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|3 10.36327/0829-013-024-023
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|a ara
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|b العراق
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|a الصراف، علي زهير هاشم
|g Al-Sarraf, Ali Zuhair Hashim
|e مؤلف
|9 132747
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| 245 |
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|a المنهج التاريخي في المصنفات التاريخية في القرن التاسع الهجري:
|b حافظ أبرو وابن عربشاه أنموذجا
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|a The Historical Method in Historical Writings in the Ninth Century A. H.:
|b Hafez Abreu' and 'Ibn Arbashah' as an Example
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|b جامعة الكوفة - كلية التربية للبنات
|c 2019
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|a 211 - 261
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|a بحوث ومقالات
|b Article
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|b "The ninth century A.H. witnessed the continuation of political division into two axises: the axis of the Islamic ""Al-Mashriq"" (Orient) under the rule of the Mongols, and the axis of Egypt and Syria under the rule of the Mamluk state, the successor of the Caliphate religious fundation. In the Mashriq (east), the fall of the Ilkhani state - descendants of Hulaku – in 738 A.H. /1338 A.D. caused the independence of each of the rulers in his territory, until the region was united by Timur Lank (the lame). Then was the reign of Timur's successors after his devastating conquests and death, that they were more peaceful, loving science and scientists and encouraging historians. Egypt also witnessed the transition of the Mamluk rule to their second state, which was known as the Circassian state because of the difference of their race with their Turkish masters, and they repelled the invasions of Timor and its successors against Egypt and Syria. Their era witnessed the continuation of scientific activity and especially in Cairo after migrating of many scientists from Syria and its parties due to the poor political and security situation because of the invasions of Timor. According to this political division, the Mashriq, Egypt and Syria have a special cultural and scientific status in some of its features and are often involved. The historical schools of Mashreq, Egypt and Syria have been affected by this, and the aim of this research is to monitor the special and common features of these historical schools and their perception by the conditions that was prevailed in their origin areas, And then reveal the methods of two historians that were as a good representatives of their school and it's characteristics, but they were different in the historical vision towards the political situation in the Mashreq particularly on the legitimacy of Timor-Lank's rule and his military and political roles."
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|a المنهج التاريخي
|a المصنفات التاريخية
|a المؤرخين
|a القرن التاسع الهجري
|a حافظ أبرو
|a ابن عربشاه
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| 773 |
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|4 العلوم الإنسانية ، متعددة التخصصات
|4 التربية والتعليم
|6 Humanities, Multidisciplinary
|6 Education & Educational Research
|c 023
|e Journal of Education College for Women for Humanistic sciences
|f Mağallaẗ kulliyyaẗ al-tarbiyaẗ li-l-banāt li-l-ʻulūm al-insāniyyaẗ
|l 024
|m مج13, ع24
|o 0829
|s مجلة كلية التربية للبنات للعلوم الإنسانية
|v 013
|x 1993-5242
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| 856 |
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|u 0829-013-024-023.pdf
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|d y
|p y
|q n
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|a HumanIndex
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| 995 |
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|a EduSearch
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|c 979629
|d 979629
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