Philosophy of Education as a Framework for Enhancing Critical Thinking and Reducing Intellectual Alienation: Perceptions of Faculty Members in Selected Arab Universities
Saved in:
| Title: | Philosophy of Education as a Framework for Enhancing Critical Thinking and Reducing Intellectual Alienation: Perceptions of Faculty Members in Selected Arab Universities |
|---|---|
| Language: | English |
| Authors: | Ali Watfa (ORCID |
| Source: | Learning and Teaching in Higher Education: Gulf Perspectives. 2025 19(2):83-95. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Educational Philosophy, Critical Thinking, Arabs, Academic Freedom, Barriers, Foreign Countries, Alienation, Rote Learning, Memorization |
| Geographic Terms: | Germany |
| DOI: | 10.1108/LTHE-02-2025-0011 |
| Abstract: | Purpose: This study aimed to examine the role of educational philosophy in enhancing critical thinking and mitigating intellectual alienation in Arab universities. Design/methodology/approach: The study utilized both quantitative and qualitative approaches, involving a sample of 10 experts in the field of educational philosophy from the Democratic Arab Center for Strategic, Political, and Economic Studies, headquartered in Germany. Data were collected through a 10-item questionnaire addressing the relationship between intellectual alienation and critical thinking, along with an open-ended question: "Where are Arab universities headed?" Findings: The study found that limitations on academic freedom in some Arab universities reinforce rote learning practices and hinder the development of critical thinking, exacerbating intellectual alienation. It also highlighted that many academics experience intellectual alienation, avoid philosophical and critical dialogue, and lack a clear philosophical vision that guides their discussions and intellectual trajectory. This absence of intellectual vision weakens the educational and intellectual system, making Arab universities susceptible to a decline in education quality. Additionally, intellectual rigidity and the lack of a coherent educational philosophy stifle the growth of critical and creative thinking. Practical implications: The study recommends fostering a clearer educational philosophy that promotes critical thinking and intellectual freedom. It also suggests creating academic environments that encourage philosophical dialogue and debate, which will enhance the overall quality of higher education. Originality/value: This study contributes to understanding the role of educational philosophy in Arab universities, offering insights into how intellectual alienation and a lack of critical thinking can be addressed by a well-defined philosophical framework in education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502425 |
| Database: | ERIC |
Be the first to leave a comment!
