Abstract:

The guiding thread of my work was to reflect on certain aspects of the role of higher education in societies that are increasingly multicultural and complex and that are part of an ever more globalized world. Specifically, this refers to what and how the teaching of Hispano-Muslim philosophy and the teaching of Islamic philosophy and thinking in general can contribute to interfaith dialogue and dialogue between cultures, which is also one of the challenges of the 21st century.

One of the most important challenges of our times is the pending dialogue with religions and cultures, especially with Islam. Both the most reactionary movements and many western representations portray Islam and Muslims as monolithic entities, and they are perceived as a threat to what we call Western Civilisation, even in a knowledge-based society. It is not easy to escape from this dual problem, especially when terrorism, using and manipulating religion, is the most visible face of Islam. The escape from this double bind is not just a matter of high international politics, nor will it be solved with just a few short-term measures without dialogue. Obviously this is not an attempt to adopt apologist positions of any kind, or to play down risks or threats, but the essentialist and stereotypical approach that characterises our discourse about Islam and the Arabic-Islamic world is not only incorrect, it also feeds prejudices and stokes confrontation. It does not contribute to the management of diversity, development and cooperation, or to a culture of peace. We are facing a challenge that must be dealt with in a multi-disciplinary way, in various areas that include many actors and that will take time. Universities also have their roles and responsibilities in this process when faced with this challenge. Universities are not just institutions to educate specialists or to lead research. Among other aspects, they are simultaneously committed to certain values, need to be in contact and involved with the social, cultural and economic media that surround them, have an international presence and vocation for cooperation and are also responsible for the transmission of the heritage of humankind. In fact, for some time now we have been more aware of the need for codes of ethics in professions, including for higher education lecturers and institutions. These codes arise from the question about the identity and purposes of educational establishments, of the teaching-learning process and the role of teachers and other actors. However, none of this commitment makes much sense and it will not be effective if it is not promoted, in the case of university institutions, in a multi-disciplinary way. Therefore, in the case of Hispano-Muslim philosophy, because of its content and because of the location and meaning of the Islamic Iberia itself, the question appears clearer. However, old challenges persist and new ones must be added. My work refers to all of these challenges, which are often avoided, and deals with the problem of innovation and technology in this regard, based on educational and research experience in this field.

Keywords:

Higher Education, Islam, teaching of Hispano-Muslim philosophy.