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Abstract

This paper comes within the framework of the search for the justification of a contemporary Arab educational project, as different intellectual projects of various stripes are often the building blocks on which applied philosophy in ethics, education, politics, etc. is based, despite their scarcity and incomplete establishment in the Arab world, and as I speak in this article, I notice that the thinker and writer Taha Hussein is among the few who presented an intellectual vision and a practical justification intended to establish a philosophy of education, even if he did not publicly acknowledge it In this article on Arab education, I noticed that the thinker and writer Taha Hussein is among the few who provided an intellectual vision and practical justification intended to establish an educational philosophy, even if he did not publicly acknowledge this, as evidenced by his book The Future of Culture in Egypt, in which he included a number of educational, intellectual and civilisational reformist views. Although he had nothing to draw from but the modernist West versus the heritage from which he was cut off and which also needs to be re-examined and resurrected, neither the times nor the nature of the transformations allow for this, especially in light of the accelerated development from modernity to postmodernity to globalisation.