The Reality of Islamic Education in Egypt : The Social History of Al-Azhar Institution
DOI:
https://doi.org/10.54956/edukasi.v13i2.850Keywords:
Al-Azhar, Islamic Education, Modernization, Social HistoryAbstract
This study examines the reality of Islamic education in Egypt through a social-historical approach to the Al-Azhar institution as the oldest Islamic educational institution that has continuously survived to the present day. Unlike previous studies that tend to emphasize institutional structures, curricula, or educational modernization in a descriptive manner, this research offers originality by analyzing Al-Azhar’s education as the product of a dialectical interaction between political power, social structures, and Islamic scholarly authority. The study employs a qualitative research design using a historical approach, involving critical examination and analysis of relevant primary and secondary sources. The findings indicate that Al-Azhar has undergone multilayered transformations, beginning as a center of Ismaili Shi ‘a propagation during the Fatimid Dynasty, later transitioning into a Sunni educational institution under the Ayyubid rule, reaching its intellectual peak during the Mamluk era, experiencing conservative tendencies during the Ottoman period, and eventually entering a phase of modernization from the nineteenth century onwards. The main finding of this study asserts that the modernization of Al-Azhar should not be understood as a form of Westernization of Islamic education, but rather as a process of epistemological reconstruction that integrates classical Islamic scholarly heritage (turāth) with the spirit of renewal (tajdīd). This study proposes an adaptive, tradition-based transformation paradigm as a model of Islamic education that remains relevant and contextual in responding to the challenges of modernity and globalization.
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