The curriculum of these institutions covered the religious and social sciences and Arabic language and literature. For example, Madrasah al-Nuriyah in Damascus (Syria) Al-Azhar University in Cairo (Egypt), and the Nizamiyah in Baghddd (‘Iraq) came into existence. Thereafter, centres for higher education were established. Then gradually maktabs (elementary religious schools), separate from the Masjid, came into existence. The Masjid (Mosque) that existed in towns and villages, was a convenient place to use it as an educational institution also. Tafsir, Hadith and other Islamic Sciences form the core of the curriculum in educational institutions throughout the Muslim world and it may therefore be appropriate to give an account of the evolution of the system of education in the Muslim world. This move was necessary for the development and preservation of Hadith. It was only in the second century Hijri that the Muhaddithun (scholars of Hadith) finally segregated Hadith from tafsir literature and thus an independent science of Hadith came into being. literature which dealt with the life of the Prophet (s.a.w.s.) and intepretations of the Qur’anic text). Initially, Hadith was linked to the Sirah and Tafsir literature (i.e. These two sources of Islam, in due course, gave rise to other branches of Islamic learnings such as Law and Jurisprudence, Theology, Grammar, History, etc. From the very beginning Muslims concerned themselves with the Holy Qur’an and Hadith.
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