اشكالية تقسيم وتوظيف المفاهيم في المناهج التفسيرية – دراسة نقدية

The problem of dividing and implying concepts in explanatory curricula - critical study

Abstract
Praise be to God, and prayers and peace be upon the Messenger of God and his pure family.
The science of interpretation has the highest honor among the religious and worldly sciences, From the moment the Qur’an was revealed to this day, Muslims have worked hard to focus their attention on understanding it and to devote their efforts to reveal its secrets, The science of interpretation has gone through many stages since its origins and until today, Its topics varied, its issues expanded, and its issues multiplied, In the past, scholars were interested in knowing the methods of interpretation By studying tafsir books and analyzing their texts They came up with many different ways, but there is a way that they called the best interpretation method, After subjecting the science of interpretation to the methodological principles and organized legalization And the circulation of the use of descriptive and taxonomic terms such as style, method and direction…, And after the emergence of books that talk about the methods of the commentators and the directions of interpretation, The problem of the difference between authors and researchers appeared in the use of descriptive and taxonomic concepts This caused confusion and confusion as a result of the confusion and overlap in these concepts, I identified the problem and set out to search for the reasons behind it, Because of the importance of this topic in the study of the methods of interpretation and commentators, Unless the terminology is defined and criteria are adopted in defining division models for curricula, trends and methods, the problem will affect the results of the search for curricula and reveal the turbulent and non-systematic methods of the Qur’an interpreters.
Accordingly, the hypothesis formula for the research is: The study assumes that defining and allocating concepts and sections to make them fit each stage; The conventions and divisions that pertain to the exegete in the “before initiation” stage are not the conventions and divisions that pertain to scholars and researchers in the interpretive codes of “after the initiation.” Observing this sorting will address the problem of confusion and overlap that leads to confusion and illusion due to the use of divisions and concepts without differentiating between those The two phases and two domains.
The scientific goal that the researcher intends to achieve is to highlight the problematic by collecting different opinions on the concepts: «Method; direction; style». And to identify the resources that reveal the discrepancy and intersection of the authors in the definitions and divisions, which leads to the learners getting confused in defining the concept of the term and its endorsements.
Several methods, mechanisms and approaches have been employed in this study, the most used of which is the descriptive method, investigation, analysis, comparison, and induction. The organization, arrangement, and classification took into account scientific priority, historical precedence, authenticity of attribution and authenticity of documentation.
The tagged message included the problematic of dividing and employing concepts in explanatory curricula – a critical study It includes an introduction, an introductory chapter, three chapters, and a conclusion.