Al-Majaz al-Mursal Fi Surah An-Nisa' Wa Tathbiquhu fi Tadris al-Balaghah

‫ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰱ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ ‪:‬‬

‫ﺗﺸﻴﺘﺸﻨﺞ ﺯﻳﻦ ﺍﳌﺘﻘﲔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪104012000212:‬‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ‪2009‬ﻣـ‪ 1430/‬ﻫـ‬
‫‪27‬‬

‫‪28‬‬

‫ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰱ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ‬
‫ﲝﺚ‬
‫ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬

‫ﺗﺸﺘﺸﻨﺞ ﺯﻳﻦ ﺍﳌﺘﻘﲔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪104012000212 :‬‬

‫ﲢﺖ ﺇﺷﺮﺍﻑ‪:‬‬
‫ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﱐ‬

‫ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ‬

‫)ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫)ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪2009‬ﺍ ﻡ‪ 1430 /‬ﻫـ‬

‫‪29‬‬

‫ﺗﺼﺪﯾﻖ ﻟﺠﻨﺔ اﻻﻣﺘﺤﺎن‬

‫ﻗﺪﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﻣﻮﺿﻮﻉ "ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ" ﺇﱃ ﻛﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗﺪ ﻧﻮﻗﺶ ﰲ ﻳﻮﻡ ﺍﳋﻤـﻴﺲ‪19 ،‬‬
‫ﻓﱪﺍﻳﺮ ‪ 2008‬ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‪ ،‬ﻭﻧﺎﻝ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴـﺔ‬
‫ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ 19 ،‬ﻓﱪﺍﻳﺮ ‪ 2009‬ﻡ‬
‫ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺗﺎﺭﺥ ﺍﻻﻣﺘﺤﺎﻥ‬

‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ‬
‫ﺩ‪ /.‬ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150263641 :‬‬
‫ﺳﻜﺮﺗﲑ ﺍﻟﻠﺠﻨﺔ‬
‫ﺯﻳﻦ ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150281981 :‬‬

‫‪ 19‬ﻓﱪﺍﻳﺮ ‪2009‬‬

‫‪ 19‬ﻓﱪﺍﻳﺮ ‪2009‬‬

‫ﺍﻟﺘﻮﻗﻴﻊ‬
‫‪..............‬‬

‫‪..............‬‬

‫ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭﻝ‬
‫ﺃ‪.‬ﺩ‪ /.‬ﳏﻤﺪ ﻣﺜﲎ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150198867 :‬‬

‫‪ 19‬ﻓﱪﺍﻳﺮ ‪2009‬‬

‫‪..............‬‬

‫ﺍﳌﻤﺘﺤﻦ ﺍﻟﺜﺎﱐ‬
‫ﳏﺼﻦ ﻧﻮﻭﻱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150282124 :‬‬

‫‪ 19‬ﻓﱪﺍﻳﺮ ‪2009‬‬

‫‪..............‬‬

‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‪:‬‬
‫ﻋﻤﻴﺪ ﺍﻟﻜﻠﻴﺔ‬
‫ﺃ‪.‬ﺩ‪ /.‬ﺩﻳﺪﻱ ﺭﺷﺎﺩ ﺍﳌﺎﺟﺴﺘﲑ ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150231356 :‬‬

‫‪30‬‬

‫اﻹﻗﺮار‬
‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻌﺔ ﺃﺩﻧﺎﻩ‬

‫‪:‬‬

‫ﺍﻻﺳﻢ‬

‫‪ :‬ﺗﺸﻴﺘﺸﻨﺞ ﺯﻳﻦ‬

‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬

‫‪104012000212 :‬‬

‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬

‫‪ :‬ﺗﺎﺳﻚ ﻣﺎﻻﻳﺎ‪ 10 (Tasikmalaya) ،‬ﺃﻛﺘﻮﻣﱪ‪1984 ،‬‬

‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫‪ :‬ﺷﺎﺭﻉ ﺗﺸﺄﻛﺮ ﺭﻗﻢ‪ 44 ،‬ﻗﺮﻳﺔ ﺗﺸﺄﻛﺮ‪ ،‬ﺗﺎﺳﻚ ﻣﺎﻻﻳﺎ‪ ،‬ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪.‬‬

‫ﺍﳌﺘﻘﲔ )‪(Ceceng Zenal Mutaqin‬‬

‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻮﺿﻮﻋﻪ‪" :‬ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ"‪ ،‬ﻗﻤﺖ‬
‫ﺃﻧﺎ ﺳﺨﺼﻴﺎ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻫﻮ ﻛﻠﻪ ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱴ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ‬
‫ﻭﻣﺮﺍﺟﻌﻬﺎ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺃﻧﺎ ﻣﺴﺌﻮﻝ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻭﺟﺪ‬
‫ﻓﻴﻪ ﺷﻲﺀ ﻣﻦ ﺍﳋﻈﺎﺀ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ ﻣﺴﺌﻮﻟﻴﲏ ﺃﻧﺎ ﺷﺨﺼﻴﺎ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ 27 ،‬ﻓﱪﺍﻳﺮ ‪2009‬‬
‫ﺍﻟﺒﺎﺣﺚ ﺍﳌﻘﺮ‪،‬‬

‫)ﺗﺸﻴﺘﺸﻨﺞ ﺯﻳﻦ ﺍﳌﺘﻘﲔ(‬

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‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﺃﺭﺳﻞ ﺭﺳﻮﻟﻪ ﺑﺎﳍﺪﻯ ﻭﺩﻳﻦ ﺍﳊﻖ ﻟﻴﻀﻬﺮﻩ ﻋﻠﻰ ﺍﻟﺪﻳﻦ ﻛﻠﻪ ﻭﻛﻔﻰ ﺑﺎﷲ‬
‫ﺷﻬﻴﺪﺍ‪ .‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪ ﺍﳌﺮﺳﻠﲔ ﳏﻤﺪ ﺭﺳﻮﻝ ﺍﷲ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ ﻭﻋﻠﻰ ﺁﻟﻪ‬
‫ﻭﺃﺻﺤﺎﺑﻪ ﲨﻌﲔ‪.‬‬
‫ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﻗﺪﺭﺗﻪ ﻗﺪ ﺍﻧﺘﻬﻰ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﻛﺘﺎﺏ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﺷﺮﻃﺎ ﻣﻦ‬
‫ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ‬
‫ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫‪‬ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻬﺪﻱ ﺃﻋﻠﻰ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻩ ﻭﺃﻋﺎﻧﻪ ﺑﻜﻞ‬
‫ﺍﳌﺴﺎﻋﺪﺓ ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰲ ﺇ‪‬ﺎﺀ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ .‬ﻣﻦ ﻫﺆﻻﺀ ‪:‬‬
‫‪ -1‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ‬
‫ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ -2‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺳﻜﺮﺗﲑﻩ‬
‫ﺯﻳﻦ ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ -3‬ﺳﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ‬

‫ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻢ ﺩﺭﺍﺳﺘﻪ ﰱ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ -4‬ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﻟﻠﺬﻳﻦ ﺑﺬﻻ‬
‫ﺟﻬﻮﺩﳘﺎ ﰲ ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ -5‬ﻳﻬﺪﻱ ﺍﻟﺒﺎﺣﺚ ﺑﻜﻞ ﺧﻀﻮﻉ ﺧﺎﻟﺺ ﺷﻜﺮﻩ ﻭﻋﻈﻴﻢ ﲢﻴﺘﻪ ﻭﻏﺎﻳﺔ ﺇﺣﺘﺮﺍﻣﻪ ﻷﺑﻴﻪ ﻟﻘﻤﺎﻥ‬
‫ﺍﳊﻜﻴﻢ ﻭﺃﻣﻪ ﻓﺮﺣﺎﻧﺔ ﺍﻟﻠﺬﻳﻦ ﻳﺮﺑﻴﺎﻥ ﺍﻟﺒﺎﺣﺚ ﻭﻳﻌﻄﻴﺎﻧﻪ ﻧﻔﻘﺘﺎ ﳘﺎ ﺍﳌﺎﻟﻴﺔ ﻭﻳﺪﺍﻓﻌﺎﻧﻪ ﺇﱃ ﻣﻮﺍﺟﻬﺔ‬
‫ﻣﺸﻜﻼﺕ ﺍﳊﻴﺎﺓ ﺑﺎﳊﺐ ﻭﺍﻟﺼﱪ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻢ ﺩﺭﺍﺳﺘﻪ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪ .‬ﺍﻟﻠﻬﻢ‬
‫ﺍﻏﻔﺮﱄ ﻭﻟﻮﺍﻟﺪﻱ ﻭﺍﺭﲪﻬﻤﺎ ﻛﻤﺎ ﺭﺑﻴﺎﱐ ﺻﻐﲑﺍ‪.‬‬

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‫‪ -6‬ﻭﺇﱃ ﺃﺧﺘﻪ ﺍﻟﻜﺒﲑﺓ ﻣﺮﱘ ﻭﺯﻭﺟﻪ ﺯﻳﻦ ﺍﻟﻌﺎﺭﻓﲔ‪ ،‬ﻭﺃﺧﻮﻩ ﺍﻟﻜﺒﲑ ﺃﺏ ﺑﻨﻴﻤﲔ ﻭﺯﻭﺟﺘﻪ ﻧﻴﻨﺎ‪،‬‬
‫ﻭﺃﺟﺔ ﺳﺪﺭﺟﺔ ﻭﺯﻭﺟﺘﻪ ﺩﻳﺪﻱ ﻧﺎﱐ‪ ،‬ﻭ ﻭﺩﺍﻧﻴﺔ ﻭﺯﻭﺟﻪ ﺟﻮﻫﺮﻱ ﻣﺴﻠﻢ‪ ،‬ﺑﺎﺭﻙ ﺍﷲ ﳍﻢ‬
‫ﻭﺑﺎﺭﻙ ﻋﻠﻴﻬﻢ ﻭﻭﻫﺐ ﺍﷲ ﺫﺭﻳﺔ ﺻﺎﳊﺔ ﻭﺟﻌﻠﻪ ﻟﻠﻤﺘﻘﲔ ﺇﻣﺎﻣﺎ‪ .‬ﻭ ﺇﱃ ﺑﻨﺎﺕ ﺍﻷﺧﺘﻪ ﺍﻟﻜﺒﲑﺓ‬
‫ﺳﱵ ﻋﺎﺋﺸﺔ ﻭ ﺃﺃﻡ ﳏﻤﻮﺩﺓ ﻭ ﺃﻳﻒ ﻧﻮﺭ ﻟﻄﻴﻔﺔ ﻭﺇﱃ ﺑﻨﺖ ﺍﻷﺧﻴﻪ ﺍﻟﻜﺒﲑ ﺻﻮﻓﺔ ﺍﻟﺴﻌﺎﺩﺓ ﻭﺇﱃ‬
‫ﺇﺑﻦ ﺍﻷﺧﻴﻪ ﺍﻟﻜﺒﲑ ﻓﻬﻤﻲ ﺃﻛﻤﻞ ﻓﺎﺭﺣﲔ ﻭﺇﱃ ﺇﺑﻦ ﺍﻷﺧﺘﻪ ﺍﻟﻜﺒﲑﺓ ﺟﺴﲏ ﺟﻮﻫﺮﻱ ﻣﺴﻠﻢ‪،‬‬
‫ﻋﺴﻰ ﺍﷲ ﺃﻥ ﳚﻌﻠﻪ ﻭﻟﺪﺍ ﺻﺎﳊﺎ‪.‬‬
‫‪ -7‬ﻳﻬﺪﻱ ﺍﻟﺒﺎﺣﺚ ﺃﻳﻀﺎ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﺇﱃ ﺃﺧﻴﻪ ﺍﻟﻜﺒﲑ ﺇﻳﺮﺗﺎ ﳏﻲ ﺍﻟﺪﻳﻦ ﻓﺮﺩﻭﺱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﻣﻊ ﺯﻭﺟﺘﻪ ﻣﻌﺰﺯﺓ ﺍﻟﻠﺬﺍﻥ ﻳﺘﻔﻀﻼﻥ ﲟﺪﻳﺪ ﺍﳌﺴﺎﻋﺪﺍﺕ ﻭﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻟﺘﺸﺠﻴﻊ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﰲ‬
‫ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﺎﻟﺼﱪ ﻭﺍﻟﺮﲪﺔ‪ .‬ﺟﺰﺍﳘﺎ ﺍﷲ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ‪.‬‬
‫‪ -8‬ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺚ ﰲ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺧﺎﺻﺔ ﺇﱃ‬

‫ﺳﱵ ﻟﻄﻴﻔﺔ ﻭﺃﻳﻠﺲ ﺳﱵ ﲪﻴﺪﺓ ﻭﻧﻮﺭ ﺣﺒﻴﺒﺔ ﻭﺃﻳﺮﺱ ﺭﺳﻨﺎﻭﰐ ﻭﺃﻳﺪﺍ ﻓﺮﻳﺪﺍ ﻭﺭﺑﻴﻌﺔ ﺍﻷﺩﻭﻳﺔ‬
‫ﻭﻟﻴﺎ ﺭﲰﺎﻻ ﻭﺣﺴﻦ ﺍﳋﺎﲤﺔ ﻭﺳﺎﺭﻱ ﺳﺮﻱ ﻣﻮﻟﻴﺎﰐ ﻭﻋﺒﺪ ﺍﳉﻮﺍﺩ ﻭﺃﻣﲑ ﺷﺮﻳﻒ ﺍﻟﺪﻳﻦ‬
‫ﺗﺎﳒﻮﻧﺞ ﻭﺗﻮﻓﻴﻖ ﻟﻄﻔﻲ ﺍﻟﺬﻳﻦ ﻳﺮﺍﻓﻘﻮﻧﻪ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﻳﺪﻋﻮﺍ ﺍﻟﺒﺎﺣﺚ ﺍﷲ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎ ﻓﻌﻠﻮﺍ ﻭﻳﺰﻳﺪﻫﻢ ﻓﻀﻠﻪ ﻭﺑﺮﻛﺎﺗﻪ‪.‬‬
‫ﻭﻳﺮﺟﻮﺍ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﰲ ﺧﺪﻣﺔ ﺍﳌﻌﻠﻤﲔ ﻭﲨﻴﻊ ﺍﳌﻬﺘﻤﲔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺁﻣﲔ ﻳﺎﺭﺏ ﺍﻟﻌﺎﳌﲔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ 26 ،‬ﻓﱪﺍﻳﺮ ‪2009‬‬
‫ﺗﺸﻴﺘﺸﻨﺞ ﺯﻳﻦ ﺍﳌﺘﻘﲔ‬

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‫ﻣﻠﺨﺺ اﻟﺒﺤﺚ‬
‫ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﺒﻼﻏﺔ‪ .‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ ﺍﳌﻘﺼﻮﺩﺓ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ‪ .‬ﻭﻳﻘﻮﻡ‬
‫ﺍﻟﺒﺎﺣﺚ ﺍﻟﻮﺻﻔﻲ ﺑﻮﺻﻒ ﻣﺎ ﻫﻮﻛﺎﺋﻦ ﻭﺗﻔﺴﲑﻩ ﻭﻫﻮ ﻳﻬﺘﻢ ﺑﺘﺤﺪﻳﺪ ﺍﻟﻈﺮﻭﻑ ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﱵ ﺗﻮﺟﺪ ﺑﲔ‬
‫ﺍﻟﻮﻗﺎﺋﻊ ﻛﻤﺎﻳﻬﺘﻢ ﺃﻳﻀﺎ ﺑﺘﺤﺪﻳﺪ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺃﻭ ﺍﻟﺜﺎﻋﺪﺓ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﲡﺎﻫﺎﺕ‬
‫ﻋﻨﺪ ﻛﻞ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﻭﻃﺮﺍﺋﻘﻬﺎ ﰱ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻄﻮﺭ‪.‬‬
‫ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﰱ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ ‪:‬‬
‫‪ - 1‬ﲨﻊ ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬
‫‪ - 2‬ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﺑﺎﳌﻮﺿﻮﻉ‬

‫‪ - 3‬ﺍﻟﻘﻴﺎﻡ ﲟﻄﺎﻟﻌﺔ ﻭﻗﺮﺍﺀﺓ ﺍﳌﻮﺿﻮﻋﺎﺕ‬
‫‪ - 4‬ﺍﻟﺘﻌﺒﲑ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺍﳌﺮﺍﺟﻊ‬
‫ﻳﺴﲑ ﺍﻟﺒﺎﺣﺚ ﰲ ﻃﺮﻳﻘﺔ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﺍﳌﻨﻬﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻭﻫﺬﺍ ﺍﳌﻨﻬﺞ ﻫﻮ ﺍﳌﻨﻬﺞ ﺍﻟﺬﻱ‬
‫ﻳﻌﲏ ﺑﺘﺤﻠﻴﻞ ﻣﺎ ﺍﺳﺘﻘﺮﺃﻩ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻷﻓﻜﺎﺭ‪ .‬ﻭﳛﻠﻞ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﲢﻠﻴﻞ ﺍ‪‬ﺎﺯ‬
‫ﺍﳌﺮﺳﻞ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ ﻛﻤﺎﻳﻠﻲ ‪:‬‬
‫‪ - 1‬ﺗﺼﻨﻴﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻌﺮﻳﻔﻬﺎ ﻣﻌﺮﻓﺔ ﻭﺍﺿﺤﺔ ﻭﳏﺪﺩﺓ‬
‫‪ - 2‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰒ ﺗﻨﻈﻴﻤﻬﺎ ﺇﱃ ﺃﺟﺰﺍﺀ ﻣﻌﻴﻨﺔ‬
‫‪ - 3‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻬﻤﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫‪ - 4‬ﺗﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﺳﺘﻘﺮﺍﺋﻬﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﺍﻟﺒﺤﺚ‬

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‫ﺑﻌﺪ ﺃﻥ ﻳﺒﺤﺚ ﻭﳛﻠﻞ ﺍﻟﺒﺎﺣﺚ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ‬
‫ﻭﺻﻞ ﺇﱃ ﺍﳋﻼﺻﺔ ﺍﻵﺗﻴﺔ ‪ :‬ﺍﻵﻳﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻣﺸﺘﻤﻠﺔ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﻛﺜﲑﺓ ﻣﻦ‬
‫ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺑﻌﻀﻬﺎ ﻳﺘﻜﻮﻥ ﻣﻦ ﺍﻷﻣﺮ‪ ،‬ﻭﺍﻟﻨﻬﻲ‪ ،‬ﻭﺍﳉﺰﺍﺀ‪ .‬ﰲ ﺗﻠﻚ ﺍﻵﻳﺎﺕ ﻳﺴﺘﺨﺪﻡ ﺍﷲ ﺍﻷﺳﺎﻟﻴﺐ‬
‫ﺍﻟﺒﻼﻏﻴﺔ ﻣﻨﻬﺎ ﻣﻦ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ‪ .‬ﻭﺷﺮﺡ ﻣﻦ ﻫﺬﻩ ﺍﳋﻼﺻﺔ ﻣﻨﻬﺎ ‪:‬‬
‫‪ -1‬ﺃﻥ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻳﻮﺟﺪ ﰲ ﺛﻼﺛﲔ ﺁﻳﺂﺕ‪ .‬ﺃﻣﺎ ﻧﻮﻉ ﻋﻼﻗﺔ ﺍ‪‬ﺎﺯ‬
‫ﺍﳌﺮﺳﻞ ﻓﺒﻠﻎ ﻋﺪﺩﻩ ﻋﺸﺮﺓ ﻭﻫﻲ ‪ :‬ﻋﻼﻗﺔ ﺍﻋﺘﺒﺎﺭ ﻣﺎﻛﺎﻥ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﻋﺘﺒﺎﺭ ﻣﺎﻳﻜﻮﻥ‪،‬‬
‫ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺒﺒﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﳌﺴﺒﺒﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﳌﻜﺎﻧﻴﺔ ﺃﻭ ﳏﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﳉﺰﺋﻴﺔ‪،‬‬
‫ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﺒﺪﻟﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﳊﺎﻟﻴﺔ‪.‬‬

‫‪ -2‬ﺃﻣﺎ ﺍﳋﻄﻮﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﻓﻬﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﺍﻟﺘﻤﻬﻴﺪ ﻭﺍﻟﻌﺮﺽ‬
‫ﻭﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳋﻼﺻﺔ ﻭﺍﻟﺘﺘﻄﺒﻴﻖ ﺃﻭ ﺍﻟﺘﻤﺮﻳﻦ‪.‬‬

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‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺍﻹﻗﺮﺍﺭ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪ .‬ﺧﻠﻔﻴﺔ ﺍﻟﺒﺤﺚ ‪1 .....................................................................‬‬
‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪4 .................................................................‬‬
‫‪ .1‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪4 ...........................................................‬‬
‫‪ .2‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪5 ..............................................................‬‬
‫‪ .3‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪5 ..............................................................‬‬
‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻭﻓﻮﺍﺋﺪﻩ‪5 ........................................................... .‬‬
‫ﺩ ‪ .‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺴﺎﺑﻘﺔ ‪5 ............................................................ .......‬‬

‫ﻫـ‪ .‬ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ‪6 ...................................................................‬‬
‫‪ .1‬ﻧﻮﻉ ﺍﻟﺒﺤﺚ ‪6 ...................................................................‬‬
‫‪ .2‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.......................................................... ......‬‬
‫‪6‬‬

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‫‪ .3‬ﻭﺳﺎﺋﻞ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪............................................................‬‬
‫‪6‬‬
‫‪ .4‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪7 ..................................................‬‬
‫ﻭ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ‪7 ............................................................. .......‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﶈﺔ ﻋﻦ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ‬
‫ﺃ‪ .‬ﻣﻔﻬﻮﻡ ﺍ‪‬ﺎﺯ ‪8 ......................................................................‬‬
‫ﺏ‪ .‬ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ‪10 ....................................................................‬‬
‫‪ .1‬ﺗﻌﺮﻳﻒ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ‪..........................................................‬‬
‫‪10‬‬
‫‪ .2‬ﺗﻘﺴﻴﻢ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ‪10 ..........................................................‬‬
‫‪ .3‬ﻋﻼﻗﺔ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ‪...........................................................‬‬
‫‪13‬‬
‫‪ .4‬ﺑﻼﻏﺔ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ‪17 ...........................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﶈﺔ ﺳﺮﻳﻌﺔ ﻋﻦ ﺍﻟﺴﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬
‫ﺃ‪ .‬ﻣﻔﻬﻮﻡ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ‪.............................................................‬‬
‫‪19‬‬

‫‪37‬‬

‫ﺏ‪ .‬ﻧﺰﻭﻝ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ‪...............................................................‬‬
‫‪19‬‬
‫ﺝ‪ .‬ﻣﻀﻤﻮﻥ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ‪21 ............................................................‬‬
‫ﺩ‪ .‬ﺍﻷﻳﺔ ﺍﳌﺸﺘﻤﻠﺔ ﻋﻠﻰ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ‪22 .....................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮ ﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰱ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ‬
‫ﺃ‪ .‬ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﻋﻼﻗﺘﻪ ‪27 ...............................................‬‬
‫ﺏ‪ .‬ﺗﻄﺒﻴﻖ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ ‪36 .....................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬
‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ ‪42 ............................ ............................................‬‬
‫ﺏ‪ .‬ﺍﻹﻗﺘﺮﺍﺣﺎﺕ ‪43 .....................................................................‬‬
‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ‬

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‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﺍﳌﻘﺪﻣﺔ‬
‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺇﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻛﺘﺎﺏ ﺍﷲ ﺍﳌﻨﺰﻝ ﻋﻠﻰ ﺭﺳﻮﻟﻪ ﺍﻷﻣﲔ ﳍﺪﺍﻳﺔ ﺍﻟﻨﺎﺱ ﻭﺇﺭﺷﺎﺩﻫﻢ ﻭﺗﺰﻛﻴﺘﻬﻢ‬
‫ﻭﺇﺧﺮﺍﺟﻬﻢ ﻣﻦ ﻇﻠﻤﺎﺕ ﺍﳉﻬﻞ ﺇﱃ ﺃﻧﻮﺍﺭ ﺍﻟﻌﻠﻢ ﻭﺍﳍﺪﺍﻳﺔ‪ .‬ﻭﻳﻀﻴﻒ ﺇﱃ ﺫﻟـﻚ ﺃﻥ ﺍﻟﻘـﺮﺁﻥ ﺍﻟﻜـﺮﱘ‬
‫ﻭﺍﳊﺪﻳﺚ ﺍﻟﺸﺮﻳﻒ ﳘﺎ ﻣﺼﺪﺭﺍﻥ ﺃﺳﺎﺳﻴﺎﻥ ﻟﺘﻘﺪﻡ ﺣﻴﺎﺓ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﻠﻢ‪.‬‬
‫ﻭﻛﺎﻧﺖ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻃﻮﺍﻝ ﺃﺭﺑﻌﺔ ﻋﺸﺮ ﻗﺮﻧﺎ ﻣﻦ ﺍﻟﺰﻣﺎﻥ ﻭﻋﺎﺀ ﻟﻠﺤﻀﺎﺭﺓ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴـﺔ‬
‫ﻣﻦ ﻣﺸﺎﺭﻕ ﺍﻷﺭﺽ ﻭﻣﻐﺎﺭ‪‬ﺎ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﻓﻮﻕ ﻫﺬﺍ ﻛﻠﻪ ﻗﺪ ﺍﻛﺘﺴﺒﺖ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﻣﻜﺎﻧـﺔ ﻋﺎﳌﻴـﺔ‬
‫ﻣﻌﺮﻭﻓﺔ‪ .‬ﻭﻧﺸﺮﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺿﺮﻭﺭﺓ ﺩﻳﻨﻴﺔ ﻷ‪‬ﺎ ﻭﻋﺎﺀ ﺍﻹﺳﻼﻡ ﻭﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺴﻨﺔ ﺍﻟﻨﺒﻮﻳﺔ‪،‬‬
‫ﻻﺑﺪ ﻟﻠﻤﺴﻠﻤﲔ ﺃﻥ ﻳﻔﻬﻤﻮﺍ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻴﺘﻤﻜﻨﻮﺍ ﻣﻦ ﻓﻬﻢ ﺗﻌﺎﻟﻴﻢ ﺍﻟﻘﺮﺁﻥ ﺍ‪‬ﻴﺪ ﺍﻟﻜﺎﻣﻠﺔ‪ .‬ﻭﻻ ﳝﻜـﻦ‬
‫ﳍﻢ ﺃﻥ ﻳﻔﻬﻤﻮﻩ ﺇﻻ ﺑﺎﻟﺘﻌﻤﻖ ﰱ ﻋﻠﻮﻡ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﻔﺴﲑ ﻭﺍﻟﻨﺤﻮ ﻭﺍﻟﺒﻼﻏﺔ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﻗﺪ ﺃﻭﺟﺐ ﺍﷲ ﻋﻠﻰ ﺍﳌﺴﻠﻤﲔ ﺃﻥ ﻳﺘﻌﻠﻤﻮﺍ ﻭﻳﻔﻬﻤﻮﺍ ﺍﻟﻘﺮﺁﻥ ﻭﻳﺘﺪﺑﺮﻭﺍ ﻣﻌﺎﻧﻴﻪ ﻭﲨﻴﻊ ﺃﺳﺎﻟﻴﺒﻪ‬
‫ﺣﻴﺚ ﻗﺎﻝ ﺗﻌﺎﱃ "ﻛﺘﺎﺏ ﺃﻧﺰﻟﻨﺎﻩ ﺇﻟﻴﻚ ﻣﺒﺎﺭﻛﺎ ﻟﻴﺘﺪﺑﺮﻭﺍ ﺁﻳﺘﻪ ﻭﻟﻴﺘﺬﻛﺮ ﺃﻭﻟﻮﺍ ﺍﻷﻟﺒﺎﺏ"‪ .‬ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬

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‫ﻫﻮ ﺍﳍﺪﻯ ﻭﺍﻟﺒﻴﺎﻥ ﻟﻠﻨﺎﺱ ﻋﻠﻰ ﳐﺘﻠﻒ ﻣﺴﺘﻮﻳﺎ‪‬ﻢ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﺍﻟﻘـﺮﺁﻥ ﺍﻟﻜـﺮﱘ ﺣﺎﻓـﻞ‬
‫ﺑﺎﻟﺒﻼﻏﺔ ﻭﺍﻟﻔﺼﺎﺣﺔ‪ .‬ﻭﲢﺘﻮﻯ ﺍﻟﺒﻼﻏﺔ ﻋﻠﻰ ﺛﻼﺛﺔ ﻋﻠﻮﻡ ﻫﻲ ﺍﳌﻌﺎﱏ ﻭﺍﻟﺒﻴﺎﻥ ﻭﺍﻟﺒﺪﻳﻊ‪ ،‬ﻭﻟﻜﻞ ﻣﻦ ﻫـﺬﻩ‬
‫ﺍﻷﻧﻮﺍﻉ ﺍﻟﺜﻼﺛﺔ ﻣﺒﺎﺣﺚ ﺧﺎﺻﺔ ﻣﺘﻌﺪﺩﺓ‪.‬‬
‫ﻭﺇﺫﺍ ﻧﻈﺮ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻘﺮﺁﻥ ﻳﺘﺒﲔ ﻟﻪ ﺃﺳﺎﻟﻴﺐ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻟﻜﻞ ﻣﻨﻬﺎ ﻣﻘﺎﻡ ﻳﻘﺘﻀـﻴﻪ ﻭﻏـﺮﺽ‬
‫ﻳﺘﻨﺎﺳﺐ ﻣﻌﻪ‪ .‬ﻭﻳﺴﺘﻌﺠﺐ ﺍﻹﻧﺴﺎﻥ ﺑﺄﺳﻠﻮﺏ ﲨﻞ ﺍﻟﻘﺮﺁﻥ ﻗﺒﻞ ﺃﻥ ﻳﻌﺠﺐ ﲟﺎ ﻳﺘﻀﻤﻨﻪ ﺍﻟﻘـﺮﺁﻥ ﻣـﻦ‬
‫ﺃﻧﻮﺍﻉ ﺍﻹﻋﺠﺎﺯ‪ .‬ﻓﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﳑﻠﻮﺀ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﻼﻏﻴﺔ‪ ،‬ﻭﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﻣﺒﺤﺚ ﻣﻦ ﻣﺒﺎﺣﺚ ﺍﻟﺒﻼﻏﺔ‬
‫ﻭ ﻭﺭﺩ ﻛﺜﲑﺍ ﻣﻦ ﺍﻟﻘﺮﺁﻥ‪.‬‬
‫ﻭﰱ ﻓﻬﻢ ﺃﻏﻠﺒﻴﺔ ﺍﻟﻨﺎﺱ ﺃﻥ ﺍ‪‬ﺎﺯ ﻫﻮ ﺍﻟﻠﻔﻆ ﺍﳌﻔﺮﺩ ﺍﳌﺴﺘﻌﻤﻞ ﰱ ﻣﺎﻏﲑ ﻣﺎﻭﺿﻊ ﻟﻪ ﰱ ﺍﺻﻄﻼﺡ‬
‫ﺍﻟﺘﺨﺎﻃﺐ ﻋﻠﻰ ﻭﺟﻪ ﻳﺼﺢ ﺿﻤﻦ ﺍﻷﺻﻮﻝ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻌﻼﻗﺔ ﻏﲑ ﻣﺸﺎ‪‬ﺔ ﻣـﻊ ﻗﺮﻳﻨـﺔ‬
‫ﺻﺎﺭﻓﺔ ﻋﻦ ﺇﺭﺍﺩﺓ ﺍﳌﻌﲎ ﺍﻷﺻﻠﻲ‪ 1.‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍ‪‬ﺎﺯ ﻇﺎﻫﺮﺓ ﻟﻐﻮﻳﺔ‪ ،‬ﻟﻜﻦ ﺍﻟﻌﻠﻤﺎﺀ ﻣﻦ ﺃﻫـﻞ‬
‫ﺍﳊﺪﻳﺚ ﻭﺃﻫﻞ ﺍﻟﺘﻮﺣﻴﺪ ﻭﺍﻟﻌﺪﻝ ﻭﺃﻫﻞ ﺍﻟﻈﺎﻫﺮ ﺇﺧﺘﻠﻔﻮﺍ ﰱ ﻣﺴﺄﻟﺔ ﻭﺭﻭﺩ ﺍ‪‬ﺎﺯ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﲞﺎﺻﺔ‬
‫ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻣﻨﻬﻢ ﻣﻦ ﺃﻧﻜﺮ ﻭﺭﻭﺩﻩ ﻭﻣﻨﻬﻢ ﻣﻦ ﺃﻗﺮ ﻭﺭﻭﺩﻩ‪ 2.‬ﻓﺎﻟﻔﺮﻕ ﺍﻷﻭﻝ ﺍﻟﻈﺎﻫﺮﻳﺔ ﻭﺍﺑـﻦ‬
‫ﻗﺎﺻﻲ ﻣﻦ ﺍﻟﺸﺎﻓﻌﻴﺔ ﻭﺍﺑﻦ ﺧﻮﻳﺰ ﻣﻨﺪﺍﺩ ﻣﻦ ﺍﳌﺎﻟﻜﻴﺔ‪ 3،‬ﻫﻢ ﻳﺮﻭﻥ ﺃﻥ ﺍ‪‬ﺎﺯ ﺃﺧﻮﺍﻟﻜﺬﺏ ﻭﺍﻟﻘﺮﺁﻥ ﻣﻨـﺰﻩ‬
‫ﻋﻦ ﺫﻟﻚ ﻭﺃﻥ ﺍﳌﺘﻜﻠﻢ ﻻﻳﻌﺪﻝ ﺇﻟﻴﻪ ﺇﺫﺍ ﺿﺎﻗﺖ ﺇﻟﻴﻪ ﺍﳊﻘﻴﻘﺔ ﻋﻦ ﺍﻟﺘﻌﺒﲑ ﻓﻴﺘﺠﻮﺯ ﻭﻳﺴﺘﻌﲑ‪ ،‬ﻭﺫﻟﻚ ﳏﺎﻝ‬
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‫ﻋﻠﻰ ﺍﷲ ﺗﻌﺎﱃ ﻭﻫﺬﻩ ﺷﺒﻬﺔ ﺑﺎﻃﻠﺔ‪.‬‬
‫ﻭﺍﻟﻔﺮﻕ ﺍﻟﺜﺎﱐ ﲨﻬﻮﺭ ﺍﻟﻌﻠﻤﺎﺀ‪ ،‬ﻣﻨﻬﻢ ﺍﺑﻦ ﻗﺘﻴﺒﺔ ﺍﻟﺬﻱ ﻗﺎﻝ‪" :‬ﻭﺃﻣﺎ ﺍﳌﻄﺎﻟﻌﻮﻥ ﺍﻟﻘﺮﺁﻥ ﺑﺎ‪‬ـﺎﺯ‬
‫ﻓﺈ‪‬ﻢ ﺯﻋﻤﻮﺍ ﺃﻧﻪ ﻛﺬﺏ ﻷﻥ ﺍﳉﺪﺍﺭ ﻻﻳﺮﻳﺪ ﻭﺍﻟﻘﺮﻳﺔ ﻻﺗﺴﺄﻝ‪ ،‬ﻭﻫﺬﺍ ﻣﻦ ﺃﺷﻨﻊ ﺟﻬﺎﻻ‪‬ﻢ ﻭﺃﺩﳍﺎ ﻋﻠـﻰ‬
‫ﺳﻮﺀ ﻧﻈﺮﻫﻢ ﻭﻗﻠﺔ ﺃﻓﻬﺎﻣﻬﻢ"‪ 5،‬ﻛﻘﻮﻟﻪ ﺗﻌﺎﱃ‪" :‬ﺇﻧﻚ ﺇﻥ ﺗﺬﺭﻫﻢ ﻳﻀﻠﻮﺍ ﻋﺒﺎﺩﻙ ﻭﻻ ﻳﻠﺪﻭﺍ ﺇﻻ ﻓـﺎﺟﺮﺍ‬
‫ﻛﻔﺎﺭﺍ"‪ 6.‬ﺃﺗﻰ ﺍ‪‬ﺎﺯ ﰱ ﻫﺬﻩ ﺍﻵﻳﺔ "ﻓﺎﺟﺮﺍ ﻛﻔﺎﺭﺍ"‪ .‬ﻭﺍﳌﺮﺍﺩ ‪‬ﺬﻩ ﺍﻵﻳﺔ ﺃﻥ ﻣﻦ ﻳﻔﻌﻞ ﺍﳌﻌﺎﺻﻲ ﻟﻴﺲ ﰱ‬
‫ﻭﻗﺖ ﺍﻟﻮﻻﺩﺓ ﺑﻞ ﺑﻌﺪﻫﺎ ﺃﻯ ﺣﲔ ﻳﺼﻞ ﺇﱃ ﻋﻤﺮ ﺍﻟﺒﺎﻟﻎ‪ ،‬ﻭﻫﻮ ﳎﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺍﻹﻋﺘﺒـﺎﺭ ﻣـﺎﻳﻜﻮﻥ‪.‬‬
‫ﻭﺑﻼﻏﻴﺔ ﻫﺬﺍ ﺍ‪‬ﺎﺯ ﺗﺄﰐ ﳋﻮﻑ ﻧﱯ ﺍﷲ ﻧﻮﺡ ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺃﻣﺘﻪ ﺍﻟﻜـﺎﻓﺮﻳﻦ ﺇﺫﺍ ﺇﻧﺘـﺬﺭﻭﺍ ﻋﻠـﻰ‬
‫‪ 1‬ﻋﺑد اﻟرﺣﻣن ﺣﺳن ﺣﺑﻧﻛﺔ اﻟﻣﯾداﻧﻰ‪ ،‬اﻟﺑﻼﻏﺔ اﻟﻌرﺑﯾﺔ أﺳﺳﮭﺎ‪ ،‬وﻋﻠوﻣﮭﺎ‪ ،‬وﻓﻧوﻧﮭﺎ‪) ،‬ﺑﯾروت‪ :‬اﻟدار‬
‫اﻟﺷﺎﻣﯾﺔ اﻟطﺑﻌﺔ اﻷوﻟﻰ ‪1416‬ﻣـ( ص ‪.274‬‬
‫‪ 2‬ﻋﺑد اﻟﻛرﯾم اﻷﺳﻌد‪ ،‬أﺣﺎدﯾث ﻓﻰ ﺗﺎرﯾﺦ اﻟﺑﻼﻏﯾﺔ وﻓﻰ ﺑﻌض ﻗﺿﺎﯾﺎھﺎ‪) ،‬اﻟرﯾﺎض‪ :‬دار اﻟﻌﻠوم‬
‫ﻟﻠطﺑﺎﻋﺔ واﻟﻧﺷر ‪ (1985‬ص ‪.232‬‬
‫‪ 3‬ﻋﺑد اﻟﻘﺎدر ﺣﺳﯾن‪ ،‬اﻟﻘرآن واﻟﺻورة اﻟﺑﯾﺎﻧﯾﺔ‪) ،‬اﻟﻘﺎھرة‪ :‬دار اﻟﻣﻧﺎر اﻟطﺑﻌﺔ اﻷوﻟﻰ ‪1312‬ھـ( ص‬
‫‪.162‬‬
‫‪4‬‬
‫ﻋﺑد اﻟﻘﺎدر ﺣﺳﯾن‪ ،‬اﻟﻘرآن ‪ ...‬ص ‪.169‬‬
‫‪ 5‬ﻋﺑد اﻟﻘﺎدر ﺣﺳﯾن‪ ،‬اﻟﻘرآن‪ ...‬ص ‪.151‬‬
‫‪6‬‬
‫ﻧوح ‪ 27/71‬اﻟﻘرآن اﻟﻛرﯾم وﺗرﺟﻣﺔ ﻣﻌﺎﻧﯾﮫ إﻟﻰ اﻟﻠﻐﺔ اﻹﻧدوﻧﯾﺳﯾﺔ‪.‬‬

‫‪40‬‬

‫ﺍﻷﺭﺽ ﻓﻴﻀﻠﻮﻥ ﻋﻠﻰ ﻛﻞ ﺍﻹﻧﺴﺎﻥ ﺣﱴ ﻛﺎﻥ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﻮﻻﺩﺓ ﻛﺎﻥ ﺍﻟﻜﺎﻓﺮ ﺑﺎﻟﺮﻏﻢ ﻣـﻦ ﺃ‪‬ـﻢ ﱂ‬
‫ﻳﻔﻌﻠﻮﺍ ﻣﻦ ﺍﳌﻌﺎﺻﻰ‪.‬‬
‫ﺇﻥ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﺇﺣﺪﻯ ﺳﻮﺭ ﺍﻟﻘﺮﺁﻥ‪ ،‬ﻭﲟﺎ ﺃﻥ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻣﻠﻴﺌﺔ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﻼﻏﻴﺔ ﻓﻌﻠﻰ‬
‫ﺳﺒﻴﻞ ﺍﻷﻣﺜﻠـﺔ ﻗﻮﻟـﻪ ﺗﻌـﺎﱃ‪   :‬‬
‫‪  ‬‬
‫‪   ‬‬

‫‪) .   ‬ﺍﻟﻨﺴــﺎﺀ‬
‫‪(10‬‬
‫ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﺇﺣﺪﻯ ﺳﻮﺭ ﺍﳌﺪﻧﻴﺔ ﺍﻟﻄﻮﻳﻠﺔ‪ ،‬ﻭﻫﻲ ﺳﻮﺭﺓ ﻣﻠﻴﺌﺔ ﺑﺎﻷﺣﻜﺎﻡ ﺍﻟﺸﺮﻋﻴﺔ ﺍﻟﱴ ﺗﻨﻈﻢ‬
‫ﺍﻟﺸﺌﻮﻥ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻟﻠﻤﺴﻠﻤﲔ ﻭﻫﻲ ﺗﻌﲎ ﲜﺎﻧﺐ ﺍﻟﺘﺸﺮﻳﻊ ﻛﻤﺎ ﻫﻲ ﺍﳊﺎﻝ ﰱ ﺳﻮﺭ ﺍﳌﺪﻳﻨـﺔ‪.‬‬
‫ﻭﻗﺪ ﲢﺪﺛﺖ ﺍﻟﺴﻮﺭﺓ ﺍﻟﻜﺮﳝﺔ ﻋﻦ ﺃﻣﻮﺭ ﻫﺎﻣﺔ ﺗﺘﻌﻠﻖ ﺑﺎﳌﺮﺃﺓ ﻭﺍﻟﺒﻴﺖ ﻭﺍﻷﺳﺮﺓ ﻭﺍﻟﺪﻭﻟﺔ ﻭﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻟﻜﻦ‬
‫‪7‬‬

‫ﻣﻌﻈﻢ ﺍﻷﺣﻜﺎﻡ ﺍﻟﱴ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﻛﺎﻧﺖ ﺗﺒﺤﺚ ﺣﻮﻝ ﻣﻮﺿﻊ ﺍﻟﻨﺴﺎﺀ‪.‬‬
‫ﲢﺪﺛﺖ ﺍﻟﺴﻮﺭﺓ ﺍﻟﻜﺮﳝﺔ ﻋﻦ ﺣﻘﻮﻕ ﺍﻟﻨﺴﺎﺀ ﻭﺍﻷﻳﺘﺎﻡ –ﻭﲞﺎﺻـﺔ ﺍﻟﻴﺘﻴﻤـﺎﺕ‪ -‬ﰱ ﺣﺠـﻮﺭ‬
‫ﺍﻷﻭﻟﻴﺎﺀ ﻭﺍﻷﻭﺻﻴﺎﺀ‪ ،‬ﻓﻘﺮﺭﺕ ﺣﻘﻮﻗﻬﻦ ﰱ ﺍﳌﲑﺍﺙ ﻭﺍﻟﻜﺴﺐ ﻭﺍﻟﺰﻭﺍﺝ ﻭﺳـﺘﻨﻔﺬ‪‬ﻦ ﻣـﻦ ﻋﺴـﻒ‬
‫‪8‬‬
‫ﺍﳉﺎﻫﻠﻴﺔ ﻭﺗﻘﺎﻟﻴﺪﻫﺎ ﺍﻟﻈﺎﳌﺔ ﺍﳌﻬﻴﻨﺔ‪.‬‬
‫ﺇﺫﺍ ﻧﻈﺮ ﺍﻟﺒﺎﺣﺚ ﺑﻌﺾ ﺁﻳﺎﺕ ﻣﻦ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪ ،‬ﳚﺪ ﺃﻥ ﻫﻨﺎﻙ ﺃﺳـﻠﻮﺏ ﺍ‪‬ـﺎﺯ ﺍﳌﺮﺳـﻞ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻣﻨﻬﺎ ﰲ ﺍﻵﻳﺔ‪" :‬ﻭﺁﺗﻮﺍ ﺍﻟﻴﺘﺎﻣﻰ ﺃﻣﻮﺍﳍﻢ" ﲡﺪ ﺃﻥ ﺍﻟﻴﺘـﻴﻢ ﰲ‬
‫ﺍﻟﻠﻐﺔ ﻫﻮ ﺍﻟﺼﻐﲑ ﺍﻟﺬﻱ ﻣﺎﺕ ﺃﺑﻮﻩ‪ ،‬ﻓﻬﻞ ﺗﻈﻦ ﺃﻥ ﺍﷲ ﻳﺄﻣﺮ ﺑﺈﻋﻄﺎﺀ ﺍﻟﻴﺘﺎﻣﻰ ﺍﻟﺼﻐﺎﺭ ﺃﻣﻮﺍﻝ ﺁﺑـﺎﺋﻬﻢ ؟‬
‫ﻫﺬﺍ ﻏﲑ ﻣﻌﻘﻮﻝ‪ ،‬ﺑﻞ ﺍﻟﻮﺍﻗﻊ ﺃﻥ ﺍﷲ ﻳﺄﻣﺮ ﺑﺈﻋﻄﺎﺀ ﺍﻷﻣﻮﺍﻝ ﻣﻦ ﻭﺻﻠﻮﺍ ﺳﻦ ﺍﻟﺮﺷﺪ ﺑﻌـﺪ ﺃﻥ ﻛـﺎﻧﻮﺍ‬
‫ﻳﺘﺎﻣﻰ‪ ،‬ﻓﻜﻠﻤﺔ ﺍﻟﻴﺘﺎﻣﻰ ﻫﻨﺎ ﳎﺎﺯ ﻷ‪‬ﺎ ﺍﺳﺘﻌﻤﻠﺖ ﰲ ﺍﻟﺮﺍﺷﺪﻳﻦ ﻭﻋﻼﻗﺘﻪ ﺍﻋﺘﺒﺎﺭ ﻣﺎ ﻛﺎﻥ‪ 9.‬ﻭﰲ ﺍﻵﻳﺎﺕ‬
‫ﺍﻷﺧﺮﻯ ﻣﻦ ﻫﺬﻩ ﺍﻟﺴﻮﺭﺓ ﻭﺟﺪ ﺍﻟﺒﺎﺣﺚ ﺃﺳﺎﻟﻴﺐ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﻛﺎﻷﻣﺜﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟـﱵ ﳛﺘـﺎﺝ ﺇﱃ‬
‫ﺩﺭﺱ ﻋﻤﻴﻖ ﻭﺗﻔﻜﲑ ﻣﻨﻈﻢ ﻟﻔﻬﻢ ﻣﻌﺎﻧﻴﻬﺎ ﺍﻷﺳﺮﺍﺭﻳﺔ‪.‬‬
‫ﻭﻳﻀﻴﻒ ﺇﱃ ﺫﻟﻚ‪ ،‬ﺃﻥ ﰲ ﻣﺴﺄﻟﺔ ﺍ‪‬ﺎﺯ ﺍﻹﺧﺘﻼﻑ ﺑﲔ ﺍﻟﻌﻠﻤﺎﺀ‪ ،‬ﻗﺪ ﻳﺄﰐ ﺍﳌﺜﺎﻝ ﻗﺒﻠﻪ‪ ،‬ﻓﻴﺘﺒﺎﺩﺭ‬
‫ﺇﱃ ﺍﻟﺴﺆﺍﻝ ﻛﻴﻒ ﺇﺫﺍﻛﺎﻥ ﺍﻟﻘﺮﺁﻥ ﻳﻘﺮﺃﻩ ﺍﳉﺎﻫﻞ؟ ﻓﻼ ﺷﻚ ﺃﻧﻪ ﳜﻄﺊ ﰱ ﻓﻬﻢ ﻣﻌﺎﻧﻴﻪ ﺍﻟﱵ ﺗﺘﻀـﻤﻨﻬﺎ‬
‫ﺗﻠﻚ ﺍﻵﻳﺔ‪ .‬ﺇﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﺴﻠﻤﲔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﻳﻔﻬﻤﻮﻥ ﻛﻼﻡ ﺍﷲ ﻣﺜﻞ ﻣﺎ ﻛـﺎﻧﻮﺍ‬
‫‪ 7‬ﻣﺣﻣد ﻋﻠﻰ اﻟﺻﺎﺑوﻧﻰ‪ ،‬ﺻﻔوة اﻟﺗﻔﺎﺳﯾر‪ ،‬ج ‪) ،1‬ﺑﯾروت‪:‬دار اﻟﻘرآن اﻟﻛرﯾم‪ ،‬د ت(‪ ،‬ص‬
‫‪8‬‬
‫ﻣﺣﻣد ﻋﻠﻰ اﻟﺻﺎﺑوﻧﻰ‪ ،‬ﺻﻔوة ‪ ...‬ص ‪.356‬‬
‫‪ 9‬ﻋﻠﻰ اﻟﺠﺎرﻣﻰ وﻣﺼﻄﻔﻰ أﻣﯿﻦ‪ ،‬اﻟﺒﻼﻏﺔ اﻟﻮاﺿﺤﺔ‪) ،‬اﻟﻘﺎھﺮة‪ :‬دار اﻟﻤﻌﺎرف‪ ،(1957 ،‬ص ‪.109‬‬

‫‪.356‬‬

‫‪41‬‬

‫ﻳﻔﻬﻤﻮﻧﻪ ﻭﻻﻳﺪﺭﻛﻮﻥ ﻣﺎ ﻭﺭﺍﺀ ﺗﺮﻛﻴﺒﻪ ﻣﻦ ﺍﻷﺳﺮﺍﺭ ﻣﺜﻞ ﻣﺎﻛﺎﻧﻮﺍ ﻳﺪﺭﻛﻮﻧﻪ ﻭﻻ ﻳﺘﺬﻭﻗﻮﻥ ﺳﺮ ﺃﺳﺎﻟﻴﺒﻪ‬
‫ﻋﻨﺪ ﻗﺮﺍﺀﺗﻪ ﻣﺜﻞ ﻣﺎﻛﺎﻧﻮﺍ ﻳﺘﺬﻭﻗﻮﻥ ‪.‬‬
‫ﺇﻥ ﺍﳌﺸﻜﻼﺕ ﰲ ﻓﻬﻢ ﻣﻌﺎﱏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﺿـﺮﻭﺭﻳﺔ ﻟﻠﻤﺴـﻠﻤﲔ ﻏـﲑ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻﺳﻴﻤﺎ ﰱ ﻓﻬﻢ ﻣﻌﺎﱏ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﺳـﺒﻖ‬
‫ﺫﻛﺮﻩ ﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻰ ﲢﺖ ﺍﳌﻮﺿﻮﻉ "ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ‬
‫ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ"‬
‫ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱴ ﻳﺪﻓﻊ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻫﻲ ‪:‬‬
‫‪ .1‬ﺇﻥ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﳎﺎﻝ ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺒﻼﻏﻴﺔ ﺍﻟﱵ ﳚـﺪﺭ ﻟﻠﺒﺎﺣـﺚ ﻣﻌﺮﻓﺘـﻪ‬
‫ﻭﺍﻟﺘﻌﻤﻖ ﻓﻴﻪ‪.‬‬
‫‪ .2‬ﺇﻥ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻣﻮﺿﻊ ﻫﺎﻡ ﻷﻥ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﺎﻣـﺔ ﲟﻌـﺎﱐ‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺃﺳﺎﻟﻴﺒﻪ ﻭﺃﺣﻜﺎﻣﻪ ﺃﻣﺮ ﺿﺮﻭﺭﻱ ﻟﺪﻱ ﺍﳌﺴﻠﻤﲔ‬
‫‪ .3‬ﺇﻥ ﺍﻟﺒﺎﺣﺚ ﻳﺮﻏﺐ ﰲ ﻣﻌﺮﻓﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺧﺎﺻﺔ‬
‫ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬
‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ‬
‫‪ .1‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ‬
‫ﻛﻤﺎ ﻫﻮ ﺍﳌﻌﻠﻮﻡ ﺃﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻣﺮﺟﻊ ﺃﺳﺎﺳﻲ ﳊﻴﺎﺓ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﻠﻢ‪ .‬ﻭﻗﺪ ﻧﺰﻝ ﺍﷲ ﺗﻌﺎﱃ‬
‫ﺍﻟﻘﺮﺁﻥ ﺑﺄﺳﺎﻟﻴﺐ ﻣﺘﻨﻮﻋﺔ ﻧﺬﻳﺮﺍ ﻟﻠﻜﻔﺎﺭ ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ ﻳﻬﻤﻠﻮﻧﻪ‪ .‬ﻭﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱴ ﺗﻀﻤﻨﻬﺎ ﺍﻟﻘـﺮﺁﻥ‬
‫ﻫﻲ ﺑﻼﻏﺔ ﳎﺎﺯ ﺍﳌﺮﺳﻞ‪ .‬ﻭﻟﻜﻦ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻓﻬﻢ ﻣﻌﺎﱏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﳛﺘﺎﺝ ﺇﱃ ﺍﻟﺘﻔﻜﲑ ﺍﳌـﻨﻈﻢ‬
‫ﲜﻬﺪ ﻣﻌﻘﻮﻝ‪ .‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ ﻓﺘﺪﺭﻳﺲ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﻟﻪ ﻣﺸﻜﻼﺕ ﻛـﺜﲑﺓ ﻭﺻـﻌﻮﺑﺔ‪ .‬ﻭﻣـﻦ‬
‫ﺍﳌﺸﻜﻼﺕ ﺍﻟﱴ ﻳﺪﻓﻊ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺍﻟﻘﻴﺎﻡ ‪‬ﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻰ ﻫﻲ‪:‬‬
‫أ‪ .‬ﻗﻠﺔ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻤﻘﻮﻥ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻣﻊ ﺃﺳﺎﻟﻴﺒﻪ ﻣﻨﻬﺎ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ‬
‫ب‪.‬‬
‫ج‪.‬‬

‫ﺍﳌﺸﻜﻼﺕ ﰱ ﻓﻬﻢ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﻬﺎ ﻣﻦ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ‬
‫ﺑﻌﺾ ﺍﻟﻨﺎﺱ ﻳﻈﻨﻮﻥ ﺃﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻟﻪ ﻣﻌﺎﻥ ﻭﺍﺿﺤﺔ ﻓﻼ ﻳﺸﻌﺮﻭﻥ ﺑﻀﺮﻭﺭﺓ ﺍﻟﺘﻌﻤﻖ‬
‫ﻟﻸﺳﺎﻟﻴﺐ ﺍﳌﺘﻀﻤﻨﺔ ﻓﻴﻬﺎ ﻛﻤﺜﻞ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ‬

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‫ﺩ‪ .‬ﺑﻌﺾ ﺍﻵﻳﺎﺕ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﺗﻀﻤﻦ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﻓﻬﻢ ﻣﻌﺎﻧﻴﻬﺎ‬
‫ﻭﺗﻌﻤﻖ ﰱ ﺳﺮ ﺃﺳﺎﻟﻴﺒﻬﺎ‪.‬‬
‫ﻫـ ‪ .‬ﻗﻠﺔ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻳﻄﺒﻘﻮﻥ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﺒﻼﻏﺔ ﺧﺎﺻﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍ‪‬ﺎﺯ‬
‫ﺍﳌﺮﺳﻞ ﻟﺪﻯ ﺍﻟﻄﻼﺏ‬

‫‪ .2‬ﲢﺪﻳﺪ ﻣﺸﻜﻼﺕ‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﺍﻗﺘﺼﺮ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﻟﻜﺸﻒ ﻋﻦ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬
‫ﻭﻣﺎ ﻓﻴﻬﺎ ﻣﻦ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﻭﺍﻵﻳﺎﺕ ﺍﳌﺸﺘﻤﻠﺔ ﻋﻠﻰ ﺃﺳﻠﻮﺏ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﻣﻊ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻄﺮﻳﻘـﺔ‬
‫ﺍﳌﻨﺎﺳﺒﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺇﻃﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .3‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺬﻛﻮﺭﺓ‪ ،‬ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻓﻴﻤﺎ ﻳﻠﻲ ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ‬
‫أ‪ .‬ﻣﺎ ﻋﺪﺩ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﺍﻟﻮﺍﺭﺩﺓ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ؟‬
‫ب‪ .‬ﻣﺎ ﺃﻧﻮﺍﻉ ﻋﻼﻗﺔ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ؟‬
‫ﺝ‪.‬ﻛﻴﻒ ﻳﻜﻮﻥ ﺗﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ؟‬
‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻭﻓﺆﺍﺋﺪﻩ‬
‫‪ .1‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫ﺃﻣﺎ ﺃﻫﺪﺍﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﻛﺎﻵﰐ‪:‬‬
‫أ‪ -‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺃﺣﻮﺍﻝ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬
‫ب‪ -‬ﺍﻟﻜﺸﻒ ﻋﻦ ﻋﻼﻗﺎﺕ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬
‫ج‪ -‬ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﺒﻼﻏﺔ ﺍﳉﻴﺪﺓ‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺘﻌﻤﻖ ﰱ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻷﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺃﻣـﺮ ﻣﻬـﻢ‪،‬‬
‫ﺧﺼﻮﺻﺎ ﻋﻨﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺎ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﺣﱴ ﻳﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻳﺸﻌﺮﻭﻥ ﺑﺎﻟﺴـﻬﻮﻟﺔ‬
‫ﺣﻴﻨﻤﺎ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻟﺒﻼﻏﺔ ﺧﺼﻮﺻﺎ ﰱ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ‪.‬‬

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‫‪ .2‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫ﻳﺮﺟﻮ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺇﺳﻬﺎﻣﺎ ﳌﻦ ﻳﺮﻏﺐ ﰱ ﻣﻌﺮﻓﺔ ﻭﻓﻬﻢ ﺑﻼﻏـﺔ ﺍ‪‬ـﺎﺯ‬
‫ﺍﳌﺮﺳﻞ ﺧﺎﺻﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰱ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪ .‬ﻓﻴﺘﻤﲎ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﺳﻬﺎﻣﺎ ﻟﻠﻘـﺎﺭﺉ‬
‫ﺣﱵ ﻳﺼﺒﺢ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﺎﺩﺓ ﻹﲣﺎﺩ ﺍﻟﻘﺮﺍﺭ ﰱ ﻓﻬﻢ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪.‬‬
‫ﺩ‪ .‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﻗﺪ ﻗﺎﻡ ﺑﻪ ﻧﻮﺭ ﲨﻴﻞ ﺳﻨﺔ ‪2006‬ﺣﻴﺚ ﻛﺘﺐ ﻋﻦ ﺍ‪‬ﺎﺯ ﰱ ﺷﻌﺮ ﺇﻳﻠﻴﺎﺃﰊ ﻣﺎﺿﻲ‪ .‬ﰒ ﺃﺳﺮﻳﺮ‬
‫ﲨﻴﻞ ﺳﻨﺔ ‪ 2006‬ﺣﻴﺚ ﻛﺘﺐ ﻋﻦ ﺍ‪‬ﺎﺯ ﰱ ﺷﻌﺮ ﺍﻹﻣﺎﻡ ﺍﻟﺸﺎﻓﻌﻲ‪ ،‬ﺳﺒﻖ ﺃﻗﺎﻡ ‪‬ﺎ ﺇﻳﺪﺍﻧﻮﺭ ﺃﻳﺪﺍ ﺳﻨﺔ‬
‫‪ 2003‬ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰱ ﺳﻮﺭﺓ ﻫﻮﺩ‪ ،‬ﰒ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﰱ ﺳﻨﺔ ‪ 2003‬ﺣﻴﺚ ﻛﺘﺐ ﻋﻦ‬
‫ﺍﺷﻜﺎﻝ ﺍ‪‬ﺎﺯ ﻋﻨﺪ ﻧﺺ ﺣﺎﻣﺪ ﺍﺑﻦ ﺯﻳﺪ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻴﻮﻡ ﻳﺒﺤﺚ ﺍﻟﻜﺎﺗﺐ ﻋﻦ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳـﻞ ﰱ ﺳـﻮﺭﺓ‬
‫ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰱ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ‪.‬‬
‫ﻫـ‪ .‬ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫‪ .1‬ﻧﻮﻉ ﺍﻟﺒﺤﺚ‬
‫ﺃﻣﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺴﻠﻜﻬﺎ ﺍﻟﺒﺎﺣﺚ ﰱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬـﻲ ﻃﺮﻳﻘـﺔ ﺍﻟﺒﺤـﺚ ﺍﻟﻜﻴﻔـﻲ‪.‬‬
‫ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ ﺍﳌﻘﺼﻮﺩﺓ ﰱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ‪ .‬ﻭﻳﻘﻮﻡ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻮﺻﻔﻲ ﺑﻮﺻﻒ ﻣﺎ ﻫﻮ ﻛﺎﺋﻦ ﻭﺗﻔﺴﲑﻩ ﻭﻫﻮ ﻳﻬﺘﻢ ﺑﺘﺤﺪﻳﺪ ﺍﻟﻈﺮﻭﻑ ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﱵ ﺗﻮﺟﺪ ﺑﲔ ﺍﻟﻮﻗﺎﺋﻊ‬
‫ﻛﻤﺎﻳﻬﺘﻢ ﺃﻳﻀﺎ ﺑﺘﺤﺪﻳﺪ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺃﻭ ﺍﻟﺴﺎﺋﺪﺓ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﲡﺎﻫﺎﺕ ﻋﻨـﺪ‬
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‫ﻛﻞ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﻭﻃﺮﺍﺋﻘﻬﺎ ﰱ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻄﻮﺭ‪.‬‬
‫‪.2‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺗﻘﺴﻢ ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻗﺴﻤﲔ ‪:‬‬
‫أ‪ .‬ﺍﳌﺼﺎﺩﺭ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺧﺎﺻﺔ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪ ،‬ﻭﺍﻟﺒﻼﻏﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﺳﺴﻬﺎ‬
‫ﻭﻋﻠﻮﻣﻬﺎ ﻭﻓﻨﻮ‪‬ﺎ‪ ،‬ﻭﺟﻮﺍﻫﺮ ﺍﻟﺒﻼﻏﺔ ﰱ ﺍﳌﻌﺎﱏ ﻭﺍﻟﺒﻴﺎﻥ ﻭﺍﻟﺒﺪﻳﻊ ﻟﻠﺴﻴﺪ ﺃﲪﺪ ﺍﳍـﺎﴰﻲ‪،‬‬
‫ﻭﺍﻹﻋﺠﺎﺯ ﺍﻟﺒﻼﻏﻲ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﶈﻤﺪ ﺣﺴﲔ ﺳﻼﻣﺔ‪.‬‬

‫‪ 10‬ﺟﺎﺑﯾر ﻋﺑد اﻟﺣﻣﯾد ﺟﺎﺑر‪ ،‬و أﺣﻣد ﺧﯾري ﻛﺎﺿم‪ ،‬ﻣﻧﺎھﺞ اﻟﺑﺣث ﻓﻰ اﻟﺗرﺑﯾﺔ وﻋﻠم اﻟﻧﻔس‪) ،‬ﻣﺻر‪:‬‬
‫دار اﻟﻧﮭﺿﺔ اﻟﻌرﺑﯾﺔ ‪ (1984‬ص ‪.136‬‬

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‫ب‪.‬‬

‫ﺍﳌﺼﺎﺩﺭ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﻨﻬﺎ ‪ :‬ﻛﺘﺎﺏ ﺍﻟﻘﺮﺁﻥ ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﺻﻔﻮﺓ ﺍﻟﺘﻔﺎﺳﲑ ﶈﻤﺪ ﻋﻠـﻰ‬
‫ﺍﻟﺼﺎﺑﻮﱏ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ‪.‬‬

‫‪ .3‬ﻭﺳﺎﺋﻞ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﰱ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫أ‪ -‬ﲨﻊ ﺍﻟﻜﺘﺐ ﺍﻟﱴ ﺗﺘﻌﻠﻖ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬
‫ب‪ -‬ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﺑﺎﳌﻮﺿﻮﻉ‬
‫ﺝ‪ -‬ﺍﻟﻘﻴﺎﻡ ﲟﻄﺎﻟﻌﺔ ﻭﻗﺮﺍﺀﺓ ﺍﳌﻮﺿﻮﻋﺎﺕ‬
‫ﺩ‪ -‬ﺍﻟﺘﻌﺒﲑ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺍﳌﺮﺍﺟﻊ‬
‫‪ .4‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﲟﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺛﺎﺋﻘﻴﺔ‪ ،‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻜﺘﺴﺒﺔ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳌﺘﻨﻮﻋﺔ‬
‫ﻭﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﺮﺗﺒﻄﺔ ﻭﻏﲑﻫﺎ ﰒ ﻳﻌﺮﻓﻬﺎ ﻭﳛﻠﻠﻬﺎ ﺣﱴ ﳛﺼﻞ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﻮﺿﻮﻉ‬
‫ﲝﺜﻪ‪.‬‬

‫‪ .5‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻳﺴﲑ ﺍﻟﺒﺎﺣﺚ ﰲ ﻃﺮﻳﻘﺔ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﺍﳌﻨﻬﺞ ﺍﻟﺘﺤﻠﻴﻠﻲ‪ ،‬ﻭﻫﺬﺍ ﺍﳌﻨﻬﺞ ﻫﻮ ﺍﳌﻨﻬﺞ ﺍﻟﺬﻱ‬
‫ﻳﻌﲎ ﺑﺘﺤﻠﻴﻞ ﻣﺎ ﺍﺳﺘﻘﺮﺃﻩ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻷﻓﻜﺎﺭ‪.‬‬
‫ﻭﳛﻠﻞ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﲢﻠﻴﻞ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺒﻼﻏﺔ‬
‫ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫أ‪-‬‬

‫ﺗﺼﻨﻴﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻌﺮﻳﻔﻬﺎ ﻣﻌﺮﻓﺔ ﻭﺍﺿﺤﺔ ﻭﳏﺪﺩﺓ‬

‫ب‪-‬‬

‫ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰒ ﺗﻨﻈﻴﻤﻬﺎ ﺇﱃ ﺃﺟﺰﺍﺀ ﻣﻌﻴﻨﺔ‬

‫ج‪-‬‬

‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻬﻤﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫ﺩ‪ -‬ﺗﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﺳﺘﻘﺮﺍﺋﻬﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﻭ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ‬

45

‫ﰱ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﻌﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺩﻟﻴﻞ ﻛﺘﺎﺑﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﻗﺮﺭﺗﻪ ﺟﺎﻣﻌﺔ‬
:‫ ﻭﻫﻮ‬،‫ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺷﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
Pedoman Penulisan Skripsi, Fakultas Ilmu Tarbiyah dan Keguruan
Universitas Islam Negeri Syarif Hidayatullah Jakarta, Logos, Jakarta, 2007

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‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﶈﺔ ﻋﻦ ﺍ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ‬
‫أ‪ .‬ﻣﻔﻬﻮﻡ ﺍ‪‬ﺎﺯ‬
‫ﺍ‪‬ﺎﺯ ﻋﻠﻰ ﻭﺯﻥ ﻣﻔﻌﻞ ﻣﻦ ﺟﺎﺯ ﺍﻟﺸﻲﺀ ﻭﳚﻮﺯﻩ ﺇﺫﺍ ﺗﻌﺪﺍﻩ‪ ،‬ﻭﺇﺫﺍ ﻋﺪﻝ ﺑﺎﻟﻠﻔﻆ ﻋﻤﺎ ﻳﻮﺟﺒﻪ‬
‫ﺃﺻﻞ ﺍﻟﻠﻐﺔ ﻭﺻﻒ ﺑﺄﻧﻪ ﳎﺎﺯ ﻋﻠﻰ ﻣﻌﲎ ﺇ‪‬ﻢ ﺟﺎﺯﻭﺍﺑﻪ ﻣﻮﺿﻌﻪ ﺍﻷﺻﻠﻲ‪ ،‬ﺃﻭﺟﺎﺯ ﻫﻮ ﻣﻜﺎﻧـﻪ ﺍﻟـﺬﻱ‬
‫ﻭﺿﻊ ﻓﻴﻪ ﺃﻭﻻ‪ 11.‬ﻭﻗﺎﻝ ﺃﲪﺪ ﻣﺼﻄﻔﻰ ﺍﳌﺮﺍﻏﻲ ﺍ‪‬ﺎﺯ ﻣﻔﻌﻞ ﻭﺍﺷﺘﻘﺎﻗﻪ ﻣﻦ ﺍﳉﻮﺍﺯ ﻭﻫﻮ ﺍﻟﺘﻌﺪﻯ ﻣﻦ‬
‫ﻗﻮﳍﻢ ﺟﺰﺕ ﻣﻮﺿﻊ ﻛﺬﺍ ﺇﺫﺍ ﺗﻌﺪﻳﺘﻪ‪ ،‬ﲰﻲ ﺍ‪‬ﺎﺯ ﺍﻵﺗﻰ ﺑﻴﺎﻧﻪ ﻷ‪‬ﻢ ﺟﺎﺯﻭﺍ ﺑﻪ ﻣﻮﺿﻌﻪ ﺍﻷﺻـﻠﻲ‪ ،‬ﺃﻭ‬
‫ﺟﺎﺯﻭﺍ ﻣﻜﺎﻧﻪ ﺍﻟﺬﻱ ﻭﺿﻊ ﻓﻴﻪ ﺃﻭﻻ�