Volume 04 Issue 01-2024
133
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
133-136
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article covers the history of Bukhara and issues of education in the system of madrasahs.
KEYWORDS
Scientist, writer, official, military, imam, artist, musicologist, religious literature, general education sciences,
pedagogical sciences.
INTRODUCTION
Old Bukhara is also famous for its numerous
madrasahs. It was considered a city where students
from different places visited for science education.
This tradition continued in the following centuries.
That is why most authors describe Bukhara in this
aspect. In particular, the historian of the Ashtarkhanid
era, Mahmud ibn Vali (XII century), evaluates the
service of Bukhara as a center for spreading knowledge
as follows: "Because of the abundance of scientists, it
is called the fountain of scientists and science." Y.K.,
who traveled to Bukhara in the 19th century.
Meyendorf describes Bukhara's position in the Islamic
world as follows: "It has become a place of pilgrimage
for Muslims due to its many schools, scholars and holy
places. Maybe that's why he got the name "sharif". In
his memoirs, Russian tourist N. Khanikov described
Bukhara as a great center of science, enlightenment,
and religious knowledge. J. Kunits also called Bukhara
"the fortress of Arab-Iranian culture", "the heart of
Islam" in the hundred-year history of Central Asia, the
center of 250 mosques and madrasahs.
Research Article
LITERATURE LESSON IN THE EDUCATION OF BUKHARA MADRASAHS
Submission Date:
January 21, 2024, A
CCEPTED
Date:
January 26, 2024,
Published Date:
January 31, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue01-22
Shodiyeva Gulrukh Khairullayevna
Teacher of the primary education department, Bukhara State Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 01-2024
134
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
133-136
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In the Middle Ages, Bukhara madrasas were famous
not only in Movarunnahr, but also in the Muslim East as
a place of learning. At the beginning of the 20th
century, we see that Bukhara became important as one
of the centers of Islamic education for the regions of
Central Asia, the Caucasus, and the present-day
Tatarstan and Bashkortostan. As an example, in the
Central State Archive of the Republic of Uzbekistan, a
list of fifteen students who came to study in Bukhara
madrasas in 1910, their names, where they came from,
and which madrasa they were studying in. According
to document number 361, by 1915, the number of
Russian citizens studying in Bukhara madrasas reached
101, and according to other information, it reached 182.
A control system has been developed for them to live
and study in Bukhara. In the course of the research, it
was found that foreign students were given separate
waqf properties in addition to the allowance they
receive at the madrasa. For example, Mizrobboy ibn
Abdurakhim Anho gave four lamp shops in "Labi
Hovuz" to students from Ankho (1867), and 200 acres
of fertile land from the district of Khoja Aziz ibn Khoja
Awaz Muhammad Kamil Abo Muslim to students from
Sayram (1677 -y.), to students from Turkestan, Khwaja
Muhammad Azizon ibn Sheikh Muhammad Komi gave
all the lands of "Afghan Dezai Kalon" and "Afghan
Dezai Khurd" in the district of Abo Muslim (1666), and
900 tanabs from the lands of "Karizi Razia" in the
district of Ali Azizon Khutfar. (1694), and Muhammed
Yusufboy ibn Muhammed Salih donated 91 acres of
fertile land from "Poyoni Rud" (1812) for students from
Tashkent. It is possible to see how much respect and
attention has been paid to science, science seekers and
foreigners in our country since ancient times. The
number of madrasahs operating in the emirate is given
in different sources, and there is no exact information.
For example, at the beginning of the 20th century, the
number of madrasas in Bukhara was estimated by
Abdurauf Fitrat and Sadriddin Ainiy at 200, Sadr Zia at
204, and Muhammad Ali Baljuvani at 400. It is noted
that 350 madrasahs are operating in the emirate.
Qualified specialists in various fields were trained in the
madrasa. Most of the graduates of this university
became teachers, scientists, writers, officials,
ambassadors, soldiers, imams, artists, musicologists,
and even enlighteners.
Educational programs are taught in three parts:
religious literature, general education subjects and
special pedagogical subjects. The Madrasa curriculum
usually began with the acquisition of a Persian
language textbook called "Awwali Ilm". In addition,
depending on the interests of the students and the
capacity and availability of the teachers, geometry,
medicine, chemistry, geography, history, literature,
science of astrology, the basics of architecture
(architecture), calligraphy, music, mathematics, logic,
astronomy, Arabic literature, they also received
knowledge in such subjects as ethics, public speaking,
and hygiene. It is clear from this that not only religious
Volume 04 Issue 01-2024
135
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
133-136
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
subjects are mastered in madrasahs. Also, since some
madrasahs are specially specialized, the education of
special subjects has been established in them. It can be
seen that Sadriddin Ainiy in his "Memoirs" for some
reason biased some information. For example, Miri
wrote that among more than three hundred students
who graduated from the Arab Madrasah, he did not
meet a single student who loved poetry and was
interested in literature. Did it really happen? If we turn
to the sources, first of all, the teaching of subjects such
as literature, aruz and Arabic literature in madrasahs,
the fact that Rahmatullah Vozekh Bukhari dedicated
his treatise "Tukhfatul-akhbab fi tazkiratul-ashhab" to
poets, among them, madrasa graduates and mudarris
are also noted. it shows that this idea is wrong. Also,
the pamphlet number 29 from Sadri Zia's "Jome"
("Fuzaloyi mutaaxhirin va shu'aroi ma'orinin") is
dedicated to the poets of his time, among whom there
are also mudarris. The author of the work "Tazkiratul
inshshab" which is being researched is Ayni, who also
studied at the Miri Arab madrasa and had a great
interest in literature. Because in his library you can find
the complete books of dozens of poets such as Hafiz,
Jami, Navoi, Bedil, Imla, Saib, Mashrab. In addition, the
meeting of verses written in Persian and Turkish
languages in many notebooks is proof that he was also
engaged in poetry. Researcher M. Tursunova's
monograph entitled "Literature Lesson in Madrasa
Education" is dedicated to the historical stages and
methods of teaching literature in madrasas. Other
studies have provided much information on this topic.
Demezon, who was in Bukhara in the 30s of the 19th
century and observed the madrasa classes, mentions
that the students also loved reading Rumi, Mirza Bedil,
Hafiz, Saadi, Ismat, Kasim and Navoi. Specialists in this
field can further develop their knowledge and skills if
they compare modern literature textbooks with
textbooks taught in the late 19th and early 20th
centuries and use them in extracurricular activities. So,
from the above examples, it can be seen that secular
sciences are also carefully taught in the madrasa
education system.
To sum up, Bukhara madrasahs have had their prestige
since ancient times and have gained importance in
forming the spiritual image of students. This helped to
preserve the traditions, customs, moral standards, and
historical national values of our people formed over
thousands of years, and to educate students to be
humble, courteous, honest, noble, patient and honest.
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Volume 04 Issue 01-2024
136
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
133-136
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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