مقاصد العقدية بين الإفهام والتكليف

جاءت هذه الدراسة كمحاولة لتحرير مباحث علم العقيدة من المنهج الكلامي الجدلي، ومقاربتها بمنهج مقاصدي وذلك بتأطير هذه المباحث بمقاصد الشارع، فعملت على بيان كيفية استثمار المنهج المقاصدي في مباحث العقدية، وأثره في إزالة العوائق التي تمنع من إنتاج العقيدة لثمارها المقصودة شرعا. وقد اعتمدت الدراسة منهجا وصفيا تحليليا، ربطت فيه العقيدة بمقصدي الإفهام والتكليف لأن الأول موجه لبناء التصور، والثاني يبرز أثر العقيدة في السلوك، ومن خلال الدراسة والفحص انتهت الدراسة إلى عدد من الخلاصات من أهمها: مقصود الله تعالى من أحكام العقيدة بناء التصور الصحيح المتمركز حول التوحيد، وتوجيه سلوك المسلم؛ أحكام العقيدة جاءت على قدر ما يفهم المكلفون يستوي في ذلك ضعيف الفهم وثاقبه؛ مقصد الشارع من العقيدة هو تحقيق العبودية بمختلف أوجهها. وسجلت الدراسة مجموعة من التوصيات أهمها ضرورة تحرير العقيدة من المقاربة الكلامية الجدلية، وربطها بمقاصد الشريعة؛ وجعل المقاصد إطارا منهجيا للدراسات العقدية؛ ربط مباحث العقيدة بالتكليف من حيث التصور والعمل. الكلمات المفتاحية: العقيدة، الإفهام، التكليف.

Developing Understanding of a Writing Frame for Explanation in Science Writing

My study emerged from the backgrounds of the present teaching and learning practices in explanatory writing in Science subjects. It has been observed that in our current education system, science writing is used for assessment purpose, and is mostly viewed as recording and collecting of factual information. The students' motivation towards science writing is also very low, as it is a mechanical process of writing memorized facts. However, if science writing is further extended to be more interactive, involving student's critical thinking and reasoning skills, then it has potential for learning. The students will find writing tasks much more enjoyable and this will increase their overall learning of the science concepts. The student's attempt of writing for explanation should be supported with strategies, which facilitate students to construct their own explanations during writing. Writing frame is one such strategy and provides students a skeleton, with beginning sentences and connectives to support explanatory writing. Throughout my study, I aimed to provide students with explanations in the form of causal relationships and predictions during teaching and writing of science concepts. During this time, my own understanding of developing writing frames evolved tremendously, which is reflected in my research finding. My research findings showed that the writing process for explanation cannot take place in isolation. Writing for explanation requires a conceptual understanding of the content, innovative teaching strategies, thinking and reasoning skills, a rich learning environment, and the presence of a teacher as a facilitator. I also found that students' misconception regarding science concepts were also highlighted. Another important finding was that writing frames raised motivation towards explanatory writing in Science. However, there were a few factors which impeded my research study. First, my inadequate understanding of writing frame was an impeding. Second, the low proficiency in English language was a barrier for the students in expressing their understanding of science ideas. Finally, there were also some supporting factor which enabled me to do my research that is my own determination and persistence throughout the study and support from the language faculty. The findings from the study has various implications like writing in Science requires an interdisciplinary approach. Finally, recommendations have been drawn based on the findings of the study.