Abstract
In the course of this article, I address the following question: why does analytic philosophy, which predominates throughout higher education in the United Kingdom, not feature prominently in UK madrasas (Islamic schools)? I provide two responses to this question. The first focuses on a possible intellectual conflict between the types of philosophy that are practiced in madrasas and in mainstream institutions of higher education. The second response focuses on the kind of philosophy that various organizations promote and practice in communities of philosophic inquiry (CPI). These responses illustrate the conceptual and institutional reasons for madrasas’ reluctance toward analytic philosophy. Finally, I offer specific recommendations intended to help facilitate the introduction of analytic philosophy into madrasa curricula in the UK.
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