ملامح التفرد المغربي في الدرس القرائي

Abstract

This study addresses the characteristics of the Moroccan reading school and its unique aspects. It seeks to identify the key features that distinguish this school in terms of performance, attribution, and classification. The aim of this study is to provide a brief introduction to this school, to highlight the points of intellectual independence in performance methodologies and composition methods, and to attempt to deduce its performance, attribution, and compositional characteristics. The nature of the research on this topic necessitated dividing it into a preliminary introduction and two main sections. In the preliminary introduction, we aimed to provide a general overview of the historical milestones that the Moroccan reading school has gone through, from its inception and establishment to its development and flourishing, while mentioning some of its prominent figures and their efforts in establishing its methodologies and spreading its culture. In the first section, we addressed the characteristics of the Moroccan reading school in terms of performance and attribution. As for the second section, it focused on the features of Moroccan specificity in classification, whether in terms of the scientific material or the methodological structure. This study concluded with several important results, the most significant of which is that the Moroccan school can be considered an independent school with its own methodologies, distinct in its essence and nature from the Eastern school, while also noting the Eastern influences and African extensions present in the Moroccan reading heritage.