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

1. Teaching 3rd Generation Islamic
Economics:
A struggle for power
Dr. Asad Zaman
6th and Final Lecture of Workshop on 3rd Gen IE
Download from http://bit.ly/SS6W3GIE

2. Knowledge Shapes the World We Live In
Western Materialistic Philosophy blinds us to central role of knowledge
The world we live in is a world of ideas. Our mental landscape is built
on basis of stories we learned about the world, NOT on basis of
observations.
The battle between Israel and Palestine is a battle of ideas, translated
into material reality.
The battle between modern Economics and 3rd Gen IE is also a battle of
ideas, perhaps the most important battle for the Ummah and the
Islamic World.

3. The Original Battle Over the Message of Allah
Allah T’aala gave mankind knowledge which they did not have.
Nearly everyone acknowledge the truth and power of the Message.
BUT, there was bitter battle over the message, because acceptance
would change the structures of power.
Today, as always, the battle is for the Noor of TRUTH to prevail over
Darkness.
The first step is to educate Ourselves, free our own hearts.

4. Axiomatic Truths: Only from God
All knowledge must be built on foundations.
The Descartes problem has no solution. We cannot start from ZERO,
and arrive at knowledge. This was already known to Imam Al-Ghazali.
Fundamental Western theory of knowledge: All knowledge is based on
observations and logic. This is FALSE.
The Quran teaches us that the heart is the most important source of
knowledge. The Quran provides the ONLY sound foundations.
The West explicitly rejected the heart as a source of knowledge.
It is not the eyes, but the hearts that are blind.

5. Specific Problems with Social Science
Social Science was built by using historical experiences of European
societies. These DO NOT generalize to Islamic Society.
Critical European Experience: Christianity leads to perpetual and
devastating warfare – therefore, social science must be constructed on
secular grounds – WITHOUT moral foundations.
Politics: Machiavelli
Economics: Bentham
Both of these disciplines are not compatible with Islam.
See: http://bit.ly/IR3owss “Origins of Western Social Sciences”.

6. Three Step Ghazali Project:
http://bit.ly/Ghazali1
1. Deliverance from Error: Axiom of Faith: Revealed Knowledge is
infinitely superior to any knowledge created by man.
2. Incoherence of the Philosophers: Recognizing Errors and
Contradictions of Western Social Sciences.
3. Revival of Religious Sciences: Rebuilding the Social Sciences on
Islamic Foundations.
Ten Lectures on Ghazali Project: http://bit.ly/azlir
Full course: 13 x 5 = 65 Lectures on Ghazali Project: (Register on AlNafi)
https://portal.alnafi.com/courses/how-to-launch-an-islamic-revival

7. Translating
Theory to
Practice:
How to implement these ideas in the
classroom?

8. Multidimensional and Complex Approach
• Substance
• Pedagogical Style
• Politics

9. Substance:
What Should We Teach?

10. Substance: What Should We Teach?
Re-Build Faith in the Final Message of God to Mankind. HOW? The
Message answers the most important questions we face in our lives!
Explain why modern Economics is based on rejection of God =>
maximization of pleasure in this world.
Explain how struggle for success in the Akhira will lead to better
outcomes in this world AND the next.
Islam’s Gift: An Economy of Spiritual Progress http://bit.ly/AZgift

11. Building Character
Objective of Education in early 20th century. Abandoned in mid 20th
Reuben: Making of the Modern University http://bit.ly/AZmme
Why? Change in Theory of Knowledge, due to Logical Positivism:
Knowledge is only that of the observable! Direct conflict with Quran,
which contains guidance for those who believe in the unseen.
Knowledge is ONLY of the external world. All knowledge of internal
world of human beings was lost.
And those who disbelieve - their allies are Taghut. They take them out of the light
into darknesses

12. Rebuilding Social Sciences on Islamic
Foundations
Study of Society depends on knowledge of human behavior. Modern
Economics is built on an absurd theory of human behavior. Islam
provides us with a deep and insightful knowledge of humans. This
provides building block for an entirely new approach to the social
sciences.
http://bit.ly/AZrss1 and http://bit.ly/AZrss2
The Big Picture: Instead of Islamization of Knowledge, we need to see
through the grand deception of social “science” { http://bit.ly/AZgdss1
and http://bit.ly/AZgdss2. Far more ambitious and difficult task.

13. What is Available Now?

14. A New Approach to Islamic Economics
http://bit.ly/IslamicEcon2023
First Lecture: Contentment, Gratitude, and Trust
Instead of teaching Greed, Competition, Individualism, and Pleasure
Seeking behavior, we should teach Islamic values and character.
This involves changing both the substance and contents, and also the
methodology of teaching.
Two lectures on the principles: Foundations of Islamic Economics
(Part 1: http://bit.ly/AZfoie1 ) and (Part 2: http://bit.ly/AZfoie2 )

15. Rebuilding Statistics on Islamic Foundations
Statistics? Isn’t that a branch of mathematics? No, it is a Social Science
Critical Insight: Numbers/Data does not tell us any stories. Narratives
make data meaningful. Narratives are ALWAYS subjective.
In Econometrics, (false) narratives are hidden in the assumptions of the
regression model. http://bit.ly/azarae
Data makes sense only within a theoretical framework (which is usually
hidden). GNP numbers and other statistics are calculated and collected
BECAUSE there exists a theory which says that these numbers matter!
Islamic approach de-emphasized the importance of numbers.

16. Unobservables matter:
Probabilities, Causes, Motivations: Of central importance, but
unobservable.
Data does NOT allow us to calculate these unobservables. Data
interpretation REQUIRES (hidden) assumptions about them. That
creates the narrative, within which data are interpreted.
Causes CANNOT be deduced from observations. Why did X do Y? Real
reasons are known only to God, but these reasons determine the
course of history.
History matters, and is determined by many unobservables. Epistemic
Humility is required, instead of Western epistemic arrogance.

17. Critical Difference in Epistemology
Logical Positivism: Knowledge is based solely on observations and logic.
Quantification: What can be observed, can be measured.
Quran: This is the book in which there is no doubt. It contains guidance
for the God-Fearing: those who believe in the unseen.
Academic Example: Use of number of articles for quality of research
has led to disaster, throughout the Islamic world.
For another example of how attempts to measure the unmeasurable
cause harm instead of good, see:
Corruption Rankings: http://bit.ly/DSDIA02F

18. The Danger and Promise of AI
This creates tremendous dangers from Artificial Intelligence. It can
EASILY mistake correlations for causation. ALSO, if something did not
happen in the past, it would predict that it cannot happen in the
future. It would be blindsided by the Global Financial Crisis.

19. Several Course on Econometrics & Statistics
See: Ten Courses:
http://bit.ly/TenCourses
This list also has courses on Microeconomics (based on Anti-Textbook
of Microeconomics, Macroeconomics (based on Modern Monetary
Theory), Experimental Economics, Probability, Statistics, and others.
These represent a starting point for what we can teach. However, an
enormous amount of work remains to be done.
The CRITIQUE (La Ilaha) is now available. Construction of the
alternative is IN PROGRESS. We can be part of this effort.

20. Some Other Resources
Decolonization of Knowledge (La Ilaha): Rebuilding knowledge on
foundations of Quran and Sunnah. Eliminating the Illusion of
superiority of Western Knowledge.
Sandew Hira: Decolonizing the Mind – http://bit.ly/SHDTM
How to Launch an Islamic Revival – http://bit.ly/azlir
Recep Şentürk’s works on Multiplexity & Open Civilization – Radically
different approach to Ontology, Epistemology, Methodology for the
Social Sciences. See: http://bit.ly/RSdss for lecture series on Ibn-e-
Khaldun and Decolonizing the Social Sciences.

21. Central: Psychology
Knowledge of Human Behavior is central to
building Social Science.
The Economists’ model (homo economicus) is
disastrously wrong. Creating a correct model is
impossible within the Western intellectual
tradition – because they deny the existence of
the soul.
Substantial progress has been made within
Islamic frameworks.
Abdallah Rothman: Developing a Model of
Islamic Psychology and Psychotherapy.
Routledge.

22. Substance: What to Teach?
There are no universal lessons, valid for all societies.
This means that at every place and every time, there are unique
circumstances which govern the process of social change.
Borrowing lessons from European historical experience is a recipe for
failure.
Textbook level treatments, organized for students, do not exist. We
must create the required materials, in collaboration with our students.
A universal scientific approach looks for lessons from history, and is
systematically blind to new opportunities which are unique today.

23. Pedagogy: How to Teach
An Islamic Teaching Style
https://portal.alnafi.com/courses/principles-of-islamic-pedagogy
Short Link: http://bit.ly/ANpip

24. Turning Our Study into Worship
51:56 I created the jinn and humankind only that they might worship Me.
Al-Jaami’ As-Sagheer: "The ink of scholars is weighed on the Day of
Judgement with the blood of martyrs.”
How can we study Islamic Economics in a such a way that the time we
spend, and the efforts we expend, are counted as Jihad – the struggle
for the Deen of Islam?
This requires a DISTINCTLY different pedagogical method from the West
See: http://bit.ly/ANpip for a course on Islamic Pedagogy. See:
Principles of An Islamic Education on the Al-Nafi website.

25. The Worth of Actions Depends On Intentions
Knowledge is for Service: study Islamic Economics to provide service to
the Ummah, and to mankind. At beginning of every lesson, we should
discuss intentions, and differentiate from capitalism.
Knowledge is for Tazkiya: Purify our hearts from the love of Dunya,
created by study of economics. Fill our hearts with love of Allah, His
Prophet S.A.W. and the struggle for His Deen of Islam.
Knowledge is for sharing with others: (16:125) Invite (all) to the Way of
thy Lord with wisdom and beautiful preaching; and argue with them in ways that
are best and most gracious.

26. Avoiding the Wrong Intentions
It is narrated by Jabir R.A. that the prophet S.A.W. said: Do not seek
knowledge to demonstrate your superiority over the Ulema, or to argue
with the ignorant, or to entertain audiences. The Fire is for those who
do this. Hadeeth 43, Muntakhib Ahadeeth, Ilm=o=Zikr
In another Hadeeth it is stated that those who acquire knowledge to
attract attention of people towards themselves, none of their deeds are
accepted by Allah.

27. Following the Sunnah of Education
There is a huge literature on this – the Islamic intellectual heritage is
full of discussions and demonstrations of education – this is CENTRAL
topic in our civilization.
Some critical lessons: Responsibility is on teacher to convey knowledge
in the best possible way to students.
We must respect and honor the students, considering each to be a
potential Ghazali, Ibnul Haytham, Farabi …
Our goal is to bring out the hidden capabilities within each student. We
start from where they are and lead them along their own paths.

28. Critical: Distinction Between Useful & Useless
Knowledge { http://bit.ly/Lkuauk }
The Prophet SAW prayed for useful knowledge and sought protection
from useless knowledge.
Nearly everything we teach – especially in economics – is not only
useless, but harmful knowledge.
Prophet S.A.W. stated that Knowledge is of two kinds. One which enters
the hearts, and that is the useful knowledge. The other is only on the
tongue (without action or sincerety) and that is argument of Allah
against the son of Adam A.S.

29. Teaching which reaches the hearts:
How to Inspire and Motivate Students: http://bit.ly/AZhims
How to become a Great Teacher: http://bit.ly/AZbgt
Some basic points:
1. Learning must relate to life-experiences.
2. Learning must begin at where the students are, in their life-journey
3. The fellow-traveler model is essential. Since new material is to be
created, engage students to participate in development.
4. We start at the beginnings, and explore our local problems, and
come up with solutions

30. Building Confidence
Fake Western Educational Models destroy self-confidence of students.
Before we can start teaching, we must rebuild confidence of students
in their own abilities, and in their intellectual heritage & culture.
The Deadliest Weapon: Fabricated History http://bit.ly/AZDeadly
The Battle for Knowledge: Myths vs Truths http://bit.ly/AZnaie49
Using history and qualitative reasoning, building on intuitive
understanding of human behavior, and of local political and economic
conditions, will create confidence.

31. Some Practical Examples
• Go out to nearby slums, investigate lives, come up with projects.
• Examine your immediate family, neighborhood – change the life of
one person.
Larger Level: Akhuwat University
In a country where 50% are malnourished, our focus must be on
feeding the poor, as per Quranic command.
University will teach practical agricultural skills, and motivate students
to go back to their own communities, armed with knowledge required
for community development.

32. Politics: Essential & Difficult
Power & Knowledge

33. Central: Shaping Minds and Hearts
Education: Human Beings => Human Resources = http://bit.ly/AZGTET
Islamic Counter: Each human live is potentially equal to all humanity!
See: Reaching Beyond the Stars: http://bit.ly/AZrbs
Reaching the hearts of students requires developing new skills as a
teacher.

34. Sources of Resistance
Self: I don’t know this new material. It has never been tried. Can I do it?
Students: Why are you teaching this? Will it be on the exam?
Colleagues: You are undermining our authority and expertise. You are
teaching students that conventional economics is wrong.
Administration: How will students get jobs, if you don’t teach them job
skills?

35. Practical Experiences
A range of student experiences, but vast majority is enthusiastic!
Within classroom, very little interference – you can teach as you like.
Standardized Exams: Do direct exam prep + real-world teaching.
Driving Versus Engine Example.
Strategy Depends on Power Configuration.

36. Specific Problem: Non-Muslim Students
• Start with Purpose of Life.
• Islam provides universal values, directly opposed to materialism.
• Modern Economics is itself the religion of worship of wealth
• Easterlin’s Research: Does Money Buy Happiness.

37. Different Levels of Strategies
• Teachers can introduce materials within courses. There exist openings
and cracks within conventional economics where Islamic teachings
can be introduced.
• Seek converts among fellow teachers.
• Talk with sympathetic people in higher administrative positions.
• Make alliances with like minded people across universities.
• Develop international alliances.