415:
288:
248:
551:"circle of knowledge" and valued as a truly learned individual and expert in his field. The members of this scholar's club similar to the modern concept of tenured professors. Those who did not leave Timbuktu remained to teach or counsel the leading people of the region on important legal and religious matters. The scholars would receive questions from the region's kings or governors, and distribute them to the third level students as research assignments. After discussing the findings among themselves, the scholars would issue a
389:
49:
98:
742:
should be viewed within the cultural context of
Islamic civilisation, rather than being associated conceptually with a European-style institution. … much of the day-to-day teaching process took place in scholar's houses, probably in special rooms set apart, where the scholar had his own private library which he could consult when knotty points arose. There is no evidence of a centralized teaching institution such as the term university implies.
480:
105:
345:, which are sold for more money than any other merchandize." Some Sankoré scholars accumulated large private libraries, with over 1600 manuscripts, though there was no public library or university library in Timbuktu. Manuscripts were copied by local students, giving them a means to earn a living during their studies. Works written in Timbuktu were also exported to North Africa, such as the
599:. He was the author of over forty books, with nearly each one having a different theme. He was also one of the first citizens to protest the Moroccan conquest of Timbuktu in 1591. Eventually, he, along with his peer scholars, was imprisoned and exiled to Morocco. This led to the loss of his personal collection of 1600 books, which was one of the richest libraries of his day.
516:
Islamic scholarship. However, subjects studied at Sankoré also included mathematics, astronomy and history, drawing from the diverse collections of manuscripts held by scholars. Education at Sankoré and other madrasas in the area had four levels of schooling or "degrees". When graduating from each level, students would receive a turban symbolizing their level.
515:
With the Qur'an being the foundation of all teachings, arguments that could not be backed by the Qur'an were inadmissible in discussions and debates at the Sankoré madrasa. Madrasas differed from traditional Qur’anic schools in that they focused on Arabic grammar to properly understand holy texts and
396:
The integrity of the Sankoré madrasa has been at risk with increased urbanization and contemporary construction in
Timbuktu. Significant damage has been done to the mosque due to flooding and a lack of restoration work. As a result, the integrity of the traditional building is at risk. However, there
263:
woman of the Aghlal tribe. Modern analyzes have rejected the understanding that there was an al-Sahili influence on West
African architecture - now treated as a myth - demonstrating that the architectural style of West African mosques derives mainly from mosques in the Sahara and traditional African
1299:
Reliable figures concerning the size and scope of libraries in
Timbuktu are scarce, however, the historical chronicles of Timbuktu and other sources provide a glimpse of a handful of collections. Al--Hashtuki quotes Ahmad Baba's comment about his library seized by the Moroccans: "I had the smallest
1149:
Reliable figures concerning the size and scope of libraries in
Timbuktu are scarce, however, the historical chronicles of Timbuktu and other sources provide a glimpse of a handful of collections. Al--Hashtuki quotes Ahmad Baba's comment about his library seized by the Moroccans: "I had the smallest
611:, the religious pilgrimage to Mecca, and used this opportunity to hold discussions with scholars from other parts of the Muslim world. On the way home, the scholars showed their humble nature by both learning from other leading scholars in Cairo, and volunteering to teach pupils of other schools in
550:
The last level of learning at Sankoré or any masjid was the level of judge or professor. These men worked mainly as judges for the city and throughout the region, dispersing learned men to all the principal cities in Mali. A third level student who had impressed his Sheik enough was admitted into a
1547:
in
Timbuktu the body of ulama was drawn exclusively from the city's wealthiest families. With the exception of a handful of apprentices called alfas, there were no opportunities for the lower classes to join the scholarly elite. ... The fully-qualified ulama of Timbuktu were a tight-knit community
846:
In the year 1325, when
Timbuktu was under the rule of Mali, the sultan of Mali, Mansa Musa, came there during his return from pilgrimage, and ordered the construction of a Great Mosque (until now still in existence in the south of the city) under the supervision of the Andalusian scholar Abu Ishaq
1013:
It would seem that
Timbuktu was little more than a semi-permanent nomadic settlement in the twelfth century, and probably through the thirteenth the city effectively emerges into the light of history with the visit of the Malian ruler Mansa Musa on his way home from his pilgrimage of 1324. He is
772:
of
Timbuktu were a tight-knit community never numbering more than 200-300 at any particular time; they were concentrated in discrete quarters and mosques of the city. With the exception of special lectures given in the main mosques, the vast majority of instruction occurred in one-on-one or small
741:
The term 'University of
Sankore', or 'University of Timbuktu' has been applied to this teaching complex. … there is no evidence of any such institution, and the Islamic tradition of learning (especially in Africa) is individualized rather than institutionalized … what was taking place in Timbuktu
303:
in the region, began to decline in importance. It was not long before ideas as well as merchandise began passing through the city. Muslim scholars associated with the Sankoré mosque accumulated a wealth of books from throughout the Muslim world, leading to Sankoré becoming a centre of learning as
238:
The term "University of Sankoré" has sometimes been applied to the Sankoré madrasa, though there is no evidence of a centralized teaching institution such as the term university implies. Instead the mosque served as the focal point for individual scholars with their own private students, and as a
1203:
The flow of books into Timbuktu naturally outpaced the number of books Timbuktu exported to the outside world, nonetheless, many notable works owned or penned by Sudanese scholars were traded north. Ahmad Baba, the preeminent scholar of Timbuktu, wrote more than 40 works including a biographical
847:
al-Sahili, who had accompanied Mansa Musa on his return journey from Mecca. Then after some years a large mosque was built in the Sankore quarter in the north of the city, financed by a woman from the Aghlal, a religious Tuareg tribe (of ineslemen). The Sankore mosque became a place for teaching
803:
The city's educational reputation has led some people to speak of a Timbuktu university, beginning with Felix Dubois, who wrote of the "University of Sankore". While the Sankore quarter in the north-east of Timbuktu certainly was an area which attracted many scholars to live in it, nevertheless,
563:
The African civilizations had a rich history in literature and the arts, long before their contact with the Arabian and Western worlds. The scholars employed at the Sankoré university were of the highest quality, "astounding even the most learned men of Islam". As such, many scholars were later
1479:
In the 16th century, Timbuktu housed as many as 150-180 maktabs (Qur'anic schools), where basic reading and recitation of the Qur'an were taught. The schools had an estimated peak enrollment of 4,000--5,000; this number includes the transitory population of students from neighboring cities and
1176:
Manuscripts were plentiful in Timbuktu and the need for copying continual, affording students the opportunity to earn a living during their studies. The cost of copying a set of books was enormous ... But no matter how costly local copying may have been, it was still far less expensive than
1521:) in the city ... By extension, this suggests a city with a sizable student population, entirely consistent with Africanus's general impression. Attempts at quantification are simply that, but a range of 7,500 to 9,000 students in such schools does not seem an unreasonable estimate.
564:
inducted as professors at universities in Morocco and Egypt. Scholars were accomplished in multiple disciplines and employed to not only teach the students at the university, but to spread the madrasa's influence to other parts of the Islamic world. Under the direction of
534:, jurisprudence, and the sciences of spiritual purification according to Islam. Finally, they began an introduction to trade and business ethics. On graduation day, students were given turbans symbolizing divine light, wisdom, knowledge and excellent moral conduct.
537:
The superior degree required students to study under specialized professors and to complete research work. Much of the learning centered on debates regarding philosophic or religious questions. Before graduating from this level, students attached themselves to a
1014:
said to have brought back with him a number of Muslim scholars By 1375 Timbuktu, together with several Saharan locations, had found its place on a European map … this is a sure sign that Timbuktu was, by now, a commercial centre linked to North African cities.
430:, where students studied in one institution and were awarded degrees by the college. In contrast, the Sankoré madrasa had no central administration, student registers, or prescribed course of study. The school instead consisted of individual scholars (known as
340:
noted this trade when he visited Timbuktu, writing: "Here are great store of doctors, judges, priests, and other learned men, that are bountifully maintained at the kings cost and charges. And hither are brought divers manuscripts or written books out of
466:
directive to incorporate a wooden framework into the mud walls in order to facilitate repairs after the rainy season. Despite its historical significance the Sankoré mosque was smaller and less intricate than earlier Malian mosques such as the
1223: Kobo, Ousman Murzik. “Paths to Progress: Madrasa Education and Sub-Saharan Muslims’ Pursuit of Socioeconomic Development.” In The State of Social Progress of Islamic Societies, 159–177. Cham: Springer International Publishing, 2016.
527:
The secondary degree focused on full immersion in the basic sciences. Students learned grammar, mathematics, geography, history, physics, astronomy, chemistry alongside more advanced learning of the Qur'an. At this level, they learned the
508:, which taught basic literacy and recitation of the Qur'an, with an estimated 4,000-9,000 students. Around 200-300 individuals drawn from wealthy families were able to pursue higher levels of study at the madrasas and attain the status of
442:, though some studied at multiple madrasas under a series of teachers. Classes were held either at the mosque or at the teacher's home. While madrasas in other parts of the Islamic world were often funded through endowments known as
304:
well as a centre of worship. At its peak the mosque was the focal point for a class of Islamic scholars that were held in high regard both locally and abroad. Songhai kings would even bestow numerous gifts upon them during Ramadan.
504:, focused heavily on education. In the 15th century the scholar Al-Kābarī contributed to the development of education in Timbuktu, with a focus on religious teachings. By the 16th century Timbuktu housed as many as 150-180
491:
Islamic schooling had existed in West Africa since the 11th century, and although it was usually intended for elites, the Qur’anic emphasis on equality in education allowed for the spread of the institution and increased
1089:
Not only were manuscripts imported to Timbuktu, both from North Africa and Egypt, but scholars going on pilgrimage often studied in both Mecca and, on the way back, in Cairo, and copied texts to add to their own
1043:
there is no evidence of the existence of open access public libraries in medieval Timbuktu. On the contrary, the libraries of Timbuktu seem to have all been private collections of individual scholars or
397:
are currently several restoration and protective committees being funded by the government to prevent further damage. The Management and Conservation Committee of the Old Town, in coordination with the
414:
812:) always came directly from the shaykhs with whom the students studied. Much of the teaching was done in scholars homes, and individual scholars had their own personal research and teaching libraries.
438:), each with their own private students. Most students learned from a single teacher throughout their entire education, which could last up to 10 years, having a relationship akin to that of an
1480:
surrounding nomadic tribes. Basic literacy skills were abundant, but only a select few (200-300 individuals) drawn from a small number of wealthy families were able to attain the status of
804:
there is no evidence of any institutionalized centre of learning. Teaching of some texts was undertaken in the Sankore mosque, and also in the Sidi Yahya mosque and the "Great Mosque" –
1933:
584:
Some significant scholars include Abu Abdallah, Ag Mohammed ibn Utman, Ag Mohammed Ibn Al-Mukhtar An-Nawahi. Most came from wealthy and religious families that were members of the
1640:
Henrik Clarke, John. “The University of Sankore at Timbuctoo: A Neglected Achievement in Black Intellectual History.” The Western journal of black studies 1.2 (1977): 142–. Print.
1232:
Henrik Clarke, John. “The University of Sankore at Timbuctoo: A Neglected Achievement in Black Intellectual History.” The Western journal of black studies 1.2 (1977): 142–. Print.
1055:
Henrik Clarke, John. “The University of Sankore at Timbuctoo: A Neglected Achievement in Black Intellectual History.” The Western journal of black studies 1.2 (1977): 142–. Print.
275:
in Mecca. The Sankoré madrasa prospered and became a significant place of learning within the Sudanic Muslim world, especially during the 15th and 16th centuries under
607:
Apart from their time working in their theoretical studies and the preservation of knowledge, the scholars of Timbuktu were extremely pious. Many embarked on the
1651:
1300:
library of any of my kin, and they seized 1,600 volumes." ... Baba's personal collection was extensive and valuable, and was completely dispersed to Morocco.
1396:
Thomas-Emeagwali, Gloria (January 1, 1988). "Reflections on the Development of Science in the Islamic World - and its diffusion into Nigeria Before 1903".
595:
who served as the final chancellor of Sankoré Madrasa. His life is a brilliant example of the range and depth of West African intellectual activity before
641:
1776:
1928:
128:
336:. The trade in books within the Islamic world was one of the most important aspects of intellectual life in Timbuktu. In 1526 AD the author
1242:
Kaba, Lansiné (1981). "Archers, Musketeers, and Mosquitoes: The Moroccan Invasion of the Sudan and the Songhay Resistance (1591–1612)".
524:
The first or primary degree (Qur'anic school) required a mastery of Arabic and writing along with complete memorization of the Qur'an.
61:
851:(Qur'anic exegesis) and other Islamic teachings. Sankore was a dwelling place many scholars, especially those belonging to the Masufa
401:, held long term plans to create a 500 foot buffer zone to protect the madrasa and create a sustainable urban development framework.
215:
mosques. Founded in the 14th century, the Sankoré mosque went through multiple periods of patronage and renovation under both the
1873:
279:
of the Songhai Empire (1493–1591). Sankoré was the mosque that was chiefly associated with teaching in Timbuktu in this period.
1548:
never numbering more than 200-300 at any particular time; they were concentrated in discrete quarters and mosques of the city.
1923:
1600:
1507:
1436:
976:
911:
1517:
makes this very clear, transitioning from the general to the particular in estimating between 150 and 180 Qur'ānic schools (
983:
In the fourteenth century, when it began to develop as a commercial centre, Timbuktu also became a cultural centre of Islam.
1938:
1769:
572:
from 1549 to 1583, the university grew to encompass 180 facilities and house 25,000 students. Each facility was led by one
1827:
1212:. This work gained popularity throughout the Maghrib (North Africa) and reached every part of the Maliki Muslim world.
1722:
1006:
946:
796:
734:
881:
Aradeon, Susan B. (1989). "Al-Sahili: the historians' myth of architectural technology transfer from North Africa".
446:(charitable giving), students at the Sankoré madrasa had to finance their own tuition with money or bartered goods.
97:
1913:
1903:
1762:
1417:"The Islamic Intellectual Tradition of Sudanic Africa, with Analysis of a Fifteenth-Century Timbuktu Manuscript"
863:
462:
of the mosque, which was made entirely of clay and wood beams. The building still stands today, likely due to
267:
The Sankore Mosque was later restored between 1578 and 1582 AD by Imam Al-Aqib ibn Mahmud ibn Umar, the Chief
512:(scholars). Many of these became influential jurists, historians and theologians in the wider muslim world.
1898:
1117:
651:
178:
121:
1314:"The University of Sankore Is Founded in Timbuktu." In Africa, edited by Jennifer Stock, 95-98. Vol. 1 of
1104:
Timbuktu and the Songhay Empire. Al-Sa'dī's Ta'rīkh al-sūdān down to 1613 and other Contemporary Documents
998:
Timbuktu and the Songhay Empire. Al-Sa'dī's Ta'rīkh al-sūdān down to 1613 and other Contemporary Documents
938:
Timbuktu and the Songhay Empire. Al-Sa'dī's Ta'rīkh al-sūdān down to 1613 and other Contemporary Documents
726:
Timbuktu and the Songhay Empire. Al-Sa'dī's Ta'rīkh al-sūdān down to 1613 and other Contemporary Documents
271:(judge) of Timbuktu. Imam al-Aqib demolished the sanctuary and had it rebuilt with the dimensions of the
1381:
Hima, Halimatou (2020). "'Francophone' Education Intersectionalities: Gender, Language, and Religion".
484:
1118:"Leo Africanus (1526): A geographical historie of Africa, Book 7, Chapter: Of the kingdome of Tombuto"
252:
1908:
1581:"Paths to Progress: Madrasa Education and Sub-Saharan Muslims' Pursuit of Socioeconomic Development"
468:
259:
The Sankoré mosque was originally built in the 14th-15th centuries with the financial backing of a
1671:
17:
1877:
1785:
592:
373:
372:, starting a long decline of the West African states. In 1594 many Sankoré scholars, including
350:
1534:
1466:
1286:
1190:
1163:
1136:
1030:
966:
755:
483:
Depicts scholars in the Islamic Golden Age at an Abbasid library in Baghdad, illustration by
398:
786:
1918:
1819:
953:
The mosque that was chiefly associated with teaching in this period was the Sankore Mosque.
287:
8:
1799:
1354:
699:
646:
454:
The late 16th-century courtyard was reconstructed to exactly match the dimensions of the
427:
300:
208:
173:
1066:
1442:
1267:
837:
636:
505:
501:
328:. Scholars from Sankoré would also engage in learning or teaching while completing the
247:
1804:
1718:
1596:
1503:
1446:
1432:
1259:
1002:
972:
942:
917:
907:
792:
730:
658:
624:
369:
224:
212:
1271:
1809:
1588:
1424:
1251:
1078:
317:
388:
48:
1580:
1497:
1416:
996:
936:
724:
365:
1592:
1428:
1858:
1853:
569:
439:
313:
220:
1746:
Ancient Manuscripts from the Desert Libraries of Timbuktu, Library of Congress
1715:
Social History of Timbuktu: The Role of Muslim Scholars and Notables 1400–1900
1255:
312:
The golden age of the Sankoré madrasa occurred in the 16th century during the
1892:
921:
788:
Arabic Literature of Africa, Volume 4: The Writings of Western Sudanic Africa
354:
342:
337:
276:
260:
143:
130:
1697:
African Dominion : A New History of Empire in Early and Medieval West Africa
1332:
Hunwick, John (2003). "Timbuktu: A Refuge of Scholarly and RIghteous Folk".
500:
stress the search for knowledge, and Islamic scholarship, especially in the
1733:
African Dominion: A New History of Empire in Early and Medieval West Africa
1499:
African Dominion: A New History of Empire in Early and Medieval West Africa
1263:
1083:
901:
1848:
1754:
627:
received an honorary doctorate in Cairo on his holy pilgrimage to Mecca.
612:
596:
565:
458:
in Mecca, one of Islam's most holy sites. Classes took place in the open
426:
scholarly community, the madrasa was very different in organization from
216:
841:
825:
1750:
exhibition of manuscripts from the Mamma Haidara Commemorative Library
1355:"Wonders of the African World - Episodes - Road to Timbuktu - Wonders"
700:"Wonders of the African World - Episodes - Road to Timbuktu - Wonders"
681:
199:) is one of three medieval mosques and centres of learning located in
1745:
588:
463:
459:
1843:
1383:
The Palgrave Handbook of African Education and Indigenous Knowledge
493:
377:
200:
81:
1560:
Olasupo Adeleye, Mikail (January 1, 1983). "Islam and Education".
295:
Timbuktu developed as a commercial centre in the 14th century, as
620:
616:
479:
431:
380:
and deported to Morocco along with their manuscript collections.
358:
296:
228:
1535:"African Bibliophiles: Books and Libraries in Medieval Timbuktu"
1467:"African Bibliophiles: Books and Libraries in Medieval Timbuktu"
1287:"African Bibliophiles: Books and Libraries in Medieval Timbuktu"
1191:"African Bibliophiles: Books and Libraries in Medieval Timbuktu"
1164:"African Bibliophiles: Books and Libraries in Medieval Timbuktu"
1137:"African Bibliophiles: Books and Libraries in Medieval Timbuktu"
1031:"African Bibliophiles: Books and Libraries in Medieval Timbuktu"
756:"African Bibliophiles: Books and Libraries in Medieval Timbuktu"
1868:
585:
539:
530:
497:
368:
of Morocco led to the fall of the Songhai empire following the
232:
1587:, Cham: Springer International Publishing, pp. 159–177,
573:
552:
542:(Islamic teacher) and had to demonstrate a strong character.
455:
435:
423:
333:
325:
321:
272:
66:
1863:
1735:. Princeton: Princeton University Press. ISBN 9780691177427
1423:, Cham: Springer International Publishing, pp. 55–76,
1122:
University of Michigan Library - Early English Books Online
608:
443:
329:
268:
204:
85:
1150:
library of any of my kin, and they seized 1,600 volumes."
874:
1934:
Educational institutions established in the 10th century
1699:. Princeton: Princeton University Press, 2018, pg. 357.
239:
location in which some lectures and classes were held.
418:
A wooden entrance door into the Sankoré Madrasa, 1993.
291:
The Songhai Empire at its greatest extent, c. AD 1500.
826:"Timbuktu: A Refuge of Scholarly and Righteous Folk"
642:
List of oldest universities in continuous operation
555:on the best way to deal with the problem at hand.
1585:The State of Social Progress of Islamic Societies
880:
376:, were arrested by Moroccan troops on grounds of
282:
1890:
1395:
357:scholars which gained popularity throughout the
1559:
1770:
1652:"Sankore Mosque and University (c. 1100- ) •"
1071:Tinabantu Journal of African National Affairs
773:group settings at the residence of a scholar.
27:Ancient center of learning in Timbuktu, Mali
1502:. Princeton University Press. p. 280.
1398:Journal of the Pakistan Historical Societyb
971:. Cambridge University Press. p. 392.
729:. Leiden: E.J. Brill. pp. lviii–lxii.
1784:
1777:
1763:
409:
235:), reaching its peak in the 16th century.
47:
1532:
1464:
1284:
1188:
1161:
1134:
1082:
1028:
1001:. Leiden: E.J. Brill. pp. lvi–lvii.
968:The Cambridge History of Africa, Volume 3
753:
1717:. New York: Cambridge University Press.
1421:The Palgrave Handbook of Islam in Africa
478:
413:
387:
286:
246:
104:
1331:
1101:
1064:
994:
934:
823:
784:
722:
602:
197:Sankoré Masjid or University of Sankoré
14:
1891:
1649:
1636:
1634:
1632:
1620:
1414:
1376:
1374:
1349:
1347:
1310:
1308:
964:
941:. Leiden: E.J. Brill. pp. lviii.
1929:10th-century establishments in Africa
1758:
1672:"The University of Sankore, Timbuktu"
1495:
1204:dictionary of Maliki fuqaha entitled
1024:
1022:
899:
320:, drawing in scholars from as far as
227:in 1591. The mosque developed into a
1712:
1578:
1380:
1241:
1226:
1049:
676:
674:
1828:Mamma Haidara Commemorative Library
1643:
1629:
1625:. New York, Longmans, Green and Co.
1572:
1553:
1371:
1344:
1322:. Farmington Hills, MI: Gale, 2014.
1320:Milestone Events Throughout History
1305:
1067:"The Timbuktu Manuscript Tradition"
692:
591:. The most influential scholar was
579:
519:
24:
1706:
1689:
1664:
1458:
1208:, often referred to simply as the
1206:Nayl al-ibtihaj bi-tatriz al-Dibaj
1019:
25:
1950:
1739:
906:. Mary B. Woods. London: Lerner.
671:
496:rates. The Qur'an itself and the
686:UNESCO World Heritage Convention
307:
231:(meaning a school or college in
223:until its decline following the
103:
96:
1614:
1526:
1489:
1408:
1389:
1325:
1278:
1235:
1217:
1182:
1177:purchasing most imported books.
1155:
1128:
1110:
1095:
1058:
988:
958:
928:
903:Seven wonders of ancient Africa
808:– but teaching authorisations (
576:, for a total of 180 scholars.
545:
449:
404:
353:, a biographical dictionary of
1244:The Journal of African History
893:
856:
817:
778:
747:
716:
428:European medieval universities
283:Growth as a center of learning
13:
1:
1650:Lawton, Bishop (2020-06-27).
664:
474:
383:
264:architecture and religions.
1924:Sudano-Sahelian architecture
1579:Kobo, Ousman Murzik (2016),
1539:Library Faculty Publications
1533:Singleton, Brent D. (2004).
1471:Library Faculty Publications
1465:Singleton, Brent D. (2004).
1291:Library Faculty Publications
1285:Singleton, Brent D. (2004).
1195:Library Faculty Publications
1189:Singleton, Brent D. (2004).
1168:Library Faculty Publications
1162:Singleton, Brent D. (2004).
1141:Library Faculty Publications
1135:Singleton, Brent D. (2004).
1035:Library Faculty Publications
1029:Singleton, Brent D. (2004).
965:Oliver, Roland, ed. (1977).
760:Library Faculty Publications
754:Singleton, Brent D. (2004).
652:Timbuktu Manuscripts Project
179:Sudano-Sahelian architecture
7:
1939:Islamic education in Africa
1593:10.1007/978-3-319-24774-8_7
1429:10.1007/978-3-030-45759-4_4
1415:Wright, Zachary V. (2020),
785:Hunwick, John, ed. (2003).
630:
558:
364:In 1591 AD, an invasion by
10:
1955:
1731:Gomez, Michael A. (2018).
1496:Gomez, Michael A. (2018).
255:with the mosque in 1905–06
242:
1836:
1818:
1792:
1256:10.1017/S0021853700019861
868:Google Arts & Culture
172:
164:
159:
120:
91:
77:
72:
60:
55:
46:
37:
32:
1623:Timbuctoo the mysterious
883:Journal des africanistes
144:16.7758876°N 3.0056351°W
1713:Saad, Elias N. (1983).
900:Woods, Michael (2009).
410:Academic administration
207:, the others being the
1914:Medieval Islamic world
1904:University of Timbuktu
1878:Northern Mali conflict
1786:University of Timbuktu
1621:Dubois, Félix (1896).
1102:Hunwick, John (1999).
1084:10.14426/tbu.v1i2.1643
1065:Hunwick, John (2023).
995:Hunwick, John (1999).
935:Hunwick, John (1999).
824:Hunwick, John (2003).
723:Hunwick, John (1999).
488:
469:Great Mosque of Djenné
419:
393:
299:, the previous hub of
292:
256:
251:Postcard published by
149:16.7758876; -3.0056351
122:Geographic coordinates
1106:. Leiden: E.J. Brill.
482:
417:
399:World Heritage Center
391:
290:
250:
791:. Brill. p. 2.
768:The fully-qualified
603:Religious pilgrimage
422:As the center of an
392:Sankoré Masjid, 2007
1899:980s establishments
1874:Battles of Timbuktu
1800:Djinguereber Mosque
1385:. pp. 463–525.
844:– via JSTOR.
647:Medieval university
502:Golden Age of Islam
301:trans-Saharan trade
140: /
1695:Michael A. Gomez.
1340:– via JSTOR.
637:Ancient university
489:
420:
394:
293:
257:
40:Médersa de Sankoré
1886:
1885:
1805:Sidi Yahya Mosque
1602:978-3-319-24772-4
1562:Islamic Quarterly
1515:Tarīkh al-fattāsh
1509:978-0-691-17742-7
1438:978-3-030-45758-7
978:978-0-521-20981-6
913:978-0-7613-4320-2
659:Education in Mali
625:Mohammed Bagayogo
370:Battle of Tondibi
225:Battle of Tondibi
189:(also called the
184:
183:
112:Shown within Mali
16:(Redirected from
1946:
1909:Madrasas in Mali
1810:Sankoré Madrasah
1779:
1772:
1765:
1756:
1755:
1728:
1700:
1693:
1687:
1686:
1684:
1683:
1668:
1662:
1661:
1659:
1658:
1647:
1641:
1638:
1627:
1626:
1618:
1612:
1611:
1610:
1609:
1576:
1570:
1569:
1557:
1551:
1550:
1530:
1524:
1523:
1493:
1487:
1486:
1462:
1456:
1455:
1454:
1453:
1412:
1406:
1405:
1393:
1387:
1386:
1378:
1369:
1368:
1366:
1365:
1351:
1342:
1341:
1329:
1323:
1312:
1303:
1302:
1282:
1276:
1275:
1239:
1233:
1230:
1224:
1221:
1215:
1214:
1186:
1180:
1179:
1159:
1153:
1152:
1132:
1126:
1125:
1114:
1108:
1107:
1099:
1093:
1092:
1086:
1062:
1056:
1053:
1047:
1046:
1026:
1017:
1016:
992:
986:
985:
962:
956:
955:
932:
926:
925:
897:
891:
890:
878:
872:
871:
864:"Sankore Mosque"
860:
854:
853:
821:
815:
814:
782:
776:
775:
751:
745:
744:
720:
714:
713:
711:
710:
696:
690:
689:
678:
580:Notable scholars
520:Degrees of study
506:Qur'anic schools
168:Mosque / Madrasa
155:
154:
152:
151:
150:
145:
141:
138:
137:
136:
133:
107:
106:
100:
51:
30:
29:
21:
1954:
1953:
1949:
1948:
1947:
1945:
1944:
1943:
1889:
1888:
1887:
1882:
1832:
1814:
1788:
1783:
1742:
1725:
1709:
1707:Further reading
1704:
1703:
1694:
1690:
1681:
1679:
1676:Muslim Heritage
1670:
1669:
1665:
1656:
1654:
1648:
1644:
1639:
1630:
1619:
1615:
1607:
1605:
1603:
1577:
1573:
1558:
1554:
1531:
1527:
1510:
1494:
1490:
1463:
1459:
1451:
1449:
1439:
1413:
1409:
1394:
1390:
1379:
1372:
1363:
1361:
1353:
1352:
1345:
1330:
1326:
1313:
1306:
1283:
1279:
1240:
1236:
1231:
1227:
1222:
1218:
1210:Nayl al-ibtihaj
1187:
1183:
1160:
1156:
1133:
1129:
1116:
1115:
1111:
1100:
1096:
1063:
1059:
1054:
1050:
1027:
1020:
1009:
993:
989:
979:
963:
959:
949:
933:
929:
914:
898:
894:
879:
875:
862:
861:
857:
822:
818:
799:
783:
779:
752:
748:
737:
721:
717:
708:
706:
698:
697:
693:
680:
679:
672:
667:
633:
605:
582:
568:, ruler of the
561:
548:
522:
485:Yahyá al-Wasiti
477:
452:
412:
407:
386:
366:Ahmad al-Mansur
347:Nayl al-ibtihaj
310:
285:
245:
187:Sankoré Madrasa
148:
146:
142:
139:
134:
131:
129:
127:
126:
116:
115:
114:
113:
110:
109:
108:
42:
33:Sankore Madrasa
28:
23:
22:
15:
12:
11:
5:
1952:
1942:
1941:
1936:
1931:
1926:
1921:
1916:
1911:
1906:
1901:
1884:
1883:
1881:
1880:
1871:
1866:
1861:
1859:Massina Empire
1856:
1854:Songhai Empire
1851:
1846:
1840:
1838:
1834:
1833:
1831:
1830:
1824:
1822:
1816:
1815:
1813:
1812:
1807:
1802:
1796:
1794:
1790:
1789:
1782:
1781:
1774:
1767:
1759:
1753:
1752:
1741:
1740:External links
1738:
1737:
1736:
1729:
1723:
1708:
1705:
1702:
1701:
1688:
1663:
1642:
1628:
1613:
1601:
1571:
1552:
1525:
1508:
1488:
1457:
1437:
1407:
1388:
1370:
1343:
1334:Sudanic Africa
1324:
1304:
1277:
1250:(4): 457–475.
1234:
1225:
1216:
1181:
1154:
1127:
1109:
1094:
1057:
1048:
1018:
1007:
987:
977:
957:
947:
927:
912:
892:
889:(1–2): 99–131.
873:
855:
830:Sudanic Africa
816:
797:
777:
746:
735:
715:
691:
669:
668:
666:
663:
662:
661:
655:
654:
649:
644:
639:
632:
629:
604:
601:
581:
578:
570:Songhai empire
560:
557:
547:
544:
521:
518:
476:
473:
451:
448:
440:apprenticeship
411:
408:
406:
403:
385:
382:
318:Askia Muhammad
314:Songhai Empire
309:
306:
284:
281:
253:Edmond Fortier
244:
241:
221:Songhai Empire
182:
181:
176:
170:
169:
166:
162:
161:
157:
156:
124:
118:
117:
111:
102:
101:
95:
94:
93:
92:
89:
88:
79:
75:
74:
70:
69:
64:
58:
57:
53:
52:
44:
43:
38:
35:
34:
26:
9:
6:
4:
3:
2:
1951:
1940:
1937:
1935:
1932:
1930:
1927:
1925:
1922:
1920:
1917:
1915:
1912:
1910:
1907:
1905:
1902:
1900:
1897:
1896:
1894:
1879:
1875:
1872:
1870:
1867:
1865:
1862:
1860:
1857:
1855:
1852:
1850:
1847:
1845:
1842:
1841:
1839:
1835:
1829:
1826:
1825:
1823:
1821:
1817:
1811:
1808:
1806:
1803:
1801:
1798:
1797:
1795:
1791:
1787:
1780:
1775:
1773:
1768:
1766:
1761:
1760:
1757:
1751:
1747:
1744:
1743:
1734:
1730:
1726:
1724:0-521-24603-2
1720:
1716:
1711:
1710:
1698:
1692:
1677:
1673:
1667:
1653:
1646:
1637:
1635:
1633:
1624:
1617:
1604:
1598:
1594:
1590:
1586:
1582:
1575:
1567:
1563:
1556:
1549:
1544:
1540:
1536:
1529:
1522:
1520:
1516:
1511:
1505:
1501:
1500:
1492:
1485:
1483:
1476:
1472:
1468:
1461:
1448:
1444:
1440:
1434:
1430:
1426:
1422:
1418:
1411:
1403:
1399:
1392:
1384:
1377:
1375:
1360:
1356:
1350:
1348:
1339:
1335:
1328:
1321:
1317:
1316:Global Events
1311:
1309:
1301:
1296:
1292:
1288:
1281:
1273:
1269:
1265:
1261:
1257:
1253:
1249:
1245:
1238:
1229:
1220:
1213:
1211:
1207:
1200:
1196:
1192:
1185:
1178:
1173:
1169:
1165:
1158:
1151:
1146:
1142:
1138:
1131:
1123:
1119:
1113:
1105:
1098:
1091:
1085:
1080:
1076:
1072:
1068:
1061:
1052:
1045:
1040:
1036:
1032:
1025:
1023:
1015:
1010:
1008:90-04-12822-0
1004:
1000:
999:
991:
984:
980:
974:
970:
969:
961:
954:
950:
948:90-04-12822-0
944:
940:
939:
931:
923:
919:
915:
909:
905:
904:
896:
888:
884:
877:
869:
865:
859:
852:
850:
843:
839:
835:
831:
827:
820:
813:
811:
807:
800:
798:90-04-12444-6
794:
790:
789:
781:
774:
771:
765:
761:
757:
750:
743:
738:
736:90-04-12822-0
732:
728:
727:
719:
705:
701:
695:
687:
683:
677:
675:
670:
660:
657:
656:
653:
650:
648:
645:
643:
640:
638:
635:
634:
628:
626:
622:
618:
614:
610:
600:
598:
594:
590:
587:
577:
575:
571:
567:
556:
554:
543:
541:
535:
533:
532:
525:
517:
513:
511:
507:
503:
499:
495:
486:
481:
472:
470:
465:
461:
457:
447:
445:
441:
437:
433:
429:
425:
416:
402:
400:
390:
381:
379:
375:
371:
367:
362:
360:
356:
352:
348:
344:
339:
338:Leo Africanus
335:
331:
327:
323:
319:
315:
308:Apex and fall
305:
302:
298:
289:
280:
278:
277:Askia dynasty
274:
270:
265:
262:
254:
249:
240:
236:
234:
230:
226:
222:
218:
214:
210:
206:
202:
198:
195:
192:
188:
180:
177:
175:
171:
167:
163:
158:
153:
125:
123:
119:
99:
90:
87:
83:
80:
76:
71:
68:
65:
63:
59:
54:
50:
45:
41:
36:
31:
19:
1749:
1732:
1714:
1696:
1691:
1680:. Retrieved
1678:. 2003-06-07
1675:
1666:
1655:. Retrieved
1645:
1622:
1616:
1606:, retrieved
1584:
1574:
1565:
1561:
1555:
1546:
1542:
1538:
1528:
1518:
1514:
1513:
1498:
1491:
1481:
1478:
1474:
1470:
1460:
1450:, retrieved
1420:
1410:
1401:
1397:
1391:
1382:
1362:. Retrieved
1358:
1337:
1333:
1327:
1319:
1315:
1298:
1294:
1290:
1280:
1247:
1243:
1237:
1228:
1219:
1209:
1205:
1202:
1198:
1194:
1184:
1175:
1171:
1167:
1157:
1148:
1144:
1140:
1130:
1121:
1112:
1103:
1097:
1088:
1074:
1070:
1060:
1051:
1042:
1038:
1034:
1012:
997:
990:
982:
967:
960:
952:
937:
930:
902:
895:
886:
882:
876:
867:
858:
848:
845:
833:
829:
819:
809:
805:
802:
787:
780:
769:
767:
763:
759:
749:
740:
725:
718:
707:. Retrieved
703:
694:
685:
606:
583:
562:
549:
546:Senior roles
536:
529:
526:
523:
514:
509:
490:
453:
450:Architecture
421:
405:Organization
395:
363:
346:
311:
294:
266:
258:
237:
209:Djinguereber
196:
193:
190:
186:
185:
160:Architecture
39:
1919:Mali Empire
1849:Mali Empire
1820:Manuscripts
1484:(scholars).
1359:www.pbs.org
806:Jingere Ber
704:www.pbs.org
597:colonialism
593:Ahmad Bamba
566:Askia Daoud
464:Al-Sahili's
217:Mali Empire
147: /
62:Affiliation
1893:Categories
1682:2021-12-06
1657:2021-11-30
1608:2021-12-05
1452:2021-12-05
1364:2021-12-06
1090:libraries.
709:2021-12-06
682:"Timbuktu"
665:References
475:Curriculum
384:Modern day
374:Ahmed Baba
351:Ahmad Baba
213:Sidi Yahya
132:16°46′33″N
1447:226523945
1044:families.
922:645691064
589:Qadiriyya
460:courtyard
135:3°00′20″W
1844:Timbuktu
1837:See also
1519:maktabān
1272:41500711
1264:11632225
842:25653392
631:See also
559:Scholars
494:literacy
378:sedition
343:Barbarie
219:and the
201:Timbuktu
82:Timbuktu
78:Location
73:Location
56:Religion
1876:in the
1793:Masjids
617:Katsina
531:hadiths
498:hadiths
424:Islamic
359:Maghreb
243:History
229:madrasa
194:Mosque,
191:Sankoré
18:Sankore
1869:Azawad
1721:
1599:
1568:: 140.
1506:
1445:
1435:
1270:
1262:
1005:
975:
945:
920:
910:
849:tafsir
840:
836:: 15.
795:
733:
621:Walata
619:, and
487:, 1237
432:sheiks
355:Maliki
316:under
297:Walata
261:Tuareg
233:Arabic
1482:ulama
1443:S2CID
1404:: 41.
1268:S2CID
1077:(2).
838:JSTOR
810:ijaza
770:ulama
574:Ulema
553:fatwa
540:Sheik
510:ulama
456:Kaaba
436:ulama
334:Mecca
326:Syria
322:Egypt
273:Kaaba
174:Style
67:Islam
1864:Mali
1719:ISBN
1597:ISBN
1504:ISBN
1433:ISBN
1260:PMID
1003:ISBN
973:ISBN
943:ISBN
918:OCLC
908:ISBN
793:ISBN
731:ISBN
613:Kano
609:Hajj
586:Sufi
444:waqf
361:.
330:Hajj
324:and
269:Qadi
211:and
205:Mali
165:Type
86:Mali
1589:doi
1425:doi
1252:doi
1079:doi
434:or
349:by
332:to
1895::
1748:—
1674:.
1631:^
1595:,
1583:,
1566:27
1564:.
1545:.
1543:21
1541:.
1537:.
1512:.
1477:.
1475:21
1473:.
1469:.
1441:,
1431:,
1419:,
1402:36
1400:.
1373:^
1357:.
1346:^
1338:14
1336:.
1318::
1307:^
1297:.
1295:21
1293:.
1289:.
1266:.
1258:.
1248:22
1246:.
1201:.
1199:21
1197:.
1193:.
1174:.
1172:21
1170:.
1166:.
1147:.
1145:21
1143:.
1139:.
1120:.
1087:.
1073:.
1069:.
1041:.
1039:21
1037:.
1033:.
1021:^
1011:.
981:.
951:.
916:.
887:59
885:.
866:.
834:14
832:.
828:.
801:.
766:.
764:21
762:.
758:.
739:.
702:.
684:.
673:^
623:.
615:,
471:.
203:,
84:,
1778:e
1771:t
1764:v
1727:.
1685:.
1660:.
1591::
1427::
1367:.
1274:.
1254::
1124:.
1081::
1075:1
924:.
870:.
712:.
688:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.