Abstract:
With the establishment of the Safavid government in the early 10th century AH, in addition to political integration, it caused the Twelver Shiite religion to become official in Iran. In such a favorable context, education and training were based on Shiite teachings, and the ground was prepared for the growth and prosperity of Shiite knowledge in Iran. A set of factors led to the construction of new schools in the country. Although the schools of this era were a continuation of the tradition of school-building in the past. With the rise of Shah Ismail and the creation of a national state and his official declaration of the Shiite religion, a group of scholars from Jabal Amel, Lebanon, were invited to Iran. This group, during the times of Tahmasp and Abbas I, became the source of many intellectual transformations. With the emergence of Shah Abbas, the condition of the country in all dimensions, including scientific and cultural, changed significantly and signs of progress appeared. To the extent that after him, despite the political weakness of the Safavid kings, positive actions were taken in the field of culture and school construction, and European travelers praised the talent and genius of Iranians in various sciences. Here, the main question arises: how were Safavid schools managed? To answer this question, a descriptive-analytical method has been used. The result of this article is that the schools of the Safavid period, which were managed based on endowment (waqf) documents with the support of kings, princes, and other government officials, as well as the presence of the scholars of this period, became the source of transformations in all political, cultural, and scientific dimensions.
Machine summary:
The result of this article is that the schools of the Safavid period, which were managed based on endowment deeds (waqf-namas) with the support of kings, princes, and other government officials, as well as the presence of the scholars of this period, became the source of transformations in all political, cultural, and scientific dimensions.
Safavid State, Schools, Endowment (Waqf), Education, Students, Mudarris (Teacher) Introduction From the emergence of Islam until the third century AH, the most important center for education and training was the mosque.
As previously mentioned, the entry of the scholars of Jabal Amil and the training of students, the expansion of religion, the economic and social progress during the era of Shah Abbas the Great, and the relative peace that prevailed in the latter part of this period; the efforts of viziers, officials, and court officials (Sheikh Ali Khan Zanganeh, Sheikh Mohammad Mahdi, Mulla Baqer Khatun Abadi, etc.
In the early reign of Shah Sultan Husayn, another position called "Molabashi" was responsible for the duties of "managing school affairs, paying student stipends, and supervising endowments" (Mirza Samia, 2).
Regulation of School Income and Expenses One of the important factors in the better administration of schools during the Safavid era was the tradition of endowment (waqf) and the financial support of kings and nobles for scholars and educational centers.
An important point regarding the schools of this period is that in the endowment deeds of Safavid schools, the method of school administration, the conditions of teachers and students, the regulation of school income and expenses, and the salaries of staff were specified.
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