الدلالات التربوية المستنبطة من آيات الصبر في القرآن الكريم وتطبيقاتها في الأسرة والمدرسة

ﺍﻟﺴﻌﻮﺩﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺎﱄ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺯﺍﺭﺓ ﺍﻟﻘﺮﻯ ﺃﻡ ﺟﺎﻣﻌﺔ ﺍﻟﱰﺑﻴﺔ ﻛﻠﻴﺔ ﻭﺍﳌ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﱰﺑﻴﺔ ﻘﺎﺭﻧﺔﻗﺴﻢ ﺍﻟﺪﻻﻻﺕﺍ ﺍﻟﱰﺑﻮﻳﺔﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﻟﻜﺮﻳﻢ ﺍﻟﻘﺮﺁﻥ ﻭﺍﳌﺪﺭﺳﺔﰲ ﺍﻷﺳﺮﺓ ﰲ ﻭﺗﻄﺒﻴﻘﺎﺗﻬﺎ  ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻐﺎﻣﺪﻱ ﻣﺴﻔﺮ ﺃﲪﺪ ﺑﻦ ﻧﺒﻴﻞ ﺍﻟﺪﻛﺘﻮﺭ ﺍﻷﺳﺘﺎﺫ ﺳﻌﺎﺩﺓ ﺇﺷﺮﺍﻑ ﺍﳊﺮﺑﻲ ﺳﺎﱂ ﺑﻦ ﺣﺎﻣﺪ ﻭﺍﳌﻘﺎﺭﻧﻪ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﱰﺑﻴﺔ ﰲ ﺍﳌﺎﺟﺴﺘﲑ ﺩﺭﺟﺔ ﻟﻨﻴﻞ ﻣﻜﻤﻞ ﲝﺚ ﻣﻘﺪﻡ ﻭﺍﳌﻘﺎﺭﻧﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﱰﺑﻴﺔ ﻗﺴﻢ ﺇﱃ   ﺍﻷﻭﻝ ﺍﻟﻔﺼﻞ

ﭔ ﭓ ٻ ﭑ ﭨ ﭧ ﭽ ﭼ ﻋﻤﺮﺍﻥﺳﻮﺭﺓ ﺁﻝ ﺁﻳﺔ: ٠٠٢

ﺍﻟﺮﺣﻴﻢ ﺍﻟﺮﲪﻦ ﺍﷲ ﺑﺴﻢ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻨﻮﺍﻥ: ﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ ﰲ ﻭﺗﻄﺒﻴﻘﺎ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ ،ﺍ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻣﺎﺟﺴﺘﲑ ﺭﺳﺎﻟﺔ ﻹﺳﻼﻣﻴﺔ . ﺍﻟﺒﺎﺣـﺚ ﺍﺳـﻢ: ﺍﻟﻐﺎﻣﺪﻱ ﻣﺴﻔﺮ ﺃﲪﺪ ﺑﻦ ﻧﺒﻴﻞ . ﺍﻟﺪﺭﺍﺳﺔ ﺃﻫﺪﺍﻑ: ﺍﻟﻌﻘﺪﻱ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﲢﻤﻠﻬﺎ ﺍﻟﱵ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ ﻋﻠﻰ ﺍﻟﺘﻌﺮﻑ ، ﻭﺍﻷﺧﻼﻗﻲ ﻭﺍﻟﺘﻌﺒﺪﻱ . ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺗﻄﺒﻴﻘﺎ ﺍﻷ ﰲ ﻭﺍﳌﺪﺭﺳﺔ ﺳﺮﺓ. ﺗﻄﺒﻴﻘﻬﺎ ﻋﻦ ﺍﻟﻨﺎﲡﺔ ﻭﺍﻵﺛﺎﺭ. ﺍﻟﺪﺭﺍﺳﺔ ﺗﺴﺎﺅﻻﺕ: ﺍ١ ﻣﺎ ؟ـ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﺪﻻﻻﺕ ٢ ؟ ﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ ﰲ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺪﻻﻻﺕ ﺗﻄﺒﻴﻖ ﻣﺎ ـ ؟٣ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ ﺗﻄﺒﻴﻖ ﻋﻦ ﺍﻟﻨﺎﲡﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻣﺎﺍﻵﺛﺎﺭ ـ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻨﻬﺞ: ﺍﺳﺘ ﺍﻻﺳﺘﻨﺒﺎﻃﻲ ﺍﳌﻨﻬﺞ ﺩﺭﺍﺳﺘﻪ ﰲ ﺍﻟﺒﺎﺣﺚ ﺨﺪﻡ . ﻓﺼﻮﻝ ﺃﺭﺑﻌﺔ ﺇﱃ ﺩﺭﺍﺳﺘﻪ ﺍﻟﺒﺎﺣﺚ ﻗﺴﻢ ﻭﻗﺪ ، ﻫﻲ : ﺍﻷﻭﻝ ﺍﻟﻔﺼﻞ : ﺍﻟﺘﻤﻬﻴﺪﻱ ﺍﻟﻔﺼﻞ: ﺍﻟﺒﺤﺚ ﻣﻮﺿﻮﻉ ﻋﻠﻰ ﺍﺷﺘﻤﻞ ﻭﻗﺪ ، ﻭﺃﺳﺌﻠﺘﻪ ، ﻭﺃﳘﻴﺘﻪ ، ﻣﻨﻪ ﻭﺍﳍﺪﻑ ، ﻭﺣﺪﻭﺩﻩ ، ﻭﻣﻨﻬﺠﻪ ، ﻣﺼﻄﻠﺤﺎﺗﻪ ﻭﲢﺪﻳﺪ ، ﻋﻨﻪ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻟﺒﻌﺾ ﻭﻋﺮﺽ . ﺍﻟﺜﺎ ﺍﻟﻔﺼﻞ ﱐ : ﺍﻟﻌﻘﺪﻱ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ: ﺍﻹﳝﺎﻥ ﺩﻻﻟﺔ ﻋﻠﻰ ﺍﺷﺘﻤﻞ ﻭﻗﺪ ، ﻭﺗﻄﺒﻴﻘﺎﺗﻪ ، ﻭﺁﺛﺎﺭﻩ ﺍﻟﺘﺮﺑﻮﻳﺔ .ﻭﺗﻄﺒﻴﻘﺎ ﺍﻟﺘﻘﻮﻯ ﻭﺩﻻﻟﺔ ، ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺁﺛﺎﺭﻫﺎ . ﺍﻟﺘﻮﻛﻞ ﻭﺩﻻﻟﺔ ، ﻭﺗﻄﺒﻴﻘﺎﺗﻪ ، ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺁﺛﺎﺭﻩ . ﺍﻟﺜﺎﻟﺚ ﺍﻟﻔﺼﻞ: ﺍﳌﺴﺘ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ ﺍﻟﺘﻌﺒﺪﻱ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﻨﺒﻄﺔ: ﺩﻻﻟ ﻋﻠﻰ ﺍﺷﺘﻤﻞ ﻭﻗﺪ ﻭﺍﻟﻄﻬﺎﺭﺓ ﺎﻓﺔﻈﺍﻟﻨ ﺔ ، ﻭﺗﻄﺒﻴﻘﺎ ، ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺁﺛﺎﺭﻫﺎ . ﺍﻟﺼﻼﺓ ﺀﺃﺩﺍ ﻋﻠﻰ ﺔﻈﺎﻓﶈﺍ ﻭﺩﻻﻟﺔ ، ﻭﺗﻄﺒﻴﻘﺎ ، ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺁﺛﺎﺭﻫﺎ . ﷲﺍ ﺳﺒﻴﻞ ﰲ ﻕﺍﻹﻧﻔﺎ ﻭﺩﻻﻟﺔ ، ﻭﺗﻄﺒﻴﻘﺎﺗﻪ ، ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺁﺛﺎﺭﻫﺎ . ﺍﻟﺪﻻﻻ ﺍﻟﺮﺍﺑﻊ ﺍﻟﻔﺼﻞ ﺍﻷﺧﻼﻗﻲ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺕ: ﺑﺎﻟﻌﻬﺪ ﺀﺍﻟﻮﻓﺎ ﺩﻻﻟﺔ ﻋﻠﻰ ﺍﺷﺘﻤﻞ ﻭﻗﺪ ، ﻭﺗﻄﺒﻴﻘﺎﺗﻪ ، ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺁﺛﺎﺭﻩ . ﺮﺸﻜﺍﻟ ﻭﺩﻻﻟﺔ ، ﻭﺗﻄﺒﻴﻘﺎﺗﻪ ، ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺁﺛﺎﺭﻩ . ﺍﻟﻌﻔﻮ ﻭﺩﻻﻟﺔ ، ﻭﺗﻄﺒﻴﻘﺎﺗﻪ ، ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺁﺛﺎﺭﻩ . ﺍﳋﺎﲤﺔ : ﺍﻟﺪﺭﺍﺳﺔ ﻧﺘﺎﺋﺞ ﻭﻓﻴﻬﺎ ، ﻭﺍﻟﺘﻮﺻﻴﺎﺕ ﻭ، ﺍﳌﻘﺘﺮﺣﺎﺕ. ﺞﺋﺍﻟﻨﺘﺎ ﺃﻫﻢ ﻭﻣﻦ : ١ ﰲ ﱘﺮﻜﺍﻟ ﺍﻟﻘﺮﺁﻥ ﻣﻨﻬﺞ ﺇﻥ ﺍﻟـ ﺮﺑﻴﻬﺎﻏﻭ ﺍﻟﻌﻠﻮﻡ ﺷﺮﻗﻲ ﻋﻦ ﹰﺑﻌﻴﺪﺍ ﻞﻀﺍﻷﻓ ﺫﺝﻭﺍﻟﻨﻤﻮ ﻞﺜﺍﻷﻣ ﺍﳌﻨﻬﺞ ﻫﻮ ﺘﺮﺑﻴﺔ . ٢ ﺲﻟﻠﻨﻔ ﺭﺍﺣﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﻘﻴﺪﺓ ﺇﻥ ـ ، ﻟﻠﻘﻠﺐ ﻧﻴﻨﺔﺄﻭﻃﻤ ، ﺇﳝﺎﻥ ﺑﻼ ﻧﻴﻨﺔﺄﻃﻤ ﻓﻼ ، ﺗﻘﻮﻯ ﺑﻼ ﺭﺍﺣﺔ ﻭﻻ . ٣ ﻮﻳﻦﻜﺗ ﻋﻠﻰ ﻳﻌﻤﻞ ﺍﻟﺼﱪ ﺇﻥ ـ ﻋﺎﻟﻴﻪ ﻕﻭﺃﺧﻼ ﺎﺩﻗﻪﺻ ﳝﺔﺰﻋ ﺎﺣﺐﺻ ﻭﲡﻌﻠﻪ ﺍﻷﺑﻴﺔ ﺲﺍﻟﻨﻔ . ﻳﻠﻲ ﻣﺎ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺃﻫﻢ ﻭﻣﻦ : ١ ـ ﻞﺋﺎﻀﻓ ﺢﺗﻮﺿﻴ ﻤﻦﻀﻳﺘ ﻢﻈﻣﻨ ﺗﺮﺑﻮﻱ ﻁﺎﺸﻧ ﺃﻭ ﺩﺭﺍﺳﻴﺔ ﻣﺎﺩﺓ ﻞﻜﺷ ﰲ ﻢﻈﻣﻨ ﺗﺮﺑﻮﻱ ﺑﺮﻧﺎﻣﺞ ﺎﺩﳚﺇ ﻋﻠﻰ ﺗﻌﻤﻞ ﺃﻥ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺳﺴﺎﺕﺆﺍﳌ ﻋﻠﻰ ﻴﺎﺓﳊﺍ ﰲ ﻴﻔﻬﺎﻇﻭﺗﻮ ﺗﻨﻤﻴﺘﻬﺎ ﻭﻛﻴﻔﻴﺔ ﺍﻹﺳﻼﻡ . ٢ ﰲـ ﲔﻤﺋﺍﻟﻘﺎ ﻋﻠﻰ ﺍﻟﻨﺎﻓﻌﺔ ﺍﻵﺛﺎﺭ ﺯﺇﺑﺮﺍ ﻭﺍﻹﻋﻼﻡ ﺍﻟﺘﻌﻠﻴﻢ ﺎﻝﳎ ﺍﻟﺼﱪ ﻞﻀﻓ ﻛﺮﺬﺗ ﺍﻟﱵ ، ﷲﺍ ﲎﺃﺛ ﻳﻦﺬﺍﻟ ﲔﻣﻨﺆﺍﳌ ﻔﺎﺕﺻ ﻣﻦ ﻔﺔﺻ ﺃﻧﻪ ﲔﻭﺗﺒ ﺰﻳﺰﺍﻟﻌ ﻛﺘﺎﺑﻪ ﰲ ﻋﻠﻴﻬﻢ . ٣ ﻭﻛﻞ ﻓﻴﻤﺎ ﺗﻌﺎﱃ ﷲﺍ ﻳﺘﻘﻲ ﺃﻥ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﺐﳚ ﺇﻟﻴﻪـ ﺇ، ﺗﺮﺑﻴﺔ ﺶﺀﺍﻟﻨ ﺗﺮﺑﻴﺔ ﰲ ﺟﻬﻮﺩﻩ ﺞﺋﻧﺘﺎ ﻳﺴﺘﻌﺠﻞ ﻭﻻ ﺡﻼﺻﺍﻹ ﻣﻦ ﺲﻳﻴﺌ ﺳﻼﻣﻴﺔﻭﺃﻻ . ﻳﻠﻲ ﻣﺎ ﺍﳌﻘﺘﺮﺣﺎﺕ ﺃﻫﻢ ﻭﻣﻦ : ١ ـ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻨﺎﺣﻴﺔ ﻣﻦ ﺍﳌﺴﻠﻢ ﺷﺨﺼﻴﺔ ﰲ ﺍﻟﺼﱪ ﻴﻠﺔﻀﻟﻔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻵﺛﺎﺭ ﰲ ﺗﺒﺤﺚ ﻣﻴﺪﺍﻧﻴﺔ ﺑﺪﺭﺍﺳﺎﺕ ﺍﻟﻘﻴﺎﻡ ، ﻭﺍﳉﺴﻤﻴﺔ . ٢ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ ﻁﻻﺳﺘﻨﺒﺎ ﺩﺭﺍﺳﺔ ﺇﻋﺪﺍﺩ ـﱘﺮﻜﺍﻟ ﺍﻟﻘﺮﺁﻥ ﺃﻱ ﺎ ﺗﻌﺞ ﺍﻟﱵ ﺍﻹﺳﻼﻣﻴﺔ ﻕﺍﻷﺧﻼ ﰲ . ٣ ﺩﺭﺍ ﺇﻋﺪﺍﺩ ـ ﺶﺀﺍﻟﻨ ﺱﻧﻔﻮ ﰲ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ ﺑﻌﺾ ﺱﺑﻐﺮ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺍﻷﺳﺮﺓ ﺍﻫﺘﻤﺎﻡ ﻣﺪﻯ ﺣﻮﻝ ﺳﺔ ﻞﺜﻣ : ﻕﺍﻟﺼﺪ ، ﻭﺍﻟﻌﺪﻝ ، ﻭﺍﻷﻣﺎﻧﺔ ،ﺀﺍﻷﺧﻄﺎ ﻚﺗﻠ ﻟﺘﻼﰲ ﻠﻮﻝﳊﺍ ﻊﻭﻭﺿ ﺍﻷﺳﺮﺓ ﻓﻴﻬﺎ ﻊﺗﻘ ﺍﻟﱵ ﺀﺍﻷﺧﻄﺎ ﻭﻣﻌﺮﻓﺔ . ﺏ

Study Abstract Title of the Study : Educational significances derived from the patience verses of the Holy Quran and its applications in the family and school. Dissertation for a Master's degree in Islamic education. Name of the Researcher : Nabeel Bin Ahmed Mesfer Al-Ghamdi Objectives of the Study: Recognizing the educational significances carried by the verses of patience in the faith, devotional and moral aspect, and its educational application in the family, school and the effects of its application. Study Questions: 1) What are the educational implications derived from the patience verses? 2) What is implication of indications derived from the patience versus in the family and school? 3) What are the educational implications resulting from the application of the educational indications derived from the verses of patience? The approach: The researcher used the inductive method in the study. The researcher distributed his study into four chapters, they are: The First Chapter: Introductory chapter: Includes the research subject, its questions, importance, Objective, boundaries, methodology, identifying its terminology and a presentation of some previous studies in the subject. The Second Chapter: The educational significances carried by the verses of patience in the doctrine: Included the significances of doctrine, its implications, educational effects, the significance of righteousness and its applications, its educational effects, depending significance, its applications, and its educational effects. The Third Chapter: The educational significances contrived from the verses of patience in the devotional aspect: It included the significance of cleanliness and purity, and their implementations, educational influences. The significance of preservation of prayers, its implementations, and educational influences. The significance of spending for the sake of Allah, its implementations, and educational influences. The Fourth Chapter: The educational significances contrived from the verses of patience in the moral aspect: It included a significant of fulfilling the Covenant, its implementations, and educational influences. The significance of Thanksgiving, its implementations, and educational influences. The significance of forgiving, its implementations, and educational influences. Conclusion: contains the study results, Recommendations, and suggestions. The most significant results: 1- The manner of the Holy Quran in education is the perfect method and the best model away from the eastern and western sciences. 2- The Islamic doctrine is the soul comfort, and the tranquility for the heart, there is no tranquility without faith, and no comfort without piety of Allah. 3- Patience helps on the creation of disdainful spirit and make the human to be true self-determinant and of high morals . The most significant recommendations are the following: 1- The educational institutes should work to provide an educational program structured in the form of an educational seminar or a structured activity containing the virtues of Islam and illustrate how to develop and employ them in life.

cational program structured in the form of an educational seminar or a structured activity containing the virtues of Islam and illustrate how to develop and employ them in life. 2- Those who are responsible in the field of education and the media should focus on the helpful "useful" effects that mention the virtue of patience, indicating that it is a merit of believers of God whom, Allah commended in his book. 3- That the teacher should fear Allah in all his responsibilities, and not to despond of the reform, or to hurry the outcomes of his efforts in educating "bringing up" the young Muslims on an Islamic Education. The main proposals are as follows: 1– Conducting field studies testing the educational influences of the patience virtue on the Muslim's character from the psychological and physical aspect. 2 - Designing a study to deduce the educational significances in the Islamic ethics which are repeatedly mentioned in the verses of the Holy Quran. 3 – Designing a study about the extent of the interest of the Saudi Family to implant some educational significances in the souls of the young, such as: truthfulness, justice, honesty, and to recognizing the mistakes committed by the family and to put solutions to avoid those mistakes. ﺝ

ﺍﻹﻫـــــــﺪﺍء * ﺇﱃ ﺭﻭﺡ ﺍﳊﻨﻮﻥ ﺍﷲﺃﻣﻲ ﺭﲪﻬﺎ . * ﺍﺇﱃ ﺍﻟﻌﺰﻳﺰ ﻃﻠﺒﻪﺃﰊ ﻋﻠﻰ ﻭﺭﺑﺎﱐ ﻭﺃﻫﻠﻪ ﺍﻟﻌﻠﻢ ﺣﺐ ﻗﻠﱯ ﰲ ﻏﺮﺱ ﻟﺬﻱ ، ﺍﷲ ﺃﻣﺪ ﻋﻤﺮﻩ ﰲ . * ﺃﺟﻠﻲ ﻣﻦ ﺍﻟﻜﺜﲑ ﲢﻤﻠﺖ ﺍﻟﱵ ﺍﻟﻐﺎﻟﻴﺔ ﺯﻭﺟﱵ ﺇﱃ ، ﺑﻴﺪﻱ ﻟﺘﺄﺧﺬ ، ﻣﻦ ﻭﺗﺸﺪ ﺃﺯﺭﻱ . * ﺃﻭﻻﺩﻱ ﺇﱃ ، ﻛﺒﺪﻱ ﻓﻠﺬﺍﺕ ، ﲏﻋﻴ ﻭﻣﻘﻠﺔ ، ﻧﻔﺴﻲ ﻭﺭﺍﺣﺔ . * ﻬﻢﺤﺑﻨﺼ ﺪﻭﱐﺿﻋﺎ ﺍﻟﺬﻳﻦ ﰐﻭﺃﺧﻮﺍ ﺇﺧﻮﺍﱐ ﻴﻊﲨ ﺇﱃ ﺎﺩﻫﻢﺷﻭﺇﺭ ﻛﻞ ﱘﻭﺗﻘﺪ ﱄ ﺍﻟﻌﻮﻥ ، ﻓﻴﻬﻢ ﺍﷲ ﻙﻓﻠﻴﺒﺎﺭ . * ﺜﻲﲝ ﺢﺗﺼﻔ ﻣﻦ ﻛﻞ ﺇﱃ. * ﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻩ ﺃﻫﺪﻱ ﹰﻴﻌﺎﲨ ﺇﻟﻴﻬﻢ ، ﻭﻣﻨﻬﻢ ﲏﻣ ﻳﺘﻘﺒﻞ ﺃﻥ ﺗﻌﺎﱃ ﺍﷲ ﻣﻦ ﹰﺭﺍﺟﻴﺎ ﺍﻷﻋﻤﺎﻝ ﱀﺻﺎ ، ﺍﻟﻨﺼﲑ ﻭﻧﻌﻢ ﺍﳌﻮﱃ ﻧﻌﻢ ﺇﻧﻪ ﻬﺎﺌﺳﻴ ﻋﻦ ﺎﻭﺯﺠﻳﺘ ﻭﺃﻥ. ﺩ

ﻭﺗﻘﺪﻳﺮ ﺷﻜﺮ ﺮﺸﻜﺍﻟ ﻛﺎﻥ ﺍﺫﺇﹰﺩﻭﺍﻣﺎ ﻟﻠﻨ ﺍﻟﺮﲪﺔ ﻳﺎﺩﺓﺯ ﰲ ﹰﻭﺳﺒﺒﺎ ﻌﻤﺔ ، ﺍﻟﻌﻨﺼﺮ ﻃﻴﺐ ﻋﻠﻰ ﹰﻭﺩﻟﻴﻼ ، ﺀﻔﺎﺻﻭ ﻞﺋﺍﻟﻘﺎ ﻭﺟﻞ ﺰﻋ ﷲﺍ ﺮﻜﺃﺷ ﲏﻧﺈﻓ ﺍﳉﻮﻫﺮ: ﭽ ﭼ ﺁﻳﺔ ﺍﻟﺒﻘﺮﺓ ﺳﻮﺭﺓ: ١٥٢. ﻠﻪﻀﻭﻓ ﻛﺮﻣﻪ ﻣﻦ ﱐﺃﻭﻻ ﻣﺎ ﻋﻠﻰ ، ﲏﻗﺯﻭﺭ ﺇﻟﻴﻪ ﺍﻟﺒﻘﺎﻉ ﺃﺣﺐ ﰲ ﺍﻟﻌﻠﻢ ﻃﻠﺐ ﱄ ﻓﻴﺴﺮ ﺮﺍﻡﳊﺍ ﺑﻴﺘﻪ ﺟﻮﺍﺭ. ﺍﺬﻫ ﺑﻌﺪ ﲏﻳﺴﻌ ﻭﻻ ﺍﻟﻮﺍﺟﺐ ﻳﺘﻢ ﻻ ﻣﻦ ﺮﻜﺷ ﺃﻗﺪﻡ ﺃﻥ ﺇﻻ ﺍﻟﻮﺍﺟﺐ ﺮﺸﻜﺍﻟ ﻭﺳﻠﻢ ﻋﻠﻴﻪ ﷲﺍ ﻠﻰﺻ ﻗﻮﻟﻪ ﰲ ﻚﻟﺫ ﻕﺪﺻﻭ ﺑﻪ ﺇﻻ:" ﺍﷲ ﻳﺸﻜﺮ ﻻ ﺍﻟﻨﺎﺱ ﻳﺸﻜﺮ ﻻ ﻣﻦ " . ﻚﺇﻟﻴ ﺃﺣﺴﻦ ﳌﻦ ﺮﺸﻜﺍﻟ ﰲ ﺀﺟﺎ ﻣﺎ ﺏﺑﺎ ﺍﻟﱪ ﰲ ﻱﺬﺍﻟﺘﺮﻣ ﺭﻭﺍﻩ .ﺣﺴﻦ ﺣﺪﻳﺚ ﻭﻗﺎﻝ ﻫﺮﻳﺮﺓ ﰊﺃ ﺣﺪﻳﺚ ﻣﻦ ﺢﺤﻴﺻ.٤ﺝ ،ﺹ٣٣٩. ﻷﻫ ﻞﻀﺍﻟﻔ ﻳﻌﺮﻑ ﻻ ﻛﺎﻥ ﺍﺫﻭﺇ ﻭﻭﻩﺫ ﺇﻻ ﻞﻀﺍﻟﻔ ﻞ ، ﺺﺧﺎﻟ ﻊﺍﺭﻓ ﲏﻧﺈﻓ ﺇﱃ ﺗﻘﺪﻳﺮﻱ ﻖﺋﻭﻓﺎ ﺮﻱﻜﺷ : ﺍﻟﻘﺮﻯ ﺃﻡ ﺟﺎﻣﻌﺔ ﺇﱃ ـ ﻃﻼﺑﻪ ﺃﻓﺌﺪﺓ ﻄﺔﳏﻭ ﺀﻭﺍﻟﻌﻠﻤﺎ ﺍﻟﻌﻠﻢ ﻣﻨﺎﺭ ﻕﺍﻻﻟﺘﺤﺎ ﺔﺻﻓﺮ ﱄ ﻹﺗﺎﺣﺘﻬﺎ ﻭﺭﻋﺎﻫﻢ ﷲﺍ ﻬﻢﻈﺣﻔ ﲔﺍﳌﺒﺠﻠ ﺬﺃﺳﺎﺗ ﺃﻳﺪﻱ ﻋﻠﻰ ﻓﻴﻬﺎ ﺍﻟﻌﻠﻢ ﻭﺗﻠﻘﻲ ﺎ ، ﺮﺸﻜﺑﺎﻟ ﺺﻭﺃﺧ ﻭﺍﳌ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻗﺴﻢ ﺓﺬﺃﺳﺎﺗ ﺀﺍﺰﺍﳉ ﺧﲑ ﻊﺍﳉﻤﻴ ﷲﺍ ﻯﺰﻭﺟ ﻘﺎﺭﻧﺔ . ﻴﻞﲨ ﻤﺪﳏ ﺍﻟﺪﻛﺘﻮﺭ ﺫﺍﻷﺳﺘﺎ ﲔﺍﻟﻔﺎﺿﻠ ﻳﻦﺫﺍﻷﺳﺘﺎ ﺇﱃ ﻭﺗﻘﺪﻳﺮﻱ ﺮﻱﻜﺷ ﺺﺎﻟﲞ ﺃﺗﻘﺪﻡ ﻛﻤﺎ ـ ﻋﻠﻰ ﺑﺎﳌﻮﺍﻓﻘﺔ ﻼﻀﺗﻔ ﻳﻦﹼﺬﹶﺍﻟﻠ ﺣﺮﻳﺮﻱ ﻤﺪﳏ ﺑﻦ ﷲﺍ ﻋﺒﺪ ﺍﻟﺪﻛﺘﻮﺭ ﺫﻭﺍﻷﺳﺘﺎ ﻁﺧﻴﺎ ﻋﻠﻲ ﺑﻦ ﻭﻟﻴﺎﺆﻣﺴ ﻭﺗﻌﺪﺩ ﻣﻬﺎﻣﻬﻢ ﻭﺗﻨﻮﻉ ﻠﻬﻢﻏﺎﺸﻣ ﺮﺓﺜﻛ ﻊﻣ ﺘﻬﺎﺸﻢﻣﻨﺎﻗ ﻭﺍﻟﺘﻘﺪﻳﺮﻓ، ﺮﺸﻜﺍﻟ ﻛﻞ ﻠﻬﻢ . ـ ﰊﺮﳊﺍ ﱂﺳﺎ ﺣﺎﻣﺪ ﺍﻟﺪﻛﺘﻮﺭ ﺫﺍﻷﺳﺘﺎ ﺳﻌﺎﺩﺓ ﺇﱃ ﻮﻝﺻﻣﻮ ﺮﺸﻜﻭﺍﻟ ﻩﺬﻫ ﻋﻠﻰ ﺃﺷﺮﻑ ﻱﺬﺍﻟ ﺟﺎﻧﺐ ﲔﻭﻟ ﺪﺭﺻ ﺑﺮﺣﺎﺑﺔ ﺍﻟﺮﺳﺎﻟﺔ ،ﺄﺧﻄ ﻣﻦ ﺏﻮﺻ ﻢﻜﻓ ، ﺮﺓﻜﻓ ﻣﻦ ﻭﺟﻪ ﻭﻛﻢ ، ﻭﻛﻢ ﺱﺍﻟﺘﺒﺎ ﻣﻦ ﺢﻭﺿ ﻭﻣﺴﺌﻮﻟﻴﺎﺗﻪ، ﻣﻬﺎﻣﻪ ﺮﺓﺜﻛ ﻣﻦ ﻢﻏﺍﻟﺮ ﻋﻠﻰ ، ﺗﻮﺟﻴﻬﻲ ﰲ ﹰﺟﻬﺪﺍ ﻝﺄﻳ ﱂﻭ ﳑ ﺍﻟﻭﺇﺭﺷﺎﺩﻱ ﺍﺬﻫ ﺝﺇﺧﺮﺍ ﰲ ﺍﻟﻄﺮﻳﻖ ﱄ ﺃﻧﺎﺭ ﺒﺤﺚﺎ.ﺀﺍﺰﺍﳉ ﺧﲑ ﲏﻋ ﷲﺍ ﺍﻩﺰﻓﺠ . ـ ﺄﺧﻄ ﺇﱃ ﲏﻧﺒﻬ ﺃﻭ ﹰﻧﺼﺤﺎ ﱄﺇ ﺃﺳﺪﻯ ﻣﻦ ﻛﻞ ﺮﻜﻭﺃﺷ ، ﺃﻭ ﻗﺮﻳﺐ ﻣﻦ ﺀﺷﻲ ﰲ ﲏﺃﻋﺎﻧ ﺃﻭ ﺑﻌﻴﺪ ،ﺄﺃﺧﻄ ﻓﻴﻤﺎ ﱄ ﻳﻐﻔﺮ ﺃﻥ ﺃﺳﺎﻝ ﷲﻭﺍ ﺕ ،ﺖﺒﺻﺃ ﻓﻴﻤﺎ ﻮﺑﺔﺜﻭﺍﳌ ﻭﺍﻷﺟﺮ. ﻭﺍﻟﻔﻼﺡ ﻖﺍﻟﺘﻮﻓﻴ ﺃﺳﺄﻝ ﻭﺍﷲ ﻫـ

ﺍﶈﺘﻮﻳﺎﺕ ﻗﺎﺋﻤﺔ  ﺍﳌﻮﺿﻮﻉ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺨﺺﺍﻟﻌﺮﺑﻴﺔﻣﻠ ﺑﺎﻟﻠﻐﺔ ................................................ﺏ ﻠﻴﺰﻳﺔﻹﳒﺍ ﺑﺎﻟﻠﻐﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺨﺺﻣﻠ............................................. ﺝ ﻫﻹﺍ ﺀﺪﺍ ....................................................................ﺩ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺸﻜﺮ ............................................................ﻫـ ﻮﻋﺎﺕﺿﺍﳌﻮ ﻓﻬﺮﺱ .........................................................ﻭ ﺍﻷﻭﻝ ﺍﻟﻔﺼﻞ) :ﺍ ﺍﳌﺪﺧﻞ ﻟﺪﺭﺍﺳﺔ ﻡﻟﻌﺎ.................................... ( .١ ﺍﳌﻘﺪﻣﺔ .....................................................................٢ ﺍﻟﺪﺭﺍﺳﺔ ﻉﻮﺿﻣﻮ ...........................................................٥ ﺍﻟﺪﺭﺍﺳﺔ ﻠﺔﺌﺃﺳ ..............................................................٧ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻫﺪﺍﻑ ............................................................٨ ﺍﻟﺪﺭﺍﺳﺔ ﻴﺔﳘﺃ ..............................................................٨ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻨﻬﺞ ..............................................................١٠ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺪﻭﺩ .............................................................١١ ﺍﻟﺪﺭﺍﺳﺔ ﺎﺕﺤﻣﺼﻄﻠ ........................................................١٢ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ..........................................................٥١ ﺍﻟﺜﺎﱐ ﺍﻟﻔﺼﻞ : ﺍﻟﻌﻘﺪﻱ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ .٢١ ﺍﻟﻔﺼﻞ ﻣﺪﺧﻞ...............................................................٢٢ ﺎﻥﻹﳝﺍ ﺩﻻﻟﺔ................................................................:٢٥ ﻭ

ﺍ ﰲ ﺎﻥﻹﳝﺍ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻭﺍﳌﺪﺭﺳﺔ ﻷﺳﺮﺓ.......................................٣٣ ﺎﻥﻹﳝﺍ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺎﺭﻵﺛﺍ..................................٧٣ ﻯﺍﻟﺘﻘﻮ ﺩﻻﻟﺔ...............................................................:٤٤ ﻭﺍﳌﺪ ﺍﻷﺳﺮﺓ ﰲ ﻯﺍﻟﺘﻘﻮ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﺭﺳﺔ ......................................٨٤ ﻯﺍﻟﺘﻘﻮ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺎﺭﻵﺛﺍ..................................٥٠ ﺍﻟﺘﻮﻛﻞ ﺩﻻﻟﺔ..........................:.....................................٥٥ ﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ ﰲ ﺍﻟﺘﻮﻛﻞ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ.......................................٩٥ ﺍﻟﺘﻮﻛﻞ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺎﺭﻵﺛﺍ..................................١٦ ﺍﻟﻔﺼﻞ ﺧﻼﺻﺔ..............................................................٤٦ ﺍﻟﺜﺎﻟﺚ ﺍﻟﻔﺼﻞ:ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ ﺍﻟﺘﻌﺒﺪﻱ ﺍﳉﺎﻧﺐ ﰲ..٥٦ ﺍﻟﻔﺼﻞ ﺇﱃ ﻣﺪﺧﻞ............................................................٦٦ ﺎﻓﺔﻈﻭﺍﻟﻨ ﺍﻟﻄﻬﺎﺭﺓ ﺩﻻﻟﺔ...............:.......................................٨٦ ﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ ﰲ ﺎﻓﺔﻈﻭﺍﻟﻨ ﺍﻟﻄﻬﺎﺭﺓ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ..............................٧٢ ﺎﻓﺔﻈﻭﺍﻟﻨ ﺍﻟﻄﻬﺎﺭﺓ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺎﺭﻵﺛﺍ.........................٥٧ ﺩﻻﻟﺔ ﺍﻟﺼﻼﺓ ﺀﺃﺩﺍ ﻋﻠﻰ ﺔﻈﺎﻓﶈﺍ.............................................:.٧٧ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﺀﺃﺩﺍ ﻋﻠﻰ ﺔﻈﺎﻓﶈﰲﺍ ﺍﻟﺼﻼﺓ ﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ.....................٨٠ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺎﺭﻵﺛﺍ ﺍﻟﺼﻼﺓ ﺀﺃﺩﺍ ﻋﻠﻰ ﺔﻈﺎﻓﶈﺍ................٨٢ ﺍﷲ ﺳﺒﻴﻞ ﰲ ﻕﻧﻔﺎﻹﺍ ﺩﻻﻟﺔ................:..................................٦٨ ﺍﻷ ﰲ ﺍﷲ ﺳﺒﻴﻞ ﰲ ﻕﻧﻔﺎﻹﺍ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻭﺍﳌﺪﺭﺳﺔ ﺳﺮﺓ..........................٩٨ ﺍﻟﺘ ﺎﺭﻵﺛﺍ ﻕﻧﻔﺎﻹﺍ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺮﺑﻮﻳﺔ ﺍﷲ ﺳﺒﻴﻞ ﰲ.....................١٩ ﺍﻟﻔﺼﻞ ﺧﻼﺻﺔ..............................................................٦٩ ﻱ

ﺍﻟﺮﺍﺑﻊ ﺍﻟﻔﺼﻞ: ﺍﻷﺧﻼﻗﻲ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻨﺒﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﻻﻻﺕ.. ٧٩ ﺍﻟﻔﺼﻞ ﻣﺪﺧﻞ...............................................................٨٩ ﺑﺎﻟﻌﻬﺪ ﺀﺍﻟﻮﻓﺎ ﺩﻻﻟﺔ..........................................................١٠١ ﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ ﰲ ﺑﺎﻟﻌﻬﺪ ﺀﺍﻟﻮﻓﺎ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ................................١٠٦ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺎﺭﻵﺛﺗﻄﺒﻴﺍ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺑﺎﻟﻌﻬﺪ ﺀﺍﻟﻮﻓﺎ ﺩﻻﻟﺔ ﻖ...........................١٠٧ ﺍﻟﺸﻜﺮ ﺩﻻﻟﺔ.......................:.......................................١١٢ ﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ ﰲ ﺍﻟﺸﻜﺮ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ......................................٧١١ ﺍﻟﺸﻜﺮ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺎﺭﻵﺛﺍ.................................٩١١ ﺍﻟﻌﻔﻮ ﺩﻻﻟﺔ.....................:...........................................١٢٢ ﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ ﰲ ﺍﻟﻌﻔﻮ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ.......................................١٢٧ ﺍﻟﻌﻔﻮ ﺩﻻﻟﺔ ﻖﺗﻄﺒﻴ ﻋﻦ ﺔﲡﺍﻟﻨﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺎﺭﻵﺛﺍ..................................١٢١ ﺍﻟﻔﺼﻞ ﺧﻼﺻﺔ.............................................................٣١٢ ﺍﻟﺪﺭﺍﺳﺔ ﺧﺎﲤﺔ.............................................................. ٣٣١ ﺍﳋﺎﲤﺔ.....................................................................٤٣١ ﺍﻟﻨﺘﺎﺋﺞ....................................................................٥٣١ ﺍﻟﺘﻮﺻﻴﺎﺕ................................................................٧٣١ ﺍﳌﻘﺘﺮﺣﺔﺍﻟ ﺪﺭﺍﺳﺎﺕ........................................................ ٨٣١ ﻭﺍﳌﺮ ﺍﳌﺼﺎﺩﺭ ﺍﺟﻊ..........................................................٩٣١ ﺍﻟﺴﻮﺭ ﺣﺴﺐ ﻣﺮﺗﺒﺔ ﺍﻟﺼﱪ ﺁﻳﺎﺕ ﺟﺪﺍﻭﻝ ﺤﻖﻣﻠ..............................٨٤١ ﺡ

١ ﺍﻷﻭﻝ ﺍﻟﻔﺼﻞ : ﺍﳌﻘﺪﻣﺔ ـ . ﺍﻟﺪﺭﺍﺳﺔ ﻣﻮﺿﻮﻉ ـ . ﺃﺳﺌﻠﺔـ ﺍﻟﺪﺭﺍﺳﺔ . ﺍﻟﺪﺭﺍﺳﺔـ ﺃﻫﺪﺍﻑ . ـ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻫﻤﻴﺔ . ﺍﻟﺪﺭﺍﺳﺔ ﻣﻨﻬﺞ ـ . ﺍﻟﺪﺭﺍﺳﺔ ﺣﺪﻭﺩ ـ . ﺍﻟﺪﺭﺍﺳﺔ ﻣﺼﻄﻠﺤﺎﺕ ـ . ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ـ .

٢ ﺍﳌﻘﺪﻣﺔ: اﻟﻘﺎﺋﻞ ﷲ اﻟﺤﻤﺪ: ﭽ ں ﮟ ڻ ﭨﮡ ﭩ ۀ ﮥ ﭼ ﺁﻳﺔ ﺍﻟﺮﻋﺪ ﺳﻮﺭﺓ: ٤٢.واﻟﺼﻼ ﻣﻦ ﻋﻠﻰ واﻟﺴﻼم ة اﻷوﺻﺎف ﺑﺄﺣﺴﻦ رﺑﮫ وﺻﻔﮫ وﺟﻞ، ﻋﺰ ﻓﻘﺎل:ﭽ ﮛ ﮜ ﮝ ﭼں ﺁﻳﺔ ﺍﻟﻘﻠﻢ ﺳﻮﺭﺓ: ٤  ﻧﺒﯿﻨﺎ وﺻﺤﺒﮫ آﻟﮫ وﻋﻠﻰ ﻣﺤﻤﺪ ، ﻧﮭﺠﮫ ﻋﻠﻰ ﺳﺎر وﻣﻦ ، أﺛﺮه واﻗﺘﻔﻰ ، ﺑﺴﻨﺘﮫ واﺳﺘﻦ اﻟﺪﯾﻦ، ﯾﻮم إﻟﻰ  ﺑﻌــــــــﺪ أﻣﺎ : ﻛﺘﺎﺑﮫ ﺑﻘﺮاءة اﻟﻤﺴﻠﻢ أﻣﺮ وﺗﻌﺎﻟﻰ ﺗﺒﺎرك اﷲ ﻓﺈن آ، وﺗﺪﺑﺮ ﯾﺎﺗﮫ ﺑﮭﺎ واﻟﺘﺄدب . ﻋﻨﮫ واﻟﺒﻌﺪ ھﺠﺮه ﻋﻦ ﻧﮭﺎه ﻛﻤﺎ وﺟﻞ، ﻋﺰ ﻓﻘﺎلﭽ ﮑ گ ﮓ ﮔ ﮕ ڳ ﮗ ﭼ ﺁﻳﺔ ﳏﻤﺪ ﺳﻮﺭﺓ:٤٢.  ﻗﻄﺐ ﺳﯿﺪ ،ﯾﻘﻮل ﺗﻔﺴﯿﺮه ﻓﻲ " اﻟﻘﺮآن ﻇﻼل ١،ﻓﻲ٦٠٤" " ﯾﺰﯾﻞ اﻟﻘﺮآن وﺗﺪﺑﺮ ﺬاﻟﻨﻮاﻓ ﺢوﯾﻔﺘ ﺎوةﻐﺸاﻟ ، اﻟﻨﻮر ﺐﻜوﯾﺴ ، ﺎﻋﺮﺸاﻟﻤ وﯾﺤﺮك ، اﻟﻘﻠﻮب ﺶوﯾﺴﺘﺠﯿ ، ﻤﯿﺮﻀاﻟ ﺺﻠﺨوﯾ وﯾ، حﻟﻠﺮو ﺣﯿﺎة ﺸﺊﻨ ، ﺑﮭﺎ ﺾﺗﻨﺒ ، وﺗﺴﺘﻨﯿﺮ قﺮﺸوﺗ" ٦ﺝ ، ٧٩٢٣ﺹ.  ﺔﻣﺮﺳﻠ ﻣﻌﺪة اﻟﺒﻼء حورﻣﺎ ، ﺔﻣﺘﺘﺎﺑﻌ ﺔﺮﻋﺸﻣ اﻟﻤﺼﺎﺋﺐ ﺳﮭﺎم اﻟﺪﻧﯿﺎ هﺬھ ﻓﻲ وﺗﻌﺎﻟﻰ ﺳﺒﺤﺎﻧﮫ اﷲ وﺳﻨﻦ ، وأﺣﺰان ﺪﻜوﻧ ، واﻣﺘﺤﺎن اﺑﺘﻼء دار ﻓﻲ ﻓﻨﺤﻦ ، وﻧﺤﻦ ، ﯾﺘﺒﺪل ﻻ ﻋﺒﺎده ﻓﻲ هؤﺎﻀوﻗ ، ﯿﺮﻐﺗﺘ ﻻ ﺔﺛﺎﺑﺘ ﻠﻘﮫﺧ ﻓﻲ اﻟﻨﻮازل ﺎھﺪﺸﻧ ، ﺑﮭﻢ ﺗﻠﻢ عواﻟﻘﻮار ، سﺑﺎﻟﻨﺎ ﻂﺗﺤﯿ ﺧﻂوﺳﺎ ، وﺻﺎﺑﺮ ﺎﻛﺮﺷ ﺑﯿﻦ سﻓﺎﻟﻨﺎ ، وﯾﺄﺛﻢ مﺬﯾ ﺨﻂوﺑﺎﻟﺴ ، ﺟﺮﺆوﯾ اﻟﻌﺒﺪ ﺎبﺜﯾ اﻟﻤﺼﺎﺋﺐ ﻋﻠﻰ ﻓﺒﺎﻟﺼﺒﺮ ، ﻣﺮﺬﻣﺘ ﺌﻚأوﻟ وﺣﺴﻦ ﮭﺪاءﺸواﻟ واﻟﺼﺎﻟﺤﯿﻦ واﻟﺼﺪﯾﻘﯿﻦ اﻟﻨﺒﯿﯿﻦ ﺔﻣﻨﺰﻟ ﻎﯾﺒﻠ ﺮﺸﻜوﺑﺎﻟ ًرﻓﯿﻘﺎ . ﺬاﻟ ، ﺒﺘﯿﻦﺨاﻟﻤ ﻊﻣ ﻓﮭﻮ ﺮﺷﻜو ﺻﺒﺮ ﻓﯿﮭﻢﻓﻤﻦ وﺗﻌﺎﻟﻰ ﺳﺒﺤﺎﻧﮫ اﷲ ﻗﺎل ﯾﻦ:ﮑﭽ گ ﮓ ﮔ ﮕ ڳ ﮗ ﮘ ﮙ ڱ ﮛ ﮜ ﮝ ں ﮟ ڻ ﮡ ﭨ ﭩ ﭼ ﺳﻮﺭﺓ ﺁﻳﺔ ﺍﳊﺞ: ٤٣/ ٥٣ اﷲ رﺳﻮل ﻋﻨﺎه ﺬياﻟ وھﻮ ﺑﻘﻮﻟﮫ وﺳﻠﻢ ﻋﻠﯿﮫ اﷲ ﺻﻠﻰ ) ذاك وﻟﯿﺲ ﺧﯿﺮ ﻛﻠﮫ أﻣﺮه إن اﻟﻤﺆﻣﻦ ﻷﻣﺮ ﻋﺠﺒﺎ ﺿﺮاء أﺻﺎﺑﺘﮫ وإن ﻟﮫ ﺧﯿﺮا ﻓﻜﺎن ﺷﻜﺮ ﺳﺮاء أﺻﺎﺑﺘﮫ إن ﻟﻠﻤﺆﻣﻦ إﻻ ﻷﺣﺪ ﻟﮫ ﺧﯿﺮا ﻓﻜﺎن ﺻﺒﺮ( ﺻﺤﻴﺢ ﻣﺴﻠﻢ ، ﻭﺍﻟﺮﻗﺎﺋﻖ ﺍﻟﺰﻫﺪ ﻛﺘﺎﺏ ، ٠٠٢١ﺹ.

٣ ﮭﺰمُﯾ ﻻ ًوﺟﻨﺪا ، ﯾﻨﺒﻮ ﻻ ًوﺻﺎرﻣﺎ ، ﺒﻮﻜﯾ ﻻ ًﺟﻮادا اﻟﺼﺒﺮ ﺟﻌﻞ ﺳﺒﺤﺎﻧﮫ اﷲ إن ﻊﻣ ﻓﺎﻟﻨﺼﺮ ﻘﯿﻘﺎنﺷ ﻮانﺧأ واﻟﻨﺼﺮ ﻓﮭﻮ ، ﻠﻢﺜﯾ ﻻو ﯾﮭﺪم ﻻ ًﺣﺼﯿﻨﺎ ًوﺣﺼﻨﺎ ، ﻊﻣ واﻟﻌﺴﺮ ﺮبﻜاﻟ ﻊﻣ جواﻟﻔﺮ ، اﻟﺼﺒﺮ أﻧﺼﺮ وھﻮ ، اﻟﯿﺴﺮ ﻣﻦ ﻟﺼﺎﺣﺒﮫ وﻟﻘﺪ ، اﻟﺠﺴﺪ ﻣﻦ ساﻟﺮأ ﻛﻤﺤﻞ ﻔﺮﻈاﻟ ﻣﻦ وﻣﺤﻠﮫ ، ﻋﺪد ﻻو ﻋﺪة ﺑﻼ اﻟﺮﺟﺎل ، ﺣﺴﺎب ﯿﺮﻐﺑ أﺟﺮھﻢ ﯾﻮﻓﯿﮭﻢ أﻧﮫ ﺘﺎبﻜاﻟ ﻢﻜﻣﺤ ﻓﻲ ﻷھﻠﮫ قاﻟﺼﺎد اﻟﻮﻓﻲ ﻤﻦﺿ ﺗﻌﺎﻟﻰ ﻓﻘﺎل ، اﻟﻤﺒﯿﻦ وﻓﺘﺤﮫ اﻟﻌﺰﯾﺰ وﻧﺼﺮه ﺑﮭﺪاﯾﺘﮫ ﻣﻌﮭﻢ أﻧﮫ ﺒﺮھﻢﺧوأ: ﭽﭛڀ ﭜ ﭝ ٺ ﭟ ﭼ ﺳﻮﺭﺓ ﺁﻳﺔ ﺍﻷﻧﻔﺎﻝ:٦٤ اﻟ ﻔﺮﻈﻓ ، ﺮةﻵﺧوا اﻟﺪﻧﯿﺎ ﯿﺮﺨﺑ ّﺔاﻟﻤﻌﯿ هﺬﺑﮭ ﺼﺎﺑﺮون اﻟﺪﯾﻦ ﻓﻲ ﺔﻣﺎﻣﻹا ﺳﺒﺤﺎﻧﮫ وﺟﻌﻞ ، ﺎھﺮةﻈواﻟ ﺔﻨﻃاﻟﺒﺎ ﺑﻨﻌﻤﮫ ، ﺑﮭﺎ وﻓﺎزوا اﻟﻤﮭﺘﺪون ىاھﺘﺪ وﺑﻘﻮﻟﮫ ﺗﻌﺎﻟﻰ ﻓﻘﺎل ، واﻟﯿﻘﯿﻦ ﺑﺎﻟﺼﺒﺮ ﻃﺔﻣﻨﻮ ﺗﻌﺎﻟﻰ ﻗﺎل : ﭽ چ ﭻ ﭼ ﭽ ڇ ﭿ ﮁﮀ ڍ ﮃ ڌ ﭼ ﺳﻮﺭﺓ ﺁﻳﺔ ﺍﻟﺴﺠﺪﺓ: ٤٢ ﻛﺪﺆﻣ ﻷھﻠﮫ ﯿﺮﺧ اﻟﺼﺒﺮ أن ﺒﺮﺧوأ ﺗﻌﺎﻟﻰ ﻓﻘﺎل ، ﺑﺎﻟﯿﻤﯿﻦ: ﭽ ﭼ ﺁﻳﺔ ﺍﻟﻨﺤﻞ ﺳﻮﺭﺓ: ٦٢١. ﺗﻌﺎﻟﻰ ﻓﻘﺎل ﺒﯿﻦﻏﻟﻠﺮا ﯿﺐﻏﺗﺮ ﻢﻈأﻋ ﻚﻟذ وﻓﻲ ﻷھﻠﮫ ﻣﺤﺒﺘﮫ ﻋﻦ ﺳﺒﺤﺎﻧﮫ ﺒﺮﺧوأ :ﭽﯡ ۉ ﯣ ﭼ ﺁﻳﺔ ﻋﻤﺮﺍﻥ ﺁﻝ ﺳﻮﺭﺓ:٦٤١. ﻣﻤﺎ ﯿﺮﺧ ﻣﻨﮭﺎ ﻛﻞ ، ثﻼﺜﺑ اﻟﺼﺎﺑﺮﯾﻦ ﺮﺸﺑ وﻟﻘﺪ ﺗﻌﺎﻟﻰ ﻓﻘﺎل ﯾﺘﺤﺎﺳﺪون اﻟﺪﻧﯿﺎ أھﻞ ﻋﻠﯿﮫ:ﭽ ﭫ ﭬ ﭭ ڦ ﭯ ﭰ ﭱ ڄ ﭳ ﭴ ﭵ ڃ ﭷ ﭸ ﭹ چ ﭻ ﭼ ﭽ ﭿڇ ﮀ ﮁ ڍﭼ ﺳﻮﺭﺓ ﺁﻳﺔ ﺍﻟﺒﻘﺮﺓ:٥٥١/ ٧٥١ . إﻟﻰ ﻮاّوﺗﺮﻗ ﺑﺼﺒﺮھﻢ اﻟﺴﻌﺪاء أدرﻛﮫ ﺶﻋﯿ ﯿﺮﺨﻓ اﻟﻨﻌﯿﻢ تﺟﻨﺎ إﻟﻰ ﺮﺸﻜواﻟ اﻟﺼﺒﺮ ﺟﻨﺎﺣﻲ ﺑﯿﻦ ﻓﺴﺎروا ، ﺮھﻢﺸﻜﺑ اﻟﻤﻨﺎزل أﻋﻠﻰ ﯿﻢﻈاﻟﻌ ﻞﻀاﻟﻔ وذ واﷲ ﺎءﺸﯾ ﻣﻦ ﺗﯿﮫﺆﯾ اﷲ ﻞﻀﻓ ﻚﻟذو ،. ﺔﯿﻠﻀوﻓ ﺳﻼمﻹا ﻓﻲ ﺔﻼﻗﯿﺧاﻷ ﺎﺋﻞﻀاﻟﻔ أھﻢ ﻣﻦ ،اﻟﺼﺒﺮ ﻓﻲ تورد ﺚﺣﯿ ًﻌﺎﺿﻣﻮ ﺗﺴﻌﻮن ﻣﻦ ﺮﺜأﻛ ﻓﻲ اﷲ ﻛﺘﺎب ، اﷲ وﻋﺪ ﺬياﻟ واﻟﺠﺰاء ﻮابﺜاﻟ أن ﻛﻤﺎ وأھﻤﯿﺘﮭﺎ ﻤﮭﺎﻈﻋ ﻋﻠﻰ ﯾﺪل ﺔﯿﻠﻀاﻟﻔ هﺬھ أﺻﺤﺎب ﺑﮫ ﺗﻌﺎﻟﻰ، ﻗﻮﻟﮫ ﻚﻟذ وﻣﻦ: ﭽ ﭼ ﺁﻳﺔ ﺍﻟﺒﻘﺮﺓ ﺳﻮﺭﺓ: ٣٥١ ﺗﻌﺎﻟﻰ وﻗﺎل: ﭽ ﭼ ﺍﻟﺰﻣﺮﺁﻳﺔ ٠١ﺳﻮﺭﺓ. ﻛﻠﮭﺎ ﻧﺴﺎنﻹا ﺣﯿﺎة ﻤﻞﺷ ﻓﻘﺪ اﻟﺼﺒﺮ ﻣﻔﮭﻮم وأﻣﺎ أﺣﻮاﻟﮫ ﻊﺟﻤﯿ ﻓﻲ ﻋﻠ، ﻧﺴﺎنﻹا ﯾﺼﺒﺮ ﺎءﺧواﻟﺮ ﺔاﻟﻨﻌﻤ ﺔﺣﺎﻟ ﻓﻔﻲ اﷲ ﺔﺎﻋﻃ ﻰ وﻋﺒﺎدﺗﮫ ، ﯾﺼﺒﺮ ﻛﻤﺎ اﻷﺣﻮال ﻛﻞ ﻓﻲ اﷲ ﺔﻣﻌﺼﯿ ﻋﻦ ، ﺪةﺸاﻟ ﺔﺣﺎﻟ وﻓﻲ وا ﺎءﻀاﻟﻘ ﻋﻠﻰ ًﺎﻀأﯾ ﯾﺼﺒﺮ أن ﻋﻠﯿﮫ ﺔواﻟﻤﺼﯿﺒ ﻟﻘﺪر ، اﻷﺟﺮ أن وﻟﯿﻌﻠﻢ واﺣﺘﺴﺐ ﺻﺒﺮ اذإ ﻻإ اﻟﻤﺴﻠﻢ ﺴﺒﮭﺎﻜﯾ ﻻ ﺔﻮﺑﺜواﻟﻤ .ﺮورةﺿ ﻋﻠﻰ ﯾﺪل وﻣﻤﺎ

٤ اﻟﺼﺒﺮ أن ﺑﯿﻦ ﻣﻦ ﻓﻤﻨﮭﻢ ؛ ﻚﻟذ ﻓﻲ ﻒاﻟﺴﻠ ﻋﻠﻤﺎء ﺳﻄﺮه ﻣﺎ ﺎﻧﺘﮫﻜوﻣ اﻟﺼﺒﺮ اﻟﺪﯾﻦ ﻒﻧﺼ ، اﻟﺠﺴﺪ ﻣﻦ ساﻟﺮأ ﺔﺑﻤﻨﺰﻟ ﺟﻌﻠﮫ ﻣﻦ وﻣﻨﮭﻢ . ﺳﻼﻹا واھﺘﻤﺎم ﺎﻣﻞﺸاﻟ اﻟﺼﺒﺮ ﻣﻔﮭﻮم إﻟﻰ اﻟﻤﺴﻠﻢ ﺮﻈﻧ وﻟﻮ ﻋﻠﻰ ﮫﺜوﺣ ﺑﮫ م ﻟﻠﺼﺎﺑﺮﯾﻦ وﻣﺪﺣﮫ ﺑﮫ ﻖﻠﺨ،اﻟﺘ ﻓﻲ ودور أﺛﺮ ﻣﻦ ﻖﻠﺨاﻟ اﺬﻟﮭ ﻟﻤﺎ ﻧﺴﺎنﻹا ﻟﺘﯿﻘﻦ ﺼﯿﺘﮫﺷﺨو ﺣﯿﺎﺗﮫ ، ﯿﺮهﻏ ﻊﻣ ﻓﻲوﺗﻌﺎﻣﻠﮫ ﺑﻌﺪ اﷲ إﻟﻰ وﻣﺼﯿﺮه ﺮﺗﮫﺧوآ دﻧﯿﺎه وﻓﺎﺗﮫ . ﺍﻟﺪﺭﺍﺳﺔ ﻣﻮﺿﻮﻉ : ﻛﺘﺎﺑﮫ ﻓﻲ ﺔاﻟﺠﻮزﯾ ﻗﯿﻢ اﺑﻦ ﯾﻘﻮل " ﺎﻛﺮﯾﻦﺸاﻟ ﯿﺮةذﺧو اﻟﺼﺎﺑﺮﯾﻦ ﻋﺪة ، ١٠٤٨ ھـ " : " ﻧﺼﻔﯿﻦ ﯾﻤﺎنﻹا : ﺻﺒﺮ ﻒﻧﺼ ، ﺮﺷﻜ ﻒوﻧﺼ ، ًﺣﻘﯿﻘﺎ وﻛﺎن اﻷﺻﻠﯿﻦ ﯾﻦﺬھ ﯾﮭﻤﻞ ﻻ أن ﺳﻌﺎدﺗﮭﺎ وآﺛﺮ ﻧﺠﺎﺗﮭﺎ وأﺣﺐ ﻧﻔﺴﮫ ﺢﻧﺼ ﻣﻦ ﻋﻠﻰ ، ﯾﻌﺪل ﻻو اﻟﻘﺎﺻﺪﯾﻦ اﻟﻄﺮﯾﻘﯿﻦ ﯾﻦﺬھ ﻋﻦ" ٩ﺹ. أﺑﺮز ﻣﻦ اﻟﺼﺒﺮ ﺔﯿﻠﻀﻓ إن ﺷﺊاﻟﻨﺎ ﺔﺗﺮﺑﯿ ﻓﻲ ﻋﻠﯿﮭﺎ ﯾﺮﻛﺰ أن اﻟﻤﺴﻠﻢ اﻟﻤﺮﺑﻲ ﻋﻠﻰ ﻲﻐﯾﻨﺒ اﻟﺘﻲ ﺎﺋﻞﻀاﻟﻔ ،اﻟﻤﺴﻠﻢ ﺳﻼمﻹا ﻓﻲ ﺔﻼﻗﯿﺧاﻷ ﺔاﻟﺘﺮﺑﯿ رﻛﺎﺋﺰ أھﻢ ﻣﻦ ﻷﻧﮭﺎ ، اﻷﺛﺮ أﻛﺒﺮ وﻟﮭﺎ ﺷﺊاﻟﻨﺎ ﺔﺼﯿﺷﺨ ﻮﯾﻦﻜﺗ ﻓﻲ ، ﻧﺴﺎنﻹا ﺣﯿﺎة ﻓﻲ ﺔﯿﻤﻈﻋ ﺔﻣﻨﺰﻟ ﻟﮭﺎ ﻛﻤﺎ . ﻷﻧﮭﺎ ﺔﺘﻠﻔﺨاﻟﻤ ﺗﮭﺎﻻﻣﺠﺎ ﻊﺟﻤﯿ ﻓﻲ ﻛﻠﮭﺎ ﺣﯿﺎﺗﮫ ﺟﻮاﻧﺐ ﻤﻞﺸﺗ . هﺬھ وﺗﺮﻛﺰ ﺔاﻟﺪراﺳ وﺗﻄﺒﯿﻘﮭﺎ اﻟﺼﺒﺮ تآﯾﺎ ﻣﻦ ﺔاﻟﺘﺮﺑﻮﯾ تﻻﻻاﻟﺪ اﺳﺘﻨﺒﺎط ﻋﻠﻰ اﻷﺳﺮة ﻓﻲ ﺔواﻟﻤﺪرﺳ . ﺔﻣﻌﺎﻟﺠ ﻓﻲ ﻛﺒﯿﺮ دور اﻟﺼﺒﺮ تﯾﺎﻵ ﻛﺎن اﻟﺤﯿﺎةوﻟﻘﺪ ﺟﻮاﻧﺐ ﻊﺟﻤﯿ ذإ ؛ ياﻟﻌﻘﺪ ﺑﺎﻟﺠﺎﻧﺐ ًﺎﻐﺑﺎﻟ ًاھﺘﻤﺎﻣﺎ ﺖاھﺘﻤ ، ﺶﯾﻌﯿ أن ﻊﯾﺴﺘﻄﯿ ﻻ ﻧﺴﺎنﻹا ﻷن ﻚﻟذ ﺔﺻﺤﯿﺤ ﻋﻘﯿﺪة ﺑﺪون ﻒﯿﻜﯾﺘ و ، ﺔاﻟﺘﺮﺑﯿ ﺲوأﺳ ﻗﻮاﻋﺪ ﻮﺋﮭﺎﺿ ﻋﻠﻰ ﱡوﯾﻌﺪ ﯾﺒﻨﻲ ﺗﺮﺑﯿﺘﮫ ، ﻛﻞ سأﺳﺎ ﯾﻤﺎنﻹﻓﺎ ﺔﻠﺿﻓﺎ ﺣﯿﺎة ﺳﻠﯿ، ﺔﺗﺮﺑﯿ وﻛﻞ ﺔﻤ ، ﺳﻌﯿﺪة ﺣﯿﺎة ﻓﻼ إﯾﻤﺎن ،ﺑﻼ ﺮةﻵﺧوا اﻟﺪﻧﯿﺎ يﯿﺮﺨﻟ ﺔﺟﺎﻣﻌ ىاﻟﺘﻘﻮ أن ﻛﻤﺎ ، اﷲ ﺔوﺻﯿ وھﻲ ﺮﯾﻦﻵﺧوا اﻷوﻟﯿﻦ ﻠﻘﮫﺨﻟ ﺗﻌﺎﻟﻰ . ﻟﻢ ﺗﻌﺎﻟﻰ اﷲ ﻷن ؛ ًﻛﺒﯿﺮا ًﺗﺮﻛﯿﺰا ياﻟﺘﻌﺒﺪ اﻟﺠﺎﻧﺐ ﻋﻠﻰ اﻟﺼﺒﺮ تآﯾﺎ ترﻛﺰ ﻛﻤﺎ ﻖﻠﺨﻟﯿﻌﯿﺪوهﯾ ﻠﻘﮭﻢﺧ وإﻧﻤﺎ ًﺎﺜﻋﺒ ﻖﻠﺨاﻟ .اﻟﻤﺴﻠﻢ ﻋﻨﻮان ھﻲ ﻓﺎﻟﻄﮭﺎرة أھﻢ وھﻲ

٥ ىﺮﺧاﻷ اﻷدﯾﺎن ﺳﺎﺋﺮ ﻋﻦ ﺳﻼﻣﻲﻹا اﻟﺪﯾﻦ تﻣﻤﯿﺰا واﻟﻤﻄﻌﻢ ﺲاﻟﻤﻠﺒ ﺔﺎﻓﻈﻓﻨ ﻋﻠﯿﮫ اﻟﻤﺴﻠﻢ صﯾﺤﺮ ﻣﻤﺎ ﻛﻠﮭﺎ ﺮبﺸواﻟﻤ ، روﺣﮫ ﮭﺎرةﻃ ﻓﻲ ًﻋﺎﻟﯿﺎ وﯾﺴﻤﻮ ﺑﻞ واﻷ تواﻟﻤﻮﺑﻘﺎ ﺶاﻟﻔﻮاﺣ ﻣﻦ إﻟﯿﮭﺎ ﯾﺴﻲء ﻣﺎ ﻛﻞ ﻣﻦ وﻧﻔﺴﮫ وﻗﻠﺒﮫﺿ ﺎنﻐ واﻷﺣﻘﺎد .أن ﻋﻤﺎﻛﻤﺎ اﻟﺼﻼة اﻟﺪﯾﻦ د ، ﺑﺮﺑﮫ اﻟﻌﺒﺪ ﺔوﺻﻠ . ًﺎﻀأﯾ ﺗﮭﻤﻞ وﻟﻢ ﺔﻣﯿﺘ ﺔأﻣ ﺔﻠﺿﻓﺎ قﻼﺧأ ﻋﻠﻰ ﺶﺗﻌﯿ ﻻ اﻟﺘﻲ ﺔاﻷﻣ ﻷن ﻼﻗﻲﺧاﻷ اﻟﺠﺎﻧﺐ ، ﻒواﻟﺘﺄﻓ ﺠﺮﻀاﻟﺘ ﻋﻠﻰ ﯾﺮﺑﻰ ﻻ ﻓﺎﻟﻤﺴﻠﻢ ، ﮭﻮاﺗﮫﺷو أھﻮاﺋﮫ ﻊﺗﺘﺒ ﻋﻠﻰ ﯾﺮﺑﻰ ﻻو ، تﺮاﻜاﻟﻤﻨ ﺗﺮك و ﺔاﻟﻄﺎﻋ اﻟﺘﺰام ﻋﻠﻰ ﻋﻠﻰ ﯾﺮﺑﻰ وإﻧﻤﺎ . أ ﻣﻦ اﻟﺼﺒﺮ أن ﺚﺳﻤوﺣﯿ ىرأ اﻷﻧﺒﯿﺎء ﻖﻠﺧ ھﻮ ﺑﻞ قﻼﺧاﻷ ﻰ أن ﺚاﻟﺒﺎﺣ دراﺳﺘﮫ عﻮﺿﻣﻮ ﻮنﻜﯾ " ﻓﻲ اﻟﺼﺒﺮ تآﯾﺎ ﻣﻦ ﺔاﻟﻤﺴﺘﻨﺒﻄ ﺔاﻟﺘﺮﺑﻮﯾ تﻻﻻاﻟﺪ ﺔواﻟﻤﺪرﺳ اﻷﺳﺮة ﻓﻲ وﺗﻄﺒﯿﻘﺎﺗﮭﺎ ﺮﯾﻢﻜاﻟ اﻟﻘﺮآن ." ﺃﺳﺌﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ : ﻋﻠﻰ ﺔﺟﺎﺑﻹا ﺔاﻟﺪراﺳ الﺗﺤﺎولﺆاﻟﺴ اﻟﺘﺎﻟﻲ ﺲاﻟﺮﺋﯿ : ﻣﻦ ﺔاﻟﻤﺴﺘﻨﺒﻄ ﺔاﻟﺘﺮﺑﻮﯾ تﻻﻻاﻟﺪ ﻣﺎ ؟ ﺮﯾﻢﻜاﻟ اﻟﻘﺮآن ﻓﻲ اﻟﺼﺒﺮ تآﯾﺎ اﺬھ ﻣﻦ عالوﺗﺘﻔﺮﺆاﻟﺴ ﺔاﻟﺘﺎﻟﯿ ﺔﻠﺌاﻷﺳ : س١ / ياﻟﻌﻘﺪ اﻟﺠﺎﻧﺐ ﻓﻲ اﻟﺼﺒﺮ تآﯾﺎ ﻣﻦ ﺔاﻟﻤﺴﺘﻨﺒﻄ ﺔاﻟﺘﺮﺑﻮﯾ تﻻﻻاﻟﺪ ﻣﺎ ؟ ﺗﻄﺒﯿﻘﮭﺎ ﻋﻦ ﺔاﻟﻨﺎﺗﺠ ﺛﺎرﻵا وﻣﺎ ؟ ﺔواﻟﻤﺪرﺳ اﻷﺳﺮة ﻓﻲ ﺗﻄﺒﯿﻘﮭﺎ وﻣﺎ ؟ س٢/ ا ﻓﻲ اﻟﺼﺒﺮ تآﯾﺎ ﻣﻦ ﺔاﻟﻤﺴﺘﻨﺒﻄ ﺔاﻟﺘﺮﺑﻮﯾ تﻻﻻاﻟﺪ ﻣﺎ ﻟﺠﺎﻧﺐ ﻋﻦ ﺔاﻟﻨﺎﺗﺠ ﺛﺎرﻵا وﻣﺎ ؟ ﺔواﻟﻤﺪرﺳ اﻷﺳﺮة ﻓﻲ ﺗﻄﺒﯿﻘﮭﺎ وﻣﺎ ؟ ياﻟﺘﻌﺒﺪ ؟ ﺗﻄﺒﯿﻘﮭﺎ س٣ / اﻟﺠﺎﻧﺐ ﻓﻲ اﻟﺼﺒﺮ تآﯾﺎ ﻣﻦ ﺔاﻟﻤﺴﺘﻨﺒﻄ ﺔاﻟﺘﺮﺑﻮﯾ تﻻﻻاﻟﺪ ﻣﺎ ﻋﻦ ﺔاﻟﻨﺎﺗﺠ ﺛﺎرﻵا وﻣﺎ ؟ ﺔواﻟﻤﺪرﺳ اﻷﺳﺮة ﻓﻲ ﺗﻄﺒﯿﻘﮭﺎ وﻣﺎ ؟ ﻼﻗﻲﺧاﻷ ؟ ﺗﻄﺒﯿﻘﮭﺎ

٦ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻫﺪﺍﻑ : اﻟﺘﺮﺑﻮ١ تﻻﻻاﻟﺪ ﺔﻣﻌﺮﻓ ـ ياﻟﻌﻘﺪ اﻟﺠﺎﻧﺐ ﻓﻲ اﻟﺼﺒﺮ تآﯾﺎ ﻣﻦ ﺔﯾ ، ﺔواﻟﻤﺪرﺳ اﻷﺳﺮة ﻓﻲ وﺗﻄﺒﯿﻘﮭﺎ ، ﺗﻄﺒﯿﻘﮭﺎ ﻋﻦ ﺔاﻟﻨﺎﺗﺠ ﺛﺎرﻵوا . ٢ياﻟﺘﻌﺒﺪ اﻟﺠﺎﻧﺐ ﻓﻲ اﻟﺼﺒﺮ تآﯾﺎ ﻣﻦ ﺔاﻟﺘﺮﺑﻮﯾ تﻻﻻاﻟﺪ ﺔﻣﻌﺮﻓ ـ ، ﺔواﻟﻤﺪرﺳ اﻷﺳﺮة ﻓﻲ وﺗﻄﺒﯿﻘﮭﺎ ، ﺗﻄﺒﯿﻘﮭﺎ ﻋﻦ ﺔاﻟﻨﺎﺗﺠ ﺛﺎرﻵوا . ٣اﻟﺼﺒﺮ تآﯾﺎ ﻣﻦ ﺔاﻟﺘﺮﺑﻮﯾ تﻻﻻاﻟﺪ ﺔﻣﻌﺮﻓ ـ ﻼﻗﻲﺧاﻷ اﻟﺠﺎﻧﺐ ﻓﻲ ، ﺔواﻟﻤﺪرﺳ اﻷﺳﺮة ﻓﻲ وﺗﻄﺒﯿﻘﮭﺎ ، ﺗﻄﺒﯿﻘﮭﺎ ﻋﻦ ﺔاﻟﻨﺎﺗﺠ ﺛﺎرﻵوا . ﺍﻟﺪﺭﺍﺳﺔ ﺃﻫﻤﻴﺔ : ﺔاﻟﺘﺎﻟﯿ اﻟﻨﻘﺎط ﻓﻲ ﺔاﻟﺪراﺳ ﺔأھﻤﯿ ﻀﺢﺗﺘ : ١ ﺔﺳﻼﻣﯿﻹا ﺔاﻟﺘﺮﺑﯿ دور إﺑﺮاز ﻓﻲ ﺔاﻟﺪراﺳ هﺬھ ﺗﺴﮭﻢ ـ ، ﺔاﻟﺘﺮﺑﯿ وﺑﺎﻟﺘﺤﺪﯾﺪ ﺣﺎل ﻣﻦ ﻧﺮاه ﻟﻤﺎ ﺖاﻟﻮﻗ اﺬھ ﻓﻲ ﺔﺳﻼﻣﯿﻹا ﺔﻼﻗﯿﺧاﻷ ﺔﺳﻼﻣﯿﻹا تاﻟﻤﺠﺘﻤﻌﺎ ﺮﺜأﻛ أﻛﺒﺮ ﻟﮭﺎ ﺔﺮﻗﯿﺷ أو ﺔﺮﺑﯿﻏ ﺔﺑﺘﺮﺑﯿ واﺳﺘﺒﺪاﻟﮭﺎ ﺔﺳﻼﻣﯿﻹا ﺔاﻟﺘﺮﺑﯿ ﻋﻦ اﺑﺘﻌﺎدھﺎ ﻓﻲ وﺗﺮﻛﮫ اﻟﻤﺴﻠﻢ ﻊاﻟﻤﺠﺘﻤ اﻧﺤﻼل ﻓﻲ اﻷﺛﺮ قﻼﺧواﻷ ئواﻟﻤﺒﺎد ﻟﻠﻘﯿﻢ ، ﺛﻢ وﻣﻦ ﺔوﻗﻄﯿﻌ ﻘﺎءﺷ إﻟﻰ واﻟﻤﻮدة اﻟﺴﻌﺎدة ﺖوﺗﺒﺪﻟ ﺔاﻟﻤﺎدﯾ ﺖﻃﻐ ، ﻣﻦ ﻚﻟذ ﯿﺮﻏو ﺾﺑﻌ ا وﻣﻦ تﻧﺤﺮاﻓﺎﻻاﻷا أن ﻆواﻟﻤﻼﺣ ﺎھﺪﺸﻟﻤ ﺗﻌﺎﻧﻲ ﺖاﻟﻮﻗ اﺬھ ﻓﻲ ﺔﺳﻼﻣﯿﻹا ﺔﻣ ﻜﻚاﻟﺘﻔ ﻣﻦ ، قواﻟﺘﻤﺰ ، ﺘﻼفﻻﺧوا ، ﯿﺮﻜﺜاﻟ ﻲءﺸاﻟ ﺶواﻟﺒﻄ ﻠﻢﻈاﻟ وﻣﻦ ، ﻚﻟذو ﺔﻗﺘﺼﺎدﯾﻻوا ﺔاﻟﺴﯿﺎﺳﯿ اﻟﺤﯿﺎة ﺟﻮاﻧﺐ ﻊﺟﻤﯿ ﻓﻲ ﻒﻠﺨﺗ ﻣﻦ ﺗﻌﺎﻧﯿﮫ ﻣﺎ إﻟﻰ ﻊراﺟ ﺔﺟﺘﻤﺎﻋﯿﻻوا ، رﺑﮭﺎ ﻛﺘﺎب ﻋﻦ ﺔاﻷﻣ هﺬھ ﺑﻌﺪ ﻋﻦ ﺞوﻧﺎﺗ ﻧﺒﯿﮭﺎ، ﺔوﺳﻨ ﻣﺤﻤﺪ وﺳﻠﻢ ﻋﻠﯿﮫ اﷲ ﺻﻠﻰ . ﻣﻨﮫ أﻗﺮب اﻟﮭﺒﻮط إﻟﻰ ﯾﺠﺪھﺎ ﺔاﻷﻣ هﺬھ ﻷﺣﻮال ﻊواﻟﻤﺘﺘﺒ اﻟﺼﻌﻮد ،إﻟﻰ ﻚاﻟﺘﻤﺎﺳ إﻟﻰ ﻣﻨﮫ أﻗﺮب ﺖاﻟﺘﻔﺘ وﻣﻦ .