Education and teaching in the Mamluk

Mamluk system in Islamic History began to emerge with the Abbasid State. Due to the benefits it provides, it has continued to be practiced in different Islamic States for centuries. This system had two main functions. The first of these was the strengthening of the military structure in the states where it was implemented. This function was also the reason for the birth of the mamluk system. The second function was to train a mass of talented administrators to be used in state service. In this system, which was applied in different Islamic States throughout the Middle Ages, slave-based elements were gathered, trained and assigned to different state services in various ways. The training of the Mamluk candidates was divided into two parts. Religious education and military education. A mamluk candidate who did not complete his education could not gain the title of mamluk and could not be emancipated. Those who earned the title of Mamluk could rise in military and administrative positions with their success and talents. The elements in the Mamluk system were mostly Turks in terms of ethnic origin. The Mamluk State is one of the most important Turkish states that left its mark on the Middle Ages with scientific and cultural developments. The support of the Mamluk sultans and statesmen to education and scientists has a great role in the developments in the field of education. The scientists who grew up in this period not only made innovations and works in the region they were in, but also influenced other countries. They also guided other scientists with the works they left in the field of art and architecture. Although the Mamluk State has a rich cultural heritage, there are not many studies on their cultural life, especially on the "Education System". While evaluating the historical development of the activities in this field until the arrival of the Mamluks, it is also pointed out that the educational activities of the Mamluk period continued to grow and diversify as a continuation of a tradition. The first educational institutions in the history of Islamic education, Hz. It is known that it emerged with the Prophet's request for the creation of places where teaching could be done in Medina. It is understood that education and training started in houses, mosques and masjids at first, and then progressed towards an institutional structure with the books organized at the primary school level within a certain curriculum. Translation activities, which started during the Umayyad period, turned into institutions such as Bayt al-hikme and dar al-ilm with the Abbasids. It is noteworthy that the formation of Nizamiye Madrasahs in the Seljuks and the participation of women in the public courses of the madrasas were also allowed. Previously, scientific assemblies such as masjids, libraries, palaces, literary halls, the desert, the shops or houses of scholars and libraries were places of education. . With the contribution of scientists and artists who left their homeland and settled in Damascus and Egypt in the face of Crusader and Mongol attacks, these two regions strengthened their role as the castle of education during the Mamluks period. The number and quality of educational institutions in Damascus and Egypt have increased relatively, and education and scientific activities have gained momentum again. During the Mamluk period, educational activities were not limited to the hut, mosque and madrasah, but continued in dervish lodges, zaviye, inns, ribat, tombs, hospitals, palaces and even caravanserais. As a matter of fact, although the madrasas appeal to an elite segment, these places provide education, culture-art, health and guidance services for all segments of the society; They have taken their place among the organizations that direct the society in terms of social, political and economic aspects. Shops, arable land etc. to these institutions. Streams were tied and foundations were established. It is understood that the Mamluk sultans, who took advantage of these opportunities and opportunities, contributed to the spread of knowledge on the one hand, and secured their own reign on the other, by the support they gave to the spread of educational institutions, especially the madrasahs, and by increasing the number of allocated cadres.