page_title: Madrasa
section_title: The development of the formal madrasah
hierarchical_section_title: Madrasa / History / The development of the formal madrasah
caption_attribution_description: العربية: المستنصرية مدرسة عريقة أسست في زمن الدولة العباسية في بغداد عام 1233 على يد الخليفة المستنصر بالله، وكانت مركزا علميا وثقافيا هاما. تقع في جهة الرصافة من بغداد. English: The oldest school in Baghdad built in 1233by Khalif Mustansir Billah during Abbasid era .
context_page_description: Madrasa is the Arabic word for any type of educational institution, secular or religious, whether for elementary instruction or higher learning. The word is variously transliterated madrasah, medresa, madrassa, madraza, medrese, etc. In countries outside the Arabic-speaking world, the word usually refers to a specific type of religious school or college for the study of the religion of Islam, though this may not be the only subject studied.
  In an architectural and historical context, the term generally refers to a particular kind of institution in the historic Muslim world which primarily taught Islamic law and jurisprudence, as well as other subjects on occasion. The origin of this type of institution is widely credited to Nizam al-Mulk, a vizier under the Seljuks in the 11th century, who was responsible for building the first network of official madrasas in Iran, Mesopotamia, and Khorasan. From there, the construction of madrasas spread across much of the Muslim world over the next few centuries, often adopting similar models of architectural design.
context_section_description: During the late ʻAbbāsid period, the Seljuk vizier Niẓām al-Mulk created one of the first major official academic institutions known in history as the Madrasah Niẓāmīyah, based on the informal majālis (sessions of the shaykhs). Niẓām al-Mulk, who would later be murdered by the Assassins (Ḥashshāshīn), created a system of state madrasas (in his time they were called the Niẓāmiyyahs, named after him) in various Seljuk and ʻAbbāsid cities at the end of the 11th century, ranging from Mesopotamia to Khorasan. Although madrasa-type institutions appear to have existed in Iran before Nizam al-Mulk, this period is nonetheless considered by many as the starting point for the proliferation of the formal madrasah across the rest of the Muslim world, adapted for use by all four different Sunni Islamic legal schools and Sufi orders. Part of the motivation for this widespread adoption of the madrasah by Sunni rulers and elites was a desire to counter the influence and spread of Shi'ism at the time, by using these institutions to spread Sunni teachings.
  Dimitri Gutas and the Stanford Encyclopedia of Philosophy consider the period between the 11th and 14th centuries to be the "Golden Age" of Arabic and Islamic philosophy, initiated by al-Ghazali's successful integration of logic into the madrasah curriculum and the subsequent rise of Avicennism. In addition to religious subjects, they sometimes taught the "rational sciences," as varied as mathematics, astronomy, astrology, geography, alchemy, philosophy, magic, and occultism, depending on the curriculum of the specific institution in question. The madrasas, however, were not centres of advanced scientific study; scientific advances in Islam were usually carried out by scholars working under the patronage of royal courts. During the Islamic Golden Age, the territories under the Caliphate experienced a growth in literacy, having the highest literacy rate of the Middle Ages, comparable to classical Athens' literacy in antiquity but on a much larger scale. The emergence of the maktab and madrasa institutions played a fundamental role in the relatively high literacy rates of the medieval Islamic world.
  Under the Anatolian Seljuk, Ayyubid, and Mamluk dynasties (11th-16th centuries) in the Middle East, many of the ruling elite founded madrasas through a religious endowment known as the waqf. Not only was the madrasa a potent symbol of status for its patrons but it could also be an effective means of transmitting wealth and status to their descendants. Especially during the Mamluk period, when only former slaves (mamālīk) could assume power, the sons of the ruling Mamluk elites were unable to inherit. Guaranteed positions within the new madrasas (and other similar foundations) thus allowed them to maintain some status and means of living even after their fathers' deaths. Madrasas built in this period include the monumental Mosque-Madrasah of Sultan Ḥasan in Cairo, as well as numerous other madrasas, often associated with the mausoleums of their founders. By the late 13th century, the first madrasas were being built in Morocco under the Marinid dynasty, starting with the Saffarin Madrasa in Fes (founded in 1271) and culminating with much larger and more ornate constructions like the Bou Inania Madrasa (founded in 1350).
  
  During the Ottoman period the medrese (Turkish word for madrasah) was a common institution as well, often part of a larger külliye or a waqf-based religious foundation which included other elements like a mosque and a hammam (public bathhouse). The following excerpt provides a brief synopsis of the historical origins and starting points for the teachings that took place in the Ottoman madrasas in the Early Modern Period:
  Taşköprülüzâde's concept of knowledge and his division of the sciences provides a starting point for a study of learning and medrese education in the Ottoman Empire. Taşköprülüzâde recognises four stages of knowledge—spiritual, intellectual, oral and written. Thus all the sciences fall into one of these seven categories: calligraphic sciences, oral sciences, inte
caption: The Madrasa al-Mustansiriyya in Baghdad, established in 1227, one of the only Abbasid-era madrasas remaining today
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