Madrasas built in this period were often associated with the mausoleums of their founders.
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Madrasas built in this period were often associated with the mausoleums of their founders.
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Madrasas established four general medreses and two more for specialised studies, one devoted to the and the other to medicine.
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Madrasas gave the highest ranking to these and thus established the hierarchy of the medreses which was to continue until the end of the empire.
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Madrasas wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils, as well as the usefulness of group discussions and debates.
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Madrasas writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career.
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Madrasas wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.
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Madrasas were established throughout the Islamic world, examples being the ninth century University of al-Qarawiyyin, the tenth century al-Azhar University, the eleventh century, as well as 75 madrasas in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260.
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Madrasas were often subsidized and founded by states or private individuals, and well-qualified teachers filled in the role for professors.
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Madrasas immediately ordered his muhtasib Sinan ibn Thabit to examine and prevent doctors from practicing until they passed an examination.
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The study of Medicine and many other sciences that took place in Madrasas made large contributions to western societies in later years.
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Madrasas were generally centered around an interior courtyard and the classical madrasa form generally featured four iwans arranged symmetrically around the courtyard.
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Madrasas were generally limited to a main ground floor, and were often built as auxiliary buildings to a central mosque which anchored a kulliye or charitable complex.
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Madrasas served to train the scholars and educated elites who generally operated the state bureaucracy.
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Madrasas rose as colleges of learning in the Islamic world in the 11th century, though there were institutions of learning earlier.
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