The Position of Science in the Perspective of Syekh Abdurrahman Siddiq (Tuan Guru Sapat)

Abstract

The knowledge is a transformative pursuit that guides its possessor toward worldly and eternal happiness, positioning human beings precisely within the framework of their primordial purpose. Consequently, the endeavor to acquire knowledge must be systematically pursued in daily life, with a deliberate commitment to avoiding negligence. However, empirical observations reveal that numerous individuals frequently resort to various pretexts to rationalize their disengagement from scholarly pursuits. This pattern of intellectual disregard garnered significant critical attention from a prominent scholarly figure at the terminus of the 19th century—Syekh Abdurrahman Siddiq (Tuan Guru Sapat), a royal mufti who was deeply concerned with the systemic neglect of knowledge acquisition. In response, he authored the seminal text Majmu'u al-ayat wa al-hadis fi fadhail al ilmi wa al-'ulama wa al-muta'allimin wa al-mustami'in li khadim al-thalabah. This article critically examines this manuscript while simultaneously exploring the epistemological framework of knowledge as conceptualized by Syekh Abdurrahman Siddiq. Based on comprehensive scholarly analysis, his perspective on the ontological status of knowledge can be delineated through six fundamental propositions: First, Knowledge Acquisition as Mandatory Obligation: Pursuing knowledge is an incontrovertible imperative without permissible exemptions, and those who are learned inherently embody scholarly excellence. Second, Knowledge represents an essential condition for the authentic manifestation of faith and Islamic spiritual integrity.Third, Knowledge serves as the primary mechanism for individual social and spiritual ascendancy. Fourth, The intrinsic value of a learned individual substantially surpasses that of a merely ritualistic practitioner. Fifth, Substantive rewards and spiritual distinctions are intrinsically linked to both the acquisition and transmission of knowledge. Sixth,The demise of a learned individual constitutes a profound existential and intellectual deficit for the broader community.