Maktab & Madressahs: Elementary & Higher Religious Schools in Islamic Societies

Donald Malcolm Reid, Updated by Syed Rizwan Zamir

As the nineteenth century opened, Islamic societies had highly developed educational institutions—elementary Qurān schools (Ar., kuttāb or maktab) and higher religious schools called madrasahs. Less formal education was available from Ṣūfī lodges (khanqah), literary circles at princely courts, private tutors, private study circles (ḥalaqah), and apprenticeships in state bureaus and craftsmen's shops.

This article discusses five phases of the development of educational institutions in the Islamic world since 1800. In phase one, Islamic schools were unaffected by the West. In phase two, reforming Muslim rulers set up Western-style military and professional schools. In phase three, colonial rulers subordinated schools to their own imperial interests. This phase also saw major reforms of traditional institutions in which the process of transmission of religious knowledge was formalized and standardized according to Western institutional models. More importantly, the transformations that took place during this period have proven to be conclusive for later eras. In phase four, newly independent states unified their school systems and rapidly expanded all levels of schooling. Phase five saw, as an aftermath of various sociopolitical developments, a renewed interest in educational reforms along Islamic lines.

The chronology of these phases varied from place to place, and some countries bypassed a phase or two. The Ottomans entered phase two as early as 1773 by opening a naval engineering school; isolated North Yemen and Saudi Arabia had not yet entered it in 1950. The colonial rule of phase three began before 1800 in the Dutch East Indies and India, but reached Syria and Iraq only after World War I. North Yemen, Saudi Arabia, and Afghanistan skipped the colonial phase. Turkey and Iran won the independence of phase four in the 1920s without having been fully colonized, while the emirates of the lower Gulf did not begin phase four until the British left in 1971.

The most significant aspect of premodern madrasah education was its informal character, as seen in the lack of central administrative control and the absence of strictly defined categories of religious and nonreligious subjects. This is despite the fact that madrasahs helped construct, shape, and homogenize religious authority and knowledge by encoding standard Islamic religious texts and canon collections. Their informal character was, however, replaced by a much more standardized religious education in the colonial period and onward.

Qurān schools stressed memorization of the Qurān, reading, and writing. Memorization did not always mean comprehension, particularly for non-Arab Muslims. Teachers taught in homes, mosques, or shops, receiving their pay from pupils’ fees or waqfs (pious endowments).

Advanced schooling in mosques went back to the seventh century, but the formal madrasah—an endowed residential college stressing the sharīah—took shape only in the eleventh century. The Niẓāmīyah in Baghdad was a renowned prototype. In common usage, distinctions between mosque schools and madrasahs disappeared. Subjects more directly tied to the revelation were stressed: Qurānic exegesis, ḥadīth, jurisprudence, theology, Arabic grammar, and logic. Others such as arithmetic, astronomy, medicine, philosophy, and poetry, which were not strictly religious, were also taught in many madrasahs. There were no formal admissions or graduation ceremonies, no grade levels, written examinations, grades, classrooms, desks, or school diplomas. It was not the institution but the teacher with whom one studied and from whom one received a certificate (ijāzah) that determined a student's authority in the subject.

Al-Azhar in Cairo, the Süleymaniye in Istanbul, Qarawīyīn in Fez, the Zaytūnah in Tunis, and various mosque-madrasahs in Mecca, Medina, and Damascus stood out in the Sunnī world of 1800. For the Shīah, the madrasahs of Najaf (Iraq) were foremost, with others in Isfahan and other Iranian cities.

Defeat in wars with Russia and Napoleon's invasion of Egypt (1798) forced Muslim rulers to reform their armies and military support services along Western lines.

Three related phenomena (which persist into the early twenty-first century) accompanied the new schools: (importing Western educators, dispatching students to study in the West (small missions first left Egypt in 1809, Iran in 1811, and Istanbul in 1827), and putting new printing presses to work publishing translated Western textbooks. Importantly, all these developments bypassed any consultation or collaboration with the existing madrasah institutions.

Read more: http://www.oxfordislamicstudies.com/article/opr/t236/e0212

Imam Ghazali: Debate as a Means of Searching after the Truth

Imam Ghazali (1058 - 1111), Khorasan

...You will understand this ambiguity between debate and consultation when I relate to you the following, namely, that co-operation in the search after truth is a part of religion but has… distinguishing features and conditions.

Whereas debate as a means of searching after the truth is one of the fard kifayah duties, no one who has not yet fulfilled his fard ‘ayn duties should take it up.

Thus whoever has a  fard ‘ayn duty to fulfil, but addresses himself to the fulfilment of a  fard kifayah instead, claiming that he seeks thereby the truth, is a liar; he is like the person who neglects prayer and traffics in weaving and tailoring saying that his purpose is to cover the nakedness of him who prays naked because he finds no clothes. Such a thing may occur and is quite possible just as the occurrence of the rare cases which are the subject of research in those debates is possible.

Those who spend their time in debate neglect several duties which are, by general agreement,  fard‘ayn duties. Similarly, anyone who has been expected to return a deposit to its owner at once, but, instead of so doing, seeks refuge in prayer which is the worthiest of all obligations before Allah, transgresses because it is not enough that a person be obedient and his works constitute acts of service unless he observes therein the rules of time, condition and sequence.

Debate as a means of searching after the truth is justified provided the doer is not confronted with a more important  fard kifayah duty.

Thus whoever finds an important obligation waiting for him and turns to perform something else, transgresses. In fact he is like a person who comes upon a group of people and finds them, having been neglected, about to die of thirst, but instead of saving them by giving them water to drink, buckles down to study the art of bleeding, claiming that it is a fard kifayah and that unless the town had a bleeder the people will perish. On being told that a number of bleeders already exist within his region and, therefore, there is no need for his services he insists that notwithstanding all this, bleeding remains a  fard kifayah.

 Likewise, he who does this and neglects to give his attention to the calamity which has befallen a group of thirsty Muslims is like the person who devotes his time to debate while several fard kifayah duties remain neglected in the town. Thus several have taken up the profession of law(fatwa) while a number of obligatory duties remain neglected in every town and no jurisprudent ever pays any attention to them. More specifically let me single out medicine in which there is not, in almost all the land, a Muslim physician whose word could be legally accepted in important matters. Nevertheless not one of the jurisprudents has taken up medicine. The same is true of the Muslim obligation to enjoin what is just and to forbid what is evil¹which is a fard kifayah duty.

A debater might perhaps be arguing in the midst of a hall draped with silk and among men apparelled with it, but would say nothing about it and instead would debate concerning a hypothetical case which might never come to pass, even if it should occur there would be several jurisprudents ready to attend to it.

All this time he claims that he desires to come nearer to Allah through performing the fard kifayah duties. It was related by Anas that the Apostle of Allah was once asked, “When will the Muslim obligation of enjoining what is just and forbidding what is evil be neglected?” To which he replied, “When the best among you take to hypocrisy and the wicked, to adultery; when government shall pass to the hands of the least deserving among you and knowledge to those who are corrupt.”

The third condition which justifies debate is that the debater should have the ability and right to form an opinion of his own (mujtahid), and should be one who can give decisions on his own responsibility without being bound be the opinions of either al-Shafi‘i or abu-Hanifah or any other imam, so that whenever he would find that the school of abu-Hanifah is right on a particular point he would hand down his opinion accordingly, just as the Companions and the imams used to do, and would ignore what the Shafi’ite school holds on the subject. On the other hand, he who lacks the right and the ability of independent interpretation (ijtihad), as is the case with all contemporaries, but would hand down his opinions on the authority of his imam, would not be able to reject the stand of another even though he should discover its weakness. Of what use to him there is debate when his system is well-known and his opinions are bound to conform to it? And whenever a doubtful point confronts him he would be compelled to say that the founder of his school might have an answer as he himself was not independent in interpreting the sources of the law. It would have been more fitting for him if his discussions were on points which lend themselves to two opinions, for then he might hand down his opinion in favour of the one and against the other and become thereby more and more disposed to one view and opposed to the other. Yet debates are not confined to this type of two-sided questions; often these are ignored in favour of cases in which the points of controversy have been fully discussed and decided.

The fourth condition which justifies debate is that there should be none except on actual cases or cases likely to be so. Thus the Companions held consultations only as questions arose or were likely to arise, as for example questions of inheritance. We do not, however, see debaters concerning themselves with the criticism of cases in which the handing of opinions has caused widespread tribulations. Rather they seek the spectacular cases which attract attention and consequently, no matter what the nature of the case may be, discussion of the issue becomes widespread. They may even ignore cases of frequent occurrence saying that they are reported cases or rare events which are not spectacular. That the aim of a debate should be the truth is nothing short of a miracle. They would also drop a case because it has been reported although the way to truth is through such reports; or they might drop it because it was not spectacular and would lend itself to little discussion. Truth, however, aims at reducing debate and arriving at conclusions concisely and not flatulently.

Read more: http://www.ghazali.org/works/bk1-sec-4.htm

Islamic Philosophy: Knowledge is Perfection & Perfection is Happiness

Dr. Shams C. Inati

Knowledge is the intellect's grasp of the immaterial forms, the pure essences or universals that constitute the natures of things, and human happiness is achieved only through the intellect's grasp of such universals. 


They stress that for knowledge of the immaterial forms, the human intellect generally relies on the senses. Some philosophers, such as Ibn Rushd and occasionally Ibn Sina, assert that it is the material forms themselves, which the senses provide, that are grasped by the intellect after being stripped of their materiality with the help of the divine world. However, the general view as expressed by al-Farabi and Ibn Sina seems to be that the material forms only prepare the way for the reception of the immaterial forms, which are then provided by the divine world. They also state that on rare occasions the divine world simply bestows the immaterial forms on the human intellect without any help from the senses. This occurrence is known as prophecy. While all Muslim philosophers agree that grasping eternal entities ensures happiness, they differ as to whether such grasping is also necessary for eternal existence.

1. Nature of knowledge

Muslim philosophers are primarily concerned with human happiness and its attainment. Regardless of what they consider this happiness to be, all agree that the only way to attain it is through knowledge. Their intellectual inquiries, beginning with logic and ending with metaphysics and in some cases mysticism, were in the main directed towards helping to understand what knowledge is and how it comes about.


Following in the footsteps of the Greek philosophers, Muslim philosophers consider knowledge to be the grasping of the immaterial forms, natures, essences or realities of things. They are agreed that the forms of things are either material (that is, existing in matter) or immaterial (existing in themselves). While the latter can be known as such, the former cannot be known unless first detached from their materiality. Once in the mind, the pure forms act as the pillars of knowledge. The mind constructs objects from these forms, and with these objects it makes judgments. Thus Muslim philosophers, like Aristotle before them, divided knowledge in the human mind into conception (tasawwur), apprehension of an object with no judgment, and assent (tasdiq), apprehension of an object with a judgment, the latter being, according to them, a mental relation of correspondence between the concept and the object for which it stands.

2. Sources of knowledge

In Islamic philosophy there are two theories about the manner in which the number of unknown objects is reduced. One theory stresses that this reduction is brought about by moving from known objects to unknown ones, the other that it is merely the result of direct illumination given by the divine world. The former is the upward or philosophical way, the second the downward or prophetic one. The proof (al-burhan) is the method for moving from the known objects of assent to the unknown ones. The explanatory phrase and proof can be either valid or invalid: the former leads to certitude, the latter to falsehood. The validity and invalidity of the explanatory phrase and proof can be determined by logic, which is a set of rules for such determination. Thus logic is described as the key to the knowledge of the natures of things. This knowledge is described as the key to happiness; hence the special status of logic in Islamic philosophy.

3. Logic and knowledge

We are told that because logic deals only with the known and unknown, it cannot deal with anything outside the mind. In other words, logic can deal with realities only in that these realities are subjects or predicates, universal or particular, essential or accidental and so on.


Because the ultimate human objective is the understanding of the realities, essences or natures of things, and because the ultimate logical objective is the understanding of conceptions, logicians must focus on the understanding of those conceptions that lead to the understanding of the essences if they intend to serve humanity. Ibn Sina points out that since the essences are universal, such expressions are also universal in the sense of representing universal conceptions such as 'human being', not in the sense of being universal only in expression, such as 'Zayd'. A universal expression can be applied to more than one thing, as the last two examples show, but one must keep in mind Ibn Sina's distinction between these two types of universal expressions: the former represents reality, although indirectly, the latter does not. It is only the former with which the logician should be concerned (see Logic in Islamic philosophy).


Considering that the discussion of universals occupies a central place in Arabic logic, it is important to focus briefly on this subject to ensure understanding of the proper objects of the knowledge of the natures of things.

Muslim philosophers divide universal expressions into five types, known together as the five predicables: genus, species, difference, property and common accident. Genus refers to the common nature of all the species that fall under it, such as 'animality' for 'human being', 'dog', 'cat' and so on. As such, it tells us what the general nature of a thing is. Species refers to the common nature of all the individuals that fall under it, such as 'human being' for 'John', 'George' and 'Dorothy'. As such, it tells us what the specific nature of a thing is. Difference refers to that which differentiates the members of the genus, such as 'rational', which differentiates the species of being human from other animal species; it tells us which thing a being is. These three universals are essential to a thing; that is, without them the essence will not be what it is. Property and common accident are accidental, in that they attach to the thing but are not part of its essence. Property refers to something that necessarily attaches to one universal only, such as 'capacity for laughter' for 'human being'. Common accident refers to a quality that attaches to more than one universal, either in an inseparable manner, such as 'black' for 'crow', or in a separable manner, such as 'black' for 'human being'. The inseparability of the common accident, however, is only in existence.

Only the first three of the above universals constitute the essences of things. If one is to understand the essence of a thing, one must first understand its genus, species and difference or differences. The understanding of these three universals takes place through the explanatory phrase and proof, of which these universals are simple elements. The explanatory phrase is either definition or description. The definition is a phrase which mirrors the essence of a thing by indicating its general and specific essential qualities, that is, its genus, species and difference; the description is like the definition except that it indicates the property instead of the difference. Thus the description does not give a complete picture of the essence of a thing as does the definition. The proof is a set of propositions, which consist of conceptions joined or separated by particles. The proof that helps in the understanding of the essences of things is that which moves from known universal judgments to an unknown universal one.


The important question that concerned Muslim philosophers is how the universals or forms that are essential to the natures of things arrive at the human mind before it has the chance to employ the explanatory phrase and proof to compose known conceptions and known judgments from them. In order to answer this question, Muslim philosophers first discussed the structure of the human soul and then the steps through which the universals pass on their way to the place of knowledge (see Soul in Islamic philosophy). As stated above, conceptions come to the mind through either the philosophical way or the prophetic way. The philosophical way requires one first to use one's external senses to grasp the universals as they exist in the external world, mixed with matter. Then the internal senses, which like the external senses are a part of the animal soul, take in these universals and purify them of matter as much as possible. The imagination is the highest internal sense, in which these universals settle until the next cognitive move. It is from this point to the next step in the philosophical journey that the details seem particularly unclear.

4. The role of the mind

All Muslim philosophers believe that above the senses there is the rational soul. This has two parts: the practical and theoretical intellects. The theoretical intellect is responsible for knowledge; the practical intellect concerns itself only with the proper management of the body through apprehension of particular things so that it can do the good and avoid the bad. All the major Muslim philosophers, beginning with al-Kindi, wrote treatises on the nature and function of the theoretical intellect, which may be referred to as the house of knowledge.


In addition to the senses and the theoretical intellect, Muslim philosophers include in their discussion of the instruments of knowledge a third factor. They teach that the divine world contains, among other things, intelligences, the lowest of which is what al-Kindi calls the First Intellect (al-'aql al-awwal), better known in Arabic philosophy as the 'agent intellect' (al-'aql al-fa''al), the name given to it by al-Farabi (§3), or 'the giver of forms' (wahib as-suwar).

5. Philosophical and prophetic knowledge

The prophetic way is a much easier and simpler path (see Prophecy). One need not take any action to receive the divinely given universals; the only requirement seems to be the possession of a strong soul capable of receiving them. While the philosophical way moves from the imagination upward to the theoretical intellect, the prophetic way takes the reverse path, from the theoretical intellect to the imagination. For this reason, knowledge of philosophy is knowledge of the natures of things themselves, while knowledge of prophecy is knowledge of the natures of things as wrapped up in symbols, the shadows of the imagination.


Muslim philosophers agree that knowledge in the theoretical intellect passes through stages. It moves from potentiality to actuality and from actuality to reflection on actuality, thus giving the theoretical intellect the respective names of potential intellect, actual intellect and acquired intellect. Some Muslim philosophers explain that the last is called 'acquired' because its knowledge comes to it from the outside, and so it can be said to acquire it. The acquired intellect is the highest human achievement, a holy state that conjoins the human and the divine realms by conjoining the theoretical and agent intellects.


Ibn Sina rejects the view that the theoretical intellect is potential by nature. He argues instead that it is eternal by nature because unless it is, it cannot grasp the eternal objects. For him, happiness is achieved by this intellect's grasping of the eternal objects, for such grasping perfects the soul. Muslim philosophers who believe that eternity is attained only through knowledge also agree with Ibn Sina that knowledge is perfection and perfection is happiness.

Read full paper: http://www.muslimphilosophy.com/ip/rep/H019.htm#H019BIBENT4

Shams C. Inati is a specialist in Islamic philosophy and theology with particular emphasis on Ibn Sina (Avicenna), metaphysics, and the problem of evil.  She is also a poetess and a song writer. She teaches at Villanova University, USA.

Seek Knowledge! An Obligatory Duty for Muslims!

1. Published: Friday, 26 January, 2007, 10:52 AM Doha Time

Prophet Muhammad sallallaahu 'alaihi wa sallam said: “Seeking knowledge is obligatory upon every Muslim.” (Related by Ibn ‘Adiyy, Al-Bayhaqi and Al-Tabarani). 

Though this Hadith is known and memorised by most Muslims, the essence, the amount, and the kind of knowledge referred to in this Hadith remains misunderstood by many. What are the minimum teachings that every Muslim – male or female – is required to know about his Deen?

A. Types of knowledge in Islam

Muslim scholars classify knowledge into two categories:

1: Obligatory knowledge (fardh ‘ayn): This refers to knowledge of the fundamentals of Islamic beliefs which every Muslim must know. Seeking this knowledge is an obligatory duty upon every Muslim. All obligatory knowledge deal exclusively with al-’Ilm al-Shar’i, that is, knowledge pertaining to Islamic faith, acts of worship, and the necessary transactions in the daily dealings of a Muslim.

2: Optional knowledge (fardh kifayah): This is not a duty required of every individual, but rather it falls upon the community as a whole. Hence, if a group of individuals in the community undertake to acquire this kind of knowledge, all other individuals will be exempted from this duty, and the whole community will be free from responsibility or negligence to acquire this kind of knowledge. Examples of such knowledge include studying Islamic law and other basic sciences, industries and professions which are vital for the welfare of the society.

Unlike obligatory knowledge, optional knowledge covers part of Islamic knowledge and all worldly knowledge. The former is called al-’Ilm al-Shar’i al-Kifa’i (optional Islamic knowledge), while the latter is called al-’Ilm al-dunyawi (worldly knowledge).

a) Religious sciences: These cover all branches of Islamic shari’ah, such as: tafseer (Qur’anic exegeses), fiqh, hadith sciences (known as mustalah al-hadith or ‘Ilm usul al- hadith), seerah (the Prophet’s biography), Islamic political science, (As-siyasah al- shar’iyah), Islamic history, etc.

Each of these sciences may require knowledge of other sciences to cover fully and comprehensively the substance of the matter studied. For example: tafseer needs Arabic grammar, Arabic literature, and other linguistic skills; Hadith sciences need the science of criticism (which looks at the narrators’ credibility, trustworthiness, power of memorisation, etc), called ‘Ilm al-jarh wat-ta’deel.

b) The natural and applied sciences: These are all the basic sciences, industries and professions which are of vital necessity for the welfare of the community. Examples of such fields include: engineering; agriculture, fisheries, food sciences, etc. Leaders of every Muslim community should always do their best to procure the necessary number of scholars, professionals and qualified men and women in all fields of optional knowledge needed by the community. For example, Muslims in a non-Muslim country must train sufficient number of shari’ah scholars to answer questions raised by members of the community. They must also prepare enough educators – administrators, teachers and counsellors to fill the growing needs of Islamic schools in this country. Both male and female Muslim doctors are needed in every city to care for male and female Muslim patients, respectively.

From the above discussion, we can fully understand the responsibility that lies upon the shoulders of Muslims in this continent.

Minimum requirements for Islamic sciences

First, the understanding fundamentals of Iman: This is also called ‘Ilm Usul ud-Deen (Fundamentals of Deen), or ‘Ilm al-Tawheed (the Oneness of Allah), or simply ‘Aqeedah (Islamic faith). Every Muslim must have a general knowledge of all matters pertaining to his faith. He should have a clear understanding of the Lord he worships, the Prophet he follows and the Deen to which he committed himself. Needless to say, one should exert the best of one’s effort to acquire these fundamentals.

Second, understanding Islamic rules and conduct (fiqh al-ahkam): This is also called fiqh al-’Ibadat (understanding of acts of worship). This field covers all aspects of the Islamic acts of worship that are necessary for the correct practice of one’s Salat, Zakat, Sawm, and Haj.
It als covers all aspects of family issues, such as marriage, divorce, children’s education, as well as rules and regulations for one’s business transactions such as, buying, selling, borrowing lending, etc. A Muslim is obligated to learn from fiqh al-ahkam only matters that are related to Ibadah (worship) he need to perform; and rules of a particular transaction he wants to undertake. For example, if a Muslim has not reached the age for prayer or fasting, he does not have to learn about them though he may be encouraged to do so. Also, if one does not have the necessary means to perform Haj, one does not need to learn its rituals until one becomes able to undertake the Haj journey.

By learning those two branches, a Muslim will know His Lord by all His beautiful names and Most High attributes. He will know the status, function and rights of the Prophets. He will follow a similar course when dealing with other required beliefs, such as the belief in the Angels, the Books, the Predetermined Decree, the Last Day, the punishment in the grave, etc. On the other hand, before performing any act of worship, a Muslim should know the requirements, the conditions and the desirable actions pertaining to that act. Hence, He will never practice any act of worship or undertake any transaction not sanctioned by the Qur’an or Sunnah.

Just by contemplating the Islamic knowledge of Muslims today, the reader can realise how much those two disciplines, which are required of every Muslim, have been neglected, if not totally ignored.

Unfortunately, there are many Muslim professors, doctors, and engineers, who hold the most advanced academic or professional positions in their respective institutions, yet do not possess the minimum knowledge of the Islamic sciences. Ironically, while it takes only a few weeks or even a few days to acquire the obligatory Islamic knowledge, it may take at least two years to obtain a basic degree in any worldly field.

Indeed, it is through knowledge and sincerity that one can enter paradise. This is how we can understand the Hadith of our beloved Prophet sallallaahu 'alaihi wa sallam, “Whoever adopts the path of seeking knowledge, Allah eases for him the way to Paradise.” (Related by Ahmad, Al-Tirmidhi, Abu Dawud, Ibn Majah, and Al-Darami).

The following Hadith is a strong reminder for anyone of us whom Allah has blessed with some Islamic knowledge: “Whoever is asked about a knowledge that he knows about and then hides it and keeps it away, he
will be bridled on the Day of Judgment with a bridle of fire.” (Related by Ahmad, Abu Dawud and Al-Trimidhi).

2. Friday speech delivered by Imam Mohamed Baianonie at the Islamic Center or Raleigh, NC on January 21, 2000

Knowledge is the road to Iman belief, and leads the person to fear Allah (S.W.T.). The fear, that is based on knowledge, regulates the person's deeds. Knowledge is the one that leads to fear of Allah, which in turn entices action. Allah (S.W.T.) said in surat Fatir, (Verse 28), what can be translated as, "It is only those who have knowledge among His slaves that fear Allah." Because of that, Allah (S.W.T.) brought the people of knowledge to different higher levels according to their knowledge, For that reason Allah (S.W.T.) raised up the degree of those who have knowledge, He (S.W.T.) said in surat Al-Mujadilah, (Verse 11), what can be translated as, "Allah will exalt in degree those of you who believe, and those who have been granted knowledge."

Knowledge of deen gathers and contains all righteous deeds and it is a sign of acceptance and pleasure of Allah (S.W.T.) with His servant. Imams Bukhari and Muslim reported that the prophet Muhammad (S.A.W.) said: "If Allah wants to do good to a person, He makes him understand and learn the deen."

Knowledge comes before Ibadah and regulates it, so no Ibadah is accepted unless it is based upon correct knowledge. For this reason, the prophet (S.A.W.) considered the person of knowledge to have much higher status than the worshipper. 

The prophet Muhammad (S.A.W.) elevated the one who has knowledge over the worshiper, He (S.A.W.) said in a good hadith reported by Imam At-Tirmithi,"An ‘Aalim (learned person in the deen) is as much superior to an ‘Aabid (Worshiper) as I am superior to the lowest among you." In another hadith reported by Imam Abu-Dawoud and At-Tirmithi, that the prophet Muhammad (S.A.W.) said: 

"An ‘Aalim (learned person in the deen) is as much superior to an ‘Aabid (Worshiper) as the full moon is superior to all stars."

The prophet (S.A.W.) considered seeking knowledge obligatory upon every Muslim, male or female. His teaching included all with no exception. Even the women took their share in seeking knowledge. Imam Bukhari reported that some woman requested the prophet (S.A.W.) to fix a day for them as the men were taking all his time. On that he promised them one day for lessons, so he preached and commanded them…"

Shyness did not prevent the women from seeking knowledge. Imam Bukhari reported that A'isha (R.A.) said: "The best woman are the woman of ansar because their shyness did not stop them from learning the deen."

The companions of the prophet were very eager to seek knowledge. They use to ask the prophet about every matter in their lives, and the prophet (S.A.W.) used to answer them with what Allah (S.W.T.) had taught him with humbleness and kindness.

The companions of the prophet (S.A.W.) used to alternate and rotate going to the Masjid of the prophet (S.A.W.) so that they do not put off their worldly work and nothing of seeking knowledge slips away. 

Umar (R.A.) is one example. Imam Bukhari reported that Umar Bin Alkhattab (R.A.) said: "My Ansari neighbor and I used to live far away from the masjid of the prophet (S.A.W.), and we used to visit the prophet (S.A.W.) by turns. He used to go one day and I go another day. When I went I used to bring him the news of that day regarding the revelation and other thing, and when he went, he used to do the same for me…"

Even the Bedouins used to travel a long distance to Madinah to seek knowledge by asking the prophet (S.A.W.). Imam Bukhari reported that Dimam bin Tha'labah came riding on a camel. He made his camel kneel down in the mosque, tied its foreleg and then said: "Who amongst you is Muhammad? At that time the prophet was sitting among his companions leaning on his arm. The companions replied, "This white man leaning on his arm. The man then addressed him. "O son of Abdl Muttaleb, I want to ask you something and will be hard in questioning. So do not get angry. The prophet said: "Ask whatever you want…" (Then the Bedouin, asked him many questions, and the prophet (S.A.W.) answered them all.)

The prophet (S.A.W.) ordered his companions who learned to teach others even if it is little. Imam Bukhari reported that the prophet Muhammad (S.A.W.) said: "Convey on my behalf even if it is only a verse (of the Qur'an)…"

Also Imam At-Termithi reported a good hadith that the prophet Muhammad (S.A.W.) said: "May Allah prosper the affairs of a person who hears something from us and communicates it to others exactly as he has heard it. Many a man to whom something is convened retains it in his memory and understands it better than the one who has heard it."

The prophet (S.A.W.) warned from keeping knowledge secret. 

Imams At-Tirmithi and Abo Dawud reported a good hadith that the prophet Muhammad (S.A.W.) said: "He who is asked about knowledge and conceals it, will be bridled with a bridle of fire on the Day of Resurrection."

The companions of the prophet (S.A.W.) were keen on seeking knowledge and spreading it during the life of the prophet (S.A.W.) and after. They traveled in the land to teach people and became within less than a quarter of a century the strongest Ummah on the face of the earth with what they had carried from the knowledge of deen and the knowledge the worldly life. With that, they became prosperous and the whole humanity became prosperous. This prosperity remained for so many centuries that history could not ignore. Many scientific remains in all aspects of science are still around.

Regression of this Muslim Ummah then started sometime in its history. This regression closely accompanied the attitude of laziness and carelessness and turning away from knowledge, so ignorance started to spread in place of knowledge until this Ummah became the most backward Ummah.

To revive this Ummah and empower it again with knowledge and leadership that it once had, we must spread the correct knowledge of the deenuAllah (S.W.T.) because from this knowledge stems all other knowledge. And it is a must that we take practical steps to achieve this.

We ask Allah (S.W.T.) to help us to seek knowledge and to bless us with sincerity in our sayings and deeds. O Allah! Increase our knowledge. "Ameen

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 http://islam1.org/khutub/Seek_Knowledge.htm