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Al-Karkhi defines Istihsan as follows: "Istihsan is when one takes a decision on a certain case different from that on which similar cases have been decided on the basis of its precedents, for a reason which is stronger than one found in similar cases and which requires departure from those cases." [4]
In Islam, Ihsan is the Muslim responsibility to obtain perfection, or excellence, in worship, such that Muslims try to worship God as if they see Him, and although they cannot see Him, they undoubtedly believe that He is constantly watching over them.
Istihsan emerged out of concerns among Hanafis that unrestrained qiyas could lead to results that were absurd or contradicted the sunnah. [105] The earliest Hanafis, including Abu Hanifa and al-Shaybani, more frequently used istihsan justified by subjective and pragmatic reasoning rather than on evidential grounds. [ 12 ]
Main schools of thought within Sunni Islam, and other prominent streams. Islamic jurisprudence or fiqh is the human understanding of Sharia, which is believed by Muslims to represent divine law as revealed in the Quran and sunnah (the practices of the Islamic prophet Muhammad).
Istiṣḥāb (Arabic: استصحاب transl. continuity) is an Islamic term used in the jurisprudence to denote the principle of the presumption of continuity. [1] It is derived from an Arabic word suhbah meaning accompany. [2]
Istislah (Arabic: استصلاح, lit. ' to deem proper ') is a method employed by Islamic jurists to solve problems that find no clear answer in sacred religious texts. It is related to the term مصلحة Maslaha, or "public interest" (both words being derived from the same triconsonantal root, "ṣ-l-ḥ"). [1]
Principles of Islamic jurisprudence (Arabic: أصول الفقه, romanized: ʾUṣūl al-Fiqh) are traditional methodological principles used in Islamic jurisprudence (fiqh) for deriving the rulings of Islamic law ().
In this work, al-Ash'ari reflected himself as opposed to the ultra-traditionalists, literalists or fundamentalists (probably some of those associated with the Hanbali school), [9] and described them as being ignorant, unable to rationalize or inquire into religious matters, and inclined to blind imitation of authority.