Glad to be part of this amazing project – – Certificate of Study in the Historical and Religious Reality of the Middle East – “Caravan” Project of the Order of Malta with German students, at the Faculty of Religious Sciences, Saint Joseph University, Beirut-Lebanon, February 2020.
Expertise : Intensive course on Challenges, Opportunities, and Praxis of Interreligious Dialogue in the Middle East: The Case of Lebanon.
Paying homage to Professor Naim Chrabieh who passed away on April 16, 2017. SPNC was founded in Lebanon by the late Professor Naim Chrabieh in 1976 as full-fledged training sessions for university entrance exams. Professor Chrabieh was a pioneer in developing such sessions in the country which have acquired notoriety without equal, particularly training sessions for the St Josef University’s Schools of Medicine and Engineering entrance exams. A renowned physicist, peer educator, and producer of scientific knowledge, Professor Chrabieh combined excellence in academic communication with innovation in learning. He was a Civil Engineer, Dean of the Physics Science Department at Notre-Dame Jamhour’s College, and Professor of Physics at the School of Medicine at St Joseph University. In addition, he was the author of several scientific and pedagogical publications, as well as of national references in teaching and learning Physics.
For those interested in food and education: this article introduces its readers to an interdisciplinary approach in teaching and learning about cultures of Southwestern Asia and North Africa at the American University in Dubai. Selected as one of the United Arab Emirates Innovation Week’s officially registered activities in 2015, this activity combines anthropology of food, sciences of religions, and irenology and is a major application of the peace education pedagogy I have been developing since 2004. The article also presents the preliminary results of qualitative research on the local food cultures’ experiences of more than 500 students from different backgrounds who are enrolled in diverse Middle Eastern studies courses. In my classrooms, students were exposed to—and they told—stories of families, migrations, assimilation, resistance, hybridity, war, and peace and dealt with issues ranging from cultural appropriation to food security and food as an identity marker and the religious significance and representation of food. Class activities such as live food production (e.g., “Hummus Laboratory”), food storytelling sessions, and food diplomacy activities contributed to their learning of local cultures and building peace. Students reported having acquired visceral experiences of foreignness and familiarization, global identity formation, and intercultural dialogue.