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The Hanafi school [a] or Hanafism is one of the four major schools of Islamic jurisprudence within Sunni Islam. It developed from the teachings of the jurist and theologian Abu Hanifa ( c. 699–767 CE ), who systemised the use of reasoning ( ra'y ).
The Shafi'i school or Shafi'i Madhhab (Arabic: ٱلْمَذْهَب ٱلشَّافِعِيّ, romanized: al-madhhab al-shāfiʿī) is one of the four major schools of Islamic jurisprudence within Sunni Islam.
Shafi'i school of thought was founded in Baghdad by Imam Muhammad ibn Idris al-Shafi'i (150 AH/766 AD - 204 AH/820 AD) and subsequently expanded in Egypt. [7] Hanbali school of thought was founded in Baghdad by Imam Ahmad ibn Hanbal (164 AH/780 AD - 241 AH/855 AD). [8] [9]
Al-Shafi'i traveled to Baghdad to study with Abu Hanifah's acolyte al-Shaybani and others. [20] It was here that he developed his first school, influenced by the teachings of both Abu Hanifah and Malik. [citation needed] His work thus became known as "al-madhhab al-qadim li-l-imam al-shafi'i", or the "old school of al-Shafi'i". [citation needed]
10th century Shi'ite scholar Ibn al-Nadim named eight groups: Maliki, Hanafi, Shafi'i, Zahiri, Imami Shi'ite, Ahl al-Hadith, Jariri and Kharijite. [20] [23] Abu Thawr also had a school named after him. In the 12th century Jariri and Zahiri schools were absorbed by the Shafi'i and Hanbali schools respectively. [24]
Sunni Muslims of the Indian subcontinent comprising present day India, Pakistan and Bangladesh who are overwhelmingly Hanafi by fiqh have split into two schools or movements, the Barelvi and the Deobandi. While the Deobandi is revivalist in nature, the Barelvi are more traditional and inclined towards Sufism.
Abu Hanifa [a] (Arabic: أَبُو حَنِيفَة, romanized: Abū Ḥanīfa; September 699–767) [5] was a Muslim scholar, jurist, theologian, ascetic, [3] and eponym of the Hanafi school of Sunni jurisprudence, which remains the most widely practiced to this day. [3]
The main Sunni schools of law (madhhabs) are the Hanafi, Maliki, Shafi'i and Hanbali madhhabs. [12] They grew out of differences of opinion and methodology between the sahāba and each generation of students after them.