The term "madhhab" (مذهب) refers to a belief or approach that a person adheres to, whether or not it is correct in the objective sense. This means that schools of thought can differ significantly depending on their sources and the way they are understood by individuals or societies—whether religious, secular, or otherwise. These variations give rise to a wide range of intellectual disciplines, including jurisprudence, linguistics, mathematics, experimental sciences, philosophy, and more.
It is essential to understand that no individual or society is without some form of intellectual framework, guiding them through life. This is in line with the nature of human life and what distinguishes human beings from other creatures—namely, their intellect, ability to think, and desire for organization and control. These traits motivate human beings to create systems or "schools of thought" that govern their beliefs, thoughts, and actions.
Intellectual schools of thought are often referred to as such due to their origins in human thinking—thought which distinguishes humans from all other living creatures. It is said that thought is the product of the human intellect, which actively engages with issues related to existence, life, and other philosophical inquiries, regardless of whether the conclusions are correct or erroneous.
These schools are termed "intellectual" because they emanate from human thought processes, which are distinct from divine revelation (wahi) or direct divine inspiration. While some schools of thought may incorporate elements of revelation, others may emerge solely from human reasoning, experiences, or the teachings and actions of influential thinkers. These intellectual movements can either align with or oppose religious teachings.
Thus, the term "fikr" (فكر) is often associated with these schools because it represents the mental and intellectual output of humanity on matters relating to existence, whether these conclusions are true or false.
The emergence of intellectual schools of thought is a natural consequence of human beings' desire to make sense of their surroundings and their intellectual curiosity. These schools arise in response to various challenges, questions, and ideas that humans have encountered throughout history. Whether based on religious doctrines or secular inquiries, these schools are human efforts to answer the big questions of life.
Human beings have an inherent tendency to organize their thoughts and behaviors based on rationality, logic, and a sense of purpose. This intellectual drive leads to the formation of specific doctrines, philosophies, or systems of thought, which can either harmonize with divine teachings or diverge from them.