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This paper examines the extent to which the official discourse of 36 institutions of higher education in 15 Arab countries pronounces four meanings depicted in the extant literature on the pedagogy of inquiry and deliberation: cooperative/collaborative learning; problem-solving; critical thinking; and discussion/debate. Results derived from the discourse analysis showed a weak emphasis on cooperative learning and discussion/debate while problem solving comprised the highest number of sentences in the discourse followed by critical thinking. Information analysed from interviews and course syllabi provided a portrait of how teaching might be carried out in the universities surveyed. However, for a complete picture of pedagogy of inquiry and deliberation to be drawn, research emphasis should be shifted into action research and observational case studies that tend to yield an in-depth account of teaching and learning in higher education.

This paper investigates American college students' attitudes towards Arabs along four dimensions: government, women, men, & Arabs in general. The study signifies the importance of "info-biased media" in the attitude formation of national groups outside the United States. Hispanics had the lowest positive aggregate; they also had the highest negative aggregate rating of Arabs. College students who had little knowledge of the Arab World were to rate Arabs more negatively than those with high knowledge. This study provides a glimpse of American public opinion of Arabs. Internationally, it also uncovers the stereotypic way American college students portray Arabs & their countries. The study helps people in the media working in international organizations to devise better ways to represent Arabs realistically beyond stereotypical images. Tables, Figures, References. Adapted from the source document.

The attitudes of a sample of 443 Lebanese and South African college students towards the causes of poverty as measured by their locus of control and socio-demographic background were studied. Cross-national differences and personality style constructs of external and internal locus of control were used in a MANCOVA design. No significant interaction differences appeared between national status and locus of control, which gave no support to the main hypothesis of this study that respondents from individualistic cultures (South Africa) have internal locus of control and make more individualistic attributions of poverty. Lebanese students were more structuralistic, and had more external than internal locus of control than South Africans. The independent variable of class did not appear as a predictor to the structural attribution for poverty. Hence, university education may be the most important factor in the attributions of poverty. Conceptualization in the design as to how individuals see poverty outside their immediate environment and how this can affect the formation of their poverty attitudes are suggested as areas for further research.

This study examines poverty attitudes among Portuguese and Lebanese students (n=372) along Feagin's fatalistic, individualistic, and structuralistic dimensions. Results show that class and nationality are important variables for predicting the causes of poverty in cross-cultural terms. Lebanese students had higher agreements on the fatalistic dimension of poverty than did Portuguese. Significant differences were found between the middle-class Portuguese and Lebanese students on the individualistic and fatalistic dimensions. Middle-class Lebanese students were significantly more fatalistic than their Portuguese counterparts. Furthermore, middle-class Lebanese students documented greater individualistic interpretations of poverty than did Portuguese. MANCOVA test, which used class crossed with nationality on the poverty dimensions, and gender as a covariate did not yield significant differences between means. Wilks' Lambda regression coefficient showed a significant interaction between-class and nationality on the fatalistic dimension. Although the results portray different scores of poverty from those in previous studies, Lebanese students' structuralistic attributions are explained by the present economic and social crises of their country which transcend a strong orientation of system blame. Recommendations are offered for future crosscultural research on poverty.

This paper discusses factors that are contributing to the rise of what we refer to as an ethos of "academic apartheid" in Arab institutions of higher education. The paper examines the failure of these institutions to overcome their alienation from indigenous epistemology, to emancipate the education they provide from its colonial past, and to move towards the modern information age. The difficult position of Arab academics striving to rediscover, reintegrate and reorganize an epistemological framework to serve the indigenous world is also discussed. Current institutional approaches have deleterious effects on the performance of Arab academics, including arresting the process of transition to development. The paper concludes that Arab academics have a range of choices in determining how to establish a course of corrective action.

Abdelnour, G. A., Abouchedid, K., Aguayo, M., Bakkali, M., Baroud, F., Belhani, A., . Ykhlef, N. (2017). General methodology. In J. B. Govantes Romero, & E. Mellado Durán (Eds.), EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL): A memory of cooperation and dialogue on Education in the Mediterranean basin (pp. 49-78). (Divulgación Científica). Universidad de Sevilla. https://doi.org/10.12795/9788447221042 ; On the following pages, it will be analyzed the situation of LLL on all partner countries, the integration of LLL policies within their legal frameworks, as well as some examples of good practices in LLL on the partner countries, identified and learnt after the study visit to HEI in the European shore. We have performed a comparative policy analysis extracted from the country reports on LLL delivered in the begining of project in the four southern Mediterranean partner countries (Morocco, Tunisia, Lebanon and Algeria) and in the European Union. The expected aim was to compare the different policies of these countries for implementing Lifelong Learning, in order to provide basis for a further development of Lifelong Learning policies in the four countries. The analysis provides the necessary base for introducing a framework and guidelines on behalf of establishing, assessing, accrediting and running LLL study programmes in higher education (HE), conducting projects and providing a firm and stable infrastructure for LLL. ; publishersversion ; published