- Western social sciences make two false claims - that they are objective studies of universal facts when they are actually lessons derived from European historical experiences, and that their findings are iron laws applicable across time and space.
- Social sciences were created in the early 20th century to replace Christianity as a basis for organizing society after religious wars discredited it. They restricted religion to personal beliefs and focused on worldly pleasures.
- Islamic epistemology gives central importance to spirituality and life experiences as sources of knowledge, in conflict with Western theories that knowledge comes only from external facts. Changing the theory of knowledge could rapidly transform education.
How Capitalism Shapes Our Minds and HeartsAsad Zaman
{bit.ly/SSnaie2} The origins of capitalism go back to the industrial revolution, which created massive amounts of surplus goods. This necessitated the rise of a consumer society. Colonization was also a consequence, since it created markets for the surplus. Capitalism is based on making markets central to our lives, and also on creating a labor force, so that human lives are for sale in the market. The net effect of this is to get us to think of ourselves as human resources, and to think of making money as the goal of life. To liberate ourselves, we must learn how to be human beings. All human beings have infinite potential for excellence, and we must make our goal the development of this potential to the maximum, instead of wasting our lives in the pursuit of material goods and comforts. For ZOOM talk video, based on these slides, see: http://bit.ly/YTnaie2 - A writeup of the talk will eventually be posted on bit.ly/AZnaie2
For Associated Videos and Writeups, see: http://bit.ly/na2ie04 - A capitalist economy cannot function except within a market society. Capitalist education is designed to teach us our roles and responsibilities within a market society, and to ensure that we consider the system as the best possible, within human limitations.
To create an Islamic Economy, we must recognize the restrictions on our thoughts placed by living in a market society, and learn to think outside of these boxes.
This is lecture 4: How Capitalism Shapes Our Minds and Hearts, of A New Approach to Islamic Economics. Complete Lecture – all nine segments, with videos and writeups, can be accessed from: http://bit.ly/na2ie04
Creating Alternatives to Western EducationAsad Zaman
Talk at MAJU on 21 Feb 2023 - A Western education creates a Eurocentric worldview, which teaches us that all valuable knowledge was created by the West in the past three centuries. Further, the Quran and Hadeeth, and the Islamic intellectual tradition has nothing of importance to contribute to the modern world. These ideas are deadly wrong, and directly in conflict with the message of Islam, which teaches us that the final message of God to mankind is the most valuable knowledge given to humanity. To resolve this problem, we need to recognized the defects in Eurocentric epistemology, and rebuild the entire stock of Western knowledge on Islamic foundations. In particular, it is essential to build an Islamic alternative to Western education.
Imposing Eurocentric Patterns on Islamic SocietiesAsad Zaman
{ writeup: bit.ly/AZiepi }This is part 1 of a talk on "Rebuilding Economics on Islamic Foundations". In this part, we discuss how social sciences are lessons extracted from the historical experiences of European societies. These cannot be generalized to all societies. In particular, Islamic societies are built on frameworks given by the Quran and Sunnah, which are in dramatic conflict with the foundations on which European social sciences are built. This makes it necessary to rebuild the social sciences on foundations provides by Islamic teachings, and on patterns in use for more than a thousand years in Islamic societies.
Useful knowledge Versus Useless KnowledgeAsad Zaman
Islam distinguishes strongly between the two types, while Western epistemology holds that we cannot tell the difference between useful and useless knowledge. These slides explain that the difference arises because secular modern mindset considers life to be meaningless, while Islam considers our unique and precious lives to be infinitely valuable. For English Video-Lecture, see: bit.do/uvukaz - For Urdu Video Lecture see: bit.do/azuvuk
The term “science” represents a claim to universality, but modern social science is based on lessons from European historical experience. Why, then, does it claim to have universal application? We suggest that Weber’s dictum that social science should be value free led to the concealment of Eurocentric values within an apparently objective framework governed by “rationality”.
The Nature and Scope of Sociology include all the followings:
* The Sociological Perspective
*Seeing the Broader Social Context
*Foundation of Sociology
and many mores :)
Hope that this my Slides will help you to understand all the information :))
A Western education is highly Eurocentric, but pretends to be objective and universal. In particular, social sciences are lessons extracted from European historical experience on how to organized society. The false claim, embodied in the word "science", is that these are universally applicable. Shock and Awe of Western technological prowess has led to unquestioning acceptance of this claim. In turn, this has led to the attempt to shape all societies around the world on European patterns. This has caused massive harm, as these European conceptions of society are in dramatic conflict with local cultures. There is an urgent need to recognize and reject Eurocentric Social Science, and rebuild the study of diverse societies on broader intellectual bases. Islamic epistemology provides such alternative foundations, which are discussed in this set of slides
How Capitalism Shapes Our Minds and HeartsAsad Zaman
{bit.ly/SSnaie2} The origins of capitalism go back to the industrial revolution, which created massive amounts of surplus goods. This necessitated the rise of a consumer society. Colonization was also a consequence, since it created markets for the surplus. Capitalism is based on making markets central to our lives, and also on creating a labor force, so that human lives are for sale in the market. The net effect of this is to get us to think of ourselves as human resources, and to think of making money as the goal of life. To liberate ourselves, we must learn how to be human beings. All human beings have infinite potential for excellence, and we must make our goal the development of this potential to the maximum, instead of wasting our lives in the pursuit of material goods and comforts. For ZOOM talk video, based on these slides, see: http://bit.ly/YTnaie2 - A writeup of the talk will eventually be posted on bit.ly/AZnaie2
For Associated Videos and Writeups, see: http://bit.ly/na2ie04 - A capitalist economy cannot function except within a market society. Capitalist education is designed to teach us our roles and responsibilities within a market society, and to ensure that we consider the system as the best possible, within human limitations.
To create an Islamic Economy, we must recognize the restrictions on our thoughts placed by living in a market society, and learn to think outside of these boxes.
This is lecture 4: How Capitalism Shapes Our Minds and Hearts, of A New Approach to Islamic Economics. Complete Lecture – all nine segments, with videos and writeups, can be accessed from: http://bit.ly/na2ie04
Creating Alternatives to Western EducationAsad Zaman
Talk at MAJU on 21 Feb 2023 - A Western education creates a Eurocentric worldview, which teaches us that all valuable knowledge was created by the West in the past three centuries. Further, the Quran and Hadeeth, and the Islamic intellectual tradition has nothing of importance to contribute to the modern world. These ideas are deadly wrong, and directly in conflict with the message of Islam, which teaches us that the final message of God to mankind is the most valuable knowledge given to humanity. To resolve this problem, we need to recognized the defects in Eurocentric epistemology, and rebuild the entire stock of Western knowledge on Islamic foundations. In particular, it is essential to build an Islamic alternative to Western education.
Imposing Eurocentric Patterns on Islamic SocietiesAsad Zaman
{ writeup: bit.ly/AZiepi }This is part 1 of a talk on "Rebuilding Economics on Islamic Foundations". In this part, we discuss how social sciences are lessons extracted from the historical experiences of European societies. These cannot be generalized to all societies. In particular, Islamic societies are built on frameworks given by the Quran and Sunnah, which are in dramatic conflict with the foundations on which European social sciences are built. This makes it necessary to rebuild the social sciences on foundations provides by Islamic teachings, and on patterns in use for more than a thousand years in Islamic societies.
Useful knowledge Versus Useless KnowledgeAsad Zaman
Islam distinguishes strongly between the two types, while Western epistemology holds that we cannot tell the difference between useful and useless knowledge. These slides explain that the difference arises because secular modern mindset considers life to be meaningless, while Islam considers our unique and precious lives to be infinitely valuable. For English Video-Lecture, see: bit.do/uvukaz - For Urdu Video Lecture see: bit.do/azuvuk
The term “science” represents a claim to universality, but modern social science is based on lessons from European historical experience. Why, then, does it claim to have universal application? We suggest that Weber’s dictum that social science should be value free led to the concealment of Eurocentric values within an apparently objective framework governed by “rationality”.
The Nature and Scope of Sociology include all the followings:
* The Sociological Perspective
*Seeing the Broader Social Context
*Foundation of Sociology
and many mores :)
Hope that this my Slides will help you to understand all the information :))
A Western education is highly Eurocentric, but pretends to be objective and universal. In particular, social sciences are lessons extracted from European historical experience on how to organized society. The false claim, embodied in the word "science", is that these are universally applicable. Shock and Awe of Western technological prowess has led to unquestioning acceptance of this claim. In turn, this has led to the attempt to shape all societies around the world on European patterns. This has caused massive harm, as these European conceptions of society are in dramatic conflict with local cultures. There is an urgent need to recognize and reject Eurocentric Social Science, and rebuild the study of diverse societies on broader intellectual bases. Islamic epistemology provides such alternative foundations, which are discussed in this set of slides
Teaching Third Generation Islamic EconomicsAsad Zaman
6th Lecture of Workshop on teaching 3rd Gen IE provides nitty gritty details of what we can do in our classrooms subject to the constraints we face. The politics of Knowledge
Seeing Education as Social Obligation: A Critical AnalysisAJHSSR Journal
Living is an opportunity endowed to every individual. However, life occurs to be futile and
absurd if one does not become responsible in his/her once-in-a life-time opportunity to live. Most people have
delved into education with a hope to ensure prosperous future. This paper investigates the origins of education,
perspectives and accounts of some theories. It likewise presents how an individual thinks and his/her notion of
success. It is found in this paper that the perspective of man on education is absurd when it centered on his
selfish desires. The investigation falls on the conclusion that education is a key for a good purpose and not for
selfish ambition. Life is an opportunity that is always associated with responsibility. Living is accompanied by
great obligation
The Ghazali Project: Countering Enlightenment EpistemologyAsad Zaman
Centuries of Religious Wars led Enlightenment Philosophers to seek to build society on secular foundations, to achieve peace. This required an epistemology which would be acceptable to all. This led to the idea of objective knowledge, based on facts and logic, which would be equally acceptable to all. This also led to the exclusion of subjective reality, the heart, the soul and the lived experiences of human beings, as sources of knowledge. This was an enormous error, which has led to knowledge being built on the wrong foundations for the past few centuries. The Ghazali Project is an attempt to counter this mistake, to rebuild human knowledge on sound foundations, and to create an alternative to toxic educational systems currently in use globally.
The Methodology of Polanyi's Great TransformationAsad Zaman
Three radical components of Polanyi's methodology are described. Focus on groups/communities instead of individuals. Focus on how theories shape history and vice versa -- historical context is of extreme importance. Also social, political, economic and environmental spheres of our existence are interlinked and cannot be analyzed in isolation
Islam's Gift: An Economy of Spiritual DevelopmentAsad Zaman
Paper published in American Journal of Economics and Sociology represents culmination of a decade long journey to show how Islamic Economics is radically different from Western economics. For details, see: https://bit.do/ajes
Talk explains how the social sciences emerged as a replacement for Christianity, and are built on moral foundations in dramatic conflict with Islamic values. We go on to explain how we can develop alternative teaching methodologies within the Islamic world. Agent Based Modeling provides a general purpose tool which we can use to redo standard Economic theory models, and create alternatives.
This power point helps Anthropology students to understand about anthropology of religion.
Mr. Kebede Lemu (Lecturer of Social Anthropology, Bule Hora University)
Talk explains how Western Social Sciences Originated with Rejection of Christianity, and are a replacement for the functions of religion in the public sphere. To understand this requires a deep examination of European History. Since Social Science is a European religion, it is not compatible with Islam. A Sketch of how to build an alternative is presented.
An Islamic WorldView: Essential Component of an Islamic EducationAsad Zaman
A Western education develops a Eurocentric WorldView, teaching us that the universe was created by an accident, there is no God and Afterlife, human life is solely about pleasure and power. It is essential to create an Islamic alternative to this education, based on an Islamic Worldview
Decolonization of Education: Islamic Perspective - HBKUAsad Zaman
Meeting the intellectual challenge created by Eurocentric knowledge is the central task facing the Muslims. This requires decolonization of education, via a modern day Ghazali Project.
Decolonization of Education: Islamic PerspectiveAsad Zaman
For detailed writeup, see tinyurl.com/AZdeco The talk explains that colonized mindset created by Western education is the biggest problem currently facing the Islamic Civilization. We have no good alternatives available. Western education develops a Eurocentric perspective which glorifies achievements of the West, and erases those of other civilizations, including Islam. We need to develop an alternative which teaches skills essential for the modern world, but within a framework compatible with the Islamic worldview. In particular, our education should show that the Quran, the final revelation of God to mankind, is superior to any knowledge which could possibly be created by human beings
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absurd if one does not become responsible in his/her once-in-a life-time opportunity to live. Most people have
delved into education with a hope to ensure prosperous future. This paper investigates the origins of education,
perspectives and accounts of some theories. It likewise presents how an individual thinks and his/her notion of
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selfish desires. The investigation falls on the conclusion that education is a key for a good purpose and not for
selfish ambition. Life is an opportunity that is always associated with responsibility. Living is accompanied by
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Centuries of Religious Wars led Enlightenment Philosophers to seek to build society on secular foundations, to achieve peace. This required an epistemology which would be acceptable to all. This led to the idea of objective knowledge, based on facts and logic, which would be equally acceptable to all. This also led to the exclusion of subjective reality, the heart, the soul and the lived experiences of human beings, as sources of knowledge. This was an enormous error, which has led to knowledge being built on the wrong foundations for the past few centuries. The Ghazali Project is an attempt to counter this mistake, to rebuild human knowledge on sound foundations, and to create an alternative to toxic educational systems currently in use globally.
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1. Improving Our Educational
Systems Part 2
For Part 1, see: http://bit.ly/AZbIES1
Dr Asad Zaman
English Version of talk at GSCWU Bhawalpur on 4th Sep 2022
2. Summary of Part 1
• Western educational systems have been shaped by a theory of
knowledge (logical positivism) which says that Science is the only
valid form of knowledge.
• This has led to prioritization of study of external reality, and
abandonment of our internal reality. Life-experiences which lead to
spiritual growth are not part of the curriculum.
This 2nd part focuses on the role of the social sciences, which provide
normative ideals for European societies to follow, based on their own
analysis of their own historical experiences.
3. Birth of Social
Science in
early 20th Century
• Diminishing prestige of “humanities” – just talk,
not knowledge!
• Creation of “SOCIAL SCIENCE” in early 20th Century.
Economics, Psychology, Political Science, Business
Management, etc.
• Based on Logical Positivism: rejected human
internal experiences – heart, soul – as sources of
knowledge.
zSocial
Science
Humanities
4. Social SCIENCE makes TWO false claims:
• It is a study of FACTS, not opinions – “Science”
• These FACTS are Universal Truths – equally valid across time and
space, for ALL societies.
ONLY such facts – universally valid truths – are worthy of the name of
KNOWLEDGE, according to Logical Positivism
5. The First Claim:
Universal Applicability
to All Societies: is false
• Social Science is, and must be, study of human
societies.
• But WHICH society?
• Social Science consists of Lessons derived from
historical experience of European societies. NOT
Universally applicable AT ALL.
The Puzzle of Western Social Science
http://bit.ly/AZpss
6. The Second Claim: Iron
Laws applicable across
time and space (like those
of physics) is false
• Human beings are free to
choose between good and
evil.
• Their behavior is not
predictable, and not subject
to mathematical laws.
7. Why Does
Social Science
Make These
Obviously
False Claims?
To answer
this, we must
study the
history of
social science
8. Religious Wars => Rejection of Christianity
• Corruption of Catholic Church leads to REFORMATION
• Protestant factions rejects Catholicism. Wars between the two
factions being
• Over a century of deeply destructive religious wars in Europe.
• Social theory was done by schoolmen, scholastics, based on Bible.
• This was rejected as basis for organizing society.
• Because it led to continuous warfares both within and between
states.
9. Christianity: rejected as basis
for knowledge
Deep and fundamental beliefs (in Christianity), accepted by all
from top to bottom, had been proven wrong
The entire stock of (European) knowledge was in doubt.
It became necessary to rebuild the entire stock of knowledge,
starting from scratch.
All Enlightenment philosophers were be engaged in this task.
10. Social Science: Replacement for Christianity
Historical Experience of
European Societies showed
that Christianity was a failure at
providing principles for
organizing society.
It led to continuous warfare
and violence.
11. Social Science: Replacement for Christianity
Social Science was created as a
replacement for Christianity, to
provide a new set of principles
for organizing society.
12. Rejection of After-life:
Focus on Worldly Pleasures
• Social Sciences are in direct conflict with Islamic teachings.
• According to Economics, goal of life is to maximize pleasure
from consumption
• This is wrong.
• People do not actually do this.
• Nor should they do this.
• Real long-term happiness comes from character and social
relationships, not from consumption.
13. Religion restricted to Personal Beliefs
Meaning of “religion” changed.
Christianity encompassed all
dimensions of life.
Teaching of Christianity in public
sphere were replaced by Social
Science.
Christianity was restricted to a set
of personal beliefs.
World
Public Sphere
RELIGION
Private
Personal
Sphere
14. Religion restricted to Personal Beliefs
Meaning of “religion” changed.
Christianity encompassed all
dimensions of life.
Teaching of Christianity in public
sphere were replaced by Social
Science.
Christianity was restricted to a set
of personal beliefs.
World
Public Sphere
RELIGION
Private
Personal
Sphere
15. Central Epistemological Conflict
• Western theories of knowledge exclude religion, and build on science
• But this excludes life purpose and personal experiences from
knowledge.
• Islamic theories of knowledge give central place to meaning of life,
character, society.
• Social Science is in direct conflict with Islamic theories of social
sphere.
18. Europeans changed
the meaning of “KNOWLEDGE
Logical Positivism:
Science is the only valid source of knowledge
Islam:
Gives central importance to the heart and
spirituality, as source of knowledge about
God and the purpose of our creation.
19. More Precisely
Logical Positivism says that Knowledge is ONLY
of External Reality. Science!
Islamic Epistemology: Our primary source of
knowledge is our life-experience (INTERNAL,
non-scientific)
Give students experiences which create
INTERNAL changes. Spiritual Development,
Growth, and Maturity. Deeper understanding
of LIFE!
20. Islam teaches us how to
develop our maximum potential
as human beings.
We created man in the best of forms, and reduced him to
the lowest of the low.
What does this mean?
Man has potential to rise above the angels, and
also the potential to be the worst among the
beasts.
21. Islam teaches us how to
develop our maximum potential
as human beings.
We created man in the best of forms, and reduced him to
the lowest of the low.
What does this mean?
Man has potential to rise above the angels, and
also the potential to be the worst among the
beasts.
22. Supreme responsibility
of teachers:
If you save a life, it is as if you have saved all
of humanity.
How can we make our students –
everyone of them – REALIZE the potential
for excellence with which they have all
been created?
23. Teach only USEFUL
knowledge!
Our Prophet SAW made dua for useful
knowledge
اًعِفَان اًمْلِع َكُلَأْسَأ يِنِإ َّمُهَّالل
And he sought Protection of Allah from
USELESS knowledge
ْنَي َال ٍمْلِع ْنِم َكِب ُذوُعَأ يِنِإ َّمُهَّالل
ُعَف
24. We teach ONLY
useless knowledge!
• This is PROHIBITED by Islamic teachings
• This is the result of dramatic shift in Western epistemology,
which took place in early 20th Century
• This new TOXIC theory of knowledge – logical positivism –
shaped the education currently being provided in Western
universities.
• We are BLINDLY imitating the West, and we are POISONING
the minds of our students with USELESS knowledge.
• We can change things rapidly and dramatically, by teaching
USEFUL knowledge.
28. Modern Universities teach
technical skills, but do not
provide guidance about
life.
For my personal experiences,
see:
Lessons MIT did not Teach Me
http://bit.ly/mit4az1
29. Economics: Study of
Scarcity? NO
See lecture on scarcity in my Islamic Economics
course:
http://bit.ly/AZie2019
Scarcity arises because economists do not
differentiate between needs and wants.
There is no scarcity to fulfill basic needs of
everyone on the planet
“There is enough for everyone's need, but not
enough for everyone's greed”
30. They do not urge the feeding of the poor
“Hunger, as the primary economic
problem”
https://ssrn.com/abstract=2571779
The first fundamental problem of
economics is to ensure that the basic
needs of all are met – NOT scarcity.
31. How to create experiential learning:
Give students real-life projects, individual and collective
1. Change the life of one person in your neighborhood.
2. Collective Project: Visit a nearby Katchi Abadi, study their
lives, and make ONE small change to improve their lives.
32. How to build character?
Multiple Pathways
• Be a model?? Peer – Mureed method
• Fellow Travellers model: Tableegh.
• Let us learn together.
• Study examples of great character in our lives (immediate
experience)
• Ask students to describe people they admire and their
characteristics
• Ask students to reflect on their own lives, and pick out things
which they did, which they think will have weight on day of
judgement.
34. The Ghazali Project: Transforming
Education to Transform Islamic
Societies
“Central Ideas of the Ghazali
Project”
http://bit.ly/Ghazali1
35. More Discussion
and Details:
• Lecture at Islamia University
of Bhawalpur, on Tuesday, Sep
7th, 2022 by Dr. Asad Zaman
• http://bit.ly/AZuRSS
36. Links to Related Materials
This talk, as blog post:
Improving Our Education Systems
Part 2: http://bit.ly/AZbIES2
Previous Part:
Improving Our Education Systems
Part 1: http://bit.ly/AZbIES2
Urdu Video complete:
http://bit.ly/AZuIES