By
Assoc.Prof.Dr.SolehahYaacobArabic Dept. Language & Literature
International Islamic University Malaysiaa
The Conflict of Theory in Arabic Grammar
26-Feb-141
Debates and discussions on linguistics` argumentations used by both schools Basra and Kufa in order to impose their principles in modification of Arabic Grammar
26-Feb-142
BASRAH KUFAH
APPROCHES
The school of Basra was generally more
philosophically inclined when formulating the
system of Arabic grammar
Kufah based its rules on evidence found in classical
texts.
26-Feb-143
Indicated that the differences in intellectual approaches occurred in modifying the Arabic Grammar system
the Basra School used philosophical and
logical approaches in their analysis,
critique, and in modifying and
replacing the Arabic Grammar system
the Kufah School concentrated on reading the Holy Quran, Hadith
and Arabic poetry
26-Feb-144
Al-Suyuti(911H) raised the importance of using qiyas(analogy) and sama`(anamoly)in Arabic grammar for the BaÎran and Kufan school by quoting questions :
26-Feb-145
ھل صحیح ما قیل عن البصریین أنھم أصح قیاسا من الكوفیین؟ وما حقیقة موقفھما؟ وھل سلم لھما
Is it correct to say that )كال المنھجین؟the BaÎrans are more analogical than
the Kufans? What is their actual position (in grammar) and are both
approaches acknowledged.)
26-Feb-146
Grammatical anomalies were found
in the classical Arab poem ھو مني مقعد القابلةmeans كائن مقعد القابلة.
26-Feb-148
In analogical approach the preoposition ) في( should be added, meaning كائن في مقعد which makes this a case,القابلة of anomaly. Even thought
كائن was inserted.
26-Feb-149
Ibn Malik (13 Century) hinted at another case of anomaly.
، وإن یھن فأنت لدى * لك العز إن موالك عزبحبوحة الھون كائن ( You are great, if your lord is great & if he is affluently then you are an affluent being)
26-Feb-1410
The case study here is the existence of كائن, which cannot be regarded as a standard for forming the system of qiyas.
26-Feb-1411
Mahdi al-Makhzumi supports the idea of Suyuti in this matter when he remarks, كان
یقیس علیھ، وإن لم یرد في كالم العرب It (Arabic grammar) was)غیرهanalogically measured if it was unknown to the Arabs).
26-Feb-1412
DOES THE KUFAH SCHOOL REFERRED TO ANALOGY APPROACH?
YES
Sa’id Jasim al-Zubayr(20 Century) أن
البصریین والكوفیین یقیسون، ولیس صحیحا ما قیل عن ، مذھب البصریین أنھ ومذھب الكوفیین أنھ قیاسي
صرف سماعي (Both the Basrans and the Kufansused an analogical approach in their rulings
and the to state that the Basrans were analogists and the Kufans were propagators
of anomaly (anomalists), is incorrect.)
26-Feb-1413
the Kufan school did not only distinguish themselves through the application of anomaly, but also through the intellectual aptitude of its grammarians.
26-Feb-1414
Fara` (3rd H the chief of Kufahschool), for example, based his grammatical principles on philosophy, and did not hesitate to formulate his own ideas on invisible amil(used by Basra School), sometimes he refuted anomaly and used qiyas where he saw it appropriate issue.
26-Feb-1415
DOES THE BASRAH SCHOOL REFERED TO ANOMALY APPROACH?
YES
Arab grammarians(BasrahSchool) accepted the sama`used by Kufan scholars in
order to support qiyas
26-Feb-1416
For example, the word أمیلح meaning ‘to become smaller’, however, it is not used as a verb but as a gerund
26-Feb-1417
As explained by Khalil (2nd H)
في القیاس ألن الفعل یكون لم یكن ینبغي أن ولكنھم حقروا ھذا اللفظ ... ال یحقر (This
verb is not supposed to be analogically measured because it is not degraded (unknown) but they(Kufah) degraded it. )
26-Feb-1418
فما زاد إال * تزودت من لیلى بتكلیم ساعةضعف ما بي كالمھا
The case study here is إال ضعف.Analogically it was permissible to allow the precedent of accusative case (mafu`ulun bihmahsuuran) than (verb) fi`lun.
26-Feb-1420
ConclusionDifferent methodologies and
approaches did not develop isolated from each other but alongside each other. Different grammatical theories developed by Kufan and Basran grammarians did indeed complement each other, and not oppose each other
26-Feb-1421
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