The desire for higher learning and the necessity to educate people for government, medical, and other important positions lead to the development of institutes. These institutes, specifically European Universities and Islamic madrasas, were developed on many of the fundamental concepts and knowledge gathered by past philosophers. Though their information base was similar the institutions each had their own vision as to how the knowledge would be passed on and the goal with the aquired knowledge.
Though universities and madrasas were institutions created to provide higher learning to students, each institute had its differences with funding, standing in the government, and yet shared similarities. A significant difference was the freedom in society that each institute held. Universities were independent of state and individual patronage allowing for more freedom in the chosen topics of discussion with minimal control from church and state, relying on student payments. The universities held the power to create its own set curriculum and the ability to award degrees. It taught students in target subjects such as logic and the other severen liberal arts; arithmetic,astronomy, geometry,music etc. Universities provided graduate programs in theology, law, and medicine, with graduate students having the opportunity to teach underclassmen as they work through their curriculum. Madrasas on the other hand were built upon the fundamental of Islam and held onto the strict guidelines that restricted the depth of courses.
The Islamic institution relied on charitable endowment, did not maintain a standard curriculum, and were unable to award degrees. The structure of the madrasa was more of an assembly of scholars that students had the opportunity to study “Islamic Sciences”,teachings more focused on scientific law than theory, on an individual bases. These scholars emphasized memorization, recitation, and the mastery of authorized, the complete opposite to the goals of the university.
Though the curriculum was strict it did provide an option to learn “foreign sciences” by scholars outside of the school time and information was provided in the mazda’s vast library. Both institutions were developed on the same base knowledge of past philosophers from ancient Greece. The topics that were taught at both schools included music, arithmetic, geometry, medicine, and astronomy. Both institutes were under religious regulations that prohibited the ideas of the creation being negotiated or contradicted. Anything that went against the beliefs or ideologies specifically theology was strictly regulated in both institutes and philosophy had to stay away from.
Both institutions were places of higher learning to prepare those that would take important positions in society such as doctors, lawyers, or held political power. The higher learning institutions of Europe and Islam though greatly different had their similarities. The universities were similar to a self governed corporation and madrasas holding onto their religious structures with a strict hold on certain subjects.
Their teaching styles differ from a more logical and theoretical approach to memorization and recitation. Ultimately these institutions helped to provide the basis for great scientific and educated civilizations and under some restrictions prepare people from students to educated people of importance.