ABSTRACT
Recognizing discernible “patterns” from which the historical practices of Islamic education can be defined, this chapter, having identified some of these, argues what role, if any, they may have for the ways we think and teach Islam in schools today. Of the panoply of such patterns, sitting (on the ground), debating, memorizing, and discipleship are discussed. With a precedence in the prophetic Sunnah these, often overlooked, elements of Islamic education are examined and argued to potentially grant modern educational scholarship, teachers and students alike, a greater purview into those ideas and practices informing Islamicate civilization's historical attitudes toward education.
