A Hadith That Appears to Contradict the Narrations Regarding the Transmission of Knowledge: The Case of Muaz B. Jabal

Islam has given a great deal of importance to the learning and teaching of knowledge. As is known, the first revelation was revealed with the command Read!. With this verse, Allah Ta'ala commanded the Prophet (pbuh) in particular and all Muslims in general reading and learning. As a result of the great importance that Islam gives to knowledge and learning, the Prophet constantly encouraged Muslims to learn and teach every necessary knowledge whether its religious or scientific without discriminating between men and women in this regard. In addition to his recommendations on learning knowledge and teaching it to others, in some of his hadiths, the Messenger of Allah (pbuh) asked his Companions to conceal some of the things they knew or some of the Companions themselves preferred to hide some of the things they knew from people. The narrations on the subject are in apparent contradiction to the hadiths on communicating knowledge. A proper understanding of the issue depends on understanding the Prophet's method of education. He (pbuh) did human upbringing in the most beautiful way. This, of course, was realized through his method of instruction and training. The Prophet preferred various ways in his education of his companions. These include methods such as asking questions, giving answers, explaining with an example, observing the situation of the interlocutor, writing and drawing, and using similes. When classical hadith works are examined, there are many hadiths that show the Prophet's method of education and teaching. Inspired by these hadiths, the muhaddithis opened titles in their works that point to the Prophet's method of instruction and training. For example, al-Bukh & amacr;r & imacr; opened several chapters in his main section on knowledge that refer to the Prophet's method. Among these chapters, there are two main chapters that are relevant to our topic. These titles are: Sub-chapter: Whoever leaves out some choices, fearing that some people's understanding of them will fall short and they will fall into something worse and Subchapter: Who assigns knowledge to some people but not to others, because he does not want them to understand. It is possible that these titles were inspired by the Prophet's method of instruction and discipline. The hadith that concerns our subject of study is also mentioned under one of these headings. When the content of the hadith in question is examined, it is seen that the Prophet told Mu'& amacr;z b. Jabal that hell is forbidden to the one who testifies that there is no god, but Allah and that Muhammad is the Messenger of Allah. Mu'& amacr;z b. Jabal asked for permission to inform the people of this good news, but the Prophet refused, saying, If you inform them, they will trust this information. So Mu'& amacr;z b. Jabal concealed this information from people for a while. Such different narrations about learning and teaching knowledge necessitated a holistic view of the hadiths and the Prophet's method of education. A fragmentary approach to hadiths is one of the biggest obstacles to correct understanding. In this study, firstly, the concept of knowledge and the importance of knowledge given by the Prophet was briefly discussed, and then the Prophet's method of education was analyzed. In determining this, al-Bukh & amacr;r & imacr;'s Sahih, one of our most basic hadith sources, was preferred. Again, the subject was explained by opening titles on the Prophet's attitude towards the generality of the Companions and his attitude towards some of the Companions. As a result of the research, it has been seen that the answer to the question of how the narrations against the transmission of knowledge should be understood is within the Prophet's method of education. In this context, it was seen that the Prophet's method of education was effective in the of the between Mu'& amacr;z b. Jabal and the