عہد بنو امیہ کے تعلیمی ڈھانچے میں غیر مسلموں کے فعال کردار کا تحقیقی جائزہ

Involvement of Non-Muslims in the Educational Infrastructure of The Era of the Umayyads; An Analytical Study

Abstract

This study presents an analytical exploration of the participation of non-Muslims in the educational infrastructure during the Era of the Umayyads, a pivotal period in Islamic history marked by considerable cultural and intellectual exchanges. The Umayyad dynasty (661-750 CE) and (756-1031 CE) oversaw an expansive empire where diverse populations, including Christians, Jews, Zoroastrians, and others, contributed to the societal fabric. This paper examines how non-Muslim communities influenced and were integrated into the educational systems of the time, thereby facilitating a unique confluence of intellectual traditions. Utilizing primary historical sources and secondary academic commentaries, this research identifies the roles that non-Muslim scholars and educators played in the establishment and operation of educational institutions such as schools, libraries, and academies. The study focuses on key regions like Damascus, Baghdad, and Córdoba, where multicultural interactions were particularly vibrant. By analyzing the curriculum, pedagogy, and administrative frameworks of these institutions, the paper highlights how non-Muslim contributions helped shape educational policies and practices. Furthermore, this analysis delves into the social and political implications of such inclusivity, assessing how it affected the broader dynamics of power and integration within the Umayyad empire. The study argues that the involvement of non-Muslims not only enriched the educational landscape but also fostered a climate of relative intellectual freedom and cultural pluralism. Overall, this paper contributes to a deeper understanding of the complexities and nuances of intercultural exchange in medieval Islamic empires. It underscores the significant yet often underappreciated role of non-Muslims in shaping the educational and cultural contours of the Umayyad period, offering insights that resonate with contemporary discussions on diversity and inclusion in educational settings.