A HISTORICAL ANALYSIS OF MADRASAH EDUCATION DURING THE MAMLUK DYNASTY FOR ADDED SPECIFICITY
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Abstract
his study examines the madrasah education model during the Mamluk Dynasty (1250–1517), focusing on curriculum management, pedagogical methods, and its broader impact on Islamic education. Utilizing a historical-qualitative approach, this research analyzes primary sources, including historical manuscripts, waqf (endowment) records, and contemporary scholarly works, alongside secondary literature on Mamluk-era education.Findings reveal that Mamluk madrasahs implemented a structured yet adaptable curriculum, integrating religious sciences (Qur’anic exegesis, Hadith, jurisprudence) with rational disciplines (astronomy, medicine, mathematics, and philosophy). The curriculum was supported by waqf endowments, ensuring sustainability and accessibility. Pedagogical methods included rote memorization (ḥifẓ), scholarly discourse (munāẓarah), textual analysis (tafsīr and sharḥ), and tutorial-based learning under esteemed scholars. Unlike previous Islamic education models, Mamluk madrasahs played a dual role—not only as centers of religious instruction but also as training grounds for judges, administrators, and scholars, shaping both religious and political spheres. This study highlights the strategic adaptation of the curriculum to contemporary socio-political needs, contributing to the intellectual and bureaucratic strength of the Mamluk state. The findings underscore the long-term impact of Mamluk educational structures on subsequent Islamic learning institutions, advocating for a curriculum model that balances spiritual depth with practical knowledge in response to evolving societal demands.
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