The four religious schools and their role in intellectual life in the Mamluk era  700 - 850 AH / 1300 - 1446 AD

Sayyaf Abd Hussin  Abd Hussin; Mohmood Abbad Al-Jbouri

doi:10.25130/hum.v25i11.147

Sayyaf Abd Hussin Abd Hussin University of Tikrit College of Education for Humanities
Mohmood Abbad Al-Jbouri University of Tikrit College of Education for Humanities

DOI: http://dx.doi.org/10.25130/hum.v25i11.147

Abstract

The Mamluk era witnessed a remarkable cultural and educational activity, particularly in the field of religious sciences, which spread everywhere in their era. This is due to the fact that the Mamluks distinguished themselves from others in building schools and the role of science, which represented the universities that teach the language , reading the Holy Quran and other sciences.The school was an institution of great religious, scientific and charitable value in that era.These schools have had a great impact on the development of the scientific and cultural renaissance.

The Mamluks have allocated schools according to the four religious schools. Schools of the Shafi'i , Hanafi and other schools of the Hanbali school also have been allocated.

The great scholars of the time competed for an opportunity to teach, and we did not forget the encouragement and continued support of the Mamluks for scholars and their dedication to supporting the educational process.

As well as endowments and their importance in enriching the scientific renaissance in the Mamluk era in the construction of many schools and educational facilities.

This prosperity was caused by the equal attitude of the Mamluks to all religious schools, and the allocation of private schools to each sect.

It is necessary to mention the title of the research schools of the four schools of thought in Egypt during the Mamluk period (700 - 850 AH / 1300 - 1446), has included as much as possible the research material that belonged to schools according to the four sects which thought in that period.

The first chapter was devoted to the schools of the Shafi'i, the schools of the Hanbali and the scholars who studied in these schools. The second chapter included schools of Hanafi and Maliki schools.

In conclusion, it is necessary to recognize the fact that it is important that every researcher provides an effort and work, it does not recognize the defect or error, the perfection of God alone has praise first and last.