چکیده:
قام أئمة الشيعة إثر وفاة رسول الله الأعظم (ص) بمهمة تعليم أتباعهم أحکام الدين وما إلى ذلک في کل مکان وزمان وعلى قدر المستطاع صيانة لدين الله وهداية للمجتمع الإسلامي. لذا أصبح للمساجد والکتاتيب والأمکنة المقدسة أهمية خاصة في مجال التعليم. لقد ذکرت في الحقب التالية من التاريخ الشيعي أسماء لمراکز أخرى للتعليم إضافة إلى ما بينا للتو إلا أنها لم يتم بعد بشأنها الدراسات الکافية حتى يتسنى لنا إمکانية الکشف عن مکامن ضعفها وقوتها في ظل مقارنتها مع أوضاعها الحالية. والفکرة الشائعة أن الشيعة مدينة بمراکزها التعليمية للآخرين إذ لم يکن لها أي ابتکار أو إبداع فيها. وفي هذا السياق يرمي بحثنا الحاضر إلى تسليط الضوء على الأمکنة والأزمنة التي وظفها أئمة الشيعة لتعليم أتباعهم في القرون الهجرية الأولى وکذلک المراحل التعليمة التي مرت بها عملية التعليم وذلک في ضوء دراسة تاريخية وروائية واعتمادا على المنهج الوصفي-التحليلي وأخيرا إعطاء صورة واضحة عن التطور التاريخي الذي شهدته الأنشطة التعليمية للشيعة في الفترة ذاتها. ولم يفتنا لتحقيق أهدافنا هذه مراجعة المصادر التاريخية الموثوق بها والقريبة من الفترة نفسها. ومن أبرز المعطيات التي توصلنا إليها من خلال هذا البحث هي أن المذهب الشيعي استطاع أن يسبق المذاهب الإسلامية کلها في المشوار التعليمي وتدشين مراکز حديثة لتعليم أفکاره ورؤاه التي لم يسبق لها مثيل ولا نظير.
After the death of prophet Mohamad (peace be upon him) and imams (peace be upon them), shia taught their followers religious doctrines and other necessary tasks to protect Islam and guide the society, when and where they could. According to ahl _Al_ Beit instructions and to deepen beliefs, shia consider its scientific and educational activities based on imams visions and continuity and adherence of prophet Mohamad movement as a necessary task to teach and deepening religious concepts.so, mosques, homes, ancient schools and holy places were paid attention. Although there have been noticed to Imamiye scientific places in next periods, but we can not review that periods,or have a comparative survey with existing situation, and examine their strength and weakness to have a historical analysis, because we dont have any precise vision by decreasing of researches about it historically. This paper is based on study method in valid and primary resources in educational structure, and have found that imamiya shia to teach their beliefs was affected from theological system of Imamat in science learning field, and was pioneer to establish new scientific centers and places including schools and Dar _A l_ Elm. In other words, shia was not separated from Islam and Imams have continued prophet way in Islam educational system. Also, shia participated in maximum mode even in hard political and social situations to reinforce and establish its independence and its distinction. In this way imamiya shia paid attention to places, times, sections and instruments in addition to their notices to educational topics and texts. But due to carelessness of researchers and hiding important and innovative role of shia in establishing new centers and places, it is publicly believed that others have been pioneers in this field. So, in this paper we try to exercise educational centers and places historically and based on hadith analysis by using valid primary resources and hadith phrases. Also we try to answer to these questions: how much share is belong to shia in this field in the first five centuries? what are the components and elements of shia educational system in the first five centuries? which stages were there in the first five centuries? when exactly shia educational system began in the first five centuries? One of the purpose of this study is to retrieve neglecting and carelessness to this issue. Their most important reasons are exterior look to shia, considering it as a deviation and sectarian or trying to segregate it from Islam, also not accurate cognition to history, their beliefs and behaviors, developments of history, and weakness in available researches. Although shia have not had political power in some periods of times, so their educational and scientific experiences was not transmitted to their later generations accurately and completely, but according to written historical and hadith resources in shia and sunni books it have connected to Ahl _e_ Bayt its historical movement and essential beliefs, so it could pass the crises and problems and guarantee its life. After exercising of historical conditions of foundation and activities of Imamiya educational centers and places, we calculated that Imamiya Shia have been affected by Imamas religious beliefs and their educational methods, so they have publicly and specially used mosques, homes, and schools capacities to science acquirement, but after historical changes and Shia growth and development, variety of topics in religious issues, need to explanation and defense of beliefs, Shia established its own libraries and Dar _Al _ Elms. Dispersion of educational places presented valuable statistics about scientific places and centers in Islam worldwide. Also it was found out that Imamiya Shia used morning time for education because they believed it is the best time in a day for learning. It was designed different educational stages by separating educational grades in official educational centers. It was required to notice to structural stages and content priority levels. this necessity was arising from educational goals and doctrines which make centers to design education in different levels. In Imams views, there are differences between each group need in learning, so they should be divided. So, they have noticed and emphasized on needs and contents priorities. For example, they have advised to teach kids in their second six years in their lives, therefor they were sent to school to learn elementary sciences in these ages. Thus, reading, writing, Islamic etiquette, Quran, poet, a few mathematics and Arabic literature were important topics learnt to kids by shia teachers like Hassan and Komayt. After elementary stage, the newt stage was understanding and learning jurisprudence hadith and Ijtihad in different sciences. So, some of shia went to complementary stage after graduating from schools. According to learning Islamic sciences importance, it seems shia had to know hadith knowledge and jurisprudence rulings at first, then they try to quote hadith and issue fatwa, or study and improve skills in other specialist topics.
خلاصه ماشینی:
أضف إلى ذلك أن الخلفاء الجائرين منعوا أصحاب المنابر من نشر فضائل أئمة الدين كما وقفوا دون حضور كبار الشيعة في الجوامع حتى أقدم أحدهم على تعطيل مسجد براثا وهدمه.
زد على ذلك أن معاذبن مسلم وعبدالله بن أبي يعفور (نجاشي، 1416: 213) ومحمد بن سنان وصفوان بن يحيى (طوسي، 1416: 769/2) وابن فضال (نجاشي، 1416: 351/3) وعلي بن عيسى وكثير من الشيعة (ابن بابويه القمي، 1404: 88) أقاموا مجالس التدريس في مسجد الكوفة.
أضف إلى ذلك أن أولى المدارس العلمية شيدت على أيدي أبناء الشيعة ومن ثم فرقتي الزيدية والإسماعيلية.
(ابن سعد، 1418: 268،6) تعد المراقد الطاهرة لأهل البيت (ع) من الأمكنة المقدسة التي استخدمها بعض علماء الشيعة على غرار حسين بن سليمان الملطي وبوشنجي والشيخ الطوسي عام 458ق الذين أقاموا منابر للتدريس في مرقد الإمام علي بن طالب (ع) بمدينة النجف.
(هاشم عثمان، 1414: 51/3) وكان علماء الشيعة والسنة على حد سواء يشدون الرحال إلى دورالعلم في طرابلس وكان من أبرز أساتذتها ابن براج الذي كان له مجلس تدريس فيها.
كما أن بعض علماء الشيعة وطلابهم كانوا يجتمعون في دار محمدبن عمران المرزباني (أستاذ الشيخ مفيد) لتلقي دروس المزباني أو غيره من الأساتذة.
(ابن عمر ب،دت:44) ونستطيع القول أن جلسات التعليم كانت تتشكل أيضا في أوقات أخرى استجابة للأوضاع السياسية والاجتماعية الطارئة على حياة الشيعة.
Translate of Imam Hossein (Peace be upon him) (1414 H) Qom. Majma Ehya Al_theqafa Al_Islamiya.
Qom. Seminary teacher association Ibn Babawiyah Qomi, A.
Qom. Dar_Al_Zakaer Ibn Tawoos, A.
Translattion: Hasan Ibn Ali Qomi history of Qom. Tehran.