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Philosophy of Education as a Framework for Enhancing Critical Thinking and Reducing Intellectual Alienation: Perceptions of Faculty Members in Selected Arab Universities

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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 0000-0002-3752-8883), Bashar Jedouri (ORCID 0000-0003-4085-3131)
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
FullText Text:
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  Data: Philosophy of Education as a Framework for Enhancing Critical Thinking and Reducing Intellectual Alienation: Perceptions of Faculty Members in Selected Arab Universities
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  Data: <searchLink fieldCode="AR" term="%22Ali+Watfa%22">Ali Watfa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3752-8883">0000-0002-3752-8883</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bashar+Jedouri%22">Bashar Jedouri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4085-3131">0000-0003-4085-3131</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Learning+and+Teaching+in+Higher+Education%3A+Gulf+Perspectives%22"><i>Learning and Teaching in Higher Education: Gulf Perspectives</i></searchLink>. 2025 19(2):83-95.
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  Data: 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
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  Data: 13
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Philosophy%22">Educational Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Arabs%22">Arabs</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Freedom%22">Academic Freedom</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Alienation%22">Alienation</searchLink><br /><searchLink fieldCode="DE" term="%22Rote+Learning%22">Rote Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/LTHE-02-2025-0011
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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  Data: EJ1502425
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      – Text: English
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        StartPage: 83
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Educational Philosophy
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Arabs
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      – SubjectFull: Academic Freedom
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      – SubjectFull: Barriers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Alienation
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      – SubjectFull: Rote Learning
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      – SubjectFull: Memorization
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      – SubjectFull: Germany
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