Bilginin Kurumsallaşması: Medrese ve Üniversitenin Tarihsel Karşılaştırması
9. ULUSLARARASI ANKARA MULTİDİSİPLİNER BİLİMSEL ÇALIŞMALAR KONGRESİ, Ankara, Türkiye, 13 Kasım 2025, cilt.1, ss.229-247, (Tam Metin Bildiri)
- Yayın Türü: Bildiri / Tam Metin Bildiri
- Cilt numarası: 1
- Basıldığı Şehir: Ankara
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.229-247
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Marmara Üniversitesi Adresli: Evet
Özet
This study, which comparatively examines the madrasa in the Islamic world and the university that
emerged in Europe in the context of the institutionalization of knowledge, aims to reveal what these two
structures signify not only in terms of the history of education but also in relation to conceptions of
civilization. In this respect, the madrasa and the university are regarded as institutions in which
knowledge is produced, transmitted, and preserved across generations.Within this framework, the study first examines the historical background of the madrasa, tracing a line
that extends from the experience of the uffa -centered study
circles, schools and institutions such as Bayt al- -
madrasas. With its financing secured through the waqf system, its well-defined hierarchy between
mudarris and student, and the provision of lodging and subsistence, the madrasa is defined as a central
institution of higher learning that carries religious-scholarly authority while at the same time supplying
bureaucratic and judicial cadres. The inclusion in the curriculum of rational sciences such as logic,
mathematics, geometry, astronomy and medicine alongside t
-based conception of education supported by practices of memorization,
commentary, scholarly discussion and writing.
In parallel with this historical framework, the study examines the emergence and transformation of the
university. The translation of Greek and Islamic intellectual heritage into Latin, the formation of studium
generale structures, and the guild-based model of organization evolved into an institutional university
identity in centers such as Bologna, Paris and Oxford. While Latin as the language of instruction, a
curriculum based on the trivium quadrivium, the scholastic method and oral examinations stand out as
the main characteristics of the medieval university, in the modern period a research-oriented university
form emerged one that adopted a functional separation between science and religion, embraced the
experimental method, and provided education in national languages within the framework of the
Humboldtian model.
In light of all these findings, it becomes evident that although the madrasa and the university make use
of similar institutional instruments, they diverge in terms of curricular priorities, their relationship to
authority, and their responses to the processes of modernization. The study positions both institutions as
distinct models within their respective civilizational contexts and argues that they offer complementary
possibilities for contemporary debates on higher education.