درخت حوزه‌های تخصصی

In the interpretation, translation and esoteric interpretation of the Holy Qur’an, we are faced with free translation and non-adherence to some subtleties. Among the rhetorical matters, omission, connection, division, simile, metaphor and irony, etc. have been used extensively. Therefore, the translator must be completely careful and fluent in this matter. Another issue before us is the diversity and differences in the translation and interpretation of the Holy Qur’an. Two cultures, two tastes, and two different times influence translation approaches, and these can affect both the tastes of the creators and the recipients. Therefore, in this research, these controversial points have been pointed out. This research intends to use the descriptive-analytical method with the aim of explaining the translation approach with the focus on two Qur’anic translators and thinkers, namely Mousavi Garmaroudi and Abu al-Futūḥ Rāzī. The purpose of this study is to prove the hypothesis that in the translations and interpretations of the Qur’an by Garmaroudi, the language is close to the language of the people, smooth and fluent. But the translation of Abu al-Futūḥ Rāzī is the first translation and interpretation presented in the Dari language and he first brings the translation of a part of the verses, then he interprets them. 

The ability to read fluently is a critical skill for language learners in foreign language contexts. Learning to read Arabic texts for Persian language learners is not an exception. The importance of this reading is more recognized when these learners are faced with religious texts including the holy Quran. Iranian readers of the Quran have many difficulties in uttering and pronouncing Arabic words and letters which blocks their fluency. Traditional approaches toward reading fluency such as teacher model have not been very successful. Therefore, the current research has investigated the effect of dynamic assessment on promoting learning fluency of Iranian learners of Arabic. Deeply rooted in mediated interaction and learning in zone of proximal development (ZPD), dynamic intervention is a new instructional strategy toward language learning. The current research has adopted an inventory of mediational strategies (Aljaafreh and Lantolf, 1994) of interventionist dynamic assessment to intervene learning hotspots and promote fluency of intermediate Quranic learners of teacher training centers in Qum. To this aim 20 students were selected through convenience sampling and their scores were compared in a quasi-experimental design. These students were assigned to two experimental groups where one of them underwent dynamic intervention while the other was recruited in a traditional teacher modeling course. Their scores in the post-test were analyzed through t-test. The findings showed that dynamic intervention promoted reading fluency of Iranian Quranic readers more than traditional approaches. Dynamic intervention can be replaced with traditional instructional methods by Iranian Quranic teachers and promote reading fluency significantly.

The Lebanese scholar Chibli Mallat, analysing Muḥammad Bāqir al-Ṣadr’s work, affirms that the Iraqi intellectual proposed a completely new comprehensive theory of the Islamic State, focusing on constitutionalism and economics. Following Mallat’s intuition, this paper will focus on the second aspect of al-Ṣadr’s work. It will deal with the use of thematic Quranic exegesis (al- tafsīr al-mawḍūʿī ) in al-Ṣadr’s main work on economics, Iqtiṣādunā. The article will argue that al-Ṣadr’s use of this kind of exegesis is determined by his will to provide a comprehensive understanding of the Islamic vision of economics as a central part of a new Islamic society. Furthermore, the paper will argue that in al-Ṣadr’s work, this new conception of Islamic society is also voted to propose a valid alternative to capitalism and Marxism, both as economic systems and conceptions of society, fighting Western cultural influences and Epistemic colonisation. Henceforth, the article will frame al-Ṣadr’s effort to build a comprehensive critique of Western Epistemic colonisation within the concept of Cultural Hegemony and Counter-hegemony as defined by Asef Bayat and Antonio Gramsci and analyse his endeavours within this framework. To highlight these points, the presentation will provide an overview of the use of al-tafsīr al-mawḍūʿī in a short selection of passages from Iqtiṣādunā, drawing on the methodological framework provided by Gramsci, Bayat, and other scholars.