Document Type : Research Paper
Authors
1
Assistant professor in Department of Arabic Language and Literature, Farhangian University, P.O. Box 14665-889, Iran, Tehran
2
. Assistant professor in Department of Arabic Language and Literature, Farhangian University, Iran, Tehran
Abstract
Abstract
In the teaching-learning process, the learner, the instructor, and the educational content form the three sides of a triangle. The textbook is one of the most important educational resources, considered the working tool for both the instructor and the learner. The higher the standards of this working tool, the fewer problems the teaching-learning process will face. Critiquing and reviewing university textbooks help ensure that the best tool is available to the teacher and the learner. The main goal of the authors is to critique and analyze the book "Jawaher al-Balaghah fi al-Ma'ani wal-Bayan wal-Badi'", which is the educational source for the courses Balaghah Sciences 1-2-3 in the Arabic Language Teaching major at Farhangian University. This is done to identify the strengths and weaknesses of this educational content with the help of the opinions of the instructors who teach the book. A semi-structured interview was used for data collection. The professors who taught the courses on Balaghah Sciences (Ma'ani, Bayan, and Badi') at Farhangian University were interviewed. The data were analyzed using MAXQDA software. This research method is framed within qualitative research of the Ground Theory type and is based on triangulation. The results of the research indicated that because the book was authored before the curriculum was designed and the author's intent was not to create a university textbook, the educational needs of student-teachers are not reflected in the book.
Introduction
In the teaching-learning process, the learner, the instructor, and educational content form three sides of a triangle, with the textbook serving as one of the most important educational resources and the working tool for both instructors and learners. The higher the standards of this working tool, the fewer problems the teaching-learning process will encounter. Critiquing and reviewing university textbooks helps ensure that the best tool is available to both teachers and learners. Textbooks hold a special position in the educational system and play multiple roles from various aspects (Seguin, 1989). When textbooks are well-designed and compiled, they offer numerous advantages, including clarifying the structure and topics of the educational program, assisting in educational standardization, measuring and learning, serving as a resource for advancement to higher levels, and increasing educational quality (Graves, 2000; Richards, 2001; Gak, 2011).
University textbooks, due to their broad audiences and specific educational objectives, constitute primary resources in the teaching-learning process and require continuous critique and review (Seif, 2024: 18). Any deficiency or shortcoming in these textbooks can confront the educational system with serious challenges. Therefore, textbook authors must possess specialized knowledge in their subject area as well as awareness of the principles, techniques, and specific characteristics of textbook authorship to produce comprehensive and practical works. The shared mission of textbooks is to develop skills and attitudes alongside teaching ideas and information to learners (Britton et al., 2003: 75). Studies indicate that learner learning occurs not only through instruction but also through textbooks (McKeachie, 1986: 12). One characteristic distinguishing a proper textbook is having a general informational aspect; thus, textbooks must be authored based on educational program objectives and principles, considering the educational level and foundational literacy of learners.
In the context of Arabic language education as a second or foreign language, insufficient attention to the mechanisms of educational content is often observed. Specifying educational objectives, practical approaches, finding mechanisms for achieving these objectives, and ensuring compatibility among the constituent elements of an educational resource constitute necessities for the dynamism of such resources (Fekri, 2015: 126). Given the growth and development of communication and the diversity of needs, there is an increasing need for instructional materials aligned with new learning theories that can teach various skills of second or foreign languages. Textbook authors must pay attention to the goals and needs of language learners and present appropriate content accordingly.
In the curriculum of the "Arabic Language Teaching" program at Farhangian University, approved in 2024, the book "Jawaher al-Balaghah fi al-Ma'ani wal-Bayan wal-Badi" by Ahmad al-Hashimi is introduced as the primary source for the "Balaghah Sciences 1-2-3" courses, based on the fact that teaching in numerous universities worldwide is designed around this textbook (Mansoorian, 2013: 2). This study aims to critique and analyze this book to identify its strengths and weaknesses with the help of instructors who teach it at Farhangian University. The research seeks to answer the following questions: To what extent has this educational resource achieved the curriculum objectives from the professors' perspective? What are the strengths and weaknesses of "Jawaher al-Balaghah" based on university textbook criteria?
Research Methodology
This research is applied in purpose and employs a qualitative combined design within the framework of methodological triangulation of the intra-method type. Multiple methods were used to clarify and substantiate claims (Reeves et al., 2008). The study utilized semi-structured interviews as the primary data collection instrument. The research population consisted of instructors teaching Balaghah Sciences (Ma'ani, Bayan, and Badi') at Farhangian University who had at least 5 years of teaching experience. Purposive sampling based on criterion technique was employed, continuing until data saturation was achieved, with no new codes emerging and previous findings being repeated and confirmed.
The interview questions were derived from the curriculum objectives for the "Arabic Language Teaching" program approved in 2024. Interviews were conducted face-to-face, lasting 25 to 65 minutes, with audio recording after obtaining participants' consent. Data were analyzed using MAXQDA software version 12. The analysis followed the grounded theory approach with three stages of coding: open coding (line-by-line reading and code assignment), axial coding (establishing relationships between initial codes and extracting main concepts), and selective coding (identifying the core category). The core category was examining the strengths and weaknesses of "Jawaher al-Balaghah." To enhance reliability and validity, coding was reviewed by multiple researchers, and inter-rater reliability was established. The interview protocol consisted of 10 questions covering various aspects of the book including sentence structure instruction, Quranic inimitability (I'jaz), rhetorical techniques, and overall effectiveness.
Discussion
Success in Teaching Sentence Types and Their Appropriateness to Context
Analysis revealed that 17.65% of codes indicated the book performs appropriately in teaching sentence types and their suitability to contextual conditions. The book distinguishes between declarative and performative sentences, defining declarative statements as those capable of being true or false. However, several issues were identified. First, while the book covers seven subtypes of secondary purposes for declarative sentences, this number is excessive for undergraduate students at the beginner level in Balaghah. Second, the author failed to consider the proficiency levels of learners as second/foreign language speakers. Third, the absence of visual aids such as diagrams and tables limits effective learning and engagement. Fourth, providing only a single example for each subtype creates limitations. One professor noted: "The language of the book is not fluent; it does not consider the fact that the audience is non-native Arabic speakers. This is not an authored educational book but an authored text that has been used as an educational resource." While instructors can supplement with additional examples from sacred texts, the heavy content load for beginner learners remains a concern.
Relationship Between Content and Teaching Quranic Literary Inimitability (I'jaz)
The findings revealed that the book performs poorly in introducing and teaching the rhetorical inimitability of the Quran. Three code repetitions indicated insufficient Quranic examples, and zero frequency for codes indicating success demonstrated that participants do not consider the book effective in this area. The curriculum explicitly expects students to understand the characteristics and rhetorical beauties of the Quran and ultimately recognize its literary inimitability (Balaghah Sciences Syllabus, 2024: 130). However, in the sixth chapter, only one Quranic example was provided alongside six non-Quranic examples. This is a significant weakness, as the connection between Balaghah Sciences and Quranic inimitability is fundamental. Among various aspects of Quranic inimitability, rhetorical inimitability (eloquence and rhetoric) is considered the most important, and Balaghah Sciences play a crucial role in explaining and analyzing the rhetorical wonders of the Quran (Naqibzadeh, 2010: 166). The absence of sufficient Quranic examples means students cannot adequately analyze Quranic verses using rhetorical concepts. One instructor commented: "The book needs more examples, especially Quranic and Islamic examples, because the audience will become teachers and must prepare themselves for the teaching profession."
Success in Identifying and Analyzing Bayan Techniques
In the section on Bayan (eloquence), participants expressed both positive and critical views. Five codes indicated satisfaction with the use of Quranic examples in teaching this section, while five codes suggested that existing examples were inadequately processed and ambiguous. The book omitted Quranic examples entirely for some topics, particularly in the section on simile. However, for other topics like metonymy, Quranic examples were provided. One professor noted: "If the examples were from the Quran, they weren't fully explained, and there were so many examples from poetry that the instructor had to spend time explaining the poems." The absence of systematic pedagogical explanations for Quranic examples limits the educational value. Since the curriculum specifically aims for students to identify and analyze rhetorical concepts in Quranic verses, this represents a significant gap.
Quality of Badi' (Rhetorical Embellishments) Instruction
Analysis of the Badi' section revealed several weaknesses. The highest frequency (28.57%) indicated that rhetorical devices of allusion and abstraction were explained too briefly and ambiguously. Participants characterized the treatment as "cursory and superficial." The book provided only one to two lines of definition for each device with numerous poetic examples and few Quranic examples. Zero frequency for successful teaching of Badi' indicates unanimous dissatisfaction. The curriculum expects students to analyze Quranic verses after learning Badi' concepts, but the book fails to provide adequate Quranic examples for many devices. Moreover, students receive only partial exposure to each science—for example, only certain rhetorical devices are taught in Badi', leaving students with incomplete knowledge that hinders their ability to analyze all rhetorical aspects of Quranic verses. One instructor criticized: "Some literary embellishments are not needed. I don't know why the book includes them. Several verses in the Quran would have been enough for teaching. The book focuses on poetry and presents ancient examples with difficult language." The book's classification of devices lacks clear educational logic and progression.
Alignment with Student-Teacher Needs and Proficiency Levels
The most frequent criticism (26.67% of codes) concerned the non-fluent, dense text. Four codes indicated the text is not fluent or accessible, and two codes stated the content does not match the needs of Farhangian University students. Participants found both the original text and the commentary text by Hassan Erfan to be excessively concise, lacking explanations, with no effort made to facilitate comprehension. One professor noted: "The book's language is not fluent; it does not consider that the audience is non-native Arabic speakers." Regarding appropriateness for student-teacher needs, two codes (13.33%) indicated the content does not serve student-teacher needs. The book fails to explain educational objectives, behavioral goals, or practical outcomes. Because the book was authored before the curriculum was designed and without the intention of creating a university textbook, it lacks the structural elements essential for effective teaching and learning. As one instructor observed: "The level of the book is high, and the simple way of teaching rhetoric that we use in the classroom does not exist."
Innovativeness of Rhetorical Analysis Methods
Zero percent of participants considered the book's analytical methods innovative. Two codes indicated the book has no systematic method for rhetorical analysis. The book was characterized as more obscure than "Al-Balaghah al-Wadihah," with participants noting its lack of creativity in conveying rhetorical concepts. The curriculum emphasizes innovative approaches (National Curriculum Document, 2012), and students expect to observe innovation in textbooks for inspiration. However, since the book was authored in 1905, it inherently requires updating. One instructor stated: "The book does not have a special method. It doesn't have any table or diagram."
Effectiveness in Teaching Rhetorical Concepts Leading to Quranic Inimitability Recognition
Twenty-three percent of professors who taught the book considered it inadequate for conveying concepts demonstrating Quranic inimitability. The component of "effectiveness of rhetorical instruction leading to recognition of Quranic literary inimitability" received zero frequency. Four codes (23.08%) indicated insufficiency in teaching Quranic inimitability. Since rhetorical sciences play an irreplaceable role in explaining the rhetorical wonders of the Quran (Naqibzadeh, 2010: 166), textbooks for courses preparing teachers to address student questions about the Divine Book's inimitability should allocate specific chapters to this topic. The curriculum emphasizes this connection, but the textbook fails to follow through.
Quality of Exercises and Examples
Three codes (17.65%) indicated inadequate explanation of some topics, three cited inappropriate examples, and three noted lack of exercise variety. The book's exercises lack diversity, and examples are drawn from unfamiliar sources. One professor commented: "Not all examples are appropriate; many examples are from lines of poetry that are not known. The instructor first has to explain the poem then the rhetorical point." Exercises designed for learning consolidation and skill development are insufficient. The book lacks a systematic progression from simple to complex, with some exercises being too difficult and failing to serve their intended pedagogical purpose.
Effectiveness in Teaching Balaghah to Non-Native Arabic Speakers
The most frequent criticism (14.81%) concerned the need for simpler explanations, and 14.81% cited lack of precise definitions. The book was described as "intangible" for non-Arab learners. According to educational content organization principles, the book should follow a logical progression from simple to complex, demonstrate horizontal and vertical coherence, and align with educational objectives. However, as one professor noted: "The book was authored for Arabic speakers, not non-Arabic speakers." The book fails to adjust to the needs of foreign language learners, and the content lacks appropriate pedagogical sequencing.
Ability to Generate Learner Interest
Twenty percent of participants cited the complexity of topics, and 20% cited numerous ambiguities. These two factors alone explain why 13% of participants considered the book demotivating. The content presentation lacks tables, diagrams, and other educational supports. One professor observed: "The book was authored in 1905; naturally, it needs updating." The challenge of the language can hinder comprehension and reduce motivation. The book's writing should be clear, avoiding both tedious length and harmful brevity (Movahed, 2008; Kardan, 2003: 19).
Conclusion
This study examined professors' perspectives on the book "Jawaher al-Balaghah" as a textbook for Balaghah Sciences courses at Farhangian University. The findings indicate that while the book demonstrates strengths in certain areas, particularly some aspects of Ma'ani instruction, it suffers from fundamental weaknesses that render it unsuitable as a primary university textbook. The book was not authored according to university textbook standards or with pedagogical objectives in mind. It fails to consider learners' proficiency levels, lacks educational objectives and outcomes, does not provide sufficient Quranic examples for understanding inimitability, and contains ambiguous and dense language.
The most critical finding is that since the book was authored before the curriculum was designed, it cannot adequately achieve current educational objectives. Student-teacher needs are not addressed, and the book requires comprehensive revision. Recommendations include: rewriting ambiguous sections and vague phrases, adding more Quranic examples, creating a logical progression from simple to complex, incorporating tables and diagrams, specifying learning objectives for each chapter, developing diverse exercises, simplifying language for non-native speakers, and aligning content with curriculum objectives. The book could be brought closer to curriculum goals through these revisions. In the absence of a suitable replacement, the curriculum should acknowledge that an appropriate textbook is currently under development. This study provides a model for systematic textbook evaluation that can be applied to other textbooks in Arabic language teaching. Future research should examine the effectiveness of similar textbooks and explore the development of pedagogical resources specifically designed for non-native Arabic speakers.
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