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THE FORMATION OF THE SCHOOL OF FIQH IN TRANSOXIANA AND
ITS REPRESENTATIVES
Makhamadkhodjae Bakh omkhodja,
In e na ional Islamic Academy o Uzbekis an,
Senio Lec u e , Al-Azha Depa men o A abic Language and Li e a u e
Abs ac . This a icle analyzes he his o ical s ages, speci ic ea u es, and
de elopmen ac o s o he Hana i school o iqh ha o med and lou ished in
T ansoxiana om he end o he 8 h cen u y. The esea ch e eals he school's
pe iods o o ma ion, dynamic de elopmen , and g adual decline. I also explains
he easons o i s dominance in he egion, pa icula ly i s mode a ion, ole ance,
adap abili y o local cus oms, and he signi icance o he p inciple
o is ihsan (ju is ic p e e ence). Fu he mo e, he con ibu ions o he school's
p ominen ep esen a i es, such as Abu Ha s al-Kabi , al-Halwani, al-Sa akhsi, and
al-Ma ghinani, o he de elopmen o Islamic ju isp udence a e highligh ed.
Keywo ds: T ansoxiana, school o iqh, Hana i madhhab, Bukha a,
Sama kand, Imam A'zam, is ihsan, u u' al- iqh, usul al-din, al-Halwani, al-
Ma ghinani.
INTRODUCTION
A he end o he 8 h and he beginning o he 9 h cen u ies, he Hana i school
o Sunni Islam began o sp ead widely in T ansoxiana. In majo schola ly cen e s
such as Bukha a and Sama kand, a dis inc T ansoxianan school o iqh (Islamic
ju isp udence) was es ablished based on he eachings o his madhhab. The ju is s
( uqahā') o he egion gained g ea ame h oughou he Islamic wo ld o hei
p o ound knowledge, me iculously de eloped legal p inciples, and aluable wo ks.
Thei in luence on he uling ci cles and he gene al populace was so s ong ha all
p oblema ic issues encoun e ed in eligious and social li e we e esol ed h ough
hem. Because he science o iqh encompasses all aspec s o indi idual, amily, and
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socie al li e, he ep esen a i es o he T ansoxianan school ul illed he impo an
ask o analyzing he adi ions and cus oms o he local peoples based on uni e sal
Islamic c i e ia. The pu pose o his a icle is o illumina e he his o y o he
T ansoxianan school o iqh's eme gence, i s s ages o de elopmen , i s speci ic
ea u es, and he ac i i ies o i s p ominen ep esen a i es.
MAIN PART
1. The His o ical Pe iods o he T ansoxiana School o Fiqh. The Islamic
schola A. Mumino di ides he his o y o he T ansoxiana school o iqh in o h ee
main pe iods based on i s speci ic cha ac e is ics:
Fo ma ion Pe iod (8 h-10 h cen u ies): Du ing his pe iod, he i s schola ly
cen e s based on Hana ism eme ged in he majo ci ies o T ansoxiana unde he
s ong in luence o he cen al egions o he Abbasid Calipha e, pa icula ly he
schools o I aq and Kho asan.
The o ma ion o he Bukha a school o iqh is di ec ly linked o he ounde s
o he Hana i madhhab. The g ea ju is who ounded i , Abu Ha s Ahmad ibn Ha s
al-Kabi al-Bukha i (767-832 AD), s udied in Baghdad unde Imam Muhammad al-
Shaybani, one o he mos amous s uden s o Imam A'zam (Abu Hani a). He
e u ned o his homeland, sp ead he pu e eachings o Hana i iqh in Bukha a, and
c ea ed a s ong schola ly en i onmen . Due o his se ices, Bukha a ea ned he
hono able i le o "Qubba al-Islam" ("The Dome o Islam").
Meanwhile, in he o ma ion o he Sama qand schola ly cen e , he ju is s o
Balkh—ano he majo cen e in Kho asan—played a signi ican ole, pa icula ly
schola s such as Abu Sulayman al-Juzjani and Ibn Sama'a.
Du ing his pe iod, a dis inc "schola ly specializa ion" eme ged be ween he
wo cen e s. While he ju is s o Bukha a ocused mainly on he p ac ical issues o
ju isp udence, namely u ūʿ al- iqh ( he b anches o iqh), he schola s o
Sama kand dedica ed hei ac i i ies o ma e s o heology and legal heo y—uṣūl
al-dīn(p inciples o eligion) and uṣūl al- iqh (p inciples o ju isp udence). This
specializa ion la e c ea ed he g oundwo k o he eme gence o
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g ea kalam schola s like Imam al-Ma u idi om he land o Sama kand. Thus, he
o ma ion pe iod se ed as a solid ounda ion o he subsequen "golden age" o he
T ansoxiana school o iqh.
The Pe iod o Dynamic De elopmen (11 h o ea ly 13 h cen u ies): Du ing
his s age, which coincided wi h he Qa akhanid e a, he T ansoxiana school o iqh
expe ienced i s "golden age" and eached i s peak o de elopmen . Se e al impo an
ac o s con ibu ed o his ise. Fi s and o emos , he uling Qa akhanid dynas y
elied on he Hana i school in i s eligious policy and p o ided g ea pa onage o
schola s. As a esul , he mad asas in ci ies like Bukha a and Sama kand became
ue academies o ju isp udence.
Acco ding o he esea ch o he Tu kish schola Yusu Ziya Ka akcı, nea ly
h ee hund ed ju is s ( uqahā') eme ged du ing his pe iod, and mo e han h ee
hund ed and i y wo ks on iqh we e w i en, 98 pe cen o which we e ela ed o
Hana i iqh. I was p ecisely du ing his e a ha he mos p ominen igu es o he
T ansoxiana school o iqh eme ged. These include g ea ju is s such as Shams al-
A'imma al-Halwani, who sys ema ized he knowledge o his p edecesso s; Shams
al-A'imma al-Sa akhsi, who de eloped his adi ions and au ho ed he amous 30-
olume wo k al-Mabsūṭ; and Bu han al-Din al-Ma ghinani, he au ho o al-Hidāya,
which became he p ima y e e ence o Hana i iqh h oughou he Islamic wo ld.
The undamen al wo ks, a wa collec ions, and commen a ies hey c ea ed
pe ec ed he heo e ical ounda ions o he Hana i madhhab and se ed o add ess
all ma e s o p ac ical li e. Thus, du ing his pe iod, T ansoxiana uly became he
s onges " o ess" o he Hana i madhhab, no only egionally bu h oughou he
en i e Islamic wo ld.
The Pe iod o G adual Decline (Ea ly 13 h - 14 h Cen u y). The "golden age"
o he T ansoxianan school o iqh, which had lou ished o cen u ies, came o an
end in he ea ly 13 h cen u y wi h he Mongol in asion led by Genghis Khan. The
in asion and he subsequen poli ical ins abili y had a p o ound and long-las ing
nega i e impac on he egion's schola ly en i onmen , causing a sha p decline in
he de elopmen o he school o iqh. The e we e se e al main easons o his:
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Des uc ion o Schola ly Cen e s: Du ing he Mongol in asion, he egion's
la ges scien i ic and cul u al cen e s, such as Bukha a, Sama kand, O a , and
U gench, we e comple ely des oyed. Lib a ies ich wi h p iceless manusc ip s and
mad asahs ha had p oduced housands o schola s o e cen u ies we e bu ned
down. This was a de as a ing blow o he schola ly in as uc u e.
Annihila ion o he In ellec ual Gene Pool: Du ing he in asion, housands o
ulema, eache s (muda is), and ju is s ( aqihs) we e execu ed. Those who su i ed
we e o ced o abandon hei homeland and lee o sa e egions like India, Egyp ,
and Sy ia. This si ua ion nea ly wiped ou he egion's in ellec ual po en ial and led
o he dis up ion o he mas e -disciple adi ion.
Economic Decline and he Collapse o he Waq Sys em: Cons an wa s and
poli ical ins abili y dis up ed ade ou es, while ag icul u e and c a smanship ell
in o decline. This, in u n, led o he collapse o he waq sys em, which was he
p ima y inancial sou ce o mad asahs and schola s. Economic dependency made
he con inua ion o schola ly ac i i ies almos impossible.
Change in he Legal Sys em: As he ea ly Mongol ule s we e no Muslims,
hey elied on Genghis Khan's "G ea Yasa" o s a e adminis a ion ins ead o
Sha ia law. This si ua ion d as ically educed he p ac ical signi icance o he science
o iqh and unde mined he s a us o ju is s ( aqihs) in socie y.
As a esul , du ing his pe iod, c ea i e hinking and new ij ihad wi hin he
T ansoxianan school o iqh we e eplaced by an e o o simply p ese e exis ing
knowledge h ough w i ing commen a ies (sha h) and ab idgmen s (mukh asa ) on
he wo ks o ea lie schola s. Al hough some schola s did eme ge du ing his ime,
he o e all ib ancy and ins i u ional suppo o he schola ly en i onmen we e los .
I was only in he second hal o he 14 h cen u y, hanks o he poli ical s abili y and
pa onage o science unde he ule o Ami Timu , ha he T ansoxianan school o
iqh began o g adually e i e.
2. Why T ansoxiana Became he "Fo ess" o he Hana i School. The
widesp ead dissemina ion o he Hana i madhhab in T ansoxiana and i s p e alence
o e o he schools o law we e linked o se e al impo an ac o s. The p inciples
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de eloped by he school's ounde , Imam A'zam Abu Hani a Nu'man ibn Thabi
(699-767), we e dis inguished by hei mode a ion and ole ance.
Adap abili y o Local Cus oms: The Hana i school demons a ed lexibili y
and adap abili y owa ds he millennia-old cus oms o a ious peoples who
con e ed o Islam, especially non-A ab Muslims. This pa ed he way o i s easy
accep ance by he indigenous popula ion o Cen al Asia, including he Tu kic
peoples.
The P inciple o Is ihsan: The p inciple o is ihsan (ju is ic p e e ence),
de eloped by Abu Hani a and his ollowe s, made i possible o a oid dogma ic
li e alism when making a decision on a speci ic issue, allowing o he selec ion o
he mos bene icial and con enien solu ion o socie y.
Poli ical Suppo : Du ing he Abbasid and O oman calipha es, as well as in
he empi es o Ami Timu and he Babu ids, ma e s ela ed o eligion we e
adminis e ed based on he p inciples o he Hana i school. This led o i s
consolida ion as he o icial madhhab.
Con inuous Ij ihad: Al hough he "ga es o ij ihad" (independen legal
easoning) we e decla ed closed in he mid-9 h cen u y, he na u e and lexibili y o
he Hana i school ensu ed ha he p ocess o issuing legal ulings in esponse o
changing li e necessi ies did no , in p ac ice, cease.
3. P ominen Figu es o he School. Hund eds o dis inguished ju is s
( uqahā') om ou egion made immense con ibu ions o he de elopmen o he
T ansoxiana school o iqh. Among hem we e e en dynas ies o ju is s ha
con inued o se e al gene a ions. Some o he mos amous ep esen a i es a e as
ollows:
Shams al-A'imma al-Halwani (d. 1057/58 CE): A g ea ju is who was he i s
du ing he Qa akhanid e a o be hono ed wi h he i le "Sun o he Imams".
Abu Bak Muhammad al-Sa akhsi (d. 1093/94 CE): The au ho o he amous
30- olume wo k, al-Mabsu .
Abu'l-Yus al-Bazdawi (1031-1100 CE): A majo schola o Hana i iqh and
he science o kalam ( heology).
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Bu han al-Din al-Ma ghinani (1123-1197 CE): The au ho o al-Hidayah, a
wo k conside ed a ounda ional manual o Hana i iqh h oughou he Islamic wo ld.
The Ibn Maza Mahmud Family: A dynas y o ju is s who held high posi ions
in Bukha a wi h he he edi a y i le o "sad " om he 11 h cen u y un il he Mongol
pe iod.
CONCLUSION
The T ansoxiana school o iqh is a unique schola ly-legal phenomenon ha
eme ged in he 8 h-9 h cen u ies and eached i s zeni h in he 11 h-13 h cen u ies.
I s success was based on ac o s such as he mode a ion o he Hana i madhhab, he
p inciple o is ihsan (ju is ic p e e ence), i s ole ance owa ds local cus oms, and
poli ical suppo . G ea ep esen a i es who eme ged om his school, such as al-
Halwani, al-Sa akhsi, and al-Ma ghinani, made an in aluable con ibu ion o he
de elopmen o ju isp udence no only in he egion bu in he en i e Islamic wo ld.
Thei legacy has no los i s ele ance o his day and is wo hy o p o ound s udy.
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