Types of Treating Interpretative Narratives in Isfahan’s Interpretative School

Document Type : Research Paper

Authors

1 Assistant Professor of Shi'a Studies of High School of Fighh of Isfahan. Isfahan, Iran

2 Assistant Professor of Quranic and Hadith Sciences of Al-Mustafa International University. Qom, Iran

3 Level four student of comparative interpretation of Department of Comparative Interpretation of Fatima Al-Zahra. Isfahan, Iran

Abstract

One of the important schools in the history of Imamiya interpretation is the School of Interpretation in Isfahan, which is considered one of the most influential schools in the history of interpretation, and understanding its interpretive methods is of great importance. The achievement of a correct interpretation of the Quranic verses depends on the recognition of the interpretative methods used by the interpreters. In this article, through a descriptive-analytical method and a careful study of the interpretative methods used by the interpreters of Isfahan, the methods used by these interpreters for dealing with narratives have been explored. The results of the research indicate that the interpreters in the School of Interpretation in Isfahan use various methods for explaining and illustrating the meaning of the verses, including explanatory narratives, narratives supporting the literal meaning, narratives supporting the intended meaning and the interpreter's interpretation, narratives about the virtues and status of the surahs, narratives that are consistent with the Quranic implications, narratives that reveal the interpretation of the verses, preference for a narrative meaning over other opinions, combining narratives to illustrate the intended meaning, and reconciling or disregarding conflicting narratives due to differences in their levels.

Keywords

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Biannual Journal of research in the interpretation of Quran
Volume 9, Issue 18
March 2023
Pages 123-153

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History

  • Receive Date: 10 September 2022
  • Revise Date: 28 January 2023
  • Accept Date: 07 February 2023

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