Historical Precedents
ithin the Shīʿī Muslim tradition, the religious institution of higher learning is commonly known as the ḥawzah ʿilmiyyah. Best understood as the “intellectual citadel” of Islam, the ḥawzah—referred to in English as “seminary”—has throughout history strived to preserve the teachings of Islam in their holistic nature as conveyed by the Prophet (s) and his progeny. The seeds of the ḥawzah were planted and nourished by the Imāms (as) and their disciples, and thereafter generations of pious scholars devoted their lives to keeping alive its traditions and scholarship. Through the discipline of fiqh, which means a deep understanding of religion, the ḥawzah safeguards the intellectual resources of Islamic society and ensures its vitality through different times and circumstances.
Thus the ḥawzah is fully a community institution, and its success and effectiveness is dependent on its integration and engagement with the community and the community’s active support of its work and aims.
The seminary’s scope and purpose extend beyond that of a mere academic institution, and its central function for the Imāmī community cannot be replaced by a university or any other institution because its role is not limited to the advancement of scholarship. In addition to creating a scholarly environment, the seminary pushes its students to translate knowledge into action and to develop the spiritual and ethical values of Islam. Through this comprehensive scholastic approach it provides the Islamic community with leaders who can best represent the values, priorities, and teachings of the Prophet and Imāms (as).
Thus the ḥawzah is fully a community institution, and its success and effectiveness is dependent on its integration and engagement with the community and the community’s active support of its work and aims. It is this institution more than any other that represents the community’s commitment to the role and values of the Prophet and Imāms (as).