{"id":5186,"date":"2026-08-01T02:40:56","date_gmt":"2026-08-01T02:40:56","guid":{"rendered":"https:\/\/journal.ziu.edu.sy\/?p=5186"},"modified":"2026-08-01T02:40:58","modified_gmt":"2026-08-01T02:40:58","slug":"%d8%a7%d8%aa%d8%ac%d8%a7%d9%87-%d8%a7%d9%84%d9%85%d8%af%d8%b1%d8%b3%d8%a9-%d8%a7%d9%84%d8%a8%d8%b5%d8%b1%d9%8a%d8%a9-%d9%81%d9%8a-%d8%a7%d9%84%d9%86%d8%ad%d9%88-%d9%88%d8%a3%d8%ab%d8%b1%d9%87-%d9%81","status":"publish","type":"post","link":"https:\/\/journal.ziu.edu.sy\/?p=5186","title":{"rendered":"\u0627\u062a\u062c\u0627\u0647 \u0627\u0644\u0645\u062f\u0631\u0633\u0629 \u0627\u0644\u0628\u0635\u0631\u064a\u0629 \u0641\u064a \u0627\u0644\u0646\u062d\u0648 \u0648\u0623\u062b\u0631\u0647 \u0641\u064a \u062a\u0634\u0643\u0644 \u0627\u0644\u062a\u0631\u0627\u062b \u0627\u0644\u0646\u062d\u0648\u064a"},"content":{"rendered":"\n

Abstract <\/strong> <\/strong><\/p>\n\n\n\n

With the onset of the Islamic conquests, Arabs socialized with populations of other languages. While these populations acquired Arabic vocabulary, they committed solecisms (errors) in syntactic structures. This linguistic corruption began to permeate the speech of urban dwellers of mixed heritage, sparking fears that such errors might reach the Holy Quran. Consequently, scholars and linguists were mobilized to safeguard the Arabic tongue. They strove to derive linguistic rules and principles to rectify speech through desinential inflection (I\u2019rab). So, they established lectures of knowledge in mosques, teaching syntax (Nahw), morphology (Sarf), jurisprudence (Fiqh), and exegesis (Tafsir). The latter two being indispensable from the former. Their students, thus, combined knowledge with literature, alongside the ability to derive rulings and analyze phrases. With them, schools emerged that were further developed by them and their successors, expanding their sciences and laying the foundation for all other disciplines.<\/p>\n\n\n\n

The journey began with grammar and evolved into the various arts and sciences we witness today in language, literature, rhetoric, and eloquence. Numerous schools emerged, starting with the School of Basra, followed by a series of schools that influenced one another, agreeing on certain aspects and differing in others. This led to debates that enriched these sciences, giving rise to the art of disputation, argumentation, and the derivation of evidence. Intellectual activity flourished and diversified to encompass both traditional (transmitted) and rational sciences.<\/p>\n\n\n\n

Later, scholars, who studied the arguments of their predecessors and formalized their evidence, establishing a methodology for weighting opinions in controversial issues, came after. In this research, we examine the foundational pillar and the first school: the School of Basra\u2014exploring its history, prominent figures, sources, approach, opinions, citations, modes of reasoning, and its impact on the schools that followed.<\/p>\n\n\n\n

Keywords:<\/strong> <\/strong> <\/strong>Linguistic schools, Basra Grammar School, Basra School figures, Basra School Approach, Basra School sources, The Impact of Basra School on Other Schools.<\/strong><\/p>\n\n\n\n

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Mustafa Kamal Alzaied1<\/sup>*,<\/em> Amani Mohammed Al-Hajj1<\/sup><\/em><\/p>\n\n\n\n

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Department of Arabic Language \u2013 Faculty of Graduate Studies \u2013 Al-Zaytoonah International University \u2013 Syria<\/em><\/em><\/p>\n\n\n\n

Corresponding Author: Mustafa Kamal Alzaied<\/em>Alzayd7@gmail.com<\/em><\/strong><\/a> , <\/em><\/strong>https:\/\/orcid.org\/0009-0009-7937-1683<\/em><\/strong><\/a><\/p>\n\r\n\t\t

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<\/div>\r\n\r\n\t\t\t<\/div>\r\n\t\t<\/div>\r\n\t<\/div>","protected":false},"excerpt":{"rendered":"

Abstract   With the onset of the Islamic conquests, Arabs socialized with populations of other languages. While these populations acquired Arabic vocabulary, they committed solecisms (errors) in syntactic structures. This linguistic corruption began to permeate the speech of urban dwellers of mixed heritage, sparking fears that such errors might reach the Holy Quran. Consequently, scholars …<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[166],"tags":[],"class_list":["post-5186","post","type-post","status-publish","format-standard","","category-166"],"_links":{"self":[{"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=\/wp\/v2\/posts\/5186","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5186"}],"version-history":[{"count":1,"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=\/wp\/v2\/posts\/5186\/revisions"}],"predecessor-version":[{"id":5187,"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=\/wp\/v2\/posts\/5186\/revisions\/5187"}],"wp:attachment":[{"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5186"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=5186"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/journal.ziu.edu.sy\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=5186"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}