Comparative Analysis of Indigenous Knowledge Systems and Islamic Educational Practices and Transmission: The Traditional Mahdarah in Mauritania

Abstract

This article explored and compared the educational systems of indigenous societies and Islamic traditions, specifically focusing on traditional methods of education and knowledge transmission. Indigenous knowledge systems are often deeply rooted in their communities’ cultural contexts and environmental settings, employing oral traditions, storytelling, and experiential learning as crucial pedagogical tools. Similarly, Islamic educational practices emphasise the transmission of knowledge through rigorous oral traditions, most notably illustrated in the preservation and teaching of hadith. The study delves into the linguistic and oral components that play a pivotal role in preserving and disseminating knowledge within both frameworks. Language and oral traditions are integral to sustaining cultural identity and environmental stewardship in Indigenous communities. These communities often employ multi-generational oral transmission methods to teach social norms and spiritual beliefs. Similarly, in the Islamic tradition, the hadith—reports describing the words, actions, or habits of the Prophet Muhammad—are meticulously preserved through chains of oral transmission (isnād), highlighting the importance of memorisation, recitation, and verification of sources. The study employed a qualitative approach; through a comparative analysis, the article examined the strengths and challenges of these traditional educational methods, particularly in how they adapt to contemporary educational demands. It highlights the importance of preserving linguistic diversity and oral heritage in indigenous societies and reflects on how the principles of hadith transmission can offer insights into effective educational practices. A look at a sub-Saharan society like Mauritania demonstrates how its inhabitants have incorporated both indigenous and Islamic systems to develop a reasonably effective educational system known as the mahdarah. Documents and case studies from observations of Mauritanian scholars who have studied at these institutions are analysed. This study underscores the value of integrating traditional knowledge systems into modern education to foster a more holistic and culturally inclusive approach to teaching and learning.