{bit.ly/RSRAs02A} Section A of Chapter 2: Moral Foundations of Knowledge - of Real Statistics: A Radical Approacch. This explains how an Islamic approach to knowledge differs radically from secular modern approaches taught via Western educational systems. There is a pretense to the objectivity of knowledge. In fact, all human knowledge is value-laden, and based on moral foundations. Recognizing this is essential to building a sound base of knowledge. Islamic epistemology furnishes a radical alternatifve theory of knowledge which had been developed over a thousand years in the Islamic intellectual tradition. Some very basic elements of this theory, and its opposition to secular modernity, are presented in this lecture

2. Real Statistics:
An Islamic Approach
Lecture 1: Fundamental Principles
Dr. Asad Zaman

3. 1440 Years Ago – Islamic Teachings
Launched a Revolution in World History
 Islam came as a stranger, and has become a
stranger.
 Nothing will remain of Islam but the name,
and of the Quran, but the writing.
 My Ummah will follow the ways of the
Christians and the Jews, even into snakeholes.

4. Islamic Teachings are just as powerful
today as they were 14 centuries ago!
 The Jahiliyyah – Ignorance & Darkness –
surrounds us.
 In every area of our life, Islam offers
revolutionary insights (even to teaching and
learning Statistics!).
 Goal of this course is to rebuild the discipline
of Statistics on Islamic Foundations.

5. Flawed Foundations of Statistics
 “Lies, Damned Lies, and Statistics”
 Most widely sold text of all time: “How to Lie
with Statistics” by Darrel Huff.
 Goal of this course is not to learn how to
analyze numbers – it is learn how to avoid
being deceived by statistics and statistician.
 Deceptions occur at both low and high levels.

6. Removing Obstacles on the Path to Truth
Three Major Obstacles – Created By:
 Global Conquest by West
 Great Transformation in the West
 Universal Use of Western Educational Systems

7. Why an "Islamic" Approach? Why not
Christian, Buddhist, Hindu?
 Islam is unique in assigning tremendous
importance to the search for knowledge.
 Islamic epistemology is sharply defined via
a 1000 year old Islamic tradition, and differs
dramatically from Logical Positivism.
 We are opposed to secular modernism, and
Logical Positivism, but need to replace these
theories with some alternative. Islam
provides one clear alternative philosophy.

8. Why “for Muslims”?
Why not for everyone?
 Islam has a unique approach to knowledge.
 Prophet Mohammad SAW was sent as teacher
 Western education conflicts with Islamic values.
 We assume validity of Quran and Islam .
 REJECT secular idea: There are realms of
knowledge which have no relation to religion

9. Purpose : Living in Presence of God
 Ehsan: Awareness of God
 Man and Jinn were created only for worship.
 He created Life and Death are to see who does
the best deeds.
 All actions of a Muslim are worship.
 Study in a way such that this becomes worship.
 This is only possible for Muslim audience.

10. Intentions: Why do we seek knowledge?
 Quran: “O Allah, increase me in knowledge”
 Allah SWT describes knowledge as a great gift
 Prophet Mohammad SAW sent as a teacher.
 Man has potential to be Ahsan-e-Taqweem.
 Eternal principles + local knowledge.
 Knowledge of castles & cannons .
 Feeding the poor

11. Encouragement to Seek Knowledge
 Quran starts with Iqra
 Praises Lord who gave man knowledge.
 Teaches us to pray for increase in knowledge.
 “Seek knowledge from cradle to grave.”
 Aalim is superior to Abid like moon to stars.
 Ink of scholar is like the blood of a martyr.

12. Value & Effect of Knowledge.
 Islam led Muslims to world leadership.
 Ignorance has led to decline.
Seek knowledge for
 Self-Purification (Tazkiya)
 Spiritual Advance & Transformation
 Seek to Transform Others
 Revolutionize the world.

13. Contrasts: Purpose of Learning
Islamic
 Seek Spiritual Advance
 Seek to Serve Others, in
order to Serve Allah
 Seek USEFUL knowledge.
Avoid USELESS knowledge
 Engagement and Struggle
 Justice even while being
engaged.
Western
 Value according to Money
 Career advancement
 Seek to profit from others
ignorance.
 All knowledge is useful
 Neutral & Detached
Observation
 Selfishness is natural for all.

14. Fact/Value Distinction
Islam
 All participants share
responsibility.
 The Statistical Consulant
must know what his analysis
will be used for. He is
responsible for outcomes.
 Data is chosen because of
values, is not objective as
claimed
West
 Scholars are scientists –
values don’t impinge on facts
 Inventor of Atom Bomb not
responsible for deaths.
 We provide facts to policy
makers. Policy makers use
norms to decide.
 Facts are objective, opinions
unimportant.

15. Islamic Rules for Teachers & Students
Rules for Teachers:
 Students are precious: “mines of gold & silver”
 Invite and facilitate learning.
 Value the time of students.
 Provide useful knowledge: dont “cover” book
 Achieving this will often require research.

16. Rules for Students: Seek Knowledge
 with humility, Knowledge belongs only to
Allah, and He gives to whomsoever he wishes.
 In obedience to Allah, who asks us to seek it.
 Do not seek it for status, or pride, or to make
arguments.
 With effort and sacrifice, understanding that it
is a great treasure of Allah.

17. Emulating the Prophet
 Gratitude for what has been given to us:
4:113 God has bestowed upon thee from on high this
divine writ and [given thee] wisdom, and has imparted
unto thee the knowledge of what thou didst not know.
And God's favour upon thee is tremendous indeed

18. Emulating the Prophet:
 Appreciation and respect for other students.
Quran asks us to make room in our circles for
new students. Hadeeth tells us that people are
like mines of gold and silver – they have
tremendous potential buried within them.

19. Emulating the Prophet:
 Desire to convey the message to others
 18:6 But wouldst thou, perhaps, torment thyself to
death with grief over them if they are not willing to
believe in this message?

20. Act on Knowledge Obtained
 We must put knowledge into practice:
It is narrated by Jabir R.A. that the 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..

21. Eagerness & Enthusiasm to Learn
It is narrated by Abu-Saeed Khudri R.A. the the
Prophet S.A.W. stated that: the Believer is never
sated (with learning of knowledge). He keeps
listening and learning (until death) until he enters
Paradise.

22. Summary & Conclusion
 Secular belief: There are two kinds of
knowledge, worldly & religious.
 Islamic belief: All knowledge belongs to God.
 Secular belief: Seek knowledge for worldly
profit.
 Islamic belief: Seek knowledge for the sake of
pleasure of Allah.

23. Summary: Islamic Versus Secular
 All knowledge is from
Allah
 Seek knowledge for
pleasure of Allah
 How to use knowledge
of Statistics to please
Allah?
 Two types of
knowledge: wordly
versus religious
 Seek knowledge for
worldly profits