The Metahodoloyy of Umar Al-Jandi’s Work “Al-Iqlid”

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Akhmedov Samariddin

Abstract

The science of Arabic grammar has historically developed through the interpretation and commentary of foundational texts, with scholars seeking to clarify, expand, and contextualize linguistic rules through methodological rigor. Among the most influential texts in Arabic grammar is Mahmud Zamakhshari’s Al-Mufassal, which has been the subject of numerous scholarly commentaries. One of the most notable yet underexplored is Al-Iqlid by Ahmad ibn Mahmud ibn Umar al-Jandi, a 13th-century scholar whose work offers a nuanced analytical lens on Al-Mufassal. Despite Al-Iqlid’s depth and historical value, modern scholarship has insufficiently addressed its methodological significance, particularly its use of Qur’anic, Hadith, poetic, and proverbial evidence in grammatical exposition. This article aims to investigate the scientific-methodological approach adopted by al-Jandi in Al-Iqlid, examining how he interprets linguistic rules and applies them to diverse textual sources. The findings reveal that al-Jandi employed a multifaceted methodology rooted in dialogue, logical reasoning, and contextual interpretation. His extensive use of Qur’anic verses, Hadiths, classical poetry, and proverbs as grammatical evidence demonstrates his comprehensive grasp of language and his intent to render complex rules accessible. Notably, he challenges traditional limitations by incorporating poems from less authoritative periods. Al-Jandi’s commentary is distinguished by its structural clarity, integration of religious and literary texts, and his pioneering inclusion of overlooked poetic sources, which collectively enrich the interpretive landscape of Arabic grammar. This study encourages a reevaluation of Al-Iqlid as a critical pedagogical and analytical resource for both classical Arabic linguistics and contemporary Islamic scholarship.

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How to Cite

Samariddin, A. . (2025). The Metahodoloyy of Umar Al-Jandi’s Work “Al-Iqlid”. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 3(6), 39-44. https://doi.org/10.5281/

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