معرفی نسخه های آمدنامه و صفوه المصادر و تحلیل روش آموزش «دستور زبان فارسی» در آنها (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
دستورنویسی فارسی در شبه قاره قدمتی چند صدساله دارد. نفوذ فرهنگ ایرانی و زبان فارسی در آنجا سبب شده است که بسیاری درپی آموزش و یادگیری این زبان بروند و درنتیجه آموزش زبان فارسی نیز شکلی جدی در آنجا بگیرد. آمدنامه ها و همچنین رساله صفوه المصادر، ازجمله رسالاتی بوده اند که در شبه قاره هند برای آموزش دستور زبان فارسی و به صورت خاص برای تصریف مصادر فارسی تألیف شده اند. در این تحقیق، ابتدا به سیری از نفوذ فرهنگ و زبان فارسی در هند و سنت آمدنامه نویسی در شبه قاره اشاره می شود؛ سپس به معرفی نسخه های خطی و چاپ سنگی این رساله ها پرداخته خواهد شد. توضیح هر اثر و تصحیح بخش های منتخب رسالات که دربردارنده مسائل مهمی از شیوه تصریف و روش های دسته بندی مصادر است، گام های بعدی این پژوهش است. در ادامه با مقایسه سه رساله آمدنامه و رساله صفوه المصادر با هم، شباهت ها و تفاوت های این رسالات با یکدیگر بررسی می شود. در روش تصریف رسالات تفاوتی با هم دیده نمی شود؛ اما جامعیت آمدنامه حیات علی هندی و صفوه المصادر نشان می دهد که این دو رساله به صورت منسجم تر و مطابق با روش علمی نگارش یافته اند و دو رساله آمدنامه دیگر به صورت سطحی و احتمالاً برای سطوح پایین ترِ آموزش دستور زبان فارسی تألیف شده اند؛ نیز شباهت کلی روش این آمدنامه ها و صیغه های تصریف شده مشترک در آنها نشان می دهد که شاید در یک بازه زمانی مشترک و با منابع مشترکی تألیف شده باشند. مقایسه این رساله ها با دستورهای فارسی جامعی که در هند و چین در سال های بعدی نوشته شده است، این فرض را ثابت می کند که آمدنامه ها در تصریف مصادر فارسی اصول علمی را رعایت کرده اند و ممکن است منبع دستورهای بعدی در شبه قاره بوده باشند.Introduction to the Amadname and Safwat al-Masader Versions and Analysis of the Teaching Method of Persian Grammar in Them
Persian grammar has a long history in the subcontinent. The influence of Iranian culture and the Persian language in the subcontinent has led many people to seek education and learning in this language, resulting in a serious development of Persian language education. Amadnames and Safwat al-Masader are among the works that have been written in the subcontinent of India for teaching Persian grammar, specifically in the direction of source derivation in Persian. In this research, first, a brief overview of the influence of culture and the Persian language in India and the tradition of Amadname writing in the subcontinent is mentioned. Then, the introduction of handwritten and lithographic versions of these works, the explanation of each work, and the correction of selected sections containing important aspects of source derivation and classification methods are examined. The next step in the research is to compare the methods of these works with each other and mention their differences and similarities. In this study, a comparison is made between the methods of these works and two important historical works in Persian grammar, namely, Jam'e al-Fawaid and Dastur-e Sokhan, and their similarities and differences are highlighted. In general, this study critically evaluates the scientific reasons, characteristics, and shortcomings of these works.
Introduction
The discussion about when and by whom the first written Persian grammar was written is still not definitively answered. The year of writing the comprehensive work Jam'e al-Fawaid, which is 1185 AH, indicates that years before the writing of Dastur-e Sokhan by Mirza Habib Isfahani in Istanbul, this work was written in India. "The book Jam'e al-Fawaid predates Mirza Habib's grammar by at least 100 years" (Navazish Ali Khan, 2019, p. 15). However, Minhaj al-Talib, written by Muhammad ibn Hakim Zainimi Shendoni in China, predates Jam'e al-Fawaid and was written about a hundred years before it, in 1070 AH. Another notable work written about teaching Persian grammar in the subcontinent is Nahj al-Adab, written by Najm al-Ghani Khan Rampuri (2017). Although it is not one of the introductory books in this field, it has been a comprehensive work and its scientific writing method has influenced all authors. In this research, special attention is also paid to this book.
Materials and Methods
In this research, first, the introduction of Amadname and Safwat al-Masader works and a comparison of their methods are discussed. Then, these works are compared with the sources mentioned above, namely Minhaj al-Talib, Jam'e al-Fawaid, and Nahj al-Adab.
Research Findings
The tradition of writing Persian grammar books in the subcontinent has been widespread, with multiple versions written by different authors at different times. The focus of Persian language educators in the subcontinent on the conjugation of Persian sources has been undeniable and significant. This emphasis can be attributed to their traditional approach to grammar and their attention to Arabic morphology and syntax, which are also important in the Persian language.
The Amadname and Safwat al-Masader versions of Persian grammar share similarities in their teaching methods, following a common pattern. However, the method of source conjugation in Safwat al-Masader is more organized and comprehensive. Both versions have weaknesses compared to the earliest written Persian grammar, such as a lack of comprehensiveness in conjugating all forms (except for Safwat al-Masader), focusing only on source conjugation, and neglecting other grammatical concepts, leading to confusion in presenting the material (mostly in Amadname). The Amadname and Safwat al-Masader versions are significant as they are among the earliest sources that specifically attempt to systematize source conjugation and Persian grammar. Further research on the methods used in these works can contribute to the study of Persian grammar in the subcontinent.
Discussion of Results and Conclusions
Comparing the Amadname and Safwat al-Masader versions with three important books on grammar in the subcontinent and China, namely Minhaj al-Talib, Jam'e al-Fawaid, and Nahj al-Adab, yielded the following results:
It appears that unlike the mentioned three books, the Amadname and Safwat al-Masader were not written by renowned and specialized scholars. They seem to have been written superficially and focused mainly on source conjugation. The lack of comprehensiveness in these versions, their focus on specific grammatical topics, and the textual deficiencies in these works in those specific areas could be reasons for such an argument.
Considering the timing of the authorship of Minhaj al-Talib and Jam'e al-Fawaid, as well as the specific similarities between these books and some of the issues raised in the Amadname versions, such as the conjugation of certain sources and reference to phonetic changes, it is likely that these two books were sources for the authors of the Amadname versions.
Overall, the Amadname and Safwat al-Masader versions of Persian grammar provide valuable insights into the teaching methods used in the subcontinent. Further research and analysis of these works can contribute to a more comprehensive understanding of the development of Persian grammar in the region.