The Concept of Teacher–Student Relations in Sixteenth-Century Bukhara: A Pedagogical Reading of Muzakkiri Ahbob and Badoe’ ul-Vaqoe’

This article examines the nature of teacher–student (ustoz–shogird) relationships and their pedagogical interpretation as reflected in two important sixteenth-century sources from the Bukhara Khanate: Muzakkiri ahbob by Hasanxoja Nisoriy and Badoe’ ul-vaqoe’ by Zayniddin Mahmud Vosifiy. Both works provide rich narrative and descriptive material concerning scholars, teachers, students, and intellectual circles of the period, allowing for an in-depth analysis of educational practices and moral guidance within the traditional Islamic learning environment.

The study focuses on how the role of the teacher is portrayed not only as a transmitter of knowledge but also as a moral guide, mentor, and spiritual authority responsible for shaping the intellectual and ethical character of students. Particular attention is given to pedagogical methods such as advice, encouragement, admonition, public correction, and personal example, which are illustrated through real-life events and biographical accounts in the texts. While Muzakkiri ahbob emphasizes the continuity of scholarly transmission and the formative influence of teachers on their disciples, Badoe’ ul-vaqoe’ presents concrete pedagogical situations that reveal the dynamics of guidance, discipline, and moral instruction.

The findings suggest that teacher–student relationships in these works represent a well-structured pedagogical model rooted in ethical responsibility, intellectual discipline, and social accountability. The article argues that the educational principles embedded in these sources remain relevant for contemporary pedagogical discourse, particularly in understanding mentorship-based education and value-oriented teaching traditions.