Barazangi, Nimat Hafez2007-06-262007-06-261993Religion and Public Education, (1993: 20, 1, 2 & 3; 84-98)https://hdl.handle.net/1813/7786Copyright 1993, Nimat Hafez Barazangi. This is a pre-copyedited version of an article accepted for publication in the edited journal Religion and Public Education (now Religion and Education) following peer review. The definitive publisher-authenticated version is available through Religion and Education: http://fp.uni.edu/jrae/index.htm. See also: http://www.eself-learning-arabic.cornell.edu/publications.htm#4In this paper I attempt to bridge some of the needs and realities of American multicultural educational paradigms in the 1990s and the often ignored educational goals, principles, and assumptions in a liberal democratic society that aspires to pluralism. I will argue that (a) multicultural paradigms are as essential to improving "mainstream" education as they are to furthering the education of different cultural groups and (b) plurality should be concerned with meaningful learning in both a particular and a multiple perspective and worldview.47166 bytesapplication/pdfen-USAmerican multicultural paradigmMainstream educationMeaningful learningIslamic worldviewarticle