Abstract
The subject of this chapter comprises two independent and yet mutually intertwined complex debates: the ‘ulamā’ and education . The complexity of the subject derives from the fact that the two themes of this chapter are also connected with several other historical developments that influenced the historicity of both ‘ulamā’ and education. For this reason, it is vital to explore and analyze the historicity of the ‘ulamā’, their changing positions and shifting concerns and priorities as well as the evolving concept of education. In doing so, this chapter discusses the theme of this investigation in relation to (i) Islam, knowledge, and authority; (ii) territorial expansion and the rise of Muslim civilizations and quest for knowledge and education; (iii) the development of institutional and educational structures; (iv) the emergence of the ‘ulamā’ to the level of law-makers and their influence on education and rational sciences; and (v) nationalism and modern approaches to science and education. These themes are by no means exhaustive, but within the limited capacity of this chapter, they present fresh interpretations of the subject matter and open new debates for further research and discussion.
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Baiza, Y. (2018). Learned Class (‘Ulamā’) and Education. In: Daun, H., Arjmand, R. (eds) Handbook of Islamic Education. International Handbooks of Religion and Education, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-319-53620-0_1-2
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DOI: https://doi.org/10.1007/978-3-319-53620-0_1-2
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