ماهيت منابعِ جوامعِ روايي اوليه از ديدگاه گرگور شويلر

Nature of the Early Sources of Hadith Collections from the Viewpoint of Gregor Schoeler

يكي از مهم ترين عوامل تشكيك خاورشناسان در وثاقت متون روايي نقل شفاهي حديث و مخالفت گسترده با كتابت حديث، به مدت بيش از يك قرن، بوده است. تا دهه هفتاد قرن بيستم، طرفين اصلي بحث و مناقشه درباره ماهيت منابع جوامع روايي اوليه گلدتسيهر و سزگين بودند كه اولي بر شفاهي بودن و دومي بر مكتوب بودن اين منابع تاكيد مي كردند. گرگور شويلر از سالهاي مياني دهه هشتاد قرن بيستم تا كنون، در مطالعات متعدد سعي كرده است از تضاد ميان اين دو ديدگاه بكاهد. نظريه او درباره «پيوند و همراهي نقل شفاهي و مكتوب در نظام آموزش اسلامي» به بسياري از مناقشات پايان مي دهد. مهم ترين مولفه هاي اين نظريه عبارتند از: توجه به ويژگي هاي نظام آموزش و يادگيري در نخستين سده هاي اسلامي، تمايز ميان درس نوشته ها و كتاب هاي واقعي، چگونگي نشر آثار و نقش راويان در اين روند، تمايز ميان نقل مسموع و نقل شفاهي، تمايز ميان مسيله وثاقت و مكتوب بودن منابع، تبيين شباهت ها، تفاوت ها و تاثير نظام هاي مختلف آموزشي بر يكديگر، بررسي تاثير شيوه هاي عالمان حديث بر ساير حوزه هاي علوم، تمايز ميان شيوه هاي گوناگون نشر اسناد، نامه ها، اشعار و تعاليم ديني.

One of the most important factors for the orientalists’ casting doubt on the authenticity of the tradition texts has for over one century been the verbal transmission of hadith and widespread opposition to the writing of hadith. Up to the 70’s of the twentieth century, the two main parties of dispute concerning the nature of the sources of early hadith collections have been Goldziher and Sezgin, the first of whom stressed the orality of these sources and the second emphasized its being written. Gregor Schoeler has since the mid 80’s of the twentieth century up to now tried in various studies to reduce the contradiction between these two approaches. His theory on “the connection and bond between the oral and written transmission in the Islamic education system” has put an end to many of the disputes. The most important components of this theory are: special attention to the characteristics of education and learning system in the early Islamic centuries; distinction between the textbooks and the ordinary books; the publication way of the works and the role of narrators in this process; distinction between the heard (masmu‘) transmission and the oral transmission; distinction between the issue of authenticity and the sources as being written; explanation of the similarities, differences, and the effect of various education systems on each other, study of the effects of the hadith experts’ procedures on other fields of science; distinction between different methods of publishing religious documents, letters, poetry, and teachings.