Barahin-e-Ahmadiyya Parts I & II

by Hazrat Mirza Ghulam Ahmad

Page 107 of 199

Barahin-e-Ahmadiyya Parts I & II — Page 107

107 PArT T Wo the arguments in its support have been derived from the Holy Book. I have not put forward any claim or argument based on my own speculation or reasoning. Hence, I have consistently quoted Quranic verses from which my claims and arguments are derived. Anyone who wants to write in support of his scripture in response to my arguments, or wishes to put forward any other claim, must follow the same approach. They too should produce both their claims and their arguments from their respective scriptures. And when I say arguments, I mean rational arguments that reasonable people employ in their discourses to prove their point, and not mere myths, fables or legends. Thus, in every context, they should produce only rational arguments contained in their revealed scrip- tures and eschew conjectures and suppositions that have no basis in their sacred texts. Every reasonable person understands that it is the duty of a Divine Book to clearly set out its claim of being the Word of God, as well as to provide clear proof in support of its claim and in support of the principles it lays down. It must not advance empty claims or principles that it cannot uphold and has to depend on others to plead its cause. ☆ ☆ Another reason why a revealed scripture must provide rational argu- ments in support of its teachings is that the purpose of a scripture is not served if people merely read and repeat it parrot-like, thinking that they have thus merited salvation. r ather, the highest objective of a revealed scripture is to provide rational arguments in support of its teachings so that people may attain absolute and unshakable cer- tainty—the kind of certainty through which all their actions, words and beliefs are set right and they recognize right as right and wrong as wrong, thereby attaining true piety. People live in great peril as long as they languish in the hell of ignorance and blindly follow teachings in- herited from their forefathers—teachings in which they have already Footnote Number 5