Ma'na itsmun wa dzanbun fi al-Qur'an al-karim (dirasah dilaliyyah)

‫ﻣﻌﲎ ﺇﰒ ﻭ ﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﺩﺭﺍﺳﺔ ﺩﻻﻟﻴﺔ‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔﺍﻷﻭﱃ )‪(S.S‬‬

‫ﺇﻋﺪﺍﺩ‬
‫ﺩﺍﻥ ﻋﻴﺪ ﺍﻟﻔﻄﺮ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪۱٠٤٠٢١٠٠٠٧٠٠ :‬‬
‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‬
‫ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪ ٢٠١١‬ﻡ‪ ۱٤٣۲ /‬ﻫ‬

‫ﻣﻌﲎ ﺫﻧﺐ ﻭ ﺇﰒ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫) ﺩﺭﺍﺳﺔ ﺩﻻﻟﻴ‪‬ﺔ (‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ )‪(S.S‬‬
‫ﺇﻋﺪﺍﺩ‬

‫ﺩﺍﱏ ﻋﻴﺪ ﺍﻟﻔﻄﺮ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٤٠٢١٠٠٠٧٠٠ :‬‬
‫ﲢﺖ ﺇﺷﺮﺍﻑ‬

‫)ﺍﻷﺳﺘﺎﺫ ﻋﺮﻓﺎﻥ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺍﳌﺎﺟﺴﺘﲑ(‬
‫‪١٩٦٧٠٥٠٧١٩٩٧٠٣١٠٠١‬‬
‫ﻗﺴﻢ ﺍﻟﻠﹼﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭﺁﺩﺍ‪‬ﺎ‬
‫ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺕ‬
‫‪ ٢٠١١‬ﻡ‪ ١٤٣٢ /‬ﻫ‬
‫ﺃ‬

‫ﺇﻗﺮﺍﺭ ﺍﻟﺒﺎﺣﺚ‬
‫ﰲ ﻫﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﺻﺮﺣﺖ ﺑﺄﻥ‪:‬‬

‫‪ .١‬ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻛﺘﺒﺘﻪ ﺑﻨﻔﺴﻲ ﻟﺘﻜﻤﻠﺔ ﺍﻟﺸ‪‬ﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ‬
‫ﺍﻷﻭﱃ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ – ﲜﺎﻛﺮﺗﺎ‪.‬‬
‫‪ .٢‬ﻛﻞ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﺍﺳﺘﻌﻤﻠﺘﻬﺎ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻗﺪ ﻭﺿﻌﺘﻬﺎ ﺣﺴﺐ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ –‬

‫ﺟﺎﻛﺮﺗﺎ‪.‬‬

‫‪ .٣‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﻣﻦ ﻏﲑ ﺇﻋﺪﺍﺩﻱ ﻭﺗﻮﺟﺪ ﻓﻴﻪ ﺍﻧﺘﺤﺎﻝ ﻵﺭﺍﺀ ﺍﻟﻐﲑ ﺩﻭﻥ ﺫﻛﺮﻩ‬
‫ﻓﺄﺳﺘﻌﺪ ﺃﻥ ﺃﺳﺘﻠﻢ ﻛﻞ ﺍﻟﻌﻘﻮﺑﺎﺕ ﺍﻟﱵ ﻗﺮﺭ‪‬ﺎ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ – ﺟﺎﻛﺮﺗﺎ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ ۱٦ ،‬ﻣﺎﺭﺱ ‪ ٢٠١۱‬ﻡ‬

‫ﺩﺍﻥ ﻋﻴﺪ ﺍﻟﻔﻄﺮ‬
‫ﺏ‬

‫ﻗﺮﺍﺭ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﺒﺤﺚ‬
‫ﲤﺖ ﻣﻨﺎﻗﺸﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻢ ﻳﻌﺘﱪ ﺷﺮﻃﺎ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺳﺮﺟﺎﻧﺎ ﻟﻠﻤﺮﺣﻠﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﻭ ﻋﻨﻮﺍﻧﻪ ‪ " :‬ﻣﻌﲎ ﺇﰒ ﻭ‬
‫ﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ) ﺩﺭﺍﺳﺔ ﺩﻻﻟﻴﺔ (" ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ ﺑﻜﻠﻴﺔ‬
‫ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ –‬

‫ﺟﺎﻛﺮﺗﺎ‪ ،‬ﰲ ‪ ٢٢‬ﻣﻦ ﻣﺎﺭﺱ ‪ ٢٠١١‬ﻡ ﺍﳌﻮﺍﻓﻖ ‪ ١٧‬ﻣﻦ ﺭﺑﻴﻊ ﺍﻟﺜﺎﱐ ‪ ١٤٣٢‬ﻫ ‪.‬‬

‫ﻭﻗﺪ ﰎ ﻗﺒﻮﻟﻪ ﺷﺮﻃﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻭﺁﺩﺍ‪‬ﺎ )‪.(S.S‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ٢٣ ،‬ﻣﺎﺭﺱ ‪ ٢٠١١‬ﻡ‬
‫‪١٨‬ﺭﺑﻴﻊ ﺍﻟﺜﺎﱐ ‪ ۱٤٣٢‬ﻫ‬
‫ﺭﺋﻴﺲ ﺍﻟﻌﻀﻮ ﻭﺍﳌﻨﺎﻗﺶ‬

‫ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ‬

‫ﺳﻜﺮﻳﺘﲑ ﺍﻟﻌﻀﻮ ﻭﺍﳌﻨﺎﻗﺶ‬

‫)ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺃﺩﺍﻧﺞ ﺃﺳﺪﺭﻱ ﺍﳌﺎﺩﺳﺘﲑ( )ﺍﻟﺪﻛﺘﻮﺭ ﺟﻬﻴﺎ ﺑﻮﺍﻧﺎ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٥٠٦٠٣٢٠٠٣١٢٢٠٠١ :‬‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٩٠٥١٠١٩٩١٠٣١٠٠١ :‬‬

‫ﺍﻷﻋﻀﺎﺀ‬
‫ﺍﳌﺸﺮﻑ‬

‫)ﻋﺮﻓﺎﻥ ﺃﺑﻮ ﺑﻜﺮ ﺍﳌﺎﺟﺴﺘﲑ(‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٦٧٠٥٠٧١٩٩٧٠٣١٠٠١ :‬‬

‫ﺝ‬

‫ﲡﺮﻳﺪ‬
‫ﺩﺍﱏ ﻋﻴﺪ ﺍﻟﻔﻄﺮ‪ :‬ﻣﻌﲎ ﺇﰒ ﻭ ﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ) ﺩﺭﺍﺳﺔ ﺩﻻﻟﻴﺔ (‬
‫ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺪﻻﻟﻴﺔ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻻ ﻳﻠﺘﻔﺖ ﺇﻟﻴﻬﺎ ﺃﻧﻈﺎﺭ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﻟﺒﺎﺣﺜﲔ ﻣﻊ ﺃ‪‬ﺎ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳌﻬﻤﺔ ﻟﻔﻬﻢ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ .‬ﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ‬
‫ﺍﻟﺼﺪﺩ ﺃﻥ ﻳﺒﺤﺚ ﺟﺎﻧﺒﺎ ﻣﻦ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺪﻻﻟﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﺧﺼﻮﺻﺎ ﺟﺎﻧﺐ ﺍﳌﻌﲎ ﺇﰒ ﻭ ﺫﻧﺐ‪.‬‬

‫ﻭﺭﺩ ﻟﻔﻆ ﺇﰒ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺣﻮﺍﱄ ‪ ٤۳‬ﻣﺮﺓ ﰲ ‪ ٢١‬ﺳﻮﺭ ﻭﻟﻜﻦ ﻭﺭﺩ‬
‫ﻟﻔﻆ ﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺣﻮﺍﱄ ‪ ۳٩‬ﻣﺮﺓ ﰲ ‪ ٢٧‬ﺳﻮﺭ‪ .‬ﻭﻳﺪﻝ ﻟﻔﻆ ﺇﰒ‬
‫ﻭﺫﻧﺐ ﰲ ﺗﻠﻚ ﺍﻟﻶﻳﺎﺕ ﻋﻠﻰ ﻣﻌﲎ ﺧﻄﻴﺌﺔ ﻛﺒﲑﺓ ﺍﻭ ﺧﻄﺎﻳﺎ ﺃﻭ ﺃﺧﻄﺎﺀ ﺑﻞ ﻛﺎﻥ‬
‫ﻳﺪﻝ ﺃﻳﻀﺎ ﻋﻠﻰ ﻣﻌﲎ ﻛﺬﺏ ﻭ ﻣﻌﺼﻴﺔ ﻭﻟﻜﻦ ﺃﻗﻞ‪ .‬ﻭﻻﳜﺘﻠﻒ ﻫﺬﺍ ﺍﳌﻌﲎ ﻋﻦ‬
‫ﺍﳌﻌﲎ ﺍﻟﺬﻱ ﻭﺭﺩ ﰱ ﺍﳌﻌﺠﻢ ﻋﻨﺪ ﺃﺛﺮ ﺍﳌﻔﺴﺮﻳﻦ‪.‬‬

‫ﺩ‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬

‫ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﻓﻄﺮ ﺍﻟﺴﻤﺎﻭﺍﺕ ﻭﺍﻷﺭﺽ ﻭﻭﻫﺐ ﻧﻌﻤﻪ ﺍﻟﻜﺜﲑﺓ ﻭﻫﺪﺍﻧﺎ‬
‫ﺇﱃ ﺻﺮﺍﻁ ﺍﳌﺴﺘﻘﻴﻢ ﻭ ﺟﻌﻠﻨﺎ ﻣﻦ ﺍﳌﺴﻠﻤﲔ ﻭﱂ ﳚﻌﻠﻨﺎ ﻣﻦ ﺍﳌﺸﺮﻛﲔ ﻭﻓﻀﻠﻨﺎ ﻣﻦ‬
‫ﺍﻟﻌﺎﳌﻤﲔ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﺳﻴﺪ ﺍﳌﺮﺳﻠﲔ ﺍﻟﺬﻱ ﺟﺎﺀ ﺑﺪﻳﻦ‬
‫ﺍﻹﺳﻼﻡ ﻟﻴﺨﺮﺟﻨﺎ ﻣﻦ ﺍﻟﻈﻠﻤﺎﺕ ﺇﱃ ﺍﻟﻨﻮﺭ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭ ﺻﺤﺒﻪ ﺍﲨﻌﲔ ﻭﻣﻦ ﺗﺒﻌﻪ‬
‫ﺑﺈﺣﺴﺎﻥ ﺇﱃ ﻳﻮﻡ ﺍﻟﺪﻳﻦ‪.‬‬

‫ﻓﺒﻌﻮﻥ ﺍﷲ ﻭ ﺗﻮﻓﻴﻘﻪ‪ ،‬ﻓﺈﻧﻪ ﻻ ﻣﻌﺒﻮﺩ ﲝﻖ ﺇﻻ ﻫﻮ‪ ،‬ﻗﺪ ﲤﺖ ﻛﺘﺎﺑﺔ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﺷﺮﻃﺎ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ‬
‫ﺳﺮﺟﺎﻧﺎ ﻟﻠﻤﺮﺣﻠﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺁﺩﺍ‪‬ﺎ ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ‬
‫ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ‪.‬‬

‫ﻭﺍﻋﺘﺮﻑ ﺍﻟﺒﺎﺣﺚ ﺑﺄﻧﻪ ﻛﺜﲑ ﻣﻦ ﺍﻟﺬﻳﻦ ﻳﻔﻀﻠﻮﻥ ﺑﺎﻹﺭﺷﺎﺩﺍﺕ‬
‫ﻭﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﻭﺍﻟﻨﺼﺎﺋﻴﺢ ﻭﺍﳌﺴﺎﻋﺪﺍﺕ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻓﻴﻨﺒﻐﻲ‬
‫ه‬

‫ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻘﺪﻡ ﺍﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﻌﻤﻴﻖ ﺇﱃ ﻛﻞ ﻣﻦ ﻣﺪﻭﺍ ﺃﻳﺪﻳﻬﻢ‬
‫ﻹﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻓﻤﻦ ﻫﺆﻻﺀ‪:‬‬

‫‪ .١‬ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﻋﺒﺪ ﺍﻟﻮﺍﺣﺪ ﺍﳍﺎﺷﻢ ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻌﻤﻴﺪ ﻟﻜﻠﻴﺔ‬
‫ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬

‫‪ .٢‬ﻭﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺃﺩﺍﻧﺞ‬
‫ﺃﺳﺪﺍﺭﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﺳﻜﺮﺗﲑﻩ ﺍﻟﺪﻛﺘﻮﺭ ﺟﻬﻴﺎ ﺑﻮﺍﻧﺎ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬

‫‪ .٣‬ﻭﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﻋﺮﻓﺎﻥ ﺃﺑﻮ ﺑﻜﺮ ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﺬﻱ ﻗﺪ ﺑﺬﻝ ﺟﻬﺪﻩ ﻋﻠﻰ‬
‫ﺇﺷﺮﺍﻑ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﺑﺎﺭﻙ ﺍﷲ ﻓﻴﻪ ﻭﺃﺳﺮﺍﺗﻪ ﻭﻋﺎﺋﻠﺘﻪ‪ ،‬ﻭﺯﺍﺩ ﻣﻦ‬
‫ﻧﻔﻌﻪ ﻟﻺﺳﻼﻡ ﻭﺍﳌﺴﻠﻤﲔ‪.‬‬

‫‪ .٤‬ﻭﻓﻀﻴﻠﺔ ﲨﻴﻊ ﺍﳌﺪﺭﺳﲔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺑﺬﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ ﰲ ﺃﺣﺴﻦ‬
‫‪‬ﺬﻳﺐ ﻭﺗﻌﻠﻴﻢ ﺣﱴ ﲤﻜﻦ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻪ ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ‬
‫ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬

‫و‬

‫‪ .٥‬ﻭﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺎﻣﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ ﻭﻣﻮﺍﻇﻔﻴﻬﺎ‪ ،‬ﻭﺭﺋﻴﺲ ﺍﳌﻜﺘﺒﺔ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺳﺎﺋﺮ ﻣﻮﺍﻇﻔﻴﻬﺎ ﺍﻟﺬﻳﻦ ﺃﺗﺎﺣﻮﺍ ﻟﻠﺒﺎﺣﺚ ﻓﺮﺻﺔ ﻟﻠﺤﺼﻮﻝ‬
‫ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﺍﻟﱴ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺃﺛﻨﺎﺀ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬

‫‪ .٦‬ﻭﻓﻀﻴﻠﺔ ﺍﻟﻜﺮﻣﲔ ﺍﻟﻌﺰﻳﺰﻳﻦ‪ :‬ﺃﺑﻴﻪ ﺩﻣﺎﺣﻮﺭﻱ ﺍﳌﺮﺣﻮﻡ‬

‫))‪ (Damanhuriy (Alm‬وأﻣﮫ ﻧﻮﻋﻲ ) ‪ ( Noi‬ﺍﻟﺬﻳﻦ ﻗﺪ ﺭﺑﻴﺎﱐ ﺗﺮﺑﻴﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﻭﺳﺎﻋﺪﻱ ﻣﺴﺎﻋﺪﺓ ﻛﺎﻣﻠﺔ ﻭﺃﻋﻄﻴﺖ ﺍﻟﻨﻔﺎﻗﺎﺕ ﺍﳌﺎﻟﻴﺔ ﻣﻨﺬ‬
‫ﺻﺒﻴﺖ ﺇﱃ ﺍﻵﻥ ﺣﱴ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﲤﻤﺖ ﺩﺭﺍﺳﱵ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪،‬‬
‫ﻭﺯﺍﺩﳘﺎ ﺍﷲ ﺍﻟﱪﻛﺔ ﻭﺭﲪﻬﻤﺎ ﻛﻤﺎ ﺭﺑﻴﺎﱐ ﺻﻐﲑﺍ‪.‬‬

‫‪ .٧‬ﻭﺇﺧﻮﺍﱐ ﺍﻟﺸﻘﻴﻖ ﺍﻟﺼﻐﲑ‪ :‬ﺍﻷﻭﻝ ﺻﺪﻕ ﺃﻣﲔ‬
‫ﻭﺍﻟﺜﺎﱐ ﳏﻤﺪ ﻓﻮﺯﺍﻥ ﻃﺎﺭﻕ‬

‫)‪Fauzan Thariq‬‬

‫)‪Amin‬‬

‫‪،(Sidiq‬‬

‫‪،(Muhammad‬‬

‫ﻭﺍﻟﺜﺎﻟﺚ ﻓﻜﺮ ﳏﻤﺪ ﺍﻟﻌﻠﻮﻱ )‪ (Fikri Muhammad Al-alawiy‬ﺍﻟﺬﻳﻦ‬
‫ﻗﺪ ﺷﺠﻌﻮﱐ ﺇﱃ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

‫ز‬

‫‪ .٨‬ﻭﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺋﻲ ﻭﺍﻟﺼﺎﺩﻗﺎﰐ ﻣﻦ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ ﺑﻜﻠﻴﺔ‬
‫ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ .‬ﻭﻓﻀﻴﻠﺔ ﻟﺰﻣﻼﺋﻲ ﺷﻜﺮ ﺍﷲ )‬

‫‪ ،(Syukrillah‬ﻭﺗﺮﻳﻮﳒﻐﻮ ﺃﺟﻲ ﺣﺎﻳﺘﻨﻮ )‪،(Trionggo Aji Hayatno‬‬
‫ﻭﺯﻳﻦ ﺍﻟﻌﺎﺑﺪﻳﻦ )‪ ،(Zaenal Abidin‬ﺍﻟﺬﻳﻦ ﻗﺪ ﺃﻋﻄﻮﱐ ﺍﳌﺴﺎﻋﺪﺍﺕ‪.‬‬

‫ﻭﻓﻀﻴﻠﺔ ﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺋﻲ ﻭ ﺍﻟﺼﺎﺩﻗﺎﺕ ﻣﻦ ﲨﻌﻴﺔ ﺍﻟﻄﻠﺒﺔ ﺗﺴﻴﻜﻤﻼﻳﺎ‬
‫)‪ (HIMALAYA‬ﲜﺎﻛﺮﺗﺎ ﺍﻟﺬﻳﻦ ﻗﺪ ﺃﻋﻄﻮﱐ ﺍﳌﺴﺎﻋﺪﺍﺕ‪ ،‬ﺧﺎﺻﺔ‬
‫ﻟﺼﺪﻳﻘﻲ ﺃﻭ ﺃﺧﻲ ﺍﻟﻜﺒﲑ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ )‪ (Abdul Aziz‬ﻣﻨﺬ ﰱ ﺍﳌﻌﻬﺪ‬
‫ﺇﱃ ﺍﻵﻥ ﺍﻟﺬﻱ ﻗﺪ ﺃﻋﻄﻴﺖ ﺍﳌﺴﺎﻋﺪﺍﺕ ﺧﺎﺻﺔ ﰱ ﺍﻟﻌﻤﺎﻟﻴﺔ ﻟﻨﻬﺎﻳﺔ‬
‫ﺗﺄﻟﻴﻔﻲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻓﻀﻴﻠﺔ ﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺋﻲ ﻣﻦ ﻏﺮﻓﺔ ﺍﳊﺐ‪:‬‬

‫ﺻﻠﺤﺎ ﺭﻣﺮﻭ‬

‫)‪Rumaru‬‬

‫‪ ،(Shulhan‬ﻭﻋﺒﺪ ﺍﻟﺮﲪﻦ )‬

‫‪Abdul‬‬

‫‪ ،(Rohman‬ﻭﺃﲪﺪ ﻓﺎﺋﺰ ﺭﻣﺮﻭ )‪ ،(Ahmad Faiz Rumaru‬ﻭﻣﺴﻠﻢ‬
‫ﺍﻟﻔﻴﻠﻮﺻﻔﻲ ﺍﻟﻄﺎﺭﻕ )‪ ،(Muslim Filosofi Ath-thariq‬ﻭ ﺍﻷﺻﺪﻗﺎﺋﻲ‬
‫ﻭ ﺍﻟﺼﺎﺩﺍﰐ ﺍﳌﺮﺍﺭﺍﻟﻠﻌﺐ ﺍﻟﻐﺮﻓﺔ‪ :‬ﺇﲰﺎﻋﻴﻞ ﻣﺮﺯﻗﻲ )‬

‫‪ ،(Marzuki‬ﻭ ﺩﻓﻴﺪ ﻧﻮﻓﻴﺎﺭﺩﻱ‬
‫ح‬

‫)‪Noviardi‬‬

‫‪Ismail‬‬

‫‪ ،(David‬ﻭ ﺃﻭﰊ‬

‫ﺃﺭﺩﻳﺎﻧﺸﺎﻩ‬

‫)‪Ardiansyah‬‬

‫‪ ،(Obi‬ﻭﺳﻠﻲ ﺃﻭﻛﺘﱪﰐ )‬

‫‪ ،(Oktaberti‬ﻭﺩﻳﲏ ﻧﻮﺭﺩﻳﺎﱐ‬
‫ﻓﻮﺗﺮﻱ‬

‫)‪Isniarti Putri‬‬

‫)‪Nurdiani‬‬

‫‪Selly‬‬

‫‪ ،(Dini‬ﻭﺗﺮﻱ ﺇﺳﻨﻴﺎﺭﰐ‬

‫‪ (Tri‬ﺍﻟﺬﻳﻦ ﻗﺪ ﺷﺠﻌﻮﱐ ﺇﱃ ﻛﺘﺎﺑﺔ ﻫﺬﺍ‬

‫ﺍﻟﺒﺤﺚ‪.‬‬

‫ﻭﻳﺮﺟﻮ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﰲ ﺧﺪﻣﺔ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻬﺘﻤﲔ‬
‫ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻳﺮﺟﻮ ﺃﻳﻀﺎ ﺍﻹﻗﺘﺮﺍﺣﺎﺕ ﳑﻦ ﻟﻪ ﺍﻫﺘﻤﺎﻡ ‪‬ﺬﺍ ﺍﻟﺒﺤﺚ ‪.‬‬

‫ﻭﺃﺧﲑﺍ‪ ،‬ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻏﺎﻳﺔ ﺍﻟﺸﻜﺮ ﺇﱃ ﻛﻞ ﻣﻦ ﺳﺎﻋﺪﺕ ﻭﺟﺰﺍﺋﻬﻢ ﺍﷲ ﺧﲑ‬
‫ﺍﳉﺰﺍﺀ‪ ،‬ﻭﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ ٢٢ ،‬ﻣﺎﺭﺱ ‪٢٠١١‬‬

‫ﺍﻟﺒﺎﺣﺚ‬
‫ط‬

‫ﺍﶈﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬

‫ﻣﻮﺍﻓﻘﺔ ﺍﳌﺸﺮﻑ ‪ ...................................................‬ﺃ‬
‫ﺇﻗﺮﺍﺭ ﺍﻟﺒﺎﺣﺚ ‪ ...................................................‬ﺏ‬
‫ﻗﺮﺍﺭ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺴﺔ ﻭﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ‪ ..........................‬ﺝ‬
‫ﲡﺮﻳﺪ ‪ ............................................................‬ﺩ‬
‫ﺷﻜﺮ ﻭ ﺗﻘﺪﻳﺮ ‪ ....................................................‬ﻩ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪ .................................................‬ﻱ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭ‪‬ﻝ‪ :‬ﻣﻘﺪﻣﺔ ‪۱ .............................................‬‬
‫ﺃ‪٠‬ﺧﻠﻔﻴ‪‬ﺔ ﺍﳌﺸﻜﻠﺔ ‪۱ .................................................‬‬
‫ﺏ‪٠‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻠﺔ ‪٧ .................................................‬‬
‫ﺝ‪ .‬ﺃﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ ‪٨ .............................................‬‬
‫ﺩ‪ .‬ﺍﻟﺪ‪‬ﺭﺍﺳﺔ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ‪٨ ................................................‬‬
‫ﻩ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ ‪٩ ..................................................‬‬
‫ي‬

‫ﻭ‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ ‪٩ ..................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﹼﺎﱏ‪ :‬ﶈﺔ ﻋﻦ ﺍﻟﺪ‪‬ﻻﻟﺔ ‪۱٢ ...................................‬‬
‫ﺃ‪ ۰‬ﺗﻌﺮﻳﻒ ﺍﻟﺪ‪‬ﻻﻟﺔ ﻭ ﺃﻧﻮﺍﻋﻬﺎ ‪۱٢ .....................................‬‬
‫ﺏ‪ .‬ﻓﺎﺋﺪﺓ ﺗﻌﻠﻴﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ‪۱٩ ...........................................‬‬
‫ﺝ‪ .‬ﻣﻜﺎﻧﺔ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﰱ ﺩﺭﺍﺳﺔ ﺍﻟﻘﺮﺁﻥ ‪٢٧ ............................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﹼﺎﻟﺚ‪ :‬ﶈﺔ ﻋﻦ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ‪٣٠............................‬‬
‫ﺃ‪۰‬ﺗﻌﺮﻳﻒ ﺍﻟﻘﺮﺁﻥ ‪٣٠ ................................................‬‬
‫ﺏ‪۰‬ﺃﲰﺎﺀ ﺍﻟﻘﺮﺁﻥ ﻭ ﺃﻭﺻﺎﻓﻪ ‪٣٤ ........................................‬‬
‫ﺝ‪ .‬ﻣﻜﺎﻧﺔ ﺍﻟﻘﺮﺁﻥ ﰲ ﺗﺸﺮﻳﻊ ﺍﻹﺳﻼﻣﻴﺔ ‪٤٠ ..............................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮ‪‬ﺍﺑﻊ‪ :‬ﻣﻌﲎ ﺇﰒ ﻭﺫﻧﺐ ﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ‪٤٦ ..................‬‬
‫ﺃ‪٠‬ﻛﻠﻤﺎﺕ ﺇﰒ ﻭﺩﻧﺐ ﰱ ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ‪٤٦ ............................‬‬

‫ك‬

‫ﺏ‪ .‬ﻛﻠﻤﺔ ﺇﰒ ﻭﺩﻧﺐ ﰲ ﻣﺼﻄﻠﺢ ﺍﻟﻔﻘﻬﻲ ‪٤٧ ..........................‬‬
‫ﺝ‪۰‬ﻛﻠﻤﺎﺕ ﺇﰒ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻣﻌﺎﻧﻴﻬﺎ ‪٤٧ ...........................‬‬
‫ﺩ‪ .‬ﻛﻠﻤﺎﺕ ﺩﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻣﻌﺎﻧﻴﻬﺎ ‪٧٤ .........................‬‬
‫ﻩ‪ .‬ﻋﻼﻗﺔ ﻣﻌﲎ ﺇﰒ ﻭﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ‪٩٦ ..........................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‪ :‬ﺍﳋﺎﲤﺔ ‪١٠٢ .......................................‬‬
‫ﺃ‪ ۰‬ﺍﳋﻼﺻﺔ ‪١٠٢ ..................................................‬‬
‫ﺏ‪ ٠‬ﺍﳌﺮﺍﺟﻊ ‪١٠٥ ...................................................‬‬
‫ﺝ‪ .‬ﺍﳌﻠﺤﻘﺔ ﻣﻦ ﻛﻠﻤﺔ ﺇﰒ ﻭﺩﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ‪١١٠ ..................‬‬
‫ﺃ‪ .‬ﺇﰒ ‪١١٠ .....................................................‬‬
‫ﺏ‪ .‬ﺫﻧﺐ ‪١١۷ ....................................................‬‬

‫ل‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭ‪‬ﻝ‬
‫ﻣﻘﺪ‪‬ﻣﺔ‬

‫ﺃ‪.‬‬

‫ﺧﻠﻔﻴ‪‬ﺔ ﺍﳌﺸﻜﻠﺔ‬
‫ﺍﻟﻘﺮﺁﻥ ﻫﻮ ﻛﻼﻡ ﺍﷲ ﺍﻟﹼﺬﻱ ﻧﺰﻝ ﺑﻪ ﺍﻟﺮ‪‬ﻭﺡ ﺍﻷﻣﲔ ﺟﱪﻳﻞ ﻋﻠﻴﻪ‬

‫ﺍﻟﺴ‪‬ﻼﻡ ﻋﻠﻰ ﻗﻠﺐ ﺭﺳﻮﻝ ﺍﷲ ﳏﻤ‪‬ﺪ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﹼﻢ ﺍﺑﻦ ﻋﺒﺪﺍﷲ‬
‫ﺑﺄﻟﻔﺎﻇﻪ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭﻣﻌﺎﻧﻴﻪ ﺍﳊﻘﹼﺔ‪ ،‬ﻟﻴﻜﻮﻥ ﺣﺠﺔ ﶈﻤ‪‬ﺪ ﻋﻠﻰ ﺃﻧﻪ ﺭﺳﻮﻝ ﺍﷲ‪،‬‬
‫ﻭﺩﺳﺘﻮﺭﺍ ﻟﻠﻨ‪‬ﺎﺱ ﻳﻬﺘﺪﻭﻥ ‪‬ﺪﺍﻩ‪ ،‬ﻭﻗﺮﺑﺔ ﻳﺘﻌﺒﺪﻭﻥ ﺑﺘﻼﻭﺗﻪ‪ .‬ﻭﻫﻮ ﺍﳌﺒﺪﻭﺀ‬
‫ﺑﺴﻮﺭﺓ ﺍﻟﻔﺎﲢﺔ ﻭ ﺍﳌﺨﺘﻮﻡ ﺑﺴﻮﺭﺓ ﺍﻟﻨ‪‬ﺎﺱ‪ ،‬ﻭﺍﳌﻨﻘﻮﻝ ﺇﻟﻴﻨﺎ ﺑﺎﻟﺘ‪‬ﻮﺍﺗﺮ ﻛﺘﺎﺑﺔ‬
‫ﻭﻣﺸﺎﻓﻬﺔ ﺟﻴﻼ ﺑﻌﺪ ﺟﻴﻞ ﳏﻔﻮﻇﺎ ﻣﻦ ﺃﻱ ﺗﻐﻴﲑ ﺃﻭ ﺗﺒﺪﻳﻞ‪.‬‬

‫‪١١‬‬

‫ﻭﻫﻮ‬

‫ﺍﳌﻌﺠﺰﺓ ﺍﻟﻌﻈﻤﻰ ﻭﺍﳊﺠﺔ ﺍﻟﺒﺎﻟﻐﺔ ﺍﻟﺒﺎﻗﻴﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺪ‪‬ﻫﺮ ﻟﺮﺳﻮﻝ ﺍﻟﺒﺸﺮﻳ‪‬ﺔ‬

‫‪ .١‬ﻋﺒﺪ اﻟﻮھﺎب ﺧﻼّف‪ ،‬ﻋﻠﻢ أﺻﻮل اﻟﻔﻘﮫ )ﻛﻮﯾﺖ‪ :‬دار اﻟﻘﻼم‪ ،(١٩٧٨ ،‬ص‪۲۳ .‬‬

‫‪١‬‬

‫‪٢‬‬

‫ﺳﻴ‪‬ﺪﻧﺎ ﳏﻤ‪‬ﺪ ﺻﻠﹼﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﹼﻢ‪ ،‬ﲢﺪﻯ ﺑﻪ ﺍﻟﻨ‪‬ﺎﺱ ﻛﺎﻓﹼﺔ ﻭﺍﻹﻧﺲ ﻭﺍﳉﻦ‪‬‬
‫ﺃﻥ ﻳﺄﺗﻮﺍ ﲟﺜﻠﻪ ﺃﻭ ﺑﺒﻌﻀﻪ ﻓﺒﺎﺅﺍ ﺑﺎﻟﻌﺠﺰ ﻭﺍﻟﺒﻬﺮ‪.‬‬

‫‪٢‬‬

‫ﻛﺎﻥ ﺍﻟﻌﺮﺏ ﳝﻠﻚ ﺍﻟﻔﺨﺮ ﺑﺘﻔﻮﻕ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻋﻠﻰ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻠﹼﻐﺎﺕ‬
‫ﰱ ﺍﻟﻘﺮﻭﻥ ﺍﻟﻮﺳﻄﻰ ﻷﻥ ﻗﻤﻢ ﲤﺪﻥ ﺍﻟﻌﺎﱂ ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺗﻘﻴﻢ‬
‫ﻣﻘﺎﻣﺎﻋﺎﻟﻴﺎ‪ ،‬ﺑﻞ ﻛﺎﻧﺖ ﻣﻘﺪ‪‬ﺳﺔ ﻷﻥﹼ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭﺍﻟﻨ‪‬ﱯ‪‬‬
‫ﳏﻤ‪‬ﺪ ﻋﺮﰊ‪ ٣.‬ﻛﺎﻥ ﺍﻟﻘﺮﺁﻥ ﻳﻘﺮ‪‬ﺭ ﻧﻔﺴﻪ – ﻭﻳﻌﺘﻘﺪ ﺍﳌﺴﻠﻤﻮﻥ ﺑﺄﻧ‪‬ﻪ –‬

‫ﻣﻌﺠﺰﺓ ﻋﻈﻴﻤﺔ ﻣﻄﻠﻘﺎ‪ .‬ﺍﻣﺘﻸﺍﻟﻘﺮﺁﻥ ﲟﺤﺘﻮﻳﺎﺕ ﻋﻈﻴﻤﺔ ﻭﻳﺄﺛﺮ ﺗﺄﺛﲑﺍ‬
‫ﻋﻈﻴﻤﺎ‪ .‬ﻭﺭﺃﻭﺍ ﺑﺄﻥ ﺇﻋﺠﺎﺯﻩ ﺍﻟﻔﲏ‪ ‬ﺃﻭ ﺍﻷﺩﺏ ﺍﻟﻘﺮﺁﱐﹼ ﻫﻮ ﺑﺮﻫﺎﻧﻪ ﺍﻹﳍﻲ‪. ‬‬

‫ﻭﻟﻴﺼﲑ ﻣﻘﺒﻮﻻ ﻭﻣﻘﺪ‪‬ﺳﺎ ﺭﺳﺎﻟﺔ ﲰﻮﻳ‪‬ﺔ‪ ،‬ﻭﺟﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﻣ‪‬ﺔ ﺍﻟﹼﱴ‬
‫ﻗﺼﺪﻫﺎ ﺍﻟﻘﺮﺁﻥ ﰲ ﻃﺒﻘﺔ ﺗﻄﻮ‪‬ﺭ ﺍﻷﺩﺏ ﺍﻟﹼﱴ ﺗﻔﻬﻢ ‪‬ﺎ ﺍﻷﻣ‪‬ﺔ ﺑﺄﻥﹼ ﺍﻟﻘﺮﺁﻥ‬
‫ﻟﻴﺲ ﺑﺼﻨﻌﺔ ﺇﻧﺴﺎﻧﻴ‪‬ﺔ‪.‬‬

‫‪٤‬‬

‫‪ . ٢‬ﻣﺤﻤّﺪ ﺑﻦ ﻣﺤﻤّﺪ أﺑﻮ ﺷﮭﺒﺔ‪ ،‬اﻟﻤﺪﺧﻞ ﻟﺪراﺳﺔ اﻟﻘﺮآن اﻟﻜﺮﯾﻢ‪ ،‬ط‪) ١‬اﻟﻘﺎھﺮة‪ :‬ﻣﻜﺘﺒﺔ اﻟﺴّﻨﺔ‪ ،(١٩٩٢ ،‬ص‪٧ .‬‬
‫‪٣‬‬
‫‪ .‬ﻗﻤﺭ ﺍﻟﺩ‪‬ﻴﻥ ﻫﺩﺍﻴﺔ‪ ،‬ﺘﻔﺴﻴﺭﺍﻹﺭﺍﺩﺓ ﺍﻵﻟﻬﺔ‪) ،‬ﺠﺎﻜﺭﺘﺎ ‪ :‬ﻤﻴﺯﺍﻥ‪ ،(۲۰۰۳ ،‬ﺹ ‪٦٢‬‬
‫‪ . ٤‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻔﺎﺭﻭﻗﻲ‪ ،‬ﺃﻁﻠﺱ ﻤﻥ ﺜﻘﺎﻓﺔ ﺍﻹﺴﻼﻤﻴ‪‬ﺔ)ﺍﻟﺘﹼﺭﺠﻤﺔ ﺇﻟﻴﺎﺱ ﺤﺴﻥ( ‪) ،‬ﺒﺎﻨﺩﻭﻨﻙ ‪ :‬ﻤﻴﺯﺍﻥ‪ ،( ٢۰۰٣ ،‬ﺹ ‪٣٦٩‬‬

‫‪٣‬‬

‫ﺍﻟﻨ‪‬ﻮﺍﺣﻲ ﺍﻟﺜﹼﻼﺛﺔ ﰲ ﺇﻋﺠﺎﺯ ﺍﻟﻘﺮﺁﻥ ﻭﻫﻲ ﺍﻟﻨ‪‬ﺎﺣﻴﺔ ﺍﻟﻠﹼﻐﻮﻳ‪‬ﺔ ﻭﺍﻟﻨ‪‬ﺎﺣﻴﺔ‬
‫ﺍﻟﻌﻠﻤﻴ‪‬ﺔ ﻭﺍﻟﻨ‪‬ﺎﺣﻴﺔ ﺍﻟﺘ‪‬ﺸﺮﻳﻌﻴ‪‬ﺔ‪ ٥.‬ﻭﺇﻋﺠﺎﺯ ﺍﻟﻘﺮﺁﻥ ﻣﻦ ﺣﻴﺚ ﻟﻐﺘﻪ ﻳﺸﻤﻞ ﻋﻠﻰ‬
‫ﺗﺮﻛﻴﺐ ﺃﻟﻔﺎﻇﻪ ﻭﲨ‪‬ﻠﻪ ﻭﻣﻮﺍﺯﻧﺘﻪ ﺗﺮﻛﻴﺒﻴ‪‬ﺔ ﻭﺍﻋﺘﻨﺎﺀﻩ ﺍﻟﺘ‪‬ﺤﺮﻳﺮﻱ‪.‬‬

‫‪٦‬‬

‫ﻭﺍﻟﻠﹼﻐﺔ ﻫﻲ ﻧﻈﺎﻡ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺼ‪‬ﻮﺗﻴ‪‬ﺔ ﺃﻭ ﺍﻟﻘﻮﻟﻴ‪‬ﺔ ﺍﻟﻌﺮﻓﻴ‪‬ﺔ‪ .‬ﻭﺍﻟﺮ‪‬ﻣﺰ‬
‫ﻳﻠﺰﻡ ﻟﻪ ﻣﺮﻣﻮﺯ ﺃﻭ ﻣﺪﻟﻮﻝ‪ .‬ﻭﻫﺬﺍ ﺍﳌﺪﻟﻮﻝ ﻛﺎﻥ ﻣﻔﻬﻮﻣﺎ ﺃﻭ ﺭﺃﻳﺎ ﻭﻓﻜﺮﺓ‬
‫ﻳﺮﻳﺪ ﺇﻟﻘﺎﺋﻬﺎ ﺷﺨﺺ ﺑﺼﻮﺕ ﻭﻗﻮﻝ‪ .‬ﻭﺍﳌﺪﻟﻮﻝ ﻻ ﻳﺰﺍﻝ ﻳﺮﺟﻊ ﻭﳝﺜﻞ‬
‫ﻣﻔﻬﻮﻣﺎ ﺃﻭ ﺭﺃﻳﺎ ﻭﻓﻜﺮﺓ‪ ،‬ﻭﳍﺬﺍ ﳝﻜﻦ ﺃﻥ ﻳﻘﺎﻝ ﺑﺄﻥﹼ ﺍﻟﻠﹼﻐﺔ ﲢﻤﻞ ﺍﳌﻌﲎ‪.‬‬

‫ﻭﺍﻟﻘﺮﺁﻥ ﻫﻮ ﻧﺺ‪ .‬ﻭﺍﻟﻨ‪‬ﺺ ﻳﺘﻜﻮﻥ ﻣﻦ ﺟ‪‬ﻤ‪‬ﻞ ﻭﻛﻠﻤﺎﺕ ﻭﻏﲑﻫﺎ‬
‫ﺣﺘ‪‬ﻰ ﺗﻜﻮﻥ ﻛﻼﻣﺎ ﻣﻔﻴﺪﺍ‪ .‬ﻭﻟﻜﻞﹼ ﲨﻠﺔ ﳍﺎ ﻣﻌﲎ ﲤﻜﻦ ﻣﻌﺮﻓﺘﻪ ﻭﻫﺬﺍ ﺍﳌﻌﲎ‬
‫ﻣﺎ ﲰﻲ ﺑـ "ﻣﻌﲎ ﻛﻠﹼﻲ"‪ .‬ﻭﻛﺬﻟﻚ ﺍﻟﻜﻠﻤﺔ ﲢﻤﻞ ﺍﳌﻌﲎ ﺍﳌﺴﻤﻰ ﺑـ‬
‫"ﻣﻌﲎ ﺟﺰﺋﻲّ"‪.‬‬

‫ﻭﺗﺸﻌﺮ ﻣﺸﻜﻼﺕ ﻛﺜﲑﺓ ﰲ ﳏﺎﻭﻟﺔ ﻓﻬﻢ ﺍﻟﻘﺮﺁﻥ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻋﻨﺪ‬
‫ﺗﺮﲨﺘﻪ ﻭﻓﻬﻤﻪ ﻭﻣﻌﺮﻓﺔ ﻣﻌﺎﻧﻴﻪ ﻭﻣﺮﺍﺩﻩ‪ .‬ﻭﻣﻦ ﻫﺆﻻﺀ ﺍﳌﺸﻜﻼﺕ ﻫﻮ ﺗﻌﺒﲑ‬
‫‪٥‬‬

‫‪ .‬ﺨﻠﻴل ﻤﻨﺎﻉ ﺍﻟﻘﻁﺎﻥ‪ ،‬ﺍﻟﻤﺒﺎﺤﺙ ﻓﻲ ﻋﻠﻭﻡ ﺍﻟﻘﺭﺍﻥ‪) ،‬ﺭﻴﺎﺽ ‪ :‬ﻤﻨﺸﻭﺭﺍﺕ ﺍﻟﻌﺼﺭ ﺍﻟﺤﺩﻴﺙ‪ ،‬ﺩﻭﻥ ﺴﻨﺔ(‪ ،‬ﺹ ‪٢٦٤‬‬
‫‪ . ٦‬ﺭﺍﺴﻴﺨﺎﻥ ﺃﻨﻭﺍﺭ‪ ،‬ﺍﻟﻤﺤﻴﻁ ﺍﻟﻘﺭﺁﻥ‪) ،‬ﺒﺎﻨﺩﻭﻨﻙ ‪ :‬ﻓﺴﺘﻙ ﺴﺘﻴﺎ‪ ،(٢٠٠١ ،‬ﺹ ‪٢٣‬‬

‫‪٤‬‬

‫ﻣﻔﻬﻮﻡ ﻭﺍﺣﺪ ﺑﺄﲰﺎﺀ ﻣﺘﻌﺪ‪‬ﺩﺓ ﺃﻭ ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﻘﺎﻝ ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ ﺗﺸﺎﺑﻪ ﺍﳌﻌﲎ‬
‫ﻭﲤﺎﺛﻞ ﺍﻟﺪ‪‬ﻻﻟﺔ ﺑﲔ ﻛﻠﻤﺔ ﻭﻛﻠﻤﺔ ﺍﺧﺮﻯ‪.‬‬

‫ﻭﻫﺬﺍ ﺍﳌﻈﻬﺮ ﺍﻟﻠﹼﻐﻮﻱ‪ ‬ﰲ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﺃﻭ ﺍﻟﺴ‪‬ﻴﻤﻨﺘﻴﻚ – ﻋﻠﻢ ﺍﻟﹼﺬﻱ‬
‫ﻳﺪﺭﺱ ﺍﳌﻌﲎ – ﻣﺎ ﲰﻲ ﺑـ "ﺍﻟﺘ‪‬ﺮﺍﺩﻑ"‪ .‬ﻭﺍﻟﺘ‪‬ﺮﺍﺩﻑ ﻫﻮ ﳎﻤﻮﻋﺔ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﲢﻤﻞ ﻣﻌﲎ ﺃﺳﺎﺳﻴ‪‬ﺎ ﻭﺍﺣﺪﺍ ﻭﻟﻜﻦ‪ ‬ﳍﺎ ﻣﻔﻬﻮﻣﺎﺕ‬
‫ﳐﺘﻠﻔﺔ‪ ٧.‬ﻭﺍﳌﻔﻬﻮﻡ ﻣﻬﻤ‪‬ﺎ ﻛﺎﻧﺖ ﻣﻌﺎﻧﻴﻬﺎ ﻣﺘﺴﺎﻭﻳﺔ‪ ,‬ﻓﻠﻬﺎ ﻓﺮﻭﻕ ﻋﻨﺪﻣﺎ ﺗﻌﻠﹼﻖ‬
‫ﻭﺗﺮﺗﺒﻂ ﺑﺴﻴﺎﻗﻬﺎ‪ .‬ﻛﻤﺎ ﻫﻮ ﺍﳌﻌﻠﻮﻡ ﺃﻥﹼ ﰲ ﺍﻟﻠﹼﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺗﺴﻤﻴ‪‬ﺔ ﺍﳌﻔﻬﻮﻡ‬
‫ﺑﺄﲰﺎﺀ ﳐﺘﻠﻔﺔ‪ .‬ﻛﻠﻤﺔ "ﻋﺎﻡ" ﺑﺎﻟﻨ‪‬ﺴﻴ‪‬ﺔ ﻟﻜﻠﻤﺔ "ﺣﻮﻝ" ﲢﺘﻤﻞ ﻣﻌﲎ ﻭﺍﺣﺪﺍ‬
‫ﻭﻟﻜﻦ ﻣﺴﺘﺨﺪﻣﺔ ﺑﻠﻔﻆ ﳐﺘﻠﻒ‪ .‬ﻭﻛﺜﲑﺍ ﻣﺎ ﻛﻠﻤﺎﺕ ﺗﺘﺸﺎﺑﻪ ﻣﻌﺎﻧﻴﻬﺎ‬
‫ﻭﺗﻔﺮ‪‬ﻕ ﻣﻔﺎﻫﻴﻤﻬﺎ‪ .‬ﺑﺪﺃ ﺍﻹﻫﺘﻤﺎﻡ ﺑﺎﳌﺘﺮﺍﺩﻑ ﻣﻦ ﺍﻷﻟﻔﺎﻅ ﻣﺬ ﺷﺮﻉ‬
‫ﺍﻟﻠﹼﻐﻮﻳ‪‬ﻮﻥ ﺍﻷﻭﺍﺋﻞ ﰲ ﲨﻊ ﺍﻟﻠﹼﻐﺔ ﻭﺍﻟﻨ‪‬ﻈﺮ ﰲ ﺃﻟﻔﺎﻅ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬

‫‪٧‬‬

‫‪۸‬‬

‫‪١‬‬

‫‪ .‬ﺘﺎﺭﻴﻐﺎﻥ‪ ،‬ﻋﻠﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺎﻤ‪‬ﺔ‪) ،‬ﺠﺎﻜﺭﺘﺎ ‪ :‬ﺭﻴﻨﻙ ﺠﻔﺘﺎ‪ ،(٢٠٠٣ ،‬ﺹ ‪٧٠‬‬
‫‪ . ٨‬ﺍﺤﻤﺩ ﻤﺤﻤﺩ ﻗﺩﻭﺭ‪ ،‬ﻤﺩﺨل ﺍﻟﻲ ﻓﻘﻪ ﺒﺎﻟﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪) ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻟﺒﻨﺎﻥ ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﺍﻟﻤﻌﺎﺼﺭ‪ (١٩٩٤ ،‬ﺹ ‪٢٠٨‬‬

‫‪٥‬‬

‫ﻭﻳﻮﺟﺪ ﻫﺬﺍ ﺍﳌﻈﻬﺮ ﺍﻟﻠﹼﻐﻮﻱ‪ ‬ﺃﻳﻀﺎ ﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻓﻤﺜﻞ ﻛﻠﻤﺔ‬
‫"ﺍﳋﻮﻑ" ﺑﺎﻟﻨ‪‬ﺴﻴ‪‬ﺔ ﻟﻜﻠﻤﺔ "ﺍﳋﺸﻴﺔ"‪" ,‬ﺍﻟﺸ‪‬ﺦ‪ "‬ﺑﺎﻟﻨ‪‬ﺴﻴ‪‬ﺔ ﻟﻜﻠﻤﺔ "ﺍﻟﺒﺨﻞ"‪،‬‬
‫""ﺍﻟﺘ‪‬ﻤﺎﻡ" ﺑﺎﻟﻨ‪‬ﺴﻴ‪‬ﺔ ﻟﻜﻠﻤﺔ "ﺍﻟﻜﻤﺎﻝ"‪ ،‬ﻭ""ﺍﻹﻋﻄﺎﺀ" ﺑﺎﻟﻨ‪‬ﺴﻴ‪‬ﺔ ﻟﻜﻠﻤﺔ‬
‫"ﺍﻹﺗﻴﺎﻥ"‪ ۹.‬ﻭﻫﺆﻻﺀ ﺍﻟﻜﻠﻤﺎﺕ ﳍﺎ ﺍﻟﺘ‪‬ﺸﺎﺑﻪ ﻭﺍﻟﺘ‪‬ﻤﺎﺛﻞ ﻭﻟﻜﻦ ﳍﺎ ﻓﺮﻭﻕ‬
‫ﻭﺗﺴﺘﺨﺪﻡ ﰲ ﺳﻴﺎﻗﺎﺕ ﻣﺘﻨﻮ‪‬ﻋﺔ‪.‬‬

‫ﺃﻥﹼ ﰲ ﺍﻟﻘﺮﺁﻥ ﺃﲰﺎﺀ ﻣﺴﺘﺨﺪﻣﺔ ﻟﻠﺪ‪‬ﻻﻟﺔ ﻋﻠﻰ ﺷﻴﺊ ﳏﺮ‪‬ﻡ ﻋﻨﺪ‬
‫ﺍﻟﺸﺮﻳﻌﺔ ﺃﻭ ﻣﺎ ﲰﻲ ﻋﺎﺩﺓ ﺑـ "ﺇﰒ"‪ ١٠.‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﺮﺁﻥ ﻛﻠﻤﺔ "ﺫﻧﺐ"‬

‫ﻭ"ﺇﰒ" ﻭ"ﺧﻄﻴﺌﺔ" ﻭ"ﺟﺮﻡ" ﻭ"ﺟﻨﺎﺡ" ﻭ"ﺣﺮﺝ" ﻟﺪﻻﻟﺔ ﻣﻔﻬﻮﻡ ﻫﺬﺍ ﺍﻟﺸ‪‬ﻴﺊ‬
‫ﺍﶈﺮ‪‬ﻡ‪ .‬ﻭﺗﺮﺟﻢ ﻫﺆﻻﺀ ﺍﻟﻜﻠﻤﺎﺕ ﺇﱃ ﺍﻟﻠﹼﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴ‪‬ﺔ ﺑﻨﻔﺲ ﺍﳌﻌﲎ ﻭﻫﻮ‬
‫"‪."dosa‬‬

‫ﻭﳏﺎﻭﻟﺔ ﻓﻬﻢ ﻣﻌﺎﱐﹼ ﺍﻟﻘﺮﺁﻥ‪ ،‬ﻻﺗﻜﻔﻲ ﺑﺎﻋﺘﺒﺎﺭ ﻣﻌﺎﻧﻴﻪ ﺍﻷﺳﺎﺳﻴ‪‬ﺔ ﻭﺍﻋﺘﻨﺎﺀ‬
‫ﺩﻻﻟﺘﻪ ﺍﻷﺻﻠﻴ‪‬ﺔ ﻓﻘﻂ ﺑﻞ ﻳﺴﺘﻠﺰﻡ ﻋﻠﻴﻪ ﺑﺎﻫﺘﻤﺎﻡ ﻣﻌﺎﻧﻴﻪ ﺍﻹﺿﺎﻓﻴ‪‬ﺔ‪ .‬ﻭﺍﳌﻌﲎ‬
‫ﺍﻷﺳﺎﺳﻲ‪ ‬ﺷﻴﺊ ﲤﻠﻜﻪ ﺍﻟﻜﻠﻤﺔ ﰲ ﻧﻔﺴﻬﺎ ﳏﺘﻤﻞ ﺣﻴﺜﻤﺎ ﻭﺿﻌﺖ ﻭﺍﳌﻌﲎ‬
‫‪٩‬‬

‫‪ .‬ﺒﺩﺭ ﺍﻟﺩﻴﻥ ﻤﺤﻤﺩ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺍﻟﺯﺭﻜﺸﻲ‪ ،‬ﻓﻲ ﻋﻠﻭﻡ ﺍﻟﻘﺭﺁﻥ ﺍﻟﺠﺯﺀ ﺍﻟﺭ‪‬ﺍﺒﻊ‪) ،‬ﺩﺍﺭﺍﻟﻔﻜﺭ‪ ،(٢٠٠٤ ،‬ﺹ ‪٩٣ ­ ١٠٢‬‬
‫‪١٠‬‬
‫‪ .‬ﺘﻭﺼﻴﻬﻴﻜﻭ ﺇﻴﺯﻭﺘﺴﻭ‪ ،‬ﻗﻭﺍﻋﺩ ﺍﻷﺨﻼﻕ ﺍﻟﺩ‪‬ﻴﻨﻲ ﻓﻰ ﺍﻟﻘﺭﺁﻥ )ﺍﻟﺘﹼﺭﺠﻡ ﻤﻥ ﻤﺼﺭﺍﻟﺩ‪‬ﻴﻥ(‪) ،‬ﻴﻐﻴﻜﺭﺘﺎ ‪ :‬ﻓﺴﺘﻙ ﻓﺭﺩﻭﺱ‪،‬‬
‫‪ ,(١٩٩٥‬ﺹ ‪٩٨‬‬

‫‪٦‬‬

‫ﺍﻹﺿﺎﰲﹼ ﻫﻮ ﺷﻴﺊ ﻗﻴﺎﺳﻲ‪ ‬ﻳﺄﰐ ﻭﻳﺰﺍﺩ ﻋﻠﻰ ﻣﻌﻨﺎﻫﺎ ﺍﻷﺳﺎﺳﻲ‪ ‬ﺑﻮﺿﻊ‬
‫ﺍﻟﻜﻠﻤﺔ ﰲ ﻣﻘﺎﻡ ﺃﻭ ﺳﻴﺎﻕ ﺧﺎﺹ ﻭﳎﺎﻝ ﺧﺎﺹ‪ ،‬ﰲ ﻋﻼﻗﺔ ﳐﺘﻠﻔﺔ‬
‫ﺑﻜﻠﻤﺎﺕ ﻣﻬﻤ‪‬ﺔ ﺃﺧﺮﻯ ﰲ ﺫﻟﻚ ﺍﻟﻨ‪‬ﻈﺎﻡ‪ .‬ﺃﻭ ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﻘﺎﻝ ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ‬
‫ﺑﺄﻥﹼ ﺍﶈﺎﻭﻟﺔ ﻟﺘﻨﺎﻭﻝ ﺍﻟﻔﻬﻢ ﺍﻟﺸ‪‬ﺎﻣﻞ ﻭﺍﳉﺎﻣﻊ ﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻥ ﻳﺴﺘﻠﺰﻡ ﺍﻫﺘﻤﺎﻡ‬
‫ﻣﻌﻨﺎﻩ ﺍﻷﺻﻠﻲ‪ ‬ﻭﺍﻋﺘﻨﺎﺀ ﻣﻌﻨﺎﻩ ﺍﻟﺴ‪‬ﻴﺎﻗﻲ‪ ‬ﻣﻌﺎ‪.‬‬

‫‪١١‬‬

‫ﻭﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﻫﻬﻨﺎ ﺃﻥ ﻳ‪‬ﻘﺼﺮ ﺍﻟﺘ‪‬ﺤﻠﻴﻞ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺘﲔ ﻓﻘﻂ‬
‫ﻭﳘﺎ ﺫﻧﺐ ﻭ ﺇﰒ‪ ،‬ﻷﻥﹼ ﻫﺎﺗﲔ ﻛﻠﻤﺘﲔ ﻳﻜﺎﺩ ﺃﻥ ﻻﹼﺗﻔﺮﻗﺎ ﻭﺗﺮﲨﺎﻥ ﲟﻌﲎ‬
‫ﻭﺍﺣﺪ‪ .‬ﻓﻜﻠﻤﺔ "ﺫﻧﺐ" ﻣﺴﺘﺨﺪﻣﺔ ﻟﺪﻻﻟﺔ ﺍﻟﺘﻜﺬﻳﺐ ﻋﻠﻰ ﺍﻟﺪ‪‬ﻳﻦ ﻭﺁﻳﺎﺕ‬
‫ﺍﷲ ﻛﻤﺎ ﺗﻜﻮﻥ ﰲ ﺳﻮﺭﺓ ﺁﻝ ﻋﻤﺮﺍﻥ‪ ،۱۰ ­ ۱۱:‬ﻭﺗﺸﲑ ﺇﱃ ﺍﻟﻜﻔﺮ‬
‫)ﺍﳌﻠﻚ‪ ۱۰ ­ ۱۱ :‬ﻭﺍﳌﺆﻣﻨﻮﻥ‪ (۲۱ ­ ۲۳ :‬ﻭﺃﻣ‪‬ﺎ ﻛﻠﻤﺔ "ﺇﰒ"‬
‫ﻓﺘﺴﺘﻌﻤﻞ ﻟﻠﺪ‪‬ﻻﻟﺔ ﻋﻠﻰ ﺍﻟﻘﺪﻑ ﻋﻠﻰ ﺍﻟﺰ‪‬ﻭﺟﺔ )ﺍﻟﻨ‪‬ﺴﺎﺀ‪ ۲٠ :‬ﺃﻭ ﺍﻟﻨ‪‬ﺴﺎﺀ‪:‬‬
‫‪ (۲٤‬ﻭﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻹﻧﻜﺎﺭ ﺑﺎﻟﻮﻋﺪ ﻭﺍﻟﻌﻘﺪ )ﺍﻟﺒﻘﺮﺓ‪.(١٨٠ ­ ١٨٢ :‬‬

‫‪١١‬‬

‫‪ .‬ﺘﻭﺼﻴﻬﻴﻜﻭ ﺇﻴﺯﻭﺘﺴﻭ‪ ,‬ﻋﻼﻗﺔ ﺍﻹﻟﻪ ﺒﺎﻟﻨﹼﺎﺱ )ﺍﻟﺘﹼﺭﺠﻡ ﻤﻥ ﻤﺤﺎﺴﻥ(‪) ,‬ﻴﻐﻴﻜﺭﺘﺎ ‪ :‬ﺘﻴﺎﺭﺍ ﻭﺠﻨﺎ‪ ,(٢٠٠٣ ,‬ﺹ ‪١٢‬‬

‫‪٧‬‬

‫ﻭﻣﻦ ﻫﺆﻻﺀ ﺍﻵﻳﺎﺕ ﺍﳌﺬﻛﻮﺭﺓ ﺍﻓﺘﺘﺢ ﺍﻟﺘ‪‬ﺼﻮﺭ ﻳﺪﻝﹼ ﻋﻠﻰ ﺃﻥ ﻫﺎﺗﲔ ﻛﻠﻤﺘﲔ‬
‫ﳍﻤﺎ ﻓﺮﻕ ﻣﻊ ﺍﺷﺘﺮﺍﻛﻬﻤﺎ ﰲ ﺍﻟﺘ‪‬ﺮﲨﺔ ﲟﻌﲎ ﻭﺍﺣﺪ‪.‬‬

‫ﺃﺳﺎﺳﺎ ﻋﻠﻰ ﺍﻟﺸﺮﺡ ﺍﻟﺴ‪‬ﺎﺑﻖ‪ ،‬ﻓﺈﻥﹼ ﺍﻟﺒﺎﺣﺚ ﺭﺍﻏﺐ ﰲ ﺃﻥ ﻳ‪‬ﺪﺭﺱ‬
‫ﺩﺭﺍﺳﺔ ﻋﻤﻴﻘﺔ ﻭﺍﺳﻌﺔ ﻋﻦ ﺍﳌﻌﺎﱏ ﺍﶈﻤﻮﻟﺔ ﺍﶈﺘﻮﻳﺔ ﰲ ﻛﻠﻤﱵ ﺫﻧﺐ ﻭ ﺇﰒ ﰲ‬

‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ .‬ﻭﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲢﺖ ﺍﻟﻌﻨﻮﺍﻥ‪ :‬ﻣﻌﲎ ﺫﻧﺐ ﻭ ﺇﰒ ﰲ‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ )ﺩﺭﺍﺳﺔ ﺩﻻﻟﻴ‪‬ﺔ(‪.‬‬

‫ﺏ‪ .‬ﲢﺪﻳﺪﺍﳌﺸﻜﻠﺔ‬
‫ﳛﺪ‪‬ﺩ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﻋﻠﻰ ﺛﻼﺙ ﻣﺸﻜﻼﺕ‪ ،‬ﻫﻲ‪:‬‬

‫‪ .١‬ﻣﺎﳌﻌﲎ ﺍﳌﻌﺠﻤﻲ‪ ‬ﻟﻜﻠﻤﺔ ﺫﻧﺐ ﻭ ﺇﰒ؟‬
‫‪ .٢‬ﻣﺎﳌﻌﲎ ﺍﻟﺴ‪‬ﻴﺎﻗﻲ ﻟﻜﻠﻤﺔ ﺫﻧﺐ ﻭ ﺇﰒ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ؟‬
‫‪ .٣‬ﻛﻢ ﻛﻠﻤﺔ ﻟﻠﻔﻆ ﺇﰒ ﻭﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ؟‬

‫‪٨‬‬

‫ﺝ‪ .‬ﺃﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ‬
‫ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ﻓﻐﺮﺽ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻲ‪:‬‬
‫ﺃ‪.‬‬

‫ﻣﻌﺮﻓﺔ ﻣﻌﲎ ﺫﻧﺐ ﻭ ﺇﰒ‬

‫ﺏ‪.‬‬

‫ﻣﻌﺮﻓﺔ ﻣﻌﲎ ﺍﻟﺴﻴﺎﻗﻰ ﻟﻜﻠﻤﺔ ﺫﻧﺐ ﻭ ﺇﰒ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬

‫ﺝ‪.‬‬

‫ﻣﻌﺮﻓﺔ ﻋﺪﺩ ﻛﻠﻤﺎﺕ ﺇﰒ ﻭﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬

‫ﺩ‪ .‬ﺍﻟﺪ‪‬ﺭﺍﺳﺔ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ‬
‫ﻓﻘﺪ ﻭﺟﺪﺕ ﻫﺬﻩ ﺍﻷﲝﺎﺙ‪ ،‬ﻭﻫﻲ ‪ :‬ﺍﲝﺚ ﺍﻷﻭ‪‬ﻝ ﺍﻟﹼﺬﻱ ﻛﺘﺒﺘﻪ‬
‫ﻭ‪‬ﻭﻟﻨﺪﺭﻯ ﲢﺖ ﺍﳌﻮﺿﻮﻉ "ﻛﻠﻤﺔ ﺣﻜﻢ ﻭﻣﺎ ﺗﺼﺮ‪‬ﻑ ﻣﻨﻪ ﰱ ﺍﻟﻘﺮﺁﻥ‬
‫ﺍﻟﻜﺮﱘ ) ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴ‪‬ﺔ ﺩﻻﻟﻴ‪‬ﺔ ("‪ ،‬ﻭﺍﺳﺘﺨﺪﻣﺖ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﺑﺪﺭﺍﺳﺔ‬
‫ﻣﻌﺎﱏ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺩﺭﺍﺳﺔ ﺍﻟﺒﻨﻴﺔ ﺍﻟﹼﱴ ﺗﺒﺤﺚ ﰱ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﻟﺼ‪‬ﻴﻎ‬
‫ﻭﺍﺷﺘﻘﺎﻕ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺗﺼﺮﻳﻔﻬﺎ‪ .‬ﻭﺍﻟﺒﺤﺚ ﺍﻟﺜﹼﺎﱏ ﺍﻟﹼﺬﻱ ﻛﺘﺒﺘﻪ ﺳﱵ ﻟﻴﻠﺔ‬
‫ﺣﺒﻴﺒﺔ ﲢﺖ ﺍﳌﻮﺿﻮﻉ "ﻣﻌﲎ ﻓﱳ ﻭﻣﺎ ﺗﺼﺮ‪‬ﻑ ﻣﻨﻪ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ"‪،‬‬
‫ﻭﺍﺳﺘﺨﺪﻣﺖ ﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ ﺑﺪﺭﺍﺳﺔ ﻣﻌﺎﱏ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺩﺭﺍﺳﺔ ﺍﻟﺒﻨﻴﺔ ﺍﻟﱴ‬

‫‪٩‬‬

‫ﺗﺒﺤﺚ ﰱ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﻟﺼ‪‬ﻴﻎ ﻭﺍﺷﺘﻘﺎﻕ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺗﺼﺮﻳﻔﻬﺎ‬
‫ﻭﺍﺣﺘﻮﺕ ﻋﻠﻰ ﺇﻳﺘﺎﺀ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴ‪‬ﺔ ﻭﺗﻐﻴﲑ ﺃﺑﻨﻴﺔ ﺍﻷﻟﻔﺎﻅ ﻟﻠﺪ‪‬ﻻﻟﺔ ﻋﻠﻰ‬
‫ﺍﳌﻌﲎ ﺍﳊﻘﻴﻘﻲ‪ ‬ﻭ ﺍ‪‬ﺎﺯﻱ‪‬‬

‫ﻩ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ‬
‫ﰱ ﺍﳌﻨﻬﺞ ﺍﻟﹼﺬﻱ ﺍﺳﺘﺨﺪﻣﻨﺎﻩ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ ‬ﻓﺈﻧ‪‬ﻨﺎ ﺍﻋﺘﻤﺪﻧﺎ‬
‫ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﳌﻜﺘﱯ‪ .‬ﻭﻣﺎ ﻳﺘﻌﻠﹼﻖ ﲟﻨﻬﺞ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺴ‪‬ﲑ ﻋﻠﻰ ﻛﺘﺎﺑﻪ‪ ،‬ﻓﺈﻧ‪‬ﻨﺎ‬
‫ﺍﻋﺘﻤﺪﻧﺎ ﻋﻠﻰ ﻛﺘﺎﺏ ﺍﻟﺪ‪‬ﻟﻴﻞ ﺍﻟﹼﱵ ﺃﺻﺪﺭﺗﻪ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭ ﺍﻹﻧﺴﺎﻧﻴ‪‬ﺎﺕ‬
‫ﻗﺴﻢ ﺍﻟﻠﹼﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭ ﺁﺩﺍ‪‬ﺎ ﺑﻌﻨﻮﺍﻥ‪:‬‬
‫‪“ Pedoman Penulisan Skripsi Bahasa Dan‬‬
‫‪Sastra Arab Fakultas Adab Dan Humaniora UIN‬‬
‫‪Syarif Hidayatullah Jakarta”.‬‬

‫ﻭ‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‬
‫ﺗﺴﻬﻴﻼ ﻭﺗﺴﲑﺍ ﻟﻠﻜﺘﺎﺑﺔ ﻭﲢﻘﻴﻘﺎ ﻟﻠﻐﺎﻳﺔ‪ ،‬ﻳﻘﺴﻢ ﺍﻟﺒﺎﺣﺚ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺇﱃ ﲬﺴﺔ ﺃﺑﻮﺍﺏ‪ ،‬ﻭﻫﻲ ﻣﺎ ﺗﻠﻲ ‪:‬‬

‫‪١٠‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭ‪‬ﻝ‪:‬‬
‫ﲢﺪ‪‬ﺛﺖ ﻓﻴﻪ ﻋﻦ ﺍﳌﻘﺪ‪‬ﻣﺔ ﺍﻟﹼﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺧﻠﻔﻴ‪‬ﺔﺍﳌﺸﻜﻠﺔ‪,‬‬
‫ﲢﺪﻳﺪﺍﳌﺸﻜﻠﺔ‪ ,‬ﺃﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ‪ ,‬ﺍﻟﺪ‪‬ﺭﺍﺳﺔ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ‪ ,‬ﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ ‪,‬‬

‫ﻭﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﹼﺎﱏ‪:‬‬
‫ﲢﺪ‪‬ﺛﺖ ﻓﻴﻪ ﶈﺔ ﻋﻦ ﺍﻟﺪ‪‬ﻻﻟﺔ‪ ،‬ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﺗﻌﺮﻳﻒ ﺍﻟﺪ‪‬ﻻﻟﺔ ﻭ‬
‫ﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻓﺎﺋﺪﺓ ﺗﻌﻠﻴﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ‪ ،‬ﻭﻣﻜﺎﻧﺔ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﰱ ﺩﺭﺍﺳﺔ ﺍﻟﻘﺮﺁﻥ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﹼﺎﻟﺚ‪:‬‬
‫ﲢﺪ‪‬ﺛﺖ ﻓﻴﻪ ﶈﺔ ﻋﻦ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﺍﻟﹼﱵ ﺗﺸﺘﻤﻞ ﺗﻌﺮﻳﻒ ﺍﻟﻘﺮﺁﻥ‪،‬‬
‫ﻭ ﺃﲰﺎﺀ ﺍﻟﻘﺮﺁﻥ ﻭ ﺃﻭﺻﺎﻓﻪ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺮ‪‬ﺍﺑﻊ‪:‬‬
‫ﲢﺪ‪‬ﺛﺖ ﻓﻴﻪ ﻣﻌﲎ ﺇﰒ ﻭﺫﻧﺐ ﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﺍﻟﹼﱵ ﺗﺸﺘﻤﻞ ﻛﻠﻤﺔ‬
‫ﺇﰒ ﻭﺫﻧﺐ ﰱ ﺍﳌﻌﺠﻤﻲ ﺍﻟﻌﺮﰊ‪ ،‬ﻛﻠﻤﺎﺕ ﺇﰒ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻣﻌﺎﻧﻴﻬﺎ‪,‬‬

‫‪١١‬‬

‫ﻛﻠﻤﺎﺕ ﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻣﻌﺎﻧﻴﻬﺎ‪ ,‬ﻭﻋﻼﻗﺔ ﻣﻌﲎ ﺇﰒ ﻭﺫﻧﺐ ﰱ‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‪:‬‬
‫ﻛﺘﺒﺖ ﻓﻴﻪ ﺍﳋﺎﲤﺔ ﺍﻟﹼﱵ ﺗﺸﻤﻞ ﺍﳋﻼﺻﺔ ﻋﻦ ﺍﳌﺒﺎﺣﺚ ﺍﳌﺬﻛﻮﺭﺓ ﻣﻦ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭ‪‬ﻝ ﺇﱃ ﺍﻟﺒﺎﺏ ﺍﻟﺮ‪‬ﺍﺑﻊ ﻭﻛﺘﺒﺖ ﺍﻳﻀﺎ ﺍﳌﺮﺍﺟﻊ‪ ،‬ﻭﺍﳌﻠﺤﻘﺔ ﻣﻦ ﻛﻠﻤﺔ‬
‫ﺇﰒ ﻭﺫﻧﺐ ﰱ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬

‫‪١٢‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﹼﺎﱏ‬
‫ﶈﺔ ﻋﻦ ﺍﻟﺪ‪‬ﻻﻟﺔ‬

‫ﺃ‪.‬‬

‫ﺗﻌﺮﻳﻒ ﺍﻟﺪ‪‬ﻻﻟﺔ ﻭﺃﻧﻮﺍﻋﻬﺎ‬

‫ ﺗﻌﺮﻳﻒ ﺍﻟﺪ‪‬ﻻﻟﺔ‬‫ﺍﻟﺪ‪‬ﻻﻟﺔ ﻟﻐﺔ ‪ :‬ﺍﻟﺪ‪‬ﻻﻝ ‪ :‬ﺍﻟﹼﺬﻱ ﳚﻤﻊ ﺑﲔ ﺍﻟﺒﻴﻌﲔ‪ ،‬ﻭﺍﻹﺳﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ‬
‫ﻭﺍﻟﺪ‪‬ﻻﻟﺔ‪ ،‬ﻭﻟﻠﺪ‪‬ﻻﻟﺔ ‪ :‬ﻣﺎ ﺟﻌﻠﺘﻪ ﻟﻠﺪ‪‬ﻟﻴﻞ ﺃﻭ ﺍﻟﺪ‪‬ﻻﻟﺔ‪ .‬ﻭﻗﺎﻝ ﺍﺑﻦ ﺩﺭﻳﺪ ‪:‬‬

‫ﺍﻟﺪ‪‬ﻻﻟﺔ ﺑﺎﻟﻔﺘﺢ ﺣﺮﻑ ﺍﻟﺪ‪‬ﺍﻝ ﻭﺩﻟﻴﻞ ﺑﲔ ﺍﻟﺪ‪‬ﻻﻟﺔ ﺑﺎﻟﻜﺴﺮ ﻻ ﻏﲑ‪ ١.‬ﻭﰲ‬
‫ﻋﺒﺎﺭﺓ ﺍﺧﺮﻯ ﺍﻥ ﺍﻟﺪ‪‬ﻻﻟﺔ ﻟﻐﺔ ‪ :‬ﺟﺎﺀ ﰱ ﺍﳌﻘﺎﻳﻴﺲ‪ :‬ﺇﺑﺎﻧﺔ ﺍﻟﺸ‪‬ﻲﺀ ﺑﺄﻣﺎﺭﺓ‬
‫ﺗﺘﻌﻠﹼﻤﻬﺎ‪ ،‬ﻳﻘﺎﻝ ﺩ‪‬ﻟﹶﻠﺖ‪ ‬ﻓﹸﻼﻧﺎﹰ ﻋﻠﻰ ﺍﻟﻄﹼﺮﻳﻖ‪ ،‬ﻭﺍﻟﺪ‪‬ﻟﻴﻞ‪ :‬ﺍﻷﻣﺎﺭﺓ ﰱ ﺍﻟﺸ‪‬ﻲﺀ‪.‬‬

‫‪٢‬‬

‫‪ . ١‬ﺍﻹﻣﺎﻡ ﺍﻟﻌﻼﹼﻣﺔ ﺍﺑﻦ ﻣﻨﻈﻮﺭ‪ ،‬ﻟﺴﺎﻥ ﺍﻟﻌﺮﺏ‪ ،‬ﺍﳉﺰﺀ ‪ ) ۱۱‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‪ ۱۹۹۰ ،‬ﻡ (‪ ،‬ﺹ ‪۲٤٩ .‬‬
‫‪ . ٢‬ﺳﺎﱂ ﺳﻠﻴﻤﺎﻥ ﺍﳋﻤ‪‬ﺎﺵ‪ ،‬ﺍﳌﻌﺠﻢ ﻭ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ‪ ) ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺎﻟﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﲜﺪﺓ ﻛﻠﻴﺔ ﺍﻵﺩﺏ ﻭﻋﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴ‪‬ﺔ ﻓﺴﻢ ﺍﻟﻠﹼﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪،( ۱٤٢٨ ،‬‬
‫ﺹ‪٣ .‬‬

‫‪١٢‬‬

‫‪١٣‬‬

‫ﻭﺍﺻﻄﻼﺣﺎ ﻳﻌﺮﻓﻬﺎ ﺍﳉﺮﺟﺎﱐﹼ ﻓﻴﻘﻮﻝ‪" :‬ﺍﻟﺪ‪‬ﻻﻟﺔ ﻫﻲ ﻛﻮﻥ ﺍﻟﺸ‪‬ﻲﺀ ﲜﺎﻟﺔ‬
‫ﻳﻠﺰﻡ ﻣﻦ ﺍﻟﻌﻠﻢ ﺑﻪ ﺍﻟﻌﻠﻢ ﺑﺸﻲﺀ ﺁﺧ‪‬ﺮ"‪.‬‬

‫‪٣‬‬

‫ﻓﻘﺪﺍﺧﺘﻠﻒ ﺍﻟﻠﹼﻐﻮﻳ‪‬ﻮﻥ ﰱ ﻣﻌﲎ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ‪ ،‬ﻓﻔﻲ ﻣﻌﺠﻢ‬

‫‪Webster‬‬

‫‪ ،‬ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﻫﻮ ﻋﻠﻢ ﺍﳌﻌﲎ ﺍﻟﹼﺬﻱ ﳜﺘﻠﻒ ﲤﺎﻣﺎ ﻣﻊ ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ‪ ،‬ﻭﻫﻮ‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﺘ‪‬ﺎﺭﳜﻴ‪‬ﺔ ﻭﺍﻟﺴ‪‬ﻴﻜﻮﻟﻮﺟﻴ‪‬ﺔ ﻟﻠﺘ‪‬ﻐﻴ‪‬ﺮ ﰱ ﻣﻌﺎﱏ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺗﺼﻨﻴﻔﻬﺎ‪.‬‬

‫‪٤‬‬

‫ﻭﰲ ﻣﻌﺠﻢ ﻋﻠﻢ ‪ :winston‬ﺍﻟﺪ‪‬ﻻﻟﺔ ﻫﻮ ﻋﻠﻢ ﻣﻌﺎﱏ ﺍﻟﻜﻠﻤﺎﺕ‪،‬‬
‫ﻭﺍﻟﻨ‪‬ﻤﻮ ﺍﻟﺘ‪‬ﺎﺭﳜﻲ‪ ‬ﻟﻔﻬﻢ ﻭﺇﺩﺭﺍﻙ ﻣﻌﺎﱏ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ﺣﻴﺚ ﺇﻧ‪‬ﻪ ﳜﺘﻠﻒ ﲤﺎﻣﺎ‬
‫ﻣﻊ ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ﻭﺍﻟﺴ‪‬ﻤﻌﻴ‪‬ﺎﺕ‪.‬‬

‫‪٥‬‬

‫ﻭﻳﻌﺮ‪‬ﻑ ﺑﻌﺾ ﺍﻟﻠﹼﻐﻮﻳ‪‬ﲔ ﺍﻟﻌﺮﺏ ﻫﺬﺍ ﺍﻟﻌﻠﻢ ﺑﺄﻧ‪‬ﻪ ﻫﻮ ﺍﻟﻔﺮﻉ ﺍﻟﹼﺬﻱ‬
‫ﻳﺪﺭﺱ ﺍﻟﺸ‪‬ﺮﻭﻁ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍﻓﺮﻫﺎ ﰱ ﺍﻟﺮ‪‬ﻣﺰ ﺣﺘ‪‬ﻰ ﻳﺼﺒﺢ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﲪﻞ‬
‫ﺍﳌﻌﲎ‪.‬‬

‫‪٦‬‬

‫ﻭﻳﺴﻤ‪‬ﻰ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﰱ ﺍﻟﻐﺮﺏ ﺑﺎﺻﻄﻼﺡ ﺣﺪﻳﺚ ﻟﻜﻠﻤﺎﺕ‪:‬‬

‫‪ ) Semantique‬ﺍﻟﻔﺮﻧﺴﻴ‪‬ﺔ ( ﺍﻭ ‪ ) Semantics‬ﺍﻹﳒﻠﻴﺰﻳ‪‬ﺔ (‪ .‬ﻭﺃﺻﻞ ﺍﻟﻜﻠﻤﺔ‬
‫‪٣‬‬

‫‪ .‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‬
‫‪ . ٤‬ﺭﺟﺐ ﻋﺒﺪ ﺍﳉﻮﺍﺩ ﺍﺑﺮﺍﻫﻴﻢ‪ ،‬ﺩﺭﺍﺳﺎﺕ ﰱ ﺍﻟﺪ‪‬ﻻﻟﺔ ﻭ ﺍﳌﻌﺠﻢ‪ ) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻵﺩﺏ‪ ٢٠٠١ ،‬ﻡ (‪ ،‬ﺹ‪١١ .‬‬
‫‪ . ٥‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‪ ،‬ﺹ‪١٢ .‬‬
‫‪ . ٦‬ﺍﲪﺪ ﳐﺘﺮ ﻋﻤﺮ‪ ،‬ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ‪ ،‬ﻁ ‪ ) ،٢‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻹﳝﺎﻥ‪ ١٩٨٨ ،‬ﻡ(‪ ،‬ﺹ‪١۱ .‬‬

‫‪١٤‬‬

‫ﺍﻟﻔﺮﻧﺴﻴ‪‬ﺔ ﻫﻮ ﺍﺻﻄﻼﺡ ﻭﺿﻌﻪ ﺍﻟﻠﹼﻐﻮﻱ‪ ‬ﺍﻟﻔﺮﻧﺴﻲ‪‬‬

‫‪Bréal‬‬

‫) ﺑﺮﻳﺎﻝ ( ﺳﻨﺔ‬

‫‪ ١٨٩٧‬ﻭﻭﺭﺩ ﰲ ﻛﺘﺎﺑﻪ ‪ )Essai de Semantique‬ﻣﻘﺎﻻﺕ ﰲ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ‬
‫( ﻭﺍﻟﻜﻠﻤﺔ ﺗﻌﻮﺩ ﺇﱃ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻴﻮﻧﺎﻧﻴ‪‬ﺔ‬

‫‪Sema‬‬

‫ﺍﻟﹼﱵ ﺗﻌﲏ ﻋﻼﻣﺔ‪ ،‬ﻭﳑ‪‬ﺎ‬

‫ﳚﺪﺭ ﺫﻛﺮﻩ ﻫﻨﺎ ﺃﻥ ﻛﻠﻤﺔ ‪ Sema‬ﺍﳌﺆﻟﹼﻔﺔ ﻣﻦ ﺍﻷﺻﻠﻴ‪‬ﲔ ﺍﳊﺮﻓﲔ ‪ S M‬ﻗﺮﻳﺒﺔ‬
‫ﺍﻟﺸ‪‬ﺒﻪ ﻣﻦ ﺍﳉﺪﺭ ﺍﻟﻌﺮﰊ‪ ‬ﺍﳌﺆﻟﹼﻒ ﻣﻦ ﺍﻷﺻﻠﻴ‪‬ﲔ ﺱ – ﻡ‪ ،‬ﺍﻟﹼﺬﻳﻦ ﻳﺮﺍﻓﻘﻬﻤﺎ‬
‫ﺣﺮﻑ ﻟﲔ‪ ،‬ﻓﻬﻨﺎﻙ‪:‬‬

‫ ﲰﺔ " ﻋﻼﻣﺔ " ﺍﳌﺸﺘﻘﹼﺔ ﻣﻦ ﺍﻷﺻﻞ ) ﻭ ( ﺳﻢ " ﻋﻠﹼﻢ‬‫ﺍﻟﺸ‪‬ﻲﺀ "‬
‫‪-‬‬

‫ﺍﺳﻢ ﻳﺒﺪﻭ ﺃﻧ‪‬ﻪ ﻳﻌﻮﺩ ﺇﱃ ﻭﺳﻢ‪.‬‬

‫‪٧‬‬

‫ﻭﻗﺪ ﺍﺧﺘﻠﻒ ﺍﳌﺆﻟﹼﻔﻮﻥ ﺍﻟﻌﺮﺏ ﰱ ﺍﳌﻘﺎﺑﻠﺔ ﻣﺼﻄﻠﺢ‬

‫‪Semantics‬‬

‫ﻓﺒﻌﻀﻬﻢ ﻳﻘﺎﺑﻠﻪ ﺑﻌﻠﻢ ﺍﳌﻌﲎ ﻭﺑﻌﻀﻬﻢ ﻳﻘﺎﺑﻠﻪ ﺑﺎﺻﻄﻼﺡ ﺩﻻﻟﺔ ﺍﻷﻟﻔﺎﻅ‬
‫ﻭﻟﻜﻦ ﺍﳌﻘﺎﺑﻞ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﺍﻵﻥ ﻫﻮ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ‪.‬‬

‫‪ . ٧‬ﺳﺎﱂ ﺳﻠﻴﻤﺎﻥ ﺍﳋﻤ‪‬ﺎﺵ‬
‫‪ . ٨‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‬

‫‪٨‬‬

‫‪١٥‬‬

‫ﻭﻫﺬﺍ ﺍﻟﻌﻠﻢ ﻓﺮﻉ ﻣﻦ ﻓﺮﻭﻉ ﻋﻠﻢ ﺍﻟﻠﹼﻐﺔ‪ ،‬ﻭﻫﻮ ﺍﻟﹼﺬﻱ ﻳﺸﺘﻤﻞ ﻋﻠﻰ‬
‫) ‪ ( Fonologi‬ﻭ ﺍﻟﻘﻮﺍﻋﺪ ) ‪(M orfologi, Sintaksis‬‬

‫ﺍﻷﺻﻮﺍﺕ‬

‫ﻭﺍﻟﺪ‪‬ﻻﻟﺔ ) ‪ ٩.( Semantik‬ﻭﻳﻌﺘﱪ ﻣﻦ ﺃﺣﺪﺙ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﹼﻐﻮﻳ‪‬ﺔ ﻇﻬﻮﺭﺍ‬
‫ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﻌﻤﻮﻡ‪.‬‬

‫‪۱۰‬‬

‫ ﺍﻧﻮﺍﻉ ﺍﻟﺪ‪‬ﻻﻟﺔ‬‫ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻭﻃﻴﺪﺓ ﺗﺮﺑﻂ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﺑﻔﺮﻭﻉ ﻋﻠﻮﻡ ﺍﻟﻠﹼﻐﺔ‬
‫ﺍﻷُﺧﺮﻯ‪ ،‬ﻭﻛﻤﺎ ﺗﺴﻌﲔ ﻓﺮﻭﻉ ﺍﻟﻠﹼﻐﺔ ﺑﻌﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﰱ ﺍﻟﻮﺻﻮﻝ ﺍﱃ ﺍﳌﻌﲎ‬
‫ﺍﳌﻨﺸﻮﺩ‪ ،‬ﻛﺬﻟﻚ ﳛﺤﺘﺎﺝ ﻋﻠﻢ ﺍﻟﺪ‪‬ﻻﻟﺔ ﺍﱃ ﻫﺬﻩ ﺍﻟﻌﻠﻮﻡ ﻟﻀﺒﻂ ﻧﺘﺎﺋﺠﻪ‬
‫ﻭﲢﻘﻴﻖ ﻏﺎﻳﺘﻪ‪.‬‬

‫‪۱۱‬‬

‫‪ .۱‬ﺍﻟﺪ‪‬ﻻﻟﺔ ﺍﻟﺼ‪‬ﻮﺗﻴ‪‬ﺔ‬
‫ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ﻫﻮ ﺫﻟﻚ ﺍﻟﻌﻠﻢ ﺍﻟﹼﺬﻱ ﻳﺪﺭﺱ ﺍﻷﺻﻮﺍﺕ ﰲ ﺣﺪ‪‬‬
‫ﺫﺍ‪‬ﺎ‪ :‬ﳐﺎﺭﺟﻬﺎ ﻭﺻﻔﺎ‪‬ﺎ ﻣﻦ ﻧ‪‬ﺎﺣﻴ‪‬ﺔ ﻭﻇﺎﺋﻔﻬﺎ ﰱ ﺍﻹﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﹼﻐﻮﻱ‪ ‬ﻣﻦ‬

‫‪.Mohammad Matsna, Orientasi Semantik Al-zamakhsyari, ( Jakarta: Anglo Media,‬‬
‫‪٢٠٠٦ ), h. ٣٠‬‬
‫‪ . ١٠‬ﺭﺟﺐ ﻋﺒﺪ ﺍﳉﻮﺍﺩ ﺍﺑﺮﺍﻫﻴﻢ‪ ،‬ﺩﺭﺍﺳﺎﺕ ﰱ ﺍﻟﺪ‪‬ﻻﻟﺔ ﻭ ﺍﳌﻌﺠﻢ‪ ) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻵﺩﺏ‪ ٢٠٠١ ،‬ﻡ (‪ ،‬ﺹ‪١١ .‬‬
‫‪ . ١١‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‪ ،‬ﺹ‪۱٤ .‬‬

‫‪٩‬‬

‫‪١٦‬‬

‫ﻧ‪‬ﺎﺣﻴ‪‬ﺔ ﺃﹸﺧﺮﻯ‪ ،‬ﺇﺫﻥ ﺩﺭﺍﺳﺔ ﺍﻷﺻﻮﺍﺕ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺷﻘﲔ‪ :‬ﺃﺣﺪﳘﺎ ﻳﺘﻌﻠﹼﻖ‬
‫ﺑﺎﻷﺻﻮﺍﺕ ﰲ ﻧﻔﺴﻬﺎ ﻭﺛﺎﻧﻴﻬﺎ ﻳﺘﻌﻠﹼﻖ ﺑﻮﻇﻴﻔﺔ ﻫﺬﻩ ﺍﻷﺻﻮﺍﺕ ﰲ ﻋﻤﻠﻴ‪‬ﺔ‬
‫ﺍﻟﻜﻼﻡ‪ ،‬ﻭﺍﳉﺎﻧﺐ ﺍﻟﺼ‪‬ﻮﰐ ﻗﺪ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﳌﻌﲎ‪ ،‬ﻣﺜﻞ ﻭﺿﻊ ﺻﻮﺕ ﻣﻜﺎﻥ‬
‫ﺁﺧﺮ‪ ،‬ﻣﺜﻞ ﺍﻟﺘ‪‬ﻨﻐﻴﻢ ﻭ ﺍﻟﻨ‪‬ﱪ ﻭ ﺍﻟﺘ‪‬ﻔﺨﻴﻢ ﻭ ﺍﻟﺘﺮﻗﻴﻖ ﻭ ﺍﻟﻮﻗﻒ ﻭ ﺍﻟﻮﺻﻞ‪.‬‬

‫ﺧﺬ ﻣﺜﻼ ﰲ ﻗﻮﻟﻪ‬

‫‪۱۲‬‬

‫ﺗﻌﺎﱃ‪   �