Sufism in XVI–XVII Centuries Central Asia: Doctrinal Foundations and Pedagogical Interpretation

This article examines Sufism in Central Asia during the XVI–XVII centuries as a historically grounded system of moral and pedagogical formation. Moving beyond purely theological interpretations, the study analyzes Sufi traditions as non-formal educational models that played a significant role in ethical education and social regulation. Using a qualitative historical–pedagogical methodology, the research draws on classical Sufi texts, historical sources, and contemporary scholarly studies, including works by Central Asian and Uzbek researchers.

The findings indicate that Sufi pedagogy was primarily oriented toward character formation, moral self-discipline, and experiential learning. Central to this educational system was the mentorship-based murshid–murid relationship, which functioned as an individualized pedagogical model emphasizing continuous moral guidance and self-reflection. Unlike madrasa-based education, Sufi instruction integrated ethical training into everyday social and professional life, extending its educational influence to diverse social groups.

The study argues that Sufi pedagogy represents an indigenous and holistic model of moral education that anticipated key principles of modern learner-centered and character-based educational approaches. Recognizing the pedagogical dimensions of Sufism contributes to a deeper understanding of the history of education in Central Asia and offers insights for contemporary discussions on moral and holistic education.