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Madrasa (, also , ;
Madrasa (, also , ; Arabic
Arabic (, ' ; , ' or ) is a Semitic language spoken primarily across the Arab world.Semitic languages: an international handbook / edited by Stefan Weninger; in collaboration with Geoffrey Khan, Michael P. Streck, Janet C. E.Watson; Walter ...
: مدرسة , pl. , ) is the Arabic
Arabic (, ' ; , ' or ) is a Semitic language spoken primarily across the Arab world.Semitic languages: an international handbook / edited by Stefan Weninger; in collaboration with Geoffrey Khan, Michael P. Streck, Janet C. E.Watson; Walter ...
word for any type of educational institution, secular or religious (of any religion), whether for elementary instruction or higher learning. The word is variously transliterated
Transliteration is a type of conversion of a text from one script to another that involves swapping letters (thus ''trans-'' + '' liter-'') in predictable ways, such as Greek → , Cyrillic → , Greek → the digraph , Armenian → or L ...
''Madrasah arifah
Madrasa (, also , ; Arabic: مدرسة , pl. , ) is the Arabic word for any type of educational institution, secular or religious (of any religion), whether for elementary instruction or higher learning. The word is variously transliterated '' ...
'', ''medresa'', ''madrassa'', ''madraza'', ''medrese'', etc. In countries outside the Arab world
The Arab world ( ar, اَلْعَالَمُ الْعَرَبِيُّ '), formally the Arab homeland ( '), also known as the Arab nation ( '), the Arabsphere, or the Arab states, refers to a vast group of countries, mainly located in Western A ...
, the word usually refers to a specific type of religious school or college for the study of the religion of Islam, though this may not be the only subject studied.
In an architectural and historical context, the term generally refers to a particular kind of institution in the historic Muslim world
The terms Muslim world and Islamic world commonly refer to the Islamic community, which is also known as the Ummah. This consists of all those who adhere to the religious beliefs and laws of Islam or to societies in which Islam is practiced. I ...
which primarily taught Islamic law
Sharia (; ar, شريعة, sharīʿa ) is a body of religious law that forms a part of the Islamic tradition. It is derived from the religious precepts of Islam and is based on the sacred scriptures of Islam, particularly the Quran and the ...
and jurisprudence
Jurisprudence, or legal theory, is the theoretical study of the propriety of law. Scholars of jurisprudence seek to explain the nature of law in its most general form and they also seek to achieve a deeper understanding of legal reasoning a ...
(''fiqh''), as well as other subjects on occasion. The origin of this type of institution is widely credited to Nizam al-Mulk, a vizier
A vizier (; ar, وزير, wazīr; fa, وزیر, vazīr), or wazir, is a high-ranking political advisor or minister in the near east. The Abbasid caliphs gave the title ''wazir'' to a minister formerly called '' katib'' (secretary), who was ...
under the Seljuks
The Seljuk dynasty, or Seljukids ( ; fa, سلجوقیان ''Saljuqian'', alternatively spelled as Seljuqs or Saljuqs), also known as Seljuk Turks, Seljuk Turkomans "The defeat in August 1071 of the Byzantine emperor Romanos Diogenes
by the Turk ...
in the 11th century, who was responsible for building the first network of official madrasas in Iran, Mesopotamia
Mesopotamia ''Mesopotamíā''; ar, بِلَاد ٱلرَّافِدَيْن or ; syc, ܐܪܡ ܢܗܪ̈ܝܢ, or , ) is a historical region of Western Asia situated within the Tigris–Euphrates river system, in the northern part of the ...
, and Khorasan. From there, the construction of madrasas spread across much of the Muslim world over the next few centuries, often adopting similar models of architectural design.
Definition
Etymology
The word ' derives from the triconsonantalSemitic root
The roots of verbs and most nouns in the Semitic languages are characterized as a sequence of consonants or "radicals" (hence the term consonantal root). Such abstract consonantal roots are used in the formation of actual words by adding the vowels ...
د-ر-س ''D-R-S'' 'to learn, study', using the ''wazn'' ( morphological form or template) ; , meaning "a place where something is done". Thus, ' literally means "a place where learning and studying take place" or "place of study". The word is also present as a loanword
A loanword (also loan word or loan-word) is a word at least partly assimilated from one language (the donor language) into another language. This is in contrast to cognates, which are words in two or more languages that are similar because t ...
with the same general meaning in many Arabic-influenced languages, such as: Urdu
Urdu (;"Urdu"
'' Punjabi,
The first institute of madrasa education was at the estate of Zaid bin Arkam near a hill called Safa, where
Under the Anatolian Seljuk,
In the medieval Islamic world, an elementary school (for children or for those learning to read) was known as a '
During its formative period, the term ' referred to a higher education institution, whose curriculum initially included only the "religious sciences", whilst philosophy and the secular sciences were often excluded.Toby E. Huff (2003), ''The Rise of Early Modern Science: Islam, China and the West'',
The Arabic term ' was awarded to Islamic scholars who were qualified to teach. According to Makdisi, the Latin title ''licentia docendi'' 'licence to teach' in the European university may have been a translation of the Arabic, but the underlying concept was very different. A significant difference between the ' and the ''licentia docendi'' was that the former was awarded by the individual scholar-teacher, while the latter was awarded by the chief official of the university, who represented the collective faculty, rather than the individual scholar-teacher.
Much of the study in the college centred on examining whether certain opinions of law were orthodox. This scholarly process of "determining orthodoxy began with a question which the Muslim layman, called in that capacity ', presented to a
Al-Azhar University, founded in Cairo, Egypt in 975 by the Ismaʻīlī Shīʻī
Women played an important role in the foundations of many Islamic educational institutions, such as Fatima al-Fihri's founding of the
In contrast to early Iranian Seljuk madrasas, a large number of madrasas from the Anatolian Seljuk Empire (between 1077 and 1308) have survived, and are the closest examples we have of Iranian-influenced early madrasa architecture. However, though each usually included a large central courtyard, their overall layouts were more variable and may have reflected more multi-purpose functions, often with an attached mausoleum, a minaret, and an ornate entrance portal. The courtyards were sometimes covered by a large dome (as with the Karatay Madrasa, founded in 1279, and other madrasas in
After the faltering of the Ayyubid dynasty and the transition to the
In northwestern Africa (the ''Maghrib'' or
Very few if any formal madrasas from before the Mongol invasion of Iran, Mongol invasions have survived in Iran. One exception is the Mustansiriya Madrasah, Mustansiriyya Madrasa in
"The first Ottoman Medrese was created in İznik in 1331 and most Ottoman medreses followed the traditions of Sunni Islam." "When an Ottoman sultan established a new medrese, he would invite scholars from the Islamic world—for example, Murad II brought scholars from Persia, such as ʻAlāʼ al-Dīn and Fakhr al-Dīn who helped enhance the reputation of the Ottoman medrese". This reveals that the Islamic world was interconnected in the early modern period as they travelled around to other Islamic states exchanging knowledge. This sense that the Ottoman Empire was becoming modernised through globalization is also recognised by Hamadeh who says: "Change in the eighteenth century as the beginning of a long and unilinear march toward westernisation reflects the two centuries of reformation in sovereign identity."
İnalcık also mentions that while scholars from for example Persia travelled to the Ottomans in order to share their knowledge, Ottomans travelled as well to receive education from scholars of these Islamic lands, such as Egypt, Persia and Turkestan. Hence, this reveals that similar to today's modern world, individuals from the early modern society travelled abroad to receive education and share knowledge and that the world was more interconnected than it seems. Also, it reveals how the system of "schooling" was also similar to today's modern world where students travel abroad to different countries for studies. Examples of Ottoman madrasas are the ones built by Muhammad the Conqueror. He built eight madrasas that were built "on either side of the mosque where there were eight higher madrasas for specialised studies and eight lower medreses, which prepared students for these." The fact that they were built around, or near mosques reveals the religious impulses behind madrasa building and it reveals the interconnectedness between institutions of learning and religion. The students who completed their education in the lower medreses became known as danismends. This reveals that similar to the education system today, the Ottomans' educational system involved different kinds of schools attached to different kinds of levels. For example, there were lower madrasas and specialised ones, and for one to get into the specialised area meant that he had to complete the classes in the lower one in order to adequately prepare himself for higher learning.
This is the rank of madrasas in the Ottoman Empire from the highest ranking to the lowest: (From İnalcık, 167).
# Semniye
# Darulhadis
# Madrasas built by earlier sultans in Bursa.
# Madrasas endowed by great men of state.
Although Ottoman madrasas had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. Often mentioned by critics that madrasas did not include a variety of natural sciences during the time of the Ottoman Empire, madrasas included curriculums that included a wide range of natural sciences. There were many well-known Muslim scholars, mathematicians, and scientists that all worked to teach high-ranking families and children of the sciences. it known that "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As İnalcık mentions: "Those which aid religion are good and sciences like astrology are bad."
However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all primarily concerned with religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" – key word being "divine". İnalcık also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madrasas – schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heavily religious and were not religiously pluralistic, but rather Islamic in nature. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah."Wiesner-Hanks, E. Merry. ''Early Modern Europe 1450–1789''. New York: U of Cambridge P, 2006. Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madrasas were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.
In northwestern Africa (the ''Maghrib'' or
There are three different madrasa education systems in Bangladesh: the original darse nizami system, the redesigned nizami system, and the higher syllabus alia nisab. The first two categories are commonly called Qawmi or non-government madrasas. Amongst them the most notable are Al-Jamiatul Ahlia Darul Ulum Moinul Islam in Hathazari, Al-Jamiah Al-Islamiah Patiya, in Patiya, and Jamia Tawakkulia Renga Madrasah in Sylhet.
In 2006 there were 15,000 registered Qawmi madrasas with the Befaqul Mudarressin of Bangladesh Qawmi Madrasah Education Board, though the figure could be well over double that number if unregistered madrasas were counted.Ahmed, Samina.
Testimony of Samina Ahmed to U.S. Senate Foreign Relations Committee
''. 19 Apr 2005. The madrasas regulated by the government through the Bangladesh Madrasah Education Board are called the Alia madrasas and they number some 7,000, offering, in addition to religious instruction, subjects such as English and science, and its graduates often complete their education in secular institutions, to the extent that some 32% of the university teachers in the humanities and the social sciences are graduates of these Alia madrasas.
/ref> The latter section consists of majority Salafi movement, Salafists (the Mudjahids) and the minority Islamism, Islamists (political Islam). * A 'madrasa' in Kerala refers to an extra-curricular institution where children receive basic (Islamic) religious and Arabic language instruction.OSELLA, FILIPPO, and CAROLINE OSELLA. “Islamism and Social Reform in Kerala, South India.” ''Modern Asian Studies'', vol. 42, no. 2-3, 2008, pp. 317–346., doi:10.1017/S0026749X07003198. * The so-called 'Arabic Colleges' of Kerala are the equivalent of north Indian madrasas.
The madrasas rose as colleges of learning in the Islamic world in the 11th century, though there were institutions of learning earlier. They catered not only to the religious establishment, though that was the dominant influence over them, but also the secular one. To the latter they supplied physicians, administrative officials, judges and teachers. Today many registered madrasas are working effectively and coping up with modern education system such as Jamia-tul-Madina, which is a chain of Islamic schools in Pakistan and in European and other countries established by Dawat-e-Islami. The Jamia-tul-Madina are also known as Faizan-e-Madina. Dawat-e-Islami has grown its network of madrasas from Pakistan to Europe. In today's time the most centralized location of madrasas is in Pakistan. Although Pakistan hold the most Madrasas the number is still growing in many different countries.
In Singapore, madrasahs are private schools which are overseen by Majlis Ugama Islam Singapura (MUIS, ''Islamic Religious Council of Singapore''). There are six Madrasahs in Singapore, catering to students from Primary 1 to Secondary 4 (and Junior college (Singapore), junior college equivalent, or "Pre-U", at several schools). Four Madrasahs are coeducational and two are for girls. Students take a range of Islamic Studies subjects in addition to mainstream Ministry of Education (Singapore), MOE curriculum subjects and sit for the Primary School Leaving Examination, PSLE and Singapore-Cambridge GCE Ordinary Level, GCE 'O' Levels like their peers. In 2009, MUIS introduced the "Joint Madrasah System" (JMS), a joint collaboration of Madrasah Al-Irsyad Al-Islamiah primary school and secondary schools Madrasah Aljunied Al-Islamiah (offering the ''ukhrawi'', or religious stream) and Madrasah Al-Arabiah Al-Islamiah (offering the academic stream). The JMS aims to introduce the International Baccalaureate (IB) programme into the Madrasah Al-Arabiah Al-Islamiah by 2019. Students attending a madrasah are required to wear the traditional Malay attire, including the songkok for boys and tudong for girls, in contrast to mainstream government schools which ban religious headgear as Singapore is officially a secular state. Students who wish to attend a mainstream school may opt to take classes on weekends at the ''madrasah'' instead of enrolling full-time.
"Islam and Education: Conflict and Conformity in Pakistan's Madrassas"
Oxford University Press, 2009. * Evans, Alexander
''Foreign Affairs'', Jan/Feb 2006. * Malik, Jamal (ed.)
''Madrasas in South Asia: Teaching Terror?''
London and New York: Routledge, 2008. * Malik, Jamal. ''Colonialization of Islam: Dissolution of Traditional Institutions in Pakistan''. New Delhi: Manohar Publications, and Lahore: Vanguard Ltd., 1996. * Rahman, Tariq
''Denizens of Alien Worlds: A Study of Education, Inequality and Polarization in Pakistan''
Karachi: Oxford University Press, 2004. Reprinted 2006. . Chapter on "Madrassas". * Tanweer, Bilal.
. ''The News International'', 6 May 2007. About a talk given by Dr. Nomanul Haq (University of Pennsylvania) at the Lahore University of Management Sciences (LUMS), Pakistan. * Ziad, Waleed. . Reprinted from ''The News International, The News'', March 21, 2004.
Madrasa Education in India
'' Punjabi,
Bengali
Bengali or Bengalee, or Bengalese may refer to:
*something of, from, or related to Bengal, a large region in South Asia
* Bengalis, an ethnic and linguistic group of the region
* Bengali language, the language they speak
** Bengali alphabet, the w ...
, Pashto
Pashto (,; , ) is an Eastern Iranian language in the Indo-European language family. It is known in historical Persian literature as Afghani ().
Spoken as a native language mostly by ethnic Pashtuns, it is one of the two official langua ...
, Baluchi, Persian
Persian may refer to:
* People and things from Iran, historically called ''Persia'' in the English language
** Persians, the majority ethnic group in Iran, not to be conflated with the Iranic peoples
** Persian language, an Iranian language of the ...
, Turkish, Azeri
Azerbaijanis (; az, Azərbaycanlılar, ), Azeris ( az, Azərilər, ), or Azerbaijani Turks ( az, Azərbaycan Türkləri, ) are a Turkic people living mainly in northwestern Iran and the Republic of Azerbaijan. They are the second-most numer ...
, Kurdish
Kurdish may refer to:
*Kurds or Kurdish people
*Kurdish languages
*Kurdish alphabets
*Kurdistan, the land of the Kurdish people which includes:
**Southern Kurdistan
**Eastern Kurdistan
**Northern Kurdistan
**Western Kurdistan
See also
* Kurd (dis ...
, Indonesian, Somali and Bosnian.
Arabic meaning
In the Arabic language, the word ' simply means the same as ''school'' does in the English language, whether that is private, public or parochial school, as well as for any primary or secondary school whether Muslim, non-Muslim, or secular. Unlike the use of the word ''school'' in British English, the word ' more closely resembles the term ''school'' in American English, in that it can refer to a university-level or post-graduate school as well as to a primary or secondary school. For example, in theOttoman Empire
The Ottoman Empire, * ; is an archaic version. The definite article forms and were synonymous * and el, Оθωμανική Αυτοκρατορία, Othōmanikē Avtokratoria, label=none * info page on book at Martin Luther University) ...
during the Early Modern Period, madrasas had lower schools and specialised schools where the students became known as ''danişmends''.İnalcık, Halil. 1973. "Learning, the Medrese, and the Ulema." In ''The Ottoman Empire: The Classical Age 1300–1600''. New York: Praeger, pp. 165–178.
In medieval usage, however, the term ''madrasah'' was usually specific to institutions of higher learning, which generally taught Islamic law and occasionally other subjects, as opposed to elementary schools or children's schools, which were usually known as ''kuttāb'' or ''maktab''. The usual Arabic
Arabic (, ' ; , ' or ) is a Semitic language spoken primarily across the Arab world.Semitic languages: an international handbook / edited by Stefan Weninger; in collaboration with Geoffrey Khan, Michael P. Streck, Janet C. E.Watson; Walter ...
word for a university, however, is '' ()''. The Hebrew
Hebrew (; ; ) is a Northwest Semitic language of the Afroasiatic language family. Historically, it is one of the spoken languages of the Israelites and their longest-surviving descendants, the Jews and Samaritans. It was largely preserved ...
cognate ''midrasha
A ' (Hebrew: , pl. ') is an institute of Torah study for women, usually in Israel, and roughly the equivalent of a yeshiva for men.
A "seminary" (Hebrew ''seminar'', sometimes ''seminaria'')
'' also connotes the meaning of a place of learning; the related term ''midrash
''Midrash'' (;"midrash"
''Random House Webster's Unabridged Dictionary''. he, מִדְרָשׁ; ...
'' literally refers to study or learning, but has acquired mystical and religious connotations.
''Random House Webster's Unabridged Dictionary''. he, מִדְרָשׁ; ...
Meaning and usage in English
In English, the term ' or "madrasa" usually refers more narrowly to Islamic institutions of learning. Historians and other scholars also employ the term to refer to historical ''madrasah'' institutions throughout theMuslim world
The terms Muslim world and Islamic world commonly refer to the Islamic community, which is also known as the Ummah. This consists of all those who adhere to the religious beliefs and laws of Islam or to societies in which Islam is practiced. I ...
, which is to say a college where Islamic law
Sharia (; ar, شريعة, sharīʿa ) is a body of religious law that forms a part of the Islamic tradition. It is derived from the religious precepts of Islam and is based on the sacred scriptures of Islam, particularly the Quran and the ...
was taught along with other secondary subjects. These institutions were typically housed in specially designed buildings which were primarily devoted to this purpose. Such institutions are believed to have originated, or at least proliferated, in the region of Iran
Iran, officially the Islamic Republic of Iran, and also called Persia, is a country located in Western Asia. It is bordered by Iraq and Turkey to the west, by Azerbaijan and Armenia to the northwest, by the Caspian Sea and Turkmeni ...
in the 11th century under vizier
A vizier (; ar, وزير, wazīr; fa, وزیر, vazīr), or wazir, is a high-ranking political advisor or minister in the near east. The Abbasid caliphs gave the title ''wazir'' to a minister formerly called '' katib'' (secretary), who was ...
Nizam al-Mulk and subsequently spread to other regions of the Islamic world.
History
Early history
The first institute of madrasa education was at the estate of Zaid bin Arkam near a hill called Safa, where Muhammad
Muhammad ( ar, مُحَمَّد; 570 – 8 June 632 CE) was an Arab religious, social, and political leader and the founder of Islam. According to Islamic doctrine, he was a prophet divinely inspired to preach and confirm the mo ...
was the teacher and the students were some of his followers. After Hijrah
The Hijrah or Hijra () was the journey of the Islamic prophet Muhammad and his followers from Mecca to Medina. The year in which the Hijrah took place is also identified as the epoch of the Lunar Hijri and Solar Hijri calendars; its date e ...
(migration) the madrasa of "Suffa" was established in Madina
Medina,, ', "the radiant city"; or , ', (), "the city" officially Al Madinah Al Munawwarah (, , Turkish: Medine-i Münevvere) and also commonly simplified as Madīnah or Madinah (, ), is the second-holiest city in Islam, and the capital of the ...
on the east side of the Al-Masjid an-Nabawi mosque. Ubada ibn as-Samit was appointed there by Muhammad as teacher and among the students. In the curriculum of the madrasa, there were teachings of The Qur'an, The Hadith, fara'iz, tajweed
In the context of the recitation of the Quran, ''tajwīd'' ( ar, تجويد ', , 'elocution') is a set of rules for the correct pronunciation of the letters with all their qualities and applying the various traditional methods of recitation (''Q ...
, genealogy
Genealogy () is the study of families, family history, and the tracing of their lineages. Genealogists use oral interviews, historical records, genetic analysis, and other records to obtain information about a family and to demonstrate kin ...
, treatises of first aid
First aid is the first and immediate assistance given to any person with either a minor or serious illness or injury, with care provided to preserve life, prevent the condition from worsening, or to promote recovery. It includes initial in ...
, etc. There was also training in horse-riding, the art of war, handwriting and calligraphy, athletics
Athletics may refer to:
Sports
* Sport of athletics, a collection of sporting events that involve competitive running, jumping, throwing, and walking
** Track and field, a sub-category of the above sport
* Athletics (physical culture), competi ...
and martial arts. The first part of madrasa-based education is estimated from the first day of " nabuwwat" to the first portion of the Umayyad Caliphate
The Umayyad Caliphate (661–750 CE; , ; ar, ٱلْخِلَافَة ٱلْأُمَوِيَّة, al-Khilāfah al-ʾUmawīyah) was the second of the four major caliphates established after the death of Muhammad. The caliphate was ruled by th ...
. At the beginning of the Caliphate
A caliphate or khilāfah ( ar, خِلَافَة, ) is an institution or public office under the leadership of an Islamic steward with the title of caliph (; ar, خَلِيفَة , ), a person considered a political-religious successor to th ...
period, the reliance on courts
A court is any person or institution, often as a government institution, with the authority to adjudicate legal disputes between parties and carry out the administration of justice in civil, criminal, and administrative matters in accorda ...
initially confined sponsorship and scholarly activities to major centres.
In the early history of the Islamic period, teaching was generally carried out in mosques rather than in separate specialized institutions. Although some major early mosques like the Great Mosque of Damascus
The Umayyad Mosque ( ar, الجامع الأموي, al-Jāmiʿ al-Umawī), also known as the Great Mosque of Damascus ( ar, الجامع الدمشق, al-Jāmiʿ al-Damishq), located in the old city of Damascus, the capital of Syria, is one of the ...
or the Mosque of Amr ibn al-As
The Mosque of Amr ibn al-As ( ar, جامع عمرو بن العاص), or Taj al-Jawame' ( ar, تاج الجوامِع, lit=Crown of Mosques), or Masjid Ahl ar-Rayah ( ar, مسجد اهل الرّاية, lit=Mosque of the Banner Bearers), or Ja ...
in Cairo
Cairo ( ; ar, القاهرة, al-Qāhirah, ) is the Capital city, capital of Egypt and its largest city, home to 10 million people. It is also part of the List of urban agglomerations in Africa, largest urban agglomeration in Africa, List of ...
had separate rooms which were devoted to teaching, this distinction between "mosque" and "madrasa" was not very present. Notably, the al-Qarawiyyin
The University of al-Qarawiyyin ( ar, جامعة القرويين; ber, ⵜⴰⵙⴷⴰⵡⵉⵜ ⵏ ⵍⵇⴰⵕⴰⵡⵉⵢⵉⵏ; french: Université Al Quaraouiyine), also written Al-Karaouine or Al Quaraouiyine, is a university located in ...
(''Jāmiʻat al-Qarawīyīn''), established in 859 in the city of Fes
Fez or Fes (; ar, فاس, fās; zgh, ⴼⵉⵣⴰⵣ, fizaz; french: Fès) is a city in northern inland Morocco and the capital of the Fès-Meknès administrative region. It is the second largest city in Morocco, with a population of 1.11 mi ...
, present-day Morocco
Morocco (),, ) officially the Kingdom of Morocco, is the westernmost country in the Maghreb region of North Africa. It overlooks the Mediterranean Sea to the north and the Atlantic Ocean to the west, and has land borders with Algeria t ...
, is considered the oldest university in the world by some scholars,while other scholars have argued that this distinction belongs to the University of al-Qarawiyyin
The University of al-Qarawiyyin ( ar, جامعة القرويين; ber, ⵜⴰⵙⴷⴰⵡⵉⵜ ⵏ ⵍⵇⴰⵕⴰⵡⵉⵢⵉⵏ; french: Université Al Quaraouiyine), also written Al-Karaouine or Al Quaraouiyine, is a university located in ...
, also founded in 859.
*
*Kettani, M. Ali. ''Engineering Education in the Arab World''. Middle East Journal, 1974, 28(4):441. though the application of the term "university" to institutions of the medieval Muslim world is disputed. Verger, Jacques: "Patterns", in: Ridder-Symoens, Hilde de (ed.): ''A History of the University in Europe. Vol. I: Universities in the Middle Ages'', Cambridge University Press, 2003, , pp. 35–76 (35): According to tradition, the al-Qarawiyyin mosque was founded by ', the daughter of a wealthy merchant named . This was later followed by the Fatimid
The Fatimid Caliphate was an Ismaili Shi'a caliphate extant from the tenth to the twelfth centuries AD. Spanning a large area of North Africa, it ranged from the Atlantic Ocean in the west to the Red Sea in the east. The Fatimids, a dyna ...
establishment of al-Azhar Mosque
Al-Azhar Mosque ( ar, الجامع الأزهر, al-Jāmiʿ al-ʾAzhar, lit=The Resplendent Congregational Mosque, arz, جامع الأزهر, Gāmiʿ el-ʾazhar), known in Egypt simply as al-Azhar, is a mosque in Cairo, Egypt in the histori ...
in 969–970 in Cairo, initially as a center to promote Isma'ili
Isma'ilism ( ar, الإسماعيلية, al-ʾIsmāʿīlīyah) is a branch or sub-sect of Shia Islam. The Isma'ili () get their name from their acceptance of Imam Isma'il ibn Jafar as the appointed spiritual successor ( imām) to Ja'far al- ...
teachings, which later became a Sunni institution under Ayyubid rule (today's Al-Azhar University).Jonathan Berkey, ''The Transmission of Knowledge in Medieval Cairo'' (Princeton: Princeton University Press, 1992), ''passim'' By the 900s AD, the Madrasa is noted to have become a successful higher education system.
The development of the formal ''madrasah''
In the late 11th century, during the late ʻAbbāsid period, theSeljuk Seljuk or Saljuq (سلجوق) may refer to:
* Seljuk Empire (1051–1153), a medieval empire in the Middle East and central Asia
* Seljuk dynasty (c. 950–1307), the ruling dynasty of the Seljuk Empire and subsequent polities
* Seljuk (warlord) (di ...
vizier created one of the first major official academic institutions known in history as the , based on the informal ' (sessions of the shaykhs). , who would later be murdered by the Assassins
An assassin is a person who commits targeted murder.
Assassin may also refer to:
Origin of term
* Someone belonging to the medieval Persian Ismaili order of Assassins
Animals and insects
* Assassin bugs, a genus in the family ''Reduviida ...
('), created a system of state madrasas (in his time they were called the Niẓāmiyyahs, named after him) in various Seljuk and ʻAbbāsid cities at the end of the 11th century, ranging from Mesopotamia
Mesopotamia ''Mesopotamíā''; ar, بِلَاد ٱلرَّافِدَيْن or ; syc, ܐܪܡ ܢܗܪ̈ܝܢ, or , ) is a historical region of Western Asia situated within the Tigris–Euphrates river system, in the northern part of the ...
to Khorasan. Although madrasa-type institutions appear to have existed in Iran before Nizam al-Mulk, this period is nonetheless considered by many as the starting point for the proliferation of the formal ''madrasah'' across the rest of the Muslim world, adapted for use by all four different Sunni Islamic legal schools and Sufi orders. Part of the motivation for this widespread adoption of the madrasah by Sunni rulers and elites was a desire to counter the influence and spread of Shi'ism
Shīʿa Islam or Shīʿīsm is the second-largest Islamic schools and branches, branch of Islam. It holds that the Prophets and messengers in Islam, Islamic prophet Muhammad in Islam, Muhammad designated Ali, ʿAlī ibn Abī Ṭālib as his S ...
at the time, by using these institutions to spread Sunni teachings.
Dimitri Gutas
Dimitri Gutas ( el, Δημήτρης Γούτας; born 1945, in Cairo) is an American Arabist and Hellenist specialized in medieval Islamic philosophy, who serves as professor emeritus of Arabic and Islamic Studies in the Department of Near East ...
and the '' Stanford Encyclopedia of Philosophy'' consider the period between the 11th and 14th centuries to be the "Golden Age
The term Golden Age comes from Greek mythology, particularly the '' Works and Days'' of Hesiod, and is part of the description of temporal decline of the state of peoples through five Ages, Gold being the first and the one during which the G ...
" of Arabic and Islamic philosophy
Islamic philosophy is philosophy that emerges from the Islamic tradition. Two terms traditionally used in the Islamic world are sometimes translated as philosophy—falsafa (literally: "philosophy"), which refers to philosophy as well as logic, ...
, initiated by al-Ghazali
Al-Ghazali ( – 19 December 1111; ), full name (), and known in Persian-speaking countries as Imam Muhammad-i Ghazali (Persian: امام محمد غزالی) or in Medieval Europe by the Latinized as Algazelus or Algazel, was a Persian poly ...
's successful integration of logic into the curriculum and the subsequent rise of Avicennism. In addition to religious subjects, they sometimes taught the "rational sciences," as varied as mathematics, astronomy
Astronomy () is a natural science that studies celestial objects and phenomena. It uses mathematics, physics, and chemistry in order to explain their origin and evolution. Objects of interest include planets, moons, stars, nebulae, g ...
, astrology
Astrology is a range of divinatory practices, recognized as pseudoscientific since the 18th century, that claim to discern information about human affairs and terrestrial events by studying the apparent positions of celestial objects. Di ...
, geography
Geography (from Greek: , ''geographia''. Combination of Greek words ‘Geo’ (The Earth) and ‘Graphien’ (to describe), literally "earth description") is a field of science devoted to the study of the lands, features, inhabitants, an ...
, alchemy
Alchemy (from Arabic: ''al-kīmiyā''; from Ancient Greek: χυμεία, ''khumeía'') is an ancient branch of natural philosophy, a philosophical and protoscientific tradition that was historically practiced in China, India, the Muslim world, ...
, philosophy, magic, and occultism, depending on the curriculum of the specific institution in question. The madrasas, however, were not centres of advanced scientific study; scientific advances in Islam were usually carried out by scholars working under the patronage of royal courts. During the Islamic Golden Age
The Islamic Golden Age was a period of cultural, economic, and scientific flourishing in the history of Islam, traditionally dated from the 8th century to the 14th century. This period is traditionally understood to have begun during the reign ...
, the territories under the Caliphate experienced a growth in literacy
Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing" with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use. In other words, hum ...
, having the highest literacy rate of the Middle Ages
In the history of Europe, the Middle Ages or medieval period lasted approximately from the late 5th to the late 15th centuries, similar to the post-classical period of global history. It began with the fall of the Western Roman Empire ...
, comparable to classical Athens' literacy in antiquity but on a much larger scale. The emergence of the maktab and madrasa institutions played a fundamental role in the relatively high literacy rates of the medieval Islamic world.
Under the Anatolian Seljuk, Zengid
The Zengid dynasty was a Muslim dynasty of Oghuz Turkic origin, which ruled parts of the Levant and Upper Mesopotamia on behalf of the Seljuk Empire and eventually seized control of Egypt in 1169. In 1174 the Zengid state extended from Tripoli ...
, Ayyubid, and Mamluk
Mamluk ( ar, مملوك, mamlūk (singular), , ''mamālīk'' (plural), translated as "one who is owned", meaning " slave", also transliterated as ''Mameluke'', ''mamluq'', ''mamluke'', ''mameluk'', ''mameluke'', ''mamaluke'', or ''marmeluke'') ...
dynasties (11th-16th centuries) in the Middle East, many of the ruling elite founded madrasas through a religious endowment and charitable trust known as a ''waqf
A waqf ( ar, وَقْف; ), also known as hubous () or '' mortmain'' property is an inalienable charitable endowment under Islamic law. It typically involves donating a building, plot of land or other assets for Muslim religious or charitab ...
''.Behrens-Abouseif, Doris. 2007. ''Cairo of the Mamluks: A History of Architecture and its Culture''. Cairo: The American University in Cairo Press. The first documented madrasa created in Syria was the Madrasa of Kumushtakin, added to a mosque in Bosra
Bosra ( ar, بُصْرَىٰ, Buṣrā), also spelled Bostra, Busrana, Bozrah, Bozra and officially called Busra al-Sham ( ar, بُصْرَىٰ ٱلشَّام, Buṣrā al-Shām), is a town in southern Syria, administratively belonging to the Dara ...
in 1136. One of the earliest madrasas in Damascus, and one of the first madrasas to be accompanied by the tomb of its founder, is the Madrasa al-Nuriyya (or Madrasa al-Kubra) founded by Nur al-Din in 1167–1172. After Salah ad-Din (Saladin) overthrew the Shi'a Fatimids in Egypt in 1171, he founded a Sunni madrasa near the tomb of al-Shafi'i
Abū ʿAbdillāh Muḥammad ibn Idrīs al-Shāfiʿī ( ar, أَبُو عَبْدِ ٱللهِ مُحَمَّدُ بْنُ إِدْرِيسَ ٱلشَّافِعِيُّ, 767–19 January 820 CE) was an Arab Muslim theologian, writer, and schol ...
in Cairo in 1176–1177, introducing this institution to Egypt. The Mamluks who succeeded the Ayyubids built many more madrasas across their territories. Not only was the madrasa a potent symbol of status for its patrons but it could also be an effective means of transmitting wealth and status to their descendants. Especially during the Mamluk period, when only former slaves ('' mamālīk'') could assume power, the sons of the ruling Mamluk elites were unable to inherit. Guaranteed positions within the new madrasas (and other similar foundations) thus allowed them to maintain some status and means of living even after their fathers' deaths. Madrasas built in this period were often associated with the mausoleums of their founders.
Further west, the Hafsid dynasty introduced the first madrasas to Ifriqiya, beginning with the Madrasa al-Shamma῾iyya built in Tunis in 1238 (or in 1249 according to some sources). By the late 13th century, the first madrasas were being built in Morocco
Morocco (),, ) officially the Kingdom of Morocco, is the westernmost country in the Maghreb region of North Africa. It overlooks the Mediterranean Sea to the north and the Atlantic Ocean to the west, and has land borders with Algeria t ...
under the Marinid dynasty, starting with the Saffarin Madrasa )
, image=Place es Seffarine (588955430).jpg
, caption=A part of the madrasa courtyard
, location= Fez, Morocco
, coordinates=
, geo=
, religious_affiliation=Islam
, rite=
, sect = Sunni
, region=
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, statu ...
in Fes (founded in 1271) and culminating with much larger and more ornate constructions like the Bou Inania Madrasa
The Madrasa Bou Inania (; ) is a madrasa in Fes, Morocco, built in 1350–55 CE by Abu Inan Faris. It is the only madrasa in Morocco which also functioned as a congregational mosque. It is widely acknowledged as a high point of Marinid archi ...
(founded in 1350).
During the Ottoman period
The Ottoman Empire, * ; is an archaic version. The definite article forms and were synonymous * and el, Оθωμανική Αυτοκρατορία, Othōmanikē Avtokratoria, label=none * info page on book at Martin Luther University) ...
the ''medrese'' ( Turkish word for ''madrasah'') was a common institution as well, often part of a larger ''külliye
A külliye ( ota, كلية) is a complex of buildings associated with Turkish architecture centered on a mosque and managed within a single institution, often based on a waqf (charitable foundation) and composed of a madrasa, a Dar al-Shifa ("c ...
'' or a ''waqf''-based religious foundation which included other elements like a mosque and a ''hammam
A hammam ( ar, حمّام, translit=ḥammām, tr, hamam) or Turkish bath is a type of steam bath or a place of public bathing associated with the Islamic world. It is a prominent feature in the Islamic culture, culture of the Muslim world and ...
'' (public bathhouse). The following excerpt provides a brief synopsis of the historical origins and starting points for the teachings that took place in the Ottoman madrasas in the Early Modern Period:
Islamic education in the madrasa
The term "Islamic education" means education in the light of Islam itself, which is rooted in the teachings of theQur'an
The Quran (, ; Standard Arabic: , Quranic Arabic: , , 'the recitation'), also romanized Qur'an or Koran, is the central religious text of Islam, believed by Muslims to be a revelation from God. It is organized in 114 chapters (pl.: , s ...
- the holy book of the Muslims. Islamic education and Muslim education are not the same. Because Islamic education has epistemological integration which is founded on Tawhid
Tawhid ( ar, , ', meaning "unification of God in Islam (Allāh)"; also romanized as ''Tawheed'', ''Tawhid'', ''Tauheed'' or ''Tevhid'') is the indivisible oneness concept of monotheism in Islam. Tawhid is the religion's central and single m ...
- Oneness or monotheism
Monotheism is the belief that there is only one deity, an all-supreme being that is universally referred to as God. Cross, F.L.; Livingstone, E.A., eds. (1974). "Monotheism". The Oxford Dictionary of the Christian Church (2 ed.). Oxford: Oxfo ...
. To Islam, the Quran is the core of all learning, it is described in this journal as the “Spine of all discipline”
A typical Islamic school usually offers two courses of study: a ' course teaching memorization of the Qur'an
The Quran (, ; Standard Arabic: , Quranic Arabic: , , 'the recitation'), also romanized Qur'an or Koran, is the central religious text of Islam, believed by Muslims to be a revelation from God. It is organized in 114 chapters (pl.: , s ...
(the person who commits the entire Qur'an to memory is called a ); and an course leading the candidate to become an accepted scholar in the community. A regular curriculum includes courses in Arabic
Arabic (, ' ; , ' or ) is a Semitic language spoken primarily across the Arab world.Semitic languages: an international handbook / edited by Stefan Weninger; in collaboration with Geoffrey Khan, Michael P. Streck, Janet C. E.Watson; Walter ...
, ''tafsir
Tafsir ( ar, تفسير, tafsīr ) refers to exegesis, usually of the Quran. An author of a ''tafsir'' is a ' ( ar, مُفسّر; plural: ar, مفسّرون, mufassirūn). A Quranic ''tafsir'' attempts to provide elucidation, explanation, in ...
'' (Qur'anic interpretation), (Islamic law), hadith
Ḥadīth ( or ; ar, حديث, , , , , , , literally "talk" or "discourse") or Athar ( ar, أثر, , literally "remnant"/"effect") refers to what the majority of Muslims believe to be a record of the words, actions, and the silent approva ...
, mantiq (logic), and Muslim history
Muslims ( ar, المسلمون, , ) are people who adhere to Islam, a monotheistic religion belonging to the Abrahamic tradition. They consider the Quran, the foundational religious text of Islam, to be the verbatim word of the God of Abrah ...
. In the Ottoman Empire
The Ottoman Empire, * ; is an archaic version. The definite article forms and were synonymous * and el, Оθωμανική Αυτοκρατορία, Othōmanikē Avtokratoria, label=none * info page on book at Martin Luther University) ...
, during the Early Modern Period, the study of hadiths was introduced by Süleyman I. Depending on the educational demands, some madrasas also offer additional advanced courses in Arabic literature
Arabic literature ( ar, الأدب العربي / ALA-LC: ''al-Adab al-‘Arabī'') is the writing, both as prose and poetry, produced by writers in the Arabic language. The Arabic word used for literature is '' Adab'', which is derived from ...
, English and other foreign languages, as well as science and world history. Ottoman madrasas along with religious teachings also taught "styles of writing, grammar, syntax, poetry, composition, natural sciences, political sciences, and etiquette."
People of all ages attend, and many often move on to becoming imams. The certificate of an ''ʻālim'', for example, requires approximately twelve years of study. A good number of the ''ḥuffāẓ'' (plural of ''ḥāfiẓ'') are the product of the madrasas. The madrasas also resemble colleges, where people take evening classes and reside in dormitories. An important function of the madrasas is to admit orphans and poor children in order to provide them with education and training. Madrasas may enroll female students; however, they study separately from the men.
Education in historical madrasas
Elementary education
In the medieval Islamic world, an elementary school (for children or for those learning to read) was known as a 'Islamic philosopher
Islamic philosophy is philosophy that emerges from the Islamic tradition. Two terms traditionally used in the Islamic world are sometimes translated as philosophy—falsafa (literally: "philosophy"), which refers to philosophy as well as logi ...
and teacher (known as ''Avicenna'' in the West), in one of his books, wrote a chapter about the ' entitled "The Role of the Teacher in the Training and Upbringing of Children," as a guide to teachers working at ' schools. He wrote that children can learn better if taught in classes instead of individual tuition
Tuition payments, usually known as tuition in American English and as tuition fees in Commonwealth English, are fees charged by education institutions for instruction or other services. Besides public spending (by governments and other public bo ...
from private tutor
TUTOR, also known as PLATO Author Language, is a programming language developed for use on the PLATO system at the University of Illinois at Urbana-Champaign beginning in roughly 1965. TUTOR was initially designed by Paul Tenczar for use in ...
s, and he gave a number of reasons for why this is the case, citing the value of competition and emulation
Emulation may refer to:
*Emulation (computing), imitation of behavior of a computer or other electronic system with the help of another type of system
:*Video game console emulator, software which emulates video game consoles
*Gaussian process em ...
among pupils, as well as the usefulness of group discussions and debate
Debate is a process that involves formal discourse on a particular topic, often including a moderator and audience. In a debate, arguments are put forward for often opposing viewpoints. Debates have historically occurred in public meetings, a ...
s. described the curriculum of a ' school in some detail, describing the curricula for two stages of education in a ' school.
Primary education
wrote that children should be sent to a ' school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote, they should be taught the Qur'an,Islamic metaphysics
Islamic philosophy is philosophy that emerges from the Islamic tradition. Two terms traditionally used in the Islamic world are sometimes translated as philosophy—falsafa (literally: "philosophy"), which refers to philosophy as well as logic, ...
, Arabic, literature
Literature is any collection of written work, but it is also used more narrowly for writings specifically considered to be an art form, especially prose fiction, drama, and poetry. In recent centuries, the definition has expanded to include ...
, Islamic ethics, and manual skills (which could refer to a variety of practical skills).
Secondary education
refers to the secondary education stage of ' schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching,medicine
Medicine is the science and practice of caring for a patient, managing the diagnosis, prognosis, prevention, treatment, palliation of their injury or disease, and promoting their health. Medicine encompasses a variety of health care pr ...
, geometry
Geometry (; ) is, with arithmetic, one of the oldest branches of mathematics. It is concerned with properties of space such as the distance, shape, size, and relative position of figures. A mathematician who works in the field of geometry is ...
, trade and commerce, craftsmanship Workmanship is a human attribute relating to knowledge and skill at performing a task. Workmanship is also a quality imparted to a product. The type of work may include the creation of handcrafts, art, writing, machinery and other products.
Workman ...
, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.
Higher education
During its formative period, the term ' referred to a higher education institution, whose curriculum initially included only the "religious sciences", whilst philosophy and the secular sciences were often excluded.Toby E. Huff (2003), ''The Rise of Early Modern Science: Islam, China and the West'', Cambridge University Press
Cambridge University Press is the university press of the University of Cambridge. Granted letters patent by King Henry VIII in 1534, it is the oldest university press in the world. It is also the King's Printer.
Cambridge University Pre ...
, pp. 77–8 The curriculum slowly began to diversify, with many later madrasas teaching both the religious and the "secular sciences", such as logic
Logic is the study of correct reasoning. It includes both formal and informal logic. Formal logic is the science of deductively valid inferences or of logical truths. It is a formal science investigating how conclusions follow from premise ...
, mathematics and philosophy. Some madrasas further extended their curriculum to history
History (derived ) is the systematic study and the documentation of the human activity. The time period of event before the invention of writing systems is considered prehistory. "History" is an umbrella term comprising past events as well ...
, politics
Politics (from , ) is the set of activities that are associated with making decisions in groups, or other forms of power relations among individuals, such as the distribution of resources or status. The branch of social science that stud ...
, ethics
Ethics or moral philosophy is a branch of philosophy that "involves systematizing, defending, and recommending concepts of right and wrong behavior".''Internet Encyclopedia of Philosophy'' The field of ethics, along with aesthetics, concer ...
, music
Music is generally defined as the art of arranging sound to create some combination of form, harmony, melody, rhythm or otherwise expressive content. Exact definitions of music vary considerably around the world, though it is an aspe ...
, metaphysics
Metaphysics is the branch of philosophy that studies the fundamental nature of reality, the first principles of being, identity and change, space and time, causality, necessity, and possibility. It includes questions about the nature of conscio ...
, medicine
Medicine is the science and practice of caring for a patient, managing the diagnosis, prognosis, prevention, treatment, palliation of their injury or disease, and promoting their health. Medicine encompasses a variety of health care pr ...
, astronomy
Astronomy () is a natural science that studies celestial objects and phenomena. It uses mathematics, physics, and chemistry in order to explain their origin and evolution. Objects of interest include planets, moons, stars, nebulae, g ...
and chemistry. The curriculum of a was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madrasas were established throughout the Islamic world, examples being the ninth century University of al-Qarawiyyin
The University of al-Qarawiyyin ( ar, جامعة القرويين; ber, ⵜⴰⵙⴷⴰⵡⵉⵜ ⵏ ⵍⵇⴰⵕⴰⵡⵉⵢⵉⵏ; french: Université Al Quaraouiyine), also written Al-Karaouine or Al Quaraouiyine, is a university located in ...
, the tenth century al-Azhar University (the most famous), the eleventh century , as well as 75 madrasas in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260. Many more were also established in the Andalusian cities of Córdoba, Seville
Seville (; es, Sevilla, ) is the capital and largest city of the Spanish autonomous community of Andalusia and the province of Seville. It is situated on the lower reaches of the River Guadalquivir, in the southwest of the Iberian Peninsula ...
, Toledo, Granada (Madrasah of Granada
The Madrasa of Granada ( es, Madraza de Granada, also known as the Palacio de la Madraza or the Madrasa Yusufiyya, ) was a madrasa in Granada, Andalusia, Spain. It was founded in 1349 by the Nasrid monarch Yusuf I, Sultan of Granada.Murcia
Murcia (, , ) is a city in south-eastern Spain, the capital and most populous city of the autonomous community of the Region of Murcia, and the seventh largest city in the country. It has a population of 460,349 inhabitants in 2021 (about one ...
, Almería
Almería (, , ) is a city and municipality of Spain, located in Andalusia. It is the capital of the province of the same name. It lies on southeastern Iberia on the Mediterranean Sea. Caliph Abd al-Rahman III founded the city in 955. The city g ...
, Valencia
Valencia ( va, València) is the capital of the autonomous community of Valencia and the third-most populated municipality in Spain, with 791,413 inhabitants. It is also the capital of the province of the same name. The wider urban area al ...
and Cádiz
Cádiz (, , ) is a city and port in southwestern Spain. It is the capital of the Province of Cádiz, one of eight that make up the autonomous community of Andalusia.
Cádiz, one of the oldest continuously inhabited cities in Western Europe, ...
during the Caliphate of Córdoba
The Caliphate of Córdoba ( ar, خلافة قرطبة; transliterated ''Khilāfat Qurṭuba''), also known as the Cordoban Caliphate was an Islamic state ruled by the Umayyad dynasty from 929 to 1031. Its territory comprised Iberia and parts o ...
.
In the Ottoman Empire during the early modern period, "Madaris were divided into lower and specialised levels, which reveals that there was a sense of elevation in school. Students who studied in the specialised schools after completing courses in the lower levels became known as ''danişmends''."
Mosques were more than a place of worship as they were also utilized as an area to host community transactions of business. It was the center of most of a city's social and cultural life. Along with this came trades of information and teachings. As the mosque was a starting ground for religious discourse in the Islamic world, these ''madrasas'' became more common. In this context, a madrasa would be referred to as a localized area or center within the mosque for studies and teachings relating the Quran. Among the first advanced topics featured at a ''madrasa'' was Islamic law
Sharia (; ar, شريعة, sharīʿa ) is a body of religious law that forms a part of the Islamic tradition. It is derived from the religious precepts of Islam and is based on the sacred scriptures of Islam, particularly the Quran and the ...
. There was a premium fee required to study Islamic law, which was sometimes fronted by state or private subsidiaries. The topics of this higher education also expanded larger than the Islamic time and area. Arab translations of Greco-Roman classical texts were often examined for mathematical and grammatical discourse. Since the focus of theology and legal study was utmost, specified law schools began their own development. On the theological side however, these remained mainly at the general ''madrasa'' since it was more common and easier for the lower-level students to approach. The requirement of competent teachers to keep a madrasa up and running was also important. It was not uncommon for these scholars to be involved in multiple fields such as Abd al-Latif who was an expert in medicine, grammar, linguistics, law, alchemy, and philosophy. The choice of freedom in inquiry was also important. Muslim higher education at ''madrasas'' offered not only mastery in specified fields but also a more generalized, broader option.
In Muslim India, the ''madrasa'' started off as providing higher education similarly to other parts of the Islamic world. The primary function for these institutions was to train and prepare workers for bureaucratic work as well as the judicial system. The curriculum generally consisted of logic, philosophy, law, history, politics, and particularly religious sciences, later incorporating more of mathematics, astronomy, geography, and medicine. ''Madrasas'' were often subsidized and founded by states or private individuals, and well-qualified teachers filled in the role for professors. Foundations of Islamic higher education in India is tied to the establishment of the Delhi Sultanate in 1206 which set a basis of importance for Muslim education. Under control of the Delhi Sultanate, two early important madrasas were founded. The first was the Mu’zziyya named after Muḥammad Ghuri of the Ghorid Dynasty and his title of Muʿizz al-Dīn and founded by Sultan Iltutmish. The other ''madrasa'' was the Nāṣiriyya, named after Nāṣir al-Dīn Maḥmūd and built by Balban. These two ''madrasas'' bear importance as a starting point for higher education for Muslim India. Babur of the Mughal Empire
The Mughal Empire was an early-modern empire that controlled much of South Asia between the 16th and 19th centuries. Quote: "Although the first two Timurid emperors and many of their noblemen were recent migrants to the subcontinent, the d ...
founded a ''madrasa'' in Delhi which he specifically included the subjects of mathematics, astronomy, and geography besides the standard subjects of law, history, secular and religious sciences. Although little is known about the management and inner workings of these places of Islamic higher education, religious studies bore the focus amongst most other subjects, particularly the rational sciences such as mathematics, logic, medicine, and astronomy. Although some tried to emphasize these subjects more, it is doubtful that every ''madrasa'' made this effort.
While "" can now refer to any type of school, the term ' was originally used to refer more specifically to a medieval Islamic centre of learning, mainly teaching Islamic law
Sharia (; ar, شريعة, sharīʿa ) is a body of religious law that forms a part of the Islamic tradition. It is derived from the religious precepts of Islam and is based on the sacred scriptures of Islam, particularly the Quran and the ...
and theology
Theology is the systematic study of the nature of the divine and, more broadly, of religious belief. It is taught as an academic discipline, typically in universities and seminaries. It occupies itself with the unique content of analyzing the ...
, usually affiliated with a mosque, and funded by an early charitable trust known as ''waqf''.
Law school
Madrasas were largely centred on the study of ' (Islamic jurisprudence). The '' '' ("licence to teach and issue legal opinions") in the medieval Islamic legal education system had its origins in the ninth century after the formation of the '' '' (schools of jurisprudence). George Makdisi considers the ' to be the origin of the European doctorate. However, in an earlier article, he considered the ' to be of "fundamental difference" to the medieval doctorate, since the former was awarded by an individual teacher-scholar not obliged to follow any formal criteria, whereas the latter was conferred on the student by the collective authority of the faculty.George Makdisi: "Madrasa and University in the Middle Ages", ''Studia Islamica'', No. 32 (1970), pp. 255-264 (260) To obtain an ', a student "had to study in a guild school of law, usually four years for the basic undergraduate course" and ten or more years for apost-graduate
Postgraduate or graduate education refers to academic or professional degrees, certificates, diplomas, or other qualifications pursued by post-secondary students who have earned an undergraduate ( bachelor's) degree.
The organization and stru ...
course. The "doctorate was obtained after an oral examination to determine the originality of the candidate's theses", and to test the student's "ability to defend them against all objections, in disputations set up for the purpose." These were scholarly exercises practised throughout the student's "career as a graduate student of law." After students completed their post-graduate education, they were awarded ''ijaza''s giving them the status of '' '' 'scholar of jurisprudence', '' '' 'scholar competent in issuing fatwā
A fatwā ( ; ar, فتوى; plural ''fatāwā'' ) is a legal ruling on a point of Islamic law (''sharia'') given by a qualified '' Faqih'' (Islamic jurist) in response to a question posed by a private individual, judge or government. A jurist ...
s', and ' 'teacher'.
The Arabic term ' was awarded to Islamic scholars who were qualified to teach. According to Makdisi, the Latin title ''licentia docendi'' 'licence to teach' in the European university may have been a translation of the Arabic, but the underlying concept was very different. A significant difference between the ' and the ''licentia docendi'' was that the former was awarded by the individual scholar-teacher, while the latter was awarded by the chief official of the university, who represented the collective faculty, rather than the individual scholar-teacher.
Much of the study in the college centred on examining whether certain opinions of law were orthodox. This scholarly process of "determining orthodoxy began with a question which the Muslim layman, called in that capacity ', presented to a jurisconsult
A jurist is a person with expert knowledge of law; someone who analyses and comments on law. This person is usually a specialist legal scholar, mostly (but not always) with a formal qualification in law and often a legal practitioner. In the U ...
, called ''mufti
A Mufti (; ar, مفتي) is an Islamic jurist qualified to issue a nonbinding opinion (''fatwa'') on a point of Islamic law (''sharia''). The act of issuing fatwas is called ''iftāʾ''. Muftis and their ''fatwas'' played an important role ...
'', soliciting from him a response, called '' fatwa'', a legal opinion (the religious law of Islam covers civil
Civil may refer to:
*Civic virtue, or civility
*Civil action, or lawsuit
* Civil affairs
*Civil and political rights
*Civil disobedience
*Civil engineering
*Civil (journalism), a platform for independent journalism
*Civilian, someone not a membe ...
as well as religious matters). The ''mufti'' (professor of legal opinions) took this question, studied it, researched it intensively in the sacred scriptures, in order to find a solution to it. This process of scholarly research was called '' '', literally, the exertion of one's efforts to the utmost limit."
Medical school
ThoughIslamic medicine
In the history of medicine, "Islamic medicine" is the science of medicine developed in the Middle East, and usually written in Arabic, the ''lingua franca'' of Islamic civilization.
Islamic medicine adopted, systematized and developed the medi ...
was most often taught at the bimaristan teaching hospitals, there were also several medical madrasas dedicated to the teaching of medicine. For example, of the 155 madrasa colleges in 15th century Damascus, three of them were medical schools.
Toby Huff argues that no medical degrees were granted to students, as there was no faculty that could issue them, and that therefore, no system of examination and certification developed in the Islamic tradition like that of medieval Europe. However, the historians Andrew C. Miller, Nigel J. Shanks and Dawshe Al-Kalai point out that, during this era, physician licensure became mandatory in the Abbasid Caliphate
The Abbasid Caliphate ( or ; ar, الْخِلَافَةُ الْعَبَّاسِيَّة, ') was the third caliphate to succeed the Islamic prophet Muhammad. It was founded by a dynasty descended from Muhammad's uncle, Abbas ibn Abdul-Muttalib ...
. In 931 AD, Caliph Al-Muqtadir learned of the death of one of his subjects as a result of a physician's error. He immediately ordered his muhtasib
A muḥtasib ( ar, محتسب, from the root ''ḥisbah'', or "accountability"Sami Zubaida (2005), Law and Power in the Islamic World, , pages 58-60) was "a holder of the office of al-hisbah in classical Islamic administrations", according to Ox ...
Sinan ibn Thabit
( ar, أبو سعيد سنان بن ثابت بن قرة), –943, was a medieval scholar who served as the court physician of the Abbasid caliphs al-Muqtadir (), al-Qahir (), and al-Radi ().
As the son of Thabit ibn Qurra () and the father of Ib ...
to examine and prevent doctors from practicing until they passed an examination. From this time on, licensing exams were required and only qualified physicians were allowed to practice medicine. The study of Medicine and many other sciences that took place in Madrasas made large contributions to western societies in later years.
In the Early Modern Period in the Ottoman Empire, "Suleyman I added new curriculums sic'to the Ottoman medreses of which one was medicine, which alongside studying of the was given highest rank."
Madrasa and university
:''Note: The word ' ( ar, جامعة) simply means 'university'. For more information, seeIslamic university
The term "Islamic university" ( ar, الجامعة الإسلامية, ''Jami'ah Islamiyah''), sometimes called madrasah jāmiʿah ( ar, مدرسة جامعة), can be used to describe secular educational institutions that were founded by people ...
(disambiguation).''
Scholars like Arnold H. Green
Arnold H. Green (July 1940 - July 24, 2019) was a history professor retired from teaching at Brigham Young University, where he specialized in the modern history of the Middle East, especially the eras of European colonization and of decolonizati ...
and Seyyed Hossein Nasr
Seyyed Hossein Nasr (; fa, سید حسین نصر, born April 7, 1933) is an Iranian philosopher and University Professor of Islamic studies at George Washington University.
Born in Tehran, Nasr completed his education in Iran and the United St ...
have argued that, starting in the tenth century, some medieval Islamic madrasas indeed became universities
A university () is an institution of higher (or tertiary) education and research which awards academic degrees in several academic disciplines. Universities typically offer both undergraduate and postgraduate programs. In the United States, ...
. However, scholars like George Makdisi
George Abraham Makdisi was born in Detroit, Michigan, on May 15, 1920. He died in Media, Pennsylvania, on September 6, 2002. He was a professor of oriental studies. He studied first in the United States, and later in Lebanon. He then graduated in 1 ...
, Toby Huff and Norman Daniel argue that the European medieval university
A medieval university was a corporation organized during the Middle Ages for the purposes of higher education. The first Western European institutions generally considered to be universities were established in present-day Italy (including the ...
has no parallel in the medieval Islamic world.Toby Huff, ''Rise of Early Modern Science: Islam, China and the West'', 2nd ed., Cambridge 2003, , p. 133-139, 149-159, 179-189 Darleen Pryds questions this view, pointing out that madrasas and European universities in the Mediterranean region shared similar foundations by princely patrons and were intended to provide loyal administrators to further the rulers' agenda. Some other scholars regard the university as uniquely European in origin and characteristics.
Al-Qarawīyīn University in Fez
Fez most often refers to:
* Fez (hat), a type of felt hat commonly worn in the Ottoman Empire
* Fez, Morocco (or Fes), the second largest city of Morocco
Fez or FEZ may also refer to:
Media
* ''Fez'' (Frank Stella), a 1964 painting by the moder ...
, present-day Morocco
Morocco (),, ) officially the Kingdom of Morocco, is the westernmost country in the Maghreb region of North Africa. It overlooks the Mediterranean Sea to the north and the Atlantic Ocean to the west, and has land borders with Algeria t ...
is recognised by many historians as the oldest degree-granting university in the world, having been founded in 859 as a mosque by Fatima al-Fihri.Kettani, M. Ali. ''Engineering Education in the Arab World''. Middle East Journal, 1974, 28(4):441. While the madrasa college could also issue degrees at all levels, the ''jāmiʻah''s (such as al-Qarawīyīn and al-Azhar University) differed in the sense that they were larger institutions, more universal in terms of their complete source of studies, had individual faculties for different subjects, and could house a number of mosques, madrasas, and other institutions within them. Such an institution has thus been described as an "Islamic university".
Al-Azhar University, founded in Cairo, Egypt in 975 by the Ismaʻīlī Shīʻī Fatimid dynasty
The Fatimid dynasty () was an Isma'ili Shi'a dynasty of Arab descent that ruled an extensive empire, the Fatimid Caliphate, between 909 and 1171 CE. Claiming descent from Fatima and Ali, they also held the Isma'ili imamate, claiming to be the r ...
as a ', had individual faculties for a theological seminary
A seminary, school of theology, theological seminary, or divinity school is an educational institution for educating students (sometimes called ''seminarians'') in scripture, theology, generally to prepare them for ordination to serve as clergy ...
, Islamic law
Sharia (; ar, شريعة, sharīʿa ) is a body of religious law that forms a part of the Islamic tradition. It is derived from the religious precepts of Islam and is based on the sacred scriptures of Islam, particularly the Quran and the ...
and jurisprudence
Jurisprudence, or legal theory, is the theoretical study of the propriety of law. Scholars of jurisprudence seek to explain the nature of law in its most general form and they also seek to achieve a deeper understanding of legal reasoning a ...
, Arabic grammar
Arabic grammar or Arabic language sciences ( ar, النحو العربي ' or ar, عُلُوم اللغَة العَرَبِيَّة ') is the grammar of the Arabic language. Arabic is a Semitic language and its grammar has many similarities with ...
, Islamic astronomy
Islamic astronomy comprises the astronomical developments made in the Islamic world, particularly during the Islamic Golden Age (9th–13th centuries), and mostly written in the Arabic language. These developments mostly took place in the Middle ...
, early Islamic philosophy and logic in Islamic philosophy
Early Islamic law placed importance on formulating standards of argument, which gave rise to a "novel approach to logic" ( ''manṭiq'' "speech, eloquence") in Kalam (Islamic scholasticism).
However, with the rise of the Mu'tazili philosophers, wh ...
. In the second half of the 19th century in Egypt, Muslim Egyptians began to attend secular schools, and a movement arose in the late 19th to the early 20th century to ''modernize'' al-Azhar. The postgraduate doctorate in law was only obtained after "an oral examination to determine the originality of the candidate's theses", and to test the student's "ability to defend them against all objections, in disputations set up for the purpose." ‘Abd al-Laṭīf al-Baghdādī also delivered lectures on Islamic medicine
In the history of medicine, "Islamic medicine" is the science of medicine developed in the Middle East, and usually written in Arabic, the ''lingua franca'' of Islamic civilization.
Islamic medicine adopted, systematized and developed the medi ...
at al-Azhar, while Maimonides
Musa ibn Maimon (1138–1204), commonly known as Maimonides (); la, Moses Maimonides and also referred to by the acronym Rambam ( he, רמב״ם), was a Sephardic Jewish philosopher who became one of the most prolific and influential Tora ...
delivered lectures on medicine and astronomy there during the time of Saladin
Yusuf ibn Ayyub ibn Shadi () ( – 4 March 1193), commonly known by the epithet Saladin,, ; ku, سهلاحهدین, ; was the founder of the Ayyubid dynasty. Hailing from an ethnic Kurdish family, he was the first of both Egypt and ...
. Another early ' was the Niẓāmīyah of Baghdād (founded 1091), which has been called the "largest university of the Medieval world." Mustansiriya University
Mustansiriyah University (Arabic: الجامعة المستنصرية) is a university in Baghdad, Iraq.
History
The original Mustansiriya Madrasah was established in 1227 (or 1232/34 A.D. by some accounts) by the Abbasid Caliph Al-Mustansir ...
, established by the ʻAbbāsid caliph
A caliphate or khilāfah ( ar, خِلَافَة, ) is an institution or public office under the leadership of an Islamic steward with the title of caliph (; ar, خَلِيفَة , ), a person considered a political-religious successor to th ...
al-Mustanṣir in 1227, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences. Madrasas by the 11th century had buildings and full time working educators. These educators were provided with places to live inside the madrasas. The institutions by this time occumulated a wide spread of attendance among the population. The attraction of the educational institution was that it provided free education for everyone in attendance. Furthermore, sciences at madrasas were indeed taught, and much of the material was from well-known scholars of the sciences such as Nasir al-Din al-Tusi, who was the “most famous and most successful” editor of the Shi’i law, kalam philosophy which include mathematic works and astrology.
However, the classification of madrasas as "universities" is disputed on the question of understanding of each institution on its own terms. In madrasas, the '' ijāzahs'' were only issued in one field, the Islamic religious law of , and in no other field of learning. Other academic subjects, including the natural sciences, philosophy and literary studies, were only treated "ancillary" to the study of the Sharia. For example, at least in Sunni madrasas, astronomy was only studied (if at all) to supply religious needs, like the time for prayer. This is why Ptolemaic astronomy was considered adequate, and is still taught in some modern day madrasas. The Islamic law undergraduate degree from al-Azhar, the most prestigious madrasa, was traditionally granted without final examinations, but on the basis of the students' attentive attendance to courses. In contrast to the medieval doctorate which was granted by the collective authority of the faculty, the Islamic degree was not granted by the teacher to the pupil based on any formal criteria, but remained a "personal matter, the sole prerogative of the person bestowing it; no one could force him to give one".
Although there is a sort of validity to what was just mentioned in this section, more specifically in the previous paragraph, other sources also convey that an emphasis on the teaching of sciences in madrasas, and the licensing of '' ijāzahs'' to those who proved satisfactory in the knowledge of their specific scientific field of study, were indeed conducted. It is historically inaccurate to definitively mention that all forms of science were studied solely for the advancement/supplication of religious needs. This can be evident when one further examines the specific fields of secular sciences that have achieved an established position in madrasa curriculum. Such fields included the sciences of mathematics, medicine and pharmacology, natural philosophy, divination, magic, and alchemy (The last three being clumped up into one set of coursework). To support the claims mentioned earlier in this section, it has been noted that '' ijāzahs'' are not issued to these sciences as much as they are to religious studies, yet at the same time, there is no evidence fully supporting that none were given to these subjects. Clear examples of the issuing of such '' ijāzahs'' can be seen in numerous manuscripts, or more specifically, in Shams al-Din al-Sakhawi's multiple collections of manuscript titles and biographies. Further evidence of this was illustrated by al-Sakhawi
Shams al-Dīn Muḥammad ibn ‘Abd al-Raḥmān al-Sakhāwī ( ar, شمس الدين محمد بن عبدالرحمن السخاوي, 1428/831 AH – 1497/902 AH) was a reputable Shafi‘i Muslim hadith scholar and historian who was born in Cair ...
. He mentioned that in places like Syria and Egypt, it has been suggested that public performances of knowledge, which its conduction was required for one to finally receive their '' ijāzah,'' included mathematics in its content. There are plenty of other examples of the issuance of ''ijazahs'' for scientific subjects. Ali b. Muhammad al-Qalasadi, a prominent mathematician in his day, was mentioned to be responsible for giving his students an '' ijāzah'' to teach his mathematical treatise on the dust letters. Ibn al-Nafis gave an ''ijazah
An ''ijazah'' ( ar, الإِجازَة, "permission", "authorization", "license"; plural: ''ijazahs'' or ''ijazat'') is a license authorizing its holder to transmit a certain text or subject, which is issued by someone already possessing such au ...
'' to his student al-Quff for proving sufficient in knowledge of his commentary on the medical book, ''On the Nature of Man
''On the Nature of Man'' is a work in the Hippocratic Corpus. ''On the Nature of Man'' is attributed to Polybus (physician), Polybus, the son in law and disciple of Hippocrates, through a testimony from Aristotle's ''History of Animals''.However, a ...
''. In addition, a copy of a commentary on Hunayn b. Ishaq's, ''Problems of Medicine for Students,'' managed to show that one of its readers had sufficient knowledge in the medical text, ''Synopses of the Alexandrians.'' Later on in this commentary, an ''ijazah
An ''ijazah'' ( ar, الإِجازَة, "permission", "authorization", "license"; plural: ''ijazahs'' or ''ijazat'') is a license authorizing its holder to transmit a certain text or subject, which is issued by someone already possessing such au ...
'', issued by a physician from Damscus, was present to confirm that one was indeed issued here for said student. Qutb al-Din al-Shirazi
Qotb al-Din Mahmoud b. Zia al-Din Mas'ud b. Mosleh Shirazi (1236–1311) ( fa, قطبالدین محمود بن ضیاالدین مسعود بن مصلح شیرازی) was a 13th-century Persian polymath and poet who made contributions to a ...
was a student of Nasir al-Din al-Tusi who was considered to be a proficient polymath, astronomer, philosopher, and physician who issued an ''ijazah
An ''ijazah'' ( ar, الإِجازَة, "permission", "authorization", "license"; plural: ''ijazahs'' or ''ijazat'') is a license authorizing its holder to transmit a certain text or subject, which is issued by someone already possessing such au ...
'' to Najm al-Milla wa-l-Din M. b. M. b. Abi Bakr al-Tabrizi. This license was very extensive, allowing him to teach religious, philosophical, and even medical texts like Ibn Sina's first book in his ''Canon of Medicine
''The Canon of Medicine'' ( ar, القانون في الطب, italic=yes ''al-Qānūn fī al-Ṭibb''; fa, قانون در طب, italic=yes, ''Qanun-e dâr Tâb'') is an encyclopedia of medicine in five books compiled by Persian physician-phi ...
''. These are just a few select/historical examples of the issuance of ''ijazah
An ''ijazah'' ( ar, الإِجازَة, "permission", "authorization", "license"; plural: ''ijazahs'' or ''ijazat'') is a license authorizing its holder to transmit a certain text or subject, which is issued by someone already possessing such au ...
s'' for scientific subjects, thereby proving that such licenses were indeed issued along with those regarding religious studies. There are many more examples of this that are not listed on this page, but can easily be found. When taking this evidence into account, one may then reasonably assume that the presence, teaching, and licensing of certain sciences in madrasas has been historically underrepresented. This information, along with some of what is discussed in the following sections/paragraphs on this page, may now hopefully help one in identifying whether or not madrasas can indeed be classified as "Universities". However, arguments for why they should not be classified as such will later be proposed as well.
Medievalist specialists who define the university as a legally autonomous corporation disagree with the term "university" for the Islamic madrasas and ''jāmi‘ah''s because the medieval university
A medieval university was a corporation organized during the Middle Ages for the purposes of higher education. The first Western European institutions generally considered to be universities were established in present-day Italy (including the ...
(from Latin ''universitas'') was structurally different, being a legally autonomous corporation rather than a ''waqf
A waqf ( ar, وَقْف; ), also known as hubous () or '' mortmain'' property is an inalienable charitable endowment under Islamic law. It typically involves donating a building, plot of land or other assets for Muslim religious or charitab ...
'' institution like the madrasa and '. Despite the many similarities, medieval specialists have coined the term "Islamic college" for madrasa and ' to differentiate them from the legally autonomous corporations that the medieval European universities were. In a sense, the madrasa resembles a university college
In a number of countries, a university college is a college institution that provides tertiary education but does not have full or independent university status. A university college is often part of a larger university. The precise usage varies ...
in that it has most of the features of a university, but lacks the corporate element. Toby Huff summarises the difference as follows:
As Muslim institutions of higher learning, the madrasa had the legal designation of waqf
A waqf ( ar, وَقْف; ), also known as hubous () or '' mortmain'' property is an inalienable charitable endowment under Islamic law. It typically involves donating a building, plot of land or other assets for Muslim religious or charitab ...
. In central and eastern Islamic lands, the view that the madrasa, as a charitable endowment, will remain under the control of the donor (and their descendant), resulted in a "spurt" of establishment of madrasas in the 11th and 12th centuries. However, in Western Islamic lands, where the Maliki
The ( ar, مَالِكِي) school is one of the four major schools of Islamic jurisprudence within Sunni Islam. It was founded by Malik ibn Anas in the 8th century. The Maliki school of jurisprudence relies on the Quran and hadiths as primary ...
views prohibited donors from controlling their endowment, madrasas were not as popular. Unlike the corporate
A corporation is an organization—usually a group of people or a company—authorized by the state to act as a single entity (a legal entity recognized by private and public law "born out of statute"; a legal person in legal context) and r ...
designation of Western institutions of higher learning, the waqf designation seemed to have led to the exclusion of non-orthodox religious subjects such a philosophy and natural science from the curricula. The madrasa of al-Qarawīyīn, one of the two surviving madrasas that predate the founding of the earliest medieval universities
A medieval university was a corporation organized during the Middle Ages for the purposes of higher education. The first Western European institutions generally considered to be universities were established in present-day Italy (including the ...
and are thus claimed to be the "first universities" by some authors, has acquired official university status as late as 1947. The other, al-Azhar, did acquire this status in name and essence only in the course of numerous reforms during the 19th and 20th century, notably the one of 1961 which introduced non-religious subjects to its curriculum, such as economics, engineering, medicine, and agriculture. Many medieval universities were run for centuries as Christian cathedral school
Cathedral schools began in the Early Middle Ages as centers of advanced education, some of them ultimately evolving into medieval universities. Throughout the Middle Ages and beyond, they were complemented by the monastic schools. Some of these ...
s or monastic school
Monastic schools ( la, Scholae monasticae) were, along with cathedral schools, the most important institutions of higher learning in the Latin West from the early Middle Ages until the 12th century. Since Cassiodorus's educational program, the st ...
s prior to their formal establishment as ''universitas scholarium''; evidence of these immediate forerunners of the university dates back to the sixth century AD, thus well preceding the earliest madrasas. George Makdisi, who has published most extensively on the topic concludes in his comparison between the two institutions:
Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including "the fact that we still talk of professors holding the 'chairman' of their subject" being based on the "traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him", the term ' academic circles' being derived from the way in which Islamic students "sat in a circle around their professor", and terms such as "having 'fellow
A fellow is a concept whose exact meaning depends on context.
In learned or professional societies, it refers to a privileged member who is specially elected in recognition of their work and achievements.
Within the context of higher education ...
s', 'reading
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling ...
' a subject, and obtaining 'degrees', can all be traced back" to the Islamic concepts of ' (' companions, as of Muhammad'), ' ('reading aloud the Qur'an') and '' '' ('licence o teach
O, or o, is the fifteenth letter and the fourth vowel letter in the Latin alphabet, used in the modern English alphabet, the alphabets of other western European languages and others worldwide. Its name in English is ''o'' (pronounced ), pl ...
) respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include "practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom
Academic freedom is a moral and legal concept expressing the conviction that the freedom of inquiry by faculty members is essential to the mission of the academy as well as the principles of academia, and that scholars should have freedom to teac ...
are also modelled on Islamic custom." The Islamic scholarly system of '' '' and '' '', meaning opinion and consensus respectively, formed the basis of the "scholarly system the West has practised in university scholarship from the Middle Ages down to the present day." According to Makdisi and Goddard, "the idea of academic freedom" in universities was also "modelled on Islamic custom" as practised in the medieval Madrasa system from the ninth century. Islamic influence was "certainly discernible in the foundation of the first deliberately planned university" in Europe, the University of Naples Federico II
The University of Naples Federico II ( it, Università degli Studi di Napoli Federico II) is a public university in Naples, Italy. Founded in 1224, it is the oldest public non-sectarian university in the world, and is now organized into 26 depar ...
founded by Frederick II, Holy Roman Emperor in 1224.
However, all of these facets of medieval university life are considered by other scholars to be independent medieval European developments with no necessary Islamic influence. Norman Daniel criticizes Makdisi for overstating his case by simply resting on "the accumulation of close parallels" while failing to point to convincing channels of transmission between the Muslim and Christian world.Norman Daniel: Review of "The Rise of Colleges. Institutions of Learning in Islam and the West by George Makdisi", Journal of the American Oriental Society, Vol. 104, No. 3 (Jul. - Sep., 1984), pp. 586-588 (586f.) Daniel also points out that the Arab equivalent of the Latin disputation, the ''taliqa'', was reserved for the ruler's court, not the madrasa, and that the actual differences between Islamic fiqh
''Fiqh'' (; ar, فقه ) is Islamic jurisprudence. Muhammad-> Companions-> Followers-> Fiqh.
The commands and prohibitions chosen by God were revealed through the agency of the Prophet in both the Quran and the Sunnah (words, deeds, and ...
and medieval European civil law were profound. The taliqa only reached Islamic Spain, the only likely point of transmission, after the establishment of the first medieval universities. Moroever, there is no Latin translation of the taliqa and, most importantly, no evidence of Latin scholars ever showing awareness of Arab influence on the Latin method of disputation, something they would have certainly found noteworthy. Rather, it was the medieval reception of the Greek Organon
The ''Organon'' ( grc, Ὄργανον, meaning "instrument, tool, organ") is the standard collection of Aristotle's six works on logical analysis and dialectic. The name ''Organon'' was given by Aristotle's followers, the Peripatetics.
The six ...
which set the scholastic sic et non
{{Italic title
''Sic et Non'', an early scholasticism, scholastic text whose title translates from Medieval Latin as ''"Yes and No"'', was written by Peter Abelard. In the work, Abelard juxtaposes apparently contradictory quotations from the Churc ...
in motion. Daniel concludes that resemblances in method had more to with the two religions having "common problems: to reconcile the conflicting statements of their own authorities, and to safeguard the data of revelation from the impact of Greek philosophy
Ancient Greek philosophy arose in the 6th century BC, marking the end of the Greek Dark Ages. Greek philosophy continued throughout the Hellenistic period and the period in which Greece and most Greek-inhabited lands were part of the Roman Empi ...
"; thus Christian scholasticism and similar Arab concepts should be viewed in terms of a parallel occurrence, not of the transmission of ideas from one to the other,Norman Daniel: Review of "The Rise of Colleges. Institutions of Learning in Islam and the West by George Makdisi", Journal of the American Oriental Society, Vol. 104, No. 3 (Jul. - Sep., 1984), pp. 586-588 (587) a view shared by Hugh Kennedy. Toby Huff, in a discussion of Makdisi's hypothesis, argues:
George Saliba
George Saliba (Arabic: جورج صليبا) is a Lebanese-American Professor of Arabic and Islamic Science at the Department of Middle Eastern, South Asian, and African Studies, Columbia University, New York, USA, where he has been since 1979 ...
criticized Huff's views regarding the legal autonomy of European universities and limited curriculum of Madrasahs, demonstrating that there were many Madrasahs dedicated to the teaching of non-religious subjects and arguing that Madrasahs generally had greater legal autonomy than medieval European universities. According to Saliba, Madrasahs "were fully protected from interference in their curriculum by the very endowments that established them in the first place." Examples include the Dakhwariyya madrasah in Damascus, which was dedicated to medicine, a subject also taught at Islamic hospitals; the Madrasah established by Kamal al-Din Ibn Man`a (d. 1242) in Mosul
Mosul ( ar, الموصل, al-Mawṣil, ku, مووسڵ, translit=Mûsil, Turkish: ''Musul'', syr, ܡܘܨܠ, Māwṣil) is a major city in northern Iraq, serving as the capital of Nineveh Governorate. The city is considered the second larg ...
which taught astronomy, music
Music is generally defined as the art of arranging sound to create some combination of form, harmony, melody, rhythm or otherwise expressive content. Exact definitions of music vary considerably around the world, though it is an aspe ...
, and the Old the New Testament
The New Testament grc, Ἡ Καινὴ Διαθήκη, transl. ; la, Novum Testamentum. (NT) is the second division of the Christian biblical canon. It discusses the teachings and person of Jesus, as well as events in first-century Chri ...
s; Ulugh Beg
Mīrzā Muhammad Tāraghay bin Shāhrukh ( chg, میرزا محمد طارق بن شاہ رخ, fa, میرزا محمد تراغای بن شاہ رخ), better known as Ulugh Beg () (22 March 1394 – 27 October 1449), was a Timurid sultan, as ...
's Madrasah in Samarqand
fa, سمرقند
, native_name_lang =
, settlement_type = City
, image_skyline =
, image_caption = Clockwise from the top: Registan square, Shah-i-Zinda necropolis, Bibi-Khanym Mosque, view inside Shah-i-Zin ...
which taught astronomy
Astronomy () is a natural science that studies celestial objects and phenomena. It uses mathematics, physics, and chemistry in order to explain their origin and evolution. Objects of interest include planets, moons, stars, nebulae, g ...
; and Shi`i madrasahs in Iran
Iran, officially the Islamic Republic of Iran, and also called Persia, is a country located in Western Asia. It is bordered by Iraq and Turkey to the west, by Azerbaijan and Armenia to the northwest, by the Caspian Sea and Turkmeni ...
which taught astronomy along with religious studies. According to Saliba:
Female education
Prior to the 12th century, women accounted for less than one percent of the world's Islamic scholars. However,al-Sakhawi
Shams al-Dīn Muḥammad ibn ‘Abd al-Raḥmān al-Sakhāwī ( ar, شمس الدين محمد بن عبدالرحمن السخاوي, 1428/831 AH – 1497/902 AH) was a reputable Shafi‘i Muslim hadith scholar and historian who was born in Cair ...
and Mohammad Akram Nadwi
Mohammad Akram Nadwi (born c. 1963) is an Islamic scholar and the Dean of Cambridge Islamic College, principal of Al-Salam Institute, and an Honorary Visiting Fellow at the Markfield Institute of Higher Education. He is the author of the 43 vo ...
have since found evidence of over 8,000 female scholars since the 15th century. al-Sakhawi devotes an entire volume of his 12-volume biographical dictionary
A biographical dictionary is a type of encyclopedic dictionary limited to biographical information. Many attempt to cover the major personalities of a country (with limitations, such as living persons only, in ''Who's Who'', or deceased people onl ...
' to female scholars, giving information on 1,075 of them. More recently, the scholar Mohammad Akram Nadwi, currently a researcher from the Oxford Centre for Islamic Studies
The Oxford Centre for Islamic Studies (OCIS) was founded in 1985. It is a centre for the advanced study of Islam and Muslim societies located in Oxford, England, and a registered educational charity. Its Patron is The Prince of Wales. In 2012 it ...
, has written 40 volumes on the (the women scholars of hadith), and found at least 8,000 of them.
From around 750, during the Abbasid Caliphate
The Abbasid Caliphate ( or ; ar, الْخِلَافَةُ الْعَبَّاسِيَّة, ') was the third caliphate to succeed the Islamic prophet Muhammad. It was founded by a dynasty descended from Muhammad's uncle, Abbas ibn Abdul-Muttalib ...
, women "became renowned for their brains as well as their beauty". In particular, many well known women of the time were trained from childhood in music
Music is generally defined as the art of arranging sound to create some combination of form, harmony, melody, rhythm or otherwise expressive content. Exact definitions of music vary considerably around the world, though it is an aspe ...
, dancing and poetry
Poetry (derived from the Greek ''poiesis'', "making"), also called verse, is a form of literature that uses aesthetic and often rhythmic qualities of language − such as phonaesthetics, sound symbolism, and metre − to evoke meanings i ...
. Mahbuba was one of these. Another female (albeit probably fictional) figure to be remembered for her achievements was Tawaddud, "a slave girl who was said to have been bought at great cost by because she had passed her examinations by the most eminent scholars in astronomy
Astronomy () is a natural science that studies celestial objects and phenomena. It uses mathematics, physics, and chemistry in order to explain their origin and evolution. Objects of interest include planets, moons, stars, nebulae, g ...
, medicine
Medicine is the science and practice of caring for a patient, managing the diagnosis, prognosis, prevention, treatment, palliation of their injury or disease, and promoting their health. Medicine encompasses a variety of health care pr ...
, law
Law is a set of rules that are created and are enforceable by social or governmental institutions to regulate behavior,Robertson, ''Crimes against humanity'', 90. with its precise definition a matter of longstanding debate. It has been vario ...
, philosophy, music
Music is generally defined as the art of arranging sound to create some combination of form, harmony, melody, rhythm or otherwise expressive content. Exact definitions of music vary considerably around the world, though it is an aspe ...
, history
History (derived ) is the systematic study and the documentation of the human activity. The time period of event before the invention of writing systems is considered prehistory. "History" is an umbrella term comprising past events as well ...
, Arabic grammar
Arabic grammar or Arabic language sciences ( ar, النحو العربي ' or ar, عُلُوم اللغَة العَرَبِيَّة ') is the grammar of the Arabic language. Arabic is a Semitic language and its grammar has many similarities with ...
, literature
Literature is any collection of written work, but it is also used more narrowly for writings specifically considered to be an art form, especially prose fiction, drama, and poetry. In recent centuries, the definition has expanded to include ...
, theology
Theology is the systematic study of the nature of the divine and, more broadly, of religious belief. It is taught as an academic discipline, typically in universities and seminaries. It occupies itself with the unique content of analyzing the ...
and chess
Chess is a board game for two players, called White and Black, each controlling an army of chess pieces in their color, with the objective to checkmate the opponent's king. It is sometimes called international chess or Western chess to dist ...
". Moreover, among the most prominent feminine figures was Shuhda who was known as "the Scholar" or "the Pride of Women" during the 12th century in Baghdad
Baghdad (; ar, بَغْدَاد , ) is the capital of Iraq and the second-largest city in the Arab world after Cairo. It is located on the Tigris near the ruins of the ancient city of Babylon and the Sassanid Persian capital of Ctesiphon. I ...
. Despite the recognition of women's aptitudes during the Abbasid dynasty, all these came to an end in Iraq
Iraq,; ku, عێراق, translit=Êraq officially the Republic of Iraq, '; ku, کۆماری عێراق, translit=Komarî Êraq is a country in Western Asia. It is bordered by Turkey to the north, Iran to the east, the Persian Gulf and K ...
with the sack of Baghdad
The siege of Baghdad was a siege that took place in Baghdad in 1258, lasting for 13 days from January 29, 1258 until February 10, 1258. The siege, laid by Ilkhanate Mongol forces and allied troops, involved the investment, capture, and sack of ...
in 1258.
According to the Sunni scholar in the 12th century, there were opportunities for female education
Female education is a catch-all term of a complex set of issues and debates surrounding education (primary education, secondary education, tertiary education, and health education in particular) for girls and women. It is frequently called girl ...
in the medieval Islamic world, writing that women could study, earn ''ijazah
An ''ijazah'' ( ar, الإِجازَة, "permission", "authorization", "license"; plural: ''ijazahs'' or ''ijazat'') is a license authorizing its holder to transmit a certain text or subject, which is issued by someone already possessing such au ...
s'' ( academic degrees), and qualify as scholars and teachers. This was especially the case for learned and scholarly families, who wanted to ensure the highest possible education for both their sons and daughters. Ibn ʻAsakir had himself studied under 80 different female teachers in his time. Female education in the Islamic world was inspired by Muhammad's wives
Thirteen women were married to the Islamic prophet Muhammad. Muslims use the term ''Umm al-Mu'minin'' ( ar, أم ٱلْمُؤْمِنِين; meaning 'Mother of the Believers') prominently before or after referring to them as a sign of respect ...
, such as Khadijah
Khadija, Khadeeja or Khadijah ( ar, خديجة, Khadīja) is an Arabic feminine given name, the name of Khadija bint Khuwaylid, first wife of the Islamic prophet Muhammad. In 1995, it was one of the three most popular Arabic feminine names in th ...
, a successful businesswoman, and 'A'isha, a strong leader and interpreter of the Prophet's actions. According to a hadith attributed both to Muhammad and 'A'isha, the women of Medina were praiseworthy because of their desire for religious knowledge: Although female madrasas did exist before the 1970s large strides were made is regards to female education. After the 1970s a large increase in total female madrasas took place expanded very rapidly across the region.
While it was not common for women to enroll as students in formal classes, it was common for women to attend informal lectures and study sessions at mosques, madrasas and other public places. While there were no legal restrictions on female education, some men did not approve of this practice, such as Muhammad ibn al-Hajj (d. 1336) who was appalled at the behaviour of some women who informally audited
An audit is an "independent examination of financial information of any entity, whether profit oriented or not, irrespective of its size or legal form when such an examination is conducted with a view to express an opinion thereon.” Auditing ...
lectures in his time:
The term '' '' is often translated as 'that which is indecent', which usually meant the exposure of anything other than a woman's face and hands, although scholarly interpretations of the ' and have always tended to vary, with some more or less strict than others.Women played an important role in the foundations of many Islamic educational institutions, such as Fatima al-Fihri's founding of the al-Qarawiyyin
The University of al-Qarawiyyin ( ar, جامعة القرويين; ber, ⵜⴰⵙⴷⴰⵡⵉⵜ ⵏ ⵍⵇⴰⵕⴰⵡⵉⵢⵉⵏ; french: Université Al Quaraouiyine), also written Al-Karaouine or Al Quaraouiyine, is a university located in ...
mosque in 859, which later developed into a madrasa. The role of female patrons was also evident during the Ayyubid dynasty in the 12th and 13th centuries, when 160 mosques and madrasas were established in Damascus, 26 of which were funded by women through the ''waqf'' (charitable trust) system. Half of all the royal patrons for these institutions were also women. Royal women were also major patrons of culture and architecture in the Ottoman Empire, founding many ''külliye''s (religious and charitable complexes) that included madrasas.
In the 20th century in Indonesia, madrasas founded by women played an important role in increasing educational standards in the country. In November 1923, Rahmah el Yunusiyah
Rahmah el Yunusiyah ( Van Ophuijsen Spelling Rahmah el Joenoesijah, 26 October 1900 – 26 February 1969) was a Dutch East Indies and Indonesian politician, educator, and activist for women's education. Born into a prominent family of Islamic s ...
opened a school located in Padang Panjang called or . This school is generally thought to be the first Muslim religious school in the country for young girls. El Yunusiyah, a deeply religious woman, believed that Islam demanded a central role for women and women's education. The school gained considerable popularity and by the end of the 1930s had as many as five hundred students. The scholar Audrey Kahin calls ''Diniyah Putri'' "one of the most successful and influential of the schools for women" in pre-independence Indonesia.
While madrasas continue to play a pivotal role in the education of many, including young girls, there are still some cultural norms that find their way into the hallways and classrooms of these institutions. In article from 2021, Hem Borker, a professor at Jamia Millia Islamia, had the opportunity to travel to India and see the daily life of girls at a residential madrasa. In these madrasas in Northern India, young girls have the ability to receive an education, however, many of the practices within these institutions can be seen as very restrictive or at least by Western standards. Many madrasas that enroll girls act as "purdah institutions." In Persian, purdah translates to curtain or cover. With respect to these madrasas in Northern India, a purdah institution is an institution in which there are several guidelines female students must adhere to as a way to cover themselves both physically and culturally, These restrictions are based on the students' gender and create a segregation of sorts. Girls are expected to wear veils over their faces and cover their entire bodies as a means of dressing modestly by cultural standards. In addition to the clothes that these girls wear, the physical building itself also adheres to the ideals of a purdah institution. Classrooms and hallways are separated by gender in order to prevent fraternization. Within many of these madrasas, even the windows are lined with metal grills in order to prevent students from looking to the outside as well as to prevent people on the outside to look inward. In addition to the physical layout of the building, there are a series of rules female students must adhere to. Some of these rules include girls must lower their head and their voice when addressing their male counterparts. As they pass windows, even with barriers blocking most of their view to the outside and blocking the view of those on the outside, they are expected to lower their gaze. Going back to the idea of clothing, they must wear a niqāb
A niqāb or niqaab (; ar, نِقاب ', " aceveil"), also called a ruband, ( fa, روبند) is a garment, usually black, that covers the face, worn by some Muslim women as a part of an interpretation of ''hijab'' (i.e. "modest dress"). Musl ...
in order to go outside. Within a cultural context, these rules are very appropriate. In addition to teaching specific subject academic content, institutions such as these purdah madrasas are also incorporating appropriate cultural and societal behavior outside the walls of the building.
Architecture
Architectural origins
Madrasas were generally centered around an interior courtyard and the classical madrasa form generally featured fouriwan
An iwan ( fa, ایوان , ar, إيوان , also spelled ivan) is a rectangular hall or space, usually vaulted, walled on three sides, with one end entirely open. The formal gateway to the iwan is called , a Persian term for a portal projecting ...
s (vaulted chambers open on one side) arranged symmetrically around the courtyard. The origin of this architectural model may have been Buddhist
Buddhism ( , ), also known as Buddha Dharma and Dharmavinaya (), is an Indian religion or philosophical tradition based on teachings attributed to the Buddha. It originated in northern India as a -movement in the 5th century BCE, and ...
monasteries
A monastery is a building or complex of buildings comprising the domestic quarters and workplaces of monastics, monks or nuns, whether living in communities or alone (hermits). A monastery generally includes a place reserved for prayer which ...
in Transoxiana
Transoxiana or Transoxania (Land beyond the Oxus) is the Latin name for a region and civilization located in lower Central Asia roughly corresponding to modern-day eastern Uzbekistan, western Tajikistan, parts of southern Kazakhstan, parts of Tu ...
(Central Asia
Central Asia, also known as Middle Asia, is a subregion, region of Asia that stretches from the Caspian Sea in the west to western China and Mongolia in the east, and from Afghanistan and Iran in the south to Russia in the north. It includes t ...
), of which some early surviving remains demonstrate this type of layout. Another possible origin may have been domestic houses in the region of Khorasan. Practically none of the first madrasas founded under Nizam al-Mulk (Seljuk vizier between 1064 and 1092) have survived, though partial remains of one madrasa in Khargerd, Iran, include an iwan and an inscription attributing it to Nizam al-Mulk. Nonetheless, it is clear that the Seljuks constructed many madrasas across their empire within a relatively short period of time, thus spreading both the idea of this institution and the architectural models on which later examples were based.
Evolution and spread across different regions
Seljuk Anatolia
In contrast to early Iranian Seljuk madrasas, a large number of madrasas from the Anatolian Seljuk Empire (between 1077 and 1308) have survived, and are the closest examples we have of Iranian-influenced early madrasa architecture. However, though each usually included a large central courtyard, their overall layouts were more variable and may have reflected more multi-purpose functions, often with an attached mausoleum, a minaret, and an ornate entrance portal. The courtyards were sometimes covered by a large dome (as with the Karatay Madrasa, founded in 1279, and other madrasas in Konya
Konya () is a major city in central Turkey, on the southwestern edge of the Central Anatolian Plateau, and is the capital of Konya Province. During antiquity and into Seljuk times it was known as Iconium (), although the Seljuks also called it ...
), reflecting an ongoing transition to domed Islamic buildings in Anatolia and later Ottoman architecture
Ottoman architecture is the architectural style that developed under the Ottoman Empire. It first emerged in northwestern Anatolia in the late 13th century and developed from earlier Seljuk Turkish architecture, with influences from Byzantine a ...
.
Syria and Egypt
In Syria and the surrounding region, the earliest madrasas were often relatively small buildings, the earliest example of which is one inBosra
Bosra ( ar, بُصْرَىٰ, Buṣrā), also spelled Bostra, Busrana, Bozrah, Bozra and officially called Busra al-Sham ( ar, بُصْرَىٰ ٱلشَّام, Buṣrā al-Shām), is a town in southern Syria, administratively belonging to the Dara ...
founded in 1136–37. Madrasa architecture in this region appears to have evolved out of Seljuk prototypes. Another early important example is the Madrasa of Nur al-Din from 1167. Under the Ayyubid dynasty madrasas began to take on added importance, with the first madrasa in Egypt (no longer extant) being built by Salah ad-Din (Saladin) in 1180 next to the Mausoleum of Imam al-Shafi'i
The Mausoleum of Imam al-Shafi’i (Arabic: قبة الإمام الشافعي ) is a mausoleum dedicated to Al-Shafi'i, Imam Al-Shafi’i, one of the four Sunni Islam, Sunni Imams who founded the Shafi’i Sunni Islamic school of jurisprudence. L ...
in Cairo's Qarafa Cemetery. As with the earlier Seljuk madrasas, it is likely that these foundations were motivated by a desire to counteract the influence of Isma'ili
Isma'ilism ( ar, الإسماعيلية, al-ʾIsmāʿīlīyah) is a branch or sub-sect of Shia Islam. The Isma'ili () get their name from their acceptance of Imam Isma'il ibn Jafar as the appointed spiritual successor ( imām) to Ja'far al- ...
proselytism
Proselytism () is the policy of attempting to convert people's religious or political beliefs. Proselytism is illegal in some countries.
Some draw distinctions between ''evangelism'' or '' Da‘wah'' and proselytism regarding proselytism as invol ...
and propaganda during the Fatimid Caliphate. Among the surviving Ayyubid madrasas in Egypt are the remains of the Madrasa of al-Kamil (founded by Sultan al-Kamil Ayyub in 1229) and the more important Madrasa al-Salihiyya founded by Sultan al-Salih Ayyub founded in 1242, to which was later attached al-Salih's mausoleum. In Syria, an exceptional example of a monumental madrasa from this period is the al-Firdaws Madrasa
Al-Firdaws Madrasa (), also known as School of Paradise, is a 13th-century complex located southwest of Bab al-Maqam in Aleppo, Syria and consists of a madrasa, mausoleum and other functional spaces. It was established in 1235/36 by Dayfa Khatun ...
in Aleppo. Many more examples from this period, however, have not survived.After the faltering of the Ayyubid dynasty and the transition to the Mamluk Sultanate
The Mamluk Sultanate ( ar, سلطنة المماليك, translit=Salṭanat al-Mamālīk), also known as Mamluk Egypt or the Mamluk Empire, was a state that ruled Egypt, the Levant and the Hejaz (western Arabia) from the mid-13th to early 16t ...
around 1250, the Mamluk
Mamluk ( ar, مملوك, mamlūk (singular), , ''mamālīk'' (plural), translated as "one who is owned", meaning " slave", also transliterated as ''Mameluke'', ''mamluq'', ''mamluke'', ''mameluk'', ''mameluke'', ''mamaluke'', or ''marmeluke'') ...
s became eager patrons of architecture. Many of their projects involved the construction of madrasas as part of larger multi-functional religious complexes, usually attached to their personal mausoleums, which provided services to the general population while also promoting their own prestige and pious reputations. In Egyptian Mamluk architecture
Mamluk architecture was the architectural style under the Mamluk Sultanate (1250–1517), which ruled over Egypt, the Levant, and the Hijaz from their capital, Cairo. Despite their often tumultuous internal politics, the Mamluk sultans were proli ...
, which largely used stone, the madrasa layout generally had two prominent iwans which were aligned to the ''qibla
The qibla ( ar, قِبْلَة, links=no, lit=direction, translit=qiblah) is the direction towards the Kaaba in the Sacred Mosque in Mecca, which is used by Muslims in various religious contexts, particularly the direction of prayer for the ...
'' and faced each other across a central courtyard, while two "lateral" iwans faced each across each on the other two sides of the courtyard. Prominent examples of these include the madrasa of the Sultan Qalawun complex (built in 1284–1285) and the neighbouring complex of his son al-Nasir Muhammad (finished in 1304). One exceptional madrasa, which also served as a mosque and was easily one of the most massive structures of its time, was the monumental Madrasa-Mosque of Sultan Hasan
The Mosque-Madrasa of Sultan Hasan ( ar, مسجد ومدرسة السلطان حسن ) is a monumental mosque and madrasa located in Salah al-Din Square in the Islamic Cairo, historic district of Cairo, Egypt. It was built between 1356 and 1363 du ...
(built from 1356 to 1363), with a large central courtyard surrounded by four enormous iwans. While the unique Madrasa of Sultan Hasan provided instruction in all four Sunni legal schools of thought, most madrasas and mosques in Egypt followed the Shafi'i
The Shafii ( ar, شَافِعِي, translit=Shāfiʿī, also spelled Shafei) school, also known as Madhhab al-Shāfiʿī, is one of the four major traditional schools of religious law (madhhab) in the Sunnī branch of Islam. It was founded by ...
school. Moreover, due to the already dense urban fabric of Cairo, Mamluk architectural complexes adopted increasingly irregular and creatively designed floor plans to compensate for limited space while simultaneously attempting to maximize their prominence and visibility from the street.
While Mamluk architecture outside Cairo was generally of lesser quality and craftsmanship, there were nonetheless many examples. The Madrasa al-Zahiriyya in Damascus, which contains the mausoleum of Sultan Baybars I, is still essentially Ayyubid in style. The city of Tripoli in Lebanon
Lebanon ( , ar, لُبْنَان, translit=lubnān, ), officially the Republic of Lebanon () or the Lebanese Republic, is a country in Western Asia. It is located between Syria to Lebanon–Syria border, the north and east and Israel to Blue ...
also holds a concentration of Mamluk-era architecture, including madrasas. However, the most significant Mamluk archtiectural patronage outside of Cairo is likely in Jerusalem, as with the example of the major al-Ashrafiyya Madrasa on the Temple Mount
The Temple Mount ( hbo, הַר הַבַּיִת, translit=Har haBayīt, label=Hebrew, lit=Mount of the House f the Holy}), also known as al-Ḥaram al-Sharīf (Arabic: الحرم الشريف, lit. 'The Noble Sanctuary'), al-Aqsa Mosque compou ...
(''Haram al-Sharif''), which was rebuilt in its current form by Sultan Qaytbay
Sultan Abu Al-Nasr Sayf ad-Din Al-Ashraf Qaitbay ( ar, السلطان أبو النصر سيف الدين الأشرف قايتباي) (c. 1416/14187 August 1496) was the eighteenth Burji Mamluk Sultan of Egypt from 872 to 901 A.H. (1468–149 ...
in the late 15th century.
Cruciform madrasas, which have a four-iwan plan
An iwan ( fa, ایوان , ar, إيوان , also spelled ivan) is a rectangular hall or space, usually vaulted, walled on three sides, with one end entirely open. The formal gateway to the iwan is called , a Persian term for a portal projectin ...
, came to prominence in Egypt. They also appeared in Syria-Palestine
The Levant () is an approximate historical geographical term referring to a large area in the Eastern Mediterranean region of Western Asia. In its narrowest sense, which is in use today in archaeology and other cultural contexts, it is eq ...
, e.g., Jerusalem's Tankiziyya, Arghūniyya, Ṭashtamuriyya, Muzhiriyya, and Damascus's Ẓāhirīyah.
Maghreb (North Africa)
In northwestern Africa (the ''Maghrib'' or Maghreb
The Maghreb (; ar, الْمَغْرِب, al-Maghrib, lit=the west), also known as the Arab Maghreb ( ar, المغرب العربي) and Northwest Africa, is the western part of North Africa and the Arab world. The region includes Algeria, ...
), including Morocco, Algeria, and Tunisia, madrasas began to be constructed in the 13th century under the Marinid
The Marinid Sultanate was a Berber Muslim empire from the mid-13th to the 15th century which controlled present-day Morocco and, intermittently, other parts of North Africa (Algeria and Tunisia) and of the southern Iberian Peninsula (Spain) ar ...
and Hafsid
The Hafsids ( ar, الحفصيون ) were a Sunni Muslim dynasty of Berber descentC. Magbaily Fyle, ''Introduction to the History of African Civilization: Precolonial Africa'', (University Press of America, 1999), 84. who ruled Ifriqiya (western ...
dynasties. In Tunisia (or Ifriqiya), the earliest Hafsid madrasa was the Madrasa al-Shamma'iyya founded in 1238 (or in 1249 according to some sources). In Morocco, the first madrasa was the Madrasa as-Saffarin built in Fes in 1271, followed by many others constructed around the country. The main architectural highlights among these are the Madrasa as-Sahrij (built in 1321–1328), the Madrasa al-Attarin (built in 1323–1325), and the Madrasa of Salé (completed in 1341), all of which are lavishly decorated with sculpted wood, carved stucco, and ''zellij'' mosaic tilework. The Bou Inania Madrasa
The Madrasa Bou Inania (; ) is a madrasa in Fes, Morocco, built in 1350–55 CE by Abu Inan Faris. It is the only madrasa in Morocco which also functioned as a congregational mosque. It is widely acknowledged as a high point of Marinid archi ...
in Fes, built in 1350–1355, distinguished itself from other madrasas by its size and by being the only madrasa which also officially functioned as a public Jama masjid, Friday mosque. The Marinids also built madrasas in Algeria, particularly in Tlemcen.
In Morocco, madrasas were generally built in brick and wood and were still centered around a main internal courtyard with a central fountain or water basin, around which student dorms were distributed across one or two floors. A prayer hall or mosque chamber usually stood opposite the entrance on one side of the courtyard. The Bou Inania Madrasa in Fes also contained two side-chambers opening off the lateral sides of its courtyard, which may reflect an influence of the older four-iwan layout. However, most other Moroccan madrasas did not have this feature and the courtyards were instead flanked by ornate Gallery (architecture), galleries. By contrast with Mamluk structures to the east, Moroccan and Maghrebi madrasas were not prominently distinguishable from the outside except for an ornate entrance portal decorated with carved wood and stucco. This model continued to be found in later madrasas like the Ben Youssef Madrasa of the 16th century in Marrakesh.
Iran, Iraq, and Central Asia
Very few if any formal madrasas from before the Mongol invasion of Iran, Mongol invasions have survived in Iran. One exception is the Mustansiriya Madrasah, Mustansiriyya Madrasa in Baghdad
Baghdad (; ar, بَغْدَاد , ) is the capital of Iraq and the second-largest city in the Arab world after Cairo. It is located on the Tigris near the ruins of the ancient city of Babylon and the Sassanid Persian capital of Ctesiphon. I ...
, which dates from 1227 and is also the earliest "universal" madrasa, which is to say the first madrasa that taught all four Sunni ''Madhhab, maddhab''s (legal schools of thought). Later, the Mongol Ilkhanate, Ilkhanid dynasty and the many dynasties that followed them (e.g. the Timurid dynasty, Timurids and Safavid Iran, Safavids) nonetheless built numerous monumental madrasas, many of which are excellent examples of Iranian architecture, Iranian Islamic architecture. In some cases, these madrasas were directly attached and integrated into larger mosques, as with those attached to the Shah Mosque (Isfahan), Shah Mosque in Isfahan (17th century). In other cases they were built as more or less separate entities, such as with the Chaharbagh School, Chahar Bagh Madrasa (also in Isfahan, 17th-18th centuries), or the 15th-century Timurid Ulugh Beg Madrasa, Samarkand, Ulugh Beg Madrasa and two other monumental 17th-century madrasas at the Registan complex in Samarkand.
The form of the madrasa does not appear to have changed significantly over time in this region. The Timurid period (late 14th and 15th century), however, was a "golden age" of Iranian madrasas, during which the four-iwan model was made much larger and more monumental, on a par with major mosques, thanks to intense patronage from Timur and his successors. Madrasas in the Iranian architectural tradition continued to be centered around a large square or rectangular courtyard with a central water basin and surrounded by a one or two-story Arcade (architecture), arcade. Either two or four large iwans stood at the ends of the central axes of the courtyard.
Ottoman Empire
Ottoman architecture
Ottoman architecture is the architectural style that developed under the Ottoman Empire. It first emerged in northwestern Anatolia in the late 13th century and developed from earlier Seljuk Turkish architecture, with influences from Byzantine a ...
evolved out of its Anatolian Seljuk predecessors into a particular style. In the classical Ottoman period (15th-16th centuries), the typical form of the madrasa had become a large courtyard surrounded by an arched gallery covered by a series of domes, similar to the ''sahn'' (courtyard) of imperial mosques. Madrasas were generally limited to a main ground floor, and were often built as auxiliary buildings to a central mosque which anchored a ''külliye
A külliye ( ota, كلية) is a complex of buildings associated with Turkish architecture centered on a mosque and managed within a single institution, often based on a waqf (charitable foundation) and composed of a madrasa, a Dar al-Shifa ("c ...
'' or charitable complex. This marked a certain departure from other madrasa styles as it emphasized the feeling of space for its own sake instead of focusing on the practical function of housing as many students as possible within a small area. This is evident in the ''külliye'' complex of Muhammad the Conqueror, Mehmet II Fatih, which included 16 madrasa buildings arranged symmetrically around the Fatih Mosque, Istanbul, Fatih Mosque. The Süleymaniye Mosque, Süleymaniye complex, often considered the apogee of Ottoman architecture, included four madrasas as part of a vast and carefully designed architectural ensemble at the top of one of Istanbul's highest hills.
Madrasas by region
Ottoman Empire
"The first Ottoman Medrese was created in İznik in 1331 and most Ottoman medreses followed the traditions of Sunni Islam." "When an Ottoman sultan established a new medrese, he would invite scholars from the Islamic world—for example, Murad II brought scholars from Persia, such as ʻAlāʼ al-Dīn and Fakhr al-Dīn who helped enhance the reputation of the Ottoman medrese". This reveals that the Islamic world was interconnected in the early modern period as they travelled around to other Islamic states exchanging knowledge. This sense that the Ottoman Empire was becoming modernised through globalization is also recognised by Hamadeh who says: "Change in the eighteenth century as the beginning of a long and unilinear march toward westernisation reflects the two centuries of reformation in sovereign identity."
İnalcık also mentions that while scholars from for example Persia travelled to the Ottomans in order to share their knowledge, Ottomans travelled as well to receive education from scholars of these Islamic lands, such as Egypt, Persia and Turkestan. Hence, this reveals that similar to today's modern world, individuals from the early modern society travelled abroad to receive education and share knowledge and that the world was more interconnected than it seems. Also, it reveals how the system of "schooling" was also similar to today's modern world where students travel abroad to different countries for studies. Examples of Ottoman madrasas are the ones built by Muhammad the Conqueror. He built eight madrasas that were built "on either side of the mosque where there were eight higher madrasas for specialised studies and eight lower medreses, which prepared students for these." The fact that they were built around, or near mosques reveals the religious impulses behind madrasa building and it reveals the interconnectedness between institutions of learning and religion. The students who completed their education in the lower medreses became known as danismends. This reveals that similar to the education system today, the Ottomans' educational system involved different kinds of schools attached to different kinds of levels. For example, there were lower madrasas and specialised ones, and for one to get into the specialised area meant that he had to complete the classes in the lower one in order to adequately prepare himself for higher learning.
This is the rank of madrasas in the Ottoman Empire from the highest ranking to the lowest: (From İnalcık, 167).
# Semniye
# Darulhadis
# Madrasas built by earlier sultans in Bursa.
# Madrasas endowed by great men of state.
Although Ottoman madrasas had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. Often mentioned by critics that madrasas did not include a variety of natural sciences during the time of the Ottoman Empire, madrasas included curriculums that included a wide range of natural sciences. There were many well-known Muslim scholars, mathematicians, and scientists that all worked to teach high-ranking families and children of the sciences. it known that "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As İnalcık mentions: "Those which aid religion are good and sciences like astrology are bad."
However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all primarily concerned with religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" – key word being "divine". İnalcık also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madrasas – schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heavily religious and were not religiously pluralistic, but rather Islamic in nature. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah."Wiesner-Hanks, E. Merry. ''Early Modern Europe 1450–1789''. New York: U of Cambridge P, 2006. Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madrasas were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.
Curricula
As is previously mentioned, religion dominated much of the knowledge and teachings that were endowed upon students. "Religious learning as the only true science, whose sole aim was the understanding of God's word." The following is taken from İnalcık.* A) Calligraphic sciences—such as styles of writing. * B) Oral sciences—such as Arabic language, grammar and syntax. * C) Intellectual sciences—logic in Islamic philosophy. * D) Spiritual sciences—theoretical, such as Islamic theology and mathematics; and practical, such as Islamic ethics and politics.
Social life and the medrese
As with any other country during the Early Modern Period, such as Italy and Spain in Europe, the Ottoman social life was interconnected with the medrese. Medreses were built in as part of a Mosque complex where many programmes, such as aid to the poor through soup kitchens, were held under the infrastructure of a mosque, which reveals the interconnectedness of religion and social life during this period. "The mosques to which medreses were attached, dominated the social life in Ottoman cities."Goffman, Daniel. ''The Ottoman Empire and Early Modern Europe''. United Kingdom: U of Cambridge P, 2002. Social life was not dominated by religion only in the Muslim world of the Ottoman Empire; it was also quite similar to the social life of Europe during this period. As Goffman says: "Just as mosques dominated social life for the Ottomans, churches and synagogues dominated life for the Christians and Jews as well." Hence, social life and the medrese were closely linked, since medreses taught many curricula, such as religion, which highly governed social life in terms of establishing orthodoxy. "They tried moving their developing state toward Islamic orthodoxy." Overall, the fact that mosques contained medreses comes to show the relevance of education to religion in the sense that education took place within the framework of religion and religion established social life by trying to create a common religious orthodoxy. Hence, medreses were simply part of the social life of society as students came to learn the fundamentals of their societal values and beliefs.Maghreb
In northwestern Africa (the ''Maghrib'' or Maghreb
The Maghreb (; ar, الْمَغْرِب, al-Maghrib, lit=the west), also known as the Arab Maghreb ( ar, المغرب العربي) and Northwest Africa, is the western part of North Africa and the Arab world. The region includes Algeria, ...
), including Morocco
Morocco (),, ) officially the Kingdom of Morocco, is the westernmost country in the Maghreb region of North Africa. It overlooks the Mediterranean Sea to the north and the Atlantic Ocean to the west, and has land borders with Algeria t ...
, Algeria, and Tunisia, the appearance of madrasas was delayed until after the fall of the Almohad Caliphate, Almohad dynasty, who espoused a Almohad reforms, reformist doctrine generally considered unorthodox by other Sunnis. As such, it only came to flourish in the region in the 13th century, under the Marinid
The Marinid Sultanate was a Berber Muslim empire from the mid-13th to the 15th century which controlled present-day Morocco and, intermittently, other parts of North Africa (Algeria and Tunisia) and of the southern Iberian Peninsula (Spain) ar ...
and Hafsid
The Hafsids ( ar, الحفصيون ) were a Sunni Muslim dynasty of Berber descentC. Magbaily Fyle, ''Introduction to the History of African Civilization: Precolonial Africa'', (University Press of America, 1999), 84. who ruled Ifriqiya (western ...
dynasties which succeeded them. In Tunisia (or Ifriqiya), the earliest Hafsid madrasa was the ''Madrasat al-Ma'raḍ'', founded in Tunis in 1252 and followed by many others. In Morocco, the first madrasa was the Madrasa as-Saffarin built in Fes in 1271, followed by many others constructed around the country.Kubisch, Natascha (2011). "Maghreb - Architecture" in Hattstein, Markus and Delius, Peter (eds.) ''Islam: Art and Architecture''. h.f.ullmann. The Marinids also built madrasas in Algeria, particularly in Tlemcen.
As elsewhere, rulers in the Maghreb built madrasas to bolster their political legitimacy and that of their dynasty. The Marinids used their patronage of madrasas to cultivate the loyalty of Morocco's influential but independent religious elites and also to portray themselves to the general population as protectors and promoters of orthodox Sunni Islam. Madrasas also served to train the scholars and educated elites who generally operated the state bureaucracy. A number of madrasas also played a supporting role to major learning institutions like the older University of al-Qarawiyyin, Qarawiyyin Mosque-University and the Andalusian Mosque, al-Andalusiyyin Mosque (both located in Fes) because they provided accommodations for students coming from other cities. Many of these students were poor, seeking sufficient education to gain a higher position in their home towns, and the madrasas provided them with basic necessities such as lodging and bread. However, the madrasas were also teaching institutions in their own right and offered their own courses, but usually with much narrower and more limited curriculums than the Qarawiyyin. The Bou Inania Madrasa
The Madrasa Bou Inania (; ) is a madrasa in Fes, Morocco, built in 1350–55 CE by Abu Inan Faris. It is the only madrasa in Morocco which also functioned as a congregational mosque. It is widely acknowledged as a high point of Marinid archi ...
in Fes, distinguished itself from other madrasas by its size and by being the only madrasa which also officially functioned as a public Jama masjid, Friday mosque.
While some historical madrasas in Morocco remained in use well into the 20th century, most are no longer used for their original purpose following the reorganization of the Moroccan education system under French Protectorate in Morocco, French colonial rule and in the period following independence in 1956. Likewise, while some madrasas are still used for learning in Tunisia, many have since been converted to other uses in modern times.
South Asia
Afghanistan
As of early 2021, Afghanistan had some 5000 madrasas registered with the Ministry of Hajj and Religious Affairs (unregistered ones being uncounted) with around 250 in Kabul, including the Darul-Ulom Imam Abu Hanifa which has 200 teachers and 3000 students, and in all, some 380,000 students were enrolled in these government recognized madrasas, including 55,000 girls.Bangladesh
There are three different madrasa education systems in Bangladesh: the original darse nizami system, the redesigned nizami system, and the higher syllabus alia nisab. The first two categories are commonly called Qawmi or non-government madrasas. Amongst them the most notable are Al-Jamiatul Ahlia Darul Ulum Moinul Islam in Hathazari, Al-Jamiah Al-Islamiah Patiya, in Patiya, and Jamia Tawakkulia Renga Madrasah in Sylhet.
In 2006 there were 15,000 registered Qawmi madrasas with the Befaqul Mudarressin of Bangladesh Qawmi Madrasah Education Board, though the figure could be well over double that number if unregistered madrasas were counted.Ahmed, Samina. Testimony of Samina Ahmed to U.S. Senate Foreign Relations Committee
''. 19 Apr 2005. The madrasas regulated by the government through the Bangladesh Madrasah Education Board are called the Alia madrasas and they number some 7,000, offering, in addition to religious instruction, subjects such as English and science, and its graduates often complete their education in secular institutions, to the extent that some 32% of the university teachers in the humanities and the social sciences are graduates of these Alia madrasas.
India
In 2008, India's madrassas were estimated to number between 8000 and 30,000, the state of Uttar Pradesh hosting most of them, estimated by the Indian government to have 10,000 of those back then. The majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madrasas) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Aljamea-tus-Saifiyah (Isma'ilism), Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR ministry of the government of India has recently declared that a Central Madrasa Board would be set up. This will enhance the education system of madrasas in India. Though the madrasas impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir when it de-recognised madrasa education, receiving criticism from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was "ill-designed"= Expansion
= After the establishment of the British Raj and the emergence of Darul Ulum Manazar-e Islam Bareilly Sharif, Indian Muslim Scholars left India to establish madrasas in other regions of the world. Some of the most notable of these madrasas are Darul Ulum Holocombe, which produced scholars such as Shaikh Ibrahim Memon Madani, or Darul Uloom Al-Madania. These offshoot schools symbolise an emotional drive based upon both religion and patriotism that is not evident elsewhere.= In Kerala
= Most of the Muslims of Kerala follow the traditional Shafi'i, Shāfiʿī school of religious law (known in Kerala as the traditionalist 'Sunnis') while a large minority follow modern movements that developed within Sunni Islam.Miller, E. Roland. "Mappila Muslim Culture" State University of New York Press, Albany (2015); p. xi.Miller, R. E. "Mappila" in ''The Encyclopedia of Islam'' Volume VI. Leiden E. J. Brill 1988 p. 458-6/ref> The latter section consists of majority Salafi movement, Salafists (the Mudjahids) and the minority Islamism, Islamists (political Islam). * A 'madrasa' in Kerala refers to an extra-curricular institution where children receive basic (Islamic) religious and Arabic language instruction.OSELLA, FILIPPO, and CAROLINE OSELLA. “Islamism and Social Reform in Kerala, South India.” ''Modern Asian Studies'', vol. 42, no. 2-3, 2008, pp. 317–346., doi:10.1017/S0026749X07003198. * The so-called 'Arabic Colleges' of Kerala are the equivalent of north Indian madrasas.
Pakistan
It is sometimes speculated that parents send their children to madrasas in Pakistan due to the inability to afford a good education. Although Madrasas are free they do provide adequate education for their students. It is sometimes speculated that due to lower quality of education those who finish have a hard time finding employment. Those who attended Madrasas have problem finding a job soon after. The education those receive madrasas in Pakistan closely resembles public institutions in the United States.
The madrasas rose as colleges of learning in the Islamic world in the 11th century, though there were institutions of learning earlier. They catered not only to the religious establishment, though that was the dominant influence over them, but also the secular one. To the latter they supplied physicians, administrative officials, judges and teachers. Today many registered madrasas are working effectively and coping up with modern education system such as Jamia-tul-Madina, which is a chain of Islamic schools in Pakistan and in European and other countries established by Dawat-e-Islami. The Jamia-tul-Madina are also known as Faizan-e-Madina. Dawat-e-Islami has grown its network of madrasas from Pakistan to Europe. In today's time the most centralized location of madrasas is in Pakistan. Although Pakistan hold the most Madrasas the number is still growing in many different countries.
Nepal
Nepal has 907 madrasas recognized on the same level as government schools but the total number in the country is around 4000.Southeast Asia
In Southeast Asia, Muslim students have a choice of attending a secular government or an Islamic school. Madrasas or Islamic schools are known as ''Sekolah Agama'' ( ms, religious school) in Malaysia and Indonesia, โรงเรียนศาสนาอิสลาม ( th, school of Islam) in Thailand and ''madaris'' in the Philippines. In countries where Islam is not the majority or state religion, Islamic schools are found in regions such as southern Thailand (near the Thai-Malaysian border) and the southern Philippines in Mindanao, where a significant Muslim population can be found.Indonesia
The number of madrasas more than doubled from 2002/2003 to 2011/2012, going from 63,000 to 145,000, unrecognized madrasas accounting for 17% of all schools in the country while the recognized madrasas account for nearly 1/3 of the secondary schools. The word ''madrasah'' in Indonesia is also refer to secular-style public and private schools with more Islamic subjects in its curriculum. There are several levels of ''madrasah'': ''Madrasah Ibtidaiyah'' (MI, the equivalent of elementary school), ''Madrasah Tsanawiyah'' (MTs, the equivalent of junior high school), ''Madrasah Aliyah'' (MA, the equivalent of senior high school), and ''Madrasah Aliyah Kejuruan'' (MAK, the equivalent of vocational high school).Singapore
In Singapore, madrasahs are private schools which are overseen by Majlis Ugama Islam Singapura (MUIS, ''Islamic Religious Council of Singapore''). There are six Madrasahs in Singapore, catering to students from Primary 1 to Secondary 4 (and Junior college (Singapore), junior college equivalent, or "Pre-U", at several schools). Four Madrasahs are coeducational and two are for girls. Students take a range of Islamic Studies subjects in addition to mainstream Ministry of Education (Singapore), MOE curriculum subjects and sit for the Primary School Leaving Examination, PSLE and Singapore-Cambridge GCE Ordinary Level, GCE 'O' Levels like their peers. In 2009, MUIS introduced the "Joint Madrasah System" (JMS), a joint collaboration of Madrasah Al-Irsyad Al-Islamiah primary school and secondary schools Madrasah Aljunied Al-Islamiah (offering the ''ukhrawi'', or religious stream) and Madrasah Al-Arabiah Al-Islamiah (offering the academic stream). The JMS aims to introduce the International Baccalaureate (IB) programme into the Madrasah Al-Arabiah Al-Islamiah by 2019. Students attending a madrasah are required to wear the traditional Malay attire, including the songkok for boys and tudong for girls, in contrast to mainstream government schools which ban religious headgear as Singapore is officially a secular state. Students who wish to attend a mainstream school may opt to take classes on weekends at the ''madrasah'' instead of enrolling full-time.
Philippines
According to a 2006 International Religious Freedom Report of the US State Department the country has some 2000 madrasas, with half of them located in Mindanao. In 2004, madrasas were mainstreamed in 16 Regions of the Philippines, Regions nationwide, primarily in Muslim-majority areas in Mindanao under the auspices of the Department of Education (Philippines), Department of Education (DepEd). The DepEd adopted ''Department Order No. 51'', which instituted Arabic-language and Islamic Values instruction for Muslim children in state schools, and authorised implementation of the Standard Madrasa Curriculum (SMC) in private-run madrasas. While there are state-recognised Islamic schools, such as Ibn Siena Integrated School in the Islamic City of Marawi, Sarang Bangun LC in Zamboanga City, Zamboanga and SMIE in Jolo, their Islamic studies programmes initially varied in application and content. Since 2005, the AusAID-funded DepEd project Basic Education Assistance for Mindanao (BEAM) has assisted a group of private madrasas seeking a Permit To Operate from the government and implement the SMC. These private madrasas are scattered throughout Davao Region, SOCCSKSARGEN Region, Soccsksargen and the Autonomous Region in Muslim Mindanao (ARMM). In Bangsamoro, which succeeded the ARMM, the eligibility of Madrasa teachers are covered by the autonomous region's education code. Prospect teachers barring any exception will have to take special examinations organized by the region's education ministry in order to secure their eligibility.Western countries
South Africa
In South Africa, the madrasas also play a social and cultural role in giving after-school religious instruction to children of Muslims who attend government or private non-religious schools. However, substantial numbers of Muslim children attend fully-fledged private Islamic schools, which combine secular and religious education. Among Muslims of Indian South Africans, Indian origin, madrasas also used to provide instruction in Urdu, although this is far less common today than it used to be.Canada
The first Madressa established in North America, Al-Rashid Islamic Institute, was established in Cornwall, Ontario in 1983 and has graduates who are Hafiz (Quran) and Ulama. The seminary was established by Mazhar Alam under the direction of his teacher the leading Indian Tablighi scholar Muhammad Zakariya Kandhlawi and focuses on the Hanafi school of thought. Due to its proximity to the US border city of Messina the school has historically had a high ratio of US students. Their most prominent graduate Shaykh Muhammad Alshareef completed his Hifz in the early 1990s then went on to form the AlMaghrib Institute.United States
On May 26, 2012, Congressman André Carson of Indiana called for additional madrasas in the United States. There is a madrassa in Woodside, Queens, Queens, NY called Shia Ithna-Asheri Jamaat of New York. Presently, the Darul Uloom in New York City, an affiliate of Darul Uloom Haqqania in Pakistan, also serves as a madrassa.Common misconceptions
In the Arabic language, the word ''madrasa'' (مدرسه) means any educational institution, of any description, (as does the term ''school'' in American English) and does not imply a political or religious affiliation, not even one as broad as Islam in the general sense. Madrasas often have varied curricula. A large misconception is that madrasas only focused on the study of religion which is not true. Madrasas often included many different topics in their curriculum. Some madrasas in India, for example, have a secularised identity. Although early madrasas were founded primarily to gain "knowledge of God" they also taught subjects such as mathematics and poetry. For example, in the Ottoman Empire, "Madrasahs had seven categories of sciences that were taught, such as: styles of writing, oral sciences like the Arabic language, grammar, rhetoric, and history and intellectual sciences, such as logic." This is similar to the Western world, in which Medieval university, the evolution of universities began with Christian cathedral schools and monastic schools. The Yale Center for the Study of Globalization examined bias in United States newspaper coverage of Pakistan since the September 11, 2001 attacks, and found the term has come to contain a loaded political meaning:When articles mentioned "madrassas," readers were led to infer that all schools so-named are anti-American, anti-Western, pro-terrorist centres having less to do with teaching basic literacy and more to do with political indoctrination.Various American public figures in the early 2000s used the word in a negative manner, including Newt Gingrich, Donald Rumsfeld, and Colin Powell. ''The New York Times'' published in January 2007 a correction for misusing the word "madrassa" in a way that assumed it meant a radical Islamic school. The correction stated:
An article [...] about a pointed exchange [...] over a Web site report that said Senator Barack Obama had attended an Islamic school or madrassa in Indonesia as a child referred imprecisely to madrassas. While some [madrassas] teach a radical version of Islam, most historically have not.There are many other instances where attempts to deem madrasas as just radical Islamic schools were made. In the year 2000, an article from ''Foreign Affairs'', authored by university professor Jessica Stern, claimed that specifically Pakistani madrasas were responsible for the development of thousands of jihadists/terrorists, and that they were essentially weapons of mass destruction. During the time of the article's release, videos surfaced of young boys intensely memorizing/studying the Quran, thus facilitating the false stereotype that madrasas brainwash and breed children to becoming future jihadists. This stereotype was even further accentuated following the events of September 11 attacks, 9/11. After this event, the United States implemented a plan to force Pakistan to completely shut down all madrasas that have links to militant groups, and to persuade madrasa students to instead attend public schools. Such a reaction and belief of the ties between Pakistan's madrasas and militancy were especially prominent during these times, and even in modern-day society to a similar extent, due to false assumptions regarding the roles of madrasas in upbringing militant groups, the prevalence of enrollment in such institutions, and more. To touch more on the prevalence of enrollment in Pakistan's madrasas, a 2005 study by Andrabi and others could be looked at. According to the study's results, seventy-five percent of all households that send one child to a madrasa also tended to incorporate public and private schools for the education of the rest of their children (Those who were not sent to a madrasa). Therefore, only twenty-five percent of all households relied solely on madrasas for the education of all their children. When taking this into account, one can see that enrollment in madrasas is not as prevalent as many people would assume due to parental choice being a strong deciding factor.
See also
*Bias in education *Education in Islam * Beth midrash,midrasha
A ' (Hebrew: , pl. ') is an institute of Torah study for women, usually in Israel, and roughly the equivalent of a yeshiva for men.
A "seminary" (Hebrew ''seminar'', sometimes ''seminaria'')
, and Yeshiva—Jewish religious schooling
* Dars-e Nizamiyyah—most common madrasa curriculum in South Asia
* Darul uloom—another similar type of Islamic school
*Education in Mali
* Hawza—used in Shi'a Islam
* Islamic architecture
* Islamic studies
* List of Islamic seminaries
* List of oldest madrasahs in continuous operation
* Maktab (disambiguation), Maktab
* Zawiya (institution), Zawiya
References
Citations
Sources
* * Esplanada, Jerry E. (2009-07-20). "Mainstreaming Madrasa. The Philippine Daily Inquirer." Retrieved 2010-11-25.Further reading
* Sultan Ali of Sawabi. ''Madrasah Reform and State Power in Pakistan'' (2012) * Ali, Saleem H"Islam and Education: Conflict and Conformity in Pakistan's Madrassas"
Oxford University Press, 2009. * Evans, Alexander
''Foreign Affairs'', Jan/Feb 2006. * Malik, Jamal (ed.)
''Madrasas in South Asia: Teaching Terror?''
London and New York: Routledge, 2008. * Malik, Jamal. ''Colonialization of Islam: Dissolution of Traditional Institutions in Pakistan''. New Delhi: Manohar Publications, and Lahore: Vanguard Ltd., 1996. * Rahman, Tariq
''Denizens of Alien Worlds: A Study of Education, Inequality and Polarization in Pakistan''
Karachi: Oxford University Press, 2004. Reprinted 2006. . Chapter on "Madrassas". * Tanweer, Bilal.
. ''The News International'', 6 May 2007. About a talk given by Dr. Nomanul Haq (University of Pennsylvania) at the Lahore University of Management Sciences (LUMS), Pakistan. * Ziad, Waleed. . Reprinted from ''The News International, The News'', March 21, 2004.
Madrasa Education in India
External links
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