The Methodology of Syntax Learning according to " Al-Bahjaht Al-Marziyah", in the Seminary with Emphasis on the Syntactic Analysis of Quranic Verses

One of the main questions raised about the process of syntax learning in seminaries is why the seminarians learn Arabic syntax according to the following order: “Hedayah”, “Samadiyyah”, “Al-Bahjaht al-Marziyah”, and Moghny al-Adib”. The present paper is concerned with this question and seeks to fulfill three aims. First, it tries to make the learners acquainted with the aim of learning these books and motivate them to study the mentioned books, especially “Al-Bahjaht al-Marziyah”. Second, it serves as a roadmap for the education officials in the seminary who seek to seriously revise the aim and teaching method of these books, especially “Al-Bahjaht al-Marziyah”. Third, it is a reminder for the managers and students of Quranic sciences and commentary of the Quran lest they should content themselves with the “syntax” they have acquired learned in the seminary. Using a descriptive-analytical method, this paper seeks to answer the above mentioned question when seminarians learn syntax in the seminary, they merely acquire the ability to apply the syntactic rules of these books to Quranic verses. Then, they become ready to embark on “Al-Bahjaht al-Marziyah”. However, by learning “Al-Bahjaht al-Marziyah” the learners become familiar with the punctuational analysis, become ready enough to study Moghny al-Adib and have access to the method of syntactic analysis of Quranic verses in the interpretation process. Therefore, it is necessary to have “Al-Bahjaht al-Marziyah” as a textbook, but the aim and method of teaching it require substantial revision.