some Jurists