The methodology of Sheikh Abdul Karim Bayara, may God have mercy on him, in reconciling the Kurdish and Arabic schools of thought and its impact on the formation of the student of knowledge

, ,August 2026 ,Pages 546-560

Authors

Prof. Dr. Ahmed Manaf Hassan

DOI logo 10.17656/jzsb.12407

Keywords

Abstract

This research examines Sheikh Abdul Karim Bayara's approach to reconciling the Kurdish and Arabic schools of thought in his academic and educational development, and demonstrates the impact of this reconciliation on shaping the student's character and intellectual and methodological identity. The research is based on the premise that a disciplined integration of different academic environments is a key factor in achieving a balance between traditional authenticity and intellectual openness.

The study employs a historical-analytical approach, tracing the Sheikh's formative journey through its various stages, analyzing the characteristics of the Kurdish and Arabic environments, and observing the manifestations of their integration in the areas of learning, acquisition of knowledge, teaching, authorship, and educational guidance. It also relies on an examination of the Sheikh's writings and translations, comparing them with educational and methodological principles in the Islamic tradition.

The research concludes that the Kurdish school contributed to establishing scientific rigor, methodological discipline, and a strong connection to values, while the Arabic school provided a broad space for intellectual diversity, comparative scholarship, and the development of critical thinking and analytical skills. This dual structure enabled the Sheikh to construct a balanced educational model, combining a solid foundation with a broad perspective, and respecting cultural and linguistic specificities without compromising the language of scholarly authority.

The research also demonstrated that the Sheikh's teaching methodology was based on a gradual approach to learning, combining memorization, comprehension, and application, emphasizing character development and conduct, nurturing talents, and fostering intellectual independence in students. This methodology contributed to graduating students with a firm grasp of scholarship, a balanced intellectual identity, and the ability to engage consciously with both heritage and contemporary reality.

The research concludes that the teaching experience of Sheikh Abdul Karim Bayara represents a formative model applicable to contemporary contexts, provided it is adapted to modern institutional frameworks and not simply copied verbatim. It also emphasizes the necessity of utilizing this model in developing curricula for Islamic studies in multilingual and multicultural environments, thereby achieving integration between tradition and contemporary scientific methodology.

References

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