A Study of the History of Imamiyyah Shiite Education in the First Five Centuries AH

Document Type : Research Paper

Authors

1 Assistant Professor. Theology and Islamic teachings. Razi. Kermanshah. Iran

2 Assistant professor. History. Bagher Al_Olom. Qom. Iran

Abstract

After the death of Prophet Mohammad (peace be upon him), the infallible Imams (peace be upon them) taught their followers religious doctrines and other necessary tasks to protect Islam and guide the society, when and where they could. According to Ahl al-Bayt’s instructions and to deepen beliefs, Shia considered their scientific and educational activities based on Imams’s visions and continuity and adherence to Prophet Mohammad’s movement as a necessary task to teach and deepening religious concepts. So, mosques, homes, ancient schools and holy places were paid attention. Although Imamiyyah scientific places have been noticed in the next periods, but we cannot review those periods, or have a comparative survey with existing situation, and examine their strength and weakness to have a historical analysis, because we do not have any precise vision about it historically. This paper is based on study method in valid and primary resources in educational structure, and have found that Imamiyyah Shia, to teach their beliefs, was affected by theological system of Imamat in science learning field, and pioneered to establish new scientific centers and places including schools and Dar al-Elms. In other words, Shia were not separated from Islam, and Imams have continued prophet’s way in Islamic educational system. Also, Shia participated in maximum mode, even in hard political and social situations, to reinforce and establish their independence and distinction. In this way, Imamiyyah Shia paid attention to places, times, sections and instruments in addition to their notices to educational topics and texts. But due to inattention of researchers and hiding important and innovative role of Shia in establishing new centers and places, it is publicly believed that others have been pioneers in this field.
So, in this paper we try to examine educational centers and places historically and based on hadith analysis by using valid primary resources and hadith phrases. Also we try to answer these questions: What is the contribution of Shia to this field in the first five centuries? What are the components and elements of Shia educational system in the first five centuries? Which stages were there in the first five centuries? When exactly did Shia educational system begin in the first five centuries?
One of the purposes of this study is to overcome negligence and inattention to this issue. The most important reasons for this are exterior look to Shiism, considering it as a deviation and sectarian or trying to segregate it from Islam, and also the lack of accurate recognition of history, their beliefs and behaviors, developments of history, and weakness in available researches. Although Shia have not had political power in some periods of times, so their educational and scientific experiences were not transmitted to their later generations accurately and completely, but according to written historical and hadith resources in Shia and Sunni books, it has connected its historical movement and essential beliefs to Ahl al-Bayt, so it could pass the crises and problems and guarantee its life. After examining historical conditions of foundation and activities of Imamiyyah educational centers and places, we concluded that Imamiyyah Shia have been affected by Imams’ religious beliefs and their educational methods, so they have publicly and specially used mosques, homes, and schools capacities to science acquirement, but after historical changes and Shia growth and development, variety of topics in religious issues, need explanation and defense of beliefs, Shia established its own libraries and Dar al-Elms. Dispersion of educational places presented valuable statistics about scientific places and centers in Islam worldwide. Also it was found that Imamiyyah Shia used morning time for education because they believed it is the best time in a day for learning.
It was designed different educational stages by separating educational grades in official educational centers. It was required to notice to structural stages and content priority levels. this necessity was arising from educational goals and doctrines which make centers to design education in different levels. In Imams views, there are differences between each group need in learning, so they should be divided. So, they have noticed and emphasized on needs and contents priorities. For example, they have advised to teach kids in their second six years in their lives, therefor they were sent to school to learn elementary sciences in these ages. Thus, reading, writing, Islamic etiquette, Quran, poet, a few mathematics and Arabic literature were important topics learnt to kids by shia teachers like Hassan and Komayt. After elementary stage, the newt stage was understanding and learning jurisprudence hadith and Ijtihad in different sciences. So, some of shia went to complementary stage after graduating from schools. According to learning Islamic sciences importance, it seems shia had to know hadith knowledge and jurisprudence rulings at first, then they try to quote hadith and issue fatwa, or study and improve skills in other specialist topics.

Keywords

Full Text

بررسی تاریخ آموزش شیعیان امامیه در پنج قرن نخست هجری

علی مرتضوی مهر[1]

محمد جواد یاوری[2]

نسرین فتاحی[3]

 

چکیده

بعد از رحلت رسول خدا(ص)، ائمه اطهار(ع) با هدف حراست از دین خدا و هدایت جامعه اسلامی، آموزه­های دینی و غیر آن­را به پیروان خویش در هر مکان یا زمانی که مقدور بود، آموزش دادند. برپایه این امر مسجد، منزل، مکتب­خانه و مکان­های مقدس مورد توجه قرار گرفت. در دوره­های بعد نیز اگرچه به برخی مکان­های علمی امامیه اشاره شده است، اما به­دلیل کاستی­های پژوهشی در این زمینه، تصویر دقیقی از آن­ها وجود ندارد تا بتوان ضمن بازخوانی گذشته و بررسی تطبیقی آن با وضعیت موجود، ضعف­ها یا نقاط قوت را بررسی و تحلیل تاریخی شود. همچنین تنها تصور رایج برآن است که شیعه در تأسیس مراکز علمی وام­دار دیگران بوده و هیچ­گونه نو­آوری نداشته است. ازاین­رو، این پژوهش برآن است تا در یک بررسی تاریخی و روایی، دریابد که مکان­ها، پراکندگی مراکز، زمان و مراحل آموزشی امامیه در قرون  نخست هجری به­دلیل گستردگی فعالیت­ها، از چه وضعیت تاریخی برخودار است؟ نتایج پژوهش که مبتنی بر روش مطالعه در منابع دست اول و معتبر در زمینه ساختار آموزشی است، نشان می دهد که شیعیان امامیه به­دلیل نیاز به تدریس باورهای خود، متأثر از نظام امامت الهی در عرصه علم­آموزی بوده و در تأسیس مکان­ها و مراکز جدید علمی از جمله مدرسه و دارالعلم نسبت دیگر مسلمانان پیش­گام بوده اند.

 

کلیدواژه­ها: شیعیان امامیه، نظام آموزشی، عناصر آموزشی، محتوای آموزشی



[1] -استادیار الهیات، دانشگاه رازی، کرمانشاه،ایران، ali.motazavimehr@gmail.com     

[2] -استادیار تاریخ، دانشگاه باقرالعلوم، قم، ایران،javadyavari@yahoo.com       

[3] -استادیار معارف اسلامی، دانشگاه رازی، کرمانشاه، ایران، tahoor87@yahoo.com 

 

References

Ibn Babawiyah Qomi,M(1400 H) . Al_Amaali. Beirut.Almi.
 
 Abo Al_faraj Esfahani , A. Al_Aqani (1415 H). Beirut _ Dar Ehya of Arabic inheritance.
 Abo Qaleb Zarari , A. letter of Abo Qaleb Zarari to his son about Al_Ayon . Qom. center of Islamic researches.
 Abo Taleb Abdolahi, H. Creativity and innovation in education field. number 18. (1387 H.sh)
 Alam Al_Hodā , A. Al_Fosol Al_Mokhtara . Qom. Congress of Sheikh Mofid.
 Amin. M. Shia lords. Beirut. Dar Taarof le_L_Matbooat
 Amoli, A. history of Embroy . research of Stoode. M. Tehran institution of Iran Culture.
Bagheri, kh. An Introduction to hilosophy of Islmic republic of Iran Education Tehran scientific and Cultural publisher
 Balazeri, A. Ansab Al_Ashraf (1417) reaearch of zaker, S and Zarkali , R . Beirut Dar Al_fekr .
 Coen, T. introduction to Socialogy . translation Salasi , M. Tehran . second edition.
 Cooperation office of Hawzah and university. the philosophy of education. Tehran. Samt
 Fayaz , A. History of Shia education . Translation: Ali Matoori . Ahwaz. Chamran university.
 Foroozani , A. mavadat , L. Shialogy (Cognition of Shia): Investigation of role of Trables Dar Al_elm in dynamics of shia in bani Amar’s age. Number 46.
 Ghobadiani , N . Travelogne . Tehran. Sepehr . third edition.
 Gholi poor, A. Institutions and organizations. Tehram . Samt
 Gholi poor, A. sociology of organizations. Tehran Samt.
 Gholshan Fomani , M . Socialogy of institution and organizational Power. Tehran. Doran.
 Ghonima , A . History of important Islamic universities. Translation: Nor Allah Kasaii . Tehran. Tehran university. Fourth edition.
 Hamedani , R . Comprehensive chronicles. Tehran writlen inheritance.
 Hamuri , Y . Dictionary of cities. Beirut. Dar Al_Ehya of Arabic inheritance.
 Hamuri , Y . Dictionary of writers. Beirut. Dar Al_Ehya of Arabic inheritance.
 Helli , H . Al_Rejal . Tehran. Theran university.
Hemat Bonari , A. review on interaction between education and JurisPrudence . Qom. Imam Khomeini institution.
 Hojat, D. Dictionary of education. Tabriz. Ahrar
Ibn Abi Al_Hadid,A (1404 H). commentary on Nahj Al_Balaghah. Qom. Marashi Najafi
 Ibn Anbeh, A. Omda Al_Taleb fi ansab Al Abi Taleb. Najaf. Manshorat Al_Matbaa Al_Heidariya . second edition
 Ibn Asaker, A. The history of Damascus city (1417 H). Beirut. Dar Al_fekr.
 Ibn Asaker, A. Translate of Imam Hossein (Peace be upon him) (1414 H) Qom. Majma Ehya Al_theqafa Al_Islamiya . second edition.
Ibn Athir, E. complete History (Al_Kamel fi Al_Tarikh)(1385 H). Beirut. Dar sader
Ibn Babawiya Qomi, M. Al_Khesal. Qom. Seminary teacher association
Ibn Babawiyah Qomi, A. Contents (Al_ Fehrest). Qom. Marashi Najafi
Ibn Babawiyah Qomi, M. The book I am not present by Al-Faqih. Qom. Seminary teacher association. Second
Ibn Babawiyah Qomi,M(1415 H).Al_Mogne. Qom. Imam Mahdi
Ibn Boraj Terablosi, A.Al_mahzab.(1406 H).Qom.seminary teacher association
 Ibn emad Hanbali, A. Shazarat Al_Zahab fi Akhbar men Zahab. Beirut. Dar Al_Ahya Arabic inheritance.
Ibn Esmail Farsi, A. The History of Neishabur(1403 H). Qom. Seminary teacher association
Ibn Hajar Asqalani, A. Alasabah per distinguish Alsahabah. Beirut (1415). Dar Al_kotob Al_elmiyall
Ibn Hajar Asqalani, A. Lisan al-Mizan(1390 H).Beirut. Nashr Al_Alami le_lmatbooat. second edition
Ibn Jozi, A. Al_Montazam Fi tarikh Al_omam va Al_molook(1412 ). Beirut. Dar al_kotob al_elmiye
 Ibn Kathir , E. Al_Bedaya and Al_Nehayeh . Beirut. Dar Al_fekr
 Ibn Khaldoon, A. Divan Al_Mobtada vā Al_Khabar fi Tarikh Al_Arab , Tahqiq Khalil Shahada (1408 H). Beirut: Dar Al_fekr second edition.
Ibn Khalqan , A . Death of nobles. Beirut. Dar _Al _Seqafa.
 Ibn Nadim , M . Al_fehrest (contents) . research of Reza Tajadod Bi ja, Bi Ta (software of Al_Al_Beit)
 Ibn Omar, m. Al_Towhid (oneness) Qom. davari. Third edition.
Ibn Qalawiya Qomi , J. Al_Kamel Al_Ziarat . Najaf Dar Al_Mortazaviya
 Ibn saād , M . Al_Tabaqat Al_kobrā (1418 H). Beirut. Dar Al_kotob Al_Elmiya . second edition.
 Ibn Shahr Ashob, M. Manaqib Al Abi Talib. (1379 H) Qom. Allama
 Ibn Tawoos , A . Faraj Al_mahmoom in the history of astronomy scholars. (1368 H). Qom. Dar_Al_Zakaer
 Ibn Tawoos , A. Iqbal Al_amal (1409 H). Tehran. Dar Al_kotob Al_Islamiya . second edition.
 Karajaki, M. Treasure of benefits. Qom. Dar Al_Zakaer.
 Karimi Zanjani, M . Shia Dar Al_Elms and cultural birth in Islam world. Tehram. Etelaat . second edition.
 Kermer, J. Cultural revival in Al Bawayhid age. Translation: Hanaii, M. Tehran. Center of university publication
 Khatib _ Baghdadi, A. history of Baghdad. Beirut. Dar_Alkotob Al_Elmiyah
Kilani , M. Philosophy of Islamic education. Translation and criticism by Rafiee , B . Qm. Institute of Hawza and university. second edition
Koleini, M. Al_Kafi . research of Ghafari, A. Tehran Dar Al_kotob Al_Islamyia. Fourth edition.
 Marashi , Z. history of Tabarestan and Royan Tehran. Shargh.
 Maskoye Razi , A. experiences of nations . research of Imami , A. Tehran . Soroosh . second edition.
 Meibod, M. Studies of cognition of Ahl Al_Beit . Educational method of Imam Sadegh (peace be upon him) . Qom. Jamee Al_Mostafa Al_Alamiya. first Number
 Mendras, H. Basics of Scicology . translation by Parham. Tehran. Sepehr. fourth edition.
 Mesbah Yazdi , M . society and history Qom. Islamic advertising organization.
 Mesbah Yazdi, M. philosophy of education. Qom Imam Khomeini institution. second edition.
 Metz, A. Translation: Zekavati, A. Tehran. Amir Kabir. Second edition.
 Mofid , M. Al_Masael Al_Sarwiya Qom. Congress of Mofid.
 Mofid, M. Al_Amali . Qom congress of Mofid
 Mofid, M. Al_Ekhtesas. Iran, Qom. Congress of Mofid
 Mofid, M. Al_Ershad fi Marefa Hojaj Allah Ala Al_ebad . Qom Congress of Mofid.
 Mofid, M. Al_Masael Al_Sarwiya Qom. Congress of Mofid.
 Moghadasi , M. Best division in cognition of cities cairo. Madboli university. third edition
 Mohammad, A. Qorat Al_ein fi Akhz Thar Al_Hossein Baqdad . Bi na
 Najashi , A. contents of writer's namers who are known as Rejal. Qom. Seminary Teacher association of Qom. Fifth edition
 Nomany , M. Al_Ghiba (unseen) Tehran. Saduq
 Nori Tabarsi , H. End of Mostadrak. Qom. Al Al_Beit.
 Noviri, A. Nahaya Al_Erab Fi fonon Al_Adab . Cairo. Dar Al_Kotob
 Othman, H. History of shia in beaches of north Syria. Beirut. institution of Al_Alami for processes
 Qalqashandi, A. Sobh Al_Ashi fi Al_Enshah Beirut. Dar Al_Kotob Al_Elmiya
 Qazvini Reza, A. Cnacellation (AL_Naqd) Some examples of Al_Nawasib in the violation of some Fadaih Al_rawafid Tehran. Bi na.
 Qomi , H . Translattion: Hasan Ibn Ali Qomi history of Qom. Tehran. Toos
 Sabaki , A. classes of Al_Shafiya Al_Kobrā . Beirut. center of revival of Arabic resources. (Dar Ehya Al_Kotob Al_Arabiya)
 Safari Forooshani , N . Quarterly Tolloo. Historical process of education from the beginning to collapse of Umayyads. Number 1.
 Saffar , M. Basaer Al_Darajat fi fazael Al Mohamad . Qom. Marashi Najafi . Second edition.
 sayed Razi Mosavi , M. Nahj Al_balagha . Translation: Ansarian , H. Qom . Hwjrat.
Shayan Mehr , A. comparative Encyclopedia of social sciences. Tehran Keihan.
 Shebli , A. history of education in Islam , from the beginning to collapse of Ayobian in Egypt . Translation: Saket , M. Tehran. Contemporary view publisher.
 Suli , M. Al_Oragh (papers) . Cairo. Al_Amal le_tabae an Al_nashr
 Tabari , F. Majma Al_Bahrain . research of sayed Ahmad Hosseini. Tehran. Mortazavi. Third edition.
 Tabari, M. Tarikh Al_Omam and Al_molook . research of Mohammad Abraham. Second edition. Beirut. Dar Al_Torath.
Tabari, M. The reasons of Imamate. Qom. Behthat
Tohari Basari , A. the effect of Islamic texts on twelve Imams. Qom. tabātabaii
 Tosi, M. Al_Amali. Qom. Seminary Teacher Association
 Tosi, M. Al_ghiba (unseen). Qom. Center of Islamic knowledge.
 Tosi, M. Al_Rejal (The men) Qom. Seminary teacher association Third edition.
 Tosi, M. Contents of Shia's books, and their facts, and name of writers and scholars of Osul. Qom. Maktaba scholar TabaTabaii.
 Tosi, M. Tahdhib Al_Ahkam. Tehran. Dar Al_kotob AlIslamiya). Fourth edition.
Tosi, M. the authority to introduce men. Mashad . Mashad university.
 Universal center of Islamic sciences. introduction to Islamic education system. Qom. Amin.
 Zahabi, M. biography clever lords ( Seir ē Alam Al_Nobala) research of Asad, H. Beirut Al_Reasalah . ninth edition
 Zahabi, M. History of Islam, And deathtime of celebrities and lords. Research of Tedmiri , M. Beirut . Dar Al_Kotob Al_Arabi . second edition.
 Hamedani , A. consolidation of prophecy reasons. Cairo. Dar Al_Mostafa.
 Yaghobi , A. history Beirut . Dar sader
 
آفاق الحضارة الاسلامية
Volume 24, Issue 1 - Serial Number 47
spring and summer
2021
Pages 289-318

Files

Share

How to cite

Statistics