This book examines the works of Medieval Muslim philosophers
interested in intercultural encounters and how receptive Islam is
to foreign thought, to serve as a dialogical model, grounded in
intercultural communications, for Islamic and Arabic education. The
philosophers studied in this project were instructors, tutors, or
teachers, such as Al-Kindi, Al-Farabi, Al-Ghazali, and Averroes,
whose philosophical contributions directly or indirectly advanced
intercultural learning. The book describes and provides examples of
how each of these philosophers engaged with intercultural
encounters, and asks how their philosophies can contribute to
infusing intercultural ethics and practices into curriculum
theorizing. First, it explores selected works of medieval Muslim
philosophers from an intercultural perspective to formulate a
dialogical paradigm that informs and enriches Muslim education.
Second, it frames intercultural education as a catalyst to guide
Muslim communities' interactions and identity construction,
encouraging flexibility, tolerance, deliberation, and plurality.
Third, it bridges the gap between medieval tradition and modern
thought by promoting interdisciplinary connections and redrawing
intercultural boundaries outside disciplinary limits. This study
demonstrates that the dialogical domain that guides intercultural
contact becomes a curriculum-oriented structure with Al-Kindi, a
tripartite pedagogical model with Al-Farabi, a sojourner experience
with Al-Ghazali, and a deliberative pedagogy of alternatives with
Averroes. Therefore, the book speaks to readers interested in the
potential of dialogue in education, intercultural communication,
and Islamic thought research. Crucially bridging the gap between
medieval tradition and modern thought by promoting
interdisciplinary connections and redrawing intercultural
boundaries outside disciplinary limits, it will speak to readers
interested in the dialogue between education, intercultural
communication, and Islamic thought. .
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