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The paper argues that madrasa schooling can be understood through multiple aspects, including the cooperative atmosphere it creates when teachers and students from different cultures form communication patterns, work in shared cultural groups, and participate in joint activities. This process is described as enabling social mobilization that supports religious, political, and revolutionary movements.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-madrasa-education-in-inter-cultural-and-cross-cultural-exchange/595813/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-madrasa-education-in-inter-cultural-and-cross-cultural-exchange/595813.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper argue that madrasa education can foster intercultural exchange?","Question",{"text":112,"@type":113},"It emphasizes that teachers and students from different cultures and traditions come together in madrasa settings, developing intercultural communication patterns and forming cooperative cultural groups to reduce misunderstanding through shared learning and joint activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What background does the paper provide about how madrasa education has been viewed historically?",{"text":117,"@type":113},"It notes that madrasas have attracted attention from national and Western media and were linked to global terrorism narratives, leading to a perceived promotion of fundamentalism and extremism—especially after the 9/11 attacks.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper use Al-Ṣuffah to illustrate cultural and social roles beyond learning?",{"text":121,"@type":113},"It describes Al-Ṣuffah as the first madrasa in Madīnah that brought together diverse traditions, while also functioning as a guarding and organizing unit that protected the mosque and its leader, connecting devotion and obedience to political stability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595813,1792457625,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Role of Madrasa Education in Inter-Cultural and Cross-Cultural Exchange  \nMuhammad Qasim Butt * and Muhammad Sarfraz Khalid**  \nAbstract  \nMadrasa is the living form of an educational system which thrived in the past. It remained unaware of the swiftness of progress and development which came about in other walks of life and the education that was being imparted through it was also kept away from any change and innovation. As a result, the madrasa, to some extent, fell prey to marginalization, fundamentalism, and a sense of deprivation and its education could not maintain its cherished traditions. The educational system of the madrasa can be analysed in view of a number of aspects. Some of these aspects might be questionable, but a number of them are worthwhile. One of these aspects is the atmosphere of mutual cooperation that a madrasa can provide. Teachers and students belonging to different cultures and traditions come together in a madrasa and develop an intercultural communication pattern. They form cultural groups that work together to rectify their deprivation and remove misunderstanding between them. Their education in a madrasa allows them to take part in joint activities, improve their knowledge, and get an access to some service. In this way, the madrasa education initiates a social mobilization which encourages social groups that are knit together with the fabric of culture to take part in the religious, political, and revolutionary movements of the country.  \nKeywords: Madrasa,Al-Ṣuffah, Al-Karaouine, Niẓāmiyyah, mobilization.  \n* Lecturer, Department of Arabic & Islamic Studies, GC University, Lahore-Pakistan. [Email: muhammadqasimb@yahoo.com](Email: muhammadqasimb@yahoo.com)  \n**Associate Professor, Department of Arabic & Islamic Studies, GC University, Lahore-Pakistan.  \nEmail: [drsarfrazgcu@hotmail.com](drsarfrazgcu@hotmail.com)  \nIntroduction  \nOver the last few decades madrasas have remained the focus of national and Western media. They have been linked up with the upsurge of global wave of terrorism. The education imparted through these religious institutions has been thought by Western think tanks to be promoting fundamentalism and extremism. Their narrative became intensified after 9/11 attacks. A counter-narrative is needed to highlight the positive role of madrasa education in bridging the gaps between different cultures. Citing examples of classical Muslim madāris of the past, the role of madrasa education in bringing about intercultural and cross-cultural exchange has been highlighted.  \nAccording to Lane (1968), the word madrasa has been derived from the root words dāl, rā, and sīn. Daras al-Kitāba means he read the book as though he opposed it until it became easy for him to remember it; or he read it repeatedly (or studied it) in order to remember it; or he made it easy to remember by much reading; or he read and learned it. The infinite nouns are al-dars, al-dirāsah, al-darāsah, and al-dirās.The word madrasa means “a place of reading or studying where persons read or study (a college, a collegiate mosque, an academy) . It is also called midrasandmidrās. The plural of madrasa is madāris and that of midrās is madārīs.  \nSeeking education has been the cornerstone of all Islamic teachings. The first revealed Qur’ānic verse alluded to it: “Recite in the name of your Lord who created.”(Qur'an 96:1) . The Holy Messenger extolled the virtue of those who strive to seek knowledge: “Whoever follows a path in the pursuit of knowledge, Allāh will make easy for him a path to Paradise. The angels lower their wings in approval of the seeker of knowledge, and everyone in the heavens and on earth prays for forgiveness for the seeker of knowledge, even the fish in the sea. The superiority of the scholar over the worshipper is like the superiority of the moon above all other heavenly bodies. The scholars are the heirs of the Prophets, for they did not leave behind adinār or dirham, rather they left behind knowled","cbCaidM76awo9sYA","https://ap.wps.com/l/cbCaidM76awo9sYA","pdf",245963,14,"English","# Abstract\n# Introduction\n## Madrasa and Media Narratives\n## Etymology of “Madrasa” and Seeking Knowledge\n# Al-Ṣuffah: A Cross-Cultural Hub\n# Salmān al-Fārsī: A Collector of Different Cultural Traditions","[{\"question\":\"Why does the paper argue that madrasa education can foster intercultural exchange?\",\"answer\":\"It emphasizes that teachers and students from different cultures and traditions come together in madrasa settings, developing intercultural communication patterns and forming cooperative cultural groups to reduce misunderstanding through shared learning and joint activities.\"},{\"question\":\"What background does the paper provide about how madrasa education has been viewed historically?\",\"answer\":\"It notes that madrasas have attracted attention from national and Western media and were linked to global terrorism narratives, leading to a perceived promotion of fundamentalism and extremism—especially after the 9/11 attacks.\"},{\"question\":\"How does the paper use Al-Ṣuffah to illustrate cultural and social roles beyond learning?\",\"answer\":\"It describes Al-Ṣuffah as the first madrasa in Madīnah that brought together diverse traditions, while also functioning as a guarding and organizing unit that protected the mosque and its leader, connecting devotion and obedience to political stability.\"}]","The Role of Madrasa Education in Inter-Cultural and Cross-Cultural Exchange | PDF",1792081915,35]