...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Religions >Memorising and Reciting a Text without Understanding Its Meaning: A Multi-Faceted Consideration of This Practice with Particular Reference to the Qur’an
【24h】

Memorising and Reciting a Text without Understanding Its Meaning: A Multi-Faceted Consideration of This Practice with Particular Reference to the Qur’an

机译：在不理解其含义的情况下背诵和背诵文本：对该实践的多方面思考，特别是对《古兰经》的引用

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The joint activities of memorising and reciting the Arabic Qur’an are deeply embedded within Islamic tradition, culture and educational practice. Despite this, for many western non-Muslims, particularly those engaged in educational activity themselves, to learn that memorisation of the Arabic text of the Qur’an does not always—or, indeed, often—go hand-in-hand with understanding the meaning of the words can come as both a surprise and a shock. It is not uncommon to hear a response from such people to the effect that to memorise texts without understanding their meaning is pointless. There is also sometimes the implication that such practice in anachronistic: ‘behind the times’, as it were, and thus not worthy of serious consideration. This article is framed as a ‘general’ riposte to such a dismissive response in that its motivation lies not in straightforward apologetics (that is, defending the practice of memorisation without qualification and at all costs), but, rather, in bringing together a number of key elements (or factors) that cumulatively carry sufficient weight to challenge such a raw response, or at least to give pause for thought and promote a more informed consideration. Following a brief introduction that locates Qur’an memorisation and recitation within Islamic faith and practice, five facets will be explored: first, the growing recognition that there is not just one legitimate form of literacy but, rather, a plurality of literacies; second, the ambiguity within the concept of ‘meaning’ itself; third, an acknowledgement that memorisation has not only held an esteemed place in western history, but remains valued in some aspects of contemporary life and culture; fourth, a recognition of the emotional power of high-quality recitation, irrespective of a literal comprehension of the words being recited; and, finally, the growing body of research evidence that suggests that the involvement of Muslim children and young people in Qur’anic memorisation and recitation might very well equip them with valuable social and educational capital. The article will end with a brief personal account showing the complex position that a contemporary British Muslim ‘insider’—as individual, teacher and parent—has adopted towards his own and others’ practice of memorising the Qur’an. This account has been included to show that, within the Muslim community itself, different opinions are held about the weight and meaning to be placed on memorisation in general and on Qur’anic memorisation and recitation in particular.
机译：背诵和背诵阿拉伯《古兰经》的联合活动已深深植根于伊斯兰传统，文化和教育实践中。尽管如此，对于许多西方非穆斯林，尤其是那些自己从事教育活动的非穆斯林来说，要了解到对古兰经阿拉伯文本的记忆并不总是（或者确实是经常）与理解单词的含义既令人惊讶又震惊。听到这样的人对记忆文本而不理解其含义是毫无意义的反应的反应并不少见。有时还存在这种过时的做法的含义：“落后于时代”，因此不值得认真考虑。本文被构想成对这种不屑一顾的回应的“一般”回避行为，因为其动机不在于直接的道歉（即无条件地不惜一切代价捍卫记忆的实践），而是在于将许多关键要素（或因素）的累积总重足以挑战这种原始反应，或至少让思考停顿并促进更明智的考虑。在将古兰经的记述和朗诵置于伊斯兰信仰和实践中的简要介绍之后，将探讨五个方面：首先，人们日益认识到，不仅有一种合法的扫盲形式，而且还有多种文化。第二，“含义”概念本身含糊不清;第三，承认回忆不仅在西方历史上享有很高的地位，而且在当代生活和文化的某些方面仍然很有价值;第四，对高质量朗诵的情感力量的认识，而不论对单词的字面理解如何;最后，越来越多的研究证据表明，穆斯林儿童和年轻人参与古兰经的背诵和朗诵很可能为他们提供了宝贵的社会和教育资本。本文将以简短的个人陈述结尾，显示当代英国穆斯林“内部人士”（无论是个人，教师还是父母）对他自己和其他人背诵古兰经的做法所持的复杂立场。记载这一点是为了表明，在穆斯林社区内部，对于一般的记忆，尤其是古兰经的记忆和朗诵，所具有的重要性和意义持有不同的意见。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号