ضوابط الداللة في النقد العربي القديم ا ً الجرجاني نموذ. (Arabic)

Significance Controls in Ancient Arabic Criticism Al-Jurjani as a Model. (English)

The most important thing that pushed me to choose and write this research is the response to the widely spread Western approaches that openly declared the death of the creator. So some of them understood the text through the text itself, such as structuralism, formalism, and the like. Others gave the reader absolute freedom to understand the text without controls that control it, so they understood the text as they desire and like to understand it, not as it should be understood. Others, such as Deconstruction, neglected the creator and the message, and appointed the receiver as a judge, not to prove a meaning, but rather to prove that everything he proves has no reality and does not exist, so the signifier quickly turns into a signified, and so on. This research tried to prove three principles that can control the significance which the poet intended specifically, and thus the reading is framed and becomes within a framework within which the recipient walks and does not deviate from us, namely: 1-a control in the creator. 2-a control in the message. 3-a control in the receiver. This leads us to important questions, including: Is the meaning accomplished in poetic texts? And how is it accomplished? Is there a possibility to adjust the reading? Or is the door wide open? This research will answer these questions, God willing. [ABSTRACT FROM AUTHOR]

إن أىم ما استدعاني الختيار وكتابة البحث ىو الرد عمى المناىج الغربيةة المنترةرة بكثةرة التةي أعمنةت جيةا ارً مةوت المبةدع, فةذىب بعضةيا إلةى فيةم الةنص مةن خة ل الةنص نفسةو كالبنيويةة والرةك نية وريرىةا, ومةنيم مةن أعطةى القةارط الحريةة المطمقةة لفيةم الةنص دون ضةوابط تضةبطو ففيةةم الةةنص كمةةا يرةةتيي ويحةةب أن يفيمةةو ال كمةةا يجةةب أن يفيةةم, وبعضةةيم اآلخةةر كالتفكيكيةةة كةل مةا أثبتةو ا أىممت المبدع والرسالة وعينت المتمقي حكمةا ال نن يثبةت معنةى مةا, بةل إلثبةات أن ال حقيقة لو وال وجود لو فسرعان ما يتحول الدال إلى مدلول وىكذا دواليك. فحاول البحث إثبات ث ثة أصول بإمكانيا أن تضبط الداللة التي قصد الرةاعر إلييةا بالتحديةد وبالتالي تتأطر القراءة وتصبح في إطار يسير المتمقي ضمنيا ال يزيغ عنيا وىي: -4 ضابط في المبدع . -0 ضابط في الرسالة. -3ضابط في المتمقي . وىذا يقودنا إلى أسئمة ميمة منيا: ىل ينجز المعنى في النصوص الرعرية؟ وكيف ينجةز؟ أيوجةد إمكانيةة لضةبط القةراءة؟ أم أن البةاب مفتةوح عمةى مصةراعيو؟ سةيجيب البحةث عن ىذه انسئمة إن راء اه [ABSTRACT FROM AUTHOR]

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