The Islamic scholarly tradition has produced a rich and sophisticated body of argumentation theory, spanning ʿilm al-munāẓara, uṣūl al-fiqh, kalām, and philosophical dialectics. We invite papers that critically engage with this tradition by reconstructing its epistemic norms, examining the distinctive features of its dialogical reasoning, and tracing its transmission and transformation across intellectual history, while also addressing broader questions such as how Islamic argumentative traditions can inform contemporary deliberative practices.

We particularly encourage scholarship that bridges Western argumentation theories — such as pragma-dialectics, Toulmin's model, and the new rhetoric — with the Arabic-Islamic tradition. Contributions may explore points of convergence and divergence in criteria of argument validity, the ethics of disagreement, and the epistemology of dialogue. Contributions may also address questions such as: What are the limitations of current Western models in non-Western contexts? Comparative work that moves beyond descriptive comparison toward deeper philosophical engagement is especially welcome.

This strand focuses on the role of argumentation in real-world contexts, including political discourse, conflict resolution, and digital media environments. We invite both empirical and analytical studies that examine how argumentation shapes public reasoning, particularly in polarized or fragmented media landscapes. Relevant topics include visual argumentation, algorithmic framing, and cross-cultural dialogue in multilateral settings, as well as the role of argument in constructing narratives of peace and conflict, with particular attention to Arabic and Islamic contexts.

Possible directions include integrating debate into school and university curricula across disciplines; training educators in argumentation pedagogy and dialogic teaching methods; and measuring the impact of debate practice on 21st-century skills such as critical thinking, collaboration, and communication, as well as on ethical reasoning, identity formation, and academic performance.

Experimental and quasi-experimental studies are especially welcome, particularly those that examine the measurable effects of structured debate programs on critical thinking outcomes across K–12 and higher education. Research designs, including pre-registered studies with ongoing data collection, are also eligible for submission.

The capacity of contemporary AI systems to detect, model, and evaluate argument schemes, fallacies, and dialogical moves in Arabic natural language, alongside the development of computational approaches to argument mining and culturally sensitive Arabic argumentation corpora.

The design and assessment of AI-powered tools for debate training, coaching, and adjudication, as well as the use of large language models in simulating munāẓara and structured dialogue.

Particular attention is invited to questions of bias, credibility, and manipulation in AI-generated arguments, and to the broader ethical and epistemic implications of AI-mediated persuasion for public deliberation and collective reasoning.