วารสาร บัณฑิตวิทยาลัย วิทยาลัยอิสลามยะลา The Graduate Studies Journal of Yala Islamic College
ประธานทีปรึกษา ดร.อิสมาอีลลุตฟ จะปะกียา ทีปรึ กษา ดร.อาหมัดอูมาร จะปะเกีย อ.มัสลัน มาหะมะ อ.สุนทร ปยะวสันต อ.หะยีเซ็ง โตะตาหยง ดร.อับดุลฮาลิม ไซซิง อ.สุกรี หลังปูเตะ อ.ซอและห ตาเละ อ.อับดุรรอฮฺมาน วอเดร อ.มูฮําหมัดนาเซร หะบาแย อ.ซาฟอี บารู
อธิการบดี วิทยาลัยอิสลามยะลา รองอธิการบดีฝายวิชาการและกิจการนักศึกษา วิทยาลัยอิสลามยะลา รองอธิการบดีฝายบริหาร วิทยาลัยอิสลามยะลา รองอธิการบดีฝายแผนและพัฒนา วิทยาลัยอิสลามยะลา ผูชวยอธิการบดีฝายทรัพยและสิทธิประโยชน วิทยาลัยอิสลามยะลา คณบดีคณะอิสลามศึกษา วิทยาลัยอิสลามยะลา คณบดีคณะศิลปศาสตรและสังคมศาสตร วิทยาลัยอิสลามยะลา คณบดีคณะวิทยาศาสตรและเทคโนโลยี วิทยาลัยอิสลามยะลา ผูอํานวยการสถาบันภาษานานาชาติ วิทยาลัยอิสลามยะลา ผูอํานวยการสํานักงานอธิการบดี วิทยาลัยอิสลามยะลา ผูอํานวยการสถาบันอัสสลาม วิทยาลัยอิสลามยะลา
เจ้ าของ บัณฑิตวิทยาลัย วิทยาลัยอิสลามยะลา
บรรณาธิการ ดร.ดลวานะ ตาเยะ
คณบดีบัณฑิตวิทยาลัย วิทยาลัยอิสลามยะลา
กองบรรณาธิการ ผศ.ดร.รุสลัน อุทัย ดร.มุฮําหมัดซากี เจ็ะหะ ดร.อัดนัน สือแม อ.เจะเหลาะห แขกพงศ อ.จารุวัจน สองเมือง อ.อิบรอเฮม หะยีสาอิ อ.เกษตรชัย และหีม อ.อับดุลกอนี เตะมะหมัด
หัวหนาภาควิชาภาษาตะวันออก มหาวิทยาลัยสงขลานครินทร วิทยาเขต ปตตานี รองคณบดีฝายบริหาร คณะอิสลามศึกษา วิทยาลัยอิสลามยะลา หัวหนาสาขาวิชาภาษาอาหรับ วิทยาลัยอิสลามยะลา รองคณบดีฝายวิชาการและวิจัย คณะอิสลามศึกษา วิทยาลัยอิสลามยะลา รองคณบดี คณะศิลปศาสตรและสังคมศาสตร วิทยาลัยอิสลามยะลา รองคณบดี คณะวิทยาศาสตรและเทคโนโลยี วิทยาลัยอิสลามยะลา หัวหนาสํานักสงเสริมการวิจัยและเขียนตํารา วิทยาลัยอิสลามยะลา ผูชวยหัวหนาสาขาวิชาการสอนอิสลามศึกษา วิทยาลัยอิสลามยะลา
วารสารวิ ช าการ บั ณฑิ ต วิท ยาลั ย วิ ท ยาลั ยอิ สลามยะลา จั ดทํ า ขึ้น เพื่อ ส งเสริม ให คณาจารย นั ก วิช าการ และ นักศึกษาไดเผยแพรผลงานแกสาธารณชน อันจะเปนประโยชนตอการเพิ่มพูนองคความรู และแนวปฏิบัติอยางมีประสิทธิภาพ ทั้งนี้ บัณฑิตวิทยาลัย รับการตีพิมพวารสารวิชาการ 4 ภาษาดวยกัน โดยมีการกําหนดบทคัดยอเปนภาษาไทยและภาษาของ บทความ ทัศนะและข อคิด เห็ นใด ๆ ที่ป รากฏในวารสารฉบับ นี้ เปน ความคิ ดเห็ นส วนตั วของผู เขี ยนแตละทา น ทางกอง บรรณาธิการเปดเสรีดานความคิด และไมถือวาเปนความรับผิดชอบของกองบรรณาธิการ
ผู้ทรงคุณวุฒพ ิ จิ ารณาประเมินบทความ ศาสตราจารย ดร.อิมรอน มะลูลีม รองศาสตราจารย ดร.จรัญ มะลูลีม รองศาสตราจารย ดลมนรรจน บากา ผูชวยศาสตราจารย ดร.อิสมาแอ อาลี ผูชวยศาสตราจารย ดร.วรวิทย บารู ผูชวยศาสตราจารย ดร.หะสัน หมัดหมาน ผูชวยศาสตราจารย ดร.อิบราเฮ็ม ณรงครักษาเขต ผูชวยศาสตราจารย ดร.วิชัย นภาพงศ ผูชวยศาสตราจารย ดร.ปน จันจุฬา
มูลนิธิเพื่อศูนยกลางอิสลามแหงประเทศไทย มหาวิทยาลัยธรรมศาสตร มหาวิทยาลัยสงขลานครินทร วิทยาเขตปตตานี มหาวิทยาลัยสงขลานครินทร วิทยาเขตปตตานี มหาวิทยาลัยสงขลานครินทร วิทยาเขตปตตานี วิทยาลัยอิสลามยะลา มหาวิทยาลัยสงขลานครินทร วิทยาเขตปตตานี มหาวิทยาลัยสงขลานครินทร วิทยาเขตปตตานี มหาวิทยาลัยสงขลานครินทร วิทยาเขตปตตานี
Assoc. Prof. Dr. Jauhari Bin Mat.
Kolej Islam Antarabangsa Sultan Ismail Petra Malaysia
Asst. Prof. Dr. Al-Rih Hamd Al-Nil Al-Laisi มหาวิทยาลัยสงขลานครินทร วิทยาเขตปตตานี
บรรณาธิการจัดการ 1.มาหะมะ ดาแม็ง 2.อับดุลยลาเตะ สาและ
กําหนดการเผยแพร่ 2 ฉบับ ตอป การเผยแพร่
จัดจําหนายและมอบใหหองสมุดหนวยงานของรัฐ สถาบันการศึกษาในประเทศ และตางประเทศ
สถานทีติดต่ อ
บัณฑิตวิทยาลัย ชั้น 2 อาคารสํานักงานอธิการบดี วิทยาลัยอิสลามยะลา วิทยาเขตปตตานี ตําบลเขาตูม อําเภอยะรัง จังหวัดปตตานี 94160 โทร.0-7341-8614 ตอ 125 หรือ 121 โทรสาร 0-7341-8615
รู ปเล่ ม
บัณฑิตวิทยาลัย
พิมพ์ ที
โรงพิมพชานเมือง เลขที่ 2 ซอย 11 ถนนเพชรเกษม ตําบลหาดใหญ อําเภอหาดใหญ จังหวัดสงขลา 90110 โทร 0-7423-5163
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วารสารวิชาการ บัณฑิตวิทยาลัย
บทความทางวิชาการ
אאאא א אא אא א אאאא א ٢ אא א א א אאא אא אא אא א٢ אא א א אאאא א א אאא אאאא אא א אא אאאא א אא אא ٢ א אא אא
บทคัดยอ
อุลามาอฺ (นักปราชญอิสลาม)ปตตานี ไดมีสวนสําคัญในการพัฒนาอารยธรรมอิสลามที่ปตตานี และในโลก มลายู บรรดาอุลามาอฺ เหลานั้นไดวางรากฐานอารยธรรมอิสลามในปตตานี โดยใหความสําคัญดานการดะ วะฮฺ(เผยแผ)ศาสนา การศึกษาและการเขียนหนังสือและเรียบเรียงตําราทางวิชาการอิสลาม ดวยความ อุตสาหะ และการทุมเทในการเผยแพรของพวกเขาไดสงผลใหปตตานีกลายเปนประเทศที่ไดรับการขนาน นามวา ปตตานีดารุสสาลาม ความเพียรพยายามในการสรางปอเนาะ และโรงเรียนเพื่อเปนพื้นฐานของ การศึกษาอิสลาม ไดทําใหปตตานีกลายเปนขุมทรัพยทางปญญาและเปนแหลงวิชาการที่มีชื่อเสียงในโลก มลายู ความมุงมั่นและทุมเทในงานเขียนหนังสือและเรียบเรียงตําราทางวิชาการอิสลามถือเปนสวนสําคัญ ของการยกระดับปตตานีใหเปนประเทศที่มีอารยธรรมจนกลายเปนคลังแหงวิชาการในภูมิภาคนี้ บทบาทและ ผลงานของอุลามะอฺ ปตตานีไมไดจํากัดอยูในปตตานีเทานั้น แตยังไดขยายครอบคลุมในโลกมลายูทั้งหมดนี้ ดังที่ไดประจักษจากบทบาทและผลงานของพวกเขาในการสรางรากฐานและพัฒนาอารยธรรมอิสลามในหมู เกาะและคาบสมุทรมลายู จากรากฐานของอารยธรรมอิสลามที่ไดสรางโดยบรรดาอุลามะอฺ ปตตานีไดสงผล ใหอารยธรรมอิสลามขยายและเปนปกแผนในปตตานีและโลกมลายูทั้งหมด
วารสารวิชาการ บัณฑิตวิทยาลัย
אאאאא א א א א א א א אא א א א א א א אא אא א א א א א אאאאא א אאא א א א א א א א א אא אא א
א א א אא א א א א א א א א א א א א א א א א א א א א א א א א א אאאאא א א א א אאא٢ א א א אאאא אאא א ٢ א
א א א א א אא ٢א א אאאא אאא א א אאא א א
วารสารวิชาการ บัณฑิตวิทยาลัย
ﺷﻴﺦ א א א ٢אאא 1150 אא ﺷﻴﺦ א א א א א 521:1982 א א א אאאא א א ﺷﻴﺦ א ﺷﻴﺦ א א א א א אאא אאאאא ﺷﻴﺦ א א אא א א אאאא א אא א Wyatt & Teew 1970: 150א א אא ٢אאאא א 1457 אא
אא א א א א א א א א א א א א אאאאא ٢ א אאא אא אאאאאאא א א א א De Fredia 1613א More over the faith of the maumeth (Islam) was accepted in Patani and Pam on the eastern coast of Ujontana and in certain islands of Aromatik Archipelago, specially in the part of Bantam in Jawa Major, Later it was accepted and encouraged by permicuri at Malacca in the year 1411.( Mill 1930 : 49)
٢ א אאאא گ ٢ אאא א ٢ א אא א א אא א א אאאאאא א
วารสารวิชาการ บัณฑิตวิทยาลัย
א א אא א א א אאא ٢א אאא אא א אאאא א א א א 12:2002א א א א א אא א א אאא א אאﺷﻴﺦאאאﺷﻴﺦ א א אא א ﺷﻴﺦ א א א א ﺷﻴﺦ אא 1770 ﺗﺎﺭﻳﺦ א 13א
א א א א א א א א אאאא א א א א א אאאא אא אאאא ٢א א א א א א אא א א א
א א א אא א א א א אא אאא א א א א א אא א א א א א
วารสารวิชาการ บัณฑิตวิทยาลัย
אא אא א א א אא א א א אא אא :א 1769 1847אא ﺷﻴﺦ1 אא 40 א א אא א א א אא א אאאא ٢אא
א א א א א א ﺷﻴﺦ א א ٢אאא ﺷﻴﺦ אא אא א א אא א א אא אאא א א א א א א א אא א א ٢א
1898 ﺷﻴﺦ2 א ﺷﻴﺦ א 1829 אא אאא אאא:א 20 א א א אא אא אאאא ٢אאא א א א א א 1908 א א א ﺷﻴﺦ3 אא 1856 א א ٢ א אא א אگאא א 10 א א אאא א א אא א א אא א
วารสารวิชาการ บัณฑิตวิทยาลัย
1956א 8 אאאאא א א א א א א א ٢ א א ٢ א א אא א אא אא אא א א א א א : א א א א گאאאא א א א א א א א א אא א א א אאאאא אא א א א א א א א א א א אא א ٢
א א א אאא אא ﺷﻴﺦ4 א א 1820 1913 א א ٢ אא א א א אא א א א אאאא א א א ﺷﻴﺦ5 א 1844 1915 א ﺷﻴﺦ א א א א אא א אא א אאאאא א 6 א 1863 1948 א אא אא אאא ٢אאאא א7 א 7 א א 1915 א אאאא אאאאא א א א א א א א א
วารสารวิชาการ บัณฑิตวิทยาลัย
א א א אگ א א א א ٢ א א א אאא אא א א א ﺷﻴﺦ א א א א ﺷﻴﺦ א א אאא א א א א א א ٢א אא ٢ 1896 1911א אא אא אא אאא אא א א א ﺷﻴﺦ אא א א ﺷﻴﺦ 1889 א א א א א א א א ٢ אאאא אא 1864 אאאא
٢ א א 275 : 2002 א א 1948 א א אא א אא א אאאא א אא א א א ﺷﻴﺦ
วารสารวิชาการ บัณฑิตวิทยาลัย
אא א ٢ א א ٢א א ﺷﻴﺦ א ﺷﻴﺦ אא א א א ﺷﻴﺦ א א ﺷﻴﺦ אא א א ﺷﻴﺦאא א 3 א א א א III א א IIא 253:2002
א ٢ א אאא א ٢א א א א א ٢א
א אא א א א א א א א א אא א אאאא٢ א א א א א א א אאא א א א אאא א א א א א ﺷﻴﺦ א אא א אאא א א א א א א א אאא א א א ﺷﻴﺦ א
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วารสารวิชาการ บัณฑิตวิทยาลัย
บทความทางวิชาการ
ﺃﺛﺮ ﺍﳊﺮﻛﺎﺕ ﺍﻹﻋﺮﺍﺑﻴﺔ ﰲ ﺍﺧﺘﻼﻓﺎﺕ ﺍﺘﻬﺪﻳﻦ ﺩ .ﻋﺪﻧﺎﻥ ﳏﻤﺪﺯﻳﻦ ﺳﻮﻣﻲ ﳏﺎﺿﺮ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﻣﻠﺨﺺ ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﻣﻌﺎﳉﺔ ﺑﻌﺾ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻔﻘﻬﻴﺔ ﺍﻟﱵ ﺍﺧﺘﻠﻒ ﻓﻴﻬﺎ ﺍﻟﻔﻘﻬﺎﺀ ﺑﺴﺒﺐ ﺍﺧﺘﻼﻑ ﻣﻮﺍﻗﻊ ﺍﻹﻋﺮﺍﺏ .ﻭﻳﺘ ّﻢ ﻋﺮﺿﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﺑﻴﺎﻥ ﻋﻼﻗﺔ ﺍﻟﺸﺮﻳﻌﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﻭﺑﻴﺎﻥ ﻣﻔﻬﻮﻡ ﺍﻻﺧﺘﻼﻑ ﻭﺃﺳﺒﺎﺑﻪ ﻣﺮﻛﹼﺰﺍ ﰲ ﺍﻷﺧﲑ ﻋﻠﻰ ﺑﻌﺾ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻔﻘﻬﻴﺔ ﺍﳌﺨﺘﻠﻒ ﻓﻴﻬﺎ ﻓﺤﺴﺐ .ﻭﻳﻠﺨﺺ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﺃﻥ ﺍﻟﻔﻘﻬﺎﺀ ﻟﻴﺴﻮﺍ ﻋﻠﻰ ﻛﻠﻤﺔ ﻭﺍﺣﺪﺓ ﻻﺧﺘﻼﻓﻬﻢ ﰲ ﻓﻬﻢ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻈﻨﻴﺔ ،ﻭﺃﻥ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺄﺩﻭﺍﻬﺗﺎ ﻭﻣﻔﺮﺩﺍﻬﺗﺎ ﻭﺗﺮﺍﻛﻴﺒﻬﺎ ﺩﻭﺭﺍ ﻛﺒﲑﺍ ﰲ ﺫﻟﻚ ،ﻓﻜﺎﻥ ﻣﻦ ﺷﺮﻭﻁ ﺍﻻﺟﺘﻬﺎﺩ ﺍﻹﳌﺎﻡ ﻬﺑﺎ. )ﺗﺮﲨﺔ ﺍﳌﻠﺨﺺ( บทคัดยอ ่ีการวิจัยนี้มุงศึกษาเยียวยาถึงปญหาบางอยางเกี่ยงกับกฎหมายอิสลาม ซึ่งนักกฎหมายอิสลามมีทัศนะท ขัดแยงแตกตางกันสืบเนื่องมาจากความแตกตางกันของการเอี้ยรอบหรือการเปลี่ยนสระตัวสุดทายคําตาม หลักไวยากรณภาษาอาหรับ โดยมุงนําเสนอเรื่องดังกลาวสูการอธิบายความสัมพันธระหวางนิติศาสตร อิสลามกับภาษาอหรับ ความหมายและสาเหตุของความขัดแยงและไดเนนถึงประเด็นปญหาขัดแยงทาง กฎหมายอิสลามบางประการในตอนทาย การวิจัยนี้มีขอสรุปวานักนิติศาสตรอิสลามมีทัศนะที่ไมตรงกัน เนื่องจาก ความเขาใจที่แตกตางกันในการอธิบายตัวบทที่มีความคลุมเครือ และภาษาอาหรับอันประกอบไป ดวยคําประเภทตางๆ วลี และประโยคที่มีบทบาทอยางมากในเรื่องดังกลาว ดังนั้นเงื่อนไขสําคัญประการหนึ่ง ของการวิเคราะหวินิฉัย(อัลอิจญติฮาด) คือ การมีความรูอยางลึกซึ้งแลวกวางขวางทางดานภาษาอาหรับ
ﺍﳌﻘﺪﻣﺔ: ﻟﻌﺒﺖ ﺍ ﻟﻠﻐﺔ ﺍ ﻟﻌﺮ ﺑﻴﺔ ﺩ ﻭ ﺭ ﺍ ﻛﺒﲑ ﺍ ﰲ ﺍ ﺧﺘﻼﻑ ﺍ ﻟﻔﻘﻬﺎ ﺀ ﰲ ﺍﺳﺘﻨﺒﺎ ﻁ ﺍ ﻷ ﺣﻜﺎ ﻡ ﺍ ﻟﻔﻘﻬﻴﺔ ﻣﻦ ﺍ ﻟﻨﺼﻮ ﺹ ﺍ ﻟﻈﻨﻴﺔ ،ﻓﻨﺠﺪ ﰲ ﺍ ﳌﺴﺄ ﻟﺔ ﺍ ﻟﻔﻘﻬﻴﺔ ﺍﻟﻮﺍﺣﺪﺓ ﺁﺭﺍﺀ ﳐﺘﻠﻔﺔ ﻳﻘﻮﻝ ﻬﺑﺎ ﺍﻟﻔﻘﻬﺎﺀ ﺍﺠﻤﻟﺘﻬﺪﻭﻥ، ﻏﲑ ﺃﻥ ﺍﺧﺘﻼﻓﻬﻢ ﱂ ﻳﻔﺾ ﺇﱃ ﺧﻼﻑ ﻭﻧﺰﺍﻉ ﻭﺗﻔﺮﻳﻖ ﺍﻟﻜﻠﻤﺔ ،ﺑﻞ ﻓﻴﻪ ﺗﻮﺳﻌﺔ ﻋﻠﻰ ﺍﻷﻣﺔ ﰲ ﳎﺎ ﻝ ﺍ ﻻ ﺧﺘﻴﺎ ﺭ ،ﻭ ﻓﺴﺤﺔ ﺃ ﻣﺎ ﻣﻬﻢ ﰲ ﻃﺮ ﻳﻖ
ﺍﻟﻌﻤﻞ ،ﻳﺄﺧﺬﻭﻥ ﻣﻦ ﻫﺬﻩ ﺍﻷﺣﻜﺎﻡ ﻭﺍﳌﺴﺎﺋﻞ ﻣﺎ ﳛﻘﻖ ﻣﺼﺎ ﳊﻬﻢ ﻭ ﻳﺘﻔﻖ ﻣﻊ ﻣﺎ ﺗﺘﻄﻠﺒﻪ ﺣﻴﺎ ﻬﺗﻢ ﻭﻳﺮﻓﻊ ﻋﻨﻬﻢ ﺍﻟﻀﻴﻖ ﻭﺍﳊﺮﺝ .ﻟﺬﺍ ،ﻳﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺩﻭﺭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﺧﺘﻼﻑ ﺍﻟﻔﻘﻬﺎﺀ ﺍﺠﻤﻟﺘﻬﺪﻳﻦ ﺍﳌﺘﻤﺜﹼﻞ ﰲ ﺍﳊﺮﻛﺎﺕ ﺍﻹﻋﺮﺍﺑﻴﺔ ﺩﻭﻥ ﺗﺮ ﺟﻴﺢ ﺭ ﺃ ﻱ ﻋﻠﻰ ﺁ ﺧﺮ ،ﻣﻊ ﺷﻲ ﺀ ﻣﻦ ﺍ ﻟﺘﺮ ﻛﻴﺰ ﻋﻠﻰ ﻋﻼ ﻗﺔ ﺍ ﻟﺸﺮ ﻳﻌﺔ ﺑﺎ ﻟﻠﻐﺔ ﺍ ﻟﻌﺮ ﺑﻴﺔ ﻭﺃﺳﺒﺎﺏ ﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻟﻔﻘﻬﺎﺀ.
วารสารวิชาการ บัณฑิตวิทยาลัย
ﺍ ﻟﻘﺮ ﻥ ﺍ ﻟﺮ ﺍ ﺑﻊ ﺍ ﳍﺠﺮ ﻱ ﻭ ﻣﺎ ﺗﻼ ﻩ ﻣﻦ ﻗﺮ ﻭﻥ )ﺍﻟﻄﻨﻄﺎﻭﻱ.(37 – 27 :1969 ،
ﻋﻼﻗﺔ ﺍﻟﺸﺮﻳﻌﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ:
ﻭ ﻳﺘﻀﺢ ﺃ ﺛﺮ ﻣﻨﻬﺞ ﺃﺻﻮ ﻝ ﺍ ﻟﻔﻘﻪ ﰲ ﺍﻹﻋﺮﺍﺏ ﰲ ﻧﺎﺣﺘﲔ ﳘﺎ:
ﺍﻷﻭﱃ :ﺗﺄﺛﲑ ﺍﻟﻔﻘﻪ ﻭﺃﺻﻮﻟﻪ ﰲ ﺍﻹﻋﺮﺍﺏ ﺍ ﻷ ﻭ ﱃ :ﺍ ﳌﺼﻄﻠﺤﺎﺕ ﺍ ﻹ ﻋﺮ ﺍ ﺑﻴﺔ ﺍ ﻟﱵ ﻟﻘﺪ ﺳﺒﻖ ﻋﻠﻢ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﻋﻠﻢ ﺍﻟﻨﺤﻮ، ﳒﺪ ﻫﺎ ﰲ ﲨﻠﺘﻬﺎ ﻛﺎ ﻧﺖ ﻣﺄ ﺧﻮ ﺫ ﺓ ﻣﻦ ﺇﺫ ﻳﺮﺟﻊ ﺃﻭﻝ ﻇﻬﻮﺭ ﻋﻠﻢ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﺇﱃ ﻋﻬﺪ ﺍﺻﻄﻼﺣﺎﺕ ﺍﻷﺻﻮﻟﻴﲔ،ﻭﻫﻲ ﻛﺜﲑﺓ ،ﻣﻨﻬﺎ: ﺍﻟﺼﺤﺎﺑﺔ ،ﻓﻘﺪ ﻋﺮﻓﻮﺍ ﻃﺮﻕ ﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﻔﻘﻬﻴﺔ ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﱵ ﻛﺎﻧﻮﺍ ﻳﺘﺒﻌﻮﻬﻧﺎ ﻻﺳﺘﻨﺒﺎﻁ ﺍﻷﺣﻜﺎﻡ ﺍﻟﻔﻘﻬﻴﺔ ،ﰒ ﺇﻥ ﻫﺬﺍ ﺍﻻﺳﺘﻨﺒﺎﻁ ﺃﺧﺬ ﻳﺘﺴﻊ ﰲ ﺍﻟﻨﺴﺦ-: ﻋﺼﺮ ﺍﻟﺘﺎﺑﻌﲔ ﻟﻜﺜﺮﺓ ﺍﳊﻮﺍﺩﺙ ،ﻭﻟﻌﻜﻮﻑ ﻃﺎﺋﻔﺔ ﻟﻘﺪ ﺃﺧﺬ ﺍﻟﻨﺤﺎﺓ ﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﻣﻦ ﻣﻦ ﺍﻟﺘﺎﺑﻌﲔ ﻋﻠﻰ ﺍﻟﻔﺘﻮﻯ .ﻭﺑﺮﺯﺕ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ ﺍﻷﺻﻮﻟﻴﲔ ﳌﺎ ﺭﺃﻭﻩ ﻣﻦ ﺗﻄﺎﺑﻖ ﺍﳌﻌﻨﻴﲔ :ﺍﻟﻔﻘﻬﻲ ﺑﺸﻜﻞ ﺃﻭﺿﺢ ﰲ ﻋﺼﺮ ﺍﻷﺋﻤﺔ ﺍﺠﻤﻟﺘﻬﺪﻳﻦ ،ﺇﱃ ﺃﻥ ﻭﺍﻟﻨﺤﻮﻱ ،ﻓﻬﻮ ﻋﻨﺪ ﺍﻷﺻﻮﻟﻴﲔ :ﺭﻓﻊ ﺣﻜﻢ ﺟﺎﺀ ﺍﻹﻣﺎﻡ ﺍ ﻟﺸﺎﻓﻌﻲ ﻭﻭﺟﺪ ﺃﻣﺎﻣﻪ ﺗﻠﻚ ﺍﻟﺜﺮﻭﺓ ﺷﺮﻋﻲ ﺑﺪﻟﻴﻞ ﺷﺮﻋﻲ ﻣﺘﺄﺧﺮ ،ﻭﻣﺜﺎﻟﻪ :ﻣﺎ ﺭﻭﻱ ﺍﻟﻔﻘﻬﻴﺔ ﺍﻟﻜﺒﲑﺓ ﺍﻟﱵ ﺧﻠﻔﻬﺎ ﺻﺤﺎﺑﺔ ﺭﺳﻮﻝ ﺍﷲ ﺃﻥ ﺭﺳﻮﻝ ﺍﷲ ﻭﺍﳌﺴﻠﻤﲔ ﻛﺎﻧﻮﺍ ﰲ ﺃﻭﻝ ﻭ ﺃ ﻛﺎ ﺑﺮ ﺍ ﻟﺘﺎ ﺑﻌﲔ ﻭ ﻣﻦ ﺳﺒﻘﻪ ﻣﻨﻬﻢ ،ﻓﻠﻢ ﺍﻷﻣﺮ ﻳﺘﻮﺟﻬﻮﻥ ﰲ ﺻﻼﻬﺗﻢ ﺇﱃ ﺑﻴﺖ ﺍﳌﻘﺪﺱ ﰒ ﻳﺴﺘﻄﻊ ﺃﻣﺎﻡ ﻫﺬﻩ ﺍﻟﺜﺮﻭﺓ ﺍﻟﻀﺨﻤﺔ ﺇﻻ ﺃﻥ ﻳﻘﻮﻡ ﺃﻣﺮﻭﺍ ﺑﺎﻟﺘﻮﺟﻪ ﺇﱃ ﺍﳌﺴﺠﺪ ﺍﳊﺮﺍﻡ ،ﻗﺎﻝ ﺗﻌﺎﱃ: ﻚ ﰲ ﺍﻟﺴﻤﺎﺀ ﻓﻠﻨﻮﻟﻴﻨﻚ ﺐ ﻭﺟ ﹺﻬ َ ﺑﺘﺪ ﻭ ﻳﻦ ﺗﻠﻚ ﺍ ﻟﻘﻮ ﺍ ﻋﺪ ﺍ ﻟﱵ ﺍ ﺭ ﺗﻜﺰ ﺕ ﻋﻠﻴﻬﺎ﴿ ،ﻗﺪ ﻧﺮﻯ ﺗﻘﻠ َ ﻓﻜﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﻫﻲ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ. ﻚ ﺷﻄﺮ ﺍﳌﺴﺠﺪ ﻗﺒﻠ ﹰﺔ ﺗﺮﺿﺎﻫﺎ ،ﻓﻮّﻝ ﻭﺟ َﻬ ّ
ﺃﻣﺎ ﺍﻟﻨﺤﻮ ﻓﻘﺪ ﻛﺎﻧﺖ ﻧﺸﺄﺗﻪ ﺍﳊﻘﻴﻘﻴﺔ ﺍﳊﺮﺍﻡ ،ﻭﺣﻴﺜﻤﺎ ﻛﹸﻨﺘﻢ ﻓﻮﻟﻮﺍ ﻭﺟﻮ َﻫﻜﹸﻢ ﺷﻄﺮﻩ﴾ ﰲ ﻋﻬﺪ ﺃﰊ ﺍﻷﺳﻮﺩ ﺍﻟﺪﺅﱄ ﻋﻠﻰ ﺍﻟﺮﺃﻱ ﺍﳌﺸﻬﻮﺭ) ،ﺳﻮﺭﺓ ﺍﻟﺒﻘﺮﺓ) (144 :ﺑﺪﺭﺍﻥ ،ﺩ.ﺕ(442 : ﺍﳌﺘﻮﰱ ﺳﻨﺔ 69ﻫـ ،ﰲ ﺣﲔ ﺃﻥ ﺭﺍﺑﻊ ﺍﳋﻠﻔﺎﺀ ﻭﺭﺃﻯ ﺍﻟﻨﺤﺎﺓ ﺃﻥ ﺍﳌﺒﺘﺪﺃ ﻭﺍﳋﱪ ﺍ ﻟﺮ ﺍﺷﺪ ﻳﻦ ﻭ ﻫﻮ ﻋﻠﻲ ﺑﻦ ﺃ ﰊ ﻃﺎ ﻟﺐ ﻛﺎﻥ ﻣﺮﻓﻮﻋﺎﻥ ،ﻭﺃﻥ ﺩﺧﻮﻝ "ﻛﺎﻥ ﻭﺃﺧﻮﺍﻬﺗﺎ ﻭﺇﻥ ﻣﻘﺘﻠﻪ ﺳﻨﺔ 40ﻫـ ،ﰒ ﺭﺃﻳﻨﺎ ﺃﻧﻪ ﺑﺎﻧﺘﻬﺎﺀ ﻋﺼﺮ ﻭﺃﺧﻮﺍﻬﺗﺎ ﻭﻇﻦ ﻭﺃﺧﻮﺍﻬﺗﺎ" ﻋﻠﻴﻬﻤﺎ ﺗﻐﲑ ﻣﻦ ﻫﺬﺍ ﺍﳋﻠﻔﺎﺀ ﺍﻟﺮﺍﺷﺪﻳﻦ ﻛﺎﻥ ﻋﻠﻢ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﻗﺪ ﺍﳊﻜﻢ ،ﻓﺄﻃﻠﻘﻮﺍ ﻋﻠﻴﻬﺎ ﻛﻠﻤﺔ "ﺍﻟﻨﻮﺍﺳﺦ"ﻭﺃﻃﻠﻘﻮﺍ ﻋﺮ ﻑ ،ﻭ ﻗﺪ ﻧﺸﺄ ﻋﻠﻢ ﺍ ﻟﻨﺤﻮ ﰲ ﺗﻠﻚ ﺍ ﻟﻔﺘﺮﺓ ﺍﺻﻄﻼﺡ ﺍﻟﻨﺴﺦ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﳌﺎ ﻓﻴﻪ ﻣﻦ ﺭﻓﻊ ) ﻋﺼﺮ ﺃ ﰊ ﺍ ﻷﺳﻮ ﺩ ﺍ ﻟﺪ ﺅ ﱄ( ﺑﺴﻴﻄﺎ ﻣﺘﻮ ﺍﺿﻌﺎ ﺣﻜﻢ ﻭﺇﺑﺪﺍﻝ ﺁﺧﺮ ﺑﻪ. ﻳﺘﻨﺎ ﻭ ﻝ ﺃ ﺑﻮ ﺍ ﺑﺎ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍ ﻟﻨﺤﻮ ﺩ ﻭ ﻥ ﺍ ﻟﺘﻌﻤﻖ ﻭﺍﻟﺘﻔﺮﻉ ﰲ ﺍﻟﺒﺤﺚ ﻭﺍﻻﺣﺘﺠﺎﺝ ﺍﻟﻘﻮﻱ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﻗﻴﻖ ﻭﺍﻟﻨﻈﺮ ﺍﻟﺜﺎﻗﺐ ﻭﺍﻟﺘﻌﻠﻴﻞ ﺍﻟﺒﺎﺭﻉ ﺇﻻ ﰲ ﺍﻟﺘﻌﻠﻴﻖ-:
วารสารวิชาการ บัณฑิตวิทยาลัย
ﺃﺧﺬ ﺍﻟﻨﺤﺎﺓ ﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﺃﻳﻀﹰﺎ ﻣﻦ ﺣﻜﻢ ﺍﻷﺻﻞ ﰲ ﺍﻟﻔﺮﻉ) .ﺍﻟﺘﻬﺎﻧﻮﻱ،1996 ، ﺍﻟﻔﻘﻬﺎﺀ ،ﻓﺎﳌﺮﺃﺓ ﺍﳌﻌﱠﻠﻘﺔ ﻋﻨﺪﻫﻢ ﻫﻲ ﺍﳌﺮﺃﺓ ﺍﻟﱵ ﻓﹸ ﻘ َﺪ ﺝ(476 :1 ﺯﻭﺟﻬﺎ ﺃﻭ ﺍﻟﱵ ﻃﻠﻘﻬﺎ ﺯﻭﺟﻬﺎ ،ﻭﱂ ﺗﺴﺘﻮﻑ ﺑﻌﺪ ﻋﺪﺓ ﺍﻟﻨﻜﺎﺡ ،ﻓﻼ ﻫﻲ ﻣﺘﺰﻭﺟﺔ ﻭﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﺰﻭﺝ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ،ﻓﻬﻲ ﻣﻌﻠﻘﺔ( )ﺍﻟﻌﺮﰊ، ﺩ.ﺕ،ﺝ (431 :1.ﻗﺎﻝ ﺗﻌﺎﱃ﴿:ﻭﻟﻦ ﺗﺴﺘﻄﻴﻌﻮﺍ ﺃﻥ ﺗﻌﺪﻟﻮﺍ ﺑﲔ ﺍﻟﻨﺴﺎﺀ ﻭﻟﻮ ﺣﺮﺻﺘﻢ ،ﻓﻼ ﲤﻴﻠﻮﺍ ﺍﻻﺑﺘﺪﺍﺀ-: ﻛﻞ ﺍﳌﻴﻞ ﻓﺘﺬﺭﻭﻫﺎ ﻛﺎﳌﻌﻠﻘﺔ﴾ )ﺍﻟﻨﺴﺎﺀ.(129 : ﻭﻗﺪ ﺃﺧﺬ ﺍﻟﻨﺤﺎﺓ ﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﺃﻳﻀﹰﺎ ﻭﻫﺬﺍ ﺍﳌﻌﲎ ﺃﺧﺬﻩ ﺍﻟﻨﺤﺎﺓ ﰲ ﺑﺎﺏ ﺃﻓﻌﺎﻝ ﻣﻦ ﺍﻟﻔﻘﻬﺎﺀ ،ﻓﻬﻮ ﻣﻦ ﻣﺼﻄﻠﺤﺎﻬﺗﻢ ﻭﻣﻘﺎﺑﻠﻪ ﺍﻟﻘﻠﻮﺏ ،ﻓﻜﻤﺎ ﺃﻥ ﺍﻟﺰﻭﺝ ﻳﻜﻮﻥ ﻣﻮﺟﻮﺩﹰﺍ ،ﺃﻯ ﻋﻨﺪﻫﻢ ﺍﻟﻮﻗﻒ) .ﺍﻟﺘﻬﺎﻧﻮﻱ ،1996 ،ﺝ(81 :1. ﺃﻥ ﺯﻭﺟﺘﻪ ﻻ ﺗﺘﻤﺘﻊ ﲝﻘﻮﻕ ﺍﻟﺰﻭﺟﻴﺔ ،ﻛﺬﻟﻚ ﺍﻟﻌﺎﻣﻞ ﻳﻜﻮﻥ ﻣﻮﺟﻮﺩﹰﺍ ﻭﻟﻜﻨﻪ ﻻ ﻳﺆﺛﺮ ﰲ ﺍﳌﻌﻤﻮﻝ ،ﺇﺫ ﺇﻥ "ﺍﻟﺘﻌﻠﻴﻖ" ﰲ ﻫﺬﺍ ﺍﻟﺒﺎﺏ ﻫﻮ :ﺍﻟﻜﻨﺎﻳﺔ-: ﺇﺑﻄﺎﻝ ﻋﻤﻞ ﻇﻦ ﻭﺃﺧﻮﺍﻬﺗﺎ ﰲ ﺍﻟﻠﻔﻆ ﺩﻭﻥ ﻭﺍﻟﻜﻨﺎﻳﺔ ﻋﻨﺪ ﳓﺎﺓ ﺍﻟﻜﻮﻓﺔ ﲟﻌﲎ ﺍﻟﺘﻘﺪﻳﺮ ،ﻻﻋﺘﺮﺍﺽ ﻣﺎﻟﻪ ﺻﺪﺭ ﺍﻟﻜﻼﻡ ﺑﻴﻨﻬﺎ ﻭﺑﲔ "ﺍﻟﻀﻤﲑ" ﻷﻧﻪ ﻳﻜﲎ ﺑﻪ ﻋﻦ ﻣﺘﻜﻠﻢ ﺃﻭ ﳐﺎﻃﺐ ﺃﻭ ﻣﻌﻤﻮﻟﻴﻬﺎ ﳓﻮ "ﻋﻤﻠﺖ ﻟﺰﻳﺪ ﻓﺎﺿﻞ " )ﺍﻟﺼﺒﺎﻥ ،ﻏﺎﺋﺐ ،ﺃﺧﺬﻩ ﺍﻟﻜﻮﻓﻴﻮﻥ ﻣﻦ ﺍﻷﺻﻮﻟﻴﲔ ﺩ.ﺕ،ﺝ (26 :2 .ﻓﺤﻖ " ﺯﻳﺪ ﻓﺎﺿﻞ " ﺍﻟﻨﺼﺐ ،ﻭﺍﻟﻔﻘﻬﺎﺀ ،ﻓﻬﻲ ﻋﻨﺪﻫﻢ ﻣﻘﺎﺑﻞ ﻟﻠﺼﺮﻳﺢ ،ﻓﻘﺪ ﻭﻟﻜﻦ ﺍﻟﻌﺎﻣﻞ ﻣﻠﻐﻲ ﰲ ﺍﻟﻠﻔﻆ ﻋﺎﻣﻞ ﰲ ﺍﶈﻞ ،ﻗﺎﻟﻮﺍ ﰲ ﺍﻟﺼﺮﻳﺢ :ﻟﻔﻆ ﺍﻧﻜﺸﻒ ﺍﳌﺮﺍﺩ ﻣﻨﻪ ﰲ ﻓﻬﻮ ﻋﺎﻣﻞ ﻻ ﻋﺎﻣﻞ ،ﻓﺴﻤﻲ ﻣﻌﻠﻘﹰﺎ ﺃﺧﺬﺍ ﻣﻦ ﻧﻔﺴﻪ ،ﺃﻱ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻛﻮﻧﻪ ﻟﻔﻈﹰﺎ ﻣﺴﺘﻌﻤﻼﹰ، ﺍﳌﺮﺃﺓ ﺍﳌﻌﻠﻘﺔ ﺍﻟﱵ ﻻ ﻫﻲ ﻣﺰﻭﺟﺔ ﻭﻻ ﻣﻄﻠﻘﺔ ،ﻭﺍﻟﻜﻨﺎﻳﺔ ﻟﻔﻆ ﺍﺳﺘﺘﺮ ﺍﳌﺮﺍﺩ ﻣﻨﻪ ﰲ ﻧﻔﺴﻪ. ﻭﳍﺬﺍ ﻗﺎﻝ ﺍﺑﻦ ﺍﳋﺸﺎﺏ :ﻟﻘﺪ ﺃﺟﺎﺩ ﺃﻫﻞ ﻫﺬﻩ )ﺍﻟﺘﻬﺎﻧﻮﻱ ،1996 ،ﺝ(1384 :2. ﺍﻟﺼﻨﺎﻋﺔ ﰲ ﻭﺿﻊ ﻫﺬﺍ ﺍﻟﻠﻘﺐ ﳍﺬﺍ ﺍﳌﻌﲎ. )ﺍﻟﺼﺒﺎﻥ ،ﺩ.ﺕ ،ﺝ(32 :2.
ﺍﻟﻈﺎﻫﺮ-:
ﺍﻟﺘﻌﺪﻳﺔ-: ﻭﺍﻟﺘﻌﺪﻳﺔ ﻋﻨﺪ ﺍﻟﻨﺤﺎﺓ ﻫﻲ ﺗﺄﺛﲑ ﺍﻟﻔﻌﻞ ﰲ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ،ﺃﻭ ﺃﻥ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻣﺘﻌﺪﻳﹰﺎ ﺑﺘﻀﻌﻴﻔﻪ ﺃﻭ ﺑﺎﳍﻤﺰﺓ ﺃﻭ ﺑﺰﻳﺎﺩﺓ ﺃﻟﻒ ﺍﳌﻔﺎﻋﻠﺔ، ﻭﻣﻨﻪ ﺍﻧﻘﺴﻤﺖ ﺍﻷﻓﻌﺎﻝ ﺇﱃ ﻧﻮﻋﲔ :ﻻﺯﻡ ﻭﻣﺘﻌﺪ، ﻭﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ "ﺍﻟﺘﻌﺪﻳﺔ" ﻣﺄﺧﻮﺫ ﻣﻦ ﺍﻟﻔﻘﻬﺎﺀ ﻭﺍﻷﺻﻮﻟﻴﲔ ،ﻓﻬﻮ ﻋﻨﺪﻫﻢ ﺇﺛﺒﺎﺕ ﺣﻜﻢ ﻣﺜﻞ
ﻭﺍﻟﻈﺎﻫﺮ ﻫﻮﺍﻻﺳﻢ ﺍﻟﺬﻱ ﻟﻴﺲ ﺑﻀﻤﲑ، ﻭﻫﻮ ﺍﺻﻄﻼﺡ ﺃﺧﺬﻩ ﺍﻟﻨﺤﺎﺓ ﻣﻦ ﺍﻷﺻﻮﻟﻴﲔ ،ﻓﻬﻮ ﻋﻨﺪﻫﻢ ﻟﻔﻆ ﻇﻬﺮ ﺍﳌﺮﺍﺩ ﻣﻨﻪ ﺑﻨﻔﺲ ﺍﻟﺼﻴﻐﺔ ،ﺃﻱ ﺍﳌﺮﺍﺩ ﺍﳌﺨﺘﺺ ﺑﺎﻟﻮﺿﻊ ﺍﻷﺻﻠﻲ ﺃﻭ ﺍﻟﻌﺮﰲ ﺩﻭﻥ ﺍﳌﺮﺍﺩ ﺍﳌﺨﺘﺺ ﺑﺎﳌﺘﻜﻠﻢ) .ﺍﻟﺘﻬﺎﻧﻮﻱ:2 ،1996 ، (1144
วารสารวิชาการ บัณฑิตวิทยาลัย
ﻣﺎ ﱂ ﻳﺴﻢ ﻓﺎ ﻋ ﻠﻪ ﺑﺎ ﻟﻌﻠﺔ ﺍ ﳉﺎ ﻣﻌﺔ ﺍ ﻟﱵ ﻫﻲ ﺍﻟﺸﺮﻁ-: ﻭﻫﻮ ﺍﺻﻄﻼﺡ ﻣﻌﺮﻭﻑ ﰲ ﺍﻟﻨﺤﻮ ،ﺍﻹﺳﻨﺎﺩ ،ﻭﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺤﻮ ﺗﺮﻛﻴﺐ ﻗﻴﺎﺱ ﻛﻞ ﻭﻧﻘﻮﻝ ﰲ ﺍﻹﻋﺮﺍﺏ :ﺍﺳﻢ ﺷﺮﻁ ﺃﻭ ﺣﺮﻑ ﻣﻦ ﺃﻗﻴﺴﺔ ﺍﻟﻨﺤﻮ) ،ﺍﺑﻦ ﺍﻷﻧﺒﺎﺭﻱ.(93 :1957 . ﺷﺮﻁ ،ﻭﻫﻮ ﰲ ﺍﺻﻄﻼﺡ ﺍﻟﻔﻘﻬﺎﺀ ﻭﺍﻷﺻﻮﻟﻴﲔ: ﺍﳋﺎﺭﺝ ﻋﻦ ﺍﻟﺸﻲﺀ ﺍﳌﻮﻗﻮﻑ ﻋﻠﻴﻪ ﺫﻟﻚ ﺍﻟﺸﻲﺀ، ﻏﲑ ﺍﳌﺆﺛﺮ ﰲ ﻭﺟﻮﺩﻩ ،ﻛﺎﻟﻄﻬﺎﺭﺓ ﺑﺎﻟﻨﺴﺒﺔ ﺗﺄﺛﲑ ﺍﻟﻨﺤﻮ ﰲ ﺍﻟﻔﻘﻪ ﻭﺃﺻﻮﻟﻪ ﻟﻠﺼﻼﺓ ،ﻓﺎﻟﻄﻬﺎﺭﺓ ﺧﺎﺭﺟﺔ ﻋﻦ ﺍﻟﺼﻼﺓ ،ﻭﻟﻜﻨﻬﺎ ﻣﺘﻮﻗﻔﺔ ﻋﻠﻰ ﺍﻟﻄﻬﺎﺭﺓ ،ﻓﺎﻟﺸﺮﻁ ﻣﺎ ﻳﺘﻮﻗﻒ ﻋﻠﻴﻪ ﻟﻘﺪ ﺃﺛﺮ ﺍﻟﻨﺤﻮ ﰲ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﺗﺄﺛﲑﺍ ﻛﺒﲑﺍ ﻋﻠﻰ ﻼ ﻓﻴﻪ ﺃﻭ ﻣﺆﺛﺮﹰﺍ ﻓﻴﻪ) .ﺍﻟﺘﻬﺎﻧﻮﻱ ،ﺍﻟﻨﺤﻮ ﺍﻟﺬﻱ ﺃﺛﺮﺕ ﻓﻴﻪ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﰲ ﺃﺻﻮﻝ ﻭﻻ ﻳﻜﻮﻥ ﺩﺍﺧ ﹰ ﺍﻟﻨﺤﻮ ،ﺇﺫ ﺇﻥ ﻋﻠﻢ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﺇﳕﺎ ﻫﻮ ﺃﺩﻟﺔ ﻋﻠﻢ ،1996ﺝ(1014 - 1013 :1. ﺍﻟﻔﻘﻪ ،ﻭﺃﺩﻟﺔ ﺍﻟﻔﻘﻪ ﺇﳕﺎ ﻫﻲ ﺍﻟﻜﺘﺎﺏ ﻭﺍﻟﺴﻨﺔ، ﻭﻫﺬﺍﻥ ﺍﳌﺼﺪﺭﺍﻥ ﻋﺮﺑﻴﺎﻥ ،ﻟﺬﺍ ﳚﺐ ﻋﻠﻰ ﺍﺠﻤﻟﺘﻬﺪ ﺍﻟﺜﺎﻧﻴﺔ :ﺍﻟﻘﻴﺎﺱ ﰲ ﺍﻹﻋﺮﺍﺏ ﺃﻭ ﰲ ﻣﺴﺎﺋﻞ ﻣﻌﺮﻓﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳓﻮﻫﺎ ﻭﺻﺮﻓﻬﺎ ،ﻳﻘﻮﻝ ﻓﺨﺮ ﺍﻟﻌﻠﻞ ،ﻫﻮ ﺫﺍﺗﻪ ﺍﻟﻘﻴﺎﺱ ﰲ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﺍﻟﺪﻳﻦ ﺍﻟﺮﺍﺯﻱ ﰲ ﺍﶈﺼﻮﻝ) :ﺍﻋﻠﻢ ﺃﻥ ﻣﻌﺮﻓﺔ ﺍﻟﻠﻐﺔ ﻭﺗﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺱ ﻋﻨﺪ ﺍﻟﻨﺤﻮﻳﲔ ﻻ ﳜﺮﺝ ﻋﻦ ﻭﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺼﺮﻳﻒ ﻓﺮﺽ ﻛﻔﺎﻳﺔ ،ﻷﻥ ﻣﻌﺮﻓﺔ ﺗﻌﺮﻳﻒ ﺍﻷﺻﻮﻟﻴﲔ ﻟﻪ ﰲ ﺍﳌﻌﲎ ،ﻭﺇﻥ ﺍﺧﺘﻠﻒ ﰲ ﺍﻷﺣﻜﺎﻡ ﺍﻟﺸﺮﻋﻴﺔ ﻭﺍﺟﺒﺔ ﺑﺎﻹﲨﺎﻉ ،ﻭﻣﻌﺮﻓﺔ ﺍﻟﻠﻔﻆ ،ﺣﻴﺚ ﻋﺮﻓﻪ ﺍﻷﺻﻮﻟﻴﻮﻥ ﺑﺄﻧﻪ) :ﺇﳊﺎﻕ ﺃﻣﺮ ﺍﻷﺣﻜﺎﻡ ﺑﺪﻭﻥ ﻣﻌﺮﻓﺔ ﺃﺩﻟﺘﻬﺎ ﻣﺴﺘﺤﻴﻞ ،ﻓﻼﺑﺪ ﻏﲑ ﻣﻨﺼﻮ ﺹ ﻋﻠﻰ ﺣﻜﻤﻪ ﺍ ﻟﺸﺮ ﻋﻲ ﺑﺄ ﻣﺮ ﻣﻦ ﻣﻌﺮﻓﺔ ﺃﺩﻟﺘﻬﺎ ،ﻭﺍﻷ ﺩﻟﺔ ﺭﺍﺟﻌﺔ ﺇﱃ ﺍﻟﻜﺘﺎﺏ ﻣﻨﺼﻮ ﺹ ﻋﻠﻰ ﺣﻜﻤﻪ ﻻﺷﺘﺮ ﺍ ﻛﻬﻤﺎ ﰲ ﻋﻠﺔ ﻭﺍﻟﺴﻨﺔ ،ﻭﳘﺎ ﻭﺍﺭﺩﺍﻥ ﺑﻠﻐﺔ ﺍﻟﻌﺮﺏ ﻭﳓﻮﻫﻢ ﺍﳊﻜﻢ ) ﺍﻟﺰﺣﻴﻠﻲ ، 1986 ،ﺝ (603 :1 .ﻭﻋﺮﻓﻪ ﻭﺻﺮﻓﻬﻢ ،ﻓﺈﺫﺍ ،ﺗﻮﻗﻒ ﺍﻟﻌﻠﻢ ﺑﺎﻷﺣﻜﺎﻡ ﻋﻠﻰ ﺍﻟﻨﺤﻮﻳﻮﻥ ﺑﺄﻧﻪ ) :ﺗﻘﺪﻳﺮ ﺍﻟﻔﺮﻉ ﲝﻜﻢ ﺍﻷﺻﻞ( ﺃﻭ ﺍﻷﺩﻟﺔ ،ﻋﻠﻰ ﺍﻟﻮﺍﺟﺐ ﺍﳌﻄﻠﻖ ،ﻭﻫﻮ ﰲ ﻣﻘﺪﻭﺭ ﲪﻞ ﻓﺮﻉ ﻋﻠﻰ ﺃﺻﻞ ﺑﻌﻠﺔ ،ﺃ ﻭ ﺇﳊﺎﻕ ﺍ ﻟﻔﺮﻉ ﺍﳌﻜﻠﻒ ،ﻓﻬﻮ ﻭﺍﺟﺐ ،ﻓﺈﺫﺍ ،ﻣﻌﺮﻓﺔ ﺍﻟﻠﻐﺔ ﻭﺍﻟﻨﺤﻮ ﺑﺎﻷﺻﻞ ﲜﺎﻣﻊ ،ﺃﻭ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺸﻲﺀ ﺑﺎﻟﺸﻲﺀ ﲜﺎﻣﻊ ﻭﺍﻟﺘﺼﺮﻳﻒ ﻭﺍﺟﺒﺔ ) ﺍﻟﺴﻴﻮﻃﻲ.(60 :1996 ، )ﺍﺑﻦ ﺍﻷﻧﺒﺎﺭﻱ .(93 :1957ﻛﻤﺎ ﳒﺪ ﺃﻥ ﺃﺭﻛﺎﻥ ﻭ ﲢﺪ ﺙ ﺍ ﻟﺰ ﳐﺸﺮ ﻱ ﻋﻦ ﻣﺪ ﻯ ﺗﻠﻚ ﺍﻟﻘﻴﺎﺱ ﻋﻨﺪ ﻛﻠﻴﻬﻤﺎ ) ﻋﻠﻢ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﻭﻋﻠﻢ ﺍﻟﻌﻼﻗﺔ ﺍﻟﱵ ﺗﺮﺑﻂ ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﺑﺎﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﺍﻟﻨﺤﻮ( ﻫﻲ :ﺍﻷﺻﻞ ﻭﺍﻟﻔﺮﻉ ﻭﺍﻟﻌﻠﺔ ﻭﺍﳊﻜﻢ ،ﻓﻘﺎﻝ ) :ﻭﻳﺮﻭﻥ ﺍﻟﻜﻼﻡ ﰲ ﻣﻌﻈﻢ ﺃﺑﻮﺍﺏ ﺃﺻﻮﻝ ﻭﻳﻀﺮﺏ ﺍﺑﻦ ﺍﻷﻧﺒﺎﺭﻱ ﻣﺜﺎﻻ ﻋﻠﻰ ﺫﻟﻚ ﻓﻴﻌﻠﻞ ﺍ ﻟﻔﻘﻪ ﻭ ﻣﺴﺎ ﺋﻠﻬﺎ ﻣﺒﻨﻴﺎ ﻋﻠﻰ ﻋﻠﻢ ﺍ ﻹ ﻋﺮ ﺍ ﺏ( ﻹﻋﺮﺍﺏ ﻧﺎﺋﺐ ﺍﻟﻔﺎﻋﻞ ﺑﺎﻟﺮﻓﻊ ﻗﻴﺎﺳﺎ ﻋﻠﻰ ﺍﻟﻔﺎﻋﻞ ) ،ﺍﻟﺰﳐﺸﺮﻱ (18 :1993 ،ﻭﺇﳕﺎ ﺧﺼﻮﻩ ﻬﺑﺬﺍ ) ﻣﺎ ﻷﺻﻞ ﻫﻮ ﺍﻟﻔﺎﻋﻞ ،ﻭﺍﻟﻔﺮﻉ ﻫﻮ ﻣﺎ ﱂ ﻳﺴﻢ ﺍﻻﺳﻢ ﻷﻥ ﺍﻹﻋﺮﺍﺏ ﺃﺟﻠﻰ ﻇﺎﻫﺮﺓ ﻓﻴﻪ ،ﻭﺃﺑﺮﺯ ﻓﺎﻋﻠﻪ ،ﻭﺍﻟﻌﻠﺔ ﺍﳉﺎﻣﻌﺔ ﻫﻲ ﺍﻹﺳﻨﺎﺩ ،ﻭﺍﳊﻜﻢ ﻫﻮ ﻭﺃﺩﻕ ﻣﺴﺄﻟﺔ ﻣﻦ ﻣﺴﺎﺋﻠﻪ ،ﻓﻜﺄﻥ ﺍﻟﻨﺤﻮ ﻭﺿﻊ ﻣﻦ ﺍﻟﺮﻓﻊ ،ﻭﺍﻷﺻﻞ ﰲ ﺍﻟﺮﻓﻊ ﺃﻥ ﻳﻜﻮﻥ ﻟﻸﺻﻞ ﺍﻟﺬﻱ ﺃﺟﻞ ﺍﻹﻋﺮﺍﺏ ) ﺍﻟﺴﻌﺪﻱ (39 :1986 ،ﻭﻟﺬﻟﻚ ﻫﻮ ﺍﻟﻔﺎﻋﻞ ،ﻭﺇﳕﺎ ﺃﺟﺮﻱ ﻋﻠﻰ ﺍﻟﻔﺮﻉ ﺍﻟﺬﻱ ﻫﻮ
วารสารวิชาการ บัณฑิตวิทยาลัย
ﻧﺮ ﻯ ﺃ ﻥ ﺍ ﳌﺒﺎ ﺣﺚ ﺍ ﻟﻠﻐﻮ ﻳﺔ ﲤﻸ ﻛﺘﺐ ﺃﺻﻮﻝ ﺍﻟـﺬﻱ ﺍﺧﺘﻠﻔﻮﺍ ﻓﻴﻪ﴾ )ﺍﻟﻨﺤﻞ(64 :ﱂ ﻳﻘﻞ ﺗﻌﺎﱃ :ﺧﺎﻟﻔﻮﺍ ﻓﻴﻪ )ﺳﺎﱂ ،1991 ،ﺹ .(12 ﺍﻟﻔﻘﻪ. ﻗﺪ ﻳﺘﺨﻠﻒ ﺷﺨﺺ ﻓﻴﻘﻮﻝ ﺃﻥ ﺍﻻﺳﻼﻡ ﺍﻻﺧﺘﻼﻑ ﰲ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻔﻘﻬﻴﺔ ﻭﺃﺳﺒﺎﺑﻪ: ﻻ ﻳﻌﺮﻑ ﺍﻻﺧﺘﻼﻑ ﻣﻄﻠﻘﹰﺎ ..ﻭﺍﻟﻘﻮﻝ ﻬﺑﺬﺍ، ﻣﻔﻬﻮﻡ ﺍﻻﺧﺘﻼﻑ-: ﻋﻠﻰ ﺇﻃﻼﻗﻪ ،ﺧﻄﺄ ﻛﺒﲑ ،ﺇﺫ ﺇﻥ ﺫﻟﻚ ﳜﺎﻟﻒ ﺍﻻﺧﺘﻼﻑ ﻟﻐﺔ ﻫﻮ :ﺍﻓﺘﻌﺎﻝ ﻣﻦ ﺍﻓﺘﻌﻞ ﻃﺒﻴﻌﺔ ﺍﻟﺪﻳﻦ ﻭﻃﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ ﻭﻃﺒﻴﻌﺔ ﺍﻟﺒﺸﺮ ﻭﻃﺒﻴﻌﺔ ﻳﻔﺘﻌﻞ ﺍﻓﺘﻌﺎﻻ ،ﻭﻳﻌﲏ ﻋﺪﻡ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﺍﻟﺸﻲﺀ ،ﺍﻟﻜﻮﻥ ﻭﺍﳊﻴﺎﺓ )ﺍﻟﻘﺮﺿﺎﻭﻱ.(47-41 :1991 ، ﻳﻘﻮﻝ ﺍﻟﻔﲑﻭﺯ ﺁﺑﺎﺩﻱ" :ﺍﻻﺧﺘﻼﻑ ﻭﺍﳌﺨﺎﻟﻔﺔ :ﺃﻥ ﻧﻌﻢ ،ﻗﺪ ﻳﻜﻮﻥ ﺍﻻﺧﺘﻼﻑ ﳑﻨﻮﻋﺎﹰ ،ﻭﻻ ﻳﺄﺧﺬ ﻛﻞ ﻭﺍﺣﺪ ﻃﺮﻳﻘﹰﺎ ﻏﲑ ﻃﺮﻳﻖ ﺍ ﻵﺧﺮ ﺃﻭ ﻓﻌﻠﻪ ،ﻭﺍﳋﻼﻑ ﺃﻋﻢ ﻣﻦ ﺍﻟﻀﺪ ،ﻷﻥ ﻛﻞ ﺿﺪﻳﻦ ﳎﺎﻝ ﻟﻼﺟﺘﻬﺎﺩ ،ﻭﻟﻜﻦ ﰲ ﺍﳌﺴﺎﺋﻞ ﺍﻷﺳﺎﺳﻴﺔ ﳐﺘﻠﻔﺎﻥ ،ﻭﻟﻴﺲ ﻛﻞ ﳐﺘﻠﻔﲔ ﺿﺪﻳﻦ" ) ﺍﻟﻔﲑﻭﺯ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺍﻋﺘـﻘﺎﺩﻳﺔ ﺃﻡ ﻋﻤﻠﻴﺔ ،ﻭﺍﻟﱵ ﻳﻜﻮﻥ ﺍﻻﺧﺘﻼﻑ ﻓﻴﻬﺎ ﻣﻔﻀﻴﹰﺎ ﺇﱃ ﺍﳋﻼﻑ ﻭﺍﻟﱰﺍﻉ ﺁﺑﺎﺩﻱ ،ﺩ.ﺕ ،ﺝ.(562 :2. ﻭﺗﻔﺮﻳﻖ ﺍﻟﻜﻠﻤﺔ ،ﻭﺗﺄﰐ ﺃﺩﻟﺘﻬﺎ ﻗﻄﻌﻴﺔ ،ﻭﺃﻣﺎ ﻣﺎ ﻭﺃﻣﺎ ﺍﻻﺧﺘﻼﻑ ﰲ ﺍﺻﻄﻼﺡ ﺍﻟﻔﻘﻬﺎﺀ ﻭﺭﺍﺀ ﺫﻟﻚ ﻣﻦ ﺃﺣﻜﺎﻡ ﻓﻠﻴﺲ ﺍﻻﺧﺘﻼﻑ ﻓﻴﻬﺎ ﻫﻮ" :ﺃﻥ ﻳﺬﻫﺐ ﻛﻞ ﻋﺎﱂ ﺇﱃ ﺧﻼﻑ ﻣﺎ ﺫﻫﺐ ﺿﺮﺭﹰﺍ ﺃﻭ ﻣﻔﺴﺪﺓ ،ﺑﻞ ﻫﻮ ﺗﻮﺳﻌﺔ ﻋﻠﻰ ﺍﻷﻣﺔ ﰲ ﺇﻟﻴﻪ ﺍﻵﺧﺮ ،ﻭﻫﻮ ﺿﺪ ﺍﻻﺗـﻔﺎﻕ") .ﺍﻟﻔﻴﻮﻣﻲ، ﳎﺎﻝ ﺍﻻﺧﺘﻴﺎﺭ ﻭﻓﺴﺤﺔ ﺃﻣﺎﻣﻬﻢ ﰲ ﻃﺮﻳﻖ ﺍﻟﻌﻤﻞ، ﺩ.ﺕ،ﺝ.(179 :1 . ﻳﺄﺧﺬﻭﻥ ﻣﻦ ﻫﺬﻩ ﺍﻷﺣﻜﺎﻡ ﻣﺎ ﳛﻘﻖ ﻣﺼﺎﳊﻬﻢ ﻭﻳﺘﻔﻖ ﻣﻊ ﻣﺎ ﺗﺘﻄﻠﺒﻪ ﺣﻴﺎﻬﺗﻢ ﻭﻳﺮﻓﻊ ﻋﻨﻬﻢ ﺍﻟﻀﻴﻖ ﻭﺍﳊﺮﺝ ،ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﻻﺧﺘﻼﻑ ﻧﻔﺴﻪ ﻣﺼﺪﺭ ﺑﲔ ﺧﺎﻟﻒ ﻭﺍﺧﺘﻠﻒ-: ﺛﺮﻭﺓ ﺗﺸﺮﻳﻌﻴﺔ ﻋﻈﻴﻤﺔ ﻭﺗﺮﺍﺙ ﻓﻘﻬﻲ ﺭﺍﺋﻊ، ﻭﻗﺪ ﳒﺪ ﰲ ﺑﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻥ ﻛﻠﻤﱵ ﻳﺴﺘﻮﻋﺐ ﺣﺎﺟﺎﺕ ﺍﻟﻨﺎﺱ ﰲ ﻇﻼﻝ ﺷﺮﻳﻌﺔ ﻒ" ﻗﺪ ﺗﺴﺘﻌﻤﻞ ﻛﻞ ﻣﻨﻬﻤﺎ ﻒ ﻭﺍﺧﺘﻠ َ "ﺧﺎﻟ َ ﺍﻹﺳﻼﻡ ﺍﳋﺎﻟﺪﺓ )ﻣﺮﻋﻲ ،ﺩ.ﺕ ,ﺝ.(7 :2. ﻣﻜﺎﻥ ﺍﻵﺧﺮ ،ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻧﻨﺎ ﳒﺪ ﺃﻳﻀﹰﺎ ﺑﺎﻟﺘﺄﻣﻞ ﻭﻗﺪ ﻛﺎﻥ ﺍﻟﺼﺤﺎﺑﺔ ﻭﺍﻟﺘﺎﺑﻌﻮﻥ ﳜﺘﻠﻔﻮﻥ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻗﺎ ﺟﻮﻫﺮﻳﹰﺎ ﺑﻴﻨﻬﻤﺎ ،ﺇﺫ ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻒ" ﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍﻟﻌﺼﻴﺎﻥ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻻﺟﺘﻬﺎﺩﻳﺔ ﻭﻛﺬﻟﻚ ﺍﻷﺋﻤﺔ "ﺧﺎﻟ َ ﻗﺼﺪ ،ﻛﻤﻦ ﳜﺎﻟﻒ ﺍﻷﻭﺍﻣﺮ ،ﻭﻣﻨﻪ ﻗﻮﻟﻪ ﺗﻌﺎﱃ :ﺍﺠﻤﻟﺘﻬﺪﻭﻥ ﻣﻦ ﺑﻌﺪﻫﻢ ،ﻭﻫﻢ ﲨﻴﻌﹰﺎ ﻋﻠﻰ ﺍﳍﺪﻱ ﴿ﻓﻠﻴَﺤ ﹶﺬ ﹺﺭ ﺍﻟﺬﻳ َﻦ ﻳﺨﺎﻟﻔﻮﻥ ﻋﻦ ﺃﻣﺮﻩ﴾ )ﺍﻟﻨﻮﺭ :ﻣﺎ ﺩﺍﻡ ﺍﻻﺧﺘﻼﻑ ﱂ ﻳﻨﺠﻢ ﻋﻦ ﻫﻮﻯ ﺃﻭ ﺷﻬﻮﺓ ﺃﻭ ﺭﻏﺒﺔ ﰲ ﺍﻟﺸﻘﺎﻕ ،ﻓﻘﺪ ﻛﺎﻥ ﺍﻟﻮﺍﺣﺪ ﻣﻨﻬﻢ (63ﻭﱂ ﻳﻘﻞ ﺗﻌﺎﱃ :ﳜﺘﻠﻔﻮﻥ ﰲ ﺃﻣﺮﻩ . ﻳﺒﺬﻝ ﺟﻬﺪﻩ ﻭﻣﺎ ﰲ ﻭﺳﻌﻪ ﻭﻻ ﻫﺪﻑ ﻟﻪ ﺇﻻ ﻒ" ﻓﻴﻜﻮﻥ ﰲ ﻭﺃﻣﺎ ﺍﺳﺘﻌﻤﺎﻝ "ﺍﺧﺘﻠ َ ﺇﺻﺎﺑﺔ ﺍﳊﻖ ﻭﺇﺭﺿﺎﺀ ﺍﷲ ﺗﻌﺎﱃ . ﺣﺎﻟﺔ ﺍﳌﻐﺎﻳﺮﺓ ﰲ ﺍﻟﻔﻬﻢ ﺍﻟﻮﺍﻗﻊ ﻣﻦ ﺗﻔﺎﻭﺕ ﻭﻣﻦ ﺫﻟﻚ ﻣﺎ ﺭﻭﺍﻩ ﺍﻟﺒﺨﺎﺭﻱ ﻋﻦ ﺍﺑﻦ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ،ﻭﻋﻠﻴﻪ ﻗﻮﻟﻪ ﺗﻌﺎﱃ﴿ :ﻭﻣﺎ ﺃﻧـَﺰﻟﻨـﺎ ﻋﻠﻴـﻚ ﺍﻟﻜﺘـﺎﺏ ﺇﻻ ﻟﺘﺒﻴـﻦ ﳍـﻢ ﻋﻤﺮ ﺃﻥ ﺍﻟﻨﱯ ﻗﺎﻝ ﻳﻮﻡ ﺍﻷﺣﺰﺍﺏ" :ﻻ ﻳﺼﻠﲔ ﺃﺣﺪ ﺍﻟﻌﺼﺮ ﺇﻻ ﰲ ﺑﲏ ﻗﺮﻳﻈﺔ" ،ﻓﺄﺩﺭﻙ ﺑﻌﻀﻬﻢ
วารสารวิชาการ บัณฑิตวิทยาลัย
ﺍﻵﻳﺎﺕ ﺍﻟﱵ ﺗﻼﻫﺎ ﺃﺑﻮ ﺑﻜﺮ" :ﻛﺄﱐ ،ﻭﺍﷲ ،ﱂ ﺃﻛﻦ ﻗﺮﺃﻬﺗﺎ ﻗﻂ" )ﺍﺑﻦ ﺣﺰﻡ ،1400 ،ﺝ125 :2.؛ ﺍﺑﻦ ﻛﺜﲑ ،1932 ،ﺝ (244 :5.ﻭﻏﲑ ﺫﻟﻚ ﻛﺜﲑ، ﻛﺎﺧﺘﻼﻓﻬﻢ ﺣﻮﻝ ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺪﻓﻦ ﻓﻴﻪ ﺭﺳﻮﻝ ﺍﷲ ،ﻭﻛﺎﺧﺘﻼﻓﻬﻢ ﻓﻴﻤﻦ ﺗﻜﻮﻥ ﺍﳋﻼﻓﺔ ﻣﻦ ﺑﻌﺪﻩ ) ﺍﺑﻦ ﻛﺜﲑ ،1932ﺝ:5. 245؛ ﺍﺑﻦ ﻫﺸﺎﻡ،ﺝ (335 :4.ﻭﻛﺎﺧﺘﻼﻓﻬﻢ ﰲ ﺗﺮﻛﺘﻪ ) ﺍﺑﻦ ﻛﺜﲑ ،1932 ،ﺝ.(285 :5.
ﰲ ﺍﻟﻄﺮﻳﻖ ،ﻓﻘﺎﻝ ﺑﻌﻀﻬﻢ :ﻻ ﻧﺼﻠﻲ ﺣﱴ ﻧﺄﺗﻴﻬﺎ، ﺃﻱ ﺩﻳﺎﺭ ﺑﲏ ﻗﺮﻳﻈﺔ ،ﻭﻗﺎﻝ ﺑﻌﻀﻬﻢ ﺑﻞ ﻧﺼﻠﻲ ،ﱂ ﻳﺮﺩ ﻣﻨﺎ ﺫﻟﻚ ،ﻓﺬﻛﺮ ﻟﻠﻨﱯ ﻓﻠﻢ ﻳﻌﻨﹺﻒ ﻭﺍﺣﺪﹰﺍ ﻣﻨﻬﻢ) .ﺍﻟﻴﻤﺎﱐ ،(258 :1 ،1985 ،ﻓﻘﺪ ﺃﺧﺬ ﺼﻠﹼﻮﺍ ﺑﻌﺾ ﺍﻟﺼﺤﺎﺑﺔ ﺑﻈﺎﻫﺮ ﺍﻟﻨﺺ ،ﻭﻟﺬﻟﻚ ﱂ ﻳ َ ﺼﻠﹸﻮﺍ ﺑﲏ ﻗﺮﻳﻈﺔ ،ﰲ ﺣﲔ ﻓﻬﻢ ﺑﻌﻀﻬﻢ ﺣﱴ َﻳ ﺍﻵﺧﺮ ،ﺃﻧﻪ ﱂ ﻳﺮﺩ ﺫﻟﻚ ،ﻭﺇﳕﺎ ﺃﺭﺍﺩ ﺃﻥ ﻳﺄﻣﺮﻫﻢ ﺑﺎﳌﺒﺎﻟﻐﺔ ﰲ ﺍﻹﺳﺮﺍﻉ ،ﻭﻟﺬﻟﻚ ﺍﻋﺘﱪﻭﺍ ﺃﻥ ﺃﺩﺍﺀﻫﻢ ﺍﻟﺼﻼﺓ ﻗﺒﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺑﲏ ﻗﺮﻳﻈﺔ ﻻ ﻭﳌﺎ ﺟﺎﺀ ﻋﺼﺮ ﺍﻟﺘﺎﺑﻌﲔ ﻛﺎﻧﺖ ﻳﻨﺎﰲ ﺃﻣﺮﻩ ﺑﺎﻟﺼﻼﺓ ﰲ ﺑﲏ ﻗﺮﻳﻈﺔ ﻣﺎ ﺩﺍﻣﺖ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﺪﺃﺕ ﺗﺘﺴﻊ ﺃﻛﺜﺮ ﻣﻦ ﺍﳌﺎﺿﻲ ﻟﻜﺜﺮﺓ ﺍﻟﺼﻼﺓ ﻟﻦ ﺗﺆﺧﺮﻫﻢ ﻋﻦ ﺍﻟﻮﺻﻮﻝ. ﺍﳊﻮﺍﺩﺙ ﻭﻟﻌﻜﻮﻑ ﻃﺎﺋﻔﺔ ﻣﻦ ﺍﻟﺘﺎﺑﻌﲔ ﻋﻠﻰ ﻭﱂ ﻳﻜﻦ ﺍﻻﺧﺘﻼﻑ ﻛﺜﲑﹰﺍ ﰲ ﻋﻬﺪﻩ ـ ﺍﻟﻔﺘﻮﻯ ،ﻭﺑﺪﺃﺕ ﺗﺘﺴﻊ ﺃﻛﺜﺮ ﻓﺄﻛﺜﺮ ﰲ ﻋﺼﺮ ـ ،ﻛﻤﺎ ﰲ ﻋﻬﺪ ﺍﻟﺘﺎﺑﻌﲔ ﻭﺍﻷﺋﻤﺔ ﻓﻴﻤﺎ ﺑﻌﺪ ،ﺍﻷﺋﻤﺔ ﺍﺠﻤﻟﺘﻬﺪﻳﻦ ،ﺇﺫ ﺇﻬﻧﻢ ﻭﺍﺟﻬﻮﺍ ﺣﻴﺎﺓ ﻣﺘﺠﺪﺩﺓ ﺇﺫ ﺇﻥ ﺭﺳﻮﻝ ﺍﷲ ﻣﺮﺟﻊ ﺍﳉﻤﻴﻊ ﺑﺎﺗﻔﺎﻕ ،ﻓﺈﺫﺍ ﻭﺃﺣﺪﺍﺛﹰﺎ ﻣﺘﻌﺪﺩﺓ ،ﻓﻜﺎﻥ ﻻ ﺑﺪ ﳍﺬﻩ ﺍﳊﻴﺎﺓ ﻣﻦ ﺍﺧﺘﻠﻒ ﺍﻟﺼﺤﺎﺑﺔ ﰲ ﺃﻣﺮ ﻣﻦ ﺍﻷﻣﻮﺭ ﺭﺩﻭﻩ ﻣﻨﻬﺞ ﻳﺴﺎﻳﺮﻫﺎ ،ﻭﳍﺬﻩ ﺍﻷﺣﺪﺍﺙ ﻣﻦ ﺃﺣﻜﺎﻡ ﺇﻟﻴﻪ - -ﻓﺒﲔ ﳍﻢ ﻭﺟﻪ ﺍﳊﻖ ﻓﻴﻪ ،ﻭﺃﻭﺿﺢ ﺗﻀﺒﻄﻬﺎ ،ﺳﻮﺍﺀ ﴰﻠﺘﻬﺎ ﻧﺼﻮﺹ ﻣﻮﺟﻮﺩﺓ ﺃﻡ ﱂ ﺗﺸﻤﻠﻬﺎ )ﺳﺎﱂ ،ﻋﻄﻴﺔ ﳏﻤﺪ .(53 :1991 ،ﻛﻤﺎ ﳍﻢ ﺳﺒﻴﻞ ﺍﳍﺪﺍﻳﺔ. ﻭﺑﻌﺪ ﻭﻓﺎﺗﻪ - -ﺑﺪﺃﺕ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺣﺪﺙ ﻟﻸﺋﻤﺔ ﺍﻷﺭﺑﻌﺔ ،ﻓﻘﺪ ﻭﺍﺟﻬﻮﺍ ﲡﺪﺩ ﺍﳊﻴﺎﺓ ﺗﻜﺜﺮ ﻭﺗﺘﺴﻊ ﺷﻴﺌﹰﺎ ﻓﺸﻴﺌﺎﹰ ،ﻓﻜﺎﻥ ﺃﻭﻝ ﺧﻼﻑ ﺑﲔ ﻋﻠﻰ ﻧﻄﺎﻕ ﺃﻭﺳﻊ ،ﻓﻜﺎﻥ ﻻ ﺑﺪ ﻣﻦ ﺍﻻﺟﺘﻬﺎﺩ ﺍﻟﺼﺤﺎﺑﺔ ﺣﻮﻝ ﺣﻘﻴﻘﺔ ﻭﻓﺎﺗﻪ ،ﻓﻘﺪ ﺃﺻﺮ ﻋﻠﻰ ﻧﻄﺎﻕ ﺃﻭﺳﻊ ،ﺇﺫ ﱂ ﻳﻜﻦ ﳍﻢ ﻣﺮﺟﻊ ،ﻭﻫﻮ ﻋﻤﺮ ﺑﻦ ﺍﳋﻄﺎﺏ ﻋﻠﻰ ﺃﻥ ﺭﺳﻮﻝ ﺍﷲ ﱂ ﺍﻟﺮﺳﻮﻝ ﻛﻤﺎ ﻛﺎﻥ ﰲ ﻋﻬﺪ ﺍﻟﺼﺤﺎﺑﺔ ﳝﺖ ،ﻭﺍﻋﺘﱪ ﺍﻟﻘﻮﻝ ﺑﻮﻓﺎﺗﻪ ﺇﺭﺟﺎﻓﹰﺎ ﻣﻦ ﺍﳌﻨﺎﻓﻘﲔ ﻓﻜﺎﻥ ﻻ ﺑﺪ ﻣﻦ ﺍﺳﺘﻔﺮﺍﻍ ﺍﳉﻬﺪ ﻻﺳﺘﻨﺒﺎﻁ ﺗﻮﻋﺪﻫﻢ ﻋﻠﻴﻪ ،ﺣﱴ ﺟﺎﺀ ﺃﺑﻮ ﺑﻜﺮ ﻭﻗﺮﺃ ﻋﻠﻰ ﺍﻷﺣﻜﺎﻡ ﻭﺗﺄﺻﻴﻞ ﺍﻷﺻﻮﻝ ﻭﺗﻔﺮﻳﻊ ﺍﻟﻔﺮﻭﻉ، ﺍﻟﻨﺎﺱ ﻗﻮﻟﻪ ﺗﻌﺎﱃ﴿ :ﻭﻣﺎ ﻣﺤﻤ ﺪ ﺇﻻ ﺭَﺳﻮ ﹲﻝ ﻗﺪ ﻓﻌﻜﻔﻮﺍ ﻋﻠﻰ ﻛﺘﺎﺏ ﺍﷲ ﻭﺳﻨﺔ ﺭﺳﻮﻟﻪ ، ﺖ ﻣﻦ ﻗﺒﻠ ﻪ ﺍﻟ ﺮﺳﻞ ﺃﻓﺈﻥ ﻣﺎﺕ ﺃﻭ ﻗﺘﻞ ﺍﻧﻘﻠﺒﺘﻢ ﻓﺄﺧﺬﻭﺍ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﻣﻨﻄﻮﻗﻬﺎ ،ﻭﻣﻦ ﺍﻷﺩﻟﺔ ﺧﻠ ﻋﻠﻰ ﺃﻋﻘﺎﺑﻜﻢ ،ﻭﻣﻦ ﻳﻨﻘﻠﺐ ﻋﻠﻰ ﻋﻘﺒﻴﻪ ﻓﻠﻦ ﻣﻔﺎﻫﻴﻤﻬﺎ ،ﻭﺃﻗﺎﻣﻮﺍ ﺍﻷﺷﺒﺎﻩ ﻭﺍﻟﻨﻈﺎﺋﺮ ،ﻭﻗﻌّﺪﻭﺍ ﻳَﻀﺮ ﺍﷲ ﺷﻴﺌﺎﹰ ،ﻭﺳﻴﺠﺰﻱ ﺍﷲ ﺍﻟﺸﺎﻛﺮﻳﻦ﴾ )ﺁﻝ ﺍﻟﻘﻮﺍﻋﺪ ،ﻭﺃﺻّﻠﻮﺍ ﺍﻷﺻﻮﻝ ،ﻭﻓﺮﻋﻮﺍ ﺍﻟﻔﺮﻭﻉ ﺖ ﻭﺇﻬﻧﻢ ﻭﺃﳊﻖ ﺍﳌﺴﻜﻮﺕ ﺑﺎﳌﻨﻄﻮﻕ ،ﻭﺩﻭﻧﺖ ﺩﻭﺍﻭﻳﻦ ﻚ ﻣﻴ ﻋﻤﺮﺍﻥ (144 :ﻭﻗﻮﻟﻪ ﺗﻌﺎﱃ ﴿ :ﺇﻧ َ ﻣﻴﺘﻮﻥ﴾ )ﺍﻟﺰﻣﺮ (30 :ﻓﺴﻘﻂ ﺍﻟﺴﻴﻒ ﻣﻦ ﻳﺪ ﺍﻟﻔﻘﻪ ﲟﺎ ﺳﺪ ﺣﺎﺟﺔ ﺍﻷﻣﺔ ﻭﺯﻳﺎﺩﺓ )ﺳﺎﱂ.(53 : ﻋﻤﺮ ﻭﺧـّﺮ ﺇﱃ ﺍﻷﺭﺽ ﻭﺍﺳﺘﻴﻘـﻦ ﻓـﺮﺍﻕ ﻭﺍﳌﻌﺮﻭﻑ ﺃﻧﻪ ﺣﻴﺚ ﻳﻮﺟﺪ ﺍﻻﺟﺘﻬﺎﺩ ﺭﺳـﻮﻝ ﺍﷲ ﻭﺍﻧﻘﻄﺎﻉ ﺍﻟﻮﺣﻲ ،ﻭﻗﺎﻝ ﻋﻦ ﻳﻘﻊ ﺍﻻﺧﺘﻼﻑ ﺿﺮﻭﺭﺓ ،ﺍﺧﺘﻼﻑ ﻭﺟﻬﺎﺕ
วารสารวิชาการ บัณฑิตวิทยาลัย
ﺍﻟﻨﻈﺮ ،ﺳﻮﺍﺀ ﰲ ﻓﻬﻢ ﺍﳌﺮﺍﺩ ﻣﻦ ﺍﳌﻨﺼﻮﺹ ﺃﻭ ﰲ ﺣﻜﻢ ﻣﺎﻻ ﻧﺺ ﻓﻴﻪ ،ﻭﻟﺬﻟﻚ ﳒﺪ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﻟﻔﻘﻬﻴﺔ ﰲ ﻋﺼﺮ ﺍﻷﺋﻤﺔ ﺍﻷﺭﺑﻌﺔ ﻛﺜﲑﺓ ﺟﺪﺍﹰ، ﻟﻴﺴﺖ ﻓﻘﻂ ﺑﲔ ﻣﺎﻟﻚ ﻭﺃﰊ ﺣﻨﻴﻔﺔ ﺃﻭ ﺑﲔ ﻣﺎﻟﻚ ﻭﺍﻟﺸﺎﻓﻌﻲ ﺃﻭ ﺑﲔ ﺃﰊ ﺣﻨﻴﻔﺔ ﻭﺃﲪﺪ ﺑﻦ ﺣﻨﺒﻞ ﺃﻭ ..ﺑﻞ ﻟﻘﺪ ﺳﺠﻠﺖ ﺍﺧﺘﻼﻓﺎﺕ ﺃﺋﻤﺔ ﺍﳌﺬﻫﺐ ﺍﻟﻮﺍﺣﺪ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﰲ ﺑﻌﺾ ﺍﳌﺴﺎﺋﻞ ﺍﻻﺟﺘﻬﺎﺩﻳﺔ ﻛﺎﻻﺧﺘﻼﻑ ﰲ ﻗﺪﺭ ﻣﺎ ﳚﺰﺉ ﻣﻦ ﻣﺴﺢ ﺍﻟﺮﺃﺱ ﺑﲔ ﳏﻤﺪ ﻭﺃﰊ ﺣﻨﻴﻔﺔ )ﻛﻤﺎﻝ ﺍﻟﺪﻳﻦ ،ﳏﻤﺪﺑﻦ ﻋﺒﺪﺍﻟﻮﺍﺣﺪ ،ﺩ .ﺕ ،ﺝ ،(16 :1.ﻭﺍﻻﺧﺘﻼﻑ ﰲ ﻭﺻـﻒ ﺍﳌﺎﺀ ﺍﳌﺴﺘﻌﻤـﻞ ﺑﻴـﻦ ﺯﻓـﺮ ﻭﳏﻤـﺪ ،ﻭﺃﰊ ﺣﻨﻴﻔـﺔ ﻭﺃﰊ ﻳﻮﺳﻒ) ،ﻛﻤﺎﻝ ﺍﻟﺪﻳﻦ ،ﳏﻤﺪﺑﻦ ﻋﺒﺪﺍﻟﻮﺍﺣﺪ) ،ﺩ .ﺕ(،(65/1 ، ﻭﺍﻻﺧﺘﻼﻑ ﰲ ﺯﻛﺎﺓ ﺍﳋﻴﻞ ﺑﲔ ﺃﰊ ﺣﻨﻴﻔﺔ ، ﻭﺃﰊ ﻳﻮﺳﻒ ﻭﳏﻤﺪ )ﻛﻤﺎﻝ ﺍﻟﺪﻳﻦ ،ﳏﻤﺪﺑﻦ ﻋﺒﺪﺍﻟﻮﺍﺣﺪ ،ﺩ .ﺕ،ﺝ.(137 :2. ﻫﺬﺍ ﻫﻮ ﺧﲑ ﳕﻮﺫﺝ ﻳﺼﻮﺭ ﻟﻨﺎ ﺃﺩﺏ ﺍﻻﺧﺘﻼﻑ ﺍﻟﺬﻱ ﻛﺎﻧﻮﺍ ﻳﺘﻤﺘﻌﻮﻥ ﺑﻪ ﻓﻜﺎﻥ ﺍﺧﺘﻼﻓﻬﻢ ﺍﺧﺘﻼﻑ ﺗﻨﻮﻉ ﻻ ﺍﺧﺘﻼﻑ ﺗﻀﺎﺩ، ﻓﻘﺪ ﻛﺎﻥ ﰲ ﺍﻟﺼﺤﺎﺑﺔ ﻭﺍﻟﺘﺎﺑﻌﲔ ﻭﻣﻦ ﺑﻌﺪﻫﻢ ﻣﻦ ﻳﻘﺮﺃ ﺍﻟﺒﺴﻤﻠﺔ ،ﻭﻣﻨﻬﻢ ﻣﻦ ﻻ ﻳﻘﺮﺅﻫﺎ ،ﻭﻣﻨﻬﻢ ﻣﻦ ﳚﻬﺮ ﻬﺑﺎ ﻭﻣﻨﻬﻢ ﻣﻦ ﻳﺴﺮ ،ﻭﻛﺎﻥ ﻣﻨﻬﻢ ﻣﻦ ﻳﻘﻨﺖ ﰲ ﺍﻟﻔﺠﺮ ،ﻭﻣﻨﻬﻢ ﻣﻦ ﻻ ﻳﻘﻨﺖ ﻓﻴﻬﺎ، ﻭﻣﻨﻬﻢ ﻣﻦ ﻳﺘﻮﺿﺄ ﻣﻦ ﺍﻟﺮﻋﺎﻑ ﻭﺍﻟﻘﻲﺀ ﻭﺍﳊﺠﺎﻣﺔ ،ﻭﻣﻨﻬﻢ ﻣﻦ ﻻ ﻳﺘﻮﺿﺄ ﻣﻦ ﺫﻟﻚ، ﺲ ﺍﳌﺮﺃﺓ ﻧﻘﻀﹰﺎ ﻟﻠﻮﺿﻮﺀ، ﻭﻣﻨﻬﻢ ﻣﻦ ﻳﺮﻯ ﰲ ﻣ ّ ﻭﻣﻨﻬﻢ ﻣﻦ ﻻﻳﺮﻯ ﺫﻟﻚ ،ﻭﻣﻨﻬﻢ ﻣﻦ ﻳﺘﻮﺿﺄ ﻣﻦ ﺴﹰﺎ ﻣﺒﺎﺷﺮﺍﹰ، ﺃﻛﻞ ﳊﻢ ﺍﻹﺑﻞ ﺃﻭ ﻣﺎ ﻣﺴّﺘﻪ ﺍﻟﻨﺎﺭ ﻣ ّ ﻭﻣﻨﻬﻢ ﻣﻦ ﻻ ﻳﺮﻯ ﰲ ﺫﻟﻚ ﺑﺄﺳﹰﺎ.
ﻭﺍﻟﺸﺎﻓﻌﻲ ﻭﺃﺋﻤﺔ ﺁﺧﺮﻭﻥ ﻳﺼﻠﻮﻥ ﺧﻠﻒ ﺃﺋﻤﺔ ﺍﳌﺪﻳﻨﺔ ﻣﻦ ﺍﳌﺎﻟﻜﻴﺔ ﻭﻏﲑﻫﻢ ﻭﻟﻮﱂ ﻳﻠﺘﺰﻣﻮﺍ ﺑﻘﺮﺍﺀﺓ ﺍﻟﺒﺴﻤﻠﺔ ﻻ ﺳﺮﹰﺍ ﻭﻻ ﺟﻬﺮﺍﹰ ،ﻭﺻﻠﻰ ﺍﻟﺮﺷﻴﺪ ﺇﻣﺎﻣﹰﺎ ﻭﻗﺪ ﺍﺣﺘﺠﻢ ﻓﺼﻠﻰ ﺍﻹﻣﺎﻡ ﺃﺑﻮ ﻳﻮﺳﻒ ﺧﻠﻔﻪ ﻭﱂ ﻳﻌ ﺪ ﺍﻟﺼﻼﺓ ﻣﻊ ﺃﻥ ﺍﳊﺠﺎﻣﺔ ﻋﻨﺪﻩ ﺗﻨﻘﺾ ﺍﻟﻮﺿﻮﺀ )ﺍﻟﻌﻠﻮﺍﱐ.(16 :1991 ، ﻭﻗﺪ ﻛﺎﻥ ﺍﻹﻣﺎﻡ ﻣﻦ ﺍﻷﺋﻤﺔ ﺍﺠﻤﻟﺘﻬﺪﻳﻦ ﻻ ﻳﻠﺰﻡ ﺗﻼﻣﻴﺬﻩ ﺑﺮﺃﻳﻪ ﻭﻻ ﻳﺄﻣﺮﻫﻢ ﺑﺎﻟﺘﻌﺼﺐ ﻟﻪ، ﻓﻘﺪ ﺭﻭﻱ ﺃﻥ ﺍﻹﻣﺎﻡ ﻣﺎﻟﻚ ﺭﻓﺾ ﺃﻥ ﻳﻜﻮﻥ ﻣﻮﻃﺄﻩ -ﺍﻟﺬﻱ ﲨﻊ ﻓﻴﻪ ﻣﺎ ﺻﺢ ﻋﻨﺪﻩ ﻣﻦ ﺣﺪﻳﺚ ﺭﺳﻮﻝ ﺍﷲ -ﻣﻊ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺩﺳﺘﻮﺭﹰﺍ ﻟﻸﻣﺔ ﺍﻹﺳﻼﻣﻴﺔ ،ﺣﲔ ﻋﺮﺽ ﻋﻠﻴﻪ ﺍﳌﻨﺼﻮﺭ ﺃﻥ ﻳﻌﻠﻖ ﺍﳌﻮﻃﺄ ﰲ ﺍﻟﻜﻌﺒﺔ ﻭﳛﻤﻞ ﻋﻠﻴﻪ ﻼ :ﻻ ﺍﻟﻨﺎﺱ ﺣﺴﻤﹰﺎ ﳌﺎﺩﺓ ﺍﳋﻼﻑ ،ﻓﺮﺩ ﻗﺎﺋ ﹰ ﺗﻔﻌﻞ ،ﻓﺈﻥ ﺍﻟﺼﺤﺎﺑﺔ ﺗﻔﺮﻗﻮﺍ ﰲ ﺍﻵﻓﺎﻕ ﻭﺭﻭﻭﺍ ﺃﺣﺎﺩﻳﺚ ﻏﲑ ﺃﺣﺎﺩﻳﺚ ﺃﻫﻞ ﺍﳊﺠﺎﺯ ﺍﻟﱵ ﺍﻋﺘﻤﺪﻬﺗﺎ ﻭﺃﺧﺬ ﺍﻟﻨﺎﺱ ﺑﺬﻟﻚ ،ﻓﺎﺗﺮﻛﻬﻢ ﻋﻠﻰ ﻣﺎ ﻫﻢ ﻋﻠﻴﻪ )ﺍﻟﺴﺎﻳﺲ ،ﳏﻤﺪ ﻋﻠﻲ ،ﺩ .ﺕ: .(99،98ﻓﻜﺎﻥ ﻟﻠﻤﺠﺘﻬﺪ ﺃﺟﺮﺍﻥ ﺇﻥ ﺃﺻﺎﺏ، ﻭﺃﺟﺮ ﻭﺍﺣﺪ ﺇﻥ ﺃﺧﻄﺄ.
ﻭﻟﻌﻞ ﺍﻟﺘﻌﺼﺐ ،ﻭﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺇﱃ ﺧﻼﻑ ﺍﻷﻣﺔ ﻭﺻﺮﺍﻋﻬﺎ ﻭﺍﻧﺸﻘﺎﻗﻬﺎ ،ﻫﻮ ﺍﻟﺴﺒﺐ ﺍﻟﻮﺣﻴﺪ ﺍﻟﺬﻱ ﺣﺬﺭ ﻣﻦ ﺃﺟﻠﻪ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ، ﺧﻮﻓﺎ ﻣﻦ ﻭﻗﻮﻉ ﺍﻻﺧﺘﻼﻑ ﺑﻜﻞ ﺃﻧﻮﺍﻋﻪ ﻭﺃﻛﺪﻭﺍ ﻋﻠﻰ ﻭﺟﻮﺏ ﺍﺟﺘـﻨﺎﺑﻪ ،ﻳﻘﻮﻝ ﺍﺑﻦ ﻣﺴﻌﻮﺩ : )ﺍﳋﻼﻑ ﺷﺮ( )ﺍﺑﻦ ﻗﺘﻴﺒﺔ22 :1972 ،؛ ﺍﻟﺮﺍﺯﻱ، ،1980ﺝ .(480 :1 .ﻭﻗﺎﻝ ﺍﻟﺴﺒﻜﻲ -ﺭﲪﻪ ﺍﷲ .. " -ﺇﻥ ﺍﻟﺮﲪﺔ ﺗـﻘﺘﻀﻲ ﻋﺪﻡ ﺍﻻﺧﺘﻼﻑ ،ﻗﺎﻝ ﺗﻌﺎﱃ ..﴿ :ﻭﻟﻜ ﹺﻦ ﺍﺧﺘﻠﻔﻮﺍ ﻛﻞ ﺫﻟﻚ ﱂ ﳝﻨﻊ ﻣﻦ ﺃﻥ ﻳﺼﻠﻲ ﺑﻌﻀﻬﻢ ﻓﻤﻨﻬﻢ ﻣﻦ ﺁﻣﻦ ﻭﻣﻨﻬﻢ ﻣﻦ ﻛﻔ َﺮ) ﴾ ..ﺍﻟﺒﻘﺮﺓ: ﺧﻠﻒ ﺑﻌﺾ ،ﻛﻤﺎ ﻛﺎﻥ ﺃﺑﻮ ﺣﻨﻴﻔﺔ ﻭﺃﺻﺤﺎﺑﻪ.(253 ،
วารสารวิชาการ บัณฑิตวิทยาลัย
ﻫﺬﺍ ،ﻭﻗﺪ ﺣﺬﹼﺭ ﻣﻨﻪ ﻗﺒﻞ ﺫﻟﻚ ﺭﺳﻮﻝ ﺍﷲ ﻓﻘﺎﻝ" :ﻻ ﲣﺘﻠﻔﻮﺍ ﻓﺘﺨﺘﻠﻒ ﻗﻠﻮﺑﻜﻢ" )ﻣﺴﻠﻢ .ﻛﺘﺎﺏ ﺍﻟﺼﻼﺓ ﺑﺎﺏ .27ﺣﺪﻳﺚ /122 432؛ ﺍﺑﻦ ﺧﺰﳝﺔ .ﺑﺎﺏ .68ﺣﺪﻳﺚ .(1556 ﻭﺭﻭﻯ ﻋﻦ ﺍﺑﻦ ﻣﺴﻌﻮﺩ ﺃﻧﻪ ﻗﺎﻝ، ﺖ ﻣﻦ ﺍﻟﻨﱯ ﻼ ﻗﺮﺃ ﺁﻳ ﹰﺔ ﲰﻌ ﺖ ﺭﺟ ﹰ ﲰﻌ ﺖ ﺑﻪ ﺭﺳﻮﻝ ﺍﷲ ﺧﻼﻓﻬﺎ ،ﻓﺄﺧﺬﺕ ﺑﻴﺪﻩ ﻓﺄﺗﻴ ﻓﻘﺎﻝ" :ﻛﻼﻛﻤﺎ ﳏﺴﻦ" ﻗﺎﻝ ﺷﻌﺒﺔ ﺃﻇﻨﻪ ﻗﺎﻝ: "ﻻ ﲣﺘﻠﻔﻮﺍ ﻓﺈﻥ ﻣﻦ ﻛﺎﻥ ﻗﺒﻠﻜﻢ ﺍﺧﺘﻠﻔﻮﺍ ﻓﻬَﻠﻜﻮﺍ" )ﺍﻟﺒﺨﺎﺭﻱ ،ﻛﺘﺎﺏ ﺍﳊﺼﻮﻣﺎﺕ ﺑﺎﺏ ،1 ﺭﻗﻢ.(2410 : ﺃﺳﺒﺎﺏ ﺍﺧﺘﻼﻑ ﺍﻟﻔﻘﻬﺎﺀ: ﻭﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺃﺩﺕ ﺇﱃ ﺍﺧﺘﻼﻑ ﺍﻟﻔﻘﻬﺎﺀ ﰲ ﺍﺳﺘﻨﺒﺎﻁ ﺍﻷﺣﻜﺎﻡ ﺍﻟﻔﻘﻬﻴﺔ ﻣﺎ ﻳﺄﰐ: ﺍﺧﺘﻼﻑ ﺍﻟﻘﺮﺁﺀﺍﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ: ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺃﺩﺕ ﺇﱃ ﻭﻗﻮﻉ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﲔ ﺍﻟﻔﻘﻬﺎﺀ ﺃﻧﻪ ﻭﺭﺩ ﻋﻦ ﺭﺳﻮﻝ ﺍﷲ ﻗﺮﺍﺀﺍﺕ ﻣﺘﻮﺍﺗﺮﺓ ﳑﺎ ﺃﺩﻯ ﺇﱃ ﺍﺧﺘﻼﻑ ﺍﳊﻜﻢ ﺍﳌﺴﺘﻨﺒﻂ ﻣﻦ ﻛﻞ ﻗﺮﺍﺀﺓ ،ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ: ﺍﺧﺘﻼﻑ ﺍﻟﻔﻘﻬﺎﺀ ﰲ ﺣﻜﻢ ﺍﻟﻘﺪﻣﲔ ﻣﻦ ﺍﻟﻮﺿﻮﺀ ﻫﻞ ﺍﻟﻐﺴﻞ ﺃﻡ ﺍﳌﺴﺢ؟ ﻭﺳﺒﺐ ﺫﻟﻚ :ﺃﻥ ﻗﻮﻟﻪ ﺗﻌﺎﱃ ﰲ ﺁﻳﺔ ﺍﻟﻮﺿﻮﺀ }ﻭﺃﺭﺟﻠﻜﻢ{ ﻗﺮﺋﺖ ﻣﺮﺓ ﺑﺎﻟﻨﺼﺐ ﻭﻋﻠﻰ ﻫﺬﺍ ،ﻓﻬﻲ ﻣﻌﻄﻮﻓﺔ ﻋﻠﻰ }ﻭﺟﻮﻫﻜﻢ{ ﻓﻴﻜﻮﻥ ﻓﺮﺿﻬﺎ ﺍﻟﻐﺴﻞ ،ﻭﻬﺑﺬﺍ ﻗﺎﻝ ﺍﳉﻤﻬﻮﺭ ،ﻭﻭﺭﺩﺕ ﺃﻳﻀﹰﺎ ﺑﺎﳉﺮ ،ﻭﻋﻠﻰ ﻫﺬﺍ ﺗﻜﻮﻥ ﻣﻌﻄﻮﻓﺔ ﻋﻠﻰ }ﺭﺅﻭﺳﻜﻢ{ ﻓﻴﻜﻮﻥ ﻓﺮﺿﻬﺎ ﺍﳌﺴﺢ ،ﻭﻬﺑﺬﺍ ﻗﺎﻝ ﻃﺎﺋﻔﺔ ﻣﻦ ﺍﻟﻔﻘﻬﺎﺀ، ﺣﻴﺚ ﻗﺎﻝ ﺗﻌﺎﱃ ﰲ ﺁﻳﺔ ﺍﻟﻮﺿﻮﺀ ﴿ :ﻳﺎﺃﻳﻬﺎ ﺍﻟﺬﻳﻦ
ﺁﻣﻨﻮﺍ ﺇﺫﺍ ﻗﻤﺘﻢ ﺇﱃ ﺍﻟﺼﻼﺓ ﻓﺎﻏﺴﻠﻮﺍ ﻭﺟﻮﻫﻜﻢ ﻭﺃﻳﺪﻳﻜﻢ ﺇﱃ ﺍﳌﺮﺍﻓﻖ ﻭﺍﻣﺴﺤﻮﺍ ﺑﺮﺅﻭﺳﻜﻢ ﻭﺃﺭﺟﻠﻜﻢ ﺇﱃ ﺍﻟﻜﻌﺒﲔ ) ﴾ ..ﺍﳌﺎﺋﺪﺓ (6 :ﻗﺮﺃ ﻧﺎﻓﻊ ﻭﺍﺑﻦ ﻋﺎﻣﺮ ﻭﺍﻟﻜﺴﺎﺋﻲ }ﻭﺃﺭﺟﹶﻠﻜﹸ ﻢ{ ﺑﺎﻟﻨﺼﺐ ،ﻭﻗﺮﺃ ﺍﺑﻦ ﻛﺜﲑ ﻭﺃﺑﻮ ﻋﻤﺮ ﻭﲪﺰﺓ }ﻭﺃﺭ ﺟﻠﻜﻢ{ ﺑﺎﳉﺮ)ﺃﺑﻮ ﺯﺭﻋﺔ ،ﻋﺒﺪ ﺍﷲ ﺑﻦ ﳏﻤﺪ ﺑﻦ ﺯﳒﻠﺔ223 ،221 :1984 ،؛ ﺍﻟﻘﻴﺴﻲ، ﺃﺑﻮ ﳏﻤﺪ ﻣﻜﻲ ﺑﻦ ﺃﰊ ﻃﺎﻟﺐ ،1981ﺝ(1:406. ﻓﻜﺎﻥ ﺍﺧﺘـﻼﻑ ﺍﻟﻘـﺮﺍﺀﺓ ﺳﺒﺒﹰﺎ ﰲ ﺍﺧﺘﻼﻑ ﺍﻟﻔﻘﻬــﺎﺀ )ﺍﻟﺴﻌﺪﻱ 162 :1986 ،ﻭﻣﺎ ﺑﻌﺪﻫﺎ(. ﺍﺧﺘﻼﻓﻬﻢ ﰲ ﺍﻟﻌﻠﻢ ﺑﺎﻟﺴﻨﺔ: ﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺃﻥ ﺍﻟﺴﻨﺔ ﱂ ﺗﻜﻦ ﻣﺪﻭﻧﺔ ﰲ ﻋﺼﺮ ﺍﻟﺼﺤﺎﺑﺔ ﻷﻬﻧﻢ ﻗﺪ ﻬﻧﻮﺍ ﻋﻦ ﺫﻟﻚ ﺧﺸﻴﺔ ﺃﻥ ﳜﺘﻠﻂ ﺑﻌﺾ ﺫﻟﻚ ﺑﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ، ﻼ ﻋﻦ ﺳﻌﺔ ﺣﻔﻈﻬﻢ ﻭﺳﻴﻼﻥ ﺃﺫﻫﺎﻬﻧﻢ ،ﻳﻘﻮﻝ ﻓﻀ ﹰ ﺐ ﻋﲏ ﻏ َﲑ " :ﻻ ﺗﻜﺘﺒﻮﺍ ﻋﲏ ،ﻭﻣﻦ ﻛﺘ َ ﺍﻟﻘﺮﺁﻥ ﻓﻠﻴﻤﺤﻪ ،ﻭﺣﺪﺛﻮﺍ ﻋﲏ ﻭﻻ ﺣﺮﺝ ،ﻭﻣﻦ ﺏ ﻋﻠﻲ -ﻗﺎﻝ ﳘﺎﻡ :ﺃﻇﻨﻪ ﻗﺎﻝ :ﻣﺘﻌﻤﺪﹰﺍ - ﻛﺬ َ ﻓﻠﻴﺘﺒﻮﺃ ﻣﻘﻌﺪﻩ ﻣﻦ ﺍﻟﻨﺎﺭ" )ﻣﺴﻠﻢ .ﻛﺘﺎﺏ ﺍﻟﺰﻫﺪ. ﺑﺎﺏ ،16ﺭﻗﻢ.(3004 : ﻭﻳﺬﻛﺮ ﺍﻟﺘﺎﺭﻳﺦ ﺃﻥ ﺃﻭﻝ ﺗﺪﻭﻳﻦ ﺭﲰﻲ ﻟﻠﺤﺪﻳﺚ ﺍﻟﻨﺒﻮﻱ ﹼﰎ ﰲ ﻋﺼﺮ ﺍﳋﻠﻴﻔﺔ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ -ﺭﺿﻲ ﺍﷲ ﻋﻨﻬﻤﺎ -ﻭﻛﺎﻥ ﻗﺪ ﻭﺟﻪ ﺃﻣﺮﻩ ﻫﺬﺍ ،ﺇﱃ ﺃﻫﻞ ﺍﻵﻓﺎﻕ ﻭﻋﻤﺎﻟﻪ ﰲ ﺍﻷﻣﺼﺎﺭ ﻭﺃﻭّﳍﻢ ﻋﺎﻣﻠﻪ ﻋﻠﻰ ﺍﳌﺪﻳﻨﺔ :ﺃﺑﻮ ﺑﻜﺮ ﺑﻦ ﳏﻤﺪ ﺑﻦ ﻋﻤﺮﻭ ﺑﻦ ﺣﺰﻡ ،ﻭﻓﻴﻪ ﻳﻘﻮﻝ) :ﺍﻧﻈﺮ ﻣﺎ ﻛﺎﻥ ﻣﻦ ﺣﺪﻳﺚ ﺭﺳﻮﻝ ﺍﷲ ،ﺃﻭ ﺳﻨﺔ ﻣﺎﺿﻴﻪ ﺃﻭ ﺣﺪﻳﺚ ﻋَﻤﺮﺓ ﻓﺎﻛﺘﺒﻪ ،ﻓﺈﱐ ﻗﺪ ﺧﻔﺖ ﺩﺭﻭﺱ ﺍﻟﻌﻠﻢ ﻭﺫﻫﺎﺑﻪ )ﺍﳋﻄﻴﺐ.(329 - 328 :1981 ،
วารสารวิชาการ บัณฑิตวิทยาลัย
ﻭﻟﺬﻟﻚ ﻛﻠﻪ،ﱂ ﺗﻜﻦ ﺣﻈﻮﻅ ﺍﻟﻔﻘﻬﺎﺀ ﻳﻘﲔ ﺃﺣﺪ ﺍﳌﻌﻨﻴﲔ) .ﺍﻟﺴﻌﺪﻱ 303 :1986 ،ﻭﻣﺎ ﻣﺘﺴﺎﻭﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﺴﻨﺔ ،ﻭﺣﱴ ﺑﻌﺪ ﺍﻟﺘﺪﻭﻳﻦ ﺑﻌﺪﻫﺎ(. ﱂ ﻳﻜﻦ ﻛﻞ ﺍﻟﻔﻘﻬﺎﺀ ﻋﻠﻰ ﻋﻠﻢ ﺑﻜﻞ ﺍﻷﺣﺎﺩﻳﺚ، ﺏ -ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻠﻔﻆ ﻟﻪ ﻣﻌﲎ ﺣﻘﻴﻘﻲ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺳﺒﺐ ﺍﺧﺘﻼﻓﻬﻢ ﰲ ﺑﻌﺾ ﺍﳌﺴﺎﺋﻞ ﰲ ﺍﻟﻠﻐﺔ ،ﻭﻟﻪ ﻣﻌﲎ ﺁﺧﺮ ﰲ ﻋﺮﻑ ﺍﻟﺸﺮﻉ ،ﺑﺄﻥ ﺍﻟﻔﻘﻬﻴﺔ ،ﻭﻗﺪ ﺑﺪﺃ ﺍﻻﺧﺘﻼﻑ ﻣﻦ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﻳﻜﻮﻥ ﺍﻟﺸﺮﻉ ﻗﺪ ﻧﻘﻞ ﺍﻟﻠﻔﻆ ﻣﻦ ﻣﻌﻨﺎﻩ ﺍﻟﻠﻐﻮﻱ ﻣﻨﺬ ﻋﻬﺪ ﺍﻟﺼﺤﺎﺑﺔ ﰒ ﺍﺳﺘﻤﺮ ﺇﱃ ﺍﻟﻌﻬﻮﺩ ﺍﻟﱵ ﻭﺍﺳﺘﻌﻤﻠﻪ ﰲ ﺣﻘﻴﻘﺔ ﺷﺮﻋﻴﺔ ،ﻛﻠﻔﻆ "ﺍﻟﻨﻜﺎﺡ" ﺗﻠﺘﻬﻢ. ﻓﺈﻧﻪ ﰲ ﺃﺻﻞ ﺍﻟﻠﻐﺔ ﻳﻄﻠﻖ ﻋﻠﻰ ﺍﻟﻮﻁﺀ ،ﻭﻟﻜﻦ ﻓﻤﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ :ﺃﻥ ﺃﺑﺎ ﻫﺮﻳﺮﺓ - ﺫﻫﺐ ﺇﱃ ﺃﻥ ﻣﻦ ﺃﺻﺒﺢ ﺟﻨﺒﹰﺎ ﻓﻼ ﺻﻮﻡ ﻟﻪ ،ﺣﱴ ﺃﺧﱪﻩ ﺑﻌﺾ ﺃﺯﻭﺍﺟﻪ ﲞﻼﻑ ﻣﺎ ﺫﻫﺐ ﺇﻟﻴﻪ ﻓﺮﺟﻊ )ﺍﻟﺪﻫﻠﻮﻱ.(24 – 23 :1978 ، ﺍﺧﺘﻼﻓﻬﻢ ﰲ ﻓﻬﻢ ﺍﻟﻨﺺ ﻭﺗﻔﺴﲑﻩ: ﻗﺪ ﻳﺮﺩ ﺍﻟﻨﺺ ﻣﻦ ﺍﻟﻘﺮﺁﻥ ﺃﻭ ﺍﳊﺪﻳﺚ ﻓﻴﺨﺘﻠﻒ ﺍﻟﻔﻘﻬﺎﺀ ﰲ ﲢﺪﻳﺪ ﺍﳌﻌﲎ ﺍﳌﺮﺍﺩ ﰲ ﺫﻟﻚ ﻼ ﻷﻛﺜﺮ ﻣﻦ ﻣﻌﲎ ،ﻭﻳﺮﺟﻊ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻠﻔﻆ ﳏﺘﻤ ﹰ ﺫﻟﻚ ﺇﱃ ﺃﻣﻮﺭ: ﺃ -ﺗﺮﺩﺩ ﺍﻟﻠﻔﻆ ﺑﲔ ﻣﻌﻨﻴﲔ ﻓﺄﻛﺜﺮ ،ﻭﻫﻮ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻻﺷﺘﺮﺍﻙ ﺍﻟﻠﻔﻈﻲ )ﺳﻴﺒﻮﻳﻪ،1988 ، 24/1؛ ﺍﻟﺴﻴﻮﻃﻲ ،ﺩ.ﺕ،ﺝ (287 :1.ﻛﻠﻔﻆ " ﺍﻟﻘﺮﺀ " ﺣﻴﺚ ﻳﻄﻠﻖ ﰲ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﻣﻌﻨﻴﲔ: ﺃﺣﺪﳘﺎ ﻋﻠﻰ ﺍﳊﻴﺾ ،ﻭﺛﺎﻧﻴﻬﻤﺎ ﻋﻠﻰ ﺍﻟﻄﻬﺮ، ﻭﻋﻠﻰ ﺫﻟﻚ ﺍﺧﺘﻠﻒ ﺍﻟﻔﻘﻬﺎﺀ ﰲ ﻋﺪﺓ ﺍﳌﻄﻠﻘﺔ ﻏﲑ ﺍﳊﺎﻣﻞ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻦ ﺫﻭﺍﺕ ﺍﻷﻗــﺮﺍﺀ ﺗﺒﻌـﹰﺎ ﻻﺧﺘﻼﻓﻬـﻢ ﰲ ﺍﳌـﺮﺍﺩ ﻣـﻦ ﺍﻟﻘـﺮﻭﺀ ﰲ ﻗـﻮﻟـﻪ ﺗﻌـﺎﻟــﻰ﴿ :ﻭﺍﳌﻄﻠﻘﺎﺕ ﻳﺘﺮﺑﺼﻦ ﺑﺄﻧﻔﺴﻬ ﻦ ﺛﻼﺛﺔ ﻗﺮﻭ ٍﺀ﴾ )ﺍﻟﺒﻘﺮﺓ ،(228 ،ﻫﻞ ﻳﺮﺍﺩ ﺑﻪ ﺍﻟﻄﻬﺮ ﺃﻡ ﺍﳊﻴﺾ؟ ﻷﻬﻧﻢ ﻣﺘـﻔﻘﻮﻥ ﻋﻠﻰ ﺃﻥ ﺍﳌﺮﺍﺩ ﻭﺍﺣﺪ ﻣﻨﻬﻤﺎ ﻓﻘﻂ ،ﻭﺇﳕﺎ ﺍﳋﻼﻑ ﺑﻴﻨﻬﻢ ﰲ
ﺍﻟﺸﺮﻉ ﺍﺳﺘﻌﻤﻠﻪ ﰲ ﺍﻟﻌﻘﺪ ﻭﺍﻟﻮﻁﺀ ﻓﺼﺎﺭ ﻟﻔﻆ )ﺍﻟﻨﻜﺎﺡ( ﻋﻨﺪ ﺍﻹﻃﻼﻕ ﳛﺘﻤﻞ ﻣﻌﻨﻴﲔ ،ﺃﺣﺪﳘﺎ ﻟﻐﻮﻱ ،ﻭﻫﻮ ﺍﻟﻮﻁﺀ ﻭﺁﺧﺮ ﺷﺮﻋﻲ ،ﻭﻫﻮ ﺍﻟﻌﻘﺪ، ﻭﺍﻟﺼﺤﻴﺢ ﺃﻧﻪ ﺍﺳﺘﻌﻤﻞ ﻛﻠﻔﻆ ﻣﺸﺘﺮﻙ ﺑﲔ ﺍﳌﻌﻨﻴﲔ ﰲ ﺍﻟﺸﺮﻉ ،ﻭﻣﻦ ﺍﺳﺘﻌﻤﺎﻻﺕ ﺍﻟﻠﻔﻆ ﲟﻌﲎ ﺍﻟﻮﻁﺀ ﻗﻮﻟﻪ ﺗﻌﺎﱃ ...﴿ :ﺣﱴ ﺗﻨﻜﺢ ﺯﻭﺟﹰﺎ ﻏﲑﻩ﴾ )ﺍﻟﺒﻘﺮﺓ ،(230 :ﻭﻋﻠﻰ ﻫﺬﺍ ﺍﺧﺘﻠﻒ ﺍﻟﻔﻘﻬﺎﺀ ﰲ ﺃﻧﻪ ﺇﺫﺍ ﻭﺭﺩ ﻣﻄﻠﻘﹰﺎ ﰲ ﻟﺴﺎﻥ ﺍﻟﺸﺮﻉ ﻣﻦ ﻏﲑ ﻗﺮﻳﻨﺔ ﺗﺪﻝ ﻋﻠﻰ ﺍﳌﻌﲎ ﺍﳌﺮﺍﺩ ﻣﻨﻪ ،ﻫﻞ ﻳﺮﺍﺩ ﺑﻪ ﺍﳌﻌﲎ ﺍﻟﻠﻐﻮﻱ ﻧﻈﺮﹰﺍ ﻷﻧﻪ ﺍﻷﺻﻞ ﺃﻭ ﻳﺮﺍﺩ ﺑﻪ ﺍﳌﻌﲎ ﺍﻟﺸﺮﻋﻲ ﻧﻈﺮﹰﺍ ﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﺸﺎﺭﻉ؟ )ﺍﻟﺴﻌﺪﻱ 321 :1986 ،ﻭﻣﺎ ﺑﻌﺪﻫﺎ( ﺝ -ﺇﻥ ﺍﻻﺷﺘﺮﺍﻙ ﻗﺪ ﻳﻜﻮﻥ ﰲ ﺍﳊﺮﻭﻑ ،ﻛﻤﺎ ﰲ ﻗﻮﻟﻪ ﺗﻌﺎﱃ﴿ :ﺇﳕﺎ ﺟﺰﺍ ُﺀ ﺍﻟﺬﻳ َﻦ ﺽ ﻓﺴﺎﺩﹰﺍ ﷲ ﻭﺭﺳﻮﻟ ﻪ ﻭﻳﺴﻌﻮﻥ ﰲ ﺍﻷﺭ ﹺ ﳛﺎﺭﺑﻮ ﹶﻥ ﺍ َ ﺃﻥ ﻳﻘﺘﻠﻮﺍ ﺃﻭ ﻳﺼﻠﺒﻮﺍ ﺃﻭ ﺗـﻘﻄﻊ ﺃﻳﺪﻳﻬﻢ ﻭﺃﺭﺟﻠﻬﻢ ﻣﻦ ﺧﻼﻑ ،ﺃﻭ ﻳﻨﻔﻮﺍ ﻣﻦ ﺍﻷﺭﺽ، ﺏ ﺫﻟﻚ ﳍﻢ ﺧﺰﻱ ﰲ ﺍﻟﺪﻧﻴﺎ ﻭﳍﻢ ﰲ ﺍﻵﺧﺮﺓ ﻋﺬﺍ ﻋﻈﻴﻢ﴾ )ﺍﳌﺎﺋﺪﺓ ،(33 :ﻓﺎﺧﺘﻠﻒ ﺍﻟﻔﻘﻬﺎﺀ ﰲ ﻣﻌﲎ " ﺃﻭ" ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻨﺺ ،ﻷﻥ "ﺃﻭ" ﻣﺸﺘﺮﻛﺔ ﺑﲔ ﻣﻌﺎ ﻥ ﻛﺜﲑﺓ ،ﻣﻨﻬﺎ ﻗﺪ ﺗﻜﻮﻥ ﻟﻠﺘﺨﻴﲑ ﻭﻗﺪ ﺗﻜﻮﻥ ﻟﻠﺘﻔﺼﻴﻞ.
วารสารวิชาการ บัณฑิตวิทยาลัย
ﺃﺛﺮ ﺍﳊﺮﻛﺎﺕ ﺍﻹﻋﺮﺍﺑﻴﺔ ﰲ ﺍﺧﺘﻼﻓﺎﺕ ﺍﺘﻬﺪﻳﻦ: ﻣﻔﻬﻮﻡ ﺍﻹﻋﺮﺍﺏ-: ﺃﻭﻻ :ﺍﻹﻋﺮﺍﺏ ﻟﻐﺔ-:
ﻗﺎﻝ ﺍﻟﺮﺳﻮﻝ " ﺇﻧﺎ -ﻣﻌﺎﺷﺮ ﺍﻷﻧﺒﻴﺎﺀ -ﻻ ﻧﻮﺭﺙ ﻣﺎ ﺗﺮﻛﻨﺎ ﺻﺪﻗﺔﹲ " )ﺍﻟﺒﺨﺎﺭﻱ .ﻛﺘﺎﺏ ﻓﻀﺎﺋﻞ ﺃﺻﺤﺎﺏ ﺍﻟﻨﱯ .ﺑﺎﺏ .12ﺭﻗﻢ3712 :؛ ﻣﺴﻠﻢ .ﻛﺘﺎﺏ ﺍﳉﻬﺎﺩ ﻭﺍﻟﺴﲑ. ﺑﺎﺏ .15ﺭﻗﻢ.(1757 :
ﺏ ﺍﻹﻋﺮﺍﺏ ﻟﻐﺔ :ﺍﻹﺑﺎﻧﺔ ،ﻳﻘﺎﻝ :ﹶﺃ ﻋ َﺮ َ ﻭﺭﺩ ﺍﳊﺪﻳﺚ ﺑﺮﻓﻊ ﻟﻔﻈﺔ )ﺻﺪﻗﺔ( ﺍﻟﺮﺟ ﹸﻞ ﻋﻤﺎ ﰲ ﻧﻔﺴﻪ ،ﺇﺫﺍ ﺃﺑﺎﻥ ﻋﻨﻪ ،ﻭﰲ ﻭﻧﺼﺒﻬﺎ ،ﻓﺎﺧﺘﻠﻒ ﺍﻟﻔﻘﻬﺎﺀ ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺎﺗﲔ ﺍﳊﺪﻳﺚ" :ﺍﻟﺒﻜﺮ ﺗﺴﺘﺄﻣَﺮ ،ﻭﺇﺫﻬﻧﺎ ﺻﻤﺎﻬﺗﺎ ،ﻭﺍ َﻷﻳﱢ ﻢ ﺍﳊﺮﻛﺘﲔ ﺍﻹﻋﺮﺍﺑﻴﺘﲔ ،ﻓﻜﺎﻧﻮﺍ ﰲ ﺫﻟﻚ ﻣﺬﻫﺒﲔ: ﺗ ﻌﺮﹺﺏ ﻋﻦ ﻧﻔﺴﻬﺎ" )ﺍﻟﺒﺨﺎﺭﻱ .ﻛﺘﺎﺏ ﺍﳊﻴﻞ؛ ﺍﳌﺬﻫﺐ ﺍﻷﻭﻝ :ﻳﺮﻯ ﺃﺻﺤﺎﺏ ﻫﺬﺍ ﻣﺴﻠﻢ .ﻛﺘﺎﺏ ﺍﻟﻨﻜﺎﺡ( )ﺍﺑﻦ ﻫﺸﺎﻡ(50 :1996 ، ﺍﳌﺬﻫﺐ ﺃﻥ ﻣﺎ ﺗﺮﻛﻪ ﺍﻟﺮﺳﻮﻝ ﻳﻮﺭﺙ، ﺛﺎﻧﻴﺎ :ﺍﻹﻋﺮﺍﺏ ﺍﺻﻄﻼﺣﺎ-: ﻓﺄﻗﺮﺑﺎﺅﻩ -ﻳﺴﺘﺤﻘﻮﻥ ﰲ ﺫﻟﻚ ،ﻭﺇﱃ ﻫﺬﺍ، ﻭﺃﻣﺎ ﺍﺻﻄﻼﺣﺎ ﻓﻬﻮ" :ﺃﺛﺮ ﻇﺎﻫﺮ ﺃﻭ ﺫﻫﺐ ﺍﻟﺸﻴﻌﺔ ﺍﻹﻣﺎﻣﻴﺔ )ﺍﻟﻘﻀﺎﺓ ،ﺳﻠﻤﺎﻥ، ﻣﻘﺪّﺭ ﳚﻠﺒﻪ ﺍﻟﻌﺎﻣﻞ ﰲ ﺁﺧﺮ ﺍﻻﺳﻢ ﺍﳌﺘﻤﻜﹼﻦ ،1983ﺝ (298 :2.ﻭﺑﻌﺾ ﺍﻟﺮﺍﻓﻀﺔ )ﺍﻟﺸﻮﻛﺎﱐ، ﻭﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ" )ﺍﺑﻦ ﻫﺸﺎﻡ .(50 :1996 ،ﻭﻗﺪ ﺩ.ﺕ،ﺝ.(77 :6. ﺷﻐﻠﺖ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ – ﻭﻫﻲ ﻣﻦ ﺃﻫﻢ ﺧﺼﺎﺋﺺ ﻭﺍﺳﺘﺪﻟﻮﺍ ﰲ ﺫﻟﻚ ﻋﻠﻰ ﺭﻭﺍﻳﺔ ﺍﻟﻨﺼﺐ ﺍﻟﻌﺮﺑﻴﺔ -ﻣﺴﺎﺣﺔ ﻭﺍﺳﻌﺔ ﰲ ﺍﻟﺪﺭﺱ ﺍﻟﻨﺤﻮﻱ .." ،ﻣﺎ ﺗﺮﻛﻨﺎﻩ ﺻﺪﻗ ﹰﺔ" ،ﺣﻴﺚ ﺃﻬﻧﺎ ﻣﻨﺼﻮﺑﺔ ﻋﻠﻰ ﲝﻴﺚ ﻻ ﺗﻜﺎﺩ ﲣﻠﻮ ﻛﻞ ﲨﻠﺔ ﻋﺮﺑﻴﺔ ﺇﻻ ﻭﻗﺪ ﻗﺮﺭ ﺍﳊﺎﻝ ،ﻓﻴﻜﻮﻥ ﺣﻜﻤﻬﻢ ﻋﻠﻰ ﻣﺎ ﺗﺮﻛﻪ ﺍﻟﺮﺳﻮﻝ ﳍﺎ ﺍﻹﻋﺮﺍﺏ ﻣﺼﲑﻫﺎ ،ﻣﻦ ﺭﻓﻊ ﺃﻭ ﻧﺼﺐ ﺃﻭ ﺟﺮ ﻣﲑﺍﺛﺎ ﻳﻘﺴﻢ ﻷﻗﺮﺑﺎﺋﻪ ،ﺇﻻ ﻋﻠﻰ ﻭﺟﻪ ﺃﻭ ﺟﺰﻡ ﻓﺘﺨﺘﻠﻒ ﻣﻌﺎﻧﻴﻬﺎ ﻻﺧﺘﻼﻑ ﻫﺬﻩ ﺍﻟﺼﺪﻗﺔ ،ﻓﺈﻧﻪ ﻻ ﻳﻜﻮﻥ ﻣﲑﺍﺛﺎ ،ﻭﻗﺪ ﺑﻨﻴﺖ ﻫﺬﻩ ﺍﳊﺮﻛﺎﺕ ﺍﻹﻋﺮﺍﺑﻴﺔ. ﺍﳊﺎﻝ ﻫﻴﺌﺔ ﺫﻟﻚ ﺍﳌﻔﻌﻮﻝ ﺍﻟﺬﻱ ﻫﻮ )ﻣﺎ( ﻷﻥ
ﺍﳊﺎﻝ ﻗﻴﺪ ﻟﻌﺎﻣﻠﻬﺎ ،ﺃﻱ ﻻ ﻧﻮﺭﺙ ﻣﺎ ﺗﺮﻛﻨﺎﻩ ﺣﺎﻝ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻔﻘﻬﻴﺔ ﺍﻟﱵ ﳜﺘﻠﻒ ﻓﻴﻬﺎ ﺍﺘﻬﺪﻭﻥ ﻛﻮﻧﻪ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺼﺪﻗﺔ ،ﻓﻴﻜﻮﻥ ﺍﳌﻌﲎ ﺣﻴﻨﺌﺬ: ﺃﻥ ﻣﺎ ﺗﺮﻛﻪ ﺍﻟﺮﺳﻮﻝ ﻣﻦ ﺃﻣﻮﺍﻝ ﻋﻠﻰ ﻭﺟﻪ ﺑﺴﺒﺐ ﺍﳊﺮﻛﺎﺕ ﺍﻹﻋﺮﺍﺑﻴﺔ-: ﺍﻟﺼﺪﻗﺔ ﻻ ﻳﻮﺭﺙ ،ﻭﻳﻮﺭﺙ ﻣﺎ ﺑﻘﻲ )ﺍﻟﻘﻀﺎﺓ، ﻳﻘﺘﺼﺮ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﳌﻘﺎﻡ ﻋﻠﻰ ﺫﻛﺮ ﺳﻠﻤﺎﻥ ،1983 ،ﺝ.(298 :2. ﻣﺴﺄﻟﺘﲔ ﻓﻘﻬﻴﺘﲔ ﻓﻘﻂ ،ﳜﺘﻠﻒ ﻓﻴﻬﻤﺎ ﺍﻟﻔﻘﻬﺎﺀ ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﳊﺪﻳﺚ ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﲨﻠﺔ ﺑﺴﺒﺐ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺗﻄﺮﺃ ﻋﻠﻰ ﺃﻭﺍﺧﺮ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻌﺮﺑﺔ ﺑﺎﳊﺮﻛﺎﺕ ﻣﻦ ﺿﻤﺔ ﻭﻓﺘﺤﺔ ﻭﻛﺴﺮﺓ .ﻭﺍﺣﺪﺓ ،ﻭﳝﻜﻦ ﺇﻋﺮﺍﻬﺑﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﰐ: ﻭﺍﳌﺴﺄﻟﺘﺎﻥ ﳘﺎ: "ﻣﺎ" :ﺍﺳﻢ ﻣﻮﺻﻮﻝ ﲟﻌﲎ )ﺍﻟﺬﻱ(ﺃﻭﻻ :ﺗﺮﻛﺔ ﺍﻟﺮﺳﻮﻝ ﺻﺪﻗﺔ ﺃﻡ ﻻ؟ ﰲ ﳏﻞ ﻧﺼﺐ ﻣﻔﻌﻮﻝ ﺑﻪ ﻟﻠﻔﻌﻞ "ﻧﻮﺭﺙ" "ﺻﺪﻗﺔ" :ﺣﺎﻝ ﻣﻨﺼﻮﺑﺔ ،ﻭﲨﻠﺔ "ﻻ ﻧﻮﺭﺙ ﻣﺎ
วารสารวิชาการ บัณฑิตวิทยาลัย
ﻭﺍﺳﺘﺪﻟﻮﺍ ﰲ ﺫﻟﻚ ﻋﻠﻰ ﺭﻭﺍﻳﺔ ﺍﻟﺮﻓﻊ، ﺣﻴﺚ ﺃﻬﻧﺎ ﻣﺮﻓﻮﻋﺔ ﺧﱪﺍ ﳌﺎ ﺍﳌﻮﺻﻮﻟﻴﺔ ،ﻓﻴﻜﻮﻥ ﺣﻜﻤﻬﻢ ﻋﻠﻰ ﻣﺎ ﺗﺮﻛﻪ ﺍﻟﺮﺳﻮﻝ ﻣﻦ ﺃﻣﻮﺍﻝ ﺻﺪﻗﺔ )ﺍﻟﻘﻀﺎﺓ ،ﺳﻠﻤﺎﻥ ،1983 ،ﺝ،(298 :2. ﻓﻴﻜﻮﻥ ﻫﺬﺍ ﺍﳊﺪﻳﺚ ﻣﻦ ﲨﻠﺘﲔ:
ﻳﺮﻯ ﲨﻬﻮﺭ ﺍﻟﻔﻘﻬﺎﺀ ﻣﻦ ﺍﳌﺎﻟﻜﻴﺔ ﻭﺍﻟﺸﺎﻓﻌﻴﺔ ﻭﺍﳊﻨﺎﺑﻠﺔ ﻭﺃﰊ ﻳﻮﺳﻒ ﻭﳏﻤﺪ ﻣﻦ ﺍﳊﻨﻔﻴﺔ ﺃﻥ ﺍﳉﻨﲔ ﺍﻟﺬﻱ ﺧﺮﺝ ﻣﻦ ﺑﻄﻦ ﺃﻣﻪ ﻣﻴﺘﺎ ﳚﻮﺯ ﺃﻛﻠﻪ ،ﻷﻥ ﺫﻛﺎﺓ ﺃﻣﻪ ﺗﺸﻤﻞ ﺫﻛﺎﺗﻪ ،ﻭﺑﻪ ﻗﺎﻝ ﺳﻌﻴﺪ ﺑﻦ ﺍﳌﺴﻴﺐ ﻭﺍﻟﻨﺨﻌﻲ ﻭﺇﺳﺤﺎﻕ ﻭﺍﺑﻦ ﺍﳌﻨﺬﺭ ﻭﺍﻟﺜﻮﺭﻱ ،ﺇﻻ ﺃﻥ ﺍﳌﺎﻟﻜﻴﺔ ﺍﺷﺘﺮﻃﻮﺍ ﰲ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﺃﻥ ﻳﻜﻮﻥ ﺍﳉﻨﲔ ﻗﺪ ﻛﻤﻞ ﺧﻠﻘﻪ ﻭﻧﺒﺖ ﺷﻌﺮﻩ ،ﳌﺎ ﺭﻭﻱ ﻋﻦ ﺍﺑﻦ ﻋﻤﺮ ﻭﲨﺎﻋﺔ ﻣﻦ ﺍﻟﺼﺤﺎﺑﺔ -ﺭﺿﻮﺍﻥ ﺍﷲ ﻋﻠﻴﻬﻢ -ﻗﺎﻝ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﻛﻌﺐ ﺑﻦ ﻣﺎﻟﻚ) :ﻛﺎﻥ ﺃﺻﺤﺎﺏ ﺭﺳﻮﻝ ﺍﷲ ﻳﻘﻮﻟﻮﻥ :ﺇﺫﺍ ﺃﺷﻌﺮ ﺍﳉﻨﲔ ﻓﺬﻛﺎﺗﻪ ﺫﻛﺎﺓ ﺃﻣﻪ( )ﺇﺑﻦ ﺭﺷﺪ ،ﺩ.ﺕ،ﺝ324 :1.؛ ﺍﻟﺰﺣﻴﻠﻲ ،ﺝ:3. 668؛ 669؛ ﺍﻟﺸﻮﻛﺎﱐ ،ﺝ.(145/8 :8.
ﺍﻟﺜﺎﻧﻴﺔ :ﻣﺎ ﺗﺮﻛﻨﺎ ﺻﺪﻗﺔ ،ﻭﻫﺬﻩ ﺍﳉﻤﻠﺔ ﻣﺴﺘـﻘﻠﺔ ﲤﺎﻣﹰﺎ ﻋﻦ ﺍﳉﻤﻠﺔ ﺍﻷﻭﱃ ،ﻭﲟﺎ ﺃﻥ "ﻣﺎ" ﺍﺳﻢ ﻣﻮﺻﻮﻝ ﻳﻔﻴﺪ ﺍﻟﻌﻤﻮﻡ ،ﻓﺈﻥ ﺍﳌﻌﲎ ﺣﻴﻨﺌﺬ: ﺇﻥ ﻣﺎ ﺗﺮﻛﻪ ﺍﻟﺮﺳﻮﻝ ﻛﻠﻪ ﺻﺪﻗﻪ ،ﻭﻬﺑﺬﺍ ﻳﺒﻄﻞ ﻗﻮﻝ ﻣﻦ ﻗﺎﻝ :ﺑﺄﻥ ﺍﻟﺘﺮﻛﺔ ﺍﻟﱵ ﻟﻴﺴﺖ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺼﺪﻗﺔ ﺗﻮﺭﺙ.
ﺃﻣﺎ ﻏﲑ ﺍﳌﺎﻟﻜﻴﺔ ﻓﻠﻢ ﻳﺸﺘﺮﻃﻮﺍ ﰲ ﺫﻟﻚ، ﺳﻮﺍﺀ ﻛﻤﻞ ﺧﻠﻘﻪ ﺃﻡ ﱂ ﻳﻜﻤﻞ ،ﻭﺳﻮﺍﺀ ﻧﺒﺖ ﺷﻌﺮﻩ ﺃﻡ ﱂ ﻳﻨﺒﺖ ،ﳌﺎ ﺭﻭﻱ ﺍﺑﻦ ﺍﳌﺒﺎﺭﻙ ﻋﻦ ﺃﰊ ﻟﻴﻠﻰ ﻗﺎﻝ ﺭﺳﻮﻝ ﺍﷲ ) :ﺫﻛﺎ ﹸﺓ ﺍﳉﻨﲔ ﺫﻛﺎﺓ ﺃﻣﻪ ﺃﺷﻌﺮ ﺃﻡ ﱂ ﻳﺸﻌﺮ( )ﺍﺑﻦ ﺭﺷﺪ ،ﺩ.ﺕ،ﺝ:1. 324؛ ﺍﻟﺰﺣﻴﻠﻲ ،ﺝ :3.؛ 669؛ ﺍﻟﺸﻮﻛﺎﱐ ،ﺝ:8. .(145
ﺗﺮﻛﻨﺎ ﺻﺪﻗﺔ" :ﺧﱪ "ﺇﻥ" )ﺍﻟﻘﻀﺎﺓ ،ﺳﻠﻤﺎﻥ. ،1983ﺝ.(298 :2. ﺍﳌﺬﻫﺐ ﺍﻟﺜﺎﱐ :ﻳﺮﻯ ﺃﺻﺤﺎﺑﻪ ﺃﻥ ﻣﺎ ﺗﺮﻛﻪ ﺍﻟﺮﺳﻮﻝ ﻣﻦ ﺃﻣﻮﺍ ﹴﻝ ﺻﺪﻗ ﹲﺔ ﻻ ﺗﻮﺭﺙ، ﻭﺇﱃ ﻫﺬﺍ ،ﺫﻫﺐ ﺍﻟﻔﻘﻬﺎﺀ ﻣﻦ ﺃﻫﻞ ﺍﻟﺴﻨﺔ ﻭﺍﻟﻨﺤﺎﺓ )ﺍﻟﻘﻀﺎﺓ ،ﺳﻠﻤﺎﻥ ،1983 ،ﺝ298 :2.؛ ﺍﻟﺸﻮﻛﺎﱐ ،ﺩ.ﺕ،ﺝ.(77 :6.
ﺍﻷﻭﱃ :ﺇﻧﺎ-ﻣﻌﺎﺷﺮ ﺍﻷﻧﺒﻴﺎﺀ-ﻻ ﻧﻮﺭﺙ.
ﺛﺎﻧﻴﺎ :ﺣﻜﻢ ﺃﻛﻞ ﺍﳉﻨﲔ ﻣﻦ ﺍﳊﻴﻮﺍﻥ ﻗﺎﻝ ﺍﻟﺮﺳﻮﻝ ) ﺫﻛﺎﺓ ﺍﳉﻨﲔ ﺫﻛﺎﺓ ﺃﻣﻪ( )ﺃﺑﻮ ﺩﺍﻭﺩ ،ﻛﺘﺎﺏ ﺍﻟﺬﺑﺎﺋﺢ ،ﺑﺎﺏ ﻣﺎ ﺟﺎﺀ ﰲ ﺫﻛﺎﺓ ﺍﳉﻨﲔ ،ﺭﻗﻢ 2828؛ ﺍﻟﺪﺍﺭﻣﻲ ،ﻛﺘﺎﺏ ﺍﻷﺿﺎﺣﻲ ،ﺑﺎﺏ ﰲ ﺫﻛﺎﺓ ﺍﳉﻨﲔ ﺫﻛﺎﺓ ﺃﻣﻪ( ﻭﺭﺩ ﺍﳊﺪﻳﺚ ﺑﺮﻓﻊ ﻟﻔﻈﺔ )ﺫﻛﺎﺓ( ﺍﻟﺜﺎﻧﻴﺔ ﻭﻧﺼﺒﻬﺎ ،ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺟﻌﻞ ﺍﻟﻔﻘﻬﺎﺀ ﺍﺠﻤﻟﺘﻬﺪﻭﻥ ﳜﺘﻠﻔﻮﻥ ﰲ ﺍﺳﺘﻨﺒﺎﻁ ﺍﳊﻜﻢ ﻣﻦ ﻫﺬﺍ ﺍﳊﺪﻳﺚ، ﻭﺑﻴﺎﻥ ﺫﻟﻚ ﻛﺎﻵﰐ:
ﻭﺍﺳﺘﺪﻟﻮﺍ ﰲ ﺟﻮﺍﺯ ﺍﻷﻛﻞ ﺑﺮﺍﻭﻳﺔ ﺍﻟﺮﻓﻊ )ﺫﻛﺎ ﹸﺓ ﺍﳉﻨﲔ ﺫﻛﺎ ُﺓ ﺃﻣﻪ( ،ﺣﻴﺚ ﺃﻧﻪ ﻣﺮﻓﻮﻉ ﺧﱪﺍ ﻟـ)ﺫﻛﺎﺓ( ﻟﻸﻭﱃ ،ﻓﺎﳌﺒﺘﺪﺃ ﰲ ﻋﺮﻑ ﺍﻟﻨﺤﺎﺓ ﻫﻮ ﺍﳋﱪ ﻧﻔﺴﻪ ،ﻓﻬﻤﺎ ﰲ ﺍﳊﻘﻴﻘﺔ ﺷﻲﺀ ﻭﺍﺣﺪ. )ﺍﻟﺼﺒﺎﻥ ،ﺩ.ﺕ ،ﺝ (194 ، 193 :1ﻗﺎﻝ ﺳﻴﺒﻮﻳﻪ ﻣﺸﲑﹰﺍ ﺇﱃ ﺫﻟﻚ " :ﻭﺍﻋﻠﻢ ﺃﻥ ﺍﳌﺒﺘﺪﺃ ﻻ ﺑﺪ ﻟﻪ ﻣﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺒﲏ ﻋﻠﻴﻪ ﺷﻴﺌﹰﺎ ﻫﻮ ﻫﻮ ..ﻓﺄﻣﺎ ﺍﻟﺬﻱ ﻳﺒﲎ ﻋﻠﻴﻪ ﺷﻲﺀ ﻫﻮ ﻫﻮ ﻓﺈﻥ ﺍﳌﺒﲏ ﻋﻠﻴﻪ ﻳﺮﺗﻔﻊ ﺑﻪ ﻛﻤﺎ ﺍﺭﺗﻔﻊ ﻫﻮ ﺑﺎﻻﺑﺘﺪﺍﺀ ،ﻭﺫﻟﻚ ﻗﻮﻟﻚ :ﻋﺒﺪ ﺍﷲ ﻣﻨﻄﻠﻖ ،ﺍﺭﺗﻔﻊ ﻋﺒﺪ ﺍﷲ ﻷﻧﻪ ﺫﻛﺮ ﻟﻴﺒﲎ ﻋﻠﻴﻪ ﺍﳌﻨﻄﻠﻖ ،ﻭﺍﺭﺗﻔﻊ ﺍﳌﻨﻄﻠﻖ ،ﻷﻥ ﺍﳌﺒﲏ ﻋﻠﻰ ﺍﳌﺒﺘﺪﺃ
วารสารวิชาการ บัณฑิตวิทยาลัย
ﲟﱰﻟﺘﻪ")ﺳﻴﺒﻮﻳﻪ ،ﺝ .(127 :2.ﻓﻘﻮﻟﻪ " :ﻓﺄﻣﺎ ﺍﻟﺬﻱ ﻳﺒﲎ ﻋﻠﻴﻪ ﺷﻲﺀ ﻫﻮ ﻫﻮ " ﺃﻱ ﺍﳌﺒﺘﺪﺃ ﺍﻟﺬﻱ، ﻭﺍﻟﻀﻤﲑ ﺍﳌﻨﻔﺼﻞ ﺍﻷﻭﻝ ﻟﻠﺸﻲﺀ ،ﻭﺍﻟﺜﺎﱐ ﻟﻠﺬﻱ ﻳﻠﻤﺢ ﺇﱃ ﺃﻥ ﺍﳋﱪ ﻧﻮﻉ ﺍﳌﺒﺘﺪﺃ ﰲ ﺍﳌﻌﲎ. )ﺍﻟﺼﺒﺎﻥ ،ﺩ.ﺕ ،ﺝ(193 :1. ﻳﺮﻯ ﺃﺑﻮﺣﻨﻴﻔﺔ ﻭﺯﻓﺮ ﻭﺍﳊﺴﻦ ﺑﻦ ﺯﻳﺎﺩ ﻭﺍﺑﻦ ﺣﺰﻡ ﺍﻟﻈﺎﻫﺮﻱ ﺑﺄﻥ ﺍﳉﻨﲔ ﻻ ﳚﻮﺯ ﺃﻛﻠﻪ ﺇﻻ ﺇﺫﺍ ﺧﺮﺝ ﺣﻴﺎ ﻓﻴﺬﻛﻰ )ﺑﺪﺍﻳﺔ ﺍﺠﻤﻟﺘﻬﺪ ،ﺩ.ﺕ/1 : 324؛ ﺍﻟﺸﻮﻛﺎﱐ ،ﺝ ،145 :4.ﺍﺑﻦ ﺣﺰﻡ ،ﺝ:6. (97 ﻭﺍﺳﺘﺪﻟﻮﺍ ﰲ ﺫﻟﻚ ﺑﺮﻭﺍﻳﺔ ﺍﻟﻨﺼﺐ )ﺫﻛﺎ ﹸﺓ ﺍﳉﻨﲔ ﺫﻛﺎ ﹶﺓ ﺃﻣﻪ( ،ﻓﺪﻟﺖ ﻫﺬﻩ ﺍﻟﺮﻭﺍﻳﺔ ﻋﻠﻰ ﺃﻥ ﺫﻛﺎﺓ ﺍﳉﻨﲔ ﻟﻴﺴﺖ ﺫﻛﺎﺓ ﺃﻣﻪ ﻭﺃﻥ ﺫﻛﺎﺓ ﺍﻷﻡ ﻟﻴﺴﺖ ﺫﻛﺎﺓ ﺍﳉﻨﻴﲔ ،ﻭﳊﻞ ﻫﺬﺍ ﺍﳉﻨﲔ ﻻﺑﺪ ﻣﻦ ﺗﺬﻛﻴﺔ ﺟﺪﻳﺪﺓ .ﻫﺬﺍ ،ﻭﻗﺪ ﻗﺪّﺭ ﺍﻟﻨﺤﺎﺓ ﰲ ﻫﺬﻩ ﺍﻟﺮﻭﺍﻳﺔ ﺑﺘﻘﺪﻳﺮﺍﺕ ،ﻭﻫﻲ:
ﻭﻗﺪ ﺃﻓﺎﺩﺕ ﻫﺬﻩ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺃﻥ ﺫﻛﺎﺓ ﺍﳉﻨﲔ ﺗﺸﺒﻪ ﺫﻛﺎﺓ ﺃﻣﻪ ،ﻓﻬﻮ ﺗﺸﺒﻴﻪ ﻻ ﺣﻘﻴﻘﺔ، ﻓﻼ ﻳﺪﻝ ﻋﻠﻰ ﺃﻧﻪ ﻳﻜﺘﻔﻲ ﺑﺬﻛﺎﺓ ﺍﻷﻡ ،ﺑﻞ ﻳﺪﻝ ﻼ ﻣﻨﻬﻤﺎ ﰲ ﺣﺎﺟﺔ ﺇﱃ ﺫﻛﺎﺓ ،ﻛﻘﻮﻟﻪ ﻋﻠﻰ ﺃﻥ ﻛ ﹰ ﺏ ( )ﺍﻟﻨﻤﻞ/27 : ﺗﻌﺎﱃ ) :ﻭَﻫ َﻲ َﺗ ﻤﺮَ ﻣ ﺮ ﺍﻟﺴَﺤﺎ ﹺ (88ﺃﻱ ﻛﻤﺮ ﺍﻟﺴﺤﺎﺏ ،ﻭﻛﻘﻮﻝ ﺃﰊ ﺍﻟﻌﻼﺀ: ﻫﺮﺏ ﺍﻟﻨﻮﻡ ﻋﻦ ﺟﻔﻮﱐ ﻓﻴﻬﺎ ﺏ ﺍﻷﻣﻦ ﻋﻦ ﺟﻔﻮﱐ ﺍﳉﻨﺎﻥ ﻫﺮ َ ﺃﻱ ﻛﻬﺮﺏ ﺍﻷﻣﻦ ...
ﺧﺎﲤﺔ
ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﳌﺘﻮﺍﺿﻊ ﳒﺪ ﺃﻥ ﺍﻟﻔﻘﻬﺎﺀ ﺍﺠﻤﻟﺘﻬﺪﻳﻦ ﻟﻴﺴﻮﺍ ﻋﻠﻰ ﻛﻠﻤﺔ ﻭﺍﺣﺪﺓ ،ﻻﺧﺘﻼﻓﻬﻢ ﰲ ﻓﻬﻢ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻈﻨﻴﺔ ،ﻛﻤﺎ ﳒﺪ ﻛﺬﻟﻚ ﺃﻥ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺄﺩﻭﺍﻬﺗﺎ ﻭﻣﻔﺮﺩﺍﻬﺗﺎ ﻭﺗﺮﺍﻛﻴﺒﻬﺎ ﻧﺼﻴﺒﺎ ﺃ" -ﺫﻛﺎﺓ ﺍﳉﻨﲔ ﻛﺬﻛﺎﺓ ﺃﻣﻪ" ﰲ ﺃﻭﻓﺮ ﰲ ﺫﻟﻚ ،ﻓﻜﺎﻥ ﻣﻦ ﺷﺮﻭﻁ ﺍﻻﺟﺘﻬﺎﺩ ﺍﻹﳌﺎﻡ ﻬﺑﺎ ،ﻭﻣﻊ ﺫﻟﻚ ﻧﺮﻯ ﺃﻥ ﺑﻌﻀﻬﻢ ﻳﺼﻠﻮﻥ ﺧﻠﻒ ﺍﻟﻮﺟﻮﺏ ،ﻓﺤﺬﻑ ﺍﻟﻜﺎﻑ ،ﻭﺍﻧﺘﺼﺐ "ﺫﻛﺎﺓ" ﺍﻟﺜﺎﻧﻴﺔ )ﺍﻟﻘﻀﺎﺓ ،ﺳﻠﻤﺎﻥ ،1983 ،ﺝ297 :2؛ ﺍﺑﻦ ﺑﻌﺾ ،ﻭﺍﷲ ﺃﻋﻠﻢ. ﺍﻷﺛﲑ ،ﺩ.ﺕ ،ﺝ(164 :2. ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ ﺏ" -ﺫﻛﺎ ﹸﺓ ﺍﳉﻨﲔ ﻣﺜﻞ ﺫﻛﺎﺓ ﺃﻣﻪ" ﺃﻱ ﺫﻛﺎﺓ ﻣﺜﻞ ﺫﻛﺎﺓ ﺃﻣﻪ ﻭﺍﺟﺒﺔ ،ﻓﺤﺬﻑ "ﺫﻛﺎﺓ" ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻫﻲ ﻣﻔﻌﻮﻝ ﻣﻄﻠﻖ ﻣﻨﺼﻮﺏ ﺑﺎﳌﺼﺪﺭ ﺍﺑﻦ ﺍﻷﺛﲑ ،ﻋﻠﻲ ﺑﻦ ﳏﻤﺪ .ﺩ.ﺕ .ﺍﻟﻨﻬﺎﻳﺔ ﰲ ﻏﺮﻳﺐ ﺍﳊﺪﻳﺚ ﻭﺍﻷﺛﺮ .ﲢﻘﻴﻖ ﻃﺎﻫﺮ ﺍﻟﺬﻱ ﻫﻮ ﺫﻛﺎﺓ "ﺍﻷﻭﱃ" ﰒ ﺣﺬﻑ "ﻣﺜﻞ" ﻭﻫﻲ ﺃﲪﺪ ﺍﻟﺰﺍﻭﻱ ﻭﳏﻤﻮﺩ ﳏﻤﺪ ﺍﻟﻄﻨﺎﺣﻲ. ﺻﻔﺔ ،ﰒ ﻗﺪﺭ ﺧﱪﹰﺍ ﻭﻫﻮ ﻭﺍﺟﺒﺔ )ﺍﻟﻘﻀﺎﺓ، ﺑﲑﻭﺕ .ﺩﺍﺭ ﺍﻟﻔﻜﺮ. ﺳﻠﻤﺎﻥ ،1983 ،ﺝ.(296 :2. ﺍﺑﻦ ﺍﳉﺰﺭﻱ ،ﴰﺲ ﺍﻟﺪﻳﻦ ﺃﺑﻮ ﺍﳋﲑ ﳏﻤﺪ ﺑﻦ ﺝ" -ﻳﺬﻛﻰ ﺗﺬﻛﻴﺔ ﻣﺜﻞ ﺫﻛﺎﺓ ﺃﻣﻪ" ﳏﻤﺪ .1933 .ﻏﺎﻳﺔ ﺍﻟﻨﻬﺎﻳﺔ ﰲ ﻃﺒﻘﺎﺕ )ﺍﺑﻦ ﺍﻷﺛﲑ ،ﺩ.ﺕ.(164 :2 ، ﺍﻟﻘﺮﺍﺀ .ﻋﲏ ﺑﻨﺸﺮﻩ :ﺝ .ﺑﺮﺍﺟﺸﺘﺮﺍﺳﺮ. ﺩ " -ﺫﻛﻮﺍ ﺍﳉﻨﲔ ﺫﻛﺎﺓ ﺃﻣﺔ" )ﺍﺑﻦ ﻣﻜﺘﺒﺔ ﺍﳋﺎﳒﻲ ﲟﺼﺮ. ﺍﻷﺛﲑ ،ﺩ.ﺕ،ﺝ.(164 :2 : ﺍﺑﻦ ﺣﺰﻡ ،ﺃﺑﻮ ﳏﻤﺪ ﻋﻠﻲ ﺑﻦ ﺃﲪﺪ.1988 .
วารสารวิชาการ บัณฑิตวิทยาลัย
ﺍﶈﻠﻰ ﺑﺎﻵﺛﺎﺭ .ﲢﻘﻴﻖ :ﺩ .ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ ﺳﻠﻴﻤﺎﻥ ﺍﻟﺒﻨﺪﺍﺭﻱ .ﺑﲑﻭﺕ .ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻠﻤﻴﺔ. ﺍﺑﻦ ﺣﺠﺮ ﺍﻟﻌﺴﻘﻼﱐ ،ﺃﲪﺪ ﺑﻦ ﻋﻠﻲ.1991 . ﻓﺘﺢ ﺍﻟﺒﺎﺭﻱ ﺷﺮﺡ ﺻﺤﻴﺢ ﺍﻟﺒﺨﺎﺭﻱ. ﲢﻘﻴﻖ :ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺑﻦ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﺍﻟﺒﺎﺯ .ﺑﲑﻭﺕ .ﺩﺍﺭ ﺍﻟﻔﻜﺮ. ﺍﺑﻦ ﺭﺷﺪ ،ﳏﻤﺪ ﺑﻦ ﺃﲪﺪ ﺍﻟﻘﺮﻃﱯ .ﺩ.ﺕ .ﺑﺪﺍﻳﺔ ﺍﺘﻬﺪ ﻭﻬﻧﺎﻳﺔ ﺍﳌﻘﺘﺼﺪ .ﺩﺍﺭﺍﻟﻔﻜﺮ. ﺍﺑﻦ ﺍﻟﻌﺮﰊ ،ﳏﻤﺪ ﺑﻦ ﻋﺒﺪﺍﷲ .ﺩ.ﺕ .ﺃﺣﻜﺎﻡ ﺍﻟﻘﺮﺁﻥ .ﻣﺮﺍﺟﻌﺔ ﺍﻷﺻﻮﻝ ﻭﲣﺮﻳﺞ ﺍﻷﺣﺎﺩﻳﺚ ﻭﺗﻌﻠﻴﻖ :ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﻋﻄﺎ .ﺑﲑﻭﺕ .ﺩﺍﺭ ﺍﻟﻔﻜﺮ. ﺍﺑﻦ ﻗﺘﻴﺒﺔ ،ﻋﺒﺪﺍﷲ ﺑﻦ ﻣﺴﻠﻢ .1972 .ﺗﺄﻭﻳﻞ ﳐﺘﻠﻒ ﺍﳊﺪﻳﺚ .ﺗﺼﺤﻴﺢ ﻭﺿﺒﻂ: ﳏﻤﺪ ﺯﻫﺮﻱ ﺍﻟﻨﺠﺎﺭ .ﺩﺍﺭ ﺍﳉﻴﻞ. ﺍﺑﻦ ﻛﺜﲑ ،ﻋﻤﺎﺩ ﺍﻟﺪﻳﻦ ﺃﺑﻮ ﺍﻟﻔﺪﺍﺀ ﺇﲰﺎﻋﻴﻞ ﺍﻟﻔﺮﺷﻲ .1932 .ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﻟﻨﻬﺎﻳﺔ ﰲ ﺍﻟﺘﺎﺭﻳﺦ .ﺑﻐﺪﺍﺩ :ﻣﻄﺒﻌﺔ ﺍﻟﺴﻌﺎﺩﺓ. ﺍﺑﻦ ﻫﺸﺎﻡ ،ﻋﺒﺪﺍﷲ ﺑﻦ ﻳﻮﺳﻒ ﲨﺎﻝ ﺍﻟﺪﻳﻦ. .1996ﺷﺬﻭﺭ ﺍﻟﺬﻫﺐ ﰲ ﻣﻌﺮﻓﺔ ﻛﻼﻡ ﺍﻟﻌﺮﺏ .ﺗﻘﺪﱘ :ﺩ .ﺃﻣﻴﻞ ﻳﻌﻘﻮﺏ .ﺑﲑﻭﺕ .ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻠﻤﻴﺔ. ﺍﺑﻦ ﻫﺸﺎﻡ ،ﻋﺒﺪﺍﷲ ﺑﻦ ﻳﻮﺳﻒ ﲨﺎﻝ ﺍﻟﺪﻳﻦ. .1991ﻣﻐﲏ ﺍﻟﻠﺒﻴﺐ ﻋﻦ ﻛﺘﺐ ﺍﻷﻋﺎﺭﻳﺐ .ﺑﲑﻭﺕ .ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺼﺮﻳﺔ. ﺃﺑﻮ ﺩﺍﻭﺩ ،ﺳﻠﻴﻤﺎﻥ ﺑﻦ ﺍﻷﺷﻌﺚ .ﺩ.ﺕ .ﺳﻨﻦ ﺃﰊ ﺩﺍﻭﺩ .ﻣﺮﺍﺟﻌﺔ ﻭﺿﺒﻂ ﻭﺗﻌﻠﻴﻖ: ﳏﻤﺪ ﳏﻲ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﳊﻤﻴﺪ .ﺩﺍﺭ ﺇﺣﻴﺎﺀ ﺍﻟﺴﻨﺔ ﺍﻟﻨﺒﻮﻳﺔ. ﺃﺑﻮ ﺯﺭﻋﺔ ،ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ ﳏﻤﺪ ﺑﻦ ﺯﳒﻠﺔ.
.1984ﺣﺠﺔ ﺍﻟﻘﺮﺍﺀﺍﺕ .ﲢﻘﻴﻖ ﻭﺗﻌﻠﻴﻖ :ﺳﻌﻴﺪ ﺍﻷﻓﻐﺎﱐ .ﺑﲑﻭﺕ. ﻣﺆﺳﺴﺔ ﺍﻟﺮﺳﺎﻟﺔ .ﻁ.4 ﺃﺑﻮ ﺍﻟﻌﻴﻨﲔ ،ﺩ .ﺑﺪﺭﺍﻥ .ﺩ.ﺕ .ﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﺍﻹﺳﻼﻣﻲ .ﺍﻹﺳﻜﻨﺪﺭﻳﺔ .ﻣﺆﺳﺴﺔ ﺷﺒﺎﺏ ﺍﳉﺎﻣﻌﺔ. ﺍﻟﺒﺨﺎﺭﻱ ،ﺃﺑﻮ ﻋﺒﺪﺍﷲ ﳏﻤﺪ ﺑﻦ ﺇﲰﺎﻋﻴﻞ.2410 . ﺍﳉﺎﻣﻊ ﺍﻟﺼﺤﻴﺢ .ﺑﲑﻭﺕ :ﻋﺎﱂ ﺍﻟﻜﺘﺐ. ﺍﳉﺼﺎﺹ ،ﺃﲪﺪ ﺑﻦ ﻋﻠﻲ .1994 .ﺃﺣﻜﺎﻡ ﺍﻟﻘﺮﺁﻥ .ﺑﲑﻭﺕ :ﺩﺍﺭﺍﻟﻜﺘﺐ ﺍﻟﻌﻠﻤﻴﺔ. ﺍﳋﻄﻴﺐ ،ﺩ .ﳏﻤﺪ ﻋﺠﺎﺝ .1981 .ﺍﻟﺴﻨﺔ ﻗﺒﻞ ﺍﻟﺘﺪﻭﻳﻦ .ﺑﲑﻭﺕ .ﺩﺍﺭ ﺍﻟﻔﻜﺮ .ﻁ.5 ﺍﻟﺪﺍﺭﻣﻲ ،ﺃﺑﻮ ﳏﻤﺪ ﻋﺒﺪﺍﷲ ﺑﻦ ﻋﺒﺪﺍﻟﺮﲪﻦ. ﺩ.ﺕ .ﻓﺘﺢ ﺍﳌﻨﺎﻥ .ﺑﲑﻭﺕ :ﺩﺍﺭ ﺍﻟﺒﺸﺎﺋﺮ ﺍﻹﺳﻼﻣﻴﺔ. ﺍﻟﺪﻫﻠﻮﻱ ،ﻭﱄ ﺍﷲ .1978 .ﺍﻹﻧﺼﺎﻑ ﰲ ﺑﻴﺎﻥ ﺃﺳﺒﺎﺏ ﺍﳋﻼﻑ .ﻣﺮﺍﺟﻌﺔ ﻭﺗﻌﻠﻴﻖ: ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﺃﺑﻮ ﻏﺪﺓ .ﺑﲑﻭﺕ .ﺩﺍﺭ ﺍﻟﻨﻔﺎﺋﺲ .ﻁ.2 ﺍﻟﺰﳐﺸﺮﻱ ،ﺟﺎﺭﺍﷲ ﳏﻤﻮﺩ ﺑﻦ ﻋﻤﺮ .ﺍﻟﻔﺎﺋﻖ ﰲ ﻏﺮﻳﺐ ﺍﳊﺪﻳﺚ .1979 .ﲢﻘﻴﻖ ﻋﻠﻰ ﳏﻤﺪ ﺍﻟﺒﺠﺎﻭﻱ ﻭﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻔﻀﻞ ﺇﺑﺮﺍﻫﻴﻢ .ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﻁ.3 ﺍﻟﺰﳐﺸﺮﻱ ،ﺟﺎﺭﺍﷲ ﳏﻤﻮﺩ ﺑﻦ ﻋﻤﺮ.1995 . ﺍﻟﻜﺸﺎﻑ ﻋﻦ ﺣﻘﺎﺋﻖ ﻏﻮﺍﻣﺾ ﺍﻟﺘﻨـﺰﻳﻞ ﻭﻋﻴﻮﻥ ﺍﻷﻗﺎﻭﻳﻞ ﰲ ﻭﺟﻮﻩ ﺍﻟﺘﺄﻭﻳﻞ .ﺑﲑﻭﺕ. ﺍﻟﺴﺎﻳﺲ ،ﳏﻤﺪ ﻋﻠﻲ .ﺩ.ﺕ .ﺗﺎﺭﻳﺦ ﺍﻟﻔﻘﻪ ﺍﻹﺳﻼﻣﻲ .ﺍﻟﻘﺎﻫﺮﺓ .ﻣﻜﺘﺒﺔ ﻭﻣﻄﺒﻌﺔ ﳏﻤﺪ ﻋﻠﻲ ﺻﺒﻴﺢ ﻭﺃﻭﻻﺩﻩ. ﺍﻟﺴﻌﺪﻱ ،ﻋﺒﺪﺍﻟﻘﺎﺩﺭ ﻋﺒﺪ ﺍﻟﺮﲪﻦ .1986 .ﺃﺛﺮ
วารสารวิชาการ บัณฑิตวิทยาลัย
ﺍﻟﺪﻻﻟﺔ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﺳﺘﻨﺒﺎﻁ ﺍﻷﺣﻜﺎﻡ ﻣﻦ ﺁﻳﺎﺕ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺘﺸﺮﻳﻌﻴﺔ. ﺑﻐﺪﺍﺩ .ﻣﻄﺒﻌﺔ ﺍﳋﻠﻮﺩ. ﺳﻴﺒﻮﻳﻪ ،ﺃﺑﻮ ﺑﺸﺮ ﻋﻤﺮﻭ ﺑﻦ ﻋﺜﻤﺎﻥ.1988 . ﺍﻟﻜﺘﺎﺏ .ﲢﻘﻴﻖ ﻭﺷﺮﺡ ﻋﺒﺪﺍﻟﺴﻼﻡ ﳏﻤﺪ ﻫﺎﺭﻭﻥ .ﺍﻟﻘﺎﻫﺮﺓ .ﻣﻜﺘﺒﺔ ﺍﳋﺎﳒﻲ. ﻁ.3 ﺍﻟﺴﻴﻮﻃﻲ ،ﺟﻼﻝ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ ﺃﰊ ﺑﻜﺮ .1988 .ﺍﻻﻗﺘﺮﺍﺡ ﰲ ﻋﻠﻢ ﺃﺻﻮﻝ ﺍﻟﻨﺤﻮ .ﺗﻘﺪﱘ ﻭﺿﺒﻂ ﻭﺷﺮﺡ ﻭﺗﻌﻠﻴﻖ: ﺩ .ﺃﲪﺪ ﺳﻠﻴﻢ ﺍﳊﻤﺼﻲ؛ ﺩ .ﳏﻤﺪ ﺃﲪﺪ ﻗﺎﺳﻢ .ﺟﺮﺱ ﺑﺮﺱ. ﺍﻟﺸﺎﻓﻌﻲ )ﺍﻹﻣﺎﻡ( ،ﳏﻤﺪ ﺑﻦ ﺇﺩﺭﻳﺲ.1990 . ﺃﺣﻜﺎﻡ ﺍﻟﻘﺮﺁﻥ .ﺗﻘﺪﱘ ﻭﲢﻘﻴﻖ :ﺍﻟﺸﻴﺦ ﻋﺒﺪ ﺍﻟﻐﲏ ﻋﺒﺪ ﺍﳋﺎﻟﻖ .ﺑﲑﻭﺕ .ﺩﺍﺭ ﺇﺣﻴﺎﺀ ﺍﻟﻌﻠﻮﻡ. ﺍﻟﺸﻮﻛﺎﱐ ،ﳏﻤﺪ ﻋﻠﻲ .ﺩ.ﺕ .ﻧﻴﻞ ﺍﻷﻭﻃﺎﺭ ﻣﻦ ﺃﺣﺎﺩﻳﺚ ﺳﻨﻦ ﺍﻷﺧﻴﺎﺭ ،ﺷﺮﺡ ﻣﻨﺘـﻘﻰ ﺍﻷﺧﺒﺎﺭ. ﺍﻟﺼﺒﺎﻥ ،ﳏﻤﺪ ﺑﻦ ﻋﻠﻲ .ﺩ.ﺕ .ﺣﺎﺷﻴﺔ ﺍﻟﺼﺒﺎﻥ ﻋﻠﻰ ﺷﺮﺡ ﺍﻷﴰﻮﱐ ﻋﻠﻰ ﺃﻟﻔﻴﺔ ﺍﺑﻦ ﻣﺎﻟﻚ ﻭﻣﻌﻪ ﺷﺮﺡ ﺷﻮﺍﻫﺪ ﺍﻟﻌﻴﲏ. ﺍﻟﻘﺎﻫﺮﺓ .ﻣﻜﺘﺒﺔ ﻭﻣﻄﺒﻌﺔ ﺩﺍﺭ ﺇﺣﻴﺎﺀ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ. ﺍﻟﻄﻨﻄﺎﻭﻱ ،ﳏﻤﺪ ﻋﻠﻲ .1969 .ﻧﺸﺄﺓ ﺍﻟﻨﺤﻮ ﻭﺗﺎﺭﻳﺦ ﺃﺷﻬﺮ ﺍﻟﻨﺤﺎﺓ .ﺗﻌﻠﻴﻖ :ﻋﺒﺪ
ﺍﻟﻌﺰﻳﺰ ﺍﻟﺸﻨﺎﻭﻱ .ﻭﳏﻤﺪ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻜﺮﺩﻱ. ﺍﻟﻌﻠﻮﺍﱐ ،ﺩ .ﻃﻪ ﺟﺎﺑﺮ ﺍﻟﻔﻴﺎﺽ .1991 .ﺃﺩﺏ ﺍﻻﺧﺘﻼﻑ ﰲ ﺍﻹﺳﻼﻡ .ﺍﻟﺮﻳﺎﺽ .ﺍﻟﺪﺍﺭ ﺍﻟﻌﺎﳌﻴﺔ ﻟﻠﻜﺘﺎﺏ ﺍﻹﺳﻼﻣﻲ .ﻁ.4 ﺍﻟﻔﲑﻭﺯﺁﺑﺎﺩﻱ ،ﳏﻤﺪ ﺑﻦ ﻳﻌﻘﻮﺏ .ﺩ.ﺕ. ﺑﺼﺎﺋﺮ ﺫﻭﻱ ﺍﻟﺘﻤﻴﻴﺰ ﰲ ﻟﻄﺎﺋﻒ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻌﺰﻳﺰ .ﲢﻘﻴﻖ :ﺍﻷﺳﺘﺎﺫ ﳏﻤﺪ ﻋﻠﻲ ﺍﻟﻨﺠﺎﺭ .ﺑﲑﻭﺕ .ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ. ﺍﻟﻘﺮﺿﺎﻭﻱ ،ﺩ .ﻳﻮﺳﻒ .1991 .ﺍﻟﺼﺤﻮﺓ ﺍﻹﺳﻼﻣﻴﺔ ﺑﲔ ﺍﻻﺧﺘﻼﻑ ﺍﳌﺸﺮﻭﻉ ﻭﺍﻟﺘﻔﺮﻕ ﺍﳌﺬﻣﻮﻡ .ﺑﲑﻭﺕ .ﻣﺆﺳﺴﺔ ﺍﻟﺮﺳﺎﻟﺔ. ﺍﻟﻘﻀﺎﺓ ،ﺳﻠﻤﺎﻥ .1982 .ﻛﺘﺐ ﺇﻋﺮﺍﺑﺎﳊﺪﻳﺚ. )ﺭﺳﺎﻟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ(. ﻛﻤﺎﻝ ﺍﻟﺪﻳﻦ ،ﳏﻤﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻮﺍﺣﺪ .ﺩ.ﺕ. ﺷﺮﺡ ﻓﺘﺢ ﺍﻟﻘﺪﻳﺮ .ﺑﲑﻭﺕ :ﺩﺍﺭ ﺇﺣﻴﺎﺀ ﺍﻟﺘﺮﺍﺙ ﺍﻟﻌﺮﰊ. ﻣﺮﻋﻲ ،ﺩ .ﺣﺴﻦ ﺃﲪﺪ .ﺩ.ﺕ .ﺍﻻﺟﺘﻬﺎﺩ ﰲ ﺍﻟﺸﺮﻳﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ .ﺍﻟﺮﻳﺎﺽ .ﺇﺩﺍﺭﺓ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻨﺸﺮ ،ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ. ﻣﺴﻠﻢ ،ﺃﺑﻮ ﺍﳊﺴﲔ ﻣﺴﻠﻢ ﺑﻦ ﺍﳊﺠﺎﺝ ﺍﻟﻘﺸﲑﻱ. .1995ﺻﺤﻴﺢ ﻣﺴﻠﻢ .ﺑﲑﻭﺕ :ﺩﺍﺭ ﺍﺑﻦ ﺣﺰﻡ.
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Abstract The main objective of this article is to compare and contrast on the concept of sovereignty between general law and Islamic law. It begins with the definition of sovereignty and its theoretical development. The article also mentions de jure sovereignty of both laws. Moreover, the article highlights the characteristics of sovereignty. With regard to the concept of Sovereignty in Islamic law, the article stresses the concept of Khilafat, roles of the Holy Prophet as well as the status of Islamic state. The outcomes of the study reveal that general law regards that sovereignty is belongs to all citizens of particular country. In contrast, Islamic law holds that sovereignty is not belonged to human being but it is exclusively belonged to God. However, vicegerent of God including the Holy Prophet and legislature of Islamic state will play the role in dealing with such sovereignty.
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. 2$ ก ) ก - ( ! % >! ! ' ". # $ %! & ) ก ' # 2 . ก ก# " ก( ก1= 2 ก ก ' 4 ' ก ก& ". . 'ก ' ก ก 2" 5 /"7 $ ก 1 %! & 6 %! & ก7"0&".$ ก - ( !% >! !2 ) # $ %! & ) 4 $ 5 ก# " ก( ก1= ก ก ' ' / ' ก $ " ก ก
4 % ' ก ' < ก # $ %! & $ 5 ? : !) . ? : 5 ก( ก1= . ก( ก1= 5 ) . ก $ " ก ก 5 $ " ' ก 3 5 ก# " 0 3 0 3 ) 6!ก 3 @ # $ . ) 3 @ $# @ 2 3 @ @ 4 6 6 # $ . ) ก ' < "7 ' . ) $ ก . 2$ ) # $ %! & ก ) ก $. # $ %! & /0.2 6. # $ %! & !% 26. # $ %! & ก ' ก # $ %! & "$ ก $ " ก ก ' ก ก 26. # $ %! & ! ( ! 1 ,2530:210-211)
# ' # $ ) $ >! !ก ' 2" ' ) " )ก ' 2 . . ' # $ 5 !) # :2 ก " )ก ' ก 2 3 ' ก ก
( ! ก ! 3 ,2521:1-4) ' # $ %! & # $ 0 "2 ก ก # $ ) " 5 $. ) ) 0 " 5 $. . ก7& ' . 0'2 : 6 /0. 2 " # $ ' 5 ก ' ) 3 5 ) " ' "! " 5 3 ก 6 ( ! 1 ,2530:212) ก ' ก ) ก7 5 # $ 0 "& ' # $ ) 2"2 3 " 0 ก ' ( @4 + ก! ,2512: 15) # $ %! & (Sovereignty) 4!) $ กก 2 ) 16 ) ' "! กก # $
0 " (Supremacy) ก' ( ! 1 ,2530:212-213)
C $ $ ก ' # $ %! & !" ก( ) & ก( !
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' ". ! , ภ- ( ' ". # $ %! & $ " . ! 1 &". # " & ." ' & 1) - ( ' ". # $ 0 " 4 /0. 5 $. (The Supremacy of God) 2) - ( ' ". # $ 0 " 4
(The Supremacy of the Pope) 3) - ( ' ". # $ 0 " ภ! (The Supremacy of King) 4) - ( ' ". # $ %! & 5 3 (Theory of Sovereignty) 5) - ( ' ". # $ %! & 5 6 6 (Sovereignty belongs to the People) 6) - ( ' ". # $ %! & 5 6 ! (Sovereignty belongs to the Nation) ( ! 1 ,2530:213-223) 0 !1 , - # ! ) 2 3-1 4 1 6: % 89 ภ( % 6 !&". . - ( ' ". # $ 0 " 4 /0. 5 $. (The Supremacy of God) +" . ' " 4 !) ' 0'2 . # :6 4 /0. 5 $. . $ ภ@ 2 'ภ7 # $ %! & 5 4 /0. 5 $. ) 0 !1 , - # ! ) 2
57
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5 $. %! & +" 2 ภ) $ . /0. /0. 2 6. # $ %! & +" &". ! $ ภ/0. 5 $. # $ %! & 3% 0: ' 6 1 $ ŕ¸
58
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# 6 !:: (@ 1),ภ4I: . .4.. Jacqes Martin. 1955. Man and the State. Chicago. Abul ANla Maududi. 1990. The Islamic Law and Constitution,Lahore:Islamic Publications Limited.
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Abstract This effort aims to study the theory of knowledge which covers sources of knowledge and its classification. The study showed that religiously all kinds of sources of knowledge and its classification is accepted if they are not contradicted with the teaching of Islam
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1 (Aristotle 384: 322 B.C.) C. . / ! ' 0 ภภ! $ % )0. ภ/ (Universal) ,/0 ภ. - & 5 %+"% D: 0,/0 ภ& 7 C& $! ภ5& 9 . !' 0 !7 '! , ' . 3,/0 !. 1 4 * ! )0 '! ภ+ % ) . % & 5 % : : ,.% . '! 4 ) ) . - " . ,/0. , ! & 2 3+ (Francis
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1650)
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7 # Edrus, Syed Muhahad Dawlah. 1993. Epistimology Islam. Teori Iimu dalam al Quran. DBP . trans. Amoang : Dewan Bahasa danPustaka Lunggulung, Hasan. 1991. AsasAsas Pendidikan Islam. Kuala Lulpur : Pustaka Press, Lunggulong, Hasan. 1986. Pengenalan Tamadun Islam Dalam Pendidikan. Kuala Lampur: Dewan Bahasa dan Pustaka, Rosenthal, Franz. 1992. Keungulan Ilmu DBP. Trans. Kuala Lumpur: Dewan Bahasa dan Pustaka
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Abstract This article is aimed to study the philosophy of natural law through the concept of â&#x20AC;&#x153;accurate naturalistsâ&#x20AC;? in Islam. This is to demonstrate prominent and inferior of the philosophy of natural law. In another dimension, natural law school has positive view relating to accurate naturalist as Muslim scholars, particularly, Muslim scholars of Muâ&#x20AC;&#x2122;tazilah school. This school believe that intelligence of human being is aware of rightness, wrongness, goodness and evil. This believe is in line with view of natural law school who held that â&#x20AC;&#x153;accurate naturalistâ&#x20AC;? in human being will lead to the discovery of natural law. However, such view is contradicted with majority views of Muslim scholars who consider â&#x20AC;&#x153;accurate naturalistâ&#x20AC;? as merely factor for naturally recognizing the provisions of God which is called â&#x20AC;&#x153;al-Islamâ&#x20AC;?. Consequently, it can be said that Islamic law is agree with accurate naturalist of human being. Moreover, it has some characteristic similar to the philosophy of natural law such as permanence, attached to all human being and state cannot promulgate law which contradict with such characteristic even though they have different crucial contents.
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Abstract This articleâ&#x20AC;&#x2122;s emphasized on the presentation the opinions of Islamic private school teachers in five southern border provinces concerning needs of capability development in instructional media, and also study on the appropriate ways to develop skills of the teachers in using instructional media. The needs of capability development in instructional media are divided into 5 areas: 1) selection of the instructional media, 2) produce and purchasing the instructional Media using, 3) Preparation the instructional media for application, 4) application the instruction media, and 5). assessment instructional media. The result of the study showed that the teachers have the needs to be developed in the area of the instructional media as follows: produce and purchasing the instruction media 20.31 percents, application the instruction media 20.31 percents, selection the instruction media 17.73 percents, preparing the instruction media 16.81 percents, assessment the instruction media 14.22 percents. The ways for the development are training 73.94 percents, learning packages 11.65 percents, seminar 7.83 percents, self-study 7.03 percents. And institutions needed to be responsible in organizing the teachers, capability development in the instructional media are official organizations 31.87 percents, responsible schools 31.77 percents, related private organizations 21.28 percents, tertiary education institutions 14.66 percents, and others 0.41 percents. Results in comparison of the differences between the needs of capability development in instructional media in general showed that the differences based on the sex of the teachers and the size of the schools. Keywords: Instructional media, Islamic private school, Islamic studies, capability development
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!#ก#, ก ก / # 0) )$ ก ! ( ก # ก ก )$ ก 9. $ ก 1, #, ก # ก ก %& ก'( ! ( 7 , !#ก#, ก 10. $+ ? # $ #, ก # ก ก %& ก'( !#ก#, ก ! ( )$ % ; +- % , !#ก#, ก ก / # 0) )$ ก ! ( ก + ( )$ ก 11. $ $# $#, ก # ก ก % & ก'( 7 , !#ก#, ก ! ( )$ % ; +- % , !#ก#, ก ก )$ ก &!+ 2"ก )ก 1. ก/ ก *ก' $% , ก 1, # , # ก ก %& ก'( ก / # 0) )$ ก ก $ 1 ) ก )$ ก 0*$ ก / ก *ก' 1 ก 1 (2540 :84) $ ( 1 , 7 , , 7 )$ 9:ก )$ ก ก / # ! (ก
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)$ ก # ก , ( +- # ก ก'(! ( ( # $ #, ก / # )$ ! ( ก )$ ! ( ( +- ก , ก )$ ก 7+% 3 ก ก / ก *ก'
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ภภภ! "# ภ! $ ! #ภ% # & # ' % ( ) ' Relationship between affective characteristics and studentsâ&#x20AC;&#x2122; academic achievement at Islamic privates school in the three southern border provinces of Thailand.
ภ% ( ! & . . (ภ( ภ&+ภ), # , - " % ภ# # &+ภ& ,& ( &
- ภภ( "! - #
# ภ1. ภ! ! " # $ %& ภ% '( ภ) *& !+," -, ภภ. ภ/ & ! ! # '/ 0' 1 ( 2. ภ3 0)), #! !, ' ภภ% *& !+," -, ภภ. ภ/ & ! ! # '/ 0' 1 ( ภ& $! $ , /( ภ4 ภ/ ! " ! ภ5, 6 . ภ/ & ! ! # '/ 0' 1 ( 5ภภ2547 6 720 0& # ( !3&.' /( ! . 0ภ! 7ภ8- ,7 # $ ! ," - # ! " ! ," - # " # 3%0& (
!ภ0)) 6 & ภ' , #! !, ' ภ,. !/ 1. 0 3 9: !+," - $ ภ$ 3 ภ! ภภ& ! / ! !! ภ) !% 0& ! )* '/ )! ! ! " , ) ภ$ ! 6 ;, , ' ) 0.001\ 2. !ภ, #! !, ' ภภ% *& !+," -, ภ! , #!' 8 0 3 9: !+," - (X1) $ ภ(X2) ภ(X4) ! ภภ& (X5) ภ! (X7) ภ) (X8) !% (X9) 0& ! )* '/ ) (X10) 0& 6 ! !ภภ% *& !+," , ภ<'(' â&#x2C6;§
Y Y = 0.1119X1+0.1124X2+0.0690X4+0.1207X5+0.1658X7+ 0.0845X8 - 0.0177X9 +
0.0219X10 0.2148 - - 0 : ! ! " %& ภ% '( *& !+," -, ภ. ภ/ & ! # '/ 0' 1 (
108
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Abstract The objectives of this research are 1. to study the relationship between affective characteristics and studentsâ&#x20AC;&#x2122; academic achievement at Islamic private schools in the three southern border provinces and 2. to study the best model for predicting the studentsâ&#x20AC;&#x2122; academic achievement at Islamic private schools in the three southern border provinces. The samples of this study consisted of 720 students of Mathayomsuksa 6 at Islamic private schools in the three southern border provinces of Thailand in the academic year 2004. The EcStat computer program was utilized for analyzing correlation coefficients, multiple correlation coefficients and constructing a best fits regression model. The results of this research were as follows : 1. The achievement motivation, study attitudes, teacher attitudes, study habit, anxiety, self confidence, self discipline, adjustment, imotion, and responsibility held possitive statistical significant relations at 0.001 level. 2. The best fit equation for predicting the academic achievement had 8 variables. They were achievement motivation (X1), study attitudes (X2), study habit (X4), anxiety (X5), self discipline (X7), adjustment (X8), imotion (X9) , and responsibility (X10). And the regression equation for academic achievement prediction was quantitatively depicted, thus :
â&#x2C6;§
YY
= 0.1119X1+ 0.1124X2 + 0.0690X4 + 0.1207X5+0.1658X7+ 0.0845X8 â&#x20AC;&#x201C; 0.0177X9 + 0.0219X10 â&#x20AC;&#x201C; 0.2148
Key words : Relationship, affective characteristics, academic achievement, Islamic Privates School, the three southern border provinces
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0 3 9: !+," $ ภ$ 3 ภ! ภภ& ! / !
ภ!
ภ) !%
! )* '/ )
Mean 5.660 5.323 4.508 4.267 4.215 4.059 4.853 4.465 4.432 5.356
0& ภ! *& !+," -, ภ.' D& 3.041
StDev 0.996 0.955 0.765 1.284 0.466 1.107 0.701 0.621 0.444 0.795
Min 3.500 3.500 3.000 1.830 3.290 2.100 3.360 3.400 3.570 4.000
Max 7.000 6.920 5.830 6.580 5.210 6.600 6.360 5.670 5.710 6.670
! 0 6 ' 1.840 0& 3 ' 3.990' , 3
!5 3 $ D& *& !+," -, ภ(, ภ' D&
Mean StDev 3.041 0.535
2. ภภภ! ! " # $
%& ภ% '( ภ)*& !+," -, ภภH*&' 0 3 9: ! +," - (X1) ! ! ! "
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Min Max 1.840 3.990
6 ; , , ' ) 0.001 ! ," - # ! " ,$ ภ) 0.9796 ! !! B ' 1 , 1
.' ! $ 8 4 <
114
ก
) !5 1 ! ! " # $ 0 3 9: !+," -ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 3
4
5
6
7
แรงจูงใจใฝสัมฤทธิ์
r = 0.9796
sig = 0.0000
$ ก (X2) ! ! ! "
, ) กก ) *& ! +," - , ก $ ! 6 ; , , ' ) 0.001 .' ! $
***P < 0.001
! ," - # ! " ,$ ก ) 0.9928 8 4 < ! !! B ' 1 , 2
) !5 2 ! ! " # $ $ ก ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 3
r = 0.9928
4
5 6 เจตคติตอการเรียน
sig = 0.0000
$ 3 (X3) ! ! ! " , ) ก ก ) *& ! +," - , ก $ ! 6 ; ,
7
***P < 0.001
, ' ) 0.001 .' ! $ ! ," - # ! "
,$ ก ) 0.9874 8 4 < ! !! B ' 1 , 3
115
ก
) !5 3 ! ! " # $ $ 3ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 2.5
r = 0.9874
3.5
4.5 เจตคติตอครู
5.5
sig = 0.0000
ก (X4) ! ! ! "
, ) กก ) *& ! +," - , ก $ ! 6 ; , , ' ) 0.001 .' ! $
***P < 0.001
! ," - # ! " ,$ ก ) 0.9878 8 4 < ! !! B ' 1 , 4
) !5 4 ! ! " # $ ก ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 1
r = 0.9878
3
นิสัยการเรียน
sig = 0.0000
! กก & (X5) ! ! ! "
, ) กก ) *& ! +," - , ก $ ! 6 ; , , ' ) 0.001 .' ! $
5
7
***P < 0.001
! ," - # ! " ,$ ก ) 0.9645 ! !! B ' 1 , 5
8 4 <
116
ก
) !5 5 ! ! " # $ ! กก &ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 3.2
r = 0.9645
3.7
4.2 4.7 วิตกกังวล
sig = 0.0000
! / ! (X6) ! ! ! "
, ) กก ) *& ! +," - , ก $ ! 6 ; , , ' ) 0.001 .' ! $
5.2
***P < 0.001
! ," - # ! " ,$ ก ) 0.9812 ! !! B ' 1 , 6
8 4 <
) !5 6 ! ! " # $ ! / ! ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 1
r = 0.9812
3 5 เชื่อมั่นในตนเอง
sig = 0.0000
ก ! (X7) ! ! ! "
, ) กก ) *& ! +," - , ก $ ! 6 ; , , ' ) 0.001 .' ! $
7
***P < 0.001
! ," - # ! " ,$ ก ) 0.9875 ! !! B ' 1 , 7
8 4 <
117
ก
) !5 7 ! ! " # $ ก ! ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 3
r = 0.9875
4
5 วินัยในตนเอง
sig = 0.0000
ก ) (X8) ! ! ! " , ) กก ) *& !+," -, ก $ ! 6 ;, ,
6
***P < 0.001
' ) 0.001 .' ! $ ! ," - # ! " ,$ ก ) 0.9487 8 4 < ! !! B ' 1 , 8
) !5 8 ! ! " # $ ก ) ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 3
r = 0.9487
4 การปรับตัว 5
sig = 0.0000
!% (X9) ! ! ! " , ) กก ) *& !+," -, ก $ ! 6 ;, ,
6
***P < 0.001
' ) 0.001 .' ! $ ! ," - # ! " ,$ ก ) 0.8802 8 4 < ! !! B ' 1 , 9
118
ก
) !5 9 ! ! " # $ !% ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 3
r = 0.8802
4
อารมณ
5
sig = 0.0000
! ) * ' / ) (X10) ! ! ! "
, ) กก ) *& ! +," - , ก $ ! 6 ; , , ' ) 0.001 .' ! $
6
***P < 0.001
! ," - # ! " ,$ ก ) 0.9775 ! !! B ' 1 , 10
8 4 <
) !5 10 ! ! " # $ ! )* '/ )ก )*& !+," -, ก เกรดเฉลี่ย 4.5 4 3.5 3 2.5 2 1.5 3.5
r = 0.9775
4.5
5.5 ความรับผิดชอบ
sig = 0.0000
3. กก ก 3 0)), #! !, ' ก ก % *& ! +," -, ก ก . ก/ & ! ! # ' / 0' 1 ( *& กH $ <'( ก % ! 8
6.5
***P < 0.001
8 0 , 8 ! ก % *& !+," , ก $ ! 6 ; , , ' ) 0.001 ," 1 ก ก % ! $ ( & 99.54 8 4 < ! !! B ' , 4
119
ŕ¸
!5 4 !0 !ภภ% , #! !, ' Source Regression Residual Total R2 = 0.9954
df SS MS F 8 204.481 25.560 19195.935 711 0.947 0.001 *** 719 205.428
Sig 0.000
SEest = 0.0365 ***P < 0.001
! ,' ) 6 ; ! ," - ภ' , ภ$ .' ) ! #( ภ% C , 0&( ) $ 0 3 9: !+," - (X1) $ ภ(X2) ภ(X4) ! ภภ& (X5) ภ! (X7) 0& ภ) (X8) ! ! ! " , ) ภ$ ! 6 ;, ,
' ) 0.001 ! )* '/ ) (X10) ! ! ! "
, ) ภ$ ! 6 ;, , ' ) 0.05 0& !% (X9) ! ! ! " , &) $ ! 6 ;, , ' ) 0.05 ' , 5 0& 1 , 11
!5 5 $ ! ," -ภ' !ภภ% , #! !, ' ŕ¸
constant 0 3 (X1) ภ(X2) ภ(X4) ภภ&(X5) (X7) ภ) (X8) !% (X9) )* '/ )(X10)
coeff St.Er. t-ratio Sig t -0.2148 0.041 -5.300*** 0.000 0.1119 0.008 14.949*** 0.000 0.1124 0.0690 0.1207 0.1658 0.0845 -0.0177 0.0219
0.014 0.009 0.011 0.012 0.008 0.007 0.009
8.240*** 7.877*** 10.767*** 14.468*** 10.123*** -2.381* 2.318*
0.000 0.000 0.000 0.000 0.000 0.018 0.021
120
ก
!5 11 ! ! " # $ ก % , #! !, 'ก )*& !+," -, ก 4.5
เกรดเฉลี่ย
4.0 3.5 3.0 2.5 2.0 predicted
1.5 1.5
∧
YY
2.0
2.5
3.0
3.5
4.0
4.5
0& ! 6 0 , 8 ! !ก ก % *& !+," -, ก <'(' = 0.1119X1+0.1124X2+0.0690X4+0.1207X5+0.1658X7+ 0.0845X8 - 0.0177X9 + 0.0219X10 0.2148
#) , ก 0 3 9: ! +," - ! ! ! " , ) กก ) *& !+," -, ก $ ! 6 ;, , ' ) 0.001 0& ! ก % * & ! +," , ก ก . ก/ & !<'( ก*&ก ' ก&$ 0 ' #( #7 $ 0 3 9: !+," - 4 *& ก' #() &0 $& ! ),) ,0 ก $ ก 8 ! ก ) ! $ 0 3 ! ),) , 6 ; $ + ก !ก 3( ก , 3 ! ก ) ! 6 7 ก 3( ! + ก ! 4 , !! B
! ก , ' ! # <!$ ก7 <!$ A #! + ก !, !1 #& ก7 4 >;# 0 3 9: !+," - 4 ! , ก ,6 # ' #( 6 7 & &$ < '( ' ! / $ C 3( ก ! ! ) ! ) ! 6 7 ! ! !, ,6 #( !+," -*&<'(! B ' !ก $ C ก , ! 0 3 9: ! +," - 3 4 , ! !
0 ก&( , )1 # ! )* '/ ) ก H ) <!$ / ) ก
4 , A #! < ( 3 ก $ ก 0 & / ) ก ) A #! 0& 4 , ! ! ( ก $ 0
ก&( , #(*3( ! # ) ก , ,6 ' , * " .กก ก (2514 : 2) ก&$ $ 0 3 4 *& ก' #() &0 $& ! ),) , $ C ก ก &G ' (Guilford, 1959) ก&$ & ก %
0 3 9: ! +, " - $ ก )'( ! , , ! ! 0& ! ', 7! , &6 ) ก 0& 1 % ก 1 %
(2532 : 106) ก&$ $ , ! 0 3 9: !+," - 3
4 , ก&( 0 7 ! '# 3
)* '/ ) ( ก , )*&ก ' 0& 'ก % &$ # ( 8 ' &( ก *&ก ( & % , (2540 : 85) ก ) $ 0 3 9: !+," -! ! ! " ก ) ' / ! D / / ก ก 0& ' / ! & '#& ก 3 $ ! 6 ;, , ' ).01
ก
121
/ +," - ' (2544) ) $ 0 3 9: ! +," ! *&ก ,), ( ! $ *& !+," -, ก / % 0& (Rai, 1980 : 117-122) ) $ ก , ! *& !+," -, ก 3 ! 0 3 9: !+," - 3 ก $ ก , ! *& !+," -, ก 6 $ ! 6 ;, 0 $ ' 0 ( ก ) )3# (Niebuhr, 1995 : 22) ก ) $ 0 3 9: ! +," - <!$ ! ! ! " ก ) *& ! +," - , ก $ ก ! ! ! " , ) ก ก ) *& ! +," - , ก $ ! 6 ; ,
, ' ) 0.001 0& ! ก %
*& !+," -, ก ก . ก/ & !<'( ก*&ก ' ก&$ 0 ' #( #7 $ 4 0 ก6 # ', ,
H ก , ! $ ) &# , ก ( ก ( #( ก ) '7 ก ก /$ <'( ! ก '7ก<'(! ก )ก % $ C 0& ! ก % $ C <'( ) ! 6 7 ก7 ก$ 0& 4 ! 3( ก ) & กก 3( )ก % 0& 4 ก ( #( ) & 0 ' + ก ! $ $ C < , , ', ,
# 8 4 < , ) # ' ( ก7<'( ' , 38 (Cruze, 1972 : 187) ก&$ $ 4 ! 3( ก , , ! $ )ก % , <'( )0& 4 $ # ) & ก1 / ," - B " (2534 : 88) ก&$ $ 4 ! 3( ก ก ' ) & ' #
8 0 ' ก #( #7 ก 6 3'# + ก ! 0 $& ! , $ ' # ! ก ( 0 ก $
ก 0& / &) (2528 : 150-152) ก&$ $ ก ' ก ! 3( ! ' ! 3( ก# !% 0& ! ก ก ,6 ก *&ก ' ก&$ ' &( ก )
(2540) ก ) $ $ / ! ! ! " ก )*& !+," -, ก ก ' , (2541) ) $ $ / , ! ! ! " ก )*& !+," -, ก $ ! 6 ;, , ' ) 0.001 / // ,
(2541) ) $ $ ก ! ! ! " ก ) *& !+," -, ก $ ! 6 ;, , ' ) .01 0& . (Rogers, 1989 : 21) ) $ $ ก ! ก % 1 , ก ก ก 0 $ '0 ( ก ) ก / 0& # ! (2542 : 119) ก ) $ $ ก <!$! ! ! " ก )*& !+," -, ก ก ก , & & ! ก 0& !3I !! ' 3 !3 ' (2546) ) $ $ ก <!$ ! ! ! " ก ) *& ! +," - , ก
ก / & ! ก 5, 10 ก ! ! ! " , ) กก ) *& !+," -, ก $ ! 6 ;, , ' ) 0.001 0& ! ก % * & ! +," , ก ก . ก/ & !<'( ก*&ก ' ก&$ 0 ' #( #7 $ ก , ' 4 ก ) ก , ,6 ก )*& 6 7 8 4 , 0& " ก , 6 ! /( #( ก ' . / ก ก /$ $ ! #(ก ! ," 1 ก 4 0))0* + ก !, ก ' กก 3(0& ก 9J ก 9 D 4 , & 0 & 0& ) 0ก(< <'( ก ก ' 0& ! & ! ก ( + ก !ก <'( ) ! 6 7 ! # ! 0ก( >;# <'( ก ก ,6 C ก7 <'( ) ก ก ,6 8 6 ก ก& 4 ' < ' , 0!''7 ก8 (Maddox, 1963 : 46) ก&$ $ ก , 0& " ก $ C , 6 ! /( #( ก ' . /
ก
122
ก ก /$ $ ! #(ก ! ," 1 8 ก 4 0))0* + ก !, ก ' กก 3(0& ก 9Jก9 D 4 , & 0 & 0& ) 0ก(< <'( ) 0& .I&, 0! (Brown & Holtzman, 1967) ก&$ $ ก #! 0))0* + ก ! ก , < '( ) ก 9J ก 9 4 6 ก& 4 8 4 ก )# , ! *& $ *& !+," -, ก 8 ก , ' , ( # $ , ! % $ 0& 4 . / ก /$ #( ) ! 6 7 ก <'( 0& 4 ก ก /( & .' ( ก #& ก & 0& ก * ' & 8
' &( *&ก ก ) !%@ /3 (2540 : 87) ก ) $ ก ! ! ! " , ) กก )*& ! +," -, ก $ ! 6 ;, ' ) 0.05 & ) (Al-Braik, 1987) ) $ , " " ก ! , " & $ ! 6 7 ก 1 $ , 0&
, (Warkentin, 1994 : 20) ) $ + ก !ก ! ก % *& !+," -, ก $
! 6 ;, 0 $ '0 ( ก )G && (Farrell, 1992 : 37) ก ) $ 3 0))ก <!$ ! ! ! " ก )*& !+," -, ก ! กก &! ! ! " , ) กก ) *& !+," -, ก $ ! 6 ;, , ' ) 0.001 0& ! ก % * & ! +," , ก ก . ก/ & !<'( ก*&ก ' ก&$ 0 ' #( #7 $ ! กก & 4 1 , !% ) &, 0 ' !<!$ ) ' # ก ' ! ก& ! ! ( #( ก ' ! 3( ก 8 ) & ! 0 ' ก #!$ #! ( 8 ! $ ' # '# ' ก & 4 # #( ก .
ก/ & ! ! # ' / 0' 1 ( 6 ! กก &' ก&$ ! 4 0 ! , ) ก ก ' ก&$ <'( $ ! กก & , 4 0 ) 4 0 3 / ' # , /$ ! , " 1 ก ,6 ,6 #() &! ! 3( ก ก 'ก 0 $ 1 ( ! กก & ก % 0& ! กก & $ 4 0 ), /$ $ !ก ! ! 7 0& ," 1 ก ,6 *& ! กก & ' ก 3( 0 ก C 0 $ ! *3( <'( ( ก ) , ,6 0&( # ( ก , 3ก ( 0&( ! ก ก & /$ ก 3( ' , /3 / $ . ก 3
(2516) ก&$ $ ! กก & 4 1 ,
!% ) &, 0 ' !<!$ )
' # ก ' !ก& ! ! ( #( ก ' ! 3( ก # 3$ 1 !% ' ก&$ ) & ! 0 ' ก #!$ #! ( 8 ! $ ' # '# ' ก & = (2519 : 7) ก&$ $ ! กก & #!
1 , ! !% $ <# # ' 0
0& ก& ) # # <'( ) # # <!$<'( ) ! <!$<'(0& ! ! $ ' 0& ; ! & (2527) ก&$ $ ! ก ก & 4 !ก& / ' # 0 $ !ก& # # <!$<'( *3(, ! !ก & ! ! 3( ก<!$ ) '! ก *&ก ' ก&$ ( ( ' &(
ก ) , ก ) (2531 : 98-99) ก ) $ ! กก &! ! ! " , ) กก ) *& !+," -, ก ก / ! 5, 6 # ' & $ ! 6 ;, , ' ) .01 0& ! กก & ! ก %
*& ! +," - , ก ก $ ! 6 ;, , ' ) .01 0& (Chapin, 1989 : 229-236) ) $ ! กก &!
ก
123
! ! " , ) กก )*& ! +," -, ก 0 $ '0 ( ก ) 1 & 1 !)3 % , (2522 : 29) ก ) $ ! กก & 3 ) , ," 1 ก ,6 $ ) &, ! ! กก & 6 0& ก& /$ $ !ก 3( 0& ก ,6 0& && (Keeling 1974 : 15-18) ) $ ก , ! * & ! + , " - , ก % 6 ! 0 ! กก & 3 , ก 1, ! กก &, < ! ก ก ) 0& ! กก & ก !! ! ! ! "
, ) กก ) *& ! +," - , ก $ ! 6 ; , , ' ) 0.001 0& ! ก % * & ! +," - , ก ก . ก/ & !<'( ก *&ก ' ก&$ 0 ' #( #7 $
4 ก ) ) ) ! + ก ! ) & 8 ก ' กก 3(# ! ) % $ ' # 8
,6 #() & ! ) ) + ก ! <'( .' 0 3 , ! " ก ) ' ! # 4 ก ) ! + ก ! #( 4 ! ! ก ก 4 ก )# , ,6 #() & ) ! 6 7 ก ,6 0& ก ' ก . ก/ & ! ! # ' / 0' 1 (, ! 3 ก7 ) ! 6 7 ก '
, ก3K' (Good, 1959) ก&$ $ ก ) ) ) ! + ก ! ) & 8 4 ก ) ) .' /( 6 1 ) &, ก ' กก 3( # ! ) % $ ' # 8 ,6 #() & ! ) ) + ก ! <'( 0& & / 0 ' & / (English and English, 1958) ก&$ $ & ก % ก 6 ) !# ) ) .' 0 3 , ! " ก ) '!
, ) & ( 6 # ) # 4 ก ) ! + ก ! #( 4 ! ! 8 * &ก ' ก&$ ' &( ก ) , & (Whitla,1969) ก ) $ ก , ! *& ! +," , ก 3 ! ก , ' <) ,
(Bryant,1972) ) $ ก , ! ! / 6 1 ! 0#$ ! กก $ ) <'( ' ก $ 0& ! ! ', ! กก $ ก , ! ! / 6 1 ก 6 = % / (2523) ) $ ก , ! *& !+," -, ก 3 ! 3 ก $ ก , ! *& !+," -, ก 6 $ ! 6 ;, , ' ) 0.05 0& ก / / ก & ( 2526) ) $ ก / ! " ! ก 5 , 3 , ! *& ! +," - , ก % 3 ! $ ( ! ก ก ) ! ! ! " , ) กก ) *& !+," -, ก $ ! 6 ;, , ' ) 0.001 0& ! ก % * & ! +," , ก ก . ก/ & !<'( ก*&ก ' ก&$ 0 ' #( #7 $ ก ) 4 ก ) ก , ! H ก . ( )ก ) 0 '&( ! ) 4 ก ) ( ก ) >;# , 4 3$ #( ( ก ) 1 ! ( ก 4 ก ) ก , ) & ! *$ & ! ' .' ก 0 # " , , )
! ( ก <!$ $ 4 ! ( ก , ก # 8 ) & ( )
+ ก ! #( ( ก ) 0 '&( ! $ C #(<'( ก ก ก ) 4 0 3 #( 0 '
& ! ! ก 'ก ก ) 0 '&( ! #( ก '*& !+," - !, ' #7 <'( $ ก . ก/ & ! ! # '/ 0' 1 (, ! & ก % ก ) ' ก&$ ( ( ก7 $ *& #(! *& !+," -, ก
ก
124
3 < '( ' , G&' 0! (Feldman, 1989) ก&$ $ ก ) ก ) ก , ) & ( # , , */ ; # ( ก ) ! # !, ก / 6 0& / .ก ก & (2526 : 10) ก&$ $ ก ) 4 ก ) ก , !0& , , ) & ) 1 >;# $ C , ก ' 0ก$ #( ! '6 / 3$<'( ! 0& 0 '&( ! $ ! ! *&ก ' ก&$ ' &( ก ) , ก ) (2531 : 9899) ก ) $ ก ) ! ! ! " , ) ก ก )*& !+," -, ก ก / ! 5 , 6 # ' & $ ! 6 ;, , ' ) .01 0& ก ) ! ก %
*& !+," -, ก <'( $ ! 6 ;, , ' ) .01 0& (Weiss, 1996 : 2101) ) $ ก ) ! ! ! " ก )*& ! +," -, ก $ ! 6 ;, 0 $ '0 ( ก ก ก / 0& # ! (2542) ) $ ก ) <!$! ! ! " ก ) *& ! +," - , ก
ก ก , & & ! ก 0& !3I !! ' 3!3' (2546) ) $ ก ) <!$ ! ! ! " ก ) *& ! +," - , ก ก / & ! ก 5, 10 " # #(
1. ก ก ) ก ก ' # $ /$ . ' )! " ! ก
6 ก % ก !ก ก ก B 0& 6 ก ก ก ก. 2. ! ก ก ก )'( C # 0 C , $ ก ( ก )*& !+," , ก ก . ก/ & ! ! # ' / 0' 1 ( /$ ก )'( ! ก )'( Bก
ก )'( 1 B ! 3( ' ! ! ', ก 4 ( 3. 0 *& !+," -, ก #( ) & !, ก1 ก ก <'(, ) $ 0 ')( , ! ," & $ *& !+," -, ก 1 ก ก C #(<'( ( ( ), / ' 0& ) & ! 4. ! ก ก ก ) ก . ก/ & ! # ' ก&( /$ # ' & 3 & , &
" ! / # # '1 ( ) # 1 C , 0& ก , !# 6 ( !3&' ก&$ ! ก ) , )ก # 6 ! # !ก #!$ ก # 6 ! #
0)) ! ( (Metta Analysis) 5. *3() # . ก/ & ! ! # '/ 0' 1 (0& # $ , ก ( 6 !ก ก % , <'( กก < /( $ 4 3 " ! #( ก ' . / ก #( !/$ #& ก % 0 . ) # 6 < /( '( C 0& , 6 ; 6 < /( 4 0 , ก % ) ก ก 6. #$% & '( ) *'+',-'. / 0-1ก304105*40* 1(46*7804*79:,);:<3*/=<0>*?8@%=6A)0B;/,*0 C.D-ก.D/;E%1,?;'0F*E%17$6C.DG<%7*-HI0=0;C*,80ก*' H':&H'J,=6A4B,-4'(78)%0:ก-'./07.#64:7KCL(MC*,ก*' -'./04$,ENO0 =6A4*7*'P0F*#6GH83%80ก*'=ก%HQR)* #64:7KCL(MC*,ก*'-'./0E1,0:ก-'./0G<%@',9J<
ก ก!& ' B. 2520. 1 ) ก &+ก 2, , . 72 (ก. .-ก. . 2520), 32-35.
ก
125
ก ' , . 2541. 1,; !5 # ก ! & "# ก ! % / , 1 &+ก ,< !5 6 ' ,; ! 2, , " ก !# ) %@ !# , & & , . ก / 0& # !. 2542. 1 ( # 4#ก # , ก# # , ก# 5 ( # ก ก ! "# ก&+ก # &+ ก " 2, , " ก !# ) % @ !# , & & , . . 2540. 1# , ก# !5
ก ก ! % ) # ก " # ก ! % / , 1 &+ก ,< !5 6 ' " 2, , " ก !# ) % @ !# , & & , . 1 % ก 1 % . 2532. 4/# . ก , L : !# , & & , . ; !&. 2527. 1 กก ( , ก "# 2, ;; " ก ก !# ) %@ !# , & , . =. / // , . 2541. # , ก# !5 # ก ! ก , ก %! "# ก ! % / , 1 &+ก ,< !5 6 ' " 2, , " ก !# ) % @ !# , & & , . /3/ $ . ก 3 . 2516. 1 ก ) ( กก %45# 5 ' # ก (
4 # ! 2, ; ; " ก ก !# ) %@ , & / ก ก . , ก ). 2531. 1# , ก# !5 ก ก ! "# ก ! % / , 1 &+ ก ,< !5 6 ' " 2, , " ก !# ) %@ !# , & & , . % 6 ;. 2534. 1ก , ! ! ก (, !5 ! # ก ! " # ก ! &+ก # ' " ก &+ก 11 !5. กก 1 1# 8 (
ก 2, , " !# ) %@ M & ก % !# , & . * " .กก ก. 2514. 1 ก ก ก ' ก ( 8 ' '=> " # ก ! % / &+ ก 2, , " ; ; ! # ) % @ M & ก % !# , & . !%@ /3 . 2540. 1# , ก# ' ก ก ก ! "# ก &+ก , 00 ! 1 % ) 3 & ! %2, , " ก ! # ) % @ !# , & & , . !3I !! ' 3!3' . 2546. 1 # , ก# ( # , ก# ก ก ! % ก & 0 0 " # ก ! % / # &+ก ,< !5 10 $ ! 8 ! #- )# ก' 2, & : , & & ! & . ( & % , . 2540. 1
ก "# ก &+ ก ก ก !
ŕ¸
126
&+ ภ&
" 2, , " ภ!# ) % @ !# , & & , . = . 2519. 1
ภภ( , ภ"# 2, ; ; " ภภ!# ) % @ !# , & , . =. ภ//ภ&. 2526. 1 7 "# 8(
ภ! ภ!5 ภภ"# ภ! % / &+ภ,< !5 3 !5 ! ภ! & 8 2, , " ! # ) % @ M & ภ%
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& " # ภ! % / , 1 &+ภ,< !5 6 ,< ภ&+ ภ2524. ภ, L : 6 ภภB! . / +," - '. 2544. 1 8, ( % " # (, !5 # ภ! % & "# ภ! % / &+ภ,< !5 3 ' 8 2, , " ภ! # ) % @ !# , & & , . / ," - B " . 2534. ภ' ภ& . ภ, L : 1 ! . / .ภภ&. 2526. 1ภ( # 1 ภ, - ภ! % / &+ภ,< !5 3 ' ภ- ( % 2, ; ; "
ภภ!# ) %@ !# , & , . =. Al-Braik, Murabak Salom. 1987. 1Inveestigation of the Successful Attributes of English as a Second Langauge of Saudi Arabian Students Studying in the United States of America2, Dissertation Abstracts International. 47 (May, 1987), 4005-A. Anastasi, P. Anne. 1965. Individual Difference. New York : John Wiley & Sons Inc. Bloom, Benjamin S. 1976. Human Characteristics and School Learning. New York : Mc Grew-Hill Book Co., Inc. Brown, William F. and Holtzman, Way H. 1967. 1Manual of Survey of High School
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Students in India2, The Journal of Educational Research. 60 (April, 1967), 359-362. Bryant, Peter. 1972. Perception and Understanding in Young Children : an Experimental Approach. London : Methuer. Carroll, John B. 1971. A Model of School Learning : In Learning Theory and Practice. New York : Thomas Y. Crowell Co., Inc. Chapin, Theodore J. 1989. 1The Relationship of Trait Anxiety and Academic Performance to Achievement Anxiety: Students at Risk2, The Journal of College Student Development. 30 (May, 1989), 229-236. Coleman, James C. 1966. Abnormal Psychology and Modern Life. 2nd ed. Illinois : Scott, Foresman and Company. Cronbach, Lee. J. 1990. Essentials of Psychological Testing. 5 th ed. New York : Harper Collins Publishers. Cruze, Wendel W. 1972. Educational Psychology. New York : The Royal Press Company. English, Horance B. and English, Ava Champney. 1958. A Comprehensive Dictionary of Psychological and Psychoanalytical Terms. London : Longman, Green and Co. Farrell-Moskwa, Claire. 1992. 1The Relationship between Learning Style and Academic Achievement. , A Multidisciplinary Journal. 4 (August, 1992), 37.
Feldman, Robert S. 1989. Adjustment : Applying Psychology in a Complex World. New York : McGraw-Hill Book Co., Inc. Gagne, Robert Mills. 1985. The Conditions of Learning and Theory of Instruction. New York : CBS College Publishing. Good, Carter V. 1973. Dictionary of Education. 3rd ed. New York : McGraw-Hill Book Co., Inc. Guilford, Joy Pavi. 1959. Personality. New York : McGraw-Hill Book Co., Inc. Jakobovitz, Leon A. 1971. Foreign Language Learning : A Psycholinguistic Analysis of the Issues. 2nd ed., Rowley Mass : Newbury House Publishers. Keeling, B. and Seple, A.C. 1974. 1The Relationship Between Types of Anxiety and Under-Achievement in Mathemetics2, The Journal of Educational Research. 68 (September, 1974), 15-18. Khan, Sar Biland. 1969. 1Affective Correlates of Academic Achievement2, Journal of Educational Psychology. 60 (April, 1969), 216-221. ----------. 1967. 1The Contribution of Attitudinal Factors to the Prediction of Academic Achievement School2, Dissertation Abstracts International. 27 (February, 1967), 2373. Klausmeir, H.J. 1961. Learning and Human Abilities : Educational Psychology. New York : Harper & Brothers. Maddox, Henry. 1963. How to Study. London : Cox & Wyman.
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Niebuhr, Kitty. 1995. 1The Effect of Motivation on the Relationship of School Climate, Family Environment, and Student Characteristics to Academic Achievement.2, The Annual Meeting of the Mid-South Educational Research. 143 (November, 1995), 22. Rai, P.W. 1980. 1Achievement Motive in Low and Hight Achievement a Comparative Study2, India Education Review. 15 (July, 1980), 117-122. Rogers, Brenda H.; Pratt, Linda K. 1989. 1The Relationship of Freshman's Intentions, Motivations, Academic Aptitude, and College Performance to Persistence in College.2, The Annual Forum of the Association for Institutional Research. 29 (April, 1989), 21.
Warkentin, Robert W. and Others. 1994. 1The Relationship between College Students' Study Activities, Content Knowledge Structure, Academic Self-Efficacy and Classroom Achievement.2, The Annual Meeting of the American Educational Research Association.150 (April, 1994), 20. Weiss, Laura H.; Schwarz, J. Conrad. 1996. 1The Relationship between Parenting Types and Older Adolescents' Personality, Academic Achievement,Adjustment, and Substance Use.2, Child Development. 67 (October, 1996), 2101. Whitla, Dean K. 1969. Research in College Admissions : in Ralph W. Tyler. Educational Evaluation New Rol. New Mean : National Society for the Study of Education.
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Public Participation in Environmental Impact Assessment (EIA) of the Thailand-Malaysia Gas Separation Plant Project ภภภภภภภ!" - $ $! Adinan Wangpittaya Lecturer at department of Science, Faculty of Science and Technology, Yala Islamic College.
Abstract This article aims to study the level of the public participation in the Environmental Impact Assessment (EIA) study of the Thailand-Malaysian gas seperation plant project; Chana district, Songkhla province. The study was found that the level of public participation is lower than the developed countries such as United State of America and Canada due to few limitations. Particularly, the project is a new occurrence in Thailand that has carried out the public participation system into the EIA study. Consequently, there were inadequate experience to encourage the public participation and to manage the conflicts between the opponent groups and the project owner. Therefore, the method of the solving problem is that public should participate at the beginning stage; to select the proper area for the project and proceed to the final stage; to take parts in the decision making process for decision of construction. Nevertheless, the latter time, government tried to hold the public hearing, however, is far from success. Consequently, there were many violent situations. In particularly, on December, 20, 2003, there was confrontation and clashed between policemen and opponents group. Furthermore, government should clearly set the public participation process in EIA study and to clearly state that who is the public such as, the affected people, interesting people, academic people, and NGO to participate into the EIA study.
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ภ! " $ +, ภ- $ ภ* . ! " $ / 0 ภ! ! - ) ภ" ), ภ" + 1 ภ# ภ2 # ภ! ภ, ภ" 2 / ภภภ! " ( ' ) , /" ภ56 ' * $ * /" " ! ' 7) ภ!$" / ภ8" " ภ)" # ภ9 ภ!ภ" :;/ - +" + !+ +" ภ/ , + ) 7 " $ - + )ภ" 7 ! " 0 *$ $ ) * ) 56 < $/ ภ=+ ภ=' , =) , /" ภ/+ ภ56 ! + 1 # $ >* /+ ภ56 20 - 9 *. . 2546 ภภภ/ 0ภ0 ) ภ, / 9 ภภ/" ) ภภภ! " ( ' ) * " 8" " " 8" ' " ภ) ภ# ภ, 8" ) ' , ภภ! 6ภ+ 1 ' 0 (NGO) /" " ภภภ! " 1. B a ckg ro und of the T hai l a ndM a l a y s i a G a s S e p ar a ti o n P l a n t Project In 1 9 7 9 , t h e T h a i a n d Ma l a ys i a n Governments signed a Memorandum of Understanding (MoU), agreeing to explore the possibilities to jointly develop the newly found 7,250 square kilometers JDA gas reserves. In 1990, the two governments agreed to establish the Malaysia-Thailand Joint Authority (MTJA) to oversee, and plan joint activities relating to, development of the JDA. In 1997, the Petroleum Authority of Thailand (PTT) (The name was changed to â&#x20AC;&#x153;PTT Public Co. Ltd.,â&#x20AC;? from October 1, 2001) and the Malaysian state oil company Petronas signed a Head of Agreement (HOA), agreeing to share the benefits accrued from the JDA equally. PTT and Petronas subsequently established a joint corporate venture
company, the Trans Thai-Malaysia (Thailand) Ltd., on February 4, 2000. The proposed Trans Thailand Malaysia (TTM) Project consists of the construction and operation of a gas pipeline, with offshore and onshore sections, and a gas separation plant (GSP). The first part of the pipeline will consist of a 55 kilometers long pipeline connecting the offshore Block A-18 and Block B-17 gas reserves in the JDA. The second section, 277 kilometers long, will be laid from Block A-18 to the GSP at Songkhla Province. The third section of the pipeline will be laid 96.5 kilometers overland from the GSP and will connect with the Malaysian PGU III pipeline system (Prince of Songkla University: 2002). The proposed two-unit GSP near the pipe landing area covering an area of approximately 160 acres in village of
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Taling Chan Sub-district and Sakom Sub-district in Chana District and Sakom Sub-district in Thepa District, Songkhla is expected to cost US$ 260 million. It comprises two units each with a natural gas processing capacity of 425 million cubic feet per day. Construction of the first unit is scheduled to come on line in 2001 and the second in 2004-2005. Products from the GSP could be used for combustion to generate energy or as feed materials for petroche mi ca l indust ries . Th e Tha i l an d-Ma l a ys i a G S P ha s b ee n designed to produce mainly liquid petroleum gas and natural gas liquids, which would be distributed in the five southernmost provinces of Thailand and the northern part of the Malaysian Peninsular. According to Ministry of Science, Technology and Environment of Thailand, (MOSTE) (At that times), proclamation on â&#x20AC;&#x153;Types and sizes of projects and activities of which environmental impact statements must be providedâ&#x20AC;?, the Thailand-Malaysia Gas Separation Plant Project is a large scale project for which an environmental impact assessment (EIA) study must be undertaken prior to construction. PTT, on behalf of the Trans Thai-Malaysia (Thailand) Ltd., have therefore commissioned the Prince
of Songkla University to carry out these EIA studies for the projects, starting from December 1998, which will be submitted to the Office of Natural Resource and Environmental Policy and Planning (ONEP) within MOSTE for consideration and approval before starting the proposed project (Prince of Songkla University: 2000). 2. Public Participation in the EIA Process One of the most significant aspects of EIA in many countries is the participation of the affected public in t h e e n v i r o n m e n t a l i mp a c t s t u d y. Actually, the goals of public participation are to promote public u nde rs t a nd i ng a n d a cc ep t an ce b y minimizing perceived impacts of the project through education and open discussion. In many countries with democratic political traditions such as in Canada and United States of America, an opportunity for public involvement in EIA has significantly led to the successful protection of environment in their countries. Although it is widely accepted in developed countries that the benefits of stakeholder involvement in EIA include development that delivers more environmental and social benefits and avoids conflict (Donnelly et al. in
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Wood, C: 2003), however there is no tradition of consultation and pa rt ic i pa t i on i n ma ny deve l opi n g countries (Lee in Wood, C: 2003). The EIA proces s c an be considered t o consist of seven stages: (1) identification of issues and impacts (scoping), (2) conduction of baseline studies of the environment, (3) prediction and evaluation of impacts, (4) mitigation planning, (5) comparison of alternatives, (6) decision making relative to the proposed action, and (7) st u dy doc ume n t a t i o n t h rough t h e preparation of an environmental assessment (EA) or EIS. Public participation should be associated with all seven stages for major undertakings (projects, plans, programs, or policies) (Cant er, Mil le r, and Fai rchil d , i n Canter: 1996). If public participation is to be effective in various stages of the EIA process, the public participation program must be carefully planned (Canter: 1996). The Governing Council of the United Nations Environment Programme (UNEP) adopted goals and principle of EIA as a guide for its member countries in 1987. The relevant principles relating to inter-agency consultation and public participation are as follow: â&#x20AC;&#x153;Principle 7
Before a decision is made on a n a c t i v i t y, go v e r n m e n t agencies, members of the public, experts in relevant disciplines and interested groups should be allowed appropriate opportunity to comment on EIA. Principle 8 The decision on any proposed activity subject to an EIA should be in writing, state the reasons therefore, and include the p rovi sions, i f any, t o prevent, reduce or mitigate damage to the environment.â&#x20AC;? UNEP recommends that there are 3 categories of participants who should be involved in the EIA process: (1) those who carry out and manage the EIA; (2) those who can â&#x20AC;&#x2DC;contribute facts, ideas or concernâ&#x20AC;&#x2122; to the EIA â&#x20AC;&#x2DC;including scientists, economists, engineers, policy makers and representatives of interested or affected groupsâ&#x20AC;&#x2122;; and (3) the project-approving authorities. The EIA Handbook expresses the role of the public in the EIA process in the following terms: â&#x20AC;&#x153;The interaction between people and their environment is fundamental to the concept of i mp ac t . So me form of
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public participation in the environmental impact assessment is the most reliable way of predicting the impact of a project on people. A responsible, interested and participating public is important in environmental management.â&#x20AC;? Rajeswari (2000), emphasis on the EIA process would therefore not be complete without the involvement of all relevant parties in arriving at determination of the best possible option for a proposed activity. Educating the public about a project is an essential first step for all public participation programs (ADB: 1997). A lack of an informed public cannot make educated decisions about a proposal action. The design of any public participation should attempt to identify the public concerned and take the steps required to ensure their fullest participation. According to Rajeswari (2000), empahasis on the EIA process would therefore not be complete without the involvement of all relevant parties in shald be arriving at determination of the best possible opinion for a proposed activity. 3. EIA and Public Participation in Thailand
In Thailand, the hierarchy of laws is as follows: (1) The Constitution, the most recent being the 1997 Constitution; (2) â&#x20AC;&#x153;Actsâ&#x20AC;? passed by the Parliament; (3) â&#x20AC;&#x153;Regulationsâ&#x20AC;? and â&#x20AC;&#x153;Notificationsâ&#x20AC;? enacted by the respective Ministries. EIA become a mandatory requirement in Thailand effective in 1978, with an ame nd ment t o t he En vi ron me nt a l Quality Act 1975. Following this, the Ministry of Science, Technology and Energy (former of Ministry of Science and Technology and Ministry of Energy) issued the Environment Quality (Prescribed Activities) (Environmental Impact Assessment) Order on 14 July 1981, which took effect on 27 September 1981. Only 10 types of projects are required to submit EIA reports prior to project approval by the p e r m i t t i n g a ge n c y. T h e D i r e c t o r General of Environment subsequently issued â&#x20AC;&#x2DC;A Handbook of Environmental Impact Assessment Guidelinesâ&#x20AC;&#x2122; which provides for the procedures for conducting EIAs. Nowadays t he prescribed activities have been classified into 22 activities according to Ministry of Science, Technology and Environment (MOSTE) (at that times), proclamation on â&#x20AC;&#x153;Types and sizes of projects and activities of which environmental impact statement must be provided prior
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to project approval by the permitting agency. Th e re a re a l s o se v e n articles in the Constitution of 1997 which have secured the rights of public and local authorities to participate in the decision making process regarding projects that may impact their living conditions. However, to date, there has still been no specific law to enable these rights. Therefore, there are no set rules as how the public could participate and be heard before the proposed projects take place. Consequently, there has still been unsolved controversy and probl ems i n thi s count ry be tw ee n project proponents and opponents. A R e p o r t o f H u man R i gh t s Situations in Thailand during 2001 â&#x20AC;&#x201C; 2003, was presented by The National Committee of Human R ights of Thailand 2004, which indicated that public participation rights in environmental management, rights in development and public rights was more decreasing. According to Matichon Newspaper, one reporter reported as follows: â&#x20AC;&#x153;â&#x20AC;Śduring the past five to ten years, it was obviously seen that an infringement of rights, a result of large governmentâ&#x20AC;&#x2122;s projects has become one important controversy between government and the
public. The root of the problem is that public participation has been disregarded. Government took no account of the effect of the project on communities and surrounded areas. This led to the controversy and confrontation between the project owner and the community. As a result, a problem and conflict grew a n d h a s p o l a r i z e d the community on this issue. An opportunity to compromise, consequently is closed down. F u r t h e r m o r e , Thai government did not convey information openly and c ompl e t el y. A n umbe r o f complaints related to the above infringement of rights directed by the community at the project owner through government authorities connected. The controversy o f Ga s Pi p e l i n e a n d G a s Separation Plant ThailandMal a ys i a, and t he Po w er Plant at Bor Nork and Hin Krut are obvious instances.â&#x20AC;? Major problems of public participation in EIA process were provided by Parichart (2000) in â&#x20AC;&#x153;Good
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governance; Public participation and process in environmentâ&#x20AC;?. According to her there are eight problems of public participation in Thailand which are as the following: â&#x20AC;&#x153;( 1 ) p ro b l e m o f s t e p s i n public participation process in EIA â&#x20AC;&#x201C; In Thailand, cu rr e n t l y, p u b l i c c a n n o t involve in all steps in EIA study and there is no transparently information to convey to public including mostly communication still be one way between developer and public, (2) problem of basic perception of public, stakeholder, and involver â&#x20AC;&#x201C; There were controversies of some doubt such as who has rights to participate? And what is level o f participation?, (3) problem of authority of public participation â&#x20AC;&#x201C; Who is authority in public participation management? Currently, Consultant Companies and developers are those who have to manage public participation by carring out the meeting in order to province and proposed site,
(4) problem of public participation system â&#x20AC;&#x201C; The l a c k o f go o d s ys t e m f o r public easily participate in EIA study of interest groups in proposed project, (5) p ro bl e m of a c c es s t o project information, and EIA reports â&#x20AC;&#x201C; The access to information and EIA reports of the proposed project is difficult to be provided by developer, (6) p r obl e m of t e c hn i ca l capability in EIA and access to data to be selected â&#x20AC;&#x201C; Majority of public couldnot u n d e r s t a n d w h e n they reviewed the EIA reports because there were many technical words in EIA, so that has why public couldnot comment it, (7) problem of money and time â&#x20AC;&#x201C; The high costs of EIA study were obstacle in project proposal. Particularly in Thailand, between 0.1% 1.0% of all costs of project proposal, as well as the time over six to ten months to be used in EIA study in Thailand, (8) problem of perception towards steps and scheme of
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public participation -The lack of knowledge of EIA process an d p u b l i c pa rt i c i p a t i o n process such as what is the pattern of public participation.â&#x20AC;? 4. Public Hearing of the ThailandM a l a y s i a G a s S e p ar a ti o n P l a n t Project According to the Office of the Prime Minister Order on the Hearing of Public Op i ni o ns by a C o nd u ct o f Pu b l i c Hearing 1996, a public hearing is a gathering of opinions of those who are concerned or affected by a project which might have impacts on environment, culture, occupations, safety, and ways of life or which might cause damages t o a community or society. The purpose is to assist a government in its decision making on the project. Below is sequent of events as regard to the project: On 14 Se pt ember 1 999, th e cabinet passed its resolution on the joint venture of PTT and PETRONAS to proceed its Thailand-Malaysia Gas Pipeline and Gas Separation Plant Projects. It also directed Ministry of Industry to conduct a public hearing on the projects. O n 1 7 F e b r u a r y 2 0 0 0 , Mr. Suwat Liptapalop, Industry Minister
appointed a Public Hearing Committee which consists of: (1). General Charan Kullavanich (Chairman); (2). Mr. Wit Jeerapat; (3). Mr. Pairote Indharasirisawad; (4). Mr. Amporn Duangpan; (5). Mr. Aziz Pitakkumpon; (6). Mr. Udo m S up pakit; (7). Mr. Wittaya Ngantawee; (8). Mr. Manat Sagnua nd eeku l; an d (9 ). Khunying Tongtip Ratanarat. On 29 July 2000, the first public hearing was held at Hat Yai Municipality Hall, Hat Yai, Songkhla. Since the first hearing had been disrupted by 2,000 opponents and had to be ended, the Cabinet then directed the Ministry of Industry to complete the hearing by organizing the second public hearing on 21 October 2000 at Gymnasium (Suwannawong Building), Jiranakorn Stadium, Hat Yai, Songkhla. At that time, there were many of the local opposition and local residents tried to shut down and obstruct the public hearing on the proposed project at that area in Hat Yai. Consequently, the violence erupted and some of project opponents were injured and arrested by polices. The public hearing, therefore was carried out for only 25 minutes before it had to be closed in exigency, but the commit tee still opened for further opinions until 15 November 2000.
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On 15 December 2 000, Th e Public Hearing Committee reported the public hearing results to the Industry Ministry. On 12 January 2001, Mr. Suwat Liptapanlop, Minister of Industry appointed a panel to review the public hearing results led by Office of the Council of State Secretary-General, Mr. Chaiwat Wongwattanasan, to review legal issues and also to consider the impacts the projects would have on the country and the communities in different aspects such as environmental. On 31 January 2001, the panel handed Industry Ministry its report saying that the public hearing results are satisfactory and suggesting that the results should be used to assist the ONEP in considering the EIA report. On 8 February 2001, Ministry of Industry permanent secretary passed the report to PTT, TTM (Thailand) Limited's shareholders, to proceed accordingly. On 2 2 Fe br ua ry 2 0 0 1 , P T T Board of Directors was informed of the projects' status and passed its resolution to p as s the publi c he ari ng res ul ts together with the panel's comments and suggestions to TTM (Thailand) Limited to proceed accordingly.
O n 2 8 Fe b ru a ry 2 00 1, P T T passed the public hearing results and the panel's comments and suggestions to TTM (Thailand) Limited to proceed accordingly. The company is determined to apply those comments and suggestions achieved by the public hearings, which considered significant, to the proceeding of the projects to ensure the most benefits and the least adverse effects to the country and the communities. 5. December Violence The situation was exacerbated when, on the 20 December 2003, the communities organized a march to JB Hotel, Hat Yai in Songkhla Province, simply to submit a letter to Prime M i n i s t er, T h a k s i n S h i n n a w a t r a , requesting him to review his decision about the project. However, as they gathered peacefully in front of the police fencing, some were having dinner with their children, while some we re prayi ng t o the i r G od fo r t he success of their campaign, a group of over a hundred policemen stormed through the fence and brutally beat up the gathered praying community. From this incident, 12 NGO activists, students and villagers are being prosecuted for obstructing and attacking officers, a claim that does not reflect what actually
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happened during the time of the attack. They were sent to jail with their bail being denied. Fifty community members were injured. There were widespread reactions from both National and International Human Rights institutions, which included the National Human Rights Commission and the United Nations. It has been viewed that the Thai government has violated human rights through the use of all forms of violence, both physical violence and hiding information from the public. This nondisclosure of information conflicts with the 1997 Constitution that promulgates the freedom of people to participate in all forms of development as well as promulgates the freedom of the local communities affected by largescale infrastructure and development. From the communityâ&#x20AC;&#x2122;s perspective on the incident that occurred i n Dec ember 2002 , Mrs . Areeya Made, one of the community leaders against the gas pipeline and gas separation plant project expressed that â&#x20AC;&#x153;We can no longer trust the government an d d e s p i t e t h e i n c i d e n t t ha t h a s happened, our position remains strong that the project cannot go on as the government is being unfair to treat us is this way. It is clear that the government has absolutely no interest in addressing
the problems of the poor and its way of resolving conflicts with the community is to ignore the communityâ&#x20AC;? (Sirisook: 2003). 6. Conclusion and Recommendation Public Participation in EIA report review can be accounted, as a new occurrence in Thailand and its step and action is still limited. Nowadays, public participation in EIA of Thailand is still n o m o r e t h a n a r u b b e r s t a mp f o r construction projects. The ThailandMalaysia Gas Separation Plant Project is the first project that implemented the public participation process in an EIA study. But the result is far from success because there was controversy and confrontation between developer and affected (groups such as the public and villagers) in the proposed project site, the EIA report of this project was regarded as unacceptable. As regards to the study team, the EIA study was carried out by convening a public meeting of the affected people. The first meeting was convened before a handle of social survey. The study team convened monthly meeting of Kamnans (Headpersons of Sub-district) and village headpersons in Chana District in order to give information of public participation in the EIA study and ask for cooperation. The second
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me eti ng wa s duri ng Febru ary an d March 1999. The Study Team convened public meeting of 5 Sub-district levels (covering 7 Sub-districts) and a Districtlevel (Chana District). The purposes of the meeting were to (i) give information of the project and its EIA study to the public, (ii) get feedback from the local villagers on the opinions, concerns, worries, and suggestions of the project. To organize the meetings, the study team cooperated wi th C ha irpersons of Sub-di strict Administration Organization. Every effort was tried to encourage people to join the meetings. However, only 30-70 villagers joined each meeting. The third meeting was convened at the Chana District, on June 17, 2000, to disseminate the result of the study to the public. Approximately 200 participants attended the meeting. The study remarked that only public meeting was employed to convey the information of the EIA study and get feedback from the public. Such meeting are not effective enough for conflict resolution and giving information of the project and its EIA study to people throughout the country who were interesting and to more than 2,538 residents in three Sub-districts in Chana in particular. The study revealed that although
respondents had not been provided with much detailed information from ONEP. The affected people around the proposed project site had some certain degree of knowledge and perception of public participation in the EIA study, review and comment but they are not enthusiastic to apply such knowledge into action. Public participation should be included in all steps of EIA studies. In addition, all stakeholders should be given the opportunities to participate in th e EIA p ro ces s. The y n eed more encouragement from the government and rel a t ed organi z at i o ns i n su ch participation. So, the various forms of information about the project need to be given as much as possible. Reference: Abbas Pourgerami. 1991. Development and democracy in the the third world. USA: Westview Press. Abu Bakar Jaafar.1978. A review of the proposed EIA procedure for Malaysia. National seminar on the environmental management and assessment, UNEP/Department of Environment, Petaling Jaya, 16-20 October 1978. Baldwin, John H. 1985. Environmental planning and management. Colorado: Westview Press
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Barett, B. F. D. & Therivel, R.. 1991. Environmental policy and impact assessment in Japan. New York: Routledge, Chapman, & Hall. Barrow, C.J. 1997. Environmental impact assessment: An introduction. London: A member of the Hodder Headline Group. Biswas, A.K. & Qu Geping. 1987. Guidelines environmental impact assessment for developing countries. In Biswas, A.K. & Qu Geping. Environmental impact assessment for developing countries. Vol. 19. p. 191-218. London: Tycooly Publishing. Canter, L.W. 1996. Environmental impact assessment. Ed-2. USA: McGraw-Hill, Inc. Chaianan Samutwanit, Bawornsak Uwanno, Pasuk Pongpaichit, Wanchai Wathanasab, Greenapan, R.B., Laxminarayan, R., Kanengnit Sribuaim, Parichat Siwarak, Datrat Sukkamnert, Supakit Nantawarakan, C. Beierle, Thomas, Apichai Panthasem, Pnas Tasneeyanon, Anan Kanchanapan, Suthawan Satianthai. 2000. Good governance; Public
participation and process in environment, ISEP/GSEI, Bangkok, 18-19 March 2000. Chris Kwan. 1997. Public Participation in Environmental Impact Assessment. Malaysian student law. April: 46-54. Clark, B.D. 1993. The aims and objectives of environment impact assessment. In PADC Environment Impact Assessment and Planning Unit (Editor). Environment Impact Assessment: 3-11. Boston: Martinus Nijhoff Publishers. Creighton, J.L. 1983. The use of value; public participation in planning process. In Daneka, G.A. , Garcia, M.W. & Priscoli, J.D. (editor.). Public involvment and social impact assessment; 1-10 Boulder, Colorado: Westview Press. Fagence, M. 1977. Citizen participation in planning. Oxford: Pergamon Press. Fanning, Odom. 1975. Man and his environment: citizen action. New York: Harper & Row. Glasson, J., Therivel, R. & Chadwick, A. 1994. Introduction to environmental impact assessment: Principles and
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