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مراكز التعليم ودورها التربوي في حركة التدريسينفي العصر العباسي الأخير (447-656 ﻫ)
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لم يكن من السهولة على الباحث في مجال التربية والتعليم تحديد مراحل التعليم في العصر العباسي الأخير او وضع فواصل محددة بين تلك المراحل المختلفة من ذلك العصر، لان التعليم آنذاك كان يتميز بالمرونة التي تتيح للتعليم الحرية المطلقة في اختيار نوع الدراسة والمادة الدراسية التي يريد دراستها.

فكانت المساجد والكتاتيب والمجالس العامة والخاصة هي المؤسسات العلمية الاولى للتعليم عند المسلمين في عهد الرسول (e) وخلفائه الراشدين. فيها يتلقون مبادئ الإسلام واصول الدين الحنيف, وقد حث الاسلام على التعلم وشجع المؤمنين على السعي في طلب العلم([1])

وكان ذلك مظهرا اولياً لنشأة حركة التعليم في الاسلام, حيث تبع ذلك تدريجياً ظهور حلقات العلم والادب التي كانت تعقد في المساجد او بيوت الخلفاء والحكام, واصبحت المساجد الجامعة الاولى بعد الهجرة خير اماكن التعليم.

ومن الممكن ان ندرك النشاط العلمي الواسع لهذه المساجد من كثرة القراء والمحدثين والفقهاء والخطباء في تلك الحقبة.

والى جانب ذلك، ظهرت بوادر احساس بالحاجة الى اماكن للتعليم غير المساجد وعدم الاكتفاء بها, فاتخذت بعض بيوت العلماء ودكاكين الوراقين لتدريس علوم الدين واللغة([2]). وأنُشأَت خزانة وبيت الحكمة ودور العلم لتيسيير سبل التعليم ودراسة مختلف العلوم ([3]).

وجاء القرن الرابع الهجري (العاشر الميلادي) الذي تطورت وازدهرت فيه الحضارة العربية الاسلامية اذ شهد تبلور فكرة (المدرسة) بظهور دور مخصصة للتدريس منها مساكن للغرباء، واوقفت لها الاوقاف, وجعلت فيها خزانات الكتب ودرست فيها مختلف العلوم([4]).

 

([1])-هناك ايات قرانية عديدة حول ذلك منها انظر سورة المجادلة:-آية 11 وسورة طه آية 14 كما وردت احاديث نبوية كثيرة في هذا المضمار.

([2])- ياقوت الحموي,ابو عبد الله, شهاب الدين ياقوت (ت626ﻫ ـ-1228م) معجم الادباء.جـ3,القاهرة 1926,ص22

([3])-المقريزي, تقي الدين أحمد على المقريزي (ت 854 ﻫ), كتاب الموعظ والاعتبار بذكر الخطط والآثار المعروف بالخطط جـ,القاهرة 1270 ﻫ ص458 وجـ2,ص342 و363؛ محمد اسعد طلس, التربية والتعليم في الاسلام, دار الملايين, بيروت 1956م,ص 93-121.

([4])- ياقوت الحموي,معجم البلدان,جـ2,م.س ص343؛ معجم الادباء جـ6,ص156-163..                                                 

 

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مستوى الافصاح عن المعلومات المالية المتعلقة بالاستدامة على وفق معيار (IFRS-S1) وتأثير على أداء الشركة - بحث تطبيقي في عينة عن المصارف الاسلامية العراقية
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Mon Jan 01 2024
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فارسی Practical application of Jean René Ladmiral's model in translation from Arabic to Persian: کاربست عملی الگوی ژان رنه لادمیرال در ترجمه از عربی به فارسی
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Translation is a dynamic and living process that cannot be considered equal to the original text and requires the appropriate structure, language, thought and culture of the target language, and the translator's intellectual, linguistic and cultural influences inadvertently penetrate into the translated text. It causes heterogeneity of the destination text with the source text.

Admiral's theory is trying to help by providing components and suggested approaches to resolve these inconsistencies. In the meantime, in addition to the mission of putting words together, the translator must sometimes sit in the position of the reader and judge and evaluate the translated text in order to understand its shortcomings and try to correct it a

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