Bingöl Üniversitesi İlahiyat Fakültesi Dergisi

Öz

In this article, the “disjointed letters” (hurûf mukatta’a) found at the beginning of the twenty-nine surahs in the Qur'ân have been examined in terms of the deficiencies in the practice and practice of teaching during recitation, the structure of the letters, their arrival in groups and in different numbers have been given information, the mahrej and adjectives of the letters contained in the huruf-ı muqattaa have been specified and their qualities have been explained one by one. All the techniques that should be applied on every huruf-ı mukattaa are expressed in the place where it is located. Although there are many studies that deal with the huruf-ı mukattaas found at the beginning of the Surah from a literary point of view, as well as their exegetical dimension or qira'at dis-putes, almost no studies on the elaboration of these letters exist. Readers do not act meticulously in their practice when reciting these letters, either they read as if there is no practice at all, or they neglect another technique when applying the technique in one letter, or they read and pass the techniques without applying them. In particular, among the disputes about the recitation of the Qur'ân is the interpretation of the hurûf-ı muqatta. Dec. It is seen that one of the reasons for the emergence of these disputes is erroneous readings, and these readings spread over time and continue as if they were true. It is certain that the influence of some shortcomings in the teaching of tadjwid has a share in the spread of these mistakes. In this article, with the idea of being a guide for later studies, it has been tried to contribute to ensuring unity and alliance in the field of qirā'āt by producing the necessary answers to the important questions that arise in the light of the determinations we have made. A “qualitative” method was used as a method, the results reached as a result of interviews with our esteemed expert teachers who have become an academic in their field and have come forward with their education in this regard have been presented. Differences of opinion and practice of these thirty-seven teachers, who provide advanced education in the field of Qur'ân recitation and education and whose performances are taken as an example, have been identified about the practices of tadjwid in huruf-ı muqatta’a, and their answers to our question on this issue have been recorded by us.