Educational institutions in Sadr-e-Islam and their performance in the light of Islamic teachings (Critical review)

Abstract

The early Islamic period witnessed the emergence of training institutions such as maktabs and madrasas, which played a pivotal role in shaping the intellectual, moral, and social fabric of the Muslim community. Rooted in the teachings of the Quran and Sunnah, these institutions were more than centers of religious instruction; they were comprehensive learning environments that emphasized both spiritual and worldly knowledge. Education was inclusive and accessible, extending to men and women alike, as well as to individuals across different social classes, including slaves. This progressive approach laid the groundwork for a more equitable and enlightened society. The curriculum in these institutions encompassed a wide array of subjects, including theology, jurisprudence, science, mathematics, and philosophy. Teachers were often scholars of high moral standing, reinforcing not only academic but also ethical development in their students. These institutions encouraged critical thinking, intellectual debate, and the pursuit of knowledge as a form of worship, aligning with the Islamic view that seeking knowledge is a sacred duty. Their role extended beyond the academic sphere, fostering civic responsibility and social cohesion. This review critically evaluates the structure, inclusivity, and long-term impact of maktabs and madrasas in early Islamic society. It highlights their contribution to knowledge dissemination, moral education, and the development of a socially responsible Muslim identity. The enduring influence of these institutions is evident in the continued reverence for education in Muslim societies and their historical contributions to global intellectual traditions.