This chapter spells out the research areas and schema of this book. The chapter unfolds at three levels. At the first level, it presents a brief history of madaris on the one hand and the DMM on the other. Secondly, it narrates the different interpretations of the DMM in the existing literature. At the third level, it explains the theoretical context as well as the research methodology.

Madaris in Islam

The Arabic word madrassah (plural: madaris) literally means ‘school’ (Riaz 2008, 2) or ‘place of learning’ (Malik 2008, 1). It originates from the word dars, which means ‘lesson’ or ‘instruction’. In the Arabic-speaking societies, the word madrassah can be applied to a wide variety of institutions (Berkey 2007, 40). However, in non-Arabic-speaking regions, this word is generally used to refer to a special kind of institution devoted to the training of ulama (religious scholars, plural of alim) through instruction about the Quran, the Hadith (traditions of the Prophet), fiqh (jurisprudence) and Islamic law (Riaz 2008, 2).

The tradition of madrassah is as old as the history of Islam itself. Although the word madrassah was not used as such, a study circle or halaqah was established for learning in the mosque of the Prophet Muhammad (peace be upon him, PBUH) in the city of Madinah. The ones who participated in that halaqah used to sit on an elevated platform called a suffah and were called Ashab al-Suffah (Arshad 2005, 21). Even during the life time of Prophet Muhammad (PBUH), nine such halaqahs had been established inside Madinah (Khalid 2002, 89). These non-formal educational arrangements, based in the mosques or in the homes of the Prophet's companions, were the precursors of madaris and continued during the era of the first four caliphs and even later (Riaz 2008, 53–4).