Correspondence with Maulana Abul Lais Islahi Nadwi

contained no questions related to the main text, no requests for clarification of my arguments, and no discussions on my evidence. Instead, it consisted of vague questions with no indication of their relevance to the issue. When a second questionnaire arrived, it was identical in nature. Honestly, if I hadn’t been corresponding with Maulana Jalil Ahsan and had received these questions unexpectedly, I would have returned them, assuming they were an exam paper sent by mistake. When I pointed out the unsuitability of this correspondence style, his reply was as follows: “I am committed to my style of communication, and the approach others have taken is unhelpful for you and ineffective for them. You know I practice ‘teaching and learning.’ Why should I abandon my teaching style? If it troubles you in your high level of knowledge and scholarship, I apologize. This is the only method available for examining the matter at hand, which you call ‘teaching and learning.’” Maulana Jalil Ahsan’s response had taunt and objection but contained no rationale as to why his preferred method of correspondence was suitable for “explaining the Jamaat-e-Islami’s perspective.” When someone claims that Jamaat-e-Islami’s ideology