Islamic jurisprudence, or fiqh, refers to the understanding and application of Shariah (Islamic law) based on the Qur’an, Sunnah, consensus (ijma’), and reasoning (ijtihad). Over time, scholars developed systematic approaches to interpreting these sources, leading to the establishment of four major Sunni schools of jurisprudence. These schools are named after the Imams who founded them: Abu Hanifah, Malik ibn Anas, Al-Shafi‘i, and Ahmad ibn Hanbal.
Each school emphasizes different methods of deriving legal rulings, but all remain firmly rooted in the Qur’an and Sunnah. They guide Muslims in all aspects of daily life, including worship, social interactions, and personal ethics.
1. Imam Abu Hanifah (Hanafi School)
Full Name: Al-Nu‘man ibn Thabit
Birth/Death: 80 AH / 700 CE – 150 AH / 768 CE
Place: Kufah, Iraq
Abu Hanifah was known for his analytical reasoning and ijtihad. Coming from a wealthy and devout family, he memorized the Qur’an and studied Hadith and Fiqh under leading scholars in Kufah. After years of study, he became the head of the Hanafi school, which emphasizes:
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Primary sources: Qur’an and Sunnah
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Secondary consideration: Opinions of the Prophet’s companions (Sahabah)
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Use of reasoning: Where textual sources are silent, independent reasoning is allowed
The Hanafi school became the most widespread school, especially in South Asia, Turkey, the Balkans, and parts of the Arab world, due to its flexible and pragmatic approach.
2. Imam Malik ibn Anas (Maliki School)
Full Name: Malik ibn Anas
Birth/Death: 93 AH / 711 CE – 179 AH / 795 CE
Place: Medina, Saudi Arabia
Imam Malik was deeply connected to the traditions of Medina, the city of the Prophet (peace be upon him). He emphasized the practices of the people of Medina (amal ahl al-Madina) as a source of Sunnah. His methodology includes:
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Qur’an and Sunnah: Primary sources of law
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Practice of Medina: Considered a living example of the Prophet’s traditions
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Consensus (ijma’): Agreement among scholars of Medina
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Analogy (qiyas): Applied carefully when textual evidence was unclear
The Maliki school spread mainly in North and West Africa and parts of the Arabian Peninsula. Its strength lies in preserving the authentic practices of the early Muslim community.
3. Imam Al-Shafi‘i (Shafi‘i School)
Full Name: Muhammad ibn Idris Al-Shafi‘i
Birth/Death: 150 AH / 767 CE – 204 AH / 820 CE
Place: Gaza, Palestine / Lived in Mecca and Medina
Imam Al-Shafi‘i is regarded as the father of systematic Islamic jurisprudence. He formalized the principles of Fiqh, emphasizing a hierarchical approach to sources of law:
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Qur’an
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Sunnah
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Consensus (ijma’)
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Analogy (qiyas)
He stressed that rulings must always begin with the Qur’an and Sunnah, and reasoning should never contradict authentic texts. His approach brought clarity and consistency to legal methodology, influencing both Shafi‘i and other schools.
The Shafi‘i school is predominant in East Africa, Southeast Asia, Yemen, and parts of Egypt.
4. Imam Ahmad ibn Hanbal (Hanbali School)
Full Name: Ahmad ibn Hanbal
Birth/Death: 164 AH / 780 CE – 241 AH / 855 CE
Place: Baghdad, Iraq
Imam Ahmad ibn Hanbal was renowned for his strict adherence to the Qur’an and Sunnah, resisting the excessive use of personal reasoning. His methodology emphasizes:
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Qur’an and Sunnah: Absolute primary sources
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Hadith: Including weaker chains if necessary, when stronger texts are absent
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Consensus (ijma’): Used carefully
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Analogy (qiyas): Limited and cautious
The Hanbali school is the most conservative of the four, prioritizing textual evidence over reasoning. It is the official school in Saudi Arabia and has influenced modern Salafi thought.
Conclusion
The four schools of Fiqh—Hanafi, Maliki, Shafi‘i, and Hanbali represent the diversity and richness of Islamic jurisprudence. Each school reflects its founder’s unique methodology and interpretation, yet all guide Muslims toward the same goal: living a life in accordance with the Qur’an and Sunnah.
Despite differences in methodology, the four schools coexist harmoniously, providing flexibility for Muslims across cultures and regions while maintaining unity in core beliefs and practices.
