This book examines the works of Medieval Muslim philosophers interested in intercultural encounters and how receptive Islam is to foreign thought, to serve as a dialogical model, grounded in intercultural communications, for Islamic and Arabic education.

Wisam Kh. Abdul-Jabbar holds a Ph.D. (funded by the Social Sciences and Humanities Research Council of Canada) from the University of Alberta, where he was awarded the Bacchus Graduate Research Prize for scholarly excellence in International and Multicultural Education. He also received the University of Alberta President's Doctoral Prize of Distinction, among other awards such as the JDH McFetridge Graduate Scholarship and the Andrew Stewart Memorial Graduate Prize, for outstanding accomplishment and potential in pursuit of new knowledge. Dr. Abdul-Jabbar held a postdoctoral fellowship (also funded by the Social Sciences and Humanities Research Council of Canada) at the University of Calgary. His research considers how intercultural communication resonates with educational practices and explores convergences of seemingly differing cultures with the aim of infusing intercultural dialogue into educational discourse. He is currently a visiting professor teaching graduate courses in the Intercultural Communication program at HBKU in Qatar. He is also a faculty member in the Adult Education Master's Degree program at Yorkville University, Canada. Prior to that, he was an adjunct professor at the University of Alberta, Canada. He is the author of Negotiating Diasporic Identity in Arab-Canadian Students - Double Consciousness, Belonging, and Radicalization (Palgrave, 2019).

1. The Intercultural, Educational, and Interdisciplinary Borderlines 2. Intercultural Encounters, Discord, and Discovery: Medieval Times Amid Evil Times? 3. The Dialogical Paradigm 4. Al-Kindi on Education: Curriculum Theorizing and the Intercultural Minhaj 5. Intercultural Farabism: Towards a Tripartite Model of Dialogical Education 6. Rihla as the Sojourner's Deliverer from Error: Al-Ghazali's Interdisciplinary and Intercultural Journey of Epistemic Crisis 7. The Averroesian Deliberative Pedagogy of Intercultural Education 8. Conclusion