A variety of ancient higher-learning institutions were developed in many cultures to provide institutional frameworks for scholarly activities. These ancient centres were sponsored and overseen by courts; by religious institutions, which sponsored cathedral schools, monastic schools, and madrasas; by scientific institutions, such as museums, hospitals, and observatories; and by certain scholars. They are distinct from the Western-style university, an autonomous organization of scholars that originated in medieval EuropeStephen C. Ferruolo, The Origins of the University: The Schools of Paris and Their Critics, 1100–1215, (Stanford, Stanford University Press, 1985) pp. 4–5 and have been adopted in other regions in modern times (see List of oldest universities in continuous operation).
Still existing Year University Location Notes Original Current ca. 1040-1147University of al-QarawiyyinAlmoravid dynastyMoroccoThe university's curriculum included but was not limited to Quranic exegesis (tafsir), Islamic jurisprudence, algebra, astronomy, botany, cartography and geography, grammar, history, literature, logic, mathematics, medicine, philosophy, physics and a host of foreign languages including Greek and Latin. Notably, the mosque complex also thrived as a spiritual centre where Islamic mysticism (Sufism) and gnosis (irfan) thrived. Traditionally, the students were boys and men, but girls and women who were interested in learning were provided with spaces in a special gallery (riwaq) that overlooked the students’ circle and from where they could listen to the discussion and write questions on paper to be sent to the teacher and on showing an interest would receive individual tuition. Fatima al-Fihriya is said to have studied Islamic Jurisprudence and mathematics at her own institution.ca. 14th centuryUniversity of Ez-ZitounaHafsid dynastyTunisiaThe system of teaching, in its organisational principles, methods used and subjects of courses, was similar to that of other Islamic mosques. Attendance was voluntary and students followed the courses of the monasters of their own choice. The rhythm of teaching was rather relaxed, with weekly holidays on Thursdays and Fridays, periods of leave, the Muslim festivals and, probably, no courses in the summer. There were no examinations, but certificates of ijazah attesting the following of a course and authorisation to teach it in turn.1398SoŋgyoongwanJoson KingdomSouth KoreaIt was included in the city development plans of Sowool when the Joson Dynasty were building the new capital and construction officially began in 1395 across three years whence 大聖殿·東廡·西廡·Temple of Confucius·明倫堂·東齋·西齋·正錄所·養賢庫 and cafeteria were completed. 文廟碑文 inscriptions from 1410 assert the buildings together were circa 935.68m² in area. 尊經閣 were the institution library, 養賢庫 managed student financial aid and 正錄廳 supervised the entrance exams as well as recruitment and management of faculty staff. 東齋 and 西齋 were dormitories for students and 泮村 (student village) were later established as student quota were gradually increased. The original quota were exactly 100 but this increased to 150, and then again to 200 in 1429. Originally, 生員試 were the only entrance exam, testing one's understanding of Confucian scriptures, but 進士試 were later concurrently conducted in 1435 that tested one's literary composition and it were custom to accept 100 students each. Students had to sign the 到記 in the cafeteria every breakfast and supper and together they were counted as one 圓點, or points, and 300 points were required to take 館試 that recruited government officials. Students also composed literary works thrice a month that were graded and whereupon provided individual guidance by tutors who suspended their lectures for a day. It's specified in 都評議使司 from 1392 that Soŋgyoongwan sought to train the next generation of tutors, statesmen, wordsmiths, men of law, mathematicians, generals, military logisticians, astronomers, cartographers, fortune-tellers and medical practitioners. Although Soŋgyoongwan were royally administered, students customarily practiced civil disobedience wherein the most popular were 捲堂: students would refuse in conjunction to enter the cafeteria, voluntarily losing critical attendance points necessary to take the civil service exams, throwing the administration in jeopardy of paralysis.1453Istanbul UniversityOttoman EmpireTurkeyImmediately after the conquest of Constantinople, Sultan Mehmed the Conqueror appointed Zeyrek Mehmet Efendi as a professor at the madrasa established in the Pantokrator Monastery. In subsequent years, this madrasa became known as the Zeyrek Madrasa, and the neighbourhood where it was located also came to be called Zeyrek. Sultan Mehmed the Conqueror occasionally visited the Zeyrek Madrasa to personally listen to the lessons and discussions. Today, the building continues to serve as the Zeyrek Mosque. The other building used as a madrasa became Hagia Sophia whence Sultan Mehmed the Conqueror appointed his teacher Molla Hüsrev as professor of the madrasa. Istanbul University was initially founded in the Zeyrek and Hagia Sophia madrasas and provided education in these locations for 18 years till the construction of the Fatih Complex, named after the person who built them. The complex included a mosque, eight madrasahs, Tetimme, a library, a Dar al-Muwaqqit, the bimaristan called Darüşşifa, a tabhane, a hammam, a cafeteria, shops as well as a caravanserai beneath the building. With a student population of a thousand, they also received daily allowances. Whilst Theology, Law, Literature, Mathematics and Astronomy were taught at the Sahn-ı Seman Medrese, Medicine was provided at the Darüşşifa, which was the largest hospital of its time with 70 wards. The tutors of the Zeyrek and Hagia Sophia madrasahs were thereupon transferred over in 1470. Of the many famous scholars hired, the head of the Samarkand Observatory in Hagia Sophia Madrasa, Ali Qushji, is one good example. ca. 1516-1517Norshahril Saat (2018) "The Al-Azhar University: A Historical Sketch", Tradition and Islamic Learning: Singapore Students in the Al-Azhar University, p. 18Al-Azhar UniversityOttoman EmpireEgyptUnder the Ottoman Caliphate, there was little interference from Istanbul in the affairs of Al-Azhar. The Egyptian ulama held important positions in the university, including the position of Shaykh Al-Azhar. Since the Ottoman Empire follows the Hanafi school of jurisprudence, the Al-Azhar leadership was rotated between the Shafie and Maliki schools of law. The main duties of the Shaykh of Al-Azhar were to oversee the running of the Al-Azhar mosque and the administration of the Al-Azhar University.1639Ryukoku UniversityTokugawa shogunateJapan1790University of TokyoTokugawa shogunateJapanIn 1684, Tenmongata were established as an institute for astronomical studies wherein Banshowagegyou were later established as an individual branch in 1811 that specialised in translating and studying Western books. Meanwhile, Shōhei-zaka Gakumonjo were established in Yushima Seidō in 1790 as a Confucian academy and became state-sponsored in 1797. Banshowagegyou were later expanded into Yogakusho in 1855 to teach Rangaku, then renamed to Bansho Shirabesho, then Yōsho shirabesho, then Kaiseijor, then Kaisei gakkō. Koishikawa Yojosho were established as a Western medicine school in 1861 and eventually merged with Shōhei-zaka Gakumonjo and Kaisei gakkō in 1869. This institution were officially restructured into a Western university system in 1877 renamed as the Tokyo University.
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