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.
