زانکۆی قەرەوین

زانکۆی قەرەوین
زانکۆی قەرەوین
بەشێکە لە	Medina of Fez
دامەزران	١ی کانوونی دووەمی ٠٨٥٩
دامەزرێنەر	فاتیمەی کچی فەھریە
وڵات	مەغریب
دابەشکاریی کارگێڕی	فاس
پۆتانی شوێن	٣٤°٣′٥٢″N ٤°٥٨′٢٤″W
ئەندامی	Association of African Universities
شوێنی بارەگاکان	فاس
باری کەلەپووری	part of UNESCO World Heritage Site
وێبگە	http://uaq.ma/
	لە ویکیدراوە دەستکاریی زانیارییەکان بکە

زانکۆی قەرەوین (بە عەرەبی: جامعة القرويين) زانکۆییەکە لە مەغریب کە لەلایەن فاتیمە فەھری لە ٨٥٧-٨٥٩ دامەزراوە و دواتر دەبێت بە پێشڕەو و ناوەندێکی پەروەردەیی سەردەمی زێڕینی ئیسلام لە ١٩٦٣ بە فەرمی دەکرێتە سیستمی فەرمی خوێندنی مەغریب و ناوەکەی دەگۆڕدرێت بۆ "زانکۆی ئەل قەرەوین"^[١] مزگەوتەکە وێنەدانەوەی مێژووی مەغریب و تەلاسازی ئیسلامییە کە ڕەنگدانەوەی سەردەمی جۆراوجۆری مێژووی مەغریبە^[٢]

زاناکان پێیان وابووە شوێنەکە تا جەنگی جیھانی دووەمیش وەک قوتابخانە بەڕێوەچووە^[٣]^[٤]^[٥]^[٦]^[٧]

سەرچاوەکان

بەشداربووانی ویکیپیدیا، «University of al-Qarawiyyin»، ویکیپیدیای ئینگلیزی. سەردان لە ٢٤ی نیسانی ٢٠٢٢.

^ Lulat, Y. G.-M.: A History Of African Higher Education From Antiquity To The Present: A Critical Synthesis, Greenwood Publishing Group, 2005, ISBN 978-0-313-32061-3, pp. 154–157
^ Terrasse، Henri (1968). La Mosquée al-Qaraouiyin à Fès; avec une étude de Gaston Deverdun sur les inscriptions historiques de la mosquée. Paris: Librairie C. Klincksieck.
^ Lulat, Y. G.-M.: A History Of African Higher Education From Antiquity To The Present: A Critical Synthesis Studies in Higher Education, Greenwood Publishing Group, 2005, ISBN 978-0-313-32061-3, p. 70:
As for the nature of its curriculum, it was typical of other major madrasahs such as al-Azhar and Al Quaraouiyine, though many of the texts used at the institution came from Muslim Spain...Al Quaraouiyine began its life as a small mosque constructed in 859 C.E. by means of an endowment bequeathed by a wealthy woman of much piety, Fatima bint Muhammed al-Fahri.
^ Belhachmi, Zakia: "Gender, Education, and Feminist Knowledge in al-Maghrib (North Africa) – 1950–70", Journal of Middle Eastern and North African Intellectual and Cultural Studies, Vol. 2–3, 2003, pp. 55–82 (65):
The Adjustments of Original Institutions of the Higher Learning: the Madrasah. Significantly, the institutional adjustments of the madrasahs affected both the structure and the content of these institutions. In terms of structure, the adjustments were twofold: the reorganization of the available original madaris and the creation of new institutions. This resulted in two different types of Islamic teaching institutions in al-Maghrib. The first type was derived from the fusion of old madaris with new universities. For example, Morocco transformed Al-Qarawiyin (859 A.D.) into a university under the supervision of the ministry of education in 1963.
^ Shillington, Kevin: Encyclopedia of African History, Vol. 2, Fitzroy Dearborn, 2005, ISBN 978-1-57958-245-6, p. 1025:
Higher education has always been an integral part of Morocco, going back to the ninth century when the Karaouine Mosque was established. The madrasa, known today as Al Qayrawaniyan University, became part of the state university system in 1947.
They consider institutions like al-Qarawiyyin to be higher education colleges of Islamic law where other subjects were only of secondary importance.
^ Tibawi، A. L. (1980). «Review of Jami' al-Qarawiyyin: al-Masjid wa'l-Jami'ah bi Madinat Fas (Mausu'ah li-Tarikhiha al-Mi'mari wa'l-Fikri). Al Qaraouiyyine: la Mosquée-Université de Fès (histoire architecturale et intellectuelle)». Arab Studies Quarterly. 2 (3): 286–288. ISSN 0271-3519. JSTOR 41859050. there is very little to distinguish it from other institutions that go under the general description of madrasa
^ «The madrasah concept of Islamic pedagogy». Educational Review. 65 (3): 343. 2013-08-01. doi:10.1080/00131911.2012.668873. ISSN 0013-1911. S2CID 144718475. Traditionalist curriculum is conventionally focused and is naturally open to diverse influences that also represent a traditional Islamic way (Nadwi 2007). For example many madrasah teachers are versed in Islamic pedagogy but also in modern university pedagogic developments such as behaviourist, cognitivist and the more recent constructivist styles. Al-Qarawiyyin University, in Morocco, represents such an institution that is grounded in a traditional madrasah education but for example, continues to adopt ancillary subjects and modern technologies such as mobile learning.

بەستەرە دەرەکییەکان

ئەم وتارە کۆلکەیەکە. دەتوانیت بە فراوانکردنی یارمەتیی ویکیپیدیا بدەیت.

[Lulat_2005,_154–157-1] Lulat, Y. G.-M.: A History Of African Higher Education From Antiquity To The Present: A Critical Synthesis, Greenwood Publishing Group, 2005, ISBN 978-0-313-32061-3, pp. 154–157

[:0-2] Terrasse، Henri (1968). La Mosquée al-Qaraouiyin à Fès; avec une étude de Gaston Deverdun sur les inscriptions historiques de la mosquée. Paris: Librairie C. Klincksieck.

[Lulat_2005,_70-3] Lulat, Y. G.-M.: A History Of African Higher Education From Antiquity To The Present: A Critical Synthesis Studies in Higher Education, Greenwood Publishing Group, 2005, ISBN 978-0-313-32061-3, p. 70:
As for the nature of its curriculum, it was typical of other major madrasahs such as al-Azhar and Al Quaraouiyine, though many of the texts used at the institution came from Muslim Spain...Al Quaraouiyine began its life as a small mosque constructed in 859 C.E. by means of an endowment bequeathed by a wealthy woman of much piety, Fatima bint Muhammed al-Fahri.

[Belhachmi_2003,_65-4] Belhachmi, Zakia: "Gender, Education, and Feminist Knowledge in al-Maghrib (North Africa) – 1950–70", Journal of Middle Eastern and North African Intellectual and Cultural Studies, Vol. 2–3, 2003, pp. 55–82 (65):
The Adjustments of Original Institutions of the Higher Learning: the Madrasah. Significantly, the institutional adjustments of the madrasahs affected both the structure and the content of these institutions. In terms of structure, the adjustments were twofold: the reorganization of the available original madaris and the creation of new institutions. This resulted in two different types of Islamic teaching institutions in al-Maghrib. The first type was derived from the fusion of old madaris with new universities. For example, Morocco transformed Al-Qarawiyin (859 A.D.) into a university under the supervision of the ministry of education in 1963.

[Shillington_2005,_1025-5] Shillington, Kevin: Encyclopedia of African History, Vol. 2, Fitzroy Dearborn, 2005, ISBN 978-1-57958-245-6, p. 1025:
Higher education has always been an integral part of Morocco, going back to the ninth century when the Karaouine Mosque was established. The madrasa, known today as Al Qayrawaniyan University, became part of the state university system in 1947.
They consider institutions like al-Qarawiyyin to be higher education colleges of Islamic law where other subjects were only of secondary importance.

[:8-6] Tibawi، A. L. (1980). «Review of Jami' al-Qarawiyyin: al-Masjid wa'l-Jami'ah bi Madinat Fas (Mausu'ah li-Tarikhiha al-Mi'mari wa'l-Fikri). Al Qaraouiyyine: la Mosquée-Université de Fès (histoire architecturale et intellectuelle)». Arab Studies Quarterly. 2 (3): 286–288. ISSN 0271-3519. JSTOR 41859050. there is very little to distinguish it from other institutions that go under the general description of madrasa

[:37-7] «The madrasah concept of Islamic pedagogy». Educational Review. 65 (3): 343. 2013-08-01. doi:10.1080/00131911.2012.668873. ISSN 0013-1911. S2CID 144718475. Traditionalist curriculum is conventionally focused and is naturally open to diverse influences that also represent a traditional Islamic way (Nadwi 2007). For example many madrasah teachers are versed in Islamic pedagogy but also in modern university pedagogic developments such as behaviourist, cognitivist and the more recent constructivist styles. Al-Qarawiyyin University, in Morocco, represents such an institution that is grounded in a traditional madrasah education but for example, continues to adopt ancillary subjects and modern technologies such as mobile learning.

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