درخت حوزه‌های تخصصی

Translating recurring linguistic and rhetorical structures in the Qur’ān presents a significant challenge for English translators, as inconsistencies can disrupt the text’s thematic unity and stylistic coherence. This study investigates how such structures—categorized as expressions, sentences, verses, syntactic patterns, and rhetorical devices—are rendered in three English translations of the Qur’ān: Sahih International (1997), Yusuf Ali (1934), and Abdel Haleem (2004). Employing a descriptive-analytical approach, the research utilizes the frameworks of formal equivalence and dynamic equivalence, supported by classical tafsir and Arabic syntactic sources, to evaluate translation consistency across the five categories. The findings reveal distinct translational strategies: Sahih International emphasizes formal equivalence, demonstrating high consistency in expressions and syntactic constructions; Abdel Haleem strikes a balance between formal equivalence and dynamic equivalence, performing notably well in the translation of verses; Yusuf Ali, on the other hand, adopts a more interpretive style, resulting in greater variability and frequent departures from tafsir-supported renderings. This inconsistency underscores the importance of uniformity in preserving the Qur’ān’s integrity and enhancing clarity for readers, especially in sacred texts where repetition serves a deliberate rhetorical function. The study proposes a hybrid formal equivalence-dynamic equivalence model that prioritizes structural fidelity, such as consistent renderings of recurring phrases like “who ... except”, while incorporating naturalness to improve readability for English audiences. However, the limited sample size of three instances per category constrains the generalizability of the findings, indicating a need for broader analysis. Ultimately, this systematic approach not only promotes greater coherence in Qur’ānic translation but also offers practical guidance for translators and contributes to the broader discourse in translation studies, particularly regarding the balance between fidelity and accessibility in rendering sacred texts.

“Individualization” (Tafarrud), a fundamental principle of education, means that a person, despite similarities with his fellows, has psychological characteristics and unique abilities that distinguish him from others. It is important to pay attention to this principle in identifying the talents and abilities of people and their proper direction for correct education. This article investigates the role of the principle of "individualization" in education from the perspective of the Qur’an and Hadith and examines its position in education based on a descriptive-analytical method. Findings show that the differences between people are divided into two categories, individual and group differences, and for individual differences, there are two concepts of inter-individual and intra-individual differences. People have inter-individual differences in terms of faith, knowledge, talents and abilities, emotions, and feelings. In addition, in terms of differences in abilities and talents in a person, they have intra-individual differences. Also, there are social differences in terms of social position, gender, geographical location, etc., so that paying attention to these differences is effective in the formation of correct education. Therefore, in educational matters, in order to achieve educational goals, attention should be paid to individual and social differences.