التساؤلات في الأحاديث النبوية : دراسة تحليلية لدورها المعرفي

Abstract

This thesis addresses the connection between questions contained in the Prophetic hadiths and the stimulation of critical thinking, intellectual independence, and creativity. Based on a well-established hypothesis, the researcher proposes that questioning practices in the hadiths are not merely a means of extracting information but rather effective tools that enrich the mind and develop cognitive abilities, leading to the attainment of high levels of knowledge and deep understanding. The thesis began by defining the concepts of question, questioning, and interrogation, clarifying the subtle differences between them, distinguishing between direct and indirect questions, and identifying their multiple purposes, which range from seeking information to conveying perceptions and feelings. The study also addressed the Islamic stance on asking questions, reviewing the concepts of affectation and excessive questioning, and highlighting the legal controls that guarantee the permissibility and conditions of questioning as a civilised means of achieving benefit and care. The research relied on an inductive approach to collecting hadiths from various sources, selecting texts that contain questions with cognitive connotations, followed by an analytical approach for classifying them according to levels of thinking. It relied on Bloom's hierarchical taxonomy and alternative non-hierarchical classification. The close relationship between knowledge and thinking was analysed, highlighting the role of background knowledge in facilitating thinking processes, problem-solving, and information retention. The research also addressed the dimensions of critical thinking, intellectual independence, and creativity, demonstrating that the questions contained in the hadiths serve as the primary catalyst for these abilities. Good questioning, in its broadest sense, is not limited to extracting information but also includes conveying feelings and perceptions between the questioner and the questionee, enhancing the flow of information and deepening understanding. It thus becomes clear that this type of questioning contributes to establishing a solid bridge between theoretical knowledge and practical application, which aligns with the goals of sustainable development and a comprehensive vision of scientific progress. Ultimately, the research confirms that questioning is an inherent element of human nature, and that intellectual freedom � which includes the right to ask questions and seek answers � is essential for achieving scientific and cultural progress. The study also recommends adopting effective questioning practices in the teaching and learning process, aiming to stimulate critical thinking and foster creativity and intellectual independence among individuals, thereby enhancing their capacity to address contemporary challenges in their pursuit of comprehensive knowledge and understanding.