Research Ethics and Integrity: An Islamic Perspective

Good afternoon everyone. Today, I want to discuss the crucial topic of research ethics and integrity. As in all pursuits, it is essential to clarify the purpose behind our actions, particularly in the realm of Ph.D. supervision. Often, our intentions are driven by job requirements or departmental assignments. However, from an Islamic perspective, the pursuit of knowledge is highly prized. We must aim to transform our supervision into a passion for lifelong learning and discovery, both for ourselves and our students.

Unfortunately, our current academic culture does not foster ethics and integrity. The environment is hostile, driven by a “publish or perish” mindset and the survival of the fittest. These pressures leave little room for genuine ethical behavior. This predicament has historical roots, tracing back to Europe’s centuries-long religious conflicts, which led to the exclusion of religion from public life. European intellectuals, like Thomas Hobbes, argued for external norms enforced by a powerful state to maintain order, a concept encapsulated in his work “Leviathan.” This focus on external regulation over internal moral guidance has had lasting impacts, including in academia, where quantity often trumps quality in research publications.

Capitalist ethics further complicate the situation, promoting profit over social responsibility. This environment breeds dirty politics and a cynical view of ethics, where adhering to ethical standards can be seen as a disadvantage. Despite these challenges, we must strive for ethics and integrity, not just because of mandates from bodies like the HEC or QEC but from a deeper, internal commitment.

External ethics focus on rules and regulations to avoid punishment, but true integrity comes from within. The ink of scholars is said to weigh more than the blood of martyrs, highlighting the profound impact of knowledge and ethical scholarship. Life is a competition, not for wealth but for performing the best deeds. Teachers have the unique potential to transform their students’ lives, bringing great rewards in this life and the hereafter.

Current teaching methods, however, often stifle creativity and fail to inspire students. This is a result of imitating Western educational models and motivations, which have marginalized moral and ethical teachings. Julie Reuben’s “The Making of the Modern University” highlights how the definition of knowledge changed in the early 20th century, marginalizing moral truths in favor of scientific truths. This is explained in greater detail in the next paragraph.

Logical positivism, a dominant philosophy in Western education, states that only observable, empirical knowledge is valid, excluding moral and internal knowledge. This directly conflicts with Islamic teachings, which value knowledge of the unseen and the internal world. Positivism’s emphasis on measurability leads to the false notion that “you can only manage what you can measure,” resulting in performance measures that often become meaningless. This has led to widespread issues like the creation of fake journals and articles to game the system. Honest data analysis is impossible within this framework, as all information is supposedly in the data. In reality, the narrative we create about the data controls its interpretation, highlighting the need for a more ethical and internally motivated approach to research.

Exclusive focus on observables created by positivism leads to the misunderstanding of central concepts required for data analysis. Probability and causality, essential for understanding data, cannot be understood within a positivist framework. Probability is about the possibility of alternative states, while causality involves directional influence, neither of which can be directly observed.

There is a golden opportunity here because the dominant theories and research methods are so flawed that valuable contributions can be made easily. Plagiarism and dishonesty often stem from a lack of confidence and the overwhelming dazzle of Western knowledge. To overcome this, we must build self-confidence in our students and ourselves by recognizing the value of our intellectual heritage.

As supervisors, we should focus on nurturing the strengths of our students rather than dwelling on their weaknesses. Initially, it may seem like there is nothing but weaknesses, especially when we compare our students to the brilliance of Western knowledge. However, if we look closely, we can find many good qualities in our students. Progress comes from building on these strengths, not from criticizing and preventing weaknesses. By recognizing and rewarding good research, we create an environment that encourages more of it, thus naturally preventing bad research.

Furthermore, we need to shift from the traditional expert/ignoramus model of teaching, where the teacher is seen as the sole authority and the students as mere recipients of knowledge. Instead, we should adopt a fellow traveler model, where both teacher and student learn together. This approach fosters a collaborative learning environment, promoting humility and mutual growth. Epistemic humility, the understanding that our knowledge is limited and we can always learn more, is a key characteristic of the Islamic approach to knowledge.

Our Prophet ? prayed for useful knowledge and sought protection from useless knowledge. This highlights the importance of teaching knowledge that is not only academic but also practical and transformative, relating directly to life experiences and changing lives. Most of what we teach our students today can be considered useless if it doesn’t touch their hearts and inspire them. Useful knowledge enters the heart, influences behavior, and leads to meaningful changes. It is this type of knowledge that we should aim to impart to our students, ensuring that their education prepares them for both worldly success and spiritual fulfillment.

In conclusion, ethics and integrity are by-products of a sincere search for truth. The highest truth is knowledge of God, and the greatest form of knowledge is that of God: M’aarifat. Serving mankind, the family of God, is the most beloved act to God. By following Islamic teachings, we can resist the allure of materialistic knowledge and strive for a higher purpose in our academic and personal lives.

LINKS TO RELATED MATERIALS REFERENCED IN THE TALK.

Purpose: The Heart of Islamic Epistemology

• Link: bit.ly/RSRAb02B
• Description: This document explores the central role of intention and purpose in the pursuit of knowledge from an Islamic perspective. It emphasizes how aligning academic goals with spiritual and ethical values can lead to more meaningful and impactful research.

1. Transformative Teaching: Changing the Lives of Our Students

• Link: https://bit.ly/AZtran
• Description: This resource provides insights into teaching methods that can transform students’ lives by inspiring and motivating them. It discusses practical strategies for fostering a love of learning and encouraging critical thinking.

1. How to Inspire and Motivate Our Students

• Link: https://bit.ly/AZhims
• Description: This guide offers techniques and approaches for teachers to inspire and motivate their students. It covers various motivational theories and their application in the classroom to enhance student engagement and performance.

1. My Lectures on How to Write a Thesis Proposal: IIIE Student Guide

• Link: bit.ly/AZiiie
• Description: This link provides access to a series of lectures on writing thesis proposals, specifically designed for students of the International Institute of Islamic Economics. The guide includes practical advice and step-by-step instructions.

1. The Making of the Modern University: Intellectual Transformation and the Marginalization of Morality

• Link: https://bit.ly/AZmme
• Description: Julie Reuben’s book examines how the definition of knowledge in universities changed in the early 20th century, leading to the marginalization of moral and ethical education in favor of scientific and technical knowledge.

1. Our Meaningless Modern Lives

• Link: https://bit.ly/AZomml
• Description: This article discusses the impact of logical positivism on modern life, arguing that it has led to a sense of meaninglessness by excluding subjective and moral dimensions from the concept of knowledge.

1. Learn Who You Are

• Link: https://bit.ly/AZwya
• Description: This resource encourages self-discovery and understanding of one’s internal world, emphasizing the importance of knowing oneself to lead a fulfilling and ethical life.

1. The Emergence of Logical Positivism

• Link: https://bit.ly/AZelp
• Description: This document traces the historical development of logical positivism, its key tenets, and its influence on contemporary academic and scientific practices.

1. Goodhart’s Law: Measuring the Unmeasurable

• Link: bit.ly/DSIA02F
• Description: This article explains Goodhart’s Law, which states that when a measure becomes a target, it ceases to be a good measure. It discusses the implications of this law for academic performance metrics.

1. What Do College Rankings Measure?Link: bit.ly/dsia02cDescription: This analysis critiques college ranking systems, arguing that they often measure arbitrary and subjective criteria, which can mislead prospective students and policymakers about the true quality of educational institutions.
2. Kelvin’s Blunder: Measure EverythingLink: bit.ly/AZKelvinDescription: This piece examines the famous misquotation attributed to Lord Kelvin that “if you cannot measure it, you cannot improve it,” highlighting the limitations and dangers of an overreliance on quantifiable metrics.
3. Beyond Numbers and Material RewardsLink: bit.ly/AZbnmrDescription: This document discusses the importance of looking beyond numerical metrics and material rewards in evaluating success, emphasizing intrinsic motivation and ethical considerations.
4. Causality as Child’s PlayLink: https://bit.ly/RSRA11BDescription: This resource provides a simplified explanation of causality, illustrating its fundamental principles and its critical role in understanding data and research findings.
5. A New Definition of ProbabilityLink: bit.ly/rsia08aDescription: This article proposes an alternative definition of probability that challenges traditional positivist interpretations, emphasizing the conditional and subjective nature of probability.
6. The Search for KnowledgeLink: bit.ly/AZs4kDescription: This guide highlights the importance of lifelong learning and the pursuit of knowledge, drawing on Islamic teachings to inspire continuous intellectual and spiritual growth.
7. The Way of the EaglesLink: bit.ly/42CCjTpDescription: This document provides insights into achieving high aspirations and excellence, using the metaphor of eagles to inspire individuals to reach their full potential.
8. Reaching Beyond the StarsLink: bit.ly/azRBSDescription: This resource encourages setting ambitious goals and striving for excellence, drawing on inspirational examples and practical advice.
9. The Modern Mu’tazilaLink: bit.ly/AztmmDescription: This article discusses the modern resurgence of Mu’tazila thought, which emphasizes rationalism and challenges traditional religious views, and its implications for contemporary Islamic thought.
10. The Ghazalian WebinarsLink: bit.ly/AzwebinarsDescription: This series of webinars explores the teachings of Imam Ghazali, focusing on his contributions to Islamic philosophy and spirituality.
11. Tahafut al-Falasifa: The Incoherence of the PhilosophersLink: bit.ly/AzwebinarsDescription: This classic work by Imam Ghazali critiques Greek philosophy and argues for the supremacy of Islamic epistemology, highlighting the limitations of purely rationalist approaches.
12. Nurturing Prosperity: What Development Economists Can Learn from MothersLink: bit.ly/AZmotherDescription: This article draws parallels between the nurturing roles of mothers and the principles of sustainable development, suggesting that development economists can learn valuable lessons from maternal care.
13. Shift from Ustad/Mureed to Fellow Traveler ModelLink: bit.ly/AZ2FTDescription: This resource advocates for a shift in the teacher-student dynamic from a traditional hierarchical model to a collaborative, learning-together approach, fostering mutual respect and growth.
14. Islamic PedagogyLink: bit.ly/4c13knZDescription: This document outlines the principles of Islamic pedagogy, emphasizing epistemic humility, ethical considerations, and the importance of integrating spiritual and intellectual development in education.
15. Distinguish: Useful & Useless KnowledgeLink: bit.ly/LKuaukDescription: This guide helps differentiate between useful and useless knowledge, encouraging educators to focus on imparting knowledge that has practical, ethical, and transformative value.
16. An Economy of Spiritual DevelopmentLink: bit.ly/AzgiftDescription: This article discusses how Islamic principles can inform an economy centered on spiritual development, emphasizing ethical conduct, social responsibility, and the pursuit of higher moral goals.
17. Game Theory for Humans with HeartsLink: bit.ly/WEAGTHHDescription: This resource explores the application of game theory to human behavior, incorporating ethical and spiritual dimensions to better understand and guide decision-making processes.
18. The Puzzle of Western Social ScienceLink: bit.ly/AZpssDescription: This document critiques the foundational assumptions of Western social science, highlighting its limitations and proposing alternative approaches based on Islamic perspectives.
19. The Origins of Western Social ScienceLink: bit.ly/IR3owssDescription: This article traces the historical development of Western social science, examining its philosophical roots and the impact of these origins on contemporary research and teaching.