[1] Lev Yehudah ḥeleḳ 1, u-vo ḥidushim u-veʼurim be-ʻinyanim shonim. Lev Yehudah ḥeleḳ 2, u-vo heʻarot ṿe-heʼarot ḳetsarot. Boʼu ḥeshbon, u-vo heʻarot be-ḥeshbonot u-midot Ḥazal -- [2] Ḳunṭres Boʼu ḥeshbon ḥeleḳ 2.

Taguergoust (Morocco), history; Cities and towns; Morocco; history.

Morocco; Andalusia (Spain); intellectual life; philosophy; history.

Ghazzālī; 1058-1111; Ibn Taymīyah, Aḥmad ibn ʻAbd al-Ḥalīm, 1263-1328; criticism and interpretation; Islam; doctrines.

صدر عن المركز العربي للأبحاث ودراسة السياسات كتاب المنطق الإسلامي: حضور المنطق الأرسطي لدى مفكري المشرق الإسلامي، وهو من تأليف محمد بن يعيش. يقع الكتاب في 272 صفحة، شاملةً ببليوغرافيا وفهرسًا عامًّا. أمام ما يعرِّفه مؤلفُ الكتاب بـ "حقيقتين تاريخيتين"؛ هما أوّلًا: كثرة من اشتغلوا بعلم المنطق في الحضارة العربية الإسلامية من أفذاذ العلماء، وانتشارهم في أصقاع البلاد الإسلامية، وتنوّع أديانهم، وأصناف تخصصاتهم العلمية ونتاجاتهم، تأليفًا وحواشيَ مسهبةً وترجماتٍ ومختصراتٍ وشروحًا وأرجوزات، وثانيًا: إقراره بما لقيه هؤلاء العلماء من مضايقات وتجريح (...) واتهامات وملاحقات. يطرح الكتاب إشكاليةَ البحث، المتمثلةَ بالحيثيات التي رافقت استقبال المسلمين علمًا دخيلًا على العلوم الإسلامية كالمنطق وتعاملهم معه، ومراحل تردده بين الرفض والقبول في البيئة الجديدة، وأوجه الجِدّة لدى العلماء الذي ساهموا في تكريسه لغويًّا (الفارابي وابن سينا) ودينيًّا (الغزالي). وقد دفع "الحضور" الأرسطي لدى مناطقة الشرق الإسلامي الكاتبَ إلى تبيان مساهمة أرسطو - ضمن عناصرَ مساهِمة كثيرة - في تكريس خطاب إسلامي عقلاني جديد، وتشكيل المعالم الكبرى والجزئية لفلسفة هؤلاء المناطقة، التي تعبّر برأيه عن "تواصل" بين الفكرين اليوناني والإسلامي بدلًا مما يُحكى عن الانفصال والقطيعة والطلاق البائن، متجنِّبًا الانحياز إلى أحد طرفي الأزمة، المشنِّعين الذين يقذفون المنطق بشتى التهم، كإثارة الشبهات والباطل والرجم بالغيب من جهة، والقائلين بمادية فيلسوف اليونان وعقلانيته في مقابل لاعقلانية المسلمين وظلامية فكرهم، مع تشديده على تميز خطاب مفكري المشرق ضمن تاريخ الفلسفة المرافِق لهذا التواصل. وقد أتاح الجهد البحثي المبذول الانفتاحَ على أفق منطقي غير مدرسي اتبعته مجموعة من مفكري العالم الإسلامي، في محاولة لتكريس نظرة جديدة إلى التراثين اليوناني والإسلامي، متوسِّلًا لبلوغها كثرة الاستشهاد بنصوص المناطقة المشرقيين التي يُستدعى فيها أرسطو وسيلةً لإثبات حقيقة العلاقة بين الخطابين بطريقة علمية أمينة. (shrink)

It is known that the science of recitation is one of the important branches of Islamic sciences in terms of its subject. It is stated that the science of recitation is intertwined with the Qurʾān and has an important place in terms of tafsīr, ḥadīth and law sciences. In this respect, it is understood that the recitation of Yaʿqūbis one of the ten sound recitations accepted as authentic and mutawātir (Consecutive). Although there are comparative works in whichYaʿqūb's recitation is mentioned (...) together with other recitations, it is striking that there is no study in whichYaʿqūb's recitation is handled separately. In this study, it is aimed to clarify the issues in Yaʿqūb’s recitation, even though they are not in other recitations. It is understood that Yaʿqūb’s recitation has some differences compared to other recitations and contains some unique features. In this respect, these issues specific to Yaʿqūb reading are frequently encountered in dictionaries and tafsīr sources. In this article, it is planned to evaluate the recitation of Yaʿqūb in two parts. In the first chapter, the procedural rules of Yaʿqūb recitation are given and the subjects are explained with the sampling method. In the second part, attention is drawn to the points where Yaʿqūb recitation differs from other recitations. What is meant by the rules of procedure in the science of recitation is the set of general rules that take place when conditions such as madd, qasr, izhār, idghām and iqlāb are met. Farsh, recitation on the other hand, is the different reading of certain words independent of these rules. There are different views on the reading of the pronoun hā, which is evaluated within the framework of the rules of procedure. Recitation imams state that it is controversial whether the pronoun hā in the dual and plural pronouns which comes after the silent letter, can be read with damma (u sound) or kasrah (i sound). When the recitation of Ya'qūb is examined, it is understood that all pronouns of this type are read with damma and this view is preferred. It is stated that there is no consensus on the use of the letter mīm, which is a sign of plurality with kasrah or damma. In this regard, Ya'qūb subordinates the letter mīm to the letter hā, Where the letter hā is pronounced damma, it reads the letter mīm as damma, and where the letter hā is pronounced as damma, it reads the letter mīm with kasrah and does not go beyond this limit. Idghām, which is used as a concept in the science of recitation, is the combination of two letters that are mutamasil, mutaqārib or mutajānis, transforming them into a single letter and forming it. It is stated that Abu 'Amr was the imam of the recitation, who practiced İdghām-ı kabir, which is one of the important subjects of the science of recitation and tajwīd (the rules of recitation), and that Ya'kūb came later. It is seen that some recitation imams on the subject of waqf (stopping) did not make any changes regarding the words dedicated on it, by complying with the way it was written in the musḥaf (the Qur’ān). However, it is striking that there are some changes in the recitation of Ya'qūb. As a concept used in the science of recitation, farsh is the reading of the words in the Qur'ān in different ways by the recitation imams and attributing each recitation to its owner. Therefore, these differences take place in all recitations and this subject is also known as Farshu'l-Khurūf or al-Furū'. When we look at the difference between farsh and usūl in the science of recitation, it is seen that the usūl is realized within the framework of certain rules, while the farsh is formed independently of these rules. (shrink)

Islamic fundamentalism; Islam and politics; history.

al-mujallad 1. Rasāʼil fī ḥaḍārat al-buʼs. Rasāʼil fī mabādiʼ al-ḥayāh -- al-mujallad 2. Taʼammulāt fī al-ḥayāh al- nafsīyah. Dirāsāt fī al-mithālīyah al-insānīyah -- al-mujallad 3. al-Ma[b]daʼ al-kullī. al-Māddah wa-al-rūḥ, taʼlīf jadīd.

al-Qism al-awwal. Fī ḍawābiṭ al-fikr (manṭiq) --.

Islamic religious education; education; philosophy.