Integrating Intercultural Philosophy into the High School Curriculum: Toward a Deliberative Pedagogy of Tadabbur in Diasporic Muslim Education

Abstract

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 Tadabbur, 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 Tadabbur 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.