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008 220823s2023 nyu ob 001 0 eng
020 |a9780367854133|q(eBook)
020 |a0367854139
020 |a9781000829266|q(electronic bk. : PDF)
020 |a100082926X|q(electronic bk. : PDF)
020 |a9781000829341|q(electronic bk. : EPUB)
020 |a1000829340|q(electronic bk. : EPUB)
020 |z9780367424831|q(Hardback)
020 |z9781032423807|q(Paperback)
024 7 |a10.4324/9780367854133|2doi
035 |a(OCoLC)1348390706
035 |a(OCoLC-P)1348390706
040 |aOCoLC-P|beng|erda|cOCoLC-P
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 00|aLC1099
072 7|aEDU|x040000|2bisacsh
072 7|aEDU|x020000|2bisacsh
072 7|aJNA|2bicssc
082 00|a370.117|223/eng/20221019
100 1 |aAbdul-Jabbar, Wisam,|eauthor.
245 10|aMedieval Muslim philosophers and intercultural communication :|btowards a dialogical paradigm in education /|cWisam Abdul Jabbar.
250 |aFirst Edition.
264 1|aNew York :|bRoutledge,|c2023.
300 |a1 online resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
490 0 |aInternational studies in the philosophy of education
505 0 |aThe Intercultural, Educational, and Interdisciplinary Borderlines -- Intercultural Encounters, Discord, and Discovery: Medieval Times Amid Evil Times? -- The Dialogical Paradigm -- Al-Kindi on Education: Curriculum Theorizing and the Intercultural Minhaj -- Intercultural Farabism: Towards a Tripartite Model of Dialogical Education -- Rihla as the Sojourner's Deliverer from Error: Al-Ghazali's Interdisciplinary and Intercultural Journey of Epistemic Crisis -- The Averroesian Deliberative Pedagogy of Intercultural Education -- Concluding Thoughts and Implications.
520 |a"Challenging assumptions that Islamic traditions are at odds with Western practices, this text invokes the teachings of key Muslim thinkers to illustrate how these might inform educational approaches which support and celebrate religious and cultural difference. Explaining the teachings of Non-Western philosophers including Al-Kindi, Al-Ghazali, and Averroes, chapters consider how these might be reflected in pedagogies and curricula which are interdisciplinary, intercultural, and inclusive. In particular, commonalities are found between Muslim concepts such as falsafa, hikmah, ta'wil, and rihla, and Western equivalents including argumentative essays and interdisciplinary learning. It illustrates 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. Further, it explores the dialogical paradigm that informs and enriches Muslim education, as well as framing intercultural education as a catalyst to guide communities' interactions and identity construction, encouraging flexibility, tolerance, deliberation, and plurality"--|cProvided by publisher.
588 |aOCLC-licensed vendor bibliographic record.
650 0|aIntercultural communication in education.
650 0|aPhilosophy, Medieval|xIslamic influences.
650 0|aIslamic philosophy|vCross-cultural studies.
650 0|aMulticultural education|xCurricula.
650 0|aInterdisciplinary approach in education.
650 0|aCritical pedagogy.
650 7|aEDUCATION / Philosophy & Social Aspects|2bisacsh
650 7|aEDUCATION / Multicultural Education|2bisacsh
856 40|3Taylor & Francis|uhttps://www.taylorfrancis.com/books/9780367854133
856 42|3OCLC metadata license agreement|uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
901 |aTaylor & Francis