The Pedagogical Contribution of Early Hadith Scholarship

Set against the historic and scenic campus of Bogazici University in Istanbul, located in close proximity to the Bosphorus, the symposium of the British Association for Islamic Studies (BRAIS) took place on 24-25 January 2026. The event brought together scholars from around the world who offered diverse contributions to the field.

On the afternoon of 24 January, Dr Mariam Attia, Senior Lecturer in Academic Practice at The Classical Institute, delivered a presentation entitled The Pedagogical Contribution of Hadith Scholarship.

The talk began by advancing a research-informed argument for the timely exploration of early Muslim educational theories and practices, highlighting their relevance to contemporary pedagogical contexts.

As an example, the presentation shed light on the work of the renowned hadith scholar al-Khatib al-Baghdadi (1002–1071), particularly his book al-Jamiʿ fi Akhlaq al-Rawi wa Adab al-Sami’, in which he outlines key principles and practices of teaching and learning within the context of hadith education.

Drawing on a pedagogical analysis of this text, the presentation identified several emerging themes, such as sincerity, integrity, inclusivity, collaboration, and engagement - all grounded in a Divine-oriented approach to education.

The morally driven dimensions of the learning process were emphasised, especially regarding their influence on learners’ intellectual and spiritual development.

The talk concluded by outlining implications for higher education, including the need to restore the metaphysical to educational discourse; to promote morally grounded purposes of higher education beyond the prevailing neoliberal narratives of employability; to foreground presence, sincerity, and integrity as core scholarly virtues; to help learners become grounded in their fields of practice and to follow their learning trajectories; to invest in enhancing student engagement and intrinsic motivation; and to cultivate collaboration and communities of practice.

Insights drawn from al-Baghdadi’s work hold potential value for the broader field of teaching and learning in higher education, and for hadith pedagogy in particular. This exploration also underscores the importance of sustained research into the contributions of early Muslim scholarship to contemporary educational settings.