مناهج الفقهاء في التعامل مع الاختلاف الفقهي
| المصدر: | مجلة التربية والعلم |
|---|---|
| الناشر: | جامعة الموصل - كلية التربية |
| المؤلف الرئيسي: | علي، قيس رشيد (مؤلف) |
| المجلد/العدد: | مج 18, ع 3 |
| محكمة: | نعم |
| الدولة: |
العراق |
| التاريخ الميلادي: |
2011
|
| الصفحات: | 268 - 290 |
| ISSN: |
1812-125X |
| رقم MD: | 445424 |
| نوع المحتوى: | بحوث ومقالات |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
48
| LEADER | 02778nam a22001937a 4500 | ||
|---|---|---|---|
| 001 | 1105220 | ||
| 044 | |b العراق | ||
| 100 | |a علي، قيس رشيد |g Al-Khazraji, Qais Rashid Ali |e مؤلف |9 279607 | ||
| 245 | |a مناهج الفقهاء في التعامل مع الاختلاف الفقهي | ||
| 260 | |b جامعة الموصل - كلية التربية |c 2011 | ||
| 300 | |a 268 - 290 | ||
| 336 | |a بحوث ومقالات | ||
| 520 | |b Many scholars and writers wrote in the topic of the Fiqh dispute; its concept, types, the causes that lead to it, its legality and manners, but scrutinizing the attitudes of Fuqahaa and their methodologies in dealing with the dispute and shedding light on the features of the moderate methodology (I suppose) are the two aspects that need to be studied. And there is no doubt that there is an advantage and benefit from dispute and there is also a fruit of moderation in this respect and the best way is to be brief beyond repeating and verbosity. \ The methodologies of Fuqahaa in dealing with the dispute are the results of meditation in the human Fiqh reason and its internal interaction, so the temporal course of the study is not confined to a period or an era, but it basically attempts to conclude the features and characteristics that constituted the Fiqh reason and which are gathered in one path. These Fiqh methodologies are characterized with three types: \ 1- Rejection methodology and disallowing all the disputes, and this is what the first section included. \ 2- Immoderation in determining the dispute, and this is what the section two comprised. \ 3- Moderation methodology in dealing with the dispute, and this is what the section three dealt with. \ Explaining these methodologies, though it is a cultural reading, but we believe that they are factual in our in our world although there is much which are said about the opinions approximation, dialogue and coexistence because of the complexity of the cultural elements of the issues and the first of these elements is human in all his secrets, intentions and his construction. Finally I would like to say that this study, though it is shown as analysis and induction, is a call for revision and it is a future vision although we are related to the past that we can't detached from it. \ | ||
| 653 | |a المناهج الفقهية |a الاختلافات الفقهية |a الفقه الاسلامي |a المسائل الفقهية | ||
| 773 | |4 التربية والتعليم |6 Education & Educational Research |c 015 |e Journal of Education and Science |f Mağallaẗ al-tarbiyaẗ wa-al-ʻilm |l 003 |m مج 18, ع 3 |o 0168 |s مجلة التربية والعلم |v 018 |x 1812-125X | ||
| 856 | |u 0168-018-003-015.pdf | ||
| 930 | |d y |p y |q y | ||
| 995 | |a EduSearch | ||
| 999 | |c 445424 |d 445424 | ||
عناصر مشابهة
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السبق التاريخي للمنهجية الإسلامية المتميزة في التعامل مع ظاهرة الاختلاف
بواسطة: المجيدي، عبدالسلام بن مقبل منشور: (2011) -
الاختلاف الفقهي ووظائفه في الاجتهادات الحديثة
بواسطة: البوطى، محمد سعيد رمضان، ت. 2013 م. منشور: (2008) -
أصول أسباب اختلاف الفقهاء
بواسطة: سليمان، ناجي مصطفى بدوي منشور: (2016) -
اسباب الاختلاف بين الفقهاء - 2 -
بواسطة: الرحموني، محمد الشريف منشور: (1983) -
التسامح الفقهى
بواسطة: العجلان، فهد بن صالح بن عبدالعزيز منشور: (2011)
