Mustansiriyah Journal of Arts

Abstract:
Education has occupied a very important position in Islam, beginning with the mission of the Prophet Muhammad (peace and blessings be upon him). Education was a fundamental pillar for building Islamic society. The Prophet (peace and blessings be upon him) placed great emphasis on spreading knowledge and learning among Muslims, starting with the first verse revealed in the Holy Quran: "Read in the name of your Lord who created" (Surat Al-Alaq: 1). There were no schools in the modern, traditional form, but there were advanced forms of education suited to the circumstances of the Islamic call at that time. It can be said that education was initially created to spread the Islamic faith in its correct form by teaching early Muslims how to recite verses correctly, memorize them, and teach them to those who would later convert to Islam.
Islam has gone beyond what is stipulated in state constitutions, international agreements, and the current Human Rights Charter, which considers education a right for every individual, guaranteed and provided by the state. Islam considers education not just a right, but rather an obligation and a personal duty for every Muslim man and woman. This is what the Prophet (peace and blessings be upon him) emphasized in his noble hadiths about knowledge and the pursuit of knowledge and education.

This study discusses the role of education in the intellectual legacy of Ahl al-Bayt (peace be upon them) as a comprehensive approach to shaping awareness and building both the individual and society. We emphasized that education in their thought was not merely a means of transmitting knowledge, but rather a tool for grounding sound belief, promoting critical thinking, and confronting intellectual deviations through diverse methods that combined rational and traditional sources.
We explored the intellectual foundations adopted by Ahl al-Bayt (peace be upon them) in education, showing how they balanced reason and revelation, linked education to ethics and behavior, and treated it as a collective responsibility essential to the rise of the ummah. Their educational strategies included indirect instruction through life experiences, dialogue and debate, and the use of literature and symbolism to deliver messages effectively and enduringly.
The study also underscored the pivotal role of education in addressing intellectual deviation by constructing a strong intellectual framework that protects society from misguidance and enhances the ability to distinguish between truth and falsehood. We demonstrated how their educational approaches contributed to shaping independent critical awareness capable of engaging with various intellectual challenges. The research concludes by highlighting the importance of drawing inspiration from this educational model in modern curricula and re-examining the thought of Ahl al-Bayt (peace be upon them) as a civilizational paradigm that contributes to building a knowledge-based, aware, and intellectually autonomous society.

This study explores the transformation of education in Western Europe from late antiquity to the rise of the university model. Following the collapse of Roman authority, Christian monasticism became the dominant educational framework, with monasteries and episcopal schools serving as key institutions. Rooted in a theological vision, this system prioritized moral discipline over intellectual or practical training.
Despite its longevity, this model gradually evolved under the pressure of cultural contact and shifting social needs, though the Church maintained control by containing change within its doctrinal boundaries. Educational forms diversified along class, gender, and regional lines: monastic learning remained closed, while noble courts and artisan households offered limited alternatives; girls’ education was largely functional and patriarchally defined.
The research investigates the institutional foundations and social dynamics of pre-university education, analyzing the roles of monasteries, bishoprics, feudal courts, and local councils. Through a critical historical methodology and a range of European and Arabic sources, the study traces how these structures shaped access to knowledge and contributed to one of the pivotal intellectual transitions that laid the groundwork for modern European societ
Keywords: Rome- Education- Schools- The Seven Liberal Arts- Universities

After Kuwait gained its complete independence in 1961, it witnessed the emergence of an elite of educated and cultured women who played a major role in the field of educating and raising awareness in society in general and demanding the rights of Kuwaiti women in particular. Perhaps Noria Al-Sadani is one of these educated elites, if not the most prominent of them at all.
Nouriya Al-Sadani is one of the most prominent Kuwaiti women who have emerged in the field of women's work. This is due to her early interest in women's issues. She was truly the first political activist, although she was fully aware that these demands cannot be achieved and presented on a golden platter, but rather must be taken by force, such as independence and the freedom of peoples.

It must be said that the Islamic mind has shone cognitively by absorbing the transmitted sciences, creativity and interaction with the rational sciences shared with the cultures of other civilizations... So many schools were established in the Abbasid era in Baghdad, some of which specialized in one of the sciences and knowledge, and they began to expand and became scientific universities in which scientific councils were held, and included the largest libraries and houses of wisdom, translation and authorship, until their circle expanded, and the phenomenon of specialization in sciences and educational centers emerged in Baghdad (Dar Al-Salam), which formed those educational institutions the pillars on which the educational and pedagogical system in Iraq was based at that time, which opened the way... wide for the development of educational and pedagogical curricula in it.
Our study is divided into three important topics. The first topic focuses on the Abbasid caliphs' care for the educational movement... The second topic was devoted to focusing on the most prominent conditions that must be met in the educator and teacher... The third topic was devoted to studying the role of women in education and their most prominent scientific councils in the Abbasid era.

This Research Examines The Topic Of Education In The Thirteen American Colonies Prior To Independence, Analyzing The Development Of Educational Systems Across The Three Colonial Regions—New England, The Middle Colonies, And The Southern Colonies—Within Their Distinct Religious, Social, And Economic Contexts. The Study Reveals That Education Was Far From Uniform; Rather, It Reflected The Structural And Cultural Diversity Of Colonial Societies And The Differing Priorities And Objectives That Shaped Them.
In New England, Education Was Relatively Organized And Public, Driven Largely By Religious And Puritan Motivations. Public Schools Were Established Early On, And Legislation Such As The “Old Deluder Satan Act” Promoted Literacy To Enable Individuals To Read The Bible. In The Middle Colonies, Education Was Marked By Cultural And Religious Pluralism, Resulting In A Diverse Model That Included Denominational, Charitable, And Private Schools. By Contrast, Education In The South Remained Confined To The Aristocracy, Relying Heavily On Home Instruction, With A Near Absence Of Public Schooling And Widespread Neglect Of The Education Of Enslaved People And The Poor.
The Research Also Explores The Role Of Education In Shaping The Political And Intellectual Elites Who Led The American Revolution. It Highlights How Schools And Colleges Functioned As Platforms For Disseminating Enlightenment Ideals, Popular Sovereignty, And Human Rights, Thereby Fostering A Collective Awareness That Helped Pave The Way For Independence.

This study addresses the topic of spiritual education and cognitive learning in the ancient Eastern religions, focusing on the analysis of the educational and epistemological systems within three of the most prominent religious and philosophical traditions of the ancient East: Buddhism, Taoism, and Confucianism. The objective of the research is to uncover the principles and foundations upon which the educational curricula in these religions were established, and to analyze the methods by which spiritual and philosophical knowledge was transmitted across successive generations. Moreover, the study seeks to assess the impact of these educational approaches on the formation of spiritual, intellectual, and social values in ancient East Asian societies. This research adopts a comparative descriptive-analytical methodology, by analyzing original sources and canonical texts within the Buddhist, Taoist, and Confucian traditions. Particular attention is given to the spiritual and educational values espoused by these religions, the mechanisms of knowledge transmission from teachers and sages to disciples, and the role of religious institutions and temples in supporting the educational process and reinforcing spiritual values. The study will demonstrate that all three religions accorded spiritual education a central and supreme place within their educational systems, despite differing in methods and ultimate aims. Buddhism focused on teachings related to spiritual enlightenment and liberation from suffering through meditation and self-discipline. Taoism emphasized harmony with nature and inner balance as the foundation of spiritual and cognitive development. In contrast, Confucianism prioritized ethical and social education and its role in organizing society. The study is also expected to reveal the significant role these educational systems played in enhancing communal culture within the ancient Eastern civilizations by contributing to the construction of integrated moral and cognitive frameworks, which were reflected in social, political, and economic life. The study concludes by highlighting the importance of benefiting from these historical experiences in developing contemporary educational models that promote spiritual and intellectual values in modern societies, combining philosophical depth with openness to current educational advancements.

The educational system in the Amorite period (Old Babylonian Period, 2004–1595 B.C.) is considered one of the most comprehensive systems in ancient history in terms of administration, curricula, and its connection to both the temple and the royal palace.
The priest was the first to initiate education and served as the nucleus of the teaching staff, making the temple the initial foundation of the school before it became an independent institution during the period under study. As for the educational curricula, they were aligned with the needs of society—particularly mathematics, which was closely linked to daily life—alongside other instructional subjects.
Translated Sumerian and Babylonian texts reveal to us the daily life of the student, their struggles, the subjects studied, and the assignments they were required to complete, in addition to information about the administrative staff of the school and their respective duties.
The research adopts both analytical and narrative approaches in presenting historical information, aiming to highlight the civilizational role of education in shaping Mesopotamian civilization and its significance within society. This influence extended positively to various fields of knowledge, including translation, and led to the emergence of dictionaries that helped provide a clearer picture of language, literature, geography, religious beliefs, and other sciences.

Women have contributed to the development of societies throughout history and continue to play an effective and influential role to this day. Despite the scarcity of information and details about this role، many sources have provided us with valuable information about it. Therefore، we decided to discuss in this study an important and valuable aspect، which is education and learning، as it is the foundation and purpose of humankind on earth. Without it، the earth cannot be developed and societies cannot be built. The study aimed to identify the scientific efforts of women and their impact on education and learning in the Islamic heritage. To achieve this goal، it was necessary to make the topic as comprehensive as possible to obtain a complete vision of their role across the globe. The study relied on the descriptive and analytical approach. The topics we will address are diverse، illustrating the scientific and practical efforts of women in this field، who benefited from them، and how these efforts impacted the advancement of science and improved the cultural، scientific، and cognitive levels of many segments of society. Female scholars، jurists، teachers، and writers emerged from various segments of society، as well as the efforts women made in building and supervising educational institutions. This has been reflected in improving education on the one hand and providing employment opportunities for many scholars and members of society from all walks of life، which has had a significant impact on supporting scientific efforts in various societies.

The Russian Tsardom experienced several stages of educational development، starting with the Orthodox religious education combined with certain Slavic pagan customs. The Orthodox clergy worked tirelessly to preserve this religious heritage in education despite the Mongolian invasion and attempts by Jesuit Catholic fathers to intervene in their affairs and change the old educational system in their churches to adopt Western European religious educational systems. However، change came from within، through reformist individuals in the Orthodox Church. Additionally، the influence of expatriates or the foreign Protestant enclave in Moscow played a role in attracting the attention of the Tsars toward Western urbanization، which led them to emulate and elevate Russia in line with the European experience. The beginning of this transformation was the development of vocational education under Tsar Peter the Great. Subsequently، his successors focused on the development of civil education، particularly during the reign of Empress Catherine II.
Opening words: Middle Ages - Catherine II - Caesarean Russia - Education

The scientific and medical movement in Bilad al-Sham witnessed remarkable advancement and sophistication during the 6th and 7th centuries AH (12th and 13th centuries CE). This period represents one of the most flourishing eras in the history of Islamic medical sciences, marked by the intellectual and scientific maturity of Islamic medicine, as reflected in the studies and writings produced by Muslim physicians, as well as their practical engagement in the medical profession through various medical institutions that proliferated widely during this era.
Physicians of this period—most notably, Muhadhdhib al-Din al-Dakhwar—employed diverse methods in medical education that combined both theoretical and practical aspects. Among the most widespread approaches was the practice of apprenticeship with experienced medical scholars. In addition, specialized medical assemblies were held in schools and bimaristans (hospitals), where physicians conducted discussions and debates on medical issues, disease diagnosis, and treatment methods through reading and analyzing medical texts.
The scientific and medical movement in Bilad al-Sham was further distinguished by the emergence of specialized medical schools dedicated to the instruction of medicine—an achievement that arguably placed Bilad al-Sham at the forefront of medical education in the Islamic world. This, without doubt, contributed significantly to the advancement of medical studies in the region in particular, and to the development of medical education among Arab Muslims in general.

In their documentation of school tablets, the ancient Sumerians approached writing with an educational mindset, reflecting their methods of teaching and instruction. This is evident in some of the earliest written texts from the city of Uruk. By the early third millennium BCE, schools had begun to spread throughout Sumer, and learning to write became an established practice taught in a systematic manner. These texts represented the earliest recorded expressions of human thought, encompassing various forms of knowledge and expertise, whether scientific, professional, or practical.

Education in Sumer constitutes one of the main pillars that contributed to the development of Sumerian civilization through daily practices in the processes of buying and selling as well as archiving all matters related to trade, which contributed to the development of education and the development of its stages throughout ancient times.
Perhaps the invention of writing specifically in southern Mesopotamia (the city of Warka) was among the race of civilizational development that the region witnessed, which had a great impact on the transfer of Sumerian civilization beyond its geographical borders, and this invention was not associated with any emergency transformation, borrowed or even an outsider, but came as a result of the cultural accumulation of the historical depth of Mesopotamia in general and Sumer in particular.
The level of civilization of the city of Warka was sufficient in the invention of writing and the use of the most widespread clay material and other matters related to writing, such as drawing pictures or writing symbols or syllables on it when it is soft and then left to dry has contributed to the recording of daily life and the spread of learning throughout the country of Sumer and Akkad and spread to the countries of the ancient Near East.
The clay was not the only material on which the writing was recorded, but there were many materials, including stone, which is the longest-lived in the types of writing, and the Assyrians were famous for this type of writing and were able to write down all the joints of learning and its fields (political, economic, social and even diplomatic), which made them preserve a large number of cuneiform texts in various languages and dialects.
This study relied on the narrative and analysis of cuneiform texts that specialized in the educational aspect and its impact on the Sumerian civilization, as it was clear in this aspect and contributed to the processes of buying and selling, inventorying the number of livestock, observing, selling and buying, so the researcher found it necessary to shed light on
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The research aims to present a historical presentation of the governments' interest in the problem of illiteracy and the resulting efforts and procedures to eliminate illiteracy, by following the decisions, laws and regulations issued by governments and their consequences. The issue of solving social problems in Iraq, especially those related to education, is linked to the policies of governments and the extent of their interest and seriousness in solving them by issuing laws and legislation that touch upon and address these problems. The problem of eradicating illiteracy has become one of the challenges facing these governments, and one of the main problems that prevent the achievement of ambitions, in addition to being a fundamental human right.
The research included three points: the first, the governmental attempts that began in 1921, up to 1958. The second point included the governmental laws and regulations after 1958, passing through the first law specific to combating illiteracy in 1971 and up to 1980, which ended with achieving the best results in combating illiteracy. The third point was devoted to the period that witnessed the Iraq-Iran war in 1980-1988 and the second Gulf War, passing through the fall of the regime in 2003, and then the adoption by the Iraqi governments of a new law to combat illiteracy in 2011, and the most prominent results achieved through it.
Keywords (Iraq - Education - History - Illiteracy - Governments - Law)

Intellectual movements naturally flourished in Iraq's modern history, with the emergence of the Arab nationalist movement, the Islamic movement, and then the socialist (communist) movement. Intellectual movements began to flourish within Iraq. The press played a major role in disseminating these ideas, as did the political parties, whose ideas influenced both professors and students. However, students, particularly those who completed their studies in Europe and the Arab Levant, played a major role in spreading intellectual movements within Iraq and within the college campuses. In the early 1950s, these movements intensified with the liberation revolutions in Arab countries and their repercussions on Iraqi elites and the rest of Iraqi society.
The College of Arts was among those educational institutions that were influenced by intellectual movements at the faculty and student levels. These movements emerged within the halls of education at the cultural and political levels. During the study period, two prominent intellectual movements emerged that continued to influence Iraqi society: the nationalist movement and the communist movement. These two movements cast their shadows on the reality of the College of Arts during the period 1950-1968.

This study, entitled "Schools in Baghdad After the Mongol Invasion: The Al-Bashiriyya School as a Model", explores the status of educational institutions in Baghdad—the capital of the Abbasid Caliphate—following its fall to the Mongols in 656 AH / 1258 CE. The research aims to highlight the profound impact the invasion had on the structure of education by tracing the condition of Baghdad’s schools, with a particular focus on the Al-Bashiriyya School as a case study.
During the Abbasid era, Baghdad attained a distinguished scholarly status. The caliphs opened the gates of their capital to scholars of various religions and creeds, generously supporting and honoring them. Many of the caliphs themselves were men of learning, and women from the Abbasid court also played a role in founding educational institutions that produced prominent scholars, writers, and intellectuals.
However, the Mongol invasion and the killing of Caliph Al-Mustaʿṣim Billāh cast a dark shadow over intellectual life in Iraq. Many scholars fled to the Levant and Egypt, schools were destroyed or abandoned, and educational activity ceased in some for nearly two years. Nevertheless, Baghdad gradually recovered, and the scholarly community regrouped after official decrees ordered the reopening of schools and the resumption of teaching.
Baghdad remained under the rule of the Mongol Ilkhanids for 82 years (656–738 AH / 1258–1338 CE), followed by the Jalayirid dynasty, which lasted no more than 57 years, before the city was again invaded by Timur in 795 AH / 1392 CE.
This research is divided into an introduction and several thematic sections that address the Al-Bashiriyya School in terms of its name, location, administrative and academic system, and the most prominent scholars who taught there during the three historical periods under study. It concludes with an epilogue and a list of sources and references, noting that the school eventually disappeared from historical records without a clear account of its fate.

The research aims to study the personality of the world and the teacher Rafa'a Rafie al-Tahtawi (1801-1873) and his most prominent intellectual theses in the field of education. He is one of the leaders of the scientific renaissance in Egypt and the Arab world during the 19th century and one of the pioneers of modern Arab thought. And he was able to employ the ideas he acquired through his living for European life in building the modern Islamic society after it became clear to him that it did not contradict the spirit and principles of Islam. He presented a pioneering pioneering project that benefited the cultural and scientific movement in the Arab tons in general and Egypt in particular, and built on it from behind from generation Renaissance.

In this research, we talked about the “Ja’fari School” and the beginning of its establishment, its location, and the reason for naming it with this name. Then we gave a brief overview of the “Al-Sa’a” newspaper, its place of publication and printing, the number of its pages and its price, in addition to its management, editor-in-chief, and responsible director, as well as the amount of the subscription fee and advertising fees. Then we devoted our talk to what the newspaper wrote for the sake of developing the “Ja’fari School.” Starting from her appeal for donations to build a building worthy of the school, through her purposeful motivational articles that encouraged the well-off and charitable people who are looking for charitable works in different areas of Iraq to contribute to this scientific edifice, emphasizing on more than one occasion the cleanliness of the hands of those in charge of this project that will contribute to raising the cultural level of youth and increasing their awareness, and concluding with the newspaper’s appreciation to all the donors who provided whatever money they could for the sake of Completing the Al-Jaafari School project, she praised and thanked them, then published all their names in the various pages of the newspaper.

Ancient Iraq is considered the birthplace of the earliest educational systems in the ancient world. Since the invention of writing in the city of Uruk (Warka), the society's need for learning, reading, and writing arose, which led to the establishment of the first schools in Mesopotamia.
These schools were known at the time as "Houses of Tablets" or "Eduba," and initially, they were affiliated with temples. The temple was responsible for overseeing and implementing the educational system in ancient Iraq. With the evolution of the political system, the palace or the secular ruling authority became responsible for education, in cooperation with the temple.
The oldest historical texts and archaeological finds discovered in ancient Iraq, particularly from the Sumerian Early Dynastic period and before the Akkadian Empire, include clay tablets and inscriptions related to students and teachers, containing educational exercises along with the names of teachers and students.
These tablets also included the curricula taught at that time, and some even contained advanced subjects in literature, religion, and philosophy, reflecting the importance of education in the context of family, society, and the state.

This research seeks to shed light on the pivotal role played by educational institutions in shaping the civilizational features of any country throughout history. Education is considered a major foundation in the development and prosperity of nations, as the development of any country is measured by the level and quality of its educational system. Through education, societies rise to the highest levels of sophistication and civilizational giving. The importance of this research lies in reviewing the historical role and gradual development of educational institutions in Iraq from ancient times to the modern era. The research begins by reviewing the emergence of the Kuttabs, where children learned to read and write, through the emergence of religious schools, then the matter developed with the emergence of missionary schools under the auspices of European countries. Over time, Iraq witnessed the establishment of official schools and universities that contributed to building an integrated educational system.

Hind Al-Husseini is a distinguished model of the educator, teacher and mother of the homeland and the nation. She devoted her life to serving her people and caring for orphans and the poor. She established the first orphanage in Palestine. The incident of her meeting with the terrified children as a result of the Zionist gangs' attack on Deir Yassin, west of Jerusalem, was a turning point in her life and the lives of the children. She insisted on establishing an institution for homeless and orphaned children. Over time, she decided to establish the Arab Child Home Foundation in 1948. Mrs. Hind Al-Husseini made strenuous efforts to show the children's lives at the best level, and her efforts were in place, as she obtained many donations from Arab and foreign countries, institutions and philanthropists. Ala carried a great responsibility on her shoulders since her childhood, especially since she was an orphan, and this was an influential point in her life for the better, and she cared for orphans after completing her studies, and she also cared for charitable organizations. She was born in Jerusalem on April 25, 1916, her father died when she was two years old, so her mother worked to raise her and her brothers, and this had a great impact on her practical life, she worked to finish her elementary, middle and high school studies, and graduated and worked as a girls' teacher, but she did not continue in this profession, she found herself close to volunteer work to serve women and children, so she worked in an organization for the Women's Social Solidarity Association in Jerusalem in 1945, she was a beacon of activity, and after a journey of giving, she passed away in 1994 due to a terminal illness, she left but left a beautiful impact on education and influential lessons in humanity.

The research addresses the evolution of writing systems and their significance in the history of human civilization. It focuses on studying the levels of writing development, starting from the use of symbolic pieces, then the pictorial level, and finally advancing to cuneiform writing. It also discusses the theories proposed about the origin of writing, which are based on the study of clay tablets discovered at various archaeological sites.
The research clarifies the three levels of writing development: the pictorial level, the symbolic level, and the syllabic phonetic level. It traces the chronological development of writing, and the materials used, with an emphasis on clay tablets as a primary medium for writing. Additionally, it explores the process of deciphering cuneiform writing and the efforts of scholars in decoding its symbols, starting from the seventeenth century to the discoveries of the nineteenth century.

The research concludes that the invention of writing in Mesopotamia stands for a pivotal turning point in human history, enabling the transmission of knowledge across generations and contributing to the acceleration of civilizational development.
Keywords: Writing, Mesopotamia, Clay Tablets, Cuneiform Writing, Writing Development, Documentation, Civilization, Cuneiform Script, Clay

The current Article is an attempt to understand the unique development experience that the Republic of Korea has lived through in the path of modern states, through which it has been able to achieve a large number of achievements, especially in the economic field, which has reserved for itself a high position among what is known as the Asian Tigers, which represent economic powers with a great influence on the path of the global economy. The Republic of Korea has succeeded since the seventies of the twentieth century in entering a major development phase that has become an example to be followed by third world countries, despite the poor economic conditions that the Republic of Korea has suffered as a result of the Japanese occupation of Korea and then the division of the Korean Peninsula into two halves, communist socialist in the north and democratic capitalist in the south, followed by the Korean War, which lasted for three years, as a result of which the two Koreas suffered difficult political and economic problems.

Korea has succeeded in modernizing its economy and has become, in a short period of time, among the advanced industrial countries, after it was also able to prepare the climate to achieve economic stability as well as political stability. In terms of economic stability, the Republic of Korea has been able to achieve high growth, while in terms of political stability, Korea has been able to establish a political system that follows the democratic path since 1987, passing through the nineties of the twentieth century when Korea was able to move forward in transferring power peacefully from the military to an elected civilian leadership.

The research was based on a hypothesis represented by a central question that we tried to answer: How did the Republic of Korea invest in education to advance human development in Korean society and what are the most prominent determinants of the educational policy of the Korean education system? To answer this question, the determinants of educational policy in Korea were studied, to understand the cultural and social factors in addition to the role of the middle class that affected education and thus shaped Korean educational policy. The role of education in driving the wheel of human development in Korea was also highlighted, which was reflected in the government goals that aim to develop educational policies in the future. The research then focused on the features of educational policy in the Republic of Korea, which included the general objectives of education, and the government policy followed in the process of organizing education and caring for primary, secondary and university education.

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This research focuses on the study of education and ecclesiastical teaching during the Middle Ages. This period was marked by the emergence of Christianity, which brought about a clear change in social life in Europe. This change was followed by a shift in the outlook on education and its goals, as education is an important partner in Christian teachings. This is particularly true given that Christian education in medieval Europe was strongly linked to religious and moral aspects, focusing on refining the spirit and conscience and curbing desires. Education was also characterized by a strict monastic system and was multifaceted, focusing primarily on religion and the church. Church education, however, played an indispensable role. There is no doubt that education, for the upper classes of society, was the primary gateway to knowledge, power, and access to positions of authority. Over time, the education system evolved to reflect the values and practical needs of society at the time. This research will detail the history of education and ecclesiastical teaching, its development, and its current influence in the Middle Ages. We will also explore its place.

The study of Orientalism is one of the important studies in knowing the intentions of European Arabs towards the Islamic heritage, Orientalists studied the effects of the East in detail , and exploited some of its loopholes to attack it, especially the sciences , so they were moved by the writings of Muslim scholars such as Al- Khwarizmi.

One of the significant events in the contemporary history of the United States of America is the student protest movement that encompassed most American universities in the 1960s as a reaction to a range of social and political issues within and outside the United States. Students in several American Universities took upon themselves the responsibility of demanding social and political changes after being influenced by the new cultural ideas that spread during that historical era. These protests are usually studied within the context of the Civil Rights Movement and the left-wing tide opposing the Vietnam War. However, the aspect that is rarely mentioned in the sources concerned with that era (especially Arabic ones) is the consequences of this movement in the field of higher education, particularly the policies and procedures of the United States of America in engineering higher education and university life politically, economically, culturally, and in shaping a university space that is controlled and directed in accordance with state policies and its supreme strategy. This research aims to shed light on the educational policy of the United States of America that followed those protests. The research is divided into an introduction and a historical background to the reasons for the student protest movement and the organizations that emerged from it in various American universities. The second section deals with the changes that occurred in the policies of the United States in the field of higher education as a result of those protests, focusing on the economic and architectural dimensions (related to campus engineering), leading to the changes that occurred regarding funding opportunities and loans obtained by students, and the funding of academic programs that serve the strategic goals of the United States, such as the American Space Exploration Research Program (Star Wars), which aimed among other things, to divert students' ambitions and interests in real change in their lives.
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The most important thing that came from the research is to know the origin of the naming of the judiciary of Baquba, which is (the correction of the house of Aquba), which is the Arami name, which means the inspector's house, as stated in the research signed in the district of Baquba district, which is located on the road of the caravans passing east to Iran, as well as enjoying a punishment with fertile soil suitable for agriculture. The judiciary was famous for growing citrus and producing dates. As for the educational field, which is the focus of our research, the judiciary has witnessed many developments in the educational field, and this is due to the laws and regulations issued by the Iraqi Ministry of Knowledge, which would develop the educational system in the country in general and the judiciary in particular. The issuance of the primary school system No. (19) of 1930 In which the conditions of admission to schools and the duration of study in them were determined, and this system also emphasized free education for all students. The ministry issued the Official Secondary Schools Law No. (16) of 1931, which aimed to organize the work of the ministry in order to improve the educational level in the judiciary. The Ministry of Knowledge issued Decision No. (35) of 1935, in which considered the Diyala Brigade within the Baghdad Knowledge Area. In order to advance the educational reality, the ministry opened a number of schools in the judiciary. The educational system was divided into several stages, the first of which was the books, which had a major role in spreading education throughout the judiciary, in addition to filling the shortage of primary schools available in the judiciary, but its only drawback was that it did not keep pace with the progress of educational developments. It was limited to teaching students to read, write and memorizing the Holy Quran in addition to simple information about arithmetic. As for the second stage, it was represented by primary education, which in turn was divided into (city, rural and evening schools). The ministry determined the duration of study at (6) years, and stressed that education is free education for all students and considered primary education. It is the main rule of the edice of education in general, so the ministry attached great importance to primary education by opening a number of primary schools in the judiciary, two schools (Al-Howaider School for Girls and Baqba School for Girls). In the academic year (1934-1935), the number of schools in the judiciary increased and became (6) schools. The reason for this increase is due to the increase in the number of students and the inability of schools to contain them, but the Second World War in 1939 negatively affected the educational reality in the country in general and the judiciary in particular by causing a setback in the quality and development of education, which prompted the Ministry of Knowledge to issue new laws in line with The current situation in the country, the most important of which was Law No. (57) of 1940, and the most important paragraphs of this law were (Article 10), which stressed the need to apply the compulsory education law. This article also confirmed the issuance of a violation or penalty of three dinars for anyone whose children are prevented from education. This law was applied in several schools, including Al-Saadouniya School in the Canan area, Zahra School for Boys, and Shafna School for Boys affiliated with the area of the Baqba Center. The ministry also restored and restored the construction of some old schools in the judiciary, including a secondary school in Quba, and it is worth mentioning that there is another type of schools, which is the railway school, and its purpose was to Teaching a category of workers who have skills in the maintenance of railways or train station in order to meet the country's need for such professions. As for secondary education, the Ministry of Knowledge paid attention to secondary education after 1931.There was no secondary school before this date, but there is one school in the entire judiciary, which is (medium for boys) and then two schools became two schools when opening a new school, which is (medium with a penalty for girls). One of the most important problems faced education at this stage is the lack of schools compared to the number of students, and the increase in the number of students and the aggravation of year after year did not match an increase in the number of teaching cadres. The need for this, and with the emergence of the signs of war in 1939, the number of students decreased significantly due to the low level of social income of the country and the standard of living, as students began to go to the various fields of work to teach crafts through which they could gain their daily strength, so the Ministry of Knowledge (Ten-Year Project) approved in 1946, which had a great impact on the development of the educational reality in the country, by encouraging students to enter schools and the ministry bear all their expenses of distributing books and stationery free of charge to the poor. As for education at the preparatory stage, there was no single school in a district, which is (preparator with punishment for boys). With the arrival of the academic year (1949-1950), the number of schools in the judiciary increased and became two schools, so a school (medium with a penalty for girls) was opened, as for private or foreign schools that aimed to relieve pressure on official secondary schools, in the academic year (1953-1954), a civil average was established in the judiciary of Baqba. As for the second section of the research, it is the teachers' house, which was in turn divided into two parts, the house of the teachers of the cities and the rural teachers' house. The main objective behind the establishment of this role was to prepare teachers for service. The duration of the study was (5) years after the primary school stage. In the academic year (1953-1954), the Ministry of Knowledge issued decision No. (25) of 1953, which stipulated the admission of middle school graduates in this house and the duration of the study in it would be (3) years, and the teachers' house in Baquba is one of the most important educational institutions at the level of the entire general. As for the house was provided by fully equipped educational cadres, it was able to develop and advance the educational reality. As for vocational education, which means schools that care about the agricultural reality, soil and crop. Since the judiciary has good arable soil and that its residents have relied heavily on the agricultural field, so the Ministry of Knowledge has established schools specialized in this field by developing agricultural culture and making it a modern culture in terms of encouraging students to practice the profession of agriculture by teaching them and training them on machines and providing laboratories for them. The Ministry of a body for such schools is internal education, that is, that the ministry is responsible for the expenses of students, thus encouraging students to take it, and the duration of study was (3) years after the primary stage, and the first school was established was (an average with agricultural penalty) and its students studied (8) types of subjects, the most important of which are (agricultural lessons and work Agricultural machines, health, ambulance, general sciences, mathematics, socials, English language and religion) There were also other lessons represented by five specialized departments, namely (plant product, animal product, agricultural engineering, irrigation, soil, farm management and economics).These schools rented an area from the school farm for students or a group of students in each season and provide them with everything they needed to carry out after agricultural projects agreed by the school administration, but these schools were not free of problems, the most important of which is the low number of specialized teachers and those with scientific qualifications, in addition to the small number of buildings suitable for the implementation of this agricultural educational program.

The subject of the study deals with a very important topic, which is the issue of educational institutions (the role of educational institutions and centers in Morocco during the Fatimid era), which is closely linked to the intellectual movement in the Islamic Maghreb during the Middle Ages, which was also famous for its great revival during the first centuries (3-2 AH), and shedding light on the efforts of the Fatimid caliphs and the role of scholars who played a role in consolidating the Ismaili doctrine, which is the basis of the Fatimid call, as its manifestations were evident in the establishment of many scientific institutions and centers throughout the cities of the Islamic Maghreb affiliated with the Fatimid state, and among these institutions we find mosques and libraries of various types, which were, in their diversity, centers of scientific and cultural radiation that contributed greatly to activating the scientific movement and the emergence of distinguished scholars who served science and knowledge, and what the Fatimid state brought about in terms of a revolution in thought and culture is worthy of study and attention, especially since the studies that dealt with it were characterized by ambiguity and confusion in many cases for sectarian and political reasons, which was an incentive for us to uncover the secrets of its scientific movement.

Figures have played key roles in shaping historical events. One such figure is John Davison Rockefeller, who was able to change his life, inspire many of his countrymen, and advance education in a specific direction he saw as more beneficial to both the individual and society. He worked to develop vocational education, initially targeting the poor, but later becoming a destination for the rich before the poor. Through this research, we can say that John Davison Rockefeller is one of the most successful figures globally, not just at the local American level. He was able to amass a vast fortune through his personal efforts and reliance on his skills, which enabled him to succeed. He also intelligently contributed to building American society by supporting education, particularly in vocational and medical education, and by providing substantial sums to research centers. This reflects his being an upstanding citizen who used his wealth to serve his country without racial or ethnic discrimination.

Captivity was a deeply rooted phenomenon in pre-Islamic Arab societies. The treatment of captives, particularly women, was governed by tribal customs and traditional practices based on the logic of power and dominance. Women were often enslaved, sold in slave markets, and treated in brutal ways, as no laws regulated their treatment. However, with the advent of Islam, new legislation and guidelines were introduced to regulate this phenomenon in accordance with the principles of mercy and justice, aiming to preserve human dignity.
This study addresses the topic of female captivity during the Prophetic era—a sensitive and significant subject that has often been misunderstood by some narrators and has sparked controversy among Western scholars (Orientalists). The study aims to provide a critical reading of the historical narratives found in books of biography and history, analyzing them within their legal and historical context. It also examines the views of Orientalists and offers responses to their claims.