An Analysis on the Mamluks Education System

In this article, it is aimed to explain that Muslim societies from the first period of Islamic history hav emphasized the importance of education and it is aimed to put forward the historical course of the activities they have carried out in this area and how important they contribute to the development of the substructure of modern education. It is also pointed out that the Mamluk educational activities continue to develop and diversify as the continuation of tradition while the historical development of the activities in this area has been evaluated until the arrival of the Mamluks. It is known that the first educational institutions in the history of Islamic education, started with Prophet Muhammad’s request for the establishment of the places where teaching activities can be carried out in Medina. At first, education and teaching started in houses, masjid and mosque, it is understood that it has developed towards an institutional structure with the articles organized at the primary school level within a certain curriculum. Translation activities started during the Umayyad period, with the coming of the Abbasids transformed into institutions such as Beyt al-hikma and Dâr al-ilm. It is also interesting to see that the establishment of the Nizâmiye Madrasas in the Seljuks and the participation of women in the public lessons of the madrasas were made possible. Prior to this, while there were educational institutions such as mosques, küttâbs, palaces, literary halls, deserts, scholars’ shops or homes and libraries, in the Seljuk-Eyyûbî-Mamluks period, the education and training works were made more planned, programmed and systematic with the dissemination of madrasas. With the contribution of scholars and craftsmen who left their countries as a result of the Crusade and Mongol attacks and settled in the regions of Damascus and Egypt, and these towns turned out to be significant training centers. The number and quality of Sham and Egyptian educational institutions increased relatively, education, training and scientific activities gained momentum again. Educational activities during the Mamluks period were not restricted to mosque, küttâb and madrasa and it was maintained even in tekke, zaviye, hânkâh, ribât, tomb, hospital, palace or even caravanserais. Indeed, despite the fact that the madrasas appealed elite factions, these places offered education, culture-art, health and religious guidance services for all segments of the society. These institutions were also among social, political and economically oriented organizations. In this period, the roles of the mosques and the madrasas almost confused, it was also known that in most of the madrasas, Friday prayers or even five daily prayers began to be performed since 14th the century. Except for the previous ones, it was understood that almost majority of madrasas had a dual function as madrasa and mosque. Shops and arable land were allocated to these institutions and foundations were established as well. It was understood that the Mamluk sultans, who evaluated these conditions and opportunities, supported the expansion of educational institutions, especially the madrasas, and increased the number of the assigned staff to contribute to both spread of knowledge and guaranteeing their reign.

Keywords

Madrasa, küttâp, education and training, bayt al-hikma