CSS questions: ideology or science?

In connection with the much-discussed concerns with the performance of the civil service in Pakistan, I have suggested that in addition to obvious factors like the quality of education in the country and the terms and conditions of employment during service, it might be useful to look at the particulars of the selection test itself. The objective would be to assess how the test impacts the behaviour of candidates and whether it encourages self-selection of particular types of candidates.

The argument can be motivated with one illustrative question from the compulsory Islamiat paper downloaded from the version of the 2015 CSS examination available on the website of the Federal Public Service Commission. The question is as follows:

“Highlight the importance of Zakat and prove that economic stability of a society can be ensured through its effective implementation.”

Now consider the implications of the question. First, note the word ‘prove’ which is generally used in the context of propositions that are known to be factually true and whose truth is to be demonstrated by empirical verification or logical argumentation. The proposition that the earth is round or that the theorem of Pythagoras holds are familiar examples. Is there really any way to convincingly prove in this sense an article of faith asserting that a religious obligation can ensure economic stability of a society? Is there really any need to prove an article of faith?



Second, assume that nevertheless an attempt is made to prove the proposition. Does the question provide acceptable clarity on what is meant by ‘economic stability of a society’ the existence of which is to be proved? What are the indicators that characterise economic stability? What is to be considered the distinction between stability and instability?

Third, consider the question in a broader economic context. As an obligatory payment levied on wealth and earmarked for poverty alleviation, Zakat is only one instrument among many other economic instruments and policies. Is it realistic to imply that just one instrument can ensure economic stability in a society if many of the other policies are poorly conceived and implemented? Would it suffice if, say, the economy is undergoing hyperinflation?

Fourth, consider the empirical evidence. Zakat is not only widely practised in Pakistan but also compulsorily collected by the state. Many would claim it has not led to an acceptable level of economic stability, however defined, in the country. The only argument that can be advanced to defend the proposition is the counterfactual one, ie, that if Zakat were to be implemented ‘effectively’ the objective would be achieved. This reverts to being an article of faith leaving no room to argue that a single instrument, no matter how effectively implemented, might not be sufficient to guarantee economic stability in a society.

Fifth, and most importantly, consider the dilemma of candidates faced with this question. Quite independent of their individual opinions, would anyone risk offering an answer that might be contrary to the belief of an unknown examiner? Would they jeopardise the chance of a prestigious career by expressing intelligent opinions no matter how well argued? Would there be some candidates who would balk at the need to argue contrary to their experiential understanding and what would be the price of their intellectual honesty?

What is the likely outcome of posing this type of question? Zakat is a staple topic that is repeated every few years. It has a safe and acceptable answer that is available for memorisation. My guess is that the majority of the candidates would opt for a safety-first strategy and give the examiners what they presume the latter are looking for. As a result, the answers would be fairly similar and standard reflecting no original thought. This contention could be easily verified by reviewing the answers to this question submitted by successful candidates.



It is possible to frame the same question in a much more neutral manner. One rephrasing could be as follows:

“Many countries rely on a wealth tax to smooth economic inequalities in society. Is there an analogous instrument in Islam? If so, describe briefly the principal characteristics of the instrument. Is the effective implementation of a wealth tax sufficient to alleviate absolute poverty in a society? If yes, describe briefly how that can be achieved in Pakistan. If not, what other measures might be needed to achieve the objective?”

Such a reformulation would allow students much more leeway to demonstrate their independent thinking and analytical abilities. The question would not be seeking a pre-determined correct answer but a broader knowledge of social issues, the mechanisms available to address them in a religious tradition, and the real-life conditions in which the mechanisms are likely to be sufficient and most effective. These qualities rather than the ability to reproduce unquestioned texts should be what is expected of the candidates inducted into the civil service.

Lest it be thought that I have chosen an unrepresentative question I am reproducing another from the same examination paper:

“Argue for supremacy of Wahi as the solution of human problems against other sources of knowledge.”

Readers will note that it is susceptible to the same limitations as the earlier question in that it leaves room for only one safe and acceptable answer. This is what is termed a loaded question and it is not considered good pedagogical practice to include such faith-based tenets in examinations.

Consider further how this question might be reconciled with the following question posed in the Islamic History and Culture paper:

“The Spanish Muslims established the foundations of Knowledge which become the mile stone (sic) of progress in Europe. Explain.” Given that the earlier question calls for an argument for the supremacy of Wahi against other sources of knowledge, did Muslims establish Wahi as the foundation of knowledge in Spain? That is unlikely to have been the case since Europe did not rely on it as a milestone in its progress. So the real question might turn out to be about the evolution of knowledge and the reasons for it in Muslim Spain. Such contradictions are bound to emerge if faith and reason are mixed up in this unthinking manner.

The usual response to such arguments is to deflect attention from their logic and suppress discussion by questioning the nationalism or religious faith of the writer. Such a tendency which has grown manifold in Pakistan is itself an outcome of the kinds of tests of faith to which all students are subjected throughout their education. Many people, including examiners, now believe there is only one correct answer to every question and it is the answer to which they subscribe. Questioning as a quality of mind is to be weeded out rather than encouraged. It is an attitude for which society has to pay a heavy price of which one is the burden of a pliant civil service.

Published in The Express Tribune, June 9^th, 2017.

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