Analysis of information sources in references of the Wikipedia article "Madrasa" in English language version.
{{cite book}}: CS1 maint: location missing publisher (link)Having come to the conclusion that the cruciform madrasa was Egyptian in origin, I shall […] show that its influence on Syria was almost nil. Only two madrasas, one built by an Egyptian sultan and the other by an Egyptian emīr, show signs of this influence, (a) the Madrasa of Malik aẓ-Ẓāhir Bibars at Damascus, and (b) the Tankizīya, at Jerusalem.
The main subjects taught were Quranic exegesis, theology, jurisprudence and the principles of jurisprudence, grammar and syntax, the Traditions of Muhammad(ḥadīth), logic and, sometimes, philosophy and mathematics. In addition to the above, other subjects such as literary studies, history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry were also taught.
The first section, typology of institutions and the law of waqf, is crucial to the main thesis, since the college is defined in terms of the charitable trust, or endowment, as in Europe: it is admitted that the university, defined as a corporation, has no Islamic parallel.
One such jamiʻ was that of al-Azhar in Cairo. This was established during the last quarter of the tenth century by the Fatimids to teach the principles of jurisprudence, grammar, philosophy, logic and astronomy. [...] It is here that we may find the origins of the modern universitas.
There was no other doctorate in any other field, no license to teach a field, except that of the religious law. To obtain a doctorate, one had to study in a guild school of law.
The first section, typology of institutions and the law of waqf, is crucial to the main thesis, since the college is defined in terms of the charitable trust, or endowment, as in Europe: it is admitted that the university, defined as a corporation, has no Islamic parallel.
There was no other doctorate in any other field, no license to teach a field, except that of the religious law. To obtain a doctorate, one had to study in a guild school of law.
The main subjects taught were Quranic exegesis, theology, jurisprudence and the principles of jurisprudence, grammar and syntax, the Traditions of Muhammad(ḥadīth), logic and, sometimes, philosophy and mathematics. In addition to the above, other subjects such as literary studies, history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry were also taught.
One such jamiʻ was that of al-Azhar in Cairo. This was established during the last quarter of the tenth century by the Fatimids to teach the principles of jurisprudence, grammar, philosophy, logic and astronomy. [...] It is here that we may find the origins of the modern universitas.
{{cite news}}: CS1 maint: multiple names: authors list (link)The main subjects taught were Quranic exegesis, theology, jurisprudence and the principles of jurisprudence, grammar and syntax, the Traditions of Muhammad(ḥadīth), logic and, sometimes, philosophy and mathematics. In addition to the above, other subjects such as literary studies, history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry were also taught.
One such jamiʻ was that of al-Azhar in Cairo. This was established during the last quarter of the tenth century by the Fatimids to teach the principles of jurisprudence, grammar, philosophy, logic and astronomy. [...] It is here that we may find the origins of the modern universitas.
Having come to the conclusion that the cruciform madrasa was Egyptian in origin, I shall […] show that its influence on Syria was almost nil. Only two madrasas, one built by an Egyptian sultan and the other by an Egyptian emīr, show signs of this influence, (a) the Madrasa of Malik aẓ-Ẓāhir Bibars at Damascus, and (b) the Tankizīya, at Jerusalem.
{{cite news}}: CS1 maint: multiple names: authors list (link)No one today would dispute the fact that universities, in the sense in which the term is now generally understood, were a creation of the Middle Ages, appearing for the first time between the twelfth and thirteenth centuries. It is no doubt true that other civilizations, prior to, or wholly alien to, the medieval West, such as the Roman Empire, Byzantium, Islam, or China, were familiar with forms of higher education which a number of historians, for the sake of convenience, have sometimes described as universities.Yet a closer look makes it plain that the institutional reality was altogether different and, no matter what has been said on the subject, there is no real link such as would justify us in associating them with medieval universities in the West. Until there is definite proof to the contrary, these latter must be regarded as the sole source of the model which gradually spread through the whole of Europe and then to the whole world. We are therefore concerned with what is indisputably an original institution, which can only be defined in terms of a historical analysis of its emergence and its mode of operation in concrete circumstances.
The main subjects taught were Quranic exegesis, theology, jurisprudence and the principles of jurisprudence, grammar and syntax, the Traditions of Muhammad(ḥadīth), logic and, sometimes, philosophy and mathematics. In addition to the above, other subjects such as literary studies, history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry were also taught.
One such jamiʻ was that of al-Azhar in Cairo. This was established during the last quarter of the tenth century by the Fatimids to teach the principles of jurisprudence, grammar, philosophy, logic and astronomy. [...] It is here that we may find the origins of the modern universitas.