Within the Initiative of the Critics and What They Analyze: The Qatari Forum for Authors discusses from scholarly language to issues of identity. December 7, 2020

As part of the weekly Initiative of the critics and what they analyze, which is broadcasted on YouTube and social media platforms and managed by Dr. Abdulhak Belabed, Professor of Literature Issues, Critical Studies and at Qatar University, the Qatari Forum for Authors hosted Monday evening Prof. Dr. Jaafar Yayoush, academic researcher from Mostaganem University in Algeria to discuss the topic “From scholarly language to issues of identity”

Dr. Yayoush said that the Islamic civilization is the first engine and actor in approaching the scholarly language, which started from the Qur’an in the saying of God, }}Read (Prophet Muhammad) in the Name of your Lord who created,{{ as the Noble Book made a qualitative leap for the Arab nation by making it move away from many myths and legends to reach the stage of civilization is making for itself a scholarly understanding language that fulfills many of the sciences of its era, and the Qur’an has become, its bright point, so that the West tried to emulate that experience, to create for themselves a scholarly language that speaks terms and concepts to serve their scientific and cognitive methods.

Returning to the scholarly language in the Arab world, it witnessed a development with the Islamic conquests and the beginning of the intellectual and cultural cross-fertilization between Muslims and the rest of the countries they conquered, where there was an influence and an effect, and this was stimulated by the translation movement in the Abbasid era in particular, as well as what the Andalusian civilization witnessed from a scientific movement that was based on practical comparisons and approaches, where many scholars were able to put concepts and terms to be the keys of their science to facilitate their understanding and teaching, so the first scientific dictionary appeared in the history of Islamic civilization, Arabic, Greek, and then Latin.

The translation did not stop at scientific terms and sciences, but rather it withdrew to the writers as writers began trying to return to the original text, and from here was the real launch of the scholarly language in the field of literature and language,  and this is what emerges from the school of Khalil bin Ahmed Al-Farahidi when one of his students moved to Andalusia, and found the Khalili school to form a civilizational basis that has its own dictionary, whether at the level of creativity or literary criticism.

And as the pioneers of the Renaissance after that adopted this mechanism through a scientific code in line with the spirit of the new era and bypassing the limitation of knowledge in the Latin language and from here began the launch of modern living languages in Europe, so most of the scientific terms were a mixture between the Greek term in the first section and the Latin in the second part.

Dr. Yayoush summarized the concept of a scholarly language as it is the language written by scholars and specialists, whereby the terms come out of their general context and enter into the specialized semantic field agreed upon by specialists, whether in the humanities, scientific sciences, or even the arts.

In a different context, he talked about statistical stylistics, where he worked on the Arabic poetry blog of the pioneers of contemporary free poetry according to the rule of counting the number of verbs and nouns, as usually verbs override the scientific style and nouns over the literary style, as this process enables them to extract the writer’s dictionary, so every poet has his own private dictionary.

Although some criticize the language of statistics and consider it deaf, but they take into account the use in the context and thus statistics are valid for interpretation and analysis and even can reveal the poet’s emotion. By extracting the poetic glossary, the key words are identified, and this applies to the novel, as statistics facilitate the process of scholarly reading.

He also gave priority to identity issues an important area of his intervention, so it is not possible for the individual, whether he is a normal person, a scientist, or an intellectual, to form a national identity, far from the linguistic identity, which is an important component to consolidating the spirit of belonging and loyalty, so it is a must for me to educate our children to preserve this identity that builds their cognitive personalities that, in turn, builds the civilization of nations.