The Umayyad Center of Scientific Development in the Light of Islamic Educational Philosophy

Abstract

This study explores the Umayyad dynasty (661–750 CE) as a central force in the early institutionalisation of science and education within the context of Islamic educational philosophy. The study uses a qualitative philosophical-historical approach to examine the integration of religious and rational sciences in a single education system by the Umayyads. The results show that the Umayyad caliphs, especially in Damascus and al-Andalus, developed knowledge by creating kuttab schools, mosque learning circles, and translation bureaus where Greek, Persian, and Indian sciences were translated into Arabic. The standardisation of the Arabic language and the public libraries that were promoted by the dynasty made education a civilised obligation and not a privilege for the elite. In terms of the Islamic educational philosophy, this method represented the idea of tawhih al-ilm (unity of knowledge), tarbiyah al-insan (holistic human development), and ma-sala-hah (social welfare). This paper finds that, despite being lost in the shadow of the Abbasid period, Umayyad input played an important role in the development of an epistemological framework that would integrate faith, reason, and collective duty. Surprisingly, the results also prove that early Umayyad endeavours foresaw numerous subsequent developments and the institutionalisation of education and intercultural intellectual exchange. In turn, the paper provides a fresh conceptual framework to interpret the roots of Islamic scientific ideas and proposes new ways that current research should take in Islamic educational philosophy and historical pedagogy.