Education in the Middle East
This teaching module provides a wide variety of sources to explore the history of schooling in the Middle East, a topic that is largely misunderstood in the west. Schools in the Middle East today take various forms, from secular to Islamic. Current research of textbooks in the Middle East finds little in them that could be construed as incitement to violence in the name of religion, or for any other reason. Many western pundits, politicians, and academics portray schools in the Middle East as breeding grounds for terrorists and Islamic extremists. These schools are also portrayed as unchanging institutions, which implies that they have not evolved since medieval times and that even in medieval times the schools were static.
The truth is that medieval Islamic schools produced a wealth of knowledge that European scholars translated from Arabic after the 12th century, and incorporated into institutions of higher learning between the 14th and 16th centuries. Furthermore, in today's world, schools in the Middle East take various forms, from secular to Islamic. Current research of textbooks in the Middle East finds little in them that could be construed as incitement to violence in the name of religion, or for any other reason. Wherever military struggle is mentioned, it is always in the context of defense against an aggressor.
With the first four sources, encourage students to explore the various characteristics of schooling in the Middle East in medieval times. In regards to the emphasis on memorization, students should understand that there were scholars who challenged this accepted method, such as Ibn Khaldun. Likewise, students should themselves grapple with finding the strengths in a method of instruction that emphasizes memorization. Do students agree with the Ottoman reformers who thought that a modern nation must have an educational system similar to Europe's? Do students think that the various early 20th-century Middle Eastern reformers' justification for schooling girls marked a step towards modernization?
They key problem governments in the Middle East face today in regards to the educational system is not extremism, but rather identity crisis, underfunding, and conflict. The article on schools in Algeria since independence shows that colonization created an abused collective psyche that initially sought to heal itself through insulation. Might the educational system in Iraq be on a similar path? What evidence do we have that people in the Middle East value education, despite the challenges they have faced in its pursuit in the 20th century?
- Look at the two ijazahs (diplomas) from medieval times. Even without reading the Arabic, what stands out to you most about them? For a system of education that emphasized rote memorization, do you discern a sense of creativity?
Creativity can perhaps be discerned in the designs on the diplomas and the difference in appearance between the two. The annotation also mentioned that the diplomas used individualized flattery.
- Imagine you are in a debate with Ibn Khadlun. Present an opposing argument, including in your stance some of the merits to memorization that el-Baghdadi lists in his autobiography as well as some of the achievements medieval Islamic society made for humankind as a whole.
- Envisage yourself a student in a medieval maktab: Who would be in your class with you? What would you learn? How would your progress be evaluated? To what might you aspire in terms of higher education?
- Arguably, schools can be viewed as a means of controlling a population. Provide examples of how this has been attempted through physical and intellectual means, particularly under colonialism and the independent nation-state.
Some examples to include in the answer would be: schools were funded by endowments in the medieval period and the benefactors set the curriculum; as the devshirme illustration indicates, when first conscripted, the boys were dressed in red to avoid their escape; and, the reform of education during the tanzimat was for the sake of the nation and military; education under the colonists was intended to benefit the British; education in post-independence countries had economic and social development as a main goal. Students might also point out instances of where the student is a free agent, such as in medieval times when he would travel from scholar to scholar seeking knowledge. Generally speaking, students can discuss the role that the individual student can play in thinking on his/her own and not being fully controlled.
- After you summarize the New York Times article about education in Algeria, analyze its tone. What approach does the author take to the issue? Do you notice any bias? Does the author leave out any important issues? How do you think context influences content? What information might this article reveal about modern-day US concerns regarding education in the Middle East?
- The podcast on young people's accounts about war in Iraq focuses almost entirely on their experiences with school. What do you think are the advantages and disadvantages to studying political issues through educational institutions? In your answer, reflect as well on some of the other sources provided.
How to Cite This Source
Heidi Morrison, "Education in the Middle East," in Children and Youth in History, Item #459, http://chnm.gmu.edu/cyh/teaching-modules/459 (accessed March 8, 2014).
- Primary Sources
- Ijazahs (Diploma) [Calligraphy]
- Ibn Khaldun's Study of History (1377 CE) [Literary Excerpt]
- 'Abd al-Latif al-Baghdadi's Autobiography [Personal Account]
- Illustration from The Maqamat of al-Hariri [Painting]
- Devshirme System [Gravure]
- Ottoman Decree, 1856 [Legal Document]
- British Parliamentary Papers [Official Documents]
- "Girls' Education is the Basis of Civilization and Moral Refinement" 1907 [Magazine Article]
- Taha Hussein, Minister of Education [Motto]
- Education in Post-Colonial Algeria [Newspaper Article]
- Gülen Movement [Literary Excerpt]
- Education in a Warzone [Podcast]