Özet:

In the middle of the 7th century, with the entry of Islam into China, the Muslim population began to increase rapidly in China. This process, which started in the Tang period, reached its peak during the Ming period. Muslims, who came to China for trade in the Tang Dynasty, had a place in every inch of China's social and economic life regarding the Ming Dynasty. The rapidly increasing Muslim population became an integral part of China's social and cultural structure over time. Especially with the formation of the Huizu ethnic group, there were disruptions in the education of Chinese Muslims. At the end of this process, there emerged a necessity to switch into a systematic education. Hu Dengzhou, a Muslim scholar living in the early 16th century, established the Chinese madrasa education system and contributed to the more systematic education of Chinese Muslims. With the Chinese madrasa system, it was aimed to increase the Islamic knowledge of Chinese Muslims by giving various religious courses, from primary education to higher education. A corpus called “Thirteen Classics” containing information about Islam was taught in madrasas. Arabic, Persian and Chinese were used as the language of the madrasa. In addition, with the combination of these three languages, the madrasa language called "xiaojing (小锦)" or "xiao'er jing (小儿 锦)" was formed. In our study, the establishment of the Chinese madrasa system in the 16th century, its educational content, language, and its academic contribution to the Islamic understanding of Chinese will be discussed.

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