When Did Having a Scholar at the Front of the Class Begin?

Islamic Learning Was Originally Interactive—How Did It Change?

When Did Having a Scholar at the Front of the Class Begin?

The model of a scholar lecturing at the front of a class, as we see it today, has historical roots in different educational traditions. However, Islamic learning originally followed a more interactive and discussion-based approach, quite different from the modern classroom setup.

Early Islamic Education: A More Interactive Model

1. Prophet Muhammad’s Teaching Method

   • The Prophet (peace be upon him) taught through discussion, interaction, and questioning. He often engaged with his companions in small circles (halaqāt) where they would ask questions, discuss meanings, and apply knowledge.

   • His teaching method was not one-directional—he encouraged students to think, reflect, and participate actively.

2. Halaqah System (Study Circles)

   • In the early centuries of Islam, masjids were the main centers of learning. Scholars would sit in a circle with their students, allowing for a more conversational exchange.

   • Students were not passive listeners; they asked questions, debated ideas, and even challenged their teachers based on the Qur'an and Hadith.

3. Ijazah System (Mentorship Learning Model)

   • Knowledge was passed down directly from scholar to student, and a student had to master a subject under a teacher before being granted an ijazah (certification of mastery).

   • This system was highly personalized—students progressed at different speeds and were encouraged to specialize.

When Did the Lecture Model Begin?

The shift toward a scholar standing at the front of a classroom came later and was influenced by several factors:

1. Rise of Madrasahs (11th Century Onward)

   • With the establishment of structured institutions like Al-Nizamiyya (founded in 1065 CE by Nizam al-Mulk in Baghdad), education became more formalized.

   • Scholars began to teach from designated podiums while students sat in rows, mirroring Greco-Roman and Byzantine educational styles.

2. Ottoman Centralization of Learning

   • During the Ottoman period, madrasahs became more hierarchical, with appointed teachers (mudarris) delivering structured lessons.

   • This made education less interactive and more lecture-based, as the goal was to produce state officials, judges, and bureaucrats.

3. Colonial and Western Influences (19th-20th Century)

   • Colonial reforms imposed European-style schooling in many Muslim lands.

   • Islamic institutions adapted Western-style lecture halls, and the concept of a "teacher as authority" became dominant.

The Problem with the Lecture Model

• Over time, students became passive recipients of knowledge, instead of active participants in learning.

• Critical thinking and engagement—which were the foundation of Islamic scholarship—were reduced.

• Spiritual and intellectual growth suffered, as learning became about memorization rather than deep reflection.

Why a Discussion-Based Approach Is Closer to the Original Model

A return to discussion-based learning reflects traditional Islamic scholarship—where students collaborate, explore knowledge, and apply it in their own journeys. This is how great scholars like Imam Al-Ghazali, Ibn Arabi, and Ibn Sina developed their ideas—by engaging deeply with texts and discussions rather than just listening to lectures.

Re-establishing this approach today could revitalize Islamic learning, making it more engaging, transformative, and aligned with the original methods of seeking knowledge in Islam.