Syarh risalah Imam as-Samarqandi (dirasah fidoqi)

‫ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬
‫ﺩﺭﺍﺳﺔ ﻓﻴﻠﻮﻟﻮﺟﻴﺔ‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬
‫ﺃﲪﺪ ﻋﺒﻴﺪﺍﷲ ﺃﺭﺍﻧﺪﺍ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٦٠٢١٠٠٠٨١٣ :‬‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪٢٠١١/١٤٣٢‬‬

‫ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬
‫ﺩﺭﺍﺳﺔ ﻓﻴﻠﻮﻟﻮﺟﻴﺔ‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬
‫ﺃﲪﺪ ﻋﺒﻴﺪﺍﷲ ﺃﺭﺍﻧﺪﺍ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٦٠٢١٠٠٠٨١٣ :‬‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪٢٠١١/١٤٣٢‬‬

‫ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬
‫ﺩﺭﺍﺳﺔ ﻓﻴﻠﻮﻟﻮﺟﻴﺔ‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬
‫ﺃﲪﺪ ﻋﺒﻴﺪﺍﷲ ﺃﺭﺍﻧﺪﺍ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٦٠٢١٠٠٠٨١٣ :‬‬

‫ﲢﺖ ﺇﺷﺮﺍﻑ‬
‫ﳏﻤﺪ ﺃﺩﻳﺐ ﻣﺼﺒﺎﺡ ﺍﻹﺳﻼﻡ ﺍﳌﺎﺟﻴﺴﺘﺮ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٣٠٠٢٢٤٢٠٠٨٠١١٠٠٩ :‬‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪٢٠١١/١٤٣٢‬‬

‫ﻗﺮﺍﺭ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﺒﺤﺚ‬
‫ﲤﺖ ﻣﻨﺎﻗﺸﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲢﺖ ﺍﻟﻌﻨﻮﺍﻥ‪" :‬ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‪ :‬ﺩﺭﺍﺳﺔ‬
‫ﻓﻴﻠﻮﻟﻮﺟﻴﺔ" ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ – ﺟﺎﻛﺮﺗﺎ‪ ،‬ﰲ ‪ ١٥‬ﺭﺟﺐ ‪١٤٣٢‬ﻫـ‪ ١٧ ،‬ﻳﻮﻧﻴﻮ ‪٢٠١١‬ﻡ‪ .‬ﻭﻗﺪ ﰎ ﻗﺒﻮﻟﻪ‬
‫ﺷﺮﻃﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ ‪ ١٧،‬ﻳﻮﻧﻴﻮ ‪ ٢٠١١‬ﻡ‬
‫‪ ١٥‬ﺭﺟﺐ ‪١٤٣٢‬ﻫـ‬
‫ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ‬
‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ ﻭﻋﻀﻮ‬

‫ﺳﻜﺮﺗﲑ ﺍﻟﻠﺠﻨﺔ ﻭﻋﻀﻮ‬

‫ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺃﺩﺍﻧﺞ ﺃﺳﺪﺍﺭﻱ ﺍﳌﺎﺟﺴﺘﲑ‬

‫ﺍﻟﺪﻛﺘﻮﺭﺓ ﺷﻬﻴﺎ ﺑﻮﺍﻧﺎ ﺍﳌﺎﺟﺴﺘﲑ‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٥٠٦٣٠٢٠٠٣١٢٢٠٠١ :‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٩٠٥١٠١٩٩١٠٣١٠٠١ :‬‬
‫ﺍﳌﺸﺮﻑ‬

‫ﳏﻤﺪ ﺃﺩﻳﺐ ﻣﺼﺒﺎﺡ ﺍﻹﺳﻼﻡ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٣٠٠٢٢٤٢٠٠٨٠١١٠٠٩ :‬‬
‫ﺍﳌﻨﺎﻗﺶ ﺍﻟﺜﺎﱐ‬
‫ﺍﳌﻨﺎﻗﺶ ﺍﻷﻭ‪‬ﻝ‬

‫ﳏﻤﺪ ﺣﺴﲏ ﲤﺮﻳﻦ ﺍﳌﺎﺟﺴﺘﲑ‬

‫ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺃﺩﺍﻧﺞ ﺃﺳﺪﺍﺭﻱ ﺍﳌﺎﺟﺴﺘﲑ‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٥٠٢٨٨٢٨٦ :‬‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٩٠٥١٠١٩٩١٠٣١٠٠١ :‬‬

‫ﺗﺼﺮﻳﺢ ﺍﻟﺒﺎﺣﺚ‬

‫ﰱ ﻫﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﺻﺮﺣﺖ ﺑﺄﻥﹼ ‪:‬‬
‫‪ .١‬ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻛﺘﺒﺘﻪ ﺑﻨﻔﺴﻲ ﻟﺘﻜﻤﻠﺔ ﺍﻟﺸﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪-‬‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪ .٢‬ﻛﻞ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱴ ﺍﺳﺘﻌﻤﺘﻠﻬﺎ ﰱ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻗﺪ ﻭﺿﻌﺘﻬﺎ ﺣﺴﺐ‬
‫ﺍﻟﻘﺮﺍﺭﺕ ﺍﳌﻮﺟﻮﺩﺓ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪-‬‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪ .٣‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﻣﻦ ﻏﲑ ﺇﻋﺪﺍﺩﻱ ﻭﻳﻮﺟﺪ ﻓﻴﻪ ﺍﻧﺘﺤﺎﻝ ﺁﺭﺍﺀ ﺍﻟﻐﲑ ﺩﻭﻥ‬
‫ﺫﻛﺮﻩ ﻓﺄﺳﺘﻌﺪ ﺃﻥ ﺃﺳﺘﻠﻢ ﻛﻞ ﺍﻟﻌﻘﻮﺑﺎﺕ ﺍﻟﱴ ﻗﺮﺭ‪‬ﺎ ﺟﺎﻣﻌﺔ ﺷﻴﻒ ﻫﺪﺍﻳﺔ‬
‫ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ – ﺟﺎﻛﺮﺗﺎ‬
‫ﺟﺎﻛﺮﺗﺎ‪ ١٧ ،‬ﻳﻮﻧﻴﻮ ‪٢٠١١‬‬
‫ﻋﺒﻴﺪ ﺍﷲ ﺃﺭﺍﻧﺪﺍ‬

‫ﺃﲪﺪ ﻋﺒﻴﺪﺍﷲ ﺃﺭﺍﻧﺪﺍ‪:‬‬

‫ﲡﺮﻳﺪ‬
‫"ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ"‬
‫ﺩﺭﺍﺳﺔ ﻓﻴﻠﻮﻟﻮﺟﻴﺔ‬

‫ﻱ ﺍﻟﺸﺎﻓ ِﻌ ‪‬ﻲ‪ ،‬ﺩﺭﺍﺳﺔ‬
‫ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ﻟﻠﺸﻴﺦ ﺃﲪﺪ ﺍﳌﻠﻮ ‪‬‬
‫ﻓﻴﻠﻮﻟﻮﺟﻴﺔ‪ :‬ﺃﲪﺪ ﻋﺒﻴﺪﺍﷲ ﺃﺭﺍﻧﺪﺍ‪ ،‬ﲢﺖ ﺇﺷﺮﺍﻑ ﺍﻷﺳﺘﺎﺫ ﳏﻤﺪ ﺃﺩﻳﺐ ﻣﺼﺒﺎﺡ ﺍﻹﺳﻼﻣﻲ‬
‫ﺍﳌﺎﺟﻴﺴﺘﺮ‪ ،‬ﺭﺳﺎﻟﺔ ﺟﺎﻣﻌ‪‬ﻴﺔ ﻗﺪﻣﺖ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭﺁﺩﺍ‪‬ﺎ ﺑﻜﻠﻴ‪‬ﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻹﻧﺴﺎﻧﻴ‪‬ﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣ‪‬ﻴ ِﺔ ﺍﳊﻜﻮﻣﻴ‪‬ﺔ ﲜﺎﻛﺮﺗﺎ‪.‬‬
‫ﺹ‬
‫ﻟﻠﻤﺨﻄﻮﻃﺔ ﻣﻔﻬﻮﻡ ﻋﺎ ‪‬ﻡ ﻭﺧﺎﺹ‪ .‬ﻭﻣﻦ ﺇﺣﺪﻯ ﺍﳌﺨﻄﻮﻃﺎﺕ ﲟﻔﻬﻮﻣﻬﺎ ﺍﳋﺎ ‪‬‬
‫ﻛﺘﺎﺏ‪ .‬ﻭﻳﻮﺟﺪ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻋﺪﺩ ﻛﺜﲑ ﻣﻦ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﳌﻜﺘﻮﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭﻏﲑﻫﺎ‬
‫ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻨﺘﺸﺮﺓ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪ .‬ﻭﻗﺪ ﺍﺧﺘﺮﺕ ﺃﻥ ﺃﺟﻌﻞ ﳐﻄﻮﻃﺔ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ‬
‫ﻱ ﺍﶈﻔﻮﻇﺔ ﰲ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻘﻮﻣﻴ‪‬ﺔ ﲜﺎﻛﺮﺗﺎ ﻣﻮﺿﻮﻋﺎ ﻟﻠﺒﺤﺚ ﺍﻟﻔﻴﻠﻮﻟﻮﺟ ‪‬ﻲ‪.‬‬
‫ﺍﻟﺴﻤﺮﻗﻨﺪ ‪‬‬
‫ﻭﻳﺪﻭﺭ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺣﻮﻝ ﻭﺻﻒ ﺍﳌﺨﻄﻮﻃﺔ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﻨﺺ ﻭﺗﻘﺪﳝﻪ ﻣﻊ ﺍﻟﺘﺮﲨﺔ‬
‫ﺺ‪،‬‬
‫ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪ ،‬ﹼﰒ ‪‬ﻣ ‪‬ﻌﺮﻓﺔ ﺍﻷﻓﻜﺎﺭ ﺍﳍﺎﻣ‪‬ﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻨ ‪‬‬
‫ﻭﺗﺮﲨﺔ ﺍﳌﻌﺎﱐ ﻋﻦ ﺍﻹﺻﻄﻼﺣﺎﺕ ﺍﻟﺒﻼﻏ‪‬ﻴﺔ ﰲ ﻋﻠﻢ ﺍﻻﺳﺘﻌﺎﺭﺓ‪ ،‬ﻭﲣﺮﻳﺞ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧ‪‬ﻴﺔ‬

‫ﺺ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ‬
‫ﺸﺮﻳﻔﺔ ﻭﻏﲑﻫﺎ ﺍﻟﱵ ﺗﻮﺟﺪ ﰲ ﺍﻟ‪‬ﻨﺺ‪ .‬ﻭﻧ ‪‬‬
‫ﻭﺭﻭﺍﺓ ﺍﻷﺣﺎﺩﻳﺚ ﺍﻟﻨﺒﻮﻳ‪‬ﺔ ﺍﻟ ‪‬‬
‫ﻱ ﺍﻟﺬﻱ ﻳﺒﺤﺚ ﻋﻦ ﻋﻠﻢ ﺍﻟﺒﻼﻏﺔ ﰲ ﺍﻻﺳﺘﻌﺎﺭﺓ‪ .‬ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﺒﺤﺚ ﰲ ﻋﻠﻢ‬
‫ﺍﻟﺴﻤﺮﻗﻨﺪ ‪‬‬
‫ﺍﻻﺳﺘﻌﺎﺭﺓ ﻣﻦ ﺗﻌﺮﻳﻔﻬﺎ‪ ،‬ﻭﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻭﺷﺮﻭﻃﻬﺎ‪ ،‬ﻭﻗﺮﻳﻨﺘﻬﺎ‪.‬‬
‫ﻚ ﺃ ﹼﻥ ﺍﳌﻮﺿﻮﻉ ﺟﺰﺀ ﻫﺎ ‪‬ﻡ ﻣﻦ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺮﺍﺙ ﺍﻹﺳﻼﻣ ‪‬ﻲ ﻛﺎﻥ ﻟﻪ ﺃﺛﺮ ﻛﺒﲑ‬
‫ﻭﻻ ﺷ ‪‬‬
‫ﺻﺔ ﰲ ﺯﻣﻦ ﺗﺄﻟﻴﻔﻪ ﻭﰲ ﻛ ﹼﻞ ﺯﻣﻦ ﺑﻌﺪﻩ ﻭﺃﺩﺕ ﺇﱃ ﺗﻮﺍﺻﻞ ﺍﻷﺟﻴﺎﻝ‬
‫ﰲ ﺗﻨﻤﻲ ﺍﻟﻔﻜﺮﺓ ﺧﺎ ‪‬‬
‫ﻭﺗﺮﺍﺑﻂ ﺍﻷﻣﻢ ﻭﺍﺯﺩﻫﺎﺭ ﺍﳊﻀﺎﺭﺍﺕ‪.‬‬

‫ﺷﻜﺮ ﻭ ﺗﻘﺪﻳﺮ‬

‫ﻓﺒﺈﺫﻥ ﺍﷲ ﺗﻌﺎﱃ ﺍﳌﺮﺷﺪ ﰱ ﻛﻞ ﺧﻄﻮﺍﰐ ﻭﺭﺿﺎﻩ ﺍﳌﻄﻠﻮﺏ ﻗﺪ‬
‫ﺍﺳﺘﻄﻌﺖ ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﲢﺖ ﻋﻨﻮﺍﻥ "ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ‬
‫ﺍﻟﺴﻤﺮﻗﻨﺪﻱ )ﺩﺭﺍﺳﺔ ﻓﻴﻠﻮﻟﻮﺟﻴﺔ("‪ .‬ﻭﻫﻲ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ‬
‫ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ‬
‫ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫ﻓﺒﻬﺬﺍ ﺍﻟﻮﺍﻗﻊ ﺃﺭﻳﺪ ﺃﻥ ﺃﻗﺪﻡ ﻛﻠﻤﺔ ﺍﻟﺸﻜﺮ ﺍﳋﺎﻟﺺ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺒﺎﻟﻎ ﺇﱃ ‪:‬‬

‫‪ (١‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺒﺪ ﺍﻟﻮﺣﻴﺪ ﻫﺎﺷﻢ‬
‫ﺍﳌﺎﺟﺴﺘﲑ ﻭﲨﻴﻊ ﺍﻷﺳﺎﺗﻴﺬ ﺍﻟﺬﻳﻦ ﺑﺬﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ ﰲ ‪‬ﺬﻳﱯ ﺑﺎﻹﺭﺷﺎﺩﺍﺕ‬
‫ﺍﻟﻘﻴﻤﺔ ﺣﱴ ﺃﲤﻜﻦ ﰲ ﺇﲤﺎﻡ ﺩﺭﺍﺳﱵ ﰱ ﻫﺬﻩ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻓﻠﻬﻢ ﻣﻦ ﺍﷲ ﺗﻌﺎﱃ‬
‫ﺧﲑ ﺍﳉﺰﺍﺀ‪.‬‬

‫‪ (٢‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺃﺩﺍﻧﺞ ﺃﺳﺪﺭﻱ‬
‫ﺍﳌﺎﺟﺴﺘﲑ ﻭﻛﺎﺗﺒﺘﻪ ﺍﻟﺪﻛﺘﻮﺭﺓ ﺷﻬﻴﺎ ﺑﻮﺍﻧﺎ ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻠﺬﻳﻦ ﻗﺪ ﺳﺎﻋﺪﺍﱐ ﰲ‬
‫ﻧﻴﻞ ﺍﻹﻋﻼﻣﺎﺕ ﺍﳌﻬﻤﺔ ﻋﻦ ﺍﻟﻜﻠﻴﺔ ﻭﻛﺘﺎﺑﺔ ﺍﻟﺒﺤﺚ ﻭﺇﻗﺎﻣﺘﻬﺎ‪.‬‬
‫‪ (٣‬ﻓﻀﻴﻠﺔ ﺍﳌﺸﺮﻑ ﳏﻤﺪ ﺃﺩﻳﺐ ﻣﺼﺒﺎﺡ ﺍﻹﺳﻼﻡ ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﺬﻱ ﻗﺪ ﺑﺬﻝ‬
‫ﺟﻬﺪﻩ ﰲ ﺇﺭﺷﺎﺩﻱ ﻭﺇﺷﺮﺍﰲ ﻋﻠﻰ ﺇﲤﺎﻡ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ‬
‫ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫‪ (٤‬ﺃﻣﻨﺎﺀ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺎﻣﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻣﻜﺘﺒﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﳌﻜﺘﺒﺔ ﺍﻟﻘﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ‬
‫ﺍﻟﺬﻳﻦ ﲰﺤﻮﺍ ﱄ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﺍﺣﺘﺠﺠﺖ ﺇﻟﻴﻬﺎ ﰲ‬
‫ﺩﺭﺍﺳﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ (٥‬ﻓﻀﻴﻠﺔ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺍﶈﺒﻮﺑﲔ ﺃﰊ ﻋﺒﺪﺍﷲ ﺍﳊﺎﺝ ﻭﺃﻣ‪‬ﻲ ﻣﺮﱘ ﺍﻟﻠﺬﻳﻦ ﺭﺑﻴﺎﱐ‬
‫ﺑﺄﺣﺴﻦ ﺍﻟﺘﺮﺑﻴﺔ ﻣﻨﺬ ﺻﻐﺮﻱ ﺇﱃ ﻛﱪﻱ ﻭﺳﺎﻋﺪﺍﱐ ﺑﺎﻟﺪﻋﺎﺀ ﺍﳋﺎﻟﺺ‪ ،‬ﺑﺎﺭﻙ‬
‫ﺍﷲ ﳍﻤﺎ ﻭﺟﻌﻠﻬﻤﺎ ﰲ ﺧﲑ‪.‬‬
‫‪ (٦‬ﻭﺯﻭﺟﱵ ﺍﶈﺒﻮﺑﺔ ﻭﻳﻜﺎ ﻭﻟﻨﺪﺍﺭﻱ ﺍﻟﱵ ﺳﺎﻋﺪﺗﲏ ﺑﺎﻟﺪﻋﺎﺀ ﺍﳋﺎﻟﺺ‪.‬‬

‫‪ (٧‬ﺍﻷﺧﻮﻳﻦ ﺍﻟﺸﻘﻴﻘﲔ ﳘﺎ‪ :‬ﳏﻤﺪ ﺭﺷﻴﺦ ﺍﻹﳝﺎﻥ‪ ،‬ﺳﻬﻴﻼ ﺿﻴﺎﺀ ﺍﻟﻨﺠﻤﻲ‪.‬‬
‫‪ (٨‬ﻭﲨﻴﻊ ﺃﺻﺤﺎﰊ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﻌﺎﺷﺮ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‪.‬‬
‫ﺃﺳﺄﻝ ﺍﷲ ﺃﻥ ﻳﻌﻄﻲ ﳍﻢ ﺧﲑ ﺍﳉﺰﺍﺀ ﰲ ﺍﻟﺪﺍﺭﻳﻦ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‬
‫ﻧﺎﻓﻌﺎ ﻟﻠﻘﺎﺭﺋﲔ ﻭ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬

‫ﺍﻟﺒﺎﺣﺚ‬

‫ﺃﲪﺪ ﻋﺒﻴﺪﺍﷲ ﺃﺭﺍﻧﺪﺍ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬

‫ﻣﻮﺍﻓﻘﺔ ﺍﳌﺸﺮﻑ ‪..............................................‬‬

‫ﺃ‬

‫ﺗﺼﺮﻳﺢ ﺍﻟﺒﺎﺣﺚ ‪.............................................‬‬

‫ﺏ‬

‫ﻗﺮﺍﺭ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭ ﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ‪.....................‬‬

‫ﺝ‬

‫ﲡﺮﻳﺪ ‪.......................................................‬‬

‫ﺩ‬

‫ﺷﻜﺮ ﻭ ﺗﻘﺪﻳﺮ ‪...............................................‬‬

‫ﻩ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪.............................................‬‬

‫ﺯ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪ .‬ﺧﻠﻔﻴﺔ ﺍﳌﺸﻜﻠﺔ ‪.............................................‬‬

‫‪١‬‬

‫ﺏ‪ .‬ﲢﺪﻳﺪ ﺍﻟﺒﺤﺚ ‪............................................‬‬

‫‪٣‬‬

‫ﺝ‪ .‬ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ‪................................. .......‬‬

‫‪٤‬‬

‫ﺩ‪ .‬ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ ‪.............................................‬‬

‫‪٤‬‬

‫ﻩ‪ .‬ﺧﻄﺔ ﺍﻟﺒﺤﺚ ‪.............................................‬‬

‫‪٥‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬
‫ﳐﻄﻮﻃﺔ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬
‫ﺃ‪ .‬ﶈﺔ ﻋﻦ ﺣﻴﺎﺓ ﺍﳌﺆﻟﻒ‪........................................‬‬

‫‪٧‬‬

‫ﺏ‪ .‬ﻭﺻﻒ ﺍﳌﺨﻄﻮﻃﺔ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‪٨ .............‬‬
‫ﺝ‪ .‬ﳏﺘﻮﻳﺎﺕ ﺍﳌﺨﻄﻮﻃﺔ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‪١٠ ............‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﲢﻘﻴﻖ ﺍﻟﻨﺺ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬
‫ﺃ‪ .‬ﺇﺷﺎﺭﺍﺕ ﺍﻟﺘﺤﻘﻴﻖ ‪...........................................‬‬

‫‪١٣‬‬

‫ﺏ‪ .‬ﻧﺺ ﻛﺘﺎﺏ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‪١٤ ..................‬‬
‫ﺝ‪ .‬ﺗﺮﲨﺔ ﺍﻟﻨﺺ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ‪.............................................‬‬

‫‪٦٧‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻨﺺ‬
‫ﺃ‪ .‬ﺍﻟﺘﻌﺮﻳﻒ ﻋﻦ ﺍﻻﺳﺘﻌﺎﺭﺓ ‪..................................‬‬

‫‪٩٤‬‬

‫ﺏ‪ .‬ﺍﻟﻌﻘﻴﺪﺓ ﺍﻷﻭﱃ ‪.......................................‬‬

‫‪٩٥‬‬

‫ﺝ‪ .‬ﺍﻟﻌﻘﻴﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ‬

‫‪.......................................‬‬

‫‪٩٨‬‬

‫ﺩ‪ .‬ﺍﻟﻌﻘﻴﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ‬

‫‪.......................................‬‬

‫‪١٠٠‬‬

‫ﻩ‪ .‬ﺣﺴﻦ ﺍﻻﺳﺘﻌﺎﺭﺓ ‪.......................................‬‬

‫‪١٠٢‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺧﺎﲤﺔ‬
‫ﺃ‪ .‬ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬

‫‪......................................‬‬

‫‪١٠٤‬‬

‫ﺏ‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬

‫‪......................................‬‬

‫‪١٠٥‬‬

‫ ﺍﳌﺮﺍﺟﻊ‬‫‪-‬‬

‫ﺍﻟﻠﻮﺍﺣﻖ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬

‫ﺃ‪ .‬ﺧﻠﻔﻴﺔ ﺍﳌﺸﻜﻠﺔ‬
‫ﺍﻟﺘﺤﻘﻴﻖ ﰲ ﺍﻟﻠﻐﺔ ﻫﻮ ﺇﺣﻜﺎﻡ ﺍﻟﺸﻲﺀ‪ ،‬ﻭﺍﻟﺘﺤﻘﻴﻖ ﻫﻮ ﺍﻟﺘﻴﻘﹼﻦ‪،‬‬
‫ﻭ"ﺣﻘﻘﻪ ﲢﻘﻴﻘﺎ ﺻﺪﻗﻪ‪ ،‬ﻭﺍﶈﻘﹼﻖ ﻣﻦ ﺍﻟﻜﻼﻡ ﺍﻟﺮﺻﲔ‪ ..‬ﻭﲢﻘﻖ ﺍﳋﱪ ﺻﺢ‪.١"‬‬
‫ﻭﺍﻟﺘﺤﻘﻴﻖ ﰲ ﺍﺳﺘﺨﺪﺍﻣﻨﺎ ﺍﻟﻌﺎﺩﻱ ﻫﻮ ﺍﻟﺒﺤﺚ ‪‬ﺪﻑ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳊﻘﻴﻘﺔ‪.‬‬
‫ﻭﺇﺫﻥ ﻓﺘﺤﻘﻴﻖ ﺍﻟﻜﺘﺐ ﻫﻮ ﺇﺻﺪﺍﺭﻫﺎ ﻋﻠﻰ ﺣﻘﻴﻘﺘﻬﺎ‪ ،‬ﺃﻭﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ‬
‫ﺇﺻﺪﺍﺭﻫﺎ ﻋﻠﻰ ﺻﻮﺭﺓ ﺃﺭﺍﺩﻫﺎ ﻣﺆﻟﻔﻮﻫﺎ‪.‬‬

‫‪١‬ﻋﺒﺪ ﺍﻟﺴﺘﺎﺭ ﺍﳊﻠﻮﺟﻲ‪ ،‬ﺍﳌﺨﻄﻮﻃﺎﺕ ﻭ ﺍﻟﺘﺮﺍﺙ ﺍﻟﻌﺮﰊ‪) ،‬ﺍﻟﻔﺎﻫﺮﺓ‪ :‬ﺍﻟﺪﺍﺭ ﺍﳌﺼﺮﻳﺔ‬
‫ﺍﻟﻠﺒﻨﺎﻧﻴﺔ‪٢٠٠٢،‬ﻡ‪.‬‬

‫‪١‬‬

‫‪٢‬‬

‫ﻛﻢ ﻣﻦ ﳐﻄﻮﻃﺔ ﺇﺳﻼﻣﻴﺔ ﰱ ﺍﻷﺭﺧﺒﻴﻞ ﻟﻴﺲ ﳍﺎ ﳏﻘﻖ ﺇﻻ ﺍﻟﻘﻠﻴﻞ‪،‬‬
‫ﻣﻊ ﺃﻥ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﻻ ﲢﺼﻰ‪ .‬ﻭﻣﻦ ﺍﳌﺆﺳﻒ‪ ،‬ﻻ ﻳﺒﺎﻟﻴﻬﺎ ﺍ‪‬ﺘﻤﻊ‬
‫ﺍﻹﺳﻼﻣﻰ ﺇﻻ ﻋﺪﺩ ﻭﻧﻔﺮ ﻣﻌﲔ ﳛﺼﻰ‪.‬‬
‫ﻣﻦ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﻟﱴ ﻻ ﻳﺒﺎﻟﻴﻬﺎ ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﺇﻻ ﺍﻟﻘﻠﻴﻞ ﻫﻲ‬
‫ﻛﺘﺎﺏ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪي‪ .‬ﻭﻟﺬﻟﻚ ﳌﻌﺮﻓﺔ ﻣﻀﻤﻮﻥ‬
‫ﺍﳌﺨﻄﻮﻃﺎﺕ ﻻ ﺑﺪ ﻣﻦ ﺩﺭﺍﺳﺘﻬﺎ ﻭﲢﻘﻴﻘﻬﺎ‪ ،‬ﻓﺘﺤﻘﻴﻖ ﺍﻟﻨﺺ ﻳﻘﺼﺪ ﺑﻪ ﺑﺬﻝ‬
‫ﻋﻨﺎﻳﺔ ﺧﺎﺻﺔ ﺑﻪ ﺣﱴ ﻳﺼﺢ ﻋﻨﻮﺍﻧﻪ‪ ،‬ﻭﺍﺳﻢ ﻣﺆﻟﻔﻪ‪ ،‬ﻭﻳﺜﺒﺖ ﻧﺴﺒﺔ ﺍﻟﻜﺘﺎﺏ ﺇﻟﻴﻪ‪،‬‬
‫ﻭﻳﻜﻮﻥ ﻣﺘﻨﻪ ﺃﻗﺮﺏ ﻣﺎ ﻳﻜﻮﻥ ﺇﱃ ﺍﻟﺼﻮﺭﺓ ﺍﻟﱴ ﺃﺭﺍﺩﻫﺎ ﻣﺆﻟﻔﻪ‪ ٢،‬ﻭﲢﻘﻴﻖ ﺍﻟﻨﺺ‬
‫ﺃﻳﻀﺎ ﺃﻣﺮ ﺟﻠﻴﻞ ﻭﻋﻤﻞ ﻋﻈﻴﻢ ﳛﺘﺎﺝ ﺇﱃ ﻛﺜﲑ ﻣﻦ ﺍﳉﻬﻮﺩ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﺪﻗﻴﻘﺔ‪.‬‬
‫ﰱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﺧﺘﺎﺭ ﺍﻟﺒﺎﺣﺚ ﳐﻄﻮﻃﺔ "ﻛﺘﺎﺏ ﺷﺮﺡ ﺭﺳﺎﻟﺔ‬
‫ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ" ﻟﺪﺭﺍﺳﺘﻬﺎ ﺩﺭﺍﺳﺔ ﻓﻴﻠﻮﻟﻮﺟﻴﺔ‪ .‬ﻭﻫﺬﻩ ﺍﳌﺨﻄﻮﻃﺔ ﻭﺣﻴﺪﺓ‬
‫ﻭ ﳏﻔﻮﻇﺔ ﰱ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻮﻃﻨﻴﺔ ﲜﺎﻛﺮﺗﺎ ﺗﻮﺟﺪ ﻧﺴﺨﺔ ﻭﺍﺣﺪﺓ ﺑﺮﻗﻢ ‪.A٦٧٠‬‬
‫‪٢‬ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﻫﺎﺭﻭﻥ‪ ،‬ﲢﻘﻴﻖ ﺍﻟﻨﺼﻮﺹ ﻭ ﻧﺸﺮﻫﺎ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻮﺳﺴﺔ ﺍﳊﻠﱮ‪ ،(١٩٦٥ ،‬ﻁ‪،٢.‬‬
‫ﺹ‪٣٩.‬‬

‫‪٣‬‬

‫ﻛﺎﻧﺖ ﺍﳌﺨﻄﻮﻃﺔ ﲢﺘﻮﻯ ﻋﻠﻰ ﺍﳌﺮﺍﺩ ﺭﺳﻠﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ﻋﻦ‬
‫ﺍﻻﺳﺘﻌﺎﺭﺓ )ﺍﻟﻌﻠﻢ ﺍﻟﺒﻼﻏﺔ(‪ ،‬ﻭﺃﻟﻔﻬﺎ ﺍﻟﺸﻴﺦ ﺃﲪﺪ ﺑﻦ ﻋﺒﺪﺍﷲ ﺍﳌﻠﹼﻮﻱ‪ .‬ﻫﺬﻩ‬
‫ﺍﳌﺨﻄﻮﻃﺔ ﺗﺒﺤﺚ ﰲ ﻋﻠﻢ ﺍﻻﺳﺘﻌﺎﺭﺓ ﻣﻦ ﺗﻌﺮﻳﻔﻬﺎ ﻭﺷﺮﻭﻃﻬﺎ ﻭﺃﻧﻮﺍﻋﻬﺎ‬
‫ﻭﻏﲑﻫﺎ ﳑﺎ ﻳﺘﻌﻠﻖ ﺑﺒﻴﺎﻥ ﺍﻻﺳﺘﻌﺎﺭﺓ‪.‬‬

‫ﺏ‪ .‬ﲢﺪﻳﺪ ﺍﻟﺒﺤﺚ‬
‫ﺇﻥ ﲢﻘﻴﻖ ﺍﳌﺨﻄﻮﻃﺔ ﻣﺸﺘﻤﻠﺔ ﻋﻠﻰ ﻧﻮﺍﺣﻲ ﻣﺘﻮﺍﻓﺮﺓ‪ .‬ﻓﻴﻘﺘﺼﺮﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﻋﻠﻰ‪:‬‬
‫‪ .١‬ﻣﺎ ﻫﻴﺌﺔ ﳐﻄﻮﻃﺔ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ؟‬
‫‪ .٢‬ﲢﻘﻴﻖ ﻧﺺ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ﰒ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺮﲨﺘﻪ ﺇﱃ‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪.‬‬
‫‪ .٣‬ﺍﻷﻓﻜﺎﺭ ﺍﳍﺎﻣﺔ ﺍﻟﱴ ﻭﺭﺩﺕ ﻓﻴﻪ‪.‬‬

‫‪٤‬‬

‫ﺝ‪ .‬ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ‬
‫ﺃﻣﺎ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ ﻓﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪.١‬‬

‫ﻭﺻﻒ ﳐﻄﻮﻃﺔ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬

‫‪.٢‬‬

‫ﲢﻘﻴﻖ ﻧﺺ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ﻭﺗﺮﲨﺘﻪ ﺇﱃ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪.‬‬

‫‪.٣‬‬

‫ﻣﻌﺮﻓﺔ ﺍﻷﻓﻜﺎﺭ ﺍﳍﺎﻣﺔ ﺍﻟﱴ ﻭﺭﺩﺕ ﰲ ﺍﻟﻨﺺ‪.‬‬

‫ﺩ‪ .‬ﻣﻨﻬﺞ ﺍﻟﺘﺤﻘﻴﻖ‬
‫ﻧﻈﺮﺍ ﻟﻮﺟﻮﺩ ﻧﺴﺨﺔ ﻭﺣﻴﺪﺓ ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﻟﻨﺺ ﻋﻠﻰ‬
‫ﻣﻨﻬﺞ ﺳﺘﺎﻧﺪﺍﺭ ﻭﻫﻮ ﳏﺎﻭﻟﺔ ﻋﻠﻰ ﺇﺻﻼﺡ ﺍﻟﻨﺺ ﻭﺍﺟﺘﻨﺎﺑﻪ ﻣﻦ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱴ‬
‫ﻇﻬﺮﺕ ﰱ ﻋﻤﻠﻴﺔ ﺍﻟﻜﺘﺎﺑﺔ‪ ٣،‬ﺣﻴﺚ ﻗﻤﺖ ﺑﺈﺻﻼﺡ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻮﺍﺭﺩﺓ ﰱ ﺍﻟﻨﺺ‬
‫ﻣﻊ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﳋﻄﺎﺀ ﺍﳌﺬﻛﻮﺭ ﰱ ﺍﳍﻮﺍﻣﺶ‪.‬‬

‫‪٣‬‬

‫‪Nabilah Lubis, Naskah, Teks, dan Metode Penelitian Filologi,‬‬
‫‪(Jakarta: Puslitbang Departemen Agama RI, ٢٠٠٧) h. ١٠١.‬‬

‫‪٥‬‬

‫ﻫـ‪ .‬ﺧﻄﺔ ﺍﻟﺒﺤﺚ‬
‫ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰱ ﻃﺮﻳﻖ ﺍﻟﻜﺘﺎﺑﺔ ﻋﻠﻰ ﻣﻨﻬﺞ ﲢﻘﻴﻖ‬
‫ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻛﺘﺎﺏ‪:‬‬
‫‪Pedoman penulisan skripsi Bahasa dan Sastra Arab Fakultas Adab dan‬‬
‫‪Humaniora UIN Syarif Hidayatullah Jakarta ٢٠٠٧.‬‬

‫ﻭﺍﻧﻘﺴﻢ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﲬﺴﺔ ﺃﺑﻮﺍﺏ‪:‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬

‫‪ :‬ﻣﻘﺪﻣﺔ‪ ،‬ﻭﲢﺘﻮﻯ ﻋﻠﻰ ﺧﻠﻔﻴﺔ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﲢﺪﻳﺪ‬
‫ﺍﻟﺒﺤﺚ‪ ،‬ﻭ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻨﻬﺞ ﺍﻟﺘﺤﻘﻴﻖ‪ ،‬ﻭﺧﻄﺔ‬
‫ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬

‫‪ :‬ﳐﻄﻮﻃﺔ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‪ ،‬ﻭﲢﺘﻮﻯ ﻋﻦ‬
‫ﻧﺒﺬﺓ ﻋﻦ ﺣﻴﺎﺓ ﺍﳌﺆﻟﻒ‪ ،‬ﻭﻭﺻﻒ ﺍﳌﺨﻄﻮﻃﺔ‪ ،‬ﻭﳏﺘﻮﻳﺎﺕ‬
‫ﺍﳌﺨﻄﻮﻃﺔ‪.‬‬

‫‪٦‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬

‫‪ :‬ﲢﻘﻴﻖ ﺍﻟﻨﺺ‪ ،‬ﻭﳛﺘﻮﻯ ﻋﻠﻰ‪ :‬ﺧﻄﻮﺍﺕ ﺍﻟﺘﺤﻘﻴﻖ‬
‫ﻭﺇﺷﺎﺭﺗﻪ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﻨﺺ ﻣﻊ‬

‫ﻭﺍﻟﺘﺮﲨﺔ ﺇﱃ ﺍﻟﻠﻐﺔ‬

‫ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪.‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬

‫‪ :‬ﺃﻫﻢ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻮﺍﺭﺩﺓ ﰱ ﺍﻟﻨﺺ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬

‫‪ :‬ﺧﺎﲤﺔ‪ ،‬ﻭﲢﺘﻮﻯ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪.‬‬

‫ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ‬
‫ﺍﳌﺮﺍﻓﻘﺎﺕ‬

‫‪ :‬ﺻﻮﺭ ﻣﻦ ﺍﻟﻨﺺ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬
‫ﳐﻄﻮﻃﺔ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬

‫ﺃ‪ .‬ﻣﺆﻟﻒ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬
‫ﻫﻮ ﻧﺼﺮ ﺑﻦ ﳏﻤﺪ ﺑﻦ ﺃﲪﺪ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‪ ،‬ﺃﺑﻮ ﺍﻟﻠﻴﺚ‪،‬‬
‫ﺍﳌﻠﻘﺐ ﺑﺈﻣﺎﻡ ﺍﳍﺪﻱ‪ ،‬ﺍﻹﻣﺎﻡ ﻣﻦ ﺃﺋﻤﺔ ﺍﳊﻨﻔﻴﺔ‪ ،‬ﻣﻦ ﺍﻟﺰﻫﺎﺩ ﺍﳌﺘﺼﻮﻓﲔ‪ .‬ﻟﻪ ﺗﺼﺎﻧﻴﻒ‬
‫ﻧﻔﻴﺴﺔ‪ ،‬ﻣﻨﻬﺎ‪ :‬ﺗﻔﺴﲑ ﺍﻟﻘﺮﺁﻥ‪ ،‬ﻭﺑﺴﺘﺎﻥ ﺍﻟﻌﺎﺭﻓﲔ ﰲ ﻋﻠﻢ ﺍﻟﺘﺼﻮﻑ‪ ،‬ﻭﺧﺰﺍﻧﺔ‬
‫ﺍﻟﻔﻘﻪ‪ ،‬ﻭﺍﳌﻘﺪﻣﺔ ﰲ ﻋﻠﻢ ﺍﻟﻔﻘﻪ‪ ،‬ﻭﺷﺮﺡ ﺍﳉﺎﻣﻊ ﺍﻟﺼﻐﲑ ﰲ ﺍﻟﻔﻘﻪ‪ ،‬ﻭﳐﺘﻠﻒ ﺍﻟﺮﻭﺍﻳﺔ‬
‫ﰲ ﺍﳋﻼﻓﻴﺎﺕ ﺑﲔ ﺃﰊ ﺣﻨﻴﻔﺔ ﻭﻣﺎﻟﻚ ﻭﺍﻟﺸﺎﻓﻌﻲ‪.‬‬

‫‪١‬ﺧﲑ ﺍﻟﺪﻳﻦ ﺍﻟﺰﺭﻛﻴﻠﻲ‪ ،‬ﺍﻷﻋﻼﻡ‪،‬‬

‫‪١‬‬

‫ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ‪.١٩٩٠ ،‬ج‪ ،٨ .‬ص‪٢٧ .‬‬

‫‪٧‬‬

‫‪٨‬‬

‫ﺏ‪ .‬ﻭﺻﻒ ﺍﳌﺨﻄﻮﻃﺔ‬
‫ﻫﺬﻩ ﺍﳌﺨﻄﻮﻃﺔ ﺑﺮﻗﻢ ‪ ٦٧٠‬ﻋﺮﰊ‪ ‬ﲢﺖ ﻋﻨﻮﺍﻥ "ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ‬
‫ﺍﻟﺴﻤﺮﻗﻨﺪﻱ"‪ .‬ﻫﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ ﻣﺬﻛﻮﺭ ﰱ ﻛﺘﺎﻟﻮﺝ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺒﻴﻬﺮﻳﻦ‬
‫)‪.(BehrenT‬‬

‫ﻭﻫﺬﻩ ﺍﳌﺨﻄﻮﻃﺔ ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳋﻂ ﺍﻟﻨﺴﺨﻲ‪ ،‬ﻭﻧﺎﺳﺦ ﻫﺬﻩ‬
‫ﺍﳌﺨﻄﻮﻃﺔ ﳏﻤﺪ ﺍﺑﻦ ﻗﺎﺳﻢ ﺍﳌﻨﺎﻭﻱ‪ ،‬ﻫﻮ ﻣﺬﻛﻮﺭ ﰲ ﺃﺧﺮ ﺍﳌﺨﻄﻮﻃﺔ ﺃﻱ‬
‫ﻛﻠﻮﻓﻮﻥ‪ .‬ﻭﻛﺬﻟﻚ ﻳﻮﺟﺪ ﺍﺳﻢ ﻣﺆﻟﻒ ﻛﺘﺎﺏ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬
‫ﻫﻮ ﺍﻟﺸﻴﺦ ﺃﲪﺪ ﺍﳌﻠﻮﻱ ﺍﻟﺸﺎﻓﻌﻲ‪.‬‬
‫ﺍﳌﺨﻄﻮﻃﺔ "ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ" ﺗﺘﻜﻮﻥ ﻣــﻦ ﺃﺭﺑﻊ‬
‫ﻭﺛﻼﺛﲔ ﺻﻔﺤــﺔ‪ .‬ﻭﲢﺘﻮﻱ ﻛﻞﹼ ﺻﻔﺤﺔ ﻋﻠﻲ ﺳﺒﻌﺔ ﻋﺸﺮ ﺳﻄﺮﺍ‪ ،‬ﺇﻻﹼ ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻷﺧﲑﺓ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﻭﺍﺣﺪ ﻭﻋﺸﺮﻳﻦ ﺳﻄﺮﺍ ﻓﻘﻂ‪ .‬ﻭﻣﻘﺎﺱ ﺍﻟﻮﺭﻗﺎﺕ ‪١٦،٥‬‬
‫‪ ٢٣ x‬ﺳﻨﺘﻴﻤﺘﺮ‪ ،‬ﻭﻻ ﻳﺰﺍﻝ ﺍﻟﺮﻕ ﺟﻴ‪‬ﺪﺍ‪ .‬ﻭﻣﻘﺎﺱ ﺍﳋﺮﺟﻲ‪١١ x ١٧،٥ ‬‬
‫ﺳﻨﺘﻴﻤﺘﺮ‪ ،‬ﻭﻣﻘﺎﺱ ﺍﻟﻜﺘﺎﺑﺔ ‪ ٧،٥ x ١٤،٥‬ﺳﻨﺘﻴﻤﺘﺮ‪ .‬ﻭﻛﺎﻧﺖ ﺍﳌﺴﺎﻓﺔ ‪٢‬‬
‫ﺳﻨﺘﻴﻤﺘﺮ ﻣﻦ ﺍﻷﺳﻔﻞ ﻭ ‪ ١،٥‬ﺳﻨﺘﻴﻤﺘﺮ ﺍﻷﻋﻠﻲ ﻭ ‪ ٣،٢‬ﺳﻨﺘﻴﻤﺘﺮ ﻣﻦ ﺍﻟﻴﻤﲏ ﻭ ‪١‬‬

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‫ﺳﻨﺘﻴﻤﺘﺮ ﻣﻦ ﺍﻟﻴﺴﺮﻯ‪ .‬ﻭﺗﻮﺟﺪ ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ ﰲ ﺍﳍﺎﻣﺶ ﺍﻷﳝﻦ ﺍﻷﻋﻠﻰ ﺑﻨﻤﺮﺓ‬
‫ﻋﺮﺑﻴﺔ‪ .‬ﻭﱂ ﺗﻮﺟﺪ ﺍﻟﻌﻼﻣﺔ ﺍﳌﺎﺋﻴﺔ )‪.(Watermark‬‬
‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻣﻜﺘﻮﺑﺔ ﺑﻠﻮﻧﲔ ﻣﻦ ﺍﳌﺪﺍﺩ ﺍﻷﺳﻮﺍﺩ ﰱ ﻏﺎﻟﺐ ﺍﻟﻨﺺ ﻭﺍﳊﱪ‬
‫ﺍﻷﲪﺮ ﰱ ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻌﻴﻨﺔ )‪ ،(Rubrication‬ﻣﺜﻼ‪ :‬ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‪،‬‬
‫ﺍﻟﻌﻘﺪ ﺍﻷﻭﻝ‪ ،‬ﺍﻟﻌﻘﺪ ﺍﻟﺜﺎﱐ‪ ،‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻷﻭﱃ‪ ،‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﻘﺎﻧﻴﺔ‪ ،‬ﺍﻻﺳﺘﻌﺎﺭﺓ‪ ،‬ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﳌﺨﻄﻮﻃﺔ ﺗﺒــــﺪﺃ ﺑـ‪)) :‬ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‪ ،‬ﻭﺑﻪ‬
‫ﺛﻘﱵ ﻭﻋﻠﻴﻪ ﺍﻋﺘﻤﺎﺭﻱ‪ ،‬ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﺃﲪﺪ ﻟﻪ ﺣﻘﻴﻘﺔ ﻭﻫﻮ ﻟﻐﲑﻩ ﳎﺎﺯ ﺍﶈﻴﻂ‪،‬‬
‫ﻋﻠﻤﻪ ﺑﺄﺳﺮﺍﺭ ﺍﻟﺒﻼﻏﺔ ﻭﻭﺟﻮﻩ ﺍﻟﱪﺍﻋﺔ ﻭﺩﻻﺋﻞ ﺍﻹﻋﺠﺎﺯ‪ .‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ‬
‫ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﺍﳌﺮﺷﺢ ﺑﺎﻵﻳﺎﺕ ﻭﺍﻟﺪﻻﺋﻞ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﻭﻣﻦ ﺗﺒﻌﻬﻢ ﺇﱃ ﻳﻮﻡ‬
‫ﺍﻟﺪﻳﻦ ﺑﺎﻟﻔﻮﺍﺿﻞ ﻭﺍﻟﻔﻀﺎﺋﻞ‪ ،‬ﺃﻣﺎ ﺑﻌﺪ‪ .‬ﻓﻘﺪ ﻛﻨﺖ ﺷﺮﺣﺖ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ‬
‫ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ﰲ ﺍﻻﺳﺘﻌﺎﺭﺍﺕ ﻭﻭﺷﺤﺘﻬﺎ ﺑﻠﻄﺎﺋﻒ ﺍﻟﻄﺮﺍﺋﻒ ﻭﻋﻮﺍﺭﻑ ﺍﳌﻌﺎﺭﻑ‬
‫ﻭﻧﻔﺎﺋﺲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺩﻗﺎﺋﻖ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‪.((....... .‬‬
‫ﻭﰲ ﺁﺧﺮ ﺍﳌﺨﻄﻮﻃﺔ ﻣــﻦ ﻫـــﺬﺍ ﺍﻟﻨﺺ ﻳﻮﺟﺪ ﻣﺎ ﻳﻌﺮﻑ‬
‫ﺑﻜـﻠﻮﻓـﻮﻥ )‪ ،(Kolofon‬ﻳﺒﲔ ﻓﻴﻪ ﺍﺳﻢ ﺍﻟﻜﺎﺗﺐ ﻭﻭﻗﺖ ﺍﺧﺘﺘﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ ﻣﻦ‬

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‫ﻳﻮﻣﻪ ﻭﺷﻬﺮﻩ ﻭﺳﻨﺘﻪ‪ ........)) .‬ﻭﻛﺎﻥ ﺍﻟﻔﺮﺍﻍ ﻣﻦ ﻛﺘﺎﺑﺘﻬﺎ ﻳﻮﻡ ﺍﻷﺣﺪ ﺍﳌﺒﺎﺭﻙ‬
‫ﺭﺍﺑﻊ ﻳﻮﻡ ﺧﻠﺖ ﰲ ﺷﻬﺮ ﺍﻟﺸﻮﺍﻝ ﺳﻨﺔ ‪ ١١٤٨‬ﻋﻠﻰ ﻳﺪ ﻛﺎﺗﺒﻬﺎ ﺍﻟﻔﻘﲑ ﳏﻤﺪ ﺍﺑﻦ‬
‫ﻗﺎﺳﻢ ﺍﳌﻨﺎﻭﻱ ﺍﻟﺸﺎﻓﻌﻲ ﺭﲪﺔ ﺍﷲ ﺁﻣﲔ‪ ،‬ﰎ‪.((.‬‬

‫ﺝ( ﳏﺘﻮﻳﺎﺕ ﺍﳌﺨﻄﻮﻃﺔ‬
‫ﻭﰲ ﻫﺬﻩ ﺍﳌﺨﻄﻮﻃﺔ ﻛﺎﻥ ﺍﳌﺆﻟﻒ ﺍﻟﺸﻴﺦ ﺃﲪﺪ ﺍﳌﻠﻮﻱ ﺍﻟﺸﺎﻓﻌﻲ ﺷﺮﺡ‬
‫ﻋﻠﻰ ﻛﺘﺎﺏ ﺭﺳﺎﻟﺔ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ﰲ ﻋﻠﻢ ﺍﻻﺳﺘﻌﺎﺭﺓ ﻣﻦ ﺗﻌﺮﻳﻔﻬﺎ‪ ،‬ﻭﺃﻧﻮﺍﻋﻬﺎ‪،‬‬
‫ﻭﺷﺮﻭﻃﻬﺎ‪ ،‬ﻭﻗﺮﻳﻨﺘﻬﺎ‪ .‬ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﻨﻘﺴﻢ ﺇﱃ ﺛﻼﺛﺔ ﺃﲝﺎﺙ ﺍﻟﱵ ﺗﺴﻤﻰ ﺑﺎﻟﻌﻘﺎﺋﺪ‪،‬‬
‫ﻭﰲ ﻛﻞ ﺍﻟﻌﻘﻴﺪﺓ ﺗﻨﻘﺴﻢ ﺇﱃ ﺍﻟﻔﺮﺍﺋﺪ‪.‬‬
‫ﺃ‪ .‬ﺍﻟﻌﻘﺪ ﺍﻷﻭﻝ ﰲ ﺃﻧﻮﺍﻉ ﺍ‪‬ﺎﺯ‬
‫ﺃﻗﺴﺎﻣﻪ ﻛﺎ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﻭﺍﻻﺳﺘﻌﺎﺭﺓ ﺍﳌﻔﺮﺩﺓ ﻭﺍﳌﺮﻛﺒﺔ ﻭﺍﻷﺻﻠﻴﺔ ﻭﺍﻟﺘﺒﻌﻴﺔ‬
‫ﻭﺍﻟﺘﺤﻘﻴﻘﻴﺔ ﻭﺍﻟﺘﺨﻴﻴﻠﻴﺔ ﻭﺍﳌﺮﺷﺤﺔ ﻭﺍ‪‬ﺮﺩﺓ ﻭﺍﳌﻄﻠﻘﺔ ﻭﺍﻻﺿﺎﻓﺔ ﰲ ﺃﻧﻮﺍﻉ ﺍ‪‬ﺎﺯ‬

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‫ﻟﻠﺠﻨﺲ ﻷﻧﻪ ﱂ ﻳﺬﻛﺮ ﰲ ﻫﺬﺍ ﺍﻟﻌﻘﺪ ﲨﻴﻊ ﺍﻷﻧﻮﺍﻉ ﺇﺫ ﱂ ﻳﺬﻛﺮ ﻓﻴﻪ ﺍﳌﻜﻨﻴﺔ‪ ،‬ﻭﻓﻴﻪ‬
‫ﺳﺖ )‪ (٦‬ﻓﺮﺍﺋﺪ‪:‬‬
‫‪ .١‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻷﻭﱃ ﰲ ﺗﻘﺴﻴﻢ ﺍ‪‬ﺎﺯ ﺇﱃ ﺍﺳﺘﻌﺎﺭﺓ ﻭﻏﲑﻫﺎ‬
‫‪ .٢‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺗﻘﺴﻴﻢ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺇﱃ ﺃﺻﻠﻴﺔ ﻭﺗﺒﻌﻴﺔ‬
‫‪ .٣‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﰲ ﺗﻘﺴﻴﻢ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺇﱃ ﲢﻘﻴﻘﻴﺔ ﻭﲣﻴﻴﻠﻴﺔ‬
‫‪ .٤‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺮﺍﺑﻌﺔ ﰲ ﺗﻘﺴﻴﻢ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺇﱃ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ﻣﻄﻠﻘﺔ ﻭﳎﺮﺩﺓ‬
‫ﻭﻣﺮﺷﺤﺔ‬
‫‪ .٥‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﳋﺎﻣﺴﺔ ﰲ ﻛﻮﻥ ﺍﻟﺘﺮﺷﻴﺢ ﳚﻮﺯ ﺃﻥ ﻳﻜﻮﻥ ﺣﻘﻴﻘﺔ ﻭﺃﻥ ﻳﻜﻮﻥ‬
‫ﳎﺎﺯﺍ‬
‫‪ .٦‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺴﺎﺩﺳﺔ ﰲ ﺍ‪‬ﺰ ﺍﳌﺮﻛﺐ‬
‫ﺏ‪ .‬ﺍﻟﻌﻘﺪ ﺍﻟﺜﺎﱐ ﰲ ﲢﻘﻴﻖ ﻣﻌﲎ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺑﺎﻟﻜﻨﺎﻳﺔ‪ ،‬ﻓﻴﻪ ﺃﺭﺑﻊ ﻓﺮﺍﺋﺪ‪:‬‬
‫‪ .١‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻷﻭﱃ ﰲ ﻣﺬﻫﺐ ﺍﻟﺴﻠﻒ ﰲ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺑﺎﻟﻜﻨﺎﻳﺔ‬
‫‪ .٢‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﳌﻜﻨﻴﺔ ﻋﻠﻰ ﻣﺬﻫﺐ ﺍﻟﺴﻜﺎﻛﻲ‬

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‫‪ .٣‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﰲ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺑﺎﻟﻜﻨﺎﻳﺔ ﻋﻠﻰ ﻣﺬﻫﺐ ﺍﳋﻄﻴﺐ‬
‫‪ .٤‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺮﺍﺑﻌﺔ‪ ،‬ﰲ ﺟﻮﺍﺯ ﺻﻮﺭﺓ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺑﺎﻟﻜﻨﺎﻳﺔ ﺫﻛﺮ ﻟﻔﻆ ﺍﳌﺸﺒﻪ‬
‫ﺝ‪ .‬ﺍﻟﻌﻘﺪ ﺍﻟﺜﺎﻟﺚ ﰲ ﲢﻘﻴﻖ ﻗﺮﻳﻨﺔ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺑﺎﻟﻜﻨﺎﻳﺔ‪ ،‬ﻓﻴﻪ ﲬﺲ ﻓﺮﺍﺋﺪ‪:‬‬
‫‪ .١‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻷﻭﱃ ﰲ ﻗﺮﻳﻨﺘﻬﺎ ﻋﻨﺪ ﺍﻟﺴﻠﻒ‬
‫‪ .٢‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﻛﻮﻥ ﻗﺮﻳﻨﺔ ﺍﳌﻜﻨﻴﺔ‬
‫‪ .٣‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﰲ ﻗﺮﻳﻨﺔ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺑﺎﻟﻜﻨﺎﻳﺔ ﻋﻨﺪ ﺍﻟﺴﻜﺎﻛﻲ‬
‫‪ .٤‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺮﺍﺑﻌﺔ ﰲ ﺍﳌﺨﺘﺎﺭ ﰲ ﻗﺮﻳﻨﺔ ﺍﳌﻜﻨﻴﺔ‬
‫‪ .٥‬ﺍﻟﻔﺮﻳﺪﺓ ﺍﳋﺎﻣﺴﺔ ﰲ ﲢﻘﻴﻖ ﻣﺎ ﺯﺍﺩ ﻋﻠﻰ ﻗﺮﻳﻨﺔ ﺍﳌﻜﻨﻴﺔ ﻣﻦ ﺍﳌﻼﺋﻤﺎﺕ‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﲢﻘﻴﻖ ﺍﻟﻨﺺ‬

‫ﺃ‪ .‬ﺧﻄﻮﺍﺕ ﺍﻟﺘﺤﻘﻴﻖ ﻭﺇﺷﺎﺭﺗﻪ‬
‫ﺇﻥﹼ ﲢﻘﻴﻖ ﺍﳌﺨﻄﻮﻃﺔ ﺃﻣﺮ ﺟﻠﻴﻞ‪ .‬ﻭﻟﻪ ﺃﺳﺎﺱ ﻫﺎﻡ‪ ،‬ﻭﻫﻮ ﺣﻔﻆ ﺍﻷﺻﺎﻟﺔ‬
‫ﺣﻴﺚ ﺃﻥﹼ ﺍﻟﺘﺤﻘﻴﻖ ﻳﻬﺪﻑ ﺇﱃ ﺍﻟﻘﺮﺍﺀﺓ ﻋﻠﻰ ﺍﻟﻮﺟﻪ ﺍﻟﺬﻯ ﺃﺭﺍﺩﻩ ﺍﳌﺆﻟﻒ‪ .‬ﻭﺍﻟﻘﻮﺍﻋﺪ‬
‫ﺍﳌﻨﻬﺠﻴ‪‬ﺔ ﻭﺍﳋﻄﻮﺍﺕ ﺍﻟﱴ ﺍﺗﺒﻌﺘﻬﺎ ﰱ ﺍﻟﺘﺤﻘﻴﻖ ﻣﺎ ﻳﻠﻰ‪:‬‬
‫‪ .١‬ﺗﻨﻈﻴﻢ ﺍﻟﻔﻘﺎﺭ ﻟﺘﻴﺴﲑ ﺍﻟﻔﻬﻢ‪ .‬ﻭﺗﺼﻮﻳﺐ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻜﺘﺎﺑﻴﺔ ﰒ ﻭﺿﻊ ﺍﻹﺷﺎﺭﺓ‬
‫ﺇﱃ ﺍﻷﺻﻞ ﰱ ﺍﳍﻮﺍﻣﺶ‪.‬‬
‫‪ .٢‬ﻭﺍﻟﻌﻨﺎﻳﺔ ﺑﻌﻼﻣﺎﺕ ﺍﻟﺘﺮﻗﻴﻢ ﻭﲣﺮﻳﺞ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﺍﻟﻜﺮﳝﺔ ﻣﻊ ﺍﻹﺷﺎﺭﺓ ﺇﱃ‬
‫ﺍﺳﻢ ﺍﻟﺴﻮﺭﺓ ﻭﺭﻗﻢ ﺍﻵﻳﺔ ﻓﻴﻬﺎ ﻭﻭﺿﻌﻬﺎ ﺑﲔ ﺍﻟﻘﻮﺳﲔ ﺍﳌﺰﻫﺮﺓ ﴿‪﴾...‬‬

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‫‪ .٣‬ﻭﲣﺮﻳﺞ ﺍﻷﺣﺎﺩﻳﺚ ﺍﻟﻨﺒﻮﻳﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﺇﱃ ﻛﺘﺐ ﺍﻷﺣﺎﺩﻳﺚ ﺍﳌﺸﻬﻮﺭﺓ‬
‫ﻭﻭﺿﻌﻬﺎ ﺑﲔ ﺍﻟﻘﻮﺳﲔ }‪.{...‬‬
‫‪ /.../ .٤‬ﺇﺷﺎﺭﺓ ﺇﱃ ﺃﺭﻗﺎﻡ ﺻﻔﺤﺎﺕ ﺍﳌﺨﻄﻮﻁ ﺍﻷﺻﻠﻲ‪.‬‬
‫‪ .٥‬ﻛﺘﺎﺑﺔ ﺣﺮﻑ ﺍﳍﻤﺰﺓ ﰲ ﺍﻟﻨﺺ ﻻ ﻳﻔﺮﻕ ﺑﲔ ﳘﺰﺓ ﺍﻟﻘﻄﻊ ﻭﳘﺰﺓ ﻭﺍﻟﻮﺻﻞ‪،‬‬
‫ﻟﺬﻟﻚ ﻳﻔﺮﻕ ﺍﻟﺒﺎﺣﺚ ﺑﻴﻨﻬﻤﺎ‪" ،‬ﺃ" ﳍﻤﺰﺓ ﺍﻟﻘﻄﻊ ﻭ"ﺍ" ﳍﻤﺰﺓ ﺍﻟﻮﺻﻞ‪.‬‬

‫ﺏ‪ .‬ﻧﺺ ﻛﺘﺎﺏ ﺷﺮﺡ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ‬
‫‪ /١/‬ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‪ ،‬ﻭﺑﻪ ﺛﻘﱵ ﻭﻋﻠﻴﻪ ﺍﻋﺘﻤﺎﺭﻱ‬
‫ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﺃﲪﺪ ﻟﻪ ﺣﻘﻴﻘﺔ ﻭﻫﻮ ﻟﻐﲑﻩ ﳎﺎﺯ ﺍﶈﻴﻂ ﻋﻠﻤﻪ ﺑﺄﺳﺮﺍﺭ‬
‫ﺍﻟﺒﻼﻏﺔ ﻭﻭﺟﻮﻩ ﺍﻟﱪﺍﻋﺔ ﻭﺩﻻﺋﻞ ﺍﻹﻋﺠﺎﺯ‪ .‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪﻧﺎ ﳏﻤﺪ‬
‫ﺍﳌﺮﺷﺢ ﺑﺎﻵﻳﺎﺕ ﻭﺍﻟﺪﻻﺋﻞ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﻭﻣﻦ ﺗﺒﻌﻬﻢ ﺇﱃ ﻳﻮﻡ ﺍﻟﺪﻳﻦ‬
‫ﺑﺎﻟﻔﻮﺍﺿﻞ ﻭﺍﻟﻔﻀﺎﺋﻞ‪ ،‬ﺃﻣﺎ ﺑﻌﺪ‪.‬‬

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‫ﻓﻘﺪ ﻛﻨﺖ ﺷﺮﺣﺖ ﺭﺳﺎﻟﺔ ﺍﻹﻣﺎﻡ ﺍﻟﺴﻤﺮﻗﻨﺪﻱ ﰲ ﺍﻻﺳﺘﻌﺎﺭﺍﺕ‬
‫ﻭﻭﺷﺤﺘﻬﺎ ﺑﻠﻄﺎﺋﻒ‪ ١‬ﺍﻟﻄﺮﺍﺋﻒ ﻭﻋﻮﺍﺭﻑ ﺍﳌﻌﺎﺭﻑ ﻭﻧﻔﺎﺋﺲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺩﻗﺎﺋﻖ‬
‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‪ .‬ﰒﹼ ﺇﻥﹼ ﺑﻌﺾ ﺍﻹﺧﻮﺍﻥ ﺳﺄﻟﲏ ﺃﻥ ﺃﺻﺮﻑ ﺍﳍﻤﺔ ﳓﻮ ﺍﺧﺘﺼﺎﺭﻩ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺭ ﻋﻠﻰ ﺑﻴﺎﻥ ﻣﻌﺎﻧﻴﻪ ﻭﻛﺸﻒ ﺃﺳﺮﺍﺭﻩ ﻣﻜﺒ‪‬ﺮ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺍﻹﺗﻴﺎﻥ ﺑﺎﻷﻣﺜﻠﺔ‬
‫ﻭﺍﻟﺸﻮﺍﻫﺪ ﳌﺎ ﺃﻧﻪ ﱂ ﻳﻘﻊ ﳍﺬﺍ ﺍﳌﱳ‪ .‬ﺃﺷﺮﺡ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻮﺟﻪ ﻳﻜﻮﻥ ﻟﻠﻤﺒﺘﺪﺉ ﻧﺎﻓﻌﺎ‬
‫ﻟﺼﻌﻮﺑﺔ‪ ٢‬ﺍﻟﻌﺒﺎﺭﺍﺕ ﻇﻠﻤﺔ‪ ٣‬ﻭﺍﻻﺷﻜﺎﻻﺕ ﺭﺍﻓﻌﺎ‪ .‬ﻓﺄﺟﺒﺘﻪ ﺇﱃ ﺫﻟﻚ ﻣﺴﺘﻌﻴﻨﺎ ﺑﺎﷲ‬
‫ﺗﻌﺎﱃ ﻋﻠﻰ ﺳﻠﻮﻙ ﻣﺎ ﺃﻧﺎ ﺳﺎﻟﻚ‪ ،‬ﻭﻣﻦ ﺍﷲ ﺃﺳﺘﻤﺪ ﺍﻟﺘﻮﻓﻴﻖ ﻭﺃﺳﺄﻟﻪ ﺍﳍﺪﺍﻳﺔ ﺇﱃ‬
‫‪‬ﺎﻳﺔ‪ ٤‬ﺍﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ‪ .‬ﻭﻣﺎ ﻭﺟﺪﺗﻪ ﺃﻳﻬﺎ ﺍﻟﻮﺍﻗﻒ ﻋﻠﻴﻪ ﻣﻦ ﺧﻄﺄ ﻓﻤﻦ ﻧﻔﺴﻲ ﺃﻭ ﻣﻦ‬
‫ﺻﻮﺍﺏ ﻓﻬﻮ ﻣﺴﺘﻤﺪ ﻣﻦ ﻓﻴﺾ ﺷﻴﺨﻨﺎ ﺳﻴﺪﻱ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﳏﻤﺪ ﺍﳌﻔﺮﱐ ﺍﻟﻘﺼﺮﻱ‬
‫ﺍﻟﻠﻜﻨﻜﺴﻲ‪ ،٥‬ﻭﺍﷲ ﺍﳌﺴﺆﻝ‪ ٦‬ﺃﻥ ﻳﻨﻔﻊ ﺑﻪ ﻭﻫﻮ ﺣﺴﱯ ﻭﻧﻌﻢ ﺍﻟﻮﻛﻴﻞ‪.‬‬

‫‪١‬ﺍﻟﻨﺺ‪ :‬ﺑﻠﻄﺎﻳﻖ‬
‫‪ ٢‬ﺍﻟﻨﺺ‪ :‬ﻭﻟﺼﻌﻮﺑﺔ‬
‫‪٣‬ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ﺗﻜﺘﺐ ﰲ ﺍﳍﺎﻣﺶ ﺍﻷﳝﻦ‬
‫‪٤‬ﺍﻟﻨﺺ‪ :‬ﻣﻬﺎﻳﻊ‬
‫‪٥‬ﺍﻟﺒﺎﺣﺚ ﱂ ﻳﻮﺟﺪ ﻣﺎﺩﺓ ﻋﻠﻤﻴﺔ ﺗﺘﻌﻠﻖ ﲝﻴﺎﺗﻪ‬

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‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‪ ،‬ﺍﳊﻤﺪ ﷲ ﺍﻟﻮﺍﻫﺐ ﺍﻟﻌﻄﻴ‪‬ﺔ‪ ،‬ﺃﻱ ﻛﻞ ﻋﻄﻴﺔ ﺃﻭ‬
‫ﺍﻟﻌﻄﻴﺔ ﺍﳌﻌﻬﻮﺩﺓ ﺍﻟﱵ ﻧﺰﻟﺖ ‪‬ﺎ ﺳﻮﺭﺓ ﺍﻟﻀﺤﻰ ﺃﻭ ﺍﻟﻜﻮﺛﺮ‪ .‬ﻭﻋﻠﻰ ﻛﻞ ﻓﻨﲔ ﲨﻠﱵ‬
‫ﺍﳊﻤﺪ ﻭﺍﻟﺼﻼﺓ ﻟﺘﻨﺎﺳﺐ‪ ،‬ﻷﻥ ﻛﻼ ﻣﻨﻬﻤﺎ ﻣﺘﻌﻠﻖ ﺑﺎﻟﻨﱯ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ‪.‬‬
‫ﺃﻣﺎ ﻋﻠﻰ ﺍﻟﻌﻬﺪ ﻓﻈﺎﻫﺮ‪ ،‬ﻭﺃﻣﺎ ﻋﻠﻰ ﺍﻻﺳﺘﻐﺮﺍﻕ ﻓﻼﻥ ﻣﻦ ﲨﻠﺔ ﺍﻟﻌﻄﺎﻳﺎ ﻋﻄﺎﻳﺎ ﺍﻟﻨﱯ‬
‫ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ ﻟﻜﻦ ﺍﻟﺘﻨﺎﺳﺐ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻬﺪ ﺃﺷﺪ‪ .‬ﰒ ﺃﻥ ﺍﳊﻤﺪ ﻋﻠﻰ‬
‫ﺍﻻﺳﺘﻐﺮﺍﻕ ﲪﺪ ﻋﻠﻰ ﺍﻟﻨﻌﻤﺔ ﺍﻟﻮﺍﺻﻠﺔ ‪ /٢/‬ﺇﱃ ﺍﻟﺸﺎﻛﺮ ﻭﻋﻠﻰ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻨﻌﻢ‪.‬‬
‫ﻓﻌﻠﻰ ﺍﻟﻘﻮﻝ ﺑﺄﻧﻪ ﻻ ﻳﺸﺘﺮﻁ ﰲ ﺍﻟﺸﻜﺮ ﺍﻟﻠﻐﻮﻱ ﻭﺻﻮﻝ ﺍﻟﻨﻌﻤﺔ ﺇﱃ‬
‫ﺍﻟﺸﺎﻛﺮ‪ ،‬ﻳﻜﻮﻥ ﻫﺬﺍ ﲪﺪﺍ ﻭﺷﻜﺮﺍ ﻟﻐﻮﻳﲔ ﻭﻛﺬﺍ ﻋﻠﻰ ﺍﻟﻌﻬﺪ‪ .‬ﻭﺃﻣﺎ ﻋﻠﻰ ﺍﻟﻘﻮﻝ‬
‫ﺑﺎﺷﺘﺮﺍﻁ ﺫﻟﻚ ﻓﻌﻠﻰ ﺍﻻﺳﺘﻐﺮﺍﻕ‪ ،‬ﻳﻜﻮﻥ ﲪﺪﺍ ﻭﺷﻜﺮﺍ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻨﻌﻤﺔ ﺍﻟﻮﺍﺻﻠﺔ‬
‫ﺇﱃ ﺍﳊﺎﻣﺪ ﻭﲪﺪﺍ ﻓﻘﻂ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻨﻌﻢ ﺍﳋﲑ ﺍﻟﻮﺍﺻﻠﺔ ﺇﻟﻴﻪ‪ .‬ﻭﺃﻣﺎ ﻋﻠﻰ ﺍﻟﻌﻬﺪ‬
‫ﻓﺤﻤﺪ ﻭﺷﻜﺮ ﻛﺬﻟﻚ ﻷﻥ ﻛﻼ ﻣﻦ ﺍﻟﻌﻄﻴﺘﲔ ﺍﻟﻠﺘﲔ ﻧﺰﻟﺖ ‪‬ﻤﺎ ﺳﻮﺭﺗﺎﻥ‬
‫ﺍﳌﺘﻘﺪﻣﺘﺎﻥ‪ .‬ﻧﻌﻢ ﺍﳊﺎﻣﺪ ﻭﻏﲑﻩ ﻣﻦ ﺍﳌﺴﻠﻤﲔ‪.‬‬

‫‪٦‬ﺍﻟﻨﺺ‪ :‬ﺍﳌﺴﻴﻮﻝ‬

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‫ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ‪ ٧‬ﻋﻠﻰ ﺧﲑ ﺍﻟﱪﻳﺔ‪ ،‬ﺃﻱ ﺃﻓﻀﻠﻬﺎ ﺑﺘﻔﻀﻴﻞ ﻣﻦ ﺍﷲ ﺗﻌﺎﱃ‪.‬‬
‫ﻭﺍﳌﺮﺍﺩ ﺑﺎﻟﱪﻳﺔ ﻣﻦ ﻟﻪ ﻓﻀﻞ ﻣﻌﺘﱪ ﻣﻦ ﺍﳌﺨﻠﻮﻗﺎﺕ‪ ،‬ﺇﺫ ﺗﻔﻀﻴﻞ ﺍﻟﻜﺎﻣﻞ ﻋﻠﻰ‬
‫ﺍﻟﻨﺎﻗﺺ ﻧﻘﺺ ﺃﻻ ﺗﺮﻯ ﺃﻧﻪ ﻟﻮ ﻓﻀﻞ ﺷﺨﺺ ﺍﻟﺴﻠﻄﺎﻥ ﻋﻠﻰ ﺍﻟﺰﺑﺎﻝ ﻻﺳﺘﻮﺟﺐ‬
‫ﻣﻨﻪ ﺍﻟﻌﻘﻮﺑﺔ ﻭﺍﻟﺘﻨﻘﻴﺺ ﻭﷲ ﺩﺭ ﺍﻟﻘﺎﺋﻞ‪.‬‬
‫ﺇﺫﺍ ﺃﻧﺖ ﻓﻀﻠﺖ ﺍﻣﺮﺀﺍ ﺫﺍﻧﺒﺎ ﻫﺬﺍ ﻋﻠﻰ ﻧﺎﻗﺺ ﻛﺎﻥ ﺍﳌﺪﻳﺢ ﻣﻦ ﺍﻟﻨﻘﺺ‬
‫ﺃﱂ ﺗﺮ ﺃﻥ ﺍﻟﺴﻴﻒ ﻳﻨﻘﺺ ﻗﺪﺭﻩ ﺇﺫﺍ ﻗﻴﻞ ﻫﺬﺍ ﺍﻟﺴﻴﻒ ﺧﲑ ﻣﻦ ﺍﻟﻌﺼﻲ‬
‫ﻭﻋﻠﻰ ﺁﻟﻪ ﺃﻱ ﺃﺗﺒﺎﻋﻪ ﻭﺍﳌﺮﺍﺩ ﺑﺄﺗﺒﺎﻋﻪ ﺃﺗﺒﺎﻋﻪ ﺑﺎﻟﻌﻤﻞ ﺍﻟﺼﺎﱀ ﻛﻤﺎ ﻫﻮ‬
‫ﺍﳌﺘﺒﺎﺩﺭ ﻣﻦ ﻗﻮﻟﻨﺎ ﻓﻼﻥ ﺗﺎﺑﻊ ﻟﻠﻨﱯ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ‪ .‬ﻭﻟﻴﺲ ﺍﳌﺮﺍﺩ ﻣﻦ ﺗﺒﻌﻪ ﰲ‬
‫ﺍﻟﺰﻣﻦ ﺃﻱ ﺟﺎﺀ ﺑﻌﺪﻩ‪ ،‬ﻭﺍﻟﺼﺤﺎﺑﺔ ﺃﺷﺪ ﺍﻟﻨﺎﺱ ﺍﺗﺒﺎﻋﺎ ﻟﻪ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ‪.‬‬
‫ﻓﻬﻢ ﺩﺍﺧﻠﻮﻥ ﰲ ﺍﻵﻝ ﻓﻼ ﻳﺮﺩ ﻋﻠﻰ ﺇﳘﺎﻝ ﺫﻭﻱ ﺍﻟﻨﻔﻮﺱ ﺍﻟﺰﻛﻴﺔ ﺃﻱ ﺍﻟﻨﺎﻣﻴﺔ ﰲ‬
‫ﺍﳍﺪﻱ‪ .‬ﻭﺍﻟﻔﻼﺡ ﺃﻭ ﺍﻟﻄﺎﻫﺮﺓ ﻭﻫﺎ ﻫﻨﺎ ﺃﲝﺎﺙ ﺷﺮﻳﻔﺔ ﲰﺤﻨﺎ ‪‬ﺎ ﰲ ﺍﻟﺸﺮﺡ‪.‬‬

‫‪٧‬ﺗﻜﺘﺐ ﰲ ﺍﳍﺎﻣﺶ ﺍﻷﻳﺴﺮ‬

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‫ﺃﻣﺎ ﺑﻌﺪ‪ ،‬ﻓﺄﻣ‪‬ﺎ‪ ٨‬ﻫﻨﺎ ‪‬ﺮﺩ ﺍﻟﺘﺄﻛﻴﺪ ﻻ ﻟﻠﺘﺄﻛﻴﺪ ﻣﻊ ﺍﻟﺘﻔﺼﻴﻞ ﻭﺇﻥ ﺍﻟﺘﺰﻡ‬
‫ﺫﻟﻚ ﺑﻌﻀﻬﻢ ﰲ ﲨﻴﻊ ﺍﺳﺘﻌﻤﺎﻻ‪‬ﺎ‪ .‬ﻷﻥ ﻓﻴﻪ ﻣﻜﻠﻔﺎ ﻻ ﳛﺘﺎﺝ ﺇﻟﻴﻪ‪ .‬ﻓﺈﻥ ﻣﻌﺎﱐ‬
‫ﺍﻻﺳﺘﻌﺎﺭﺍﺕ ﺃﻱ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺍﻟﺘﺼﺮﳛﻴﺔ ﺍﳋﲑ ﺍﻟﺘﺨﻴﻴﻠﻴﺔ‪ ٩‬ﻭﻣﺎ ﻳﺘﻌﻠﻖ ‪‬ﺎ ﺃﻱ ﺃﻗﺴﺎﻣﻬﺎ‬
‫ﻭﻗﺮﺍﺋﻨﻬﺎ‪ .‬ﻗﺪ ﺫﻛﺮﺕ ﰲ ﺍﻟﻜﺘﺐ ‪ /٣/‬ﻣﻔﺼﻠﺔ ﺃﻱ ﻣﺸﻘﺔ‪ ١٠‬ﻣﻔﺮﻗﺔ ﻋﺴﲑﺓ ﺍﻟﻀﺒﻂ‬
‫ﻓﺄﺭﺩﺕ ﺫﻛﺮﻫﺎ ﺃﻱ ﻣﻌﺎﱐ ﺍﻻﺳﺘﻌﺎﺭﺍﺕ ﻭﻣﺎ ﻳﺘﻌﻠﻖ ‪‬ﺎ ﳎﻤﻠﺔ ﺃﻱ ﻏﲑ ﻣﻔﺮﻗﺔ‬
‫ﻣﻀﺒﻮﻃﺔ ﺃﻱ ﺳﻬﻠﺔ ﺍﻟﻀﺒﻂ ﻋﻠﻰ ﻭﺟﻪ ﻧﻄﻖ ﺑﻪ ﺃﻱ ﺩﻝﹼ ﻋﻠﻴﻪ ﺩﻻﻟﺔ ﻭﺍﺿﺤﺔ‪.‬‬
‫ﻛﺘﺐ ﺍﳌﺘﻘﺪﻣﻮﻥ‬

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‫ﺷﺒﻪ ﺍﻟﺪﻻﻟﺔ ﺑﺎﻟﻨﻄﻖ ﰲ ﺇﻳﻀﺎﺡ ﺍﳌﻌﲎ ﻭﺍﺗﺼﺎﻟﻪ ﺇﱃ‬

‫ﺍﻟﺬﻫﻦ‪ ،‬ﻭﺫﻝ ﻋﻠﻴﻪ ﺯﺑﺮ ﺑﻀﻤﺘﲔ ﲨﻊ ﺯﺑﻮﺭ ﺃﻱ ﻛﺘﺎﺏ ﺃﻭ ﻛﺴﺮ ﻓﺴﻜﻮﻥ‪ ،‬ﺃﻱ‬
‫ﺍﻟﻜﻼﻡ‪ .‬ﻭﺍﻷﻭﻝ ﺃﻧﺴﺐ ﺑﺎﻟﻜﺘﺐ ﻭﺍﻟﺜﺎﱐ ﺃﻋﻢ ﺍﳌﺘﺄﺧﺮﻳﻦ‪ ،‬ﻓﻨﻈﻤﺖ ﻓﺮﺍﺋﺪ‪ ١٢‬ﲨﻊ‬
‫ﻓﺮﻳﺪﺓ ﻭﻫﻲ ﺍﻟﺪﺭﺓ ﺍﻟﺜﻤﻴﻨﺔ ﺍﶈﻔﻮﻇﺔ ﰲ ﻇﺮﻑ ﻋﻦ ﺧﻠﻄﻬﺎ ﺑﺎﻟﻶﱄ ﻟﺸﺮﻓﻬﺎ‬
‫‪٨‬ﺍﻟﻨﺺ‪ :‬ﺃﻣﺎ‬
‫‪٩‬ﺍﻟﻨﺺ‪ :‬ﺍﻟﻨﺤﻴﻴﻠﻴﺔ‬
‫‪١٠‬ﺍﻟﻨﺺ‪ :‬ﻣﺸﺘﺘﺔ‬
‫‪١١‬ﺍﻟﻨﺺ‪ :‬ﺍﳌﺘﻘﺪﻣﲔ‬
‫‪١٢‬ﺍﻟﻨﺺ‪ :‬ﻓﺮﺍﻳﺪ‬

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‫ﻋﻮﺍﺋﺪ‬

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‫ﻣﻀﺎﻑ ﺇﻟﻴﻪ ﻣﺎ ﻗﺒﻠﻪ ﻣﻦ ﺑﺎﺏ ﺇﺿﺎﻓﺔ ﺍﻟﺸﺒﻪ ﺑﻪ ﺇﱃ ﺍﳌﺸﺒﻪ ﻛﻠﺠﲔ‬

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‫ﺍﳌﺎﺀ‪ ١٥‬ﺃﻱ ﻣﺎﺀ ﻛﺎﻟﻠﺠﲔ ﺃﻱ ﻣﺴﺎﺋﻞ‪ ١٦‬ﻋﺎﺋﺪﺓ‪ ١٧‬ﺇﱃ ﻛﺎﻟﻔﺮﺍﺋﺪ ﺃﻭ ﻟﻴﺲ ﲟﻀﺎﻑ‬
‫ﺇﻟﻴﻪ ﻣﺎ ﻗﺒﻠﻪ ﺑﻞ ﺑﺪﻝ ﻣﻦ ﻓﺮﺍﺋﺪ‪ ١٨‬ﻟﺘﺤﻘﻴﻖ ﻣﻌﺎﱐ ﺍﻻﺳﺘﻌﺎﺭﺍﺕ‪ .‬ﻭﻫﻲ ﺍﻟﺘﺼﺮﳛﻴﺔ‬
‫ﺍﻟﻐﲑ ﺍﻟﺘﺨﻴﻴﻠﻴﺔ ﻭﺍﳌﻜﻨﻴﺔ ﻭﺃﻗﺴﺎﻣﻬﺎ ﺃﻱ ﺃﻗﺴﺎﻡ ﺍﻻﺳﺘﻌﺎﺭﺓ ﺍﳌﺬﻛﻮﺭﺓ‪.‬‬
‫ﻓﺎﻟﺘﺼﺮﳛﻴﺔ ﺍﻟﻐﲑ ﺍﻟﺘﺨﻴﻴﻠﻴﺔ ﺗﻨﻘﺴﻢ ﺇﱃ ﺃﺻﻠﻴﺔ ﻭﺗﺒﻌﻴﺔ ﻭﺇﱃ ﲤﺜﻴﻠﻴﺔ ﻏﲑ‬
‫ﲤﺜﻴﻠﻴﺔ ﻭﺇﱃ ﻣﺮﺷﺤﺔ ﻭﳎﺮﺩﺓ ﻭﻣﻄﻠﻘﺔ‪ .‬ﻭﺍﻟﺘﺼﺮﳛﻴﺔ ﺍﻟﺘﺨﻴﻴﻠﻴﺔ ﺗﻨﻘﺴﻢ ﺇﱃ ﺃﺻﻠﻴﺔ‬
‫ﻭﺗﺒﻌﻴﺔ ﻭﺇﱃ ﻣﺮﺷﺤﺔ ﻭﳎﺮﺩﺓ ﻭﻣﻄﻠﻘﺔ‪ .‬ﻭﺍﳌﻜﻨﻴﺔ ﺗﻨﻘﺴﻢ ﺇﱃ ﻣﺮﺷﺤﺔ ﻭﳎﺮﺩﺓ‬
‫ﻭﻣﻄﻠﻘﺔ ﻭﺳﻴﺄﰐ ﺃﻣﺜﻠﺔ ﺫﻟﻚ ﻭﻗﺮﺍﺋﻨﻬﺎ ﺃﻱ ﻗﺮﺍﺋﻦ ﺍﻻﺳﺘﻌﺎﺭﺍﺕ‪ .‬ﻓﺈﻥﹼ ﻟﻜﻞ ﺍﺳﺘﻌﺎﺭﺓ‬
‫ﻗﺮﻳﻨﺔ ﰲ ﺛﻼﺙ ﻋﻘﻮﺩ‪ ،‬ﻓﻴﻪ ﳎﺎﺯ‪ ،‬ﺍﻷﻭ‪‬ﻝ ﺃﻱ ﺧﻴﻮﻁ ﺗﺆﻝ ﺇﱃ ﻛﻮ‪‬ﺎ ﻋﻘﻮﺩﺍ‪ ،‬ﻭﻗﺪ‬
‫ﺷﺒﻪ ‪‬ﺎ ﺍﻷﻟﻔﺎﻅ‪ .‬ﰒ ﺇﻥﹼ ﱂ ﻳﺮﺩ ﺑﻘﻮﻟﻪ ﰲ ﺛﻼﺛﺔ ﻋﻘﻮﺩ‪ ،‬ﺇﻥﹼ ﻛﻞ ﻣﻦ ﺍﻟﺜﻼﺛﺔ ﺍﳌﺘﻘﺪﺓ‬
‫‪١٣‬ﺍﻟﻨﺺ‪ :‬ﻋﻮﺍﻳﺪ‬
‫‪١٤‬ﺍﻟﻨﺺ‪ :‬ﻛﺎﳉﲔ‬
‫‪١٥‬ﺍﻟﻨﺺ‪ :‬ﺍﳌﺎ‬
‫‪١٦‬ﺍﻟﻨﺺ‪ :‬ﻣﺴﺎىﻞ‬
‫‪١٧‬ﺍﻟﻨﺺ‪ :‬ﻋﺎﻳﺪﺓ‬
‫‪١٨‬ﺍﻟﻨﺺ‪ :‬ﻓﺮﺍﻳﺪ‬

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‫ﺃﻱ ﻣﻌﺎﱐ ﺍﻻﺳﺘﻌﺎﺭﺍﺕ ﻭﺃﻗﺴﺎﻣﻬﺎ ﻭﻗﺮﺍﺋﻨﻬﺎ ﻋﻘﺪﺍ ﻓﻀﻼ ﻋﻦ ﻛﻮﻥ ﺫﻟﻚ ﻋﻠﻰ‬
‫ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﻭﻟﻴﺲ ﻛﻼﻣﻪ ‪ /٤/‬ﲟﻘﺘﻀﻰ ﻟﺬﻟﻚ‪ ،‬ﺑﻞ ﺃﺭﺍﺩ ﺃﻥﹼ ﺍﻟﺜﻼﺛﺔ ﻣﺬﻛﻮﺭﺓ ﰲ‬
‫ﺛﻼﺛﺔ ﻋﻘﻮﺩ‪ .‬ﻭﻻ ﺷﻚ‪ ‬ﺃﻥﹼ ﺍﻷﻣﺮ ﻛﺬﻟﻚ‪ ،‬ﻭﻫﺎﻫﻨﺎ ﺇﲝﺎﺙ ﻧﻔﻴﺴﺔ ﲰﺤﻨﺎﻫﺎ‪.‬‬

‫‪ሿ‬ﺍﻟﻌﻘﺪ ﺍﻷﻭﻝ‪ ሾ‬ﰲ ﺃﻧﻮﺍﻉ ﺍ‪‬ﺎﺯ ﺃﻱ ﺃﻗﺴﺎﻣﻪ ﻛﺎ‪‬ﺎﺯ ﺍﳌﺮﺳﻞ ﻭﺍﻻﺳﺘﻌﺎﺭﺓ‬

‫ﺍﳌﻔﺮﺩﺓ ﻭﺍﳌﺮﻛﺒﺔ ﻭﺍﻷﺻﻠﻴﺔ ﻭﺍﻟﺘﺒﻌﻴﺔ ﻭﺍﻟﺘﺤﻘﻴﻘﻴﺔ ﻭﺍﻟﺘﺨﻴﻴﻠﻴﺔ ﻭﺍﳌﺮﺷﺤﺔ ﻭﺍ‪‬ﺮﺩﺓ‬
‫ﻭﺍﳌﻄﻠﻘﺔ ﻭﺍﻻﺿﺎﻓﺔ ﰲ ﺃﻧﻮﺍﻉ ﺍ‪‬ﺎﺯ ﻟﻠﺠﻨﺲ ﻷﻧﻪ ﱂ ﻳﺬﻛﺮ ﰲ ﻫﺬﺍ ﺍﻟﻌﻘﺪ ﲨﻴﻊ‬
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