Poised between its Emirate heritage and the mixed-religious culture of fellow Yoruba-speakers, the city of Ilorin has long served as a centre of Islamic learning in Yorubaland. In the colonial period Yoruba Muslims became strongly aware of the need to compete educationally with Christians who had access to Western education, Ilorin also became a location for the modernisation of Islamic schooling. This article explores two pedagogical models that were successfully established in Ilorin during the colonial and post-colonial period, the Adabiyya and Markaziyya. While the emergence of these madrasa-type educational systems reflects some epistemological changes away from embodied learning, the variation between different models illustrates that there are many different ways in which Islamic education can be modernised. The article also highlights that practices of embodiment continue to play an important role in Ilorin, which demonstrates the ongoing importance of Sufi values in modern Islamic education.

伊洛林市位于其酋长国文化遗产和约鲁巴语系的混合宗教文化之间，长期以来一直是约鲁巴兰伊斯兰学习的中心。在殖民时期，约鲁巴穆斯林强烈意识到有必要与接受西方教育的基督徒进行教育竞争，伊洛林（Ilorin）也成为伊斯兰学校现代化的场所。本文探讨了在殖民时期和后殖民时期在伊洛林成功建立的两个教学模型，即Adabiyya和Markaziyya。虽然这些回教徒的出现类型的教育系统反映了一些认识论的改变，而不是具体化的学习，不同模型之间的差异说明，伊斯兰教育可以有许多不同的现代化方式。文章还强调，体现性的实践在伊洛林中继续发挥重要作用，这表明了苏菲价值观在现代伊斯兰教育中的持续重要性。