Re-Evaluating Early Memorization of the Qurʾān in Medieval Muslim Cultures
In medieval Islam, traditional primary educational practices laid special emphasis on learning the Qurʾān by heart. Ideally, a pupil was primed to memorize the entirety of the Holy Book―a feat known as khatma or ḥadhqa. The successful learner would earn the prestigious sobriquet of "ḥāfiẓ"...
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2022
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| In: |
Religions
Year: 2022, Volume: 13, Issue: 2 |
| Further subjects: | B
Medieval Islam
B Scripture B kuttāb B primary education B rote learning B reasoning and reflection |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a In medieval Islam, traditional primary educational practices laid special emphasis on learning the Qurʾān by heart. Ideally, a pupil was primed to memorize the entirety of the Holy Book―a feat known as khatma or ḥadhqa. The successful learner would earn the prestigious sobriquet of "ḥāfiẓ", for which he/she was to be proudly known for the rest of his/her life. Muslim youngsters continue up to present times to memorize the Qurʾān, in conceivably more or less the same way, in traditional Qurʾānic schools. In a sense, this practice developed into a symbol of Islamic conservatism and nationalism in the face of modern non-Islamic ideological forces. Against this backdrop, recent pedagogical trends tend to lay blame on rote learning as a markedly ineffective teaching method. The pedagogical issues of contemporary educational apparatus in the Muslim countries and the traditional Qurʾānic preschools in and beyond the Muslim world are usually ascribed to persistence of "abortive" medieval practices in such institutions. However, this hypothesis and the lingering presumptions related to it are based on defective modern applications of such medieval educational practices and inaccurate conceptions of how these practices are described by the sources. Generally, the intrinsic characteristics of traditional Islamic pedagogy have been explored, albeit partly, by only a limited number of Western surveys. This paper seeks to re-evaluate the efficiency of the pedagogies related to memorizing the Qurʾān in medieval Muslim primary schools. It opens the vista to explore the extent to which such pedagogies resonated with the educational and cultural milieus of the time. To that end, the paper applies literature and theoretical analysis of classical scholars. It also examines primary and secondary Islamic texts as well as the Qurʾān, ḥadīth and fragments of poetry. The main finding is that, contrary to modern misconceptions and generalizations, rote memorization was intertwined in the classical Islamic pedagogy with the ability to contemplate, reflect and understand. It was a multidimensional learning experience that was set to advance a plethora of cognitive, linguistic and intellectual abilities. | ||
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