{writeup/video: bit.ly/AZbRSS1} Social science consists of lessons extracted from European historical experience. The word "science" represents a false claim to universal applicability. In particular, Islamic societies are built on foundations of cooperation, generosity, social responsibility, and striving for success on the day of judgment. These are diametrically opposed to competition, greed, individualism, and hedonism, which became the foundational principles of social sciences, after rejection of Christianity in Europe. The false claim that these sciences are univerally applicable has led to attempts to build all societies around the globe on European templates. This is especially disastrous for Islamic societies, which is why we need to reject Eurocentric social sciences, and build on Islamic foundations to create our own societies.
The social welfare state created at Madina fourteen centuries ago, launched a revolution in human history. The teachings of Islam transformed ignorant and backwards Arabs into leaders of the world and originators of a spectacular civilization which enlightened the world for a thousand years. How can we re-create this revolution today? https://bit.do/azrtm
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.
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.
Real Statistics: A Radical Approach. Section B of Chapter 1 discusses how Islam launched a revolution in human history, taking ignorant and backwards Bedouin to world leadership, and launching a civilization which enlighten the world with knowledge for more than a thousand years. The puzzle is that the inheritors of this revolutionary knowledge, given by God to mankind, are wrapped in ignorance and darkness today. Have these teachings lost their effectiveness? Are they no longer useful in the modern era? These questions are discussed and answered in later sections. For a writeup see: HTTP://bit.ly/RSRAb00B
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.
1. The document discusses the central importance of knowledge in the rise and fall of civilizations. It argues that knowledge, not technology, weapons, economics or politics, is the most important factor.
2. It traces the decline of Islamic civilization to events like the burning of the Library of Baghdad by Mongols and the rejection of knowledge in Europe during the Dark Ages except knowledge conforming to Christianity.
3. The document asserts that the influx of knowledge from translated Arabic texts ending the Dark Ages of Europe and the conflicts with Christianity this created led to secularization in the West and its global conquest driven by comparative military advantage.
Western philosophy of science: Tragedy of ErrorsAsad Zaman
1) Western philosophy has gone astray by accepting false axioms and building all knowledge upon these wrong foundations.
2) Famous philosophers have tried but failed to explain causality because they do not understand the world correctly.
3) Science became the new religion in the West after overcoming religion, but is still built upon these flawed philosophical assumptions. All Western knowledge suffers as a result.
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.
The social welfare state created at Madina fourteen centuries ago, launched a revolution in human history. The teachings of Islam transformed ignorant and backwards Arabs into leaders of the world and originators of a spectacular civilization which enlightened the world for a thousand years. How can we re-create this revolution today? https://bit.do/azrtm
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.
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.
Real Statistics: A Radical Approach. Section B of Chapter 1 discusses how Islam launched a revolution in human history, taking ignorant and backwards Bedouin to world leadership, and launching a civilization which enlighten the world with knowledge for more than a thousand years. The puzzle is that the inheritors of this revolutionary knowledge, given by God to mankind, are wrapped in ignorance and darkness today. Have these teachings lost their effectiveness? Are they no longer useful in the modern era? These questions are discussed and answered in later sections. For a writeup see: HTTP://bit.ly/RSRAb00B
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.
1. The document discusses the central importance of knowledge in the rise and fall of civilizations. It argues that knowledge, not technology, weapons, economics or politics, is the most important factor.
2. It traces the decline of Islamic civilization to events like the burning of the Library of Baghdad by Mongols and the rejection of knowledge in Europe during the Dark Ages except knowledge conforming to Christianity.
3. The document asserts that the influx of knowledge from translated Arabic texts ending the Dark Ages of Europe and the conflicts with Christianity this created led to secularization in the West and its global conquest driven by comparative military advantage.
Western philosophy of science: Tragedy of ErrorsAsad Zaman
1) Western philosophy has gone astray by accepting false axioms and building all knowledge upon these wrong foundations.
2) Famous philosophers have tried but failed to explain causality because they do not understand the world correctly.
3) Science became the new religion in the West after overcoming religion, but is still built upon these flawed philosophical assumptions. All Western knowledge suffers as a result.
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.
Civilization of faith, solidarity, tolerance and equality in a nation built o...topbottom1
Civilization of faith, solidarity, tolerance and equality in a nation built on shariah, a journey through islamic history (english) by dr mustafa as sibaie
POST COLONIAL chapter: Imagining the worldLieya Lieyana
This document discusses concepts related to Orientalism. It describes how imagined geographies in historical texts portrayed other parts of the world, like Ethiopia, as inhabited by imagined others who were strangely different from Europeans. These imagined others were described as having transformations in their bodies, lives, needs, and more. The document also discusses how Orientalism shaped European views of the world and defined spaces like the Orient through the texts and perspectives of Europeans rather than people from those regions. Several discourses and themes are also outlined, like how Orientalism viewed concepts like development, morality, rationality, religion, and race in contrasting the Orient with Europe.
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
This document provides an overview of the contributions of Islam to civilization. It discusses how Islam promoted the exchange of knowledge between different peoples. It then outlines several areas where Islamic cultures made significant contributions, including mathematics, astronomy, navigation, medicine, social sciences, physics, education, agriculture, cuisine, crafts, art, architecture, law, and religious tolerance. Several notable Islamic scholars and their works are mentioned for each topic. Quotations from Western thinkers acknowledge the major role of Islamic civilization in advancing and preserving knowledge during the Middle Ages.
An Islamic WorldView: Essential Component of an Islamic EducationAsad Zaman
This document discusses the importance of an Islamic worldview in education. It notes that Western education provides essential information but does not directly answer fundamental questions about existence and morality that are answered in Islam. It advocates for an "Islamization of knowledge" approach to resolve the conflict between Western and Islamic education. This involves educating Muslim students about both religious and worldly matters using an Islamic methodology that incorporates different perspectives simultaneously rather than through a binary approach.
One of our greatest historians, Dr. John Henerik Clarke informs us that, “THERE HAS BEEN A DELIBERATE DESTRUCTION OF AFRICAN CULTURE AND THE RECORDS RELATING TO THAT CULTURE. THIS DESTRUCTION STARTED WITH THE FIRST INVADERS OF AFRICA. IT CONTINUED THRU THE PERIOD OF SLAVERY AND THE COLONIAL SYSTEM. IT CONTINUES TODAY ON A MUCH HIGHER AND MORE DANGEROUS LEVEL. THERE ARE NOW ATTEMPTS ON THE HIGHEST ACADEMIC LEVEL TO DIVIDE AFRICAN HISTORY AND CULTURE WITHIN AFRICA IN SUCH A MANNER THAT THE BEST OF IT [ESPECIALLY THE AFRIKAN HISTORY OF ANTIQUITY] CAN BE CLAIMED, FOR EUROPEANS, OR AT LEAST ASIANS…AND THIS IS ONE OF THE WAYS THAT AFRIKAN PEOPLE HAVE BEEN PROGRAMMED OUT OF THE RESPECTFUL COMMENTARY OF [WORLD] HISTORY.”
This document discusses whether religion is antiquated in the modern world. It argues that while some in the West viewed religion as outdated due to conflicts between science and the Christian church, not all Western scholars took an antagonistic view of religion. Some prominent figures like the astronomer James Jeans concluded that the greatest problems of science could not be resolved without believing in God. The document also notes that deifying science in the West has led to perpetual restlessness, as scientific "facts" are constantly changing. It aims to dispel doubts about Islam for sincere and enlightened youth seeking the truth.
The document discusses the concept of "The Great Harmony" as described in Chinese philosophy. It presents quotes and ideas from several ancient Chinese philosophers such as Confucius, Mencius, and Mozi who envisioned a world of harmony, equality, and justice. The document then discusses how figures and ideas from other civilizations throughout history, such as the Baha'i faith, have also promoted concepts like global unity, peace, and seeing all of humanity as one family. It suggests that the trend of social, political, and technological evolution is toward an increasingly interconnected global community.
This document provides context for a discussion between a rural village man and a prominent Egyptian Islamic scholar in 2003. The village man asks if his community can open a school that allows both boys and girls to attend, as some object on religious grounds. Rather than citing complex legal arguments, the scholar simply quotes a saying attributed to the Prophet Muhammad allowing females to attend mosques, implying they can also attend schools. For over a thousand years, Muslims have sought religious guidance from scholars at Al-Azhar Mosque in Cairo, who draw from the vast corpus of Islamic scholarship, including hadith (sayings of the Prophet), to address legal and social questions.
The document discusses several theories for what caused the rise of the West between 1450-1750. The environmental theory argues Europe's natural advantages like resources, climate and harbors gave it a head start. D'Souza's theory says Europe rose due to institutions like science, democracy, and capitalism. Other factors discussed include the centralization of nation-states, population impacts from the Black Death like labor shortages and immunity, religious changes from the Reformation, and technological advances like the printing press.
The document discusses evangelism in a pluralistic society. It argues that Christians should practice civil discourse by acknowledging cultural sensitivities, becoming friends with those of other beliefs, openly sharing spiritual experiences, finding connections to the gospel, and asking about openness to learn more while relying on scripture. Civil discourse means respectful discussion of religious beliefs rather than having no beliefs. Most non-Western cultures respect deep personal convictions. The evangelical approach involves acknowledging religious truth claims and that other religions have wisdom while still sharing the gospel message.
Decolonization of education through islamization and dewesternizationjajaliha
This document discusses decolonization of education through Islamization and dewesternization. It provides context on the history of knowledge and discusses frameworks for decolonizing education, including through the philosophies of Islamization of knowledge and dewesternizing concepts of knowledge developed by Western scholars. The document advocates for decolonizing education to authenticate knowledge and clear the influences of colonization through religious and cultural approaches within Islamic and anti-colonial frameworks.
The document discusses Africa's history and future direction. It begins by examining Africa's ancient civilizations and contributions to science, architecture and more. It then discusses the negative impacts of contact with outsiders, including wars, slavery and colonization that caused cultural changes. The document advocates pan-Africanism and greater unity under the African Union to achieve economic and political independence. It outlines the AU's goals in Agenda 2063 to create an integrated, prosperous Africa driven by its citizens with good governance and as a strong global partner.
This document provides an introduction and abstract for an essay that aims to debunk the idea that Molefi Asante is the "father of Afrocentricity." The essay argues that the Afrikan worldview has developed over generations, not through any single modern individual. It pays tribute to many important Afrikan thinkers throughout history who have contributed to developing and defending the Afrikan worldview. The purpose is to address a pressing issue that has been ignored by many scholars and leaders for political reasons, in order to properly understand the intergenerational development of the Afrikan worldview.
The document discusses the key differences between premodern, modern, and postmodern worldviews. In the premodern view, reality was explained through transcendent concepts like God. The modern view emphasized reason, science, and progress through objective knowledge. Postmodernism rejects the idea of objective truth and views reality as evolving and understood relationally rather than through absolute systems. It sees modern scientific views as attempts to oppressively master and control nature.
Abilitations Hi-Write Beginner Paper, Level 1, Pack Of 10Jessica Rinehart
The document provides instructions for requesting writing assistance from a website. It outlines a 5-step process: 1) Create an account with valid email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the paper and authorize payment if pleased. 5) Request revisions until satisfied, with a refund option for plagiarism. The document promotes the website's bidding system, original high-quality content, and commitment to customer satisfaction.
China's sacred literature provides guidance for social development and achieving the Great Unity.
The literature describes the goal of the Great Unity as a world of universal harmony, fairness, and shared prosperity. It advocates cultivating virtue and selecting leaders based on talent and ability.
The Great Learning outlines the path to achieve social transformation through individual self-cultivation and investigation of reality starting from the self and expanding to family, society, and the world. It emphasizes developing one's character through education and participating in positive social change.
China's traditional vision sees development as a reciprocal process between bettering oneself and helping others, with individual cultivation necessary to transform society for the benefit of all.
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
First, Second, and Third Generation Islamic EconomicssAsad Zaman
The document provides an overview of the history and evolution of Islamic economics. It discusses:
1) How Islamic economics first emerged in the early 20th century as an ideological basis for liberation struggles against Western colonial rule. This was the first generation of Islamic economics.
2) How the failure of political Islam led to a second generation that sought to combine capitalism with Islamic principles through modifications like prohibiting interest. However, this mixing of fundamentally different systems proved impossible.
3) The birth of a third generation that rejects building Islamic economics on capitalist foundations. It focuses on micro-level projects and principles like generosity, cooperation and social responsibility over individualism and wealth maximization. The talk outlines some third generation projects.
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
The Great Transformation from a traditional Christian society to a Capitalist Society in Europe reversed the priorities between market and social relationships. As Polanyi says, society became embedded within markets, rather than the other way around. This has been enormously destructive, and the only hope lies in reversing this transformation. Slides show how we can go about doing this.
More Related Content
Similar to Rebuilding Social Sciences on Islamic Foundations
Civilization of faith, solidarity, tolerance and equality in a nation built o...topbottom1
Civilization of faith, solidarity, tolerance and equality in a nation built on shariah, a journey through islamic history (english) by dr mustafa as sibaie
POST COLONIAL chapter: Imagining the worldLieya Lieyana
This document discusses concepts related to Orientalism. It describes how imagined geographies in historical texts portrayed other parts of the world, like Ethiopia, as inhabited by imagined others who were strangely different from Europeans. These imagined others were described as having transformations in their bodies, lives, needs, and more. The document also discusses how Orientalism shaped European views of the world and defined spaces like the Orient through the texts and perspectives of Europeans rather than people from those regions. Several discourses and themes are also outlined, like how Orientalism viewed concepts like development, morality, rationality, religion, and race in contrasting the Orient with Europe.
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
This document provides an overview of the contributions of Islam to civilization. It discusses how Islam promoted the exchange of knowledge between different peoples. It then outlines several areas where Islamic cultures made significant contributions, including mathematics, astronomy, navigation, medicine, social sciences, physics, education, agriculture, cuisine, crafts, art, architecture, law, and religious tolerance. Several notable Islamic scholars and their works are mentioned for each topic. Quotations from Western thinkers acknowledge the major role of Islamic civilization in advancing and preserving knowledge during the Middle Ages.
An Islamic WorldView: Essential Component of an Islamic EducationAsad Zaman
This document discusses the importance of an Islamic worldview in education. It notes that Western education provides essential information but does not directly answer fundamental questions about existence and morality that are answered in Islam. It advocates for an "Islamization of knowledge" approach to resolve the conflict between Western and Islamic education. This involves educating Muslim students about both religious and worldly matters using an Islamic methodology that incorporates different perspectives simultaneously rather than through a binary approach.
One of our greatest historians, Dr. John Henerik Clarke informs us that, “THERE HAS BEEN A DELIBERATE DESTRUCTION OF AFRICAN CULTURE AND THE RECORDS RELATING TO THAT CULTURE. THIS DESTRUCTION STARTED WITH THE FIRST INVADERS OF AFRICA. IT CONTINUED THRU THE PERIOD OF SLAVERY AND THE COLONIAL SYSTEM. IT CONTINUES TODAY ON A MUCH HIGHER AND MORE DANGEROUS LEVEL. THERE ARE NOW ATTEMPTS ON THE HIGHEST ACADEMIC LEVEL TO DIVIDE AFRICAN HISTORY AND CULTURE WITHIN AFRICA IN SUCH A MANNER THAT THE BEST OF IT [ESPECIALLY THE AFRIKAN HISTORY OF ANTIQUITY] CAN BE CLAIMED, FOR EUROPEANS, OR AT LEAST ASIANS…AND THIS IS ONE OF THE WAYS THAT AFRIKAN PEOPLE HAVE BEEN PROGRAMMED OUT OF THE RESPECTFUL COMMENTARY OF [WORLD] HISTORY.”
This document discusses whether religion is antiquated in the modern world. It argues that while some in the West viewed religion as outdated due to conflicts between science and the Christian church, not all Western scholars took an antagonistic view of religion. Some prominent figures like the astronomer James Jeans concluded that the greatest problems of science could not be resolved without believing in God. The document also notes that deifying science in the West has led to perpetual restlessness, as scientific "facts" are constantly changing. It aims to dispel doubts about Islam for sincere and enlightened youth seeking the truth.
The document discusses the concept of "The Great Harmony" as described in Chinese philosophy. It presents quotes and ideas from several ancient Chinese philosophers such as Confucius, Mencius, and Mozi who envisioned a world of harmony, equality, and justice. The document then discusses how figures and ideas from other civilizations throughout history, such as the Baha'i faith, have also promoted concepts like global unity, peace, and seeing all of humanity as one family. It suggests that the trend of social, political, and technological evolution is toward an increasingly interconnected global community.
This document provides context for a discussion between a rural village man and a prominent Egyptian Islamic scholar in 2003. The village man asks if his community can open a school that allows both boys and girls to attend, as some object on religious grounds. Rather than citing complex legal arguments, the scholar simply quotes a saying attributed to the Prophet Muhammad allowing females to attend mosques, implying they can also attend schools. For over a thousand years, Muslims have sought religious guidance from scholars at Al-Azhar Mosque in Cairo, who draw from the vast corpus of Islamic scholarship, including hadith (sayings of the Prophet), to address legal and social questions.
The document discusses several theories for what caused the rise of the West between 1450-1750. The environmental theory argues Europe's natural advantages like resources, climate and harbors gave it a head start. D'Souza's theory says Europe rose due to institutions like science, democracy, and capitalism. Other factors discussed include the centralization of nation-states, population impacts from the Black Death like labor shortages and immunity, religious changes from the Reformation, and technological advances like the printing press.
The document discusses evangelism in a pluralistic society. It argues that Christians should practice civil discourse by acknowledging cultural sensitivities, becoming friends with those of other beliefs, openly sharing spiritual experiences, finding connections to the gospel, and asking about openness to learn more while relying on scripture. Civil discourse means respectful discussion of religious beliefs rather than having no beliefs. Most non-Western cultures respect deep personal convictions. The evangelical approach involves acknowledging religious truth claims and that other religions have wisdom while still sharing the gospel message.
Decolonization of education through islamization and dewesternizationjajaliha
This document discusses decolonization of education through Islamization and dewesternization. It provides context on the history of knowledge and discusses frameworks for decolonizing education, including through the philosophies of Islamization of knowledge and dewesternizing concepts of knowledge developed by Western scholars. The document advocates for decolonizing education to authenticate knowledge and clear the influences of colonization through religious and cultural approaches within Islamic and anti-colonial frameworks.
The document discusses Africa's history and future direction. It begins by examining Africa's ancient civilizations and contributions to science, architecture and more. It then discusses the negative impacts of contact with outsiders, including wars, slavery and colonization that caused cultural changes. The document advocates pan-Africanism and greater unity under the African Union to achieve economic and political independence. It outlines the AU's goals in Agenda 2063 to create an integrated, prosperous Africa driven by its citizens with good governance and as a strong global partner.
This document provides an introduction and abstract for an essay that aims to debunk the idea that Molefi Asante is the "father of Afrocentricity." The essay argues that the Afrikan worldview has developed over generations, not through any single modern individual. It pays tribute to many important Afrikan thinkers throughout history who have contributed to developing and defending the Afrikan worldview. The purpose is to address a pressing issue that has been ignored by many scholars and leaders for political reasons, in order to properly understand the intergenerational development of the Afrikan worldview.
The document discusses the key differences between premodern, modern, and postmodern worldviews. In the premodern view, reality was explained through transcendent concepts like God. The modern view emphasized reason, science, and progress through objective knowledge. Postmodernism rejects the idea of objective truth and views reality as evolving and understood relationally rather than through absolute systems. It sees modern scientific views as attempts to oppressively master and control nature.
Abilitations Hi-Write Beginner Paper, Level 1, Pack Of 10Jessica Rinehart
The document provides instructions for requesting writing assistance from a website. It outlines a 5-step process: 1) Create an account with valid email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the paper and authorize payment if pleased. 5) Request revisions until satisfied, with a refund option for plagiarism. The document promotes the website's bidding system, original high-quality content, and commitment to customer satisfaction.
China's sacred literature provides guidance for social development and achieving the Great Unity.
The literature describes the goal of the Great Unity as a world of universal harmony, fairness, and shared prosperity. It advocates cultivating virtue and selecting leaders based on talent and ability.
The Great Learning outlines the path to achieve social transformation through individual self-cultivation and investigation of reality starting from the self and expanding to family, society, and the world. It emphasizes developing one's character through education and participating in positive social change.
China's traditional vision sees development as a reciprocal process between bettering oneself and helping others, with individual cultivation necessary to transform society for the benefit of all.
Similar to Rebuilding Social Sciences on Islamic Foundations (18)
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
First, Second, and Third Generation Islamic EconomicssAsad Zaman
The document provides an overview of the history and evolution of Islamic economics. It discusses:
1) How Islamic economics first emerged in the early 20th century as an ideological basis for liberation struggles against Western colonial rule. This was the first generation of Islamic economics.
2) How the failure of political Islam led to a second generation that sought to combine capitalism with Islamic principles through modifications like prohibiting interest. However, this mixing of fundamentally different systems proved impossible.
3) The birth of a third generation that rejects building Islamic economics on capitalist foundations. It focuses on micro-level projects and principles like generosity, cooperation and social responsibility over individualism and wealth maximization. The talk outlines some third generation projects.
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
The Great Transformation from a traditional Christian society to a Capitalist Society in Europe reversed the priorities between market and social relationships. As Polanyi says, society became embedded within markets, rather than the other way around. This has been enormously destructive, and the only hope lies in reversing this transformation. Slides show how we can go about doing this.
Social Theories can only be understood within their historical context. First Generation Islamic Economics was developed as part of the struggles to achieve liberation from colonization. It stressed the superiority of Islamic Economic System over Western economic systems of capitalism, communism, and socialism. Efforts to launch the political revolution required to control the state and create a macro level Islamic Economic system failed. As a result, 2nd Generation Islamic Economists took an evolutionary approach, and sought to modify capitalism in a step-by-step approach, to move towards and Islamic system. However, this approach failed to bear fruits, and disastrous shortcomings of capitalism became obvious to all in the Global Financial Crisis of 2007. This has led to efforts to build 3rd Generation Islamic Economics on the revolutionary foundations of the 1st Generation, while incorporating many lessons of historical experience, as well as many insights from the 2nd Generation.
Challenge & Opportunity for 3rd Gen Islamic Economists (7/7)Asad Zaman
Writeup/Video: bit.ly/cie7gop: The failure of modern Western Economics became obvious for all to see with the Global Financial Crisis. The current state of global economy is a disaster on all fronts - wars, ecocide, destruction of society, reduction of human beings to human resources. In this situation, Islamic Economists have the golden opportunity to provide radically new solutions to problems facing mankind, rooted in the teachings of Islam. No one else has anything close to the knowledge provided by the complete and perfect final message of God to mankind. Slides: bit.ly/SS3GIE7
Pragmatic Objections To Visionary Islamic Economics (6/7)Asad Zaman
{writeup/Video bit.ly/cie6obj} Is Islam Utopian and Impractical? 2nd Gen IE's abandoned the revolutionary ideals of the 1st Generation for pragmatic reasons. They swallowed the idea that modern economics is objective truth, and hence cannot be contested on ideological grounds. They recognized that Western economics focuses on wealth, not humans, but felt that we must first acquire wealth. Only then can we afford to pay attention to human development. Thirdly, they felt the utopian ideals of Islam are out of reach for us in the modern world, and so we must settle for less. These objections are discussed and answered in these slides: bit.ly/SS3GIE6
The Revolutionary Islamic Alternative (5/7)Asad Zaman
{Writeup/Video: bit.ly/cie5ria} Part 5: As an antidote to Capitalist Economics, this post provides four revolutionary teachings of Islam: (1) Instead of pursuing material wealth, we should pursue human development, (2) Power and Wealth is given to us to help the powerless and poor, not to exploit them and pursue luxuries, (3) Society is built on cooperation, not competition, (4) Instead of pursuing pleasure and power, we should seek to serve humanity selflessly, in hope of rewards in the Akhira
Two Puzzles About Islamic Economics (4/7)Asad Zaman
1) Islamic Economics emerged in the 20th century as an alternative to Western economics in response to colonial rule over Islamic lands and the need for an economic system based on equity and justice.
2) While the first generation of Islamic economists envisioned an revolutionary alternative to capitalism, the second generation pragmatically sought to implement Islamic teachings within capitalist structures.
3) The current crisis in capitalism and failure of economic theory has also created a crisis for second generation Islamic economics, requiring a return to the first generation's radical vision of an economic system based on abundance rather than scarcity.
{Writeup/Video: bit.ly/cie3fce} Modern Economics cannot be Islamized because it is fundamentally flawed, beyond the possibility of repair. Four Flaws are discussed in these slides: (1) The idea that European economic models are universally applicable to all societies, (2) A quantitative and mathematical approach to human behavior, (3) The assumption that human welfare is based on material sources, rather than spiritual, psychological, and social. (4) The pretense of objectivity created by concealment of a toxic moral framework within the codeword of "rationality"
Crisis in 2nd Generation Islamic Economics (2/7)Asad Zaman
{Writeup/Video: bit.ly/cie2cri} While the first generation of Islamic Economists saw it as a revolutionary alternative to capitalism, the 2nd generation thought of Islamic Economics as a variant of capitalism. They attempted to "Islamize" capitalism. This is impossible because capitalism is built on foundations of overproduction and overconsumption, and focuses on acquistion of pleasure and wealth in this world. These values are strongly opposed to Islamic ones and the two economic systems cannot be combined. This is why 2nd generation attempts to create Islamic Economics failed, leading to a crisis.
{Writeup/Video: bit.ly/cie1iok} First of Seven sets of slides explains that 2nd Generation Islamic Economics was constructed as an Islamization of Knowledge project: We take Western knowledge of economics, and Islamize it. This project has failed, for reasons to be explained. The 3rd Generation alternative proposed is to reject Western Economics, and replace it by a radically different discipline built on Islamic foundations.
Basics of Money: Seeing Through DeceptionsAsad Zaman
This document summarizes a lecture on the basics of monetary economics and common misconceptions about money. It discusses how money is created through trust and legal frameworks rather than emerging spontaneously through barter. It debunks the myth that commodity money like gold was historically dominant, and explains how token and fiat currencies have been used effectively throughout history. It also discusses how insufficient money can harm economic production and how stabilizing a currency's value is challenging without tying it to commodities like gold.
Capitalism is founded on greed, competition, individualism and hedonism. Islam builds societies on foundations of generosity, cooperation, social responsibility, and the struggle for success in the Akhira. Obviously the two are radically different. This talk spells out some of the details of how these differences arose, and what they imply for economics
1450 years ago, the message of Islam changed the course of human history. It transformed ignorant and backward Bedouin into world leaders, and created a civilization which enlightened the world with knowledge for more than a 1000 years. Today, Muslims around the world are again wrapped in ignorance and darkness, but they are looking West for guidance, instead of looking at the Quran. This lecture explains why the last message of God for mankind is just as revolutionary today as it was when it was first revealed. It offers us complete and perfect guidance for our modern problems today.
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.
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.
Origins of Modern Money: Insufficiency of GoldAsad Zaman
This is part of a series of lectures on Islamic Economics - for the full set, see: bit.ly/IslamicEcon2023. This lecture explains the origins of the modern monetary system in 18th Century England. Gold was insufficient for the rapidly increasing needs of commercial and industrial activity. As a result, credit money, only partially backed by Gold, was created. This proved extremely useful tool to finance the industrial revolution, as well as wars. It also led to shift in emphasis from gold as money to commercial activity as the backing and basis for money. This lecture provides many details about theory of money which are not available at all in conventional economics courses.
{bit.ly/IslamicEcon2023} Lecture 8 on Islamic Economics explains that Wants are unlimited, and increase if we fulfill them. Thus, more production cannot solve the problem of scarcity. Islam offers an alternative. Fulfill needs, but DO NOT fulfill wants. It turns out (Easterlin Paradox) that fulfillment of wants appears to be attractive, but leads to increasing misery for the entire society. Instead of growth, we need to pursue degrowth, both for our personal and social welfare, and also to avert the climate catastrophe that looms.
Economic Crisis in Pakistan & Solution: Islamic PerspectiveAsad Zaman
The crisis is caused by continued exploitation of the masses using poor economic policies, designed to benefit the rich by exploiting the poor. Proposing good policies will not affect power structure, and so these policies will not be implemented. The way out lies in halls of knowledge - universities. By teaching the truth, to combat the lies which support existing power configuration, we can create revolutionary changes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
1. Rebuilding the
Social Science on
Islamic Foundations
Part 1
Dr. Asad Zaman
English version of Lecture at Islamia University of Bhawalpur,
Tuesday, 6th Sep 2022; Original Urdu Lecture : http://bit.ly/AZuRSS
Followup to Previous lecture at GSCWU on 5th Sep:
http://bit.ly/AZbIES1
2. The REAL
Battleground is
KNOWLEDGE
• Not guns, bombs, and armies – these are secondary.
• Pre-Islamic era was the Age of Ignorance.
• The FIRST Wahy to our prophet:
Read in the name of thy Lord who created; [He] created the human being from blood clot. Read in the name of thy Lord who
taught by the pen: [He] taught the human being what he did not know
God gave mankind knowledge, which enlightened the world for over a 1000 years.
3. What Was this
knowledge?
This day I have perfected for you your religion
and completed My favor upon you and have
approved for you Islam as religion
Say: In the bounty of Allah (Quran) and in His
mercy (Deen)-- in that they should rejoice; it is
better than that which they gather
The knowledge which has been given to
us is COMPLETE and PERFECT.
It is better than any knowledge which
could be created by human beings – it is
better than all the knowledge gathered by
unbelievers.
4. Historical Evidence of Power
of Knowledge
Ignorant and backwards Bedouin, at the bottom rank of
civilizations, became leaders of the world after acquiring this
knowledge.
They created a brilliant civilization which enlightened the
world for a thousand years.
See: What the World Lost Due to the Decline of the Islamic
Civilization – Summary of book by Syed Abul Hassan Ali Nadwi
http://bit.ly/azrdm
5. What does our university
education teach us?
• ALL our courses are based on knowledge created by West.
• There is little or no overlap between our education and the
Quran.
• NATURAL CONCLUSION: Knowledge of Quran is USELESS for
our modern lives.
• Conclusion is UNACCEPTABLE for Muslims. BUT, what is the
solution?
• What HAPPENED to the POWER of the REVOLUTIONARY
knowledge given to Muslims DIRECTLY by Allah T’aala??
6. Two Dramatically
Different Claims:
God’s complete and perfect message brought
mankind out of darkness and ignorance 1450
years ago. This knowledge created a civilization
that enlightened the world for a thousand
years.
7. East Versus West
Mankind was in darkness and ignorance until
the sun of REASON rose in Europe five
centuries ago, ending their dark ages. In the
light of reason, Europeans made spectacular
progress, creating an advanced civilization of
unparalled excellence. They conquered the
world, and continue to dominate in wealth and
power, due the tremendous power of the
knowledge they have created.
Image by vwalakte on Freepik
8. How to Reconcile
Conflicting Claims?
• European Solution: Knowledge of Islam was
wonderful for its own time. BUT, it is now
OBSOLETE. Anyone who wants to progress
TODAY must follow the path of the
Europeans, and learn their knowledge.
• But FAITH in Islam says that the Quran is
complete and perfect. It can never become
obsolete.
Conflict between the Head and the Heart:
HEAD: Our eyes show us the power of
European knowledge.
HEART: We feel the power of the message of
the Quran.
9. Solution to conflict is
DIFFICULT.
• It requires re-learning HISTORY.
• We have been taught EUROCENTRIC history in our Western
education
• Eurocentric history glorifies the achievements of the West,
and reduces to ZERO the value of all OTHER civilizations.
See: The Deadliest Weapon: Fabricated History
http://bit.ly/AZDeadly
10. Why does history matter?
• History is the conquest song of the victors.
• It always glorifies the winners
• It always diminishes and belittles the losers.
Learning such a history creates a SUPERIORITY complex in
victors, and an INFERIORITY complex in the losers.
The GREATEST problem facing the Ummah is this
INFERIORITY complex!
11. Extreme Example of Inferiority Complex:
Nothing is left. Rotten culture, does not even know shame
We are 1000 times worse than all others. Bad weights, Timber Mafia,
Black Market, Goats, Mixtures in Drugs and Milk, etc. etc. The West has
NO CONCEPT of these things. LYING is not conceivable to them!
Hassan Nisar does not know anything about the West – he has an
idealized and glorified image of them and their culture.
For ANSWERS, see: http://bit.do/azic
12. This is the superior civilization?
It was in her role as U.N. ambassador in 1996 that Albright uttered the most
infamous words of her career, in an appearance on “60 Minutes.”
The show’s correspondent Lesley Stahl asked Albright about the effect that
U.N. sanctions were having on Iraqi society, saying, “We have heard that a
half-million children have died. I mean, that’s more children than died in
Hiroshima. And, you know, is the price worth it?”
Albright responded with chilling equanimity: “I think this is a very hard
choice, but the price — we think the price is worth it.”
Newsweek excerpt with video: http://bit.ly/WorthyKills
13. How did Hassan
Nisar get these
ideas?
The MOST IMPORTANT skill for students to learn:
The history of IDEAS.
Meta-level thinking: Beginning of the path towards wisdom.
Thinking about thinking. Why do I have the thoughts that I
do?
What has shaped my thinking?
I am the thought of someone else, but I am
thought by someone else.
The surface of the mirror shows my face, but
behind the mirror is someone else
14. To learn the origins of our thoughts,
we must study European history!
• WHY?
• Because, by early 20th Century, European ruled 90% of the
globe.
• Colonization creates an inferiority complex. The colonized
imitate the colonizer, and consider them superior in all ways.
• World Wars 1 and 2 sapped the powers of Europe, and led to
success of freedom movements.
• BUT, colonization of minds CONTINUES vie Western education.
• Colonization of minds = Learning to think like Europeans.
• To understand ourselves, we must learn how Europeans think.
15. Meta-Analysis of European Ways of Thinking
Western Thought
Philosophy, Science,
Social Science
Meta-Analysis: Learning how
history shaped European thought
Western Education
Learning to think
Western thoughts
Brainwashing: You are taught how to think
Independent Thinking:
Freedom to think OUTSIDE the box
16. European History
• Emperor Constantine imposes one version of Christianity on Roman
Empire. Council of Nicea 325AD in Iznik, Turkey.
• Trinitarians forge documents and lie, to get their version of
Christianity accepted.
• Arian Heresy (denies Godhood of Christ) rejected and suppressed.
• ALL thought other than orthodox Christian though rejected. Libraries
burnt.
• DARK AGES OF EUROPE BEGIN.
17. Islam and the World: The Rise
and Decline …
Syed Abul Hassan Ali Nadwi: Islam and the World: The Rise and
Decline of the Islamic Civilization and it’s effect upon the World.
Brief Summary: http://bit.do/azrdm
The world was in darkness and ignorance, until the coming of
Islam.
Darkness and Ignorance = Law of the Jungle.
The Powerful have the right to whatever they can get with
power.
The Wealthy have the right to do whatever the please.
The poor and the powerless have no rights at all.
18. The Miracle of Islam –
http://bit.do/azmmm
Ideas with no precedent in history.
1. All human beings are equal in the eyes of God.
2. Power is given to enable the powerful to help
the weak.
3. Wealth is given to enable the wealthy to help
the poor.
Bible: I still have much to tell you, but you cannot
yet bear to hear it. However, when the Spirit of
truth comes, He will guide you into all truth. For
He will not speak on His own, but He will speak
what He hears.
19. Islamic Spain: Al-Andalus 711-
1492
• Seven Centuries of Astonishing Progress, in all branches of
knowledge
• Compare to three centuries of European progress.
• Ibn-e-Khaldun: Advanced civilizations wallow in luxuries,
and are overcome by barbarians.
• European barbarians re-conquered Spain. Toledo School of
translators started translation of thousands of books in
Muslim libraries, ending the dark ages of Europe. The light
of Islam reached Europe.
• Renaissance of Europe starts from thirteenth century
20. What caused the European
Renaissance?
• increased interaction between different cultures (Islamic
Civization)
• the rediscovery of ancient Greek and Roman texts (Arabic
texts)
• the emergence of humanism (borrowed from Tolerance of
Islam)
• different artistic and technological innovations (borrowed)
• the impacts of conflict and death (Crusades)
THOROUGH and CONTINUING effort to ERASE contribution of
Muslims
21. The Greek Strategy:
http://bit.ly/AZGreek
When borrowing from Muslims, move credit back
to Greeks, or forward to European borrowers.
There was an infinitely wise set of Greek scholars,
who discussed every problem under the sun!
Schumpeter: There is a 500 year gap in economic
thought – mankind stopped thinking about
economics from the Greek/Roman period to the
Renaissance of Europe!!
Adam Smith borrowed from Persian school of
thought
Copernicus copied/plagiarized from Ibn Al-Shatir
22. Impact on Muslim Youth
• Our ancestors never did anything worth while. How can we
achieve anything?
• Ibnul-Haytham: inventor of Scientific Method, Father of
Optics.
• Medical Textbooks of Ibn-e-Sina taught in Europe for
centuries.
• Newton: I have been able to see so far, because I have
stood on the shoulder of giants.
• These giants were from the Islamic tradition.
“Theft of History” – Jack Goody
24. How did the TRINITY shape European
thought
• The ability to LIE for the sake of “Truth”
• Paul abandoned the commandments for
proselytization. Christianity modified and
adapted to cultures.
• The development of the AXIOMATIC
METHOD. A collection of AXIOMS is
declared to be truth, beyond question,
discussion, or debate. Even if AXIOMS are
absurd.
• Example: Economic Theory of Human
Behavior is ABSURD. All of modern
economics is built on this absurd theory.
25. Influx of Islamic Knowledge into Europe
Battle of “Science” and Religion.
Incoming knowledge was against Catholic Doctrines. Catholic Church did its best to resist. The Spanish
Inquisition burnt people with heretical doctrines. Case of Galileo is famous.
Copernicus, a priest … feared church persecution. His close friend and fellow canon, Scultetus, was named a
heretic and underwent ten years of trial, imprisonment, and torture in Rome. Copernicus prudently waited until
he was on his deathbed, before sending the book for publication – C. K. Raju: Is Science Western in Origin?
More Details: http://bit.ly/AZPlag
26. Importance of Origins of Science
Immanuel Kant: All rational men are
worthy of respect. Only European males
are rational – all others are inherently
incapable of rational thought. Hence,
they can be treated like animals.
• The Greatest Moral Philosopher of
Europe!!
Max Weber: Europeans are uniquely
capable of science. All other civilizations
are inferior, in this respect.
• Weber’s ideas are the basis and
foundation of modern social science.
Kant: Misogynist & Racist: http://bit.ly/AZKant
27. Breakup of Church and
Religious Wars
• Martin Luther published 95 theses attacking Catholic
Church in 1517
• More than a century of religious warfare between
Protestants and Catholics.
• Massive death and destructions. In some areas, more than
a third of the population died. Created general anti-
religious mindset in Europe.
• The impact of religious wars in Europe has had massive
influence on the ENTIRE body of knowledge created by
Europeans.
28. Trauma of Loss of Faith
• Something which nearly everyone had believed, turned out
to be wrong.
• How to rebuild the ENTIRE stock of knowledge, starting
from ZERO, on CERTAIN foundations?
• Descartes: “I think, therefore I am”. Start thinking from a
position where nothing is known. How can we learn
something?
29. End of Part 1 --
• Trauma of Loss of Faith in Christianity led to the necessity of
rebuilding the entire stock of human knowledge on new foundations.
• These new secular foundations were seriously flawed, because they
dispensed with Christian morality, and replaced it by a very short-
sighted self-seeking set of values.
• This is why we need to rebuild the entire stock of human knowledge
on the sound foundations of Islamic epistemology.
• More detailed account will be given in Part 2.
31. Summary of Part 1:
• Trauma of Loss of Faith in Christianity led to the necessity of
rebuilding the entire stock of human knowledge on new foundations.
• These new secular foundations were seriously flawed, because they
dispensed with Christian morality, and replaced it by a very short-
sighted self-seeking set of values.
• This is why we need to rebuild the entire stock of human knowledge
on the sound foundations of Islamic epistemology.
• More detailed account will be given in Part 2.
32. Descartes and Imam Al-
Ghazali
Descartes borrowed from Al-Ghazali. Both start out from a
position of complete doubt about everything. The arguments
and conclusions are SUBTLY different.
al-Munqidh min al-Dalal: God tells us that when we wake
up after death, life on this Earth will appear in a different
light. “We have removed your veil, and today your sight is keen”.
There is NO path to certainty.
When these thoughts occurred to me they penetrated my soul
… This malady was mysterious and it lasted for nearly two
months. … At last, God cured me, but not by arguments and
reason. It was the effect of a light cast into my heart. That
light is the key to knowledge!!
33. Descartes copies, but misses
the main point.
• Starting from a position of complete doubt, how to get to
knowledge?
• Senses are not reliable: I could be dreaming.
• BUT, he takes some aspects of REASON as reliable (contrary
to Ghazali)
• “I think therefore I am” – my existence is certain –
regardless of doubts about reason. Fallacious logic (but
continues to be basis of Western thought, just like TRINITY).
• My existence must have been created, so GOD exists. GOD
is not a deceiver, so we can trust our senses.
34. European Theories
of Knowledge
• Continental School of Rationalists:
Primacy of reason. Descartes, Kant,
Liebniz.
• British School of Empiricists: Primacy
of the senses. Hume, Locke, Berkeley.
• 20th Century Logical Positivism: ALL
knowledge comes from observations
and logic.
This position continues to be the basis of
European thought.
35. Imam Al-Ghazali:
Marvels of the Heart!
• Enlightenment of the Heart is the key to all knowledge!
• Descartes, and all Western philosophers, explicitly reject the heart.
• WHY? Because the heart misled them on the matter of religion!
• Re-imagine the Descartes experience: I am in complete doubt about
everything, including my own existence. What will reassure me?
• When I reflect on myself, I feel my breathing, my beating heart, my
skin sensations, smells and sounds. “I feel, therefore I am”.
• Much stronger and more reliable than weak logic. Descartes argument
is FAULTY. Use of word “I” already presumes existence.
36. Heart is the CENTRAL
instrument of cognition
Quran (7:179)They have hearts they do not understand with, eyes
they do not see with, and ears they do not hear with. They are like
cattle. In fact, they are even less.
Quran (22:46) Have they not travelled in the land, and have they
hearts wherewith to feel and ears wherewith to hear? For indeed it is
not the eyes that grow blind, but it is the hearts, which are within the
bosoms, that grow blind.
Hadeeth: Truly in the body there is a morsel of flesh
which, if it be sound, all the body is sound and which,
if it be diseased, all of it is diseased. Truly it is the
heart.
37. Eastern versus Western Knowledge
East
Enlightenment of the HEART,
(supplemented by senses and
logic) is the key to all knowledge
West
The BRAIN supported by eyes and
ears (but NOT the HEART) is the
source of all knowledge.
38. Three Factors Which Shaped
Western Minds
• Religious Wars => Loss of Faith => Heartless Knowledge.
• Industrial Revolution => Market Mentality: Everything for sale.
• Conquest of Globe => Superiority Complex; Racist Views.
39. Epistemology: Theory of
Knowledge
• What is Knowledge? Answer was CHANGED by the West!
Julie Reuben: Making of the Modern University: Intellectual
Transformation and the Marginalization of Morality. For a
summary, see: http://bit.ly/AZmme
Knowledge encompassed spiritual, emotional, rational truths.
BUT, in early 20th Century definition of knowledge was
changed. SCIENCE was the only source of valid knowledge. All
other types were just ignorance and superstition, not worthy
of the name “KNOWLEDGE”!!
Abandonment of character development as goal of education.
Replacement by purely technical education.
40. Skipping Over Analysis
=> SOLUTIONS??
Our minds have been shaped by the same
three poisons:
Loss of Faith => Emphasis on pleasure, power,
profits as life-goals
Market Mentality => Consumer Society:
everything for sale.
Global Domination => Inferiority Complex
HOW to free our minds?
41. Focus on the
OPPOSITE
Extremes
• Do not look for balance!
• We must push HARD to
achieve freedom.
• We are so deeply trapped
that there is no danger of
breaking free.
43. Setting Priorities
Western Education: Science is the only valid form of knowledge.
What can science teach us about how the universe was created?
NOTHING – that is META-Physics, not science. Questions about
origins of universe go beyond observations and logic. Only what
is present in the universe can be observed.
The Most Important Question: What is the best way to spend the
precious few moments that we have been given of LIFE? How can
we develop the potential for excellence within ourselves?
SCIENCE has no answers to these questions.
45. Rapidly Developing Fields of Knowledge:
Built on Islamic Foundations
Islamic civilisation is committed to two basic principles:
oneness of God and oneness of humanity.
Islam does not allow any racial, linguistic or ethnic
discrimination; it stands for universal humanism.
49. Real Statistics: A
Radical Approach
Conventional statistics studies
numbers in isolation, to learn
about properties of the set of
numbers.
REAL statistics considers the
numbers as CLUES to the real
world. These clues must be used to
acquire knowledge of the real
world. The clues are NEVER
sufficient, and must be
supplemented by additional
knowledge about the real world.
50. Rebuilding the Social
Sciences
• Extremely destructive Religious Wars in Europe led to
abandonment of “scholastics” or “schoolmen” approach to
social science, based on the Bible.
• INSTEAD, secular social science was created.
Religion = Faith + Way-of-Life (DEEN)
Christian Deen was replaced by Social Science. Social Science
is the DEEN of the West, built on rejection of Christianity.
We have our own Deen based on Islam. This MUST be used to
construct an alternative to Western Social Science.
51. Some
References
for Social
Science.
The Puzzle of Western Social Science: Since social
science is based on study of experiences of
societies, it must be dependent on WHICH
society. How can Europe generalize its
experiences, and assume they are UNIVERSALLY
valid? http://bit.ly/AZpss
The Origins of Western Social Sciences: Explains
that Social Science emerged to answer questions
which became open after rejection of
Christianity. Answers provided by Social Science
to these questions are in conflict with both
Christianity and Islam. http://bit.ly/IR3owss
52. Uloom-ul-Umran:
Islamic Alternative
to WSS
Study of Social Change, based on
methodology of Ibne-Khaldun
Key driver of change is community,
united by common identity.
For details of how this
methodology differs from the one
currently in use in Western social
sciences, see: http://bit.ly/AZUUU
53. The Ghazali Project for
Revival of Islamic Civilization
The Central Problem: The Modern Mu’tazila –
http://bit.do/aztmm
The Solution: The Ghazali Project: http://bit.ly/AZGhazali1
1. Deliverance from Doubt: Building strong faith
2. Incoherence of the Philosophers: Rejecting Western
Wisdom.
3. Ihya-Uloom-ud-Deen: Rebuilding the stock of human
knowledge on Islamic Foundations.
54. Concluding Remarks
• The Central Battleground is that of Knowledge.
• Colonization of Minds, created by Western
Education, trains us into believing that Western
Wisdom is superior to the Quran.
• The Quran provides complete and sufficient
guidance for our modern problems.
• We need to rebuild the stock of knowledge on
Islamic foundations.
55. Links to Relevant Materials
These Slides: http://bit.ly/BuildSS
Improving Our Educational Systems Part
1: http://bit.ly/AZbIES1
Improving Our Educational Systems Part
2: http://bit.ly/AZbIES2
Rebuilding the Social Sciences Part 1:
http://bit.ly/AZbRSS1
Rebuilding the Social Sciences Part 2:
http://bit.ly/AZbRSS2
Original URDU talks in Bhawalpur
Improving Our Educational
Systems: http://bit.ly/AZuIES
Rebuilding the Social Sciences:
http://bit.ly/AZuRSS
For a list of all conference talks in
2022, see:
http://bit.ly/AZtalks2022