In this article, Nicolas Kinloch questions some of the principal justifications often advanced for teaching Islamic history in schools. In particular, he wants to move us beyond our concern with current events in the Middle East. He suggests that there are dangers in looking at Islamic history if it is merely refracted through the experience of the last few years. Accepting that the study of Islamic civilisation does indeed pose some major theoretical challenges and difficulties, he is nonetheless optimistic that these can be met.