With the efforts of the Office of International Academic Cooperation, in collaboration with the Student Scientific Association of Arabic Language and Literature at the Islamic Denominations International University, the “Third International School for Ara

Dr. Aqeel Al-Khaqani, professor at the University of Kufa (Iraq), in his lecture entitled “The Stances of Muslim Philosophers Toward Arabic Poetry: Commentators on Aristotle as an Example”, referred to the difference between Plato and Aristotle regarding mimesis (representation). He explained that Plato considered it far from truth and misleading, while Aristotle regarded it as the essence of art and poetry. This contrast was reflected in the works of Muslim commentators such as Ibn Rushd, Al-Farabi, and Ibn Sina. The professor noted that many Muslim philosophers denied poetry epistemological value, considering it based on imagination and emotions and incapable of reaching the level of philosophical demonstration or rational truth. He further stated that Muslim philosophers, in their engagement with poetry, were influenced by Islamic religious and ethical teachings, often focusing on its educational and moral aspects, sometimes viewing it as conflicting with philosophical truth. In the final part, he highlighted the role of Ibn Rushd in interpreting Aristotle’s works, emphasizing that Ibn Rushd sought to reconcile Aristotelian theories with Islamic rationalist foundations, particularly in the field of art and poetry. This lecture sparked rich discussions among philosophy students and researchers about the place of poetry in Islamic thought and its relation to Greek philosophy.

In another session, Dr. Dalal Abbas, retired professor at the Lebanese University (Lebanon), lectured on “The Qur’an and the Arabic Language”. She examined the deep relationship between the Holy Qur’an and Arabic, analyzing their mutual influence. Dr. Abbas stressed that the Qur’an not only played a fundamental role in preserving Arabic, but also consolidated its grammatical, morphological, and rhetorical structures. She added that many linguistic rules, especially in grammar, were derived from the Qur’anic text. She explained that Qur’anic Arabic is recognized as the standard of Classical Arabic, serving for centuries as the primary reference for teaching, writing, and literary criticism. Referring to the Qur’an’s rhetorical features—such as metaphor, simile, brevity, and rhythm—she noted that these elements not only convey the divine message but also inspired Arab poets and writers through the ages. She also demonstrated how Qur’anic usage enriched Arabic vocabulary, often giving words deeper or new meanings. With eloquence and scholarly precision, she clarified the inseparable bond between the Arabic language and the Qur’an, paving the way for further academic dialogue in this field.

In the next scholarly session, Professor Syed Aleem Ashraf, professor at Maulana Azad University (India), addressed one of the most complex yet fundamental issues in Arabic linguistics: “Number and Tamyiz (Specifier)”. Relying on his expertise in Arabic linguistics, he analyzed number structures and their specification in Arabic. He classified numbers into singular, dual, plural, as well as cardinal and ordinal, explaining that each category has its own grammatical and morphological rules. He emphasized the role of tamyiz in clarifying the meaning of numbers. Professor Ashraf highlighted one of the key challenges in teaching Arabic: gender (masculine/feminine) and number (singular/dual/plural) agreement between the number and its tamyiz. By providing multiple examples, he illustrated how these elements interact in Arabic syntax. In the final part, he presented examples from the Qur’an and classical Arabic literature, showing their rhetorical and stylistic functions. The lecture was warmly received by linguists, Arabic students, and enthusiasts of Arabic grammar.

Another academic session featured Hujjat al-Islam Dr. Riyadh Al-Asadi, seminary professor from Iraq, with a lecture titled “The Arabic Language and Its Sources of Strength.” Taking a profound theological approach, he explored the powerful dimensions of Arabic in history, religion, culture, and Islamic thought. He stressed that Arabic was divinely chosen for the revelation of the Qur’an, a choice that reflects its unparalleled capacity to convey profound and precise meanings. He highlighted Arabic’s complex yet coherent structures—such as morphology, syntax, derivation, brevity, and eloquence—which give it a unique expressive power. He added that Arabic is not merely a means of communication but also a carrier of Islamic identity, history, and culture. Weakening the Arabic language, he warned, means weakening the bond of the Ummah with its religious and intellectual heritage. He urged seminary students and professors to give more attention to Arabic teaching, research, and application, as a prerequisite for understanding Islamic texts accurately and advancing scholarship. His passionate and rich lecture highlighted the religious, cultural, and intellectual importance of Arabic, motivating renewed interest in its place in Islamic education.

In another specialized session, Dr. Abdulmohsen Mahmoud, professor at Cairo and Kuwait Universities (Egypt), delivered a lecture titled “Arabic Language for Non-Native Speakers: Issues, Skills, and Teaching Methods.” Drawing on his extensive international teaching experience, he presented a comprehensive analysis of the challenges and methods of teaching Arabic to non-native speakers. He identified key difficulties, such as complex grammar and morphology, dialectical differences, and the gap between classical and colloquial Arabic. He emphasized the need to focus on the four core skills—listening, speaking, reading, and writing—each requiring tailored methods. He highlighted modern teaching approaches, including educational technologies, language games, authentic texts, and the communicative method, which situates language learning in real contexts. He stressed that language teaching without cultural context is incomplete: learners must understand Arabic’s cultural, religious, and social dimensions to communicate effectively. In his conclusion, he shared insights from his educational projects in Cairo and Kuwait, presenting practical successes and challenges in teaching Arabic. The session was warmly welcomed by linguists, applied language researchers, and students of Arabic.

In the final session, Dr. Wissam Ali Al-Khalidi, professor at the University of Kufa, discussed “Artistic Experimentation in Modern Arabic Poetry: A Study of Structure and Style.” He examined the phenomenon of structural and stylistic transformation in Arabic poetry after the 20th century. Defining “experimentation” as the conscious effort of poets to transcend traditional forms and create new ones, he showed how this included changes in meter, rhyme, language, imagery, and even syntax. He explained that modern Arabic poetry, particularly after the 1950s and 1960s, underwent fundamental transformations. Free verse (al-shi‘r al-hurr) and prose poetry (qasidat al-nathr) are among the manifestations of this change, moving away from strict prosody toward freer expression and imaginative imagery. He also pointed to innovations in poetic language, such as the blending of classical and colloquial Arabic, use of symbols, ambiguity, and intertextuality, which enable poets to express complex human experiences in multilayered ways. He stressed that experimentation in modern Arabic poetry was not only an aesthetic choice but also a response to political, social, and cultural crises in the Arab world. His lecture was well received by literary scholars, poets, and Arabic students, sparking fruitful discussions on modern Arabic literary creativity.