Factual Persuasion: Shaping

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Factual Persuasion
Changing the Minds of Islam's Supporters
By: Dr. Bill Warner
Chapter 1: The Confusion of Islam
Chapter 2: Official Islam
Chapter 3: Can’t We All Just Get Along?
Chapter 3.5: Can’t We All Just Get Along? (Part 2)
Chapter 4: Shaping
Chapter 5: Example Cases
Chapter 5.5: Example Cases (Part 2)
Chapter 6: Refuting Official Islam
Chapter 7: Golden Age?
Chapter 8: A Case Study


Islam is such a foreign topic to most people that your first step should be to prepare the basis of the discussion. Most people have never heard much about Islam that makes sense. Look at the Koran. Who understands it? Most people figure that there is no rational basis for talking about Islam. Preparing a rational foundation gives you the advantage.

The most important aspect of persuading is teaching and explaining about Islamic doctrine. This means educating the other person as a student. However, presenting the facts is not enough. Political Islam is so far removed from Kafir civilization that it is strange. There is a tendency to deny the facts. The inner voice says, “That cannot be Islam. It cannot be that cruel. Muslims don’t really believe that.”

You are planting seeds and the ground must be prepared, exactly like a garden. The student’s mind is filled with the beliefs of Official Islam. The foundation of Official Islam is that Islam is very difficult and very complex. This means that not only is the student unsure about what Islam is (since there is so much disagreement about it) but also they presume that such knowledge is impossible for anyone to obtain, except for imams and professors. We must establish that there is such a thing as sure and certain knowledge about Islam. Islam is a highly logical and coherent ideology. However, it uses a different logic system than ours. Once you see dualism, Islam becomes straightforward.

Official Islam preaches that if you don’t believe its dogma, then you are vilified as a racist bigot. So the student has two fears—a secret fear of Islamic violence and a fear of being called a bigot.

We need to shape the situation and establish the point-of-view. You must shape the discussion and establish the common ground of critical thought and present the facts of the doctrine of Political Islam.

The points

Before we get into the actual shaping process, it is overwhelmingly important to confirm what the student says.

Repeat what is said or restate the problem

This step is valuable for several reasons. First, the other person has been heard and acknowledged. This is a powerful way to influence others—you have heard and understood them. Secondly, this may keep the person from repeating the same thing again and again.

There is another reason to repeat what is said. It gives you time to think about your response.

Can we talk?

Acknowledge that Islam is not an easy subject to talk about, but can we talk? You want to hear what they have to say and see if some things you have learned lately could be enlightening.

Use your people skills to see if they are open and will allow discussion. It doesn’t make much difference how much you know if they simply don’t want to talk. Many supporters of Islam are not open to hearing any new information since their position is mostly build on some foundation of politically correct “tolerance”.

The rest of these points are in no particular order:

State that you are going to use critical thinking

You will base your arguments on facts of the doctrine of Islam and not on what any imam or writer says. Point this out when their statements are not from Islamic doctrine. Everything that Islam does is based upon its doctrine. So what you say can be proven by the doctrine and history of Political Islam. Use facts, not opinions. Use the doctrine, not Muslims.

Ask if they have any familiarity with the Koran or Mohammed?

This question is very powerful since it establishes a hierarchy of who knows what. If they have some familiarity with any of doctrine, now is a good time to find out how much they know and have read.

The next step is to explain how important knowing Koran and Mohammed is. Obviously, you have to have read some version of the Trilogy before you can do this step.

Establish that the actions and words of Muslims are based upon the Trilogy

There is sure and certain knowledge about Islam. Every Muslim agrees that there is no god but Allah and Mohammed is his prophet. The basis for Islamic knowledge comes from Allah (the Koran) and Mohammed (the Sunna, found in the Sira and the Hadith). If it is in the Trilogy, it is Islam. If it is not in the Trilogy, it is not Islam.

Mohammed is the supreme authority in Islam. No Muslim, no media pundit, no imam, no book, no article, not even the president of the US can be above Mohammed. Once you know Mohammed, you know the truth of Islam.

This is the heart of the matter. All Muslims are Mohammedans. (This does not mean that Muslims worship Mohammed. A Confucian does not worship Confucius, but lives his life according to the precepts of Confucius. In the same way, a Mohammedan patterns his life after Mohammed.)

Islam is simple. Islam is the political, religious and cultural doctrine found in the Trilogy.

After you understand this, your world changes. When you read an article in the New York Times by a government/university expert on Islam, you will see it has no merit until the conclusion of the experts is checked against the Sunna. If the “expert” agrees with Mohammed or Allah, then the conclusions are correct. If they violate the Sunna or the Koran, they are wrong.

What you will find, in nearly every case, is the article of the “expert” never contains the words “Mohammed” or “Allah”. The “experts” may quote a single Koran verse, but never use Mohammed.

Think about this. There is only one Islam—the Sunna and the Koran. Why do we need the experts? No one needs a Muslim to define Islam. The Koran and Sunna do that for us. Once you know the doctrine, Islam is easy. You can grade the news reports, the government propaganda, the smart articles. You will see that none of the experts ever speak about the “why” of Islam. When you know the doctrine, you will always know why.

At this point the more sophisticated student will draw upon articles written by “moderate” Muslims. They say that reform is possible for Islam. And what will this new Islam be based upon? If the new reformed Islam is not based upon the Sunna and the Koran, then it is apostasy, the worst crime in Islam. There is no escape from the Koran and Sunna, ever.

The method is this: bring all arguments back to the Koran and the Sunna. If you are the expert, then bring in Koranic verses, but Koran specifics can be tricky. Stay with the Sunna (Mohammed) and you will never go wrong.

Once you introduce them to the idea of a true Islamic doctrine, you can go into a thousand directions to your chosen advantage. The doctrine is a devastating strategic weapon. The Sunna is also a weapon of magnificent power at small tactical details. Once you know Mohammed, there are unlimited stories to illustrate any point you want.


There is no Islamic idea more important than that of the Kafir. Kafir transforms a theoretical Islam into a personal Islam.

Always point out to your student that they are a Kafir, just like you. Explain to them how that in Islam Kafirs are hated by Allah and how He plots against us. Kafirs can be enslaved, robbed, lied to, mocked, abused, tortured, raped and so on. There is no limit to the abuse that a Kafir can receive. On the other hand, a Kafir may be treated well, as that is Islam’s dualistic nature.

What you see in Islam depends upon who you are. For example, when Mohammed executed the 800 male Jews in Medina, what is the judgment?

For the believers, it was a glorious day. Islam triumphed over the hated Jews. For the Kafi rs it was a day of ethnic cleansing, a tragedy, and an end to free speech (the only crime the Jews had committed was that they denied that Mohammed was a prophet). The dhimmi (apologist) view is that we should not judge past times by our modern standards. Besides Christians have done a lot of bad things too.

Which was it? Triumph, tragedy or no discrimination? There is no answer, just different points-of-view. The dhimmi will always be sympathetic to Islam and the Muslim will be always be proud. But in debate, argument and teaching, be sure to tell the Kafir side of the story.

There is no way around this viewpoint problem, since Islam divides the world into believer, dhimmi and Kafir. What you want to do is to tell your side of the story. Don’t argue with the Muslim or dhimmi point, just state that you have your point of view, that of the victim, the Kafir. You are not really arguing for anything but the inclusion of the rest of the story. You are showing what Islam is like for Kafirs, not Muslims. The other side of the story is the Muslim/dhimmi view. It is only fair to present the Kafir side of the story.

The concept of Kafir is what bonds you to the student. Both teacher and student have the common bond of being hated by Allah. Mohammed first used charm on Kafirs and then arguments. Finally, if the Kafirs actively resisted, he destroyed them.

What is the basis for what the other person says? What is his authority?

This is an all-purpose question and the answer is usually an article in the media. Most people do not have the slightest idea where they get their Official Islam, so it is a good question to ask. There is no need to press, but there is a need for them to admit their lack of real knowledge, only opinion. It is also a good time to separate the person from their ideas by pointing out that they have been misled by people they trust.

It is always appropriate to ask if they have read the Koran, Sira and Hadith. If they say that they have read the Koran (a very rare event) then ask if they have read the entire Koran. If they have read the Koran, ask about their understanding abrogation. Do they know that all of the “good” verses are abrogated by the later verses?

Another question to ask is if they understand Islam from both Muslim and Kafir points of view? This Kafir view is an entirely new idea. Part of the Official Islam doctrine is that only the view is of Islam is true. Official Islam denies that there is such a thing as a Kafir view of Islam.

This seems like a lot to say, but you don’t have to use that many words. Imagine that you find yourself in a discussion with a friend about Islam. You say to yourself that we are talking about Islam and it is time to shape the talk.

You might say, “Before we talk about Islam and women (or whatever point that is up for discussion) it is good to know that Islam becomes simple if you understand Mohammed. Instead of talking about an opinion of some ‘expert’, use the doctrine for just about every question in Islam. Once you know what Mohammed did or said, you can use fact-based logic about Islam.

You can say, “Do you understand that everything in Islam has two meanings? The Muslim viewpoint and the Kafir viewpoint? I only talk about Islam from the Kafir point-of-view.”

Look at what you have set up in less than two minutes:

• Islam has a doctrine and Mohammed is necessary to understand it
• Most writing can be dismissed as opinion only
• Introduced an entirely new viewpoint, Kafir-centric reasoning
• Established that you are going to use critical thought, not opinions

In these few simple steps, you have put the discussion on an entirely different footing. The student’s very ground of discussion has been destroyed.

All of those articles in the mainstream media by the Harvard professors and other Islamic scholars have been demoted to someone’s personal opinion. More importantly, you have established that all truth of Islam is knowable and they don’t know it. You have taken control of the discussion before the point is even discussed. You have shaped the debate.

What does it mean if you are wrong?

This question goes to the heart of the problem. Most apologists are desperate to believe that Official Islam must be right, because if it is as they fear, then they will have to do something. To do something will mean that they will be socially ostracized by their friends.

The problem in using this technique is to remember to take the time to set up the situation. In boxing, you do not try to knock out the opponent with every blow. Most blows set up the situation for a real punch. In the same way, in a debate, you do not want to come out swinging. Take time to set up the punch.

With this shaping, you have also cut out the ground from under the other person’s feet. You become the true multicultural person with this shaping. You are insisting that Islam be based upon its own doctrine, not some Western European basis. It may be politically incorrect to criticize a Muslim, but that rule does not apply to doctrine.


At some point it is always needed to introduce Islamic dualism. Dualism is covered in all of the CSPI Trilogy books. Islam does have many features that seem good on the surface. However, when you look further there is a contradicting idea, as well. It is the old Mecca-Medina concept again and again.

Political Islam is 100% bad for Kafirs

People will dig up any fragment of good about Islam they can find. Part of a winning strategy is to deny that there is any good for Kafirs in Islam, none. If they can find one good fact or idea, then they will take refuge in it. Part of the shaping is to challenge the other person to show one good thing about Islam and then show that duality means something more powerful will offset the good point.

In summary

Shape the debate or teaching moment by:

• Summarizing the opposition’s point.
• Using critical thinking based on the doctrine of Islam, not the opinion of “experts” even if those experts are Muslims. Mohammed is the only expert.
• Proving your statements by using the doctrine and in particular, Mohammed. Show how the actions and words of all Muslims are based upon the Trilogy, their sole authority.
• Asking where they get their information.
• Presenting the Kafir viewpoint.

How to use this material

This material must be practiced. You may not get it totally right the first time, but even one or two of these points will move the discussion to unfamiliar grounds—the truth of Islamic doctrine and history.

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