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Islamic schools and branches

branch/school of the religion of Islam

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Record originEnglish Wikipedia
Text licenseCC BY-SA 4.0
Source revisionSep 17, 2026
Entity authorityQ1192063
Source-derived summary

Islam is divided into two major branches and several schools of thought. The two branches are Sunni Islam and Shia Islam, which differ primarily over the question of succession to the prophet Muhammad and religious authority of his successors. A third branch, Kharijites, emerged during the First Fitna and is represented today mainly by Ibadism.

Sunni Islam includes four major schools of jurisprudence: Hanafi, Maliki, Shafiʿi, and Hanbali. Shia Islam includes the Jaʿfari school of jurisprudence, the principal school of Shia Islamic law. Shia Islam includes several denominations, the largest and most significant of which being Twelver Shia Islam, followed by the much smaller sects of Ismailism and Zaydism.

Other Islamic tradition include Sufism, which includes different schools of theology (Atharī, Ashʿarī, Māturīdī). Non-denominational Muslims is an umbrella term that has been used for and by Muslims who do not belong to or do not self-identify with an Islamic branch.

Overview

The original schism between Kharijites, Sunnīs, and Shīʿas among Muslims was disputed over the political and religious succession to the guidance of the Muslim community (Ummah) after the death of the Islamic prophet Muhammad. From their essentially political position, the Kharijites developed extreme doctrines that set them apart from both mainstream Sunnī and Shīʿa Muslims.

Editorial summary

“Islamic schools and branches” enters the record as branch/school of the religion of Islam. Crown Archives preserves that source wording while asking what Islamic, schools and branches can confirm, complicate or overturn.

Editorial reviewA strong contextual entry point for chronology, institutions and public events when official records are distinguished from later interpretation. The current 206-word lead offers orientation but no explicit four-digit date, so chronology should not be assumed. The selected authority fields contribute no independent date. Its strongest next move is a source search built around Islamic, schools and branches.
Editorial analysis

Why this record matters

“Islamic schools and branches” is worth following because a concise public description often conceals a longer documentary argument. Here, Islamic, schools and branches provides the most credible route into that argument.

Evidence profile

Chronology, provenance and viewpoint should be read together before a broad social or political interpretation is accepted. The source revision retrieved here is dated Sep 17, 2026. The linked authority identifier is Q1192063. The Library of Congress control number is sh85068480. 1 of 1 selected statements include explicit references; 0 carry qualifiers and 0 use preferred rank.

Critical limits

Institutional narratives can privilege the records that survived while minimizing voices that were never formally collected. The source lead contains qualifying language; that uncertainty should survive quotation, summary and reuse. Authority statements aid reconciliation but still require their own references, qualifiers and ranks to be checked.

How to read it

Compare institutional narratives with records created by participants and affected communities. Dates and formal titles are useful anchors, but not substitutes for context.

Best used for
  • Event chronology
  • Institutional context
  • Locating named record creators
Verify next

Contemporary correspondence, government or organizational records, oral histories and cited historical scholarship.

Three-step research path

  1. Establish the record: confirm the title “Islamic schools and branches”, its source revision and the description used here.
  2. Expand the search: follow Islamic schools and branches primary sources, Islamic schools and branches archive and Islamic research across catalogues and specialist indexes.
  3. Test the account: compare the strongest cited source with the responsible institution’s current record and note any disagreement.

Questions for further research

  1. Which source most directly establishes the central claim about “Islamic schools and branches”?
  2. Which voices are present, absent or mediated by the institution?
  3. What chronology connects this entry to wider political or social change?
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Source & attribution

This entry incorporates text from Islamic schools and branches” on English Wikipedia. Contributors are listed in the page history. Text is available under the Creative Commons Attribution-ShareAlike 4.0 License. Selected authority identifiers and statements are retrieved from Wikidata under CC0; their references and qualifiers remain part of the verification path.