Das arabisch-islamische Unterrichtswesen der klassischen Periode

Tillmann Schreinemacher

doi:10.1628/978-3-16-200360-7

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Tillmann Schreinemacher

Das arabisch-islamische Unterrichtswesen der klassischen Periode

Thematik und inhaltliche Strukturierung von Diktatkollegs des 9. – 12. Jahrhunderts n. Chr.

[Arabic-Islamic Education in the Classical Period. Themes and Content Structure of Dictation Lessons from the 9th to 12th Centuries AD.]

2026. 180 pages.

forthcoming in October 2026

Studies in Education and Religion in Ancient and Pre-Modern History in the Mediterranean and Its Environs (SERAPHIM)

DOI 10.1628/978-3-16-200360-7

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Summary

Tillmann Schreinemacher examines the fields of knowledge taught in dictation sessions of the classical Islamic period, the associated programmatic orientation of the respective scholar, and the interaction between the scholar and those participating in the instruction.

Tillmann Schreinemacher examines works of the dictation genre (imlā, pl. amālī) that originated in the Islamic world between the 9th and 12th centuries AD and can be traced back to the teaching activities of certain scholars. Based on a detailed analysis of the books' content, the fields of knowledge taught in the dictation sessions (maǧlis, pl. maǧālis) are identified. By structuring the content, coherences and dividing lines in the programmatic approach of the respective scholar become visible. This approach makes it possible to distinguish between sections that are related in terms of content, unless they are referred to as sessions in the work itself. The focus is also on interactions between scholars and participants in the dictation sessions that are found in the text, and the effect of these interactions on the course of teaching. The author provides insight into specific teaching methods in pre-modern Islam by examining books that were written down during dictation lessons or already existed as teaching materials. These books have not yet been categorized in terms of content or classified in the context of one of the most widespread teaching methods of the early and classical Islamic era, the dictation lecture.

Table of contents:

1. Einleitung
1.1. Bildung und Lehre im frühen Islam. Ein Überblick
1.2. Methodische Schritte
2. Das Maǧālis-Werk des Ṯaʿlab
2.1. Leben, Lehrer, Schüler und Werke Ṯaʿlabs
2.2. Handschriften
2.3. Allgemeine Angaben zu den Maǧālis
2.4. Tabelle
2.5. Auffälligkeiten
2.6. Ibn Miqsam und die Überlieferung der Maǧālis
2.7. Fazit
3. Das Amālī-Werk des Abū ʿAlī al-Qālī
3.1. Kurze Biographie des Abū ʿAlī al-Qālī
3.2. Lehrer und Schüler al-Qālīs
3.3. Werke
3.4. Wirkung
3.5. Al-Qālīs Amālī-Werk
3.6. Analyse
3.7. Fazit
4. Das Amālī-Werk al-Marzūqīs
4.1. Zum Charakter al-Marzūqīs
4.2. Lehrer, Schüler und Werke
4.3. Die der Edition zugrundeliegenden Handschriften
4.4. Das Amālī-Werk
4.5. Auszug eines Abschnitts
4.6. Fazit
5. Das Amālī-Werk Šarīf al-Murtaḍās
5.1. Leben und Wirken al-Murtaḍās
5.2. Werke
5.3. Das Amālī-Werk
5.4. Fazit
6. Das Amālī-Werk Ibn aš-Šaǧarīs
6.1. Leben
6.2. Lehrer und Schüler
6.3. Werke
6.4. Das Amālī-Werk
6.5. Besonderes
6.6. Tabellen
6.6.1. Tabelle 1
6.6.2. Tabelle 2
6.7. Die 58. Sitzung
6.8. Fazit: Gedanken zu Mündlichkeit, Schriftlichkeit und der Autorschaft der Amālī
7. Das Amālī-Werk as-Suhaylīs
7.1. Leben und Wirken as-Suhaylīs
7.2. Das Amālī-Werk
7.3. Fazit
8. Reine Hadithwerke
8.1. Das Amālī-Werk aṣ-Ṣanʿānīs
8.2. Das Amālī-Werk des Aḥmad b. ʿĪsā
8.3. Das Amālī-Werk al-Maḥāmilīs
8.4. Das Amālī-Werk des Šayḫ aṣ-Ṣadūq
8.5. Das Amālī-Werk des Ibn Samʿūn
8.6. Das Amālī-Werk al-Ǧurǧānīs
8.7. Das Amālī-Werk des Muʾayyad bi-llāh
8.8. Das Amālī-Werk aṭ-Ṭūsīs
8.9. Die Amālī-Werke al-Ḥusayn al-Ǧurǧānīs
9. Weitere Amālī-Werke
9.1. Das Amālī-Werk al-Yazīdīs
9.2. Das Amālī-Werk az-Zaǧǧāǧīs
9.3. Das Amālī-Werk des Ibn Durayd
10. Schluss