Abstract
The second century after Hijra is a period in which the debates and criticisms on the accumulations inherited from generation to generation reach their peak. During this period, many scholars criticized one another. Undoubtedly, when we look at the opposition of the ʿulamāʾ to each other, it is seen that the difference in method and knowledge has an important effect. Even in the Abū Ḥanīfah madrasa, which gave great importance to the teacher-student relationship and carried out fiqh activities centered on the teacher, there were disagreements. For example, Shaybānī opposed his teacher on some issues and expressed his own opinion on the subject. Some methodological differences in the use of ḥadīth together with other evidences also have an effect on the disagreement of Shaybānī with his teacher on some issues. In this context, some issues come to the fore in Shaybānī's opposition to his teacher due to the ḥadīth. He stands close to the people of ḥadīth in terms of determining the authenticity of the khabars, and his approach to prioritizing khabar al-wāḥid to qiyās differs partially from his teacher. For this reason, he opposed his teacher due to his approach to khabars on some issues. The opposition in point is also present in al-Aṣl, the main source of Ḥanafī fiqh, as seen in Shaybānī's works al-Muwaṭṭaʾ and al-Ḥujjah. Although Shaybānī was not a ḥadīth scholar by profession, he listened to ḥadīths from the leading ḥadīth scholars of the period and gained a wide accumulation of ḥadīths. For this reason, he prioritized ḥadīth over proofs such as qiyās and istiḥsān on some issues in al-Aṣl. All these show that it is possible to have a difference of opinion between the teacher and the student, and although Shaybānī opposed his teacher on some issues, he continued his method. In this study, Shaybānī's opposition to his teacher, Abū Ḥanīfah, is examined in terms of his approach to ḥadīths within the framework of al-Aṣl.