Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of <i>Tadabbur</i> in Diasporic Muslim Education
This article explores the pedagogical aspects of intercultural philosophy and identifies instructional strategies for Islamic school curricula in diaspora. It combines Western teaching methods peculiar to deliberative pedagogy with the Islamic notion of <i>Tadabbur</i>, Arabic for ‘to de...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-02-01
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| Series: | Religions |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2077-1444/15/2/189 |
| _version_ | 1797297128892006400 |
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| author | Wisam Kh. Abdul-Jabbar Yousra Makki |
| author_facet | Wisam Kh. Abdul-Jabbar Yousra Makki |
| author_sort | Wisam Kh. Abdul-Jabbar |
| collection | DOAJ |
| description | This article explores the pedagogical aspects of intercultural philosophy and identifies instructional strategies for Islamic school curricula in diaspora. It combines Western teaching methods peculiar to deliberative pedagogy with the Islamic notion of <i>Tadabbur</i>, Arabic for ‘to deliberate’ and ‘carefully consider’ the outcomes. It aims to provide insights into implementing intercultural philosophy as pedagogy and highlights examples of its application in Muslim educational contexts. How can intercultural philosophy be implemented in class, especially in the high school curriculum in diaspora? It emphasizes the potential benefits and compatibility of intercultural philosophy from a Muslim educational perspective. It offers practical insights and examples for educators who seek to integrate intercultural philosophy into their curricula. Bridging the gap between East and West provides a unique perspective on incorporating diverse philosophical traditions using the same teaching strategies. More specifically, this article introduces <i>Tadabbur</i> through instructional strategies such as Think–Pair–Share and the 5E instructional model, which use deliberative pedagogy. Intercultural philosophy, therefore, contributes to the cultural and religious diversification of curriculum theorizing and implementation. |
| first_indexed | 2024-03-07T22:15:50Z |
| format | Article |
| id | doaj.art-467f9ff12cd64d4baa67902035602cf3 |
| institution | Directory Open Access Journal |
| issn | 2077-1444 |
| language | English |
| last_indexed | 2024-03-07T22:15:50Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Religions |
| spelling | doaj.art-467f9ff12cd64d4baa67902035602cf32024-02-23T15:32:41ZengMDPI AGReligions2077-14442024-02-0115218910.3390/rel15020189Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of <i>Tadabbur</i> in Diasporic Muslim EducationWisam Kh. Abdul-Jabbar0Yousra Makki1College of Humanities and Social Sciences, Hamad bin Khalifa University, Doha 34110, QatarCollege of Humanities and Social Sciences, Hamad bin Khalifa University, Doha 34110, QatarThis article explores the pedagogical aspects of intercultural philosophy and identifies instructional strategies for Islamic school curricula in diaspora. It combines Western teaching methods peculiar to deliberative pedagogy with the Islamic notion of <i>Tadabbur</i>, Arabic for ‘to deliberate’ and ‘carefully consider’ the outcomes. It aims to provide insights into implementing intercultural philosophy as pedagogy and highlights examples of its application in Muslim educational contexts. How can intercultural philosophy be implemented in class, especially in the high school curriculum in diaspora? It emphasizes the potential benefits and compatibility of intercultural philosophy from a Muslim educational perspective. It offers practical insights and examples for educators who seek to integrate intercultural philosophy into their curricula. Bridging the gap between East and West provides a unique perspective on incorporating diverse philosophical traditions using the same teaching strategies. More specifically, this article introduces <i>Tadabbur</i> through instructional strategies such as Think–Pair–Share and the 5E instructional model, which use deliberative pedagogy. Intercultural philosophy, therefore, contributes to the cultural and religious diversification of curriculum theorizing and implementation.https://www.mdpi.com/2077-1444/15/2/189intercultural philosophydeliberative pedagogyMuslim educationTadabburphilosophy in schools |
| spellingShingle | Wisam Kh. Abdul-Jabbar Yousra Makki Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of <i>Tadabbur</i> in Diasporic Muslim Education Religions intercultural philosophy deliberative pedagogy Muslim education Tadabbur philosophy in schools |
| title | Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of <i>Tadabbur</i> in Diasporic Muslim Education |
| title_full | Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of <i>Tadabbur</i> in Diasporic Muslim Education |
| title_fullStr | Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of <i>Tadabbur</i> in Diasporic Muslim Education |
| title_full_unstemmed | Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of <i>Tadabbur</i> in Diasporic Muslim Education |
| title_short | Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of <i>Tadabbur</i> in Diasporic Muslim Education |
| title_sort | integrating intercultural philosophy into the high school curriculum toward a deliberative pedagogy of i tadabbur i in diasporic muslim education |
| topic | intercultural philosophy deliberative pedagogy Muslim education Tadabbur philosophy in schools |
| url | https://www.mdpi.com/2077-1444/15/2/189 |
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