مطالب

The translation of sacred texts has been a long-standing practice, employed by followers of various religions to disseminate their beliefs. The Qur’ān, revered by Muslims as a divine miracle, is one such text that has attracted the attention of translators and researchers across different periods. Given the Qur’ān’s divine origin and its linguistic intricacies, its translation poses a significant challenge. This article adopts a corpus-based approach to investigate the extent to which the nuanced semantics of the Qur’ān’s moral terms have been captured in English translations. Specifically, the words “Marouf”, “Munkar”, and “Sin” and their translations by Arberry, Picktall, Shaker, and Yusuf Ali were examined using Izutsu’s semantic analysis approach. This approach analyzes the fundamental and relational meanings of key Qur’ānic terms from syntagmatic/paradigmatic and synchronic /diachronic perspectives to reveal the worldview they embody. The study’s findings indicate that translators often used identical vocabulary to translate the aforementioned moral terms across all contexts, paying insufficient attention to the contextual nuances of these Qur’ānic moral terms. Despite the use of interpretive techniques in translating the Qur’ān, it appears that even the most accurate English translations fall short of conveying the original concepts and their subtleties fully. This study offers valuable insights for Qur’ān translators, acquainting them with the nuanced semantic aspects of Qur’ānic terms and the delicate task of reflecting these nuances in their translations.

Nahj al-Balaghah, as the most significant source after the Holy Qur’ān, has attracted human thought and provided direction in the realm of science. It is replete with rich literary topics that offer a conducive environment for research. Despite the extensive research conducted on Nahj al-Balaghah from various perspectives, less attention has been paid to specific topics within this valuable book. Considering the endless knowledge and artistry of the speaker of this book, and given the special place literature holds among Arabic speakers, Imam Ali (AS) has employed numerous literary beauties to introduce the world’s main identity. This paper attempts to analyze Imam Ali (AS)’s precise and insightful view of the world, which demonstrates robust thinking and can be examined from the aspects of form and content using a descriptive-analytical method. One of the findings of this research is that Amir al-Mu’minin Ali (A.S.) speaks according to the audience’s needs to reveal the world’s true face. Most of his words about the world are related to his sermons, where his physical presence and face-to-face interaction are more impactful.

The aim of the current research was the pathology of the virtual evaluation system in the elementary school. The current research is applied in terms of purpose and descriptive in terms of survey type. The population of this research included all primary school teachers in Miandoab city in the academic year of 2019-1400. Using proportional stratified random sampling method and using Morgan and Karjesi table, the sample size of 201 teachers was determined. A researcher-made questionnaire was used to collect data. The face validity of the questionnaire was confirmed by experts and professors of the Department of Educational Sciences. Descriptive statistics (frequency, mean and standard deviation, variance, etc.) and inferential statistics (one-sample t-test) were used to analyze the data. The data was analyzed using spss22 software. The results of the research indicated that the items (attention to the correlation of evaluation methods with general goals and behavior, the level of student readiness to enter electronic courses in evaluation, the way the teacher interacts with managers, other teachers, staff and knowledge students in the evaluation of the virtual environment, the level of knowledge and skills in the evaluation of virtual education) are management aspects in the pathology of virtual evaluation of the primary course; and cases (the need for hardware and software and web browsers in evaluation; the possibility of adding evaluation methods by the teacher; taking advantage of digital media and resources in evaluation; adapting the technological architecture to the evaluation schedule of the course; using educational tools for student evaluation; use of technical standards to share questions, assignments and feedback in evaluation) are the aspects of electronic technology in the pathology of virtual evaluation of the primary course; and issues (the extent of using inter-curricular questions for self-testing and encouraging content learning in evaluation; paying attention to setting the structure of each lesson and dividing it into sections of introduction, content, assignments and evaluation; integrating curriculum and electronic environment tools in virtual education in evaluation; the degree of participation of students' knowledge in the learning process in evaluation;