Toward a bountiful curriculum: An intercultural encounter with al-farabi’s pedagogy of proximity ittisal

Wisam Kh Abdul-Jabbar*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)

Abstract

The aim of this chapter is to appropriate the notion of Farabism in order to diversify current curriculum theory, contributing to plurality and intercultural encounters in education. The term Farabism denotes a philosophical framework that attempts to synthesize the thoughts of four medieval Muslim thinkers, including Al-Farabi. This project, however, appropriates the term to refer to an educational and philosophical method that fosters, but is not limited to, a specific skill called Ittisal, which exemplifies Al-Farabi’s reaction to the intellectual and socio-political upheavals of his time. Farabism, therefore, refers to Al-Farabi’s conceptualization of educational plurality. The purpose of this chapter is to explore how Farabism resonates with Pinar and Grumet’s concept of a humanities curriculum.

Original languageEnglish
Title of host publicationProvoking Curriculum Encounters Across Educational Experience
Subtitle of host publicationNew Engagements with the Curriculum Theory Archive
PublisherTaylor and Francis
Pages119-129
Number of pages11
ISBN (Electronic)9780429608971
ISBN (Print)9780367178642
DOIs
Publication statusPublished - 1 Jan 2019
Externally publishedYes

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