الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
an introduction:
Education occupied a prominent place among the Arab Muslims, and the care for it was very great, they gave it care and attention because education enlightens the minds, and opens before them the ways of progress and development in all fields, and as a result of this importance, the Abbasid caliphs took care and interest in education, so their interest in science and scholars and their honor for them, For this reason, the upbringing and education of the sons of the Caliphs took a distinctive character in every era and place. Education in general is one of the important human processes in the life of all nations and human societies, as it is the air that a person breathes, through which the various hopes and aspirations of society can be achieved.
Referring to the history of Islamic education and being guided by the successful methods and methods followed by the educators in the past, they actually proved the extent of the success of education in reality and then tried to integrate and modify it in accordance with modern educational, psychological and social studies, because the present and the future are related to the past, so any building in any field of life and any A future outlook remains vague if it does not realize its position in terms of measurement, and that is by referring to its past, and here appears the process of discipline in the Abbasid era, which is the most successful and most famous form of Islamic education in the Islamic ages, and then the possibility of benefiting from it in reforming our educational reality.
Perhaps the Abbasid era, especially the first one, is the most worthy of research in the field of education, and this is due to the fact that it is the basis of subsequent accumulations, and the time interval in which the scientific and cultural developments of the Islamic nation crystallized. The period of consolidation and regularity of educational methods in various educational and cultural institutions, and represents the stage of maturity and division of sciences and the beginning of the emergence of specialization and the emergence of new sciences that took their place alongside religious sciences that were focused on in the period prior to the Abbasid era.
At the end of the first Abbasid era and with the beginning of the second Abbasid era, the disintegration in the affairs of governance and administration began. The Caliphs were preoccupied with their political problems and their own matters of governance, which negatively affected the various civilizational and cultural aspects.
Problem Of the study:
The problem of the study can be formulated in the light of a main question, which is “What are the conditions of teachers in the Abbasid era in the Abbasid era (132-334 AH/750-946AD)?
This calls for answering the following sub-questions:
The first question:
How was the scientific life affected in the first and second Abbasid eras as a result of the development of the political, economic, social and intellectual conditions?
The second question:
What are the ethics and academic qualifications that teachers should have? What are the social and material conditions of teachers?
The third question:
What educational and cultural institutions and centers prevailing in the first and second Abbasid eras that contributed to the learners receiving these sciences?
Fourth question:
What is the possibility of benefiting from the development of scientific and educational conditions in the first and second Abbasid eras to improve the educational process in the current era?
The importance of the study:
One of the most important things that highlights the relevance of the current study and its educational importance is:
To learn about the distinguished scientific movement, in the first and second Abbasid period and to recognize the importance of educational leadership in guiding the people of the nation towards working to present their people in all fields, especially scientific.
Familiarize yourself with the etiquette of teachers, their conditions, and the conditions for their selection in the Abbasid era.
Benefiting from the experiences and educational traditions prevailing in the Abbasid era, examining and studying them to find solutions to our contemporary educational problems and making the right decisions to develop the educational process.
Analyzing culture and educational thought during this period of time to realize the goals that Muslim educators in the Abbasid era aimed to achieve, and any factors that led to their success in order to achieve the hopes and goals of society. 4. Analyzing culture and educational thought during this period of time to realize the goals that Muslim educators in the Abbasid era aimed to achieve, and any factors that led to their success in order to achieve the hopes and goals of society.
To reveal the political, economic, social and religious factors that influenced the educational systems of the first and second Abbasid periods, and thus to recognize between these factors and the mutual effects of education in order to lay a firm foundation for the interpretation and evaluation of thought and contemporary educational application.
To provide a repertoire of educational ideas and experiences that educators in the first and second Abbasid period were keen to provide teachers with and then apply them in educational institutions in our contemporary world.
The scientific importance of this study comes in identifying the literature between the teacher and the students on the one hand and on the other hand the manners that students should have with their teacher and thus apply them in the learning science, which has become characterized by the moral dimension and lack of educational guidance.
Studying the history of the scientific movement in the first and second Abbasid period is of great importance, especially the translation movement witnessed in the Abbasid era, the extent to which the Abbasid state spent on this movement and the extent to which scientists have done in the activity of the translation movement and what has been translated from many works into Arabic, and then interest in scientific libraries. This can be used to preserve, take care of and promote the books contained in the school library and that teachers are keen to benefit students from accessing these books.
Objectives of the study:
This study seeks to achieve the following objectives:
To identify the features of the Abbasid political era and its winters on teachers and the scientific movement.
Clarifying the choice of teachers’ methods in the Abbasid era.
A statement of the curricula taught by teachers in the Abbasid era.
Identifying the methods and methods of teaching used by teachers in the Abbasid era.
Getting to know the etiquette and scientific qualifications of teachers in the Abbasid era.
To highlight the role of the various educational and cultural institutions that contributed to the learning of sciences in the various sciences during the Abbasid era.
curriculum of the study:
The nature of the ornamental study requires the researcher to use more than one research approach, and the researcher used:
Historical Research Methodology:
The historical research method is considered one of the most appropriate scientific research methods with the aim of studying the primary sources of heritage books and classes and identifying the most important political, economic, social, religious, intellectual and cultural factors and forces and its impact on the preparation of teachers and their conditions in the first and second Abbasid eras.
The limits of the study:
Objective limits:
the study was limited to the preparation of teachers and their conditions in the first and second Abbasid eras (132 AH-334 AH) social and material and methods of selecting teachers.
Time limits:
the studied time period spanned two centuries, from the beginning of the first Abbasid era until the end of the second Abbasid era (132 AH-334 AH).
Summary OF Results:
1. Paying attention to the conditions of teachers and the conditions for their selection based on the role of the teacher as a guide and social guide for the student in order to provide him with basic skills and experiences, as well as being a modifier of his behavior, polite to his spirit, self and conscience, and nourishing him with values and moral principles in accordance with the values and philosophy of the Islamic society.
2. Attention to the education of forensic sciences, along with mental and literary sciences, is one of the most prominent tasks assigned to teachers in the first and second Abbasid eras.
3- There were many educational centers and institutions in the Abbasid era, including the family, the book, the mosque, the homes of scholars, the palaces of the caliphs and princes, the libraries, and the shops of the warders.
4- Teaching methods in the Abbasid era were characterized by diversity, comprehensiveness and integration among them to suit different educational situations.
5- Educators in the Abbasid era were aware of the importance of granting degrees, licenses, and professional licenses to those who tackled teaching, and these licenses were equivalent to the certificate of grants in contemporary educational institutions.