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The purpose of this paper is to draw a map of the general features of epistemological and critical concerns in contemporary Islamic philosophy. This study will not be confined to the domain of academic philosophy or to those who are professionals in the field of philosophy.

The paper adopted the critical rational approach in dealing with contemporary Islamic philosophy in the Arab world. The scope will include scholars from different fields of epistemology who tried to present a “vision” of the attitude that should be adopted in facing the challenges of the age and the problems of the nation on the epistemological level or the political, economic and social levels.

There is a need for a philosophy of action and progress rather than a philosophy that is based on abstract ideas and theories and of words/rhetoric. The ethics required to accomplish this ought to identify the attributes of the citizen who can reach self-actualization through legitimate means based on a progress agenda with theoretical and philosophical foundations.

Because a critical rational approach can be dealt with from different perspectives, this paper will adopt the classification of the principal intellectual trends: the reformist, secular and liberal.

This paper covers a long time span to determine whether the philosophical projects have been effective.

This paper, which criticizes the philosophic projects that are theoretically unsound and that do not address real social problems (like poverty), argues the need for a philosophy of progress and action. This will lead to devising an agenda that addresses the challenges the society is facing and to finding alternative and creative solutions resulting in development.

Islamic schools in Western secular societies are evolving in response to collective concerns over marginalization of Muslim children and communities and to increasing demands for high-quality education in the faith tradition. These schools are at the center of public debate over how they fit within secular societies. This paper aims to take a pedagogic look at the literature in the field of Islamic Education Studies.

Engaging in a collaborative thematic analytic review of this literature, in an educational hermeneutic approach, two novel themes are discerned as features of Muslim learners’ diverse educational landscapes.

The first theme, Dual Consciousness recognizes that young Muslims live parallel lives, moving between secular and faith-based schools and communities, and suggesting potential in developing cognitive flexibility across epistemic horizons. The second theme, Educational Transferables is a coalescence of abilities that young Muslims develop within sites of Islamic education, which may enhance their engagement in secular schools and societies.

In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, the themes featured in this paper suggest that Muslim learners’ complex educational experiences make varied contributions to heterogeneous societies.

Despite ongoing forces of marginalization, expressions of Islamic education have benefits for young Muslims negotiating complex sociocultural and educational worlds. In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, these themes suggest that Muslim educators can nurture in young people the ability for complex, conceptual integration in contribution to heterogeneous societies.

The purpose of this paper is to encourage a critical dialogue within the realm of Journal of Islamic Marketing. It invites marketing scholars and practitioners working on various topics related to Islam and Muslim societies to adopt fresh theoretical and methodological positions that would enhance the understanding of multiple marketing and market dynamics in Muslim societies.

The author uses a critical approach.

The author suggests that the advancement of knowledge in the area of Islamic marketing requires reflexivity and self‐critique.

The paper highlights the constructive value of critical approach to the development of marketing theory and practice.

This paper reflects the author's personal viewpoint on the production of knowledge and improving practice in the realm of Islamic marketing.

An effective language policy is of central importance in any educational reform endeavour. As the Gulf Cooperation Council (GCC) countries seek to foster the conditions for the creation and maintenance of knowledge societies, this chapter sets out to examine how language policy can be viewed from a philosophical perspective with reference to Islamic epistemic, ontological and axiological norms. The chapter contends at the outset that Muslim students and academics can suffer from pragmatic failure and cognitive dissonance if an effective language policy is not implemented that takes into account their philosophical disposition. A way to mitigate against this cognitive dissonance is explored, which would result in a language policy predicated on Islamic philosophical norms. A language policy thus articulated is viewed as a necessary precursor to the development of a knowledge society in Islamic countries.

This paper aims to investigate the motivations behind Muslim consumers’ boycotting of foreign products. The act of boycotting foreign products has become increasingly common among Muslim consumers. Products from different countries-of-origin are their boycott targets.

The study adopted semi-structured in-depth interviews and focus-group discussions for data collection. A total of 36 Indonesian subjects participated in the study, representing the “university student” and “non-university student” samples. Leximancer, a qualitative analytical tool, was used to identify important motivations for boycotting behaviour among Muslim consumers.

Contrary to previous findings, this study found that Muslim consumers do not boycott solely for religious reasons. For example, most participants reported they boycotted Chinese products because they would like to protect their local products, along with the religious-based motivation of rejecting uncertainty about the halal certification of the products. Thus, the motivations identified from this study were not related exclusively to religion.

The present study offers new insights into the religious and secular motivations of Muslim consumers’ boycotts. Foreign products should adopt localised strategies such as repeatedly reminding consumers of the true halal nature of their products and their contribution to the local people.

This study contributes to the recognition of new insights into Muslim motivation to boycott product. The results develop important concepts surrounding the issue of boycotting foreign products. A concept map has been produced to offer a more comprehensive picture of Muslim’s boycotting behaviour.

Razi's theory has an axiological and epistemological relevance that ethical values are established on knowledge model which is developed by interactive preferences between polity and the value system. The point of departure for the understanding of the differences of Razi's human needs theory vis‐a‐vis the contemporary ideas are the metaphysical principle that underlies the notion of the theory. By means of this principle we come to understand the place of human being in the universe, his function and purpose in life and his final destination, therefore his needs and motivations. Thus an economic system based on Razi's human needs theory is an ethico‐economy which tilts neither toward socialism nor laissez‐faire capitalism. The notion of need can be interpreted as a reaction against allegedly value‐free or value‐neutral approaches in the social sciences. In this sense, the work of Razi can be most usefully seen as part of those ethical ideas which he invoked in the 12th century. Razi's writing on ethics that very closely related to philosophy is much less well known. Yet it is essential in an attempt to evaluate his contribution to the development of Islamic thought. The scope of his writings is remarkable, ranging from his early analyses of theological and legal controversies in the eastern part of the Muslim world, through a book on Qur'anic Exegesis and ethics; from medical sciences to his sustained polemic on credology and philosophy. In short, his writings embrace diversity of areas, from theology to philosophy, from natural to applied sciences including chemistry, astronomy and medicine. In his writings, he succeeded in proving his claim that excellence and perfection of man are not realized by means of bodily sensual pleasure. Rather, it is realized instead, by means of knowledge, power and excellent manners. This paper gives an account of the relevancies of knowledge‐based world view in the light of Razi's view of human needs. In dealing with this topic, two questions are explored: (1) what is his view of human needs? and, (2) what is the relevance of his view to ethics and economics?

Our purpose in this paper is three‐fold. First, we shall briefly describe what is almost a truism— that is, the classical (especially the Greek) intellectual heritage of the Arab‐Islamic scholars upon which the latter, imbued by their young faith, developed their own comprehensive synthesis. Second, as part of that synthesis, we shall explore briefly the economic thought of a few early‐medieval Arab‐Islamic scholastics who extended that heritage and wrote on numerous issues of human concern, including economics. Those discourses took place during what is sometimes called the “golden age” of Islam — a period that coincided roughly with the so‐called Dark Age of Europe. Parenthetically, it might be noted that one of 20th century's most prominent economists, the late Joseph Schumpeter (1883–1950) had, unfortunately for the continuity and evolution of human intellectual tradition, declared that period as “the Great Gap,” representing “blank centuries,” during which nothing of significance to economics, or for that matter to any field, was said or written anywhere — as though there was a complete lacuna over intellectual evolution throughout the rest of the world (Schumpeter, 52, 74; see Ghazanfar, 1991). And finally, we will provide some evidence as to the historically influential linkages of the Arab‐Islamic thought, including economic thought, with the Latin‐European scholastics‐a phenomenon that facilitated the European intellectual evolution. An underlying theme of this paper is predicated on the premise that the classical tradition (i.e., Greek knowledge, though not exclusively) is part of a long historical continuum that represents the inextricably linked Judeo‐Christian‐and‐Islamic tradition of the West. This theme, though not common appreciated, is amply corroborated through the writings of well‐known scholars from the East and the West (see, for example, Durant, Haskins, Myers, O'Leary, Said, Sarton, Sharif, and others).

Islamic science was originally viewed as mere translator and transmitter of Greek, Indian and pre‐Islamic Persian science. Recent research has shifted our understanding of Islam's contribution to what is now called “the exact sciences.” We now know that Islamic science “was even richer and more profound than we had previously thought.” A substantial amount of genuine science was done in Islam, it predated similar discoveries in the West, and it also impacted upon the Renaissance. For example, in the late 1950apos;s, E. S. Kennedy and his students at the American University of Beirut discovered an important work of a fourteenth century Muslim astronomer by the name of Ibn al‐Shatir. This discovery showed that Ibn al‐Shatir's astronomical inventions were the same type of mechanism used by Copernicus a few centuries later,” and may have played a key role in the Copernican revolution. Consequently, an unprecedented acceleration of research into Islamic science started from the 1950s onwards. Recently, historian of Islamic science George Saliba was able to show that one of Copernicus's Muslim contemporaries — Kliafri — was a “brilliant astronomer, whose ability to work with the mathematics of his time is unsurpassed, including that of Copernicus,” and that he could use mathematics much more fluently, and much more competently, than Copernicus could do.

The purpose of this chapter is to shed light on humanistic knowledge traditions and highlight their value in informing educational administration and leadership curricula designed for graduate students. We argue that, despite their distinctive features, humanist traditions such as the Confucian, Buddhist, Islamic and European share many core values and practices that should be incorporated into the educational administration and leadership curricula. However, these traditions tend to be overlooked or marginalised by curriculum designers. We argue that incorporating these traditions into educational administration and leadership curricula can contribute to greater internationalisation and achieve a greater diversity. The chapter starts with an exploration of the origins, nature and definitions of humanism. The following parts discuss Confucian, Buddhist, Islamic and European humanist traditions and examine how they can contribute to shaping educational administration and leadership curricula.

A comparative and critical examination of the methodology, goals and history of development of the field of Western social sciences in Islamic perspectives is presented. Economics is treated as a parallel case study in this respect. It is shown that the field of Western social sciences was the outcome of the revolt against the Church in the eighteenth century by the scholastic school to sever science from religion. Ever since, it has gained momentum also under the Cartesian philosophy of empiricism. Thus, the age‐long advance of the social sciences has shown increasing independence within each of its sub‐disciplines. An inward looking hegemony developed among the various sub‐disciplines. Such developments have made it increasingly difficult for the treatment of ethics and values as integrable elements in social investigation. The essence of a human analysis of social problems is thereby, misunderstood in modern social science analysis. The philosophy, nature and methodology of social investigation in Islamic framework are examined. It is argued that the Western concern with dichotomy between science and religion is not applicable to Islam. Consequently, there is a good possibility for studying social problems by an integrated approach among all the sub‐disciplines of the social sciences. This gives rise to an interdisciplinary study of social issues and problems and the development of a generalised social equilibrium system in the Islamic framework. We have developed one such comprehensive model endowed by its intrinsic Islamic ethics and values emanating fundamentally from the dynamic Quranic essence of the Unity of God in the working of the universe, “Al‐Tawhid”. The key principles and instruments are developed. The central role of the “shura” in functionally endowing the integrated study of social issues, is studied. In this context, the study of Islamic economics as one of Islamic political economy is examined. A specific economic problem in this area is explored. It is concluded that the approach of the Islamic social investigation and of Islamic political economy is what the future generation of social and economic thinkers will be working towards.