Table Of Content1
ﻡﻴﺤﺭﻟﺍ ﻥﻤﺤﺭﻟﺍ ﷲﺍ ﻡﺴﺒ
ﺓﺯﻏ -ﺔﻴﻤﻼﺴﻹﺍ ﺔﻌﻤﺎﺠﻟﺍ
ﺎﻴﻠﻌﻟﺍ ﺕﺎﺴﺍﺭﺩﻟﺍ
ﺔﻴﺒﺭﺘﻟﺍ ﺔﻴﻠﻜ
ﺔﻴﻤﻼﺴﻹﺍ ﺔﻴﺒﺭﺘﻟﺍ ـ ﺔﻴﺒﺭﺘﻟﺍ لﻭﺼﺃ ﻡﺴﻗ
ﻱﻭﻮﻨﻠﻟ ﺭﺎﻛﺫﻷﺍ ﺏﺎﺘﻛ ﰲ ﺔﻨﻤﻀﺘﳌﺍ ﺔﻳﻮﺑﱰﻟﺍ ﺩﺎﻌﺑﻷﺍ
ﺏﻟﺎﻁﻟﺍ ﺩﺍﺩﻋﺇ
ﺮﻤﻌﻣ ﻮﺑﺃ ﻥﺎﻤﻴﻠﺳ ﻦﺴﺣ ﻒﺳﻮﻳ
رﻮﺘﻛﺪﻟا فاﺮﺷإ
ﰲﻮﺼﻟﺍ ﻥﺍﺪﲪ
ﺮﯿﺘﺴﺟﺎﻤﻟا ﺔﺟرد ﻰﻠﻋ لﻮﺼﺤﻟا تﺎﺒﻠﻄﺘﻤﻟ ﻻﺎﻤﻜﺘﺳا ﺔﻟﺎﺳﺮﻟا هﺬھ ﺖﻣﺪﻗ
مﺎﻌﻟ
م2008 - ـھ1428
2
ﺮﯾﺪﻘﺗو ﺮﻜﺷ
لـﺠﺃ ﻥـﻤ ﹰﺎﻤﺎﻬﺴ ﺇﻥﻭﻜﺘ ﻥﺃ لﻤﺁ ﻲﺘﻟﺍ ﺔﻟﺎﺴﺭﻟﺍ ﻩﺫﻫ ﻡﺎﻤﺘﺇ ﻥﻤ ﻪﻴﻟﺇ ﻲﻨﺘﻘﻓ ﻭ ﺎﻤ ﻰﻠﻋ ﻡﻬﻠﻟﺍ ﻙﻟ ﹰﺍﺩﻤﺤ
ﺭﻜﺸﻟﺍ ﺭﻓﺍﻭﺒ ﻡﺩﻘﺘﺃ ﻥﺃ ﻻﺇ ﻙﻟﺫ ﺩﻌﺒ ﻲﻨﻌﺴﻴ ﻻ ﻪﻨﺍﻭ ، ﻊﻤﺘﺠﻤﻟﺍﻭ ﺩﺭﻔﻟﺍ ﻰﻠﻋ ﻩﺩﺎﻌﺒﺃﻭ ﺓﺩﺎﺒﻌﻟﺎﺒ ﻡﺎﻤﺘﻫﻻﺍ
ﺭﻭـﻨﻟﺍ ﺙـﺤﺒﻟﺍ ﺍﺫـﻫ ﻯﺃﺭ ﻰـﺘﺤ ﻱﺭﺯﺃ ﻥﻤ ﺍﻭﺩﺸﻭ ، ﻱﺩﻴﺒ ﺍﻭﺫﺨﺃ ﻥﻴﺫﻟﺍ لﻜﻟ ﻥﺎﻨﺘﻤﻻﺍﻭ ﺭﻴﺩﻘﺘﻟﺍﻭ
ﻲﻓﺭﺸﻤﻟ ﺭﻜﺸﻟﺎﺒ ﺹﺨﺃﻭ
ﻲﻓﻮﺼﻟا ناﺪﻤﺣ / رﻮﺘﻛﺪﻟا ﻞﺿﺎﻔﻟا
. ﺎﺴﻭﻤﻠﻤ ﺍﺩﻬﺠ ﺙﺤﺒﻟﺍ ﺍﺫﻫ ﺢﺒﺼﺃ ﻰﺘﺤ ﺔﻌﺒﺎﺘﻤﻟﺍ ﻲﻓ ﺍﺩﻬﺠ لﺀﺎﻴ ﻡﻟ ﻱﺫﻟﺍ
: ﺔﺸﻗﺎﻨﻤﻟﺍ ﺔﻨﺠﻟ ﻱﻭﻀﻌﻟ ﻥﺎﻨﺘﻤﻻﺍﻭ ﺭﻴﺩﻘﺘﻟﺎﺒ ﻡﺩﻘﺘﺃ ﻥﺃ ﻲﻨﺭﺴﻴ ﺎﻤﻜ
باﺮﺷ ﻲﻠﻋ ةدﻮﻤﺣ / ﻞﺿﺎﻔﻟا رﻮﺘﻛﺪﻟا
فد ﻮﺑأ ﻞﯿﻠﺧ دﻮﻤﺤﻣ / رﻮﺘﻛﺪﻟا ذﺎﺘﺳﻷاو
ﺯﺎﺠﻨﺇ ﻲﻓ ﺭﻴﺒﻜ ﺭﺜﺃ ﻥﻤ ﻙﻟﺫ ﻥﺎﻜ ﺎﻤﻤ ﺔﺤﺍﺭﻟﺍ ﺀﺍﻭﺠﺃ ﺭﻴﻓﻭﺘﻭ ﺀﺎﻋﺩﻟﺍﻭ ﺩﻬﺠﻟﺎﺒ ﻲﻨﺩﻨﺎﺴ ﻥﻤ لﻜ ﻲﻟﺍﻭ
ﺙﺤﺒﻟﺍ ﺍﺫﻫ
ﺙﺤﺎــﺒﻟﺍ
ﺭﻤﻌﻤ ﻭﺒﺃ ﻥﺎﻤﻴﻠﺴ ﻥﺴﺤ ﻑﺴﻭﻴ
أ
ﻢﯿﺣﺮﻟا ﻦﻤﺣﺮﻟا ﷲا ﻢﺴﺑ
10 "
ﻡﹸﻜﻴـﹶﻠ ﻋﺀﺎﻤﺴـﻟ ﺍِلِﺴﺭ ﻴ{ } ﹰﺍﺭﺎﱠﻔﹶﻏ ﻥﺎﹶﻜ ﻪﱠﻨ ِﺇﻡﹸﻜﺒ ﺭﺍﻭﺭِﻔﹾﻐﹶﺘ ﺴﹸﺕﺍ ﹾﻠﹸﻘﹶﻓ
11
ﻡـﹸﻜ ﱠﻟلﻌﺠﻴ ﻭٍﺕﺎﱠﻨﺠ ﻡﹸﻜ ﱠﻟلﻌﺠﻴ ﻭﻥﻴِﻨﺒ ﻭٍلﺍﻭﻤ َﺄِﺒﻡﹸﻜﺩِﺩﻤ {ﻴﻭ }ﹰﺍﺭﺍﺭﺩﻤ
12 11 10 "ً
( ، ، :ﺕﺎﻴﻵﺍ،ﺡﻭﻨ) ﺍﺭﺎﻬﹾﻨَﺃ
ﻥﻴِﺘِﻨﺎـﹶﻘﹾ ﻟﺍِﻭﺕﺎﹶﻨِﻤْﺅﻤ ﹾﻟﺍﻥﻭﻴِﻨِﻤْﺅﻤ ﹾﻟِﺍﺕﻭﺎﻤِﻠﺴﻤ ﹾﻟﺍﻥﻭﻴِﻤِﻠﺴ ﻤﹾﻥﻟﺍِﺇ}
ِﺕﺍﺭِﺒﺎﺼـﻟ ﺍﻭﻥﻴِﺭِﺒﺎﺼـﻟ ﺍِﻭﺕﺎﹶﻗِﺩﺎﺼﻟ ﺍﻭﻥﻴِﻗِﺩﺎﺼﻟ ﺍِﻭﺕﺎﹶﺘِﻨﺎﹶﻘﹾﻟﺍﻭ
ِﺕﺎﹶﻗﺩﺼــﹶﺘ ﻤﻥﹾﻟﺍﻴﻭِﻗﺩﺼــﹶﺘ ﻤِﺕﹾﻟﺍﺎﻭﻌــِﺸﺎﹶﺨ ﹾﻟﻥﺍﻭﻴِﻌــِﺸﺎﹶﺨﹾﻟﺍﻭ
ِﺕﺎـﹶﻅِﻓﺎﺤﹾ ﻟﺍﻭﻡﻬﺠﻭﺭـ ﹸﻓﻥﻴِﻅِﻓﺎﺤﹾ ﻟﺍِﻭﺕﺎﻤِ ﺌﺼﺎ ﻟﺍﻭ ﻥﻴِﻤِﺌﺎﺼﻟﺍﻭ
ﹰﺍﺭـﺠَﺃ ﻭﹰﺓﺭِﻔﹾﻐ ﻡﻤﻬﹶﻟ ﻪﱠﻠﻟ ﺍﺩﻋ َﺃِﺕﺍﺭِﻜﺍﱠﺫﻟ ﺍﻭﹰﺍﺭﻴِﺜ ﹶﻜﻪﱠﻠﻟ ﺍﻥﻴِﺭِﻜﺍﱠﺫﻟﺍﻭ
(35:ﺔﻴﻵﺍ،ﺏﺍﺯﺤﻷﺍ){ ﹰﺎﻤﻴِﻅﻋ
ب
ﺔﺴﺍﺭﺩﻟﺍ ﺹﺨﻠﻤ
ﻙـﻟﺫﻭ ، ﺎﻬﻟ ﺔﺒﺤﺎﺼﻤﻟﺍ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍ ﻰﻠﻋﻭ ﺭﺎﻜﺫﻸﻟ لﻤﺎﺸﻟﺍ ﻡ ﻭﻬﻔﻤﻟﺍ ﻰﻟﺇ ﻑﺭﻌﺘﻟﺍ ﺔﺴﺍﺭﺩﻟﺍ ﺕﻓﺩﻫ
ﺩﺎـﻌﺒﻷﺍ ﻲـﻓ ﺔﻠﺜﻤﻤ ﺔﻴﻭﻭﻨﻟﺍ ﺭﺎﻜﺫﻷﺍ ﺏﺎﺘﻜﺒ ﻑﻭﺭﻌﻤﻟﺍ ﻪﺒﺎﺘﻜ ﻲﻓ ﻱﻭﻭﻨﻟﺍ ﻡﺎﻤﻹﺍ ﻪﻌﻤﺠ ﺎﻤ لﻼﺨ ﻥﻤ
، ﻲﻟﻭـﺼﻷﺍ ﺞﻬﻨﻤﻟﺍ ﻡﺍﺩﺨﺘﺴﺍ ﻡﺘﻭ، ﺔﻴﺴﻔﻨﻟﺍﻭ، ﺔﻴﺩﺎﺼﺘﻗﻻﺍﻭ ، ﺔﻴﻋﺎﻤﺘﺠﻻﺍ ﻭ، ﺔﻴﺩﺎﻬﺠﻟﺍﻭ ، ﺔﻴﺩﺌﺎﻘﻌﻟﺍ
ﻭ ﺔـﻴﻨﺁﺭﻘﻟﺍ ﺕﺎـﻴﻵﺍ ﻊـﻤﺠﺒ ﺙﺤﺎﺒﻟﺍ ﻡﺎﻗ ﺔﺴﺍﺭﺩﻟﺍ ﻩﺫﻫ ﻑﺍﺩﻫﺃ ﻕﻴﻘﺤﺘﻟﻭ ، ﻯﻭﺘﺤﻤﻟﺍ لﻴﻠﺤﺘ ﺏﻭﻠﺴﺃﻭ
ﻭ، ﻱﺩ ﺌﺎﻘﻌﻟﺍ ﺩﻌﺒﻟﺍ " ﺎﻬﻴﻟﺇ ﺭﻴﺸﺘﻭ ﺎﻬﻨﻤﻀﺘﺘ ﻲﺘﻟﺍ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍ ﺏﺴﺤﺒ ﺎﻬﻔﻴﻨﺼﺘﻭ ﺔﻴﻭﺒﻨﻟﺍ ﺙﻴﺩﺎﺤﻷﺍ
ﻁﺎﺒﻨﺘـﺴﺍ ﻡ ـﺜ ﻥـﻤﻭ " ﻲﺴﻔﻨﻟﺍ ﺩﻌﺒﻟﺍ ﻭ ، ﻱﺩﺎﺼﺘﻗﻻﺍ ﺩﻌﺒﻟﺍ ﻭ ، ﻲﻋﺎﻤﺘﺠﻻﺍ ﺩﻌﺒﻟﺍﻭ ، ﻱﺩﺎﻬﺠﻟﺍ ﺩﻌﺒﻟﺍ
.ﺭﺎﻜﺫﻷﺍ ﺏﺎﺘﻜ ﻲﻓ ﺓﺩﺭﺍﻭﻟﺍ ﺔﻴﻭﺒﻨﻟﺍ ﺙﻴﺩﺎﺤﻷﺍ ﺡﻭﺭﺸ لﻼﺨ ﻥﻤ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍ
: ﻲﻠﻴﺎﻤ ، ﺔﺴﺍﺭﺩﻟﺍ ﺎﻬﻴﻟﺇ ﺕﻠﺼﻭﺘ ﻲﺘﻟﺍ ﺞﺌﺎﺘﻨﻟﺍ ﺯﺭﺒﺃ ﻥﻤﻭ
1
ﷲﺎـﺒ ﻥﻤﺅـﻤﻟﺍ ﻥﺎﺴﻨﻹﺍ ﺎﻬﺒ ﻡﻭﻘﻴ ، ﺡﺭﺍﻭﺠﻟﺍ ﺭﻜﺫﻭ ﻥﺎﺴﻠﻟﺍ ﺭﻜﺫ لﻤﺸﺘ ﺓﺩﺎﺒﻋ ﻡﻼﺴﻹﺍ ﻲﻓ ﺭﻜﺫﻟﺍ -
، ﺎﻋﻭﺸـﺨ ﺏـﻠﻘﻟﺍ ﺭﻭﻀﺤﻭ ، ﺏﻠﻘﻟﺍ لﻭﻗ ﻭﻫ ﺭﻜﺫﻟﺍﻭ ، ﻥﺎﻴﺴﻨﻟﺍ ﻭ ﺔﻠﻔﻐﻟﺍ ﻥﻤ ﺹﻠﺨﺘﻴﻓ لﺠﻭ ﺯﻋ
. ﺍﺭﻭﺜﺄﻤ ﻕﻭﻁﻨﻤﻟﺍ ﻥﻭﻜﻴﻭ ، ﻉﻭﺭﺸﻤ ﺢﻟﺎﺼ لﻤﻋ ﻲﻓ ﻥﻭﻜﻴﻭ ، ﺎﻗﺩﺼﻭ ﺎﺼﻼﺨﺇﻭ
2
ﺀ ﺎﻔـﺸ ﺭﻜﺫﻟﺍ : ﻊﻤﺘﺠﻤﻟﺍ ﺩﻴﻌﺼ ﻰﻠﻋﻭ ﺩﺭﻔﻟﺍ ﺩﻴﻌﺼ ﻰﻠﻋ ﺭﻜﺫﻠﻟ ﺔﻴﺩﺌﺎﻘﻌﻟﺍ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍ ﻡﻫﺃ -
ﺀﺎﻴﺤﺇﻭ ، ﺔﻴﺩﻭﺒﻌﻟﺎﺒ ﷲﺍ ﺩﺍﺭﻓﺇﻭ ﷲ ﻡﺎﺘﻟﺍ ﺩﺎﻴﻘﻨﻻﺍﻭ ، ﺕﻴﻤﻤﻟﺍﻭ ﻲﻴﺤﻤﻟﺍ ﻭﻫ ﷲﺍ ﻥﺄ ﺒ ﻥﺎﻤﻴﻹﺍﻭ ، ﺏﻭﻠﻘﻠﻟ
ﺀﺎﻀـﻗ ﻲـﻓ ﷲﺎـﺒ ﺔﻨﺎﻌﺘـﺴﻻﺍ ﻭ ، ﺓﺎﻴﺤﻟﺍ ﺩﺼﺎﻘﻤ لﻜ ﻲﻓ ﷲﺍ ﻰﻠﻋ لﻜﻭﺘﻟﺍ ﻭ ، ﺔ ﻠﻔﻐﻟﺍ ﻥﻤ ﺱﻔﻨﻟﺍ
ﻥﻭﻌﻟﺍ ﺏﻠﻁﻭ ، ﷲﺎﺒ ﻥﺎﻤﻴﻹﺍ ﺔﻴﻭﻘﺘ ﻭ ،ﷲﺍ ﺩﻨﻋ ﺭﺠﻷﺍ ﺏﺎﺴﺘﺤﺍﻭ ، ﷲ ﺓﻭﻘﻟﺍﻭ لﻭﺤﻟﺍ ﺩﺭ ﻭ ،ﺞﺌﺍﻭﺤﻟﺍ
لـﻜ ﻲﻓ ﷲﺎﺒ ﻥﺎﻤﻴﻹﺍ ﺩﻴﺩﺠﺘﻭ ،ﺭﺎﻔﻐﺘﺴﻻﺍﻭ ﺔﺒﻭﺘﻟﺍ ﻰﻟﺇ ﺓﺭﺩﺎﺒﻤﻟﺍ ﻭ ،ﷲﺍ ﻥﻤ ﺎﻴﻨﺩﻟﺍﻭ ﻥﻴﺩﻟﺍ ﺡﻼﺼ ﻲﻓ
. ﻥﻴﺤﻭ ﺕﻗﻭ
3
: ﺎـﻫﺯﺭﺒﺃ ، ﻊـﻤﺘﺠﻤﻟﺍ ﺩﻴﻌـﺼ ﻰـﻠﻋﻭ ﺩﺭـﻔﻟﺍ ﺩﻴﻌﺼ ﻰﻠ ﻋ ﺭﻜﺫﻠﻟ ﺔﻴﺩﺎﻬﺠﻟﺍ ﺔﻴﻭﺒﺭﺘ ﻟﺍ ﺩﺎﻌﺒﻷﺍ -
ﻥـﻤ ﻰـﻠﻋ ﻡﺎـﻤﻹﺍ ﺀﺎـﻨﺜ ﻭ ، ﷲﺍ ﻯﻭﻘﺘ ﻰﻠﻋ ﺔﻴﺭﺴﻟﺍ ﺭﻴﻤﺃ ﻡﺎﻤﻹﺍ ﺙﺤﻭ، ﺓﺩﺎﻬﺸﻟﺍ لﺍﺅﺴ ﺏﺎﺒﺤﺘﺴﺍ
ﺍﻭﺭـﻬﻅ ﺍﺫﺇ ﻥﻭﻤﻠﺴـﻤﻟﺍ ﺀﺎـﻋﺩ ، ﺓﻭﻘﻟﺍﻭ ﺭﺒﺼﻟﺍ ﺭﺎﻬﻅﺇ ﺏﺎ ﺒﺤﺘﺴﺍ ﻭ،لﺎﺘﻘﻟﺍ ﻲﻓ ﺔﻋﺍﺭﺒ ﻪﻨﻤ ﺕﺭﻬﻅ
ﺍﺫﺇ ﻡﻠﺴﻤﻟﺍ ﻪﺒ ﻭﻋﺩﻴ ﺎﻤﻭ ، ﻩﺩﺤﻭ ﻪﻤﻠﻅ ﻭﺃ ﻥﻴﻤﻠﺴﻤﻟﺍ ﻡﻠﻅ ﻥﻤ ﻰﻠﻋ ﻥﺎﺴﻨﻹﺍ ﺀﺎﻋﺩ ﻭ ، ﻡﻫﻭﺩﻋ ﻰﻠﻋ
. ﻩﺭﻴﻏ ﻭﺃ ﺎﺴﺎﻨ ﻑﺎﺨ
4
: ﺎـ ـﻬﻤﻫﺃ ، ﻊـ ـﻤﺘﺠﻤﻟﺍ ﺩﻴﻌﺼ ﻰﻠﻋﻭ ﺩﺭﻔﻟﺍ ﺩﻴﻌﺼ ﻰﻠﻋ ﺭﻜﺫﻠﻟ ﺔﻴﻋﺎﻤﺘﺠﻻﺍ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍ -
ﺏﺎـ ـﺒﺤﺘﺴﺍﻭ ، ﺩـﻴﺩﺠﻟﺍ ﺩﻭﻟﻭﻤﻟﺎﺒ ﺔ ﺌﻨﻬﺘﻟﺍ ﻭ ، ﻪﻟﻭﺨﺩ لﺒﻗ ﺕﻴﺒﻟﺍ لﻫﺃ ﻰﻠﻋ ﻡﻼﺴﻟﺍﻭ ﷲﺍ ﻡﺴﺍ ﺭـﻜﺫ
ت
ﺩـﻬﻌﻟﺎﺒ ﺀﺎـﻓﻭﻟﺍ ﺓﺭﻭﺭـﻀﻭ ، ﻱﺫﺃ ﻪﻨﻋ لﺍﺯﺃ ﻥﻤﻟ لﻭﻘﻴ ﺎﻤﻭ ، ﻪﺒﺤﻴ ﻥﺎﺒ ﻪﺒﺤﻴ ﻥﻤ لﺠﺭﻟﺍ ﺭﺎﺒﺨﺇ
ﺔﺘﺎﻤﺸـﻟﺍ ﺭﺎـﻬﻅﺇ ﻥـﻋ ﻲﻬﻨﻟﺍﻭ، ﻡﻠﺴﻤﻟﺍ ﻪ ﻴﺨﺃ ﻪﺠﻭ ﻲﻓ ﻡﺴﺒﺘﻟﺍﻭ ، ﻪﺴﻔﻨ ﻰﻠﻋ ﻪﻌﻁﻘﻴ ﻱﺫﻟﺍ ﺩﻋﻭﻟﺍﻭ
ﻥﺃ ﺏﺎ ﺒﺤﺘـﺴﺍﻭ ،ﺀﺎ ﻔﻌﻀﻟﺍﻭ ﺀﺍﺭﻘﻔﻟﺍ ﺭﺎﻬﺘﻨﺍ ﻡﺩﻋﻭ ، ﻡﻫﺭﻴﻘﺤﺘﻭ ﻥﻴﻤﻠﺴﻤﻟﺍ ﺭﺎﻘﺘﺤﺍ ﻡﻴﺭﺤﺘﻭ ، ﻡﻠﺴﻤﻟﺎﺒ
، ﻪـﻠﻜﺃ ﻥـﻤ ﻍﺭﻓ ﺎﻤ ﺍﺫﺇ ﻡﺎﻌﻁﻟﺍ لﻫﻷ ﻑﻴﻀﻟﺍ ﻭﺃ ﻭﻋﺩﻤﻟﺍ ﺀﺎﻋﺩﻭ ، ﻡﻫﺩﻨﻋ ﺭﻁﻓ ﺃ ﻥﻤﻟ ﺀﺭﻤﻟﺍ ﻭﻋﺩﻴ
. ﺭﻴﺨﻟﺍ لﻫﺃﻭ ﻡﻠﻌﻟﺍ لﻫﺃ ﻥﻤ ﺔﻴﺼﻭﻟﺍ ﺏﻠﻁ ﺏﺎﺒﺤﺘﺴﺍﻭ
5
ﻲﻨﻤﺘ : ﻊﻤﺘﺠﻤﻟﺍ ﺩﻴﻌﺼ ﻰﻠﻋﻭ ﺩﺭﻔﻟﺍ ﺩﻴﻌﺼ ﻰﻠﻋ ﺭﻜﺫﻠﻟ ﺔﻴﺩﺎﺼﺘﻗﻻﺍ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍ ﺯﺭﺒﺃ ﻥﻤ -
ﺔـﻋﺎﻨﻘﻟﺍﻭ، لﻀـﻓﻭ ﺔـﻨﻤﻭ ﺔﻤﻌﻨ لﻜ ﻰﻠﻋ ﻰﻟﺎﻌﺘ ﷲﺍ ﻰﻟ ﺇ لﻀﻔﻟﺍ ﺩﺭﻭ ، ﺩﻴﺩﺠ ﺭﻤﺃ لﻜ ﻲﻓ ﺭﻴﺨﻟﺍ
ﺔـﻠﻗﻭ ﺭـﻘﻔﻟﺍ ﻱﺃ ﺔـﺠﺎﺤﻟﺍ ﻥﻤ ﷲﺎﺒ ﺫﻭﻌﺘﻟﺍﻭ، لﺍﻭﺯﻟ ﺍ ﻥﻤ ﺔﻤﻌﻨﻟﺍ ﻰﻠﻋ ﺔﻅﻓﺎﺤﻤﻟﺍﻭ ،لﻼﺤﻟﺍ ﻕﺯﺭﻟﺎﺒ
. لﺎﻤﻟﺍﻭ ﺱﻔﻨﻟﺍ ﻰﻠﻋ ﻰﻟﺎﻌﺘ ﷲﺍ ﻥﻴﻤﺄﺘﻭ، ﻕﺯﺭﻟﺍ
6
ﺩﺭـﻁ : ﻊﻤﺘﺠﻤﻟﺍ ﺩﻴﻌﺼ ﻰﻠﻋﻭ ﺩﺭﻔﻟﺍ ﺩﻴﻌﺼ ﻰﻠﻋ ﺭﻜﺫﻠﻟ ﺔﻴﺴﻔﻨﻟﺍ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍ ﺭﻬﻅﺃ ﻥﻤ -
ﺭﻤﺃ ﻰﻟﺇ ﺩﺎﻴﻘﻨﻻﺍﻭ ، ﻥﺯﺤﻟﺍﻭ ﻡﻬﻟﺍ ﻥﻤ ﺹﻠﺨﺘﻟﺍ ﻭ ، ﻪﺒ ﺔﻨﻴﻨ ﺄﻤﻁﻟﺍﻭ ﻥﻤﻷﺍ لﺍﺩﺒﺘﺴﺍﻭ ﺱﻔﻨﻟﺍ ﻥﻤ ﻉﺯﻔﻟﺍ
ﻕﻠﻘﻟﺍ ﺩﺭﻁﻭ ،ﺀﻼﺒﻟﺍ ﻰﻠﻋ ﺭﺒﺼﻟﺍ ﻲﻓ ﻪﺒ ﺔﻨﺎﻌﺘﺴﻻﺍﻭ ، ﺭﻤﺃ لﻜ ﻲﻓ ﷲﺍ ﻰﻠﻋ لﻜﻭﺘﻟﺍﻭ ، لﺠﻭ ﺯﻋ ﷲﺍ
.ﻪﻟﻼﺠ لﺠ ﷲﺍ ﻭﻫ ﻲﻓﺎﺸﻟﺍ ﻥﺃ ﻥﻴﻘﻴﻟﺍﻭ ، ﺭﺎﻔﻐﺘﺴﻻﺎﺒ
-: ﻲﻠﻴ ﺎﻤﺒ ﺔﺴﺍﺭﺩﻟﺍ ﺕﺼﻭﺃ ﺩﻗﻭ
1
. ﺎﻴﺴﻔﻨ ﺎﺠﻼﻋﻭ ﺎﻴﺤﻭﺭ ﺀﺍﺫﻏ ﻪﻔﺼﻭﺒ ﺔﻴﻤﻭﻴﻟﺍ ﺓﺎﻴﺤﻟﺍ ﻲﻓ ﺎﺴﺎﺴﺃ ﻼﻤﻋ ﺭﺎﻜﺫﻷﺍ ﺩﺎﻤﺘﻋﺍ -
2
. ﺎﻬﺒ ﺔﻘﻠﻌﺘﻤﻟﺍ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍﻭ ﺭﺎﻜﺫﻷﺎﺒ ﺔﻘﻠﻌﺘﻤ ﺔﻴﻔﻴﻘﺜﺘ ﺔﻴﺭﻭﺩ ﺕﺍﺭﺸﻨ ﺭﺍﺩﺼﺇ -
3
ﺎﻨﺘﺎﻴﺤ ﻲﻓ ﺭﺎﻜﺫﻷﺍ ﻕﻴﺒﻁﺘ ﺔﻴﻔﻴﻜ ﺔﺴﺍﺭﺩ ﻲﻓ ﺔﺼﺼﺨﺘﻤ ﻅﺎﻋﻭﻟﺍﻭ ﺀﺎﺒﻁﺨﻠﻟ ﺔﻴﻭﺒﺭﺘ ﺕﺍﺭﻭﺩ ﺩﻘﻋ-
.ﺎﻬﺒ ﻑﻴﺭﻌﺘﻟﺍ ﻭ ﺔﻴﻤﻭﻴﻟﺍ
4
ﺩﺭﻔﻟﺍ ﻰﻠﻋ ﺩﻭﻌﺘ ﻲﺘﻟﺍ ﺔﻴﻭﺒﺭﺘﻟﺍ ﺩﺎﻌﺒﻷﺍﻭ ﺭﺎﻜﺫﻷﺍ ﻲﻓ ﺙﺤﺒﺘ ﺔﻋﻭﻨﺘﻤ ﺕﺎﺴﺍﺭﺩ ﺩﺍﺩﻋﺇ ﻡﺘﻴ ﻥﺃ -
. ﺩﺍﺭﻓﻷﺍﻭ ﻊﻤﺘﺠﻤﻟﺍ ﺓﺎﻴﺤ ﻲﻓ ﺎﻬﺘﻴﻤﻫﺃ ﻥﻴﺒﺘﻭ ﺔﻋﺎﻤﺠﻟﺍﻭ
ث
Study Abstract
The study aimed to identify the overall concept of Al-Athkar(1) and the
educational dimensions associated with through what the nuclear Imam had
collected in his well-known book “The Nawawi Athkar” represented in the
dimensions of ideology, Al-jihad, social, economy and psychology.
Analytical descriptive method has been used which deals with Studying
events and phenomena and practices which are existed and available for the
study. To achieve this study the researcher collected Koranic verses and
Prophetic conversations classifying them according to the educational
dimensions which contain and referred to “The dimensions of ideology, Al-
jihad, Sociely, economy and psychology.”
Subsequently, devising the educational dimensions through explaining the
prophetic conversations confined to the dimensions of ideology, jihad,
social, economic and psychological.
• The most important results of the study are as follows:
Al-Theker in Islam is worship comprises tongue Theker (what comes
out of the tongue) and the sensations of which the believer in God
mentioned in order to get rid of inattention , and oblivion. Theker
also is what the tongue says and the presence of heart humility,
faithful and honesty. But It should be in favor of good work
imposed by God and accepted in order to be an operative
memorable.
The most important dimensions of the education in respect of Theker at
the individual and community level, are: healing of hearts and faith
that God is reviviscent and mortify, completely amenable to God
and secluding God of ubiquity and reviving self inattention. Relay
on God in every aspect of life asking Him in fulfilling the needs and
protecting him of disaster and force calculating the recompense to
God and strengthening of faith in God and request help in religion
and world goodness and initiative to repentance and forgiveness
and renewal of faith in God at all times and places.
The jihad of educational dimensions regarding Theker at the individual
and community level, are: Desirability the question of martyrdom
and the urging of Imam of the group to the prince of faction to put
in front of his eyes God-piety and the praise of Imam also to whom
appears for him skill in fighting. In addition desirability of showing
patience and strength, and what is said if the Muslims appear and
conquer their enemy and the possibility of human imprecate on who
inequities the Muslims or wrong him alone and what the Muslim
prays if left people or others.
(1) A collection of invocations asking the Al-Mighty God to accept his entreaty.
ج
The importance of Theker in regard to the Educational social
dimensions at the individual and the community levels are : to
mention the name of God and peace on the inhabitants of the
Prophet before entering their house. Also, desirability of
congratulation of the new born babies and to force the man to love
the one who loves him, and what is said to whom his foot is
numbed and to whom who removes the harm and the necessity of
fulfilling the promise and dating in which he committed himself to
and to smile in the face of his Muslim brother and to terminate the
show of Muslim gloating and to interdict the contempt of Muslims
and not to rebuke the poors, the weak and the desirability of
blessing the ones whom he took his breakfast with them and the
guest to those who presented him the food when he finishes his
meal and desirability of asking the will from the scholars and the
good people.
The highlighted of the educational economic dimensions in regard to
Theker at the individual and community levels are to wish the good
in each new matter and to return the thanks to Almighty God for all
the blessing and the conviction of the lawful and maintain the
blessing from disappearing and asking the God to keep him away
of devil particularly from the need and poverty and the lack of
livelihood and secure God to life and property .
It is clear that the educational dimensions of psychological at the
individual and community is to expel the dismay of self, and to
replace the security and tranquility and to disembarrass sadness of
self and to be restrictive to order of God in every thing and seeking
help from Him in patience of affliction and to expel restless by
forgiveness and believes that God is the only one who cure.
Study recommended the following:
1. Adopted the Al-athzkar as essential in the daily life as spiritual food
and psychological treatment
2. Issuing periodical cultural bulletins related to Ethkar and
educational dimensions conforming with.
3. Educational sessions for declaimers and preachers specializing in
the study of how to apply Al-athkar in our daily lives and how to
know it.
4. Arranging various studies searching in Al-athkar and Educational
dimensions related to the individual and community specifying its
importance on the life of community and individuals.
ح
تﺎﯾﻮﺘﺤﻤﻟا ﺔﻤﺋﺎﻗ
ﺔﺤﻔﺼﻟا عﻮﺿﻮﻤﻟا
لوﻷا ﻞﺼﻔﻟا
1 ............................................................... ﺔﻣﺪﻘﻤﻟا
4 ........................................................... ﺔﺳارﺪﻟا ﺔﻠﻜﺸﻣ
6 ............................................................ ﺔﺳارﺪﻟا ﺞﮭﻨﻣ
7 ........................................................ ﺔﻘﺑﺎﺴﻟا تﺎﺳارﺪﻟا
ﻲﻧﺎﺜﻟا ﻞﺼﻔﻟا
13 .................................................يوﻮﻨﻟا مﺎﻣﻹﺎﺑ ﻒﯾﺮﻌﺘﻟا
13 ...........................................................ﮫﺗﻼﺣرو ﮫﺗﺎﻔﺻ
16 .................................................................. ﮫﺗﺎﻔﻨﺼﻣ
18 ..................................................رﺎﻛذﻷا بﺎﺘﻜﺑ ﻒﯾﺮﻌﺘﻟا
19 ............................................................. ﺮﻛﺬﻟا مﻮﮭﻔﻣ
22 ............................................................... ﺮﻛﺬﻟا ﻞﻀﻓ
ﺚﻟﺎﺜﻟا ﻞﺼﻔﻟا
29 ........................................................ ةﺪﯿﻘﻌﻟﺎﺑ ﻒﯾﺮﻌﺘﻟا
30 .................................................. ﺔﯿﺑﺮﺘﻟﺎﺑ ةﺪﯿﻘﻌﻟا ﺔﻗﻼﻋ
31 ...........................................................ﺔﯾﺪﺋﺎﻘﻌﻟا دﺎﻌﺑﻷا
ﻊﺑاﺮﻟا ﻞﺼﻔﻟا
47 ...........................................................دﺎﮭﺠﻟﺎﺑ ﻒﯾﺮﻌﺘﻟا
49 .................................................... ﺔﯿﺑﺮﺘﻟﺎﺑ دﺎﮭﺠﻟا ﺔﻗﻼﻋ
55 ............................................................ﺔﯾدﺎﮭﺠﻟا دﺎﻌﺑﻷا
ﺲﻣﺎﺨﻟا ﻞﺼﻔﻟا
64 ................................................... عﺎﻤﺘﺟﻻا ﻢﻠﻌﺑ ﻒﯾﺮﻌﺘﻟا
خ
65 ...................................................ﻊﻤﺘﺠﻤﻟﺎﺑ ﺔﯿﺑﺮﺘﻟا ﺔﻗﻼﻋ
66 ........................................................ﺔﯿﻋﺎﻤﺘﺟﻻا دﺎﻌﺑﻷا
سدﺎﺴﻟا ﻞﺼﻔﻟا
78 ....................................................... دﺎﺼﺘﻗﻻﺎﺑ ﻒﯾﺮﻌﺘﻟا
78 ................................................ ﺔﯿﺑﺮﺘﻟﺎﺑ دﺎﺼﺘﻗﻻا ﺔﻗﻼﻋ
80 ....................................................... ﺔﯾدﺎﺼﺘﻗﻻا دﺎﻌﺑﻷا
ﻊﺑﺎﺴﻟا ﻞﺼﻔﻟا
83 ..................................................... ﺲﻔﻨﻟا ﻢﻠﻌﺑ ﻒﯾﺮﻌﺘﻟا
84 ...............................................ﺔﯿﺑﺮﺘﻟﺎﺑ ﺲﻔﻨﻟا ﻢﻠﻋ ﺔﻗﻼﻋ
86 .............................................................ﺔﯿﺴﻔﻨﻟا دﺎﻌﺑﻷا
93 ................................................................... ﺞﺋﺎﺘﻨﻟا
95 ............................................................... تﺎﯿﺻﻮﺘﻟا
96 ................................................................. ﻊﺟاﺮﻤﻟا
د
ءاﺪھﻹا
... ﻡﺎﻅﻌﻟﺍ ﺀﺍﺩﻬﺸﻟﺍ ﺡﺍﻭﺭﺃ ﻰﻟﺇ
... ﻥﻭﻨﺤﻟﺍ ﻲﻤﺃ ﻰﻟﺇ ... ﺎﻫﺩﺒﻜ ﺓﺫﻠﻓ ﺎﻨﺃ ﻥﻤ ﻰﻟﺇ
...ﺀﺎﻁﻌﻟﺍﻭ ﺔﻴﺤﻀﺘﻟﺍ ﺯﻤﺭ ﺯﻴﺯﻌﻟﺍ ﻱﺩﻟﺍﻭ ﻰﻟﺇ
ﻲﺘﻭـﺨﺇ ﻰـﻟﺇ ﺀﺍﺯـﻋﻷﺍ ﻲﺘﺭـﺴﺃ ﺩﺍﺭﻓﺃ ﻊﻴﻤﺠ ﻰﻟﺇ
ﺎـﻌﻴﻤﺠ ﻡﻬﻴﻟﺇ ﻱﺩﻫﺍ ، ﻱﺩﻻﻭﺃﻭ ﻲ ﺠﻭﺯﻭ ﻲﺘﺍﻭﺨﺃﻭ
.ﻲﻌﻤ ﻡﻬﺤﺎﻔﻜ ﺓﺭﻤﺜ
Description:ﺤﻤﺩﺍﹰ ﻟﻙ ﺍﻟﻠﻬﻡ ﻋﻠﻰ ﻤﺎ ﻭ ﻓﻘﺘﻨﻲ ﺇﻟﻴﻪ ﻤﻥ ﺇﺘﻤﺎﻡ ﻫﺫﻩ ﺍﻟﺭﺴﺎﻟﺔ ﺍﻟﺘﻲ ﺁﻤل ﺃﻥ ﺘﻜﻭﻥ ﺇﺴﻬﺎﻤﺎﹰ ﻤـﻥ ﺃﺠـل. ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻌﺒﺎﺩﺓ ﻭﺃﺒﻌﺎﺩﻩ .
