Al-Kindi on Education: Curriculum Theorizing and the Intercultural "Minhaj"

Autor/in	Abdul-Jabbar, Wisam Kh.
Titel	Al-Kindi on Education: Curriculum Theorizing and the Intercultural "Minhaj"
Quelle	In: Curriculum Inquiry, 50 (2020) 3, S.262-280 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2020.1809966
Schlagwörter	Arabs; Multicultural Education; Educational Philosophy; Cultural Awareness; Interdisciplinary Approach; Conflict Resolution; Religious Education; Islamic Culture; Greek Civilization; Educational Theories; Muslims; Medieval History; Foreign Countries; Iraq + Suchen Sie Ihr Suchwort? Arab; Araber; Multikulturelle Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Cultural identity; Kulturelle Identität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Conflict solving; Konfliktlösung; Konfliktregelung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Islam; Kultur; Educational theory; Theory of education; Bildungstheorie; Muslim; Muslimin; Mediävistik; Ausland; Irak
Abstract	This article presents Al-Kindi as the first Arab intercultural curriculum theorizer, rather than the first Arab philosopher as is often argued. He envisioned an intercultural and interdisciplinary curriculum within the Arabic intellectual tradition. This article proposes Al-Kindism as a conceptual framework for education that revisits interdisciplinary and intercultural possibilities geared toward conflict resolution and synthesis. It also explores how Al-Kindi was arguably the first in the Arabic intellectual tradition to initiate a move from Majlis to Minhaj, that is from Masjid learning practices centered on theological studies to schooling. In other words, in the absence of actual schooling, his educational vision offered a possibility of a conceptualized curriculum to be taught. Al-Kindi's scholarly eagerness was driven not necessarily by, as generally perceived, the desire to promote philosophy, but more importantly, by the need to develop an intellectually responsive educational tradition to accommodate emerging intercultural encounters. He believed that the acquisition of true knowledge could only be achieved through intercultural competence and that such competence would eliminate the tension between Greek thought and Islamic culture. Thus, as a curriculum theorizer, Al-Kindi initiated a Minhaj marked by indebtedness to intercultural encounters, by a shift away from Majlis, and by the implementation of interdisciplinarity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01