سوره یوسف

Analyzing Quranic concepts is a way to correctly understand Quranic verses. In this study, considering the frequency of the word Taʾwīl in Surah Yusuf, a descriptive-analytical method is used to examine this word based on Fairclough's critical discourse analysis approach. This is done to achieve a new understanding of the concept of Taʾwīl in Surah Yusuf through a systematic reading, taking into account social, cultural, and value structures. The research results indicate that the central signifier of the Taʾwīl discourse in Surah Yusuf is the teaching of the science of interpreting events (Taʾwīl al-aḥādīth), which itself sets the stage for the discourse of divine guardianship (wilāyat ilāhī). The science of Taʾwīl possessed by Prophet Yusuf (AS), both in terms of its scope and comprehensiveness of events and its divine source, is a factor in his superiority over other interpreters and in changing the existing value system. This led to a disruption in the power relations of the target society, to the extent that Yusuf was able to direct actions and engage the opposing group in implementing a fourteen-year strategic plan after interpreting the Egyptian king's dream. These actions, at a higher level, provided the necessary groundwork for outlining the main binary system. By creating a dichotomy between “I” (possessor of divine knowledge of Taʾwīl) and “those who do not believe in Allah and deny the Hereafter,” two perspectives on existence are presented. One view sees the world as belonging to a Lord who is the main reference for all actions, in contrast to a view that disbelieves in these matters. This paradigmatic distinction provides the basis for reproducing a new value system.

Defamiliarization is one of the aspects of the resurrection of words based on linguistics and one of the theories of new literary criticism that was proposed in the framework of the school of Russian formalism in 1917. the phenomenon of deviation from norms is regarded as an essential issue in the aesthetics of literary texts. The reason lies in the fact that it enhances the literary style, thereby increasing its aesthetic appeal and captivating the readers' attention towards various texts. The holy Qur'an, being the most superior text, has always been the focal point for scholars. The use of deviation from the norm in distinct verses has caused readers to pay more attention to its external structure. This led the writers to scrutinize Surah Yusuf through a breaking norm lens. The present article employs a descriptive-analytical method and refers to library sources to examine the literary deviation from the norm in the Surah of Yusuf. The most significant achievement of this research is that deviation from the norm in Surah Yusuf in the permissible category, simile, metaphor, and irony, which are the four techniques of the science of expression, has shown itself and made the apparent structure of this Surah stand out and also made its meaning more concrete for the reader. In this literary survey, the use of literary defamiliarization and its aspects in Surah Mubarake Yusuf has been discussed with a descriptive-analytical method in order to reveal the aesthetic structure and meaning of this surah.

The attitude formation method encompasses cognitive, emotional, and ethical elements. Due to its comprehensiveness, its application in education is effective. This article addresses the three dimensions of the attitude formation method, outlining goals, foundations, and principles for each dimension in relation to the topic of patience. The educational characteristic of patience is a significant theme emphasized in the Holy Quran, which presents various strategies for fostering this trait. Numerous works exist on the subject of patience; this article analyzes and examines the attitude formation method in cultivating the educational trait of patience from the perspective of the Holy Quran. In this study, the library research method was utilized to analyze the attitude formation method in education (specifically in developing the trait of patience, with a case study of Surah Yusuf). The cognitive, emotional, and behavioral elements in attitude formation aimed at establishing the educational and ethical quality of patience, centered on Surah Yusuf, were examined. Efforts were made to clarify the educational messages and directives of the Holy Quran in Surah Yusuf based on these elements. The findings indicate that the Holy Quran, emphasizing educational foundations, principles, and methods, articulates ways to develop patience across cognitive, emotional, and behavioral dimensions.

Ambiguity, īhām (Arabic: إیهام , English: double meaning), and symbolism are stylistic devices that hold a special place in the realm of storytelling. Consequently, it is both fitting and beneficial to examine the application of these literary devices in sūrat al-Yūsuf (Arabic: یوسف , lit.: Joseph), which is widely regarded as a commendable narrative. The benefit of these three literary devices lies in their ability to add depth and create pauses in the narrative, allowing the audience to reflect and engage with the text more thoughtfully, thereby uncovering deeper layers and hidden nuances of the discourse. This article employs a descriptive-analytical method to examine the frequency and scope of ambiguity, īhām, and symbolism within the content of this chapter (sūra). To achieve this, it analyzes several clear examples of ambiguity, īhām, and symbolism in this chapter (sūra). The results of this research indicate that the ambiguities identified in the verses stem from the multiplicity of semantic possibilities and the varied references of pronouns. Evidence exists for each of these possibilities, making all interpretations acceptable. The term ‘Rabb’ has been examined in three verses and reflects two perspectives: the materialistic and the monotheistic. Both meanings of ‘Lord’ and ‘Owner’ can be considered simultaneously. The mysteries presented in this chapter (sūra) arise from the unjustifiable actions of the characters and the silences and unspoken elements within the text. Consequently, upon concluding the narrative, numerous unanswered questions emerge in the minds of the audience, for which no definitive answers are available.

Contemporary stylistics, as a specialized field within linguistics, offers a scientific and systematic approach to elucidating the unique rhetorical qualities of the Quran, thereby emphasizing the verbal and spiritual elegance of its divine verses. A thorough examination of the auditory effects and the semantic and auditory connections of the Quran’s concluding words, referred to as “Quranic Endings (Fawasil),” in relation to the verses and surahs’ content, warrants significant scholarly attention. This analysis is crucial for effectively conveying the verses’ meanings and fostering auditory unity. The research utilizes a descriptive-analytical methodology to investigate the endings (fawasil) of Surah Yusuf at various auditory, semantic, and lexical dimensions. The results reveal that one of the key indicators of this surah’s inimitability lies in its melodious and harmonious auditory characteristics, which stem from the careful arrangement and selection of the concluding words. The congruence between the content and the thematic as well as auditory implications of these endings ultimately fosters a sense of harmony and coherence.

A comprehensive understanding of the multi-faceted aspect of the word - as the cornerstone of the text - holds particular significance in the translation of the Holy Quran. Especially when faced with "polysemous words," the translator must be aware of all these meanings to select the essential meaning based on the text's context. However, considering the possibility of the word being "foreign and alien" is crucial, an approach often overlooked in the Persian translation of the term "متکا" in Surah Yusuf, verse 31. In a part of this verse which narrates the confrontation of the Egyptian women with Yusuf which was an invitation by the Emir of Egypt’s wife, it is mentioned that "واعتدت لهن متکا" meaning Zulaykh gave them متکا meaning repast and then furthers that she gave them a knife. While the literature depicts the presence of oranges or citrus fruits in the hands of Egyptian women in the story of Yusuf in the Persian poetry and prose of Persian since the time of Rudaki until now, Persian translations commonly neglect this. A survey of 63 Persian translations of this verse revealed only 5% (3 translators) translated the term as "ترنج" (Citrus), while 95% (60 translators) translated it as a seat, gathering place, fruit, or a type of food. A review of 168 Arabic books on interpretation, hadith, and dictionaries showed that 101 considered "متکا" a Hebrew word, interpreting it as "ترنج" (Citrus) or orange. Therefore, the best equivalent for "متکا" in this verse is "ترنج" or orange, emphasizing the need to expand the semantic scope of polysemous words to identify non-Arabic words in the Holy Quran and highlighting the importance of aligning Persian translations with the text's context and logic.

This research aims to explore the sextet methods of behavior improvement within corrective education, focusing on 1) prevention, 2) remission and pardon, 3) injunction, 4) reproach, 5) driving away, and 6) punishment, as depicted in some verses of Surah Yousuf (as). The research method involves conceptual analysis to clarify keywords and references in order to understand these behavior improvement methods. The selected text comprises verses from Surah Yousuf (as) that demonstrate the approaches used by the Prophet Jacob (as) in guiding his erring children. Findings reveal that the methods of behavior improvement are basically corrective, starting from gentle guidance harmonizing with the educator's nature and leading to more assertive approaches, in terms of psychological tolerance. The order of verses shows that the Prophet Jacob (as) employed the first four stages to improve his sons' behavior, but did not resort to the subsequent two stages, i.e. driving away and punishment. Moreover, implicit methods, such as explaining mistakes, exhibiting conscious and wise behavior as an educator, allowing the educated the right of election, innovation, function, and field of action, and finally the use of implicit language among family members, also contribute to behavior improvement.

The second Qur'anic encyclopedia from Westerners is the Encyclopaedia of the Holy Qur'an edited by Professor Oliver Lehman. In this encyclopedia, under the entry of "Love", the author has also discussed "Surah Yusuf". The author of this entry has a romantic understanding of this surah as he has included this surah under the love section. In this article, in addition to evaluating the writing of Surah Yusuf in this encyclopedia, in line with the criticism of this encyclopedia from the perspective of a one-sided view of the verses of the Qur'an, some political-social approaches from Surah Yusuf have been presented. First the strengths and then the weaknesses of this writing are stated. The result of the criticism of this encyclopedia is that by considering the verses 54 and 55 of Surah Yusuf, the concept of love is excluded from this Surah, and considering the position of Prophet Yusuf as a prophet, not only this romantic concept is wrong and unjust. It is the position of that Prophet, but the correct approach will be the socio-political approach, and that is the resourcefulness of Prophet Yusuf, considering the two characteristics of "Makin" and "Amin" in the verses. This is the important thing that is missed in Oliver's encyclopedia

In this article, the historical course of the story of Yusef is different interpretations is examined. The purpose of the article is to examine the history of the interpretation of Surah Yusef and to examine this story and the commentators' attitude towards a single Quranic story. First, the story has been extracted according to the narration of the commentators and its keys points, then the obtained keys have been analyzed and divided into separate sections, the evidence of each of them has been mentioned. Finally, the method of narration and the approach if commentators to the story of Yusef and their interpretations have been examined. Interpretations of the Quran exist in different interpretations classes or groups due to the tendency or method of interpretation. In this research, with regard to different interpretations groups, the key interpretations or exegetes have been mentioned.The method of research is the Discourse analysis of the commentators' word and the texture of interpretations has been examined from the semantic and pragmatic.The method of research is the Discourse analysis of the commentators' word and the texture of interpretations has been examined from the semantic and pragmatic.

One of the aspects of the miracle of the Holy Quran is the expressive miracle which shows the prominent role of language in conveying concepts. In this regard, after the revelation of the Holy Quran, the science of semantics in traditional rhetoric was created to explain the aspects of this miracle. Obviously, paying attention to the order of linguistic elements according to criteria such as the speaker's intentions and the present tense has played an essential role in this explanation. It is worth mentioning that the mentioned criteria are also emphasized in grammatical grammar, and in this regard, the term semantic center refers to special aspects of the scene that are highlighted by the various uses of grammatical elements, as appropriate, and in the term regulation. It becomes. Also, the language of the Holy Quran is based on the highest meanings. Therefore, the application of Langaker's proposed analysis model, based on the parameters of selection, perspective and abstraction, is appropriate in order to explain the process during which effective semantic foci are produced. Therefore, Surah Yusuf (AS), which is based on the atmosphere of the story and has a diverse range of dialogues, has been selected for analysis. This article has been written through the study of library resources and relying on descriptive-analytical method. The results show that detail is the dominant feature of the surah, the most frequent areas involved in the selection process are formed based on space and emotion, the brothers of Prophet Yusuf (AS) are the most frequent actors, also using the perspective technique of the characters and their position.

The subject of this article is one of the allegorical verses in Quran (mutashabihat) that cannot be solved except by relying on the decisive verses (Muḥkamat). The decisive verses which lie in three categories: general, special and context, are the keys with which one can find the key of understanding the allegorical verses to some extent. Based on the general decisiveness of his prophecy and his special characteristics, Prophet Yusuf (a.s) had lofty purposes, as educating and guiding the people. In this regard, the plan was to keep his own brother close and attribute the theft to other [step] brothers with the aim of making them aware of their sin, so that they would come to their senses and repent. This goal was not made possible unless by calling them thieves in public and embarrassing them in front of the caravan. At the same time, by doing so, he made possible his other wish, i.e., immigration of his family to Egypt. In this way, the doubt of lie and slander by the Prophet of God will be solved, as the interpretive narrations also confirm this view. However, other interpretive possibilities have been mentioned for these verses, such as: "the guilt of slander is justified for the sake of a sublime purpose", "the announcement was a non-informative sentence" or "the announcement was done by a person in charge"; But given the decisive verses and other reasons, we consider them unlikely.

In the research related to religious texts, the semantic approach is of special importance. Among the schools of linguistics, the London school pays great attention to the category of meaning and considers the causes of meaning change based on the situational context and revealing the hidden angles of the text. This research tries to introduce Firth's (the founder of the London School) opinions about the combination of texture with the discourse of the text to reach the meaning with a descriptive-analytical method, and by matching it with Surah Yusuf, it reflects its histological approach to reach the meaning. Among the results of this research is that by using semantic connections in text combinations, i.e., phonetic, morphological strains, and other signifiers that are visible in the intra-linguistic context of the text of Surah Yusuf, it is possible to determine the role of the situation as an extra-linguistic context in the process of meaning formation based on the situation of the speaker and audience and the conversations of the main and secondary actors of this surah in the social environment. From this passage, it should be said that the social environment and situational context determine the appropriate semantic discourse in the text of this surah.

This paper aims to examine three types of conceptual metaphors in Surah Yūsuf based on the cognitive linguistics approach and by using a descriptive-analytical method. So, first, the conceptual metaphor and its varieties are introduced and explained. Then, in three forms of structural, orientational, and ontological metaphors, the existing concepts in Surah Yusuf are analyzed. According to the results, in Surah Yūsuf, the concepts of life, time, and knowing have been conceptualized in the structures of travel and business, place and moving object, and seeing (structural metaphors) respectively. Also, the concepts of power, supremacy, virtue, and spiritual rank are portrayed according to the mentioned theory. Moreover, regarding the ontological metaphors, the concepts of covenant, deception, truth, the smell of Joseph, and misleading have gained physical features and were embodied in the shape of objects for the listener. Similarly, some concepts, including soul, hurt and troubles, divine aid, suffering, and doomsday have been conceptualized based on the characteristics of creatures to be more comprehensible for the listeners.

Most Western thinkers believe that the content of the Qurʾan is discrete, but some thinkers have not accepted this consensus and have tried to prove the structural coherence of the Qurʾanic text. For example, drawing on the theory of symmetrical order, Javad Anwar Qureshi, a contemporary Qurʾanic scholar, analyzes the rhetoric of Surah Yusuf. The present article examines the approach proposed by him by adopting the descriptive-analytical method. The idea of ​​symmetrical order shows that the text of the Qurʾan is coherent and each ayah is in its right place. This article first introduces the concept of symmetrical order and then describes the complete order of Surah Yusuf from Javad Anwar Qureshi's point of view. Anwar Qureshi divides Surah Yusuf into twenty one parts and establishes a relationship between the parts of the surah in an inverse way and presents a general and inclusive model of the relationship between the parts of the surah. He believes that the dream of the king of Egypt as the eleventh part is at the center of the structure of Surah Yusuf and the last ten sections of Surah Yusuf are a re-emergence of the first ten sections. The criticisms of his work include not mentioning the pricinples of division and confusion in the division of ayahs. One of the results of this research is the proof of the regular structure of Surah Yusuf based on the theory of symmetrical order.

Educational methods are one of the important parts of the Islamic educational system, and by applying them, the educator brings the learner from the existing situation to the desired situation. In this research, an attempt has been made to extract the themes of education methods in Surah Yusuf by using the content analysis method, which due to the nature of the subject and the limitation of the research community, the process of sampling has been omitted and the entire analytical community (all verses of Surah Yusuf) was investigated. The results of categorization showed that educational methods in Surah Yusuf include insight, tendency and action methods. Educational methods that have a complex perceptual characteristic are defined as "insight and attitude" and those that involve will, desire and motivation are defined as "tendency". Insight and tendency lead to action (behavior).According to the findings, action methods with 51% are the most frequent, insight methods with 28% and tendency methods with 21% are the least frequent in educational methods in Surah Yusuf. In this regard, the methods of ignoring and assimilation from the group of action methods have a great contribution in cultivating the virtues and correcting the vices of the learner. Loving and honoring provide a more effective method in creating a tendency for educational growth, as well as preaching and reminding that play a significant role in creating the insight of the learner, even more effective than insight method.

This study aimed to develop a conceptual model of positive thinking based on the verses of Surah Yusuf and to examine its validity. With a qualitative approach and using qualitative content analysis of religious texts, 31 verses related to the concepts of positive thinking in this surah were first examined. Then, to ensure that the inferred content matches the evidence and the components match the inferred content, and to ensure the necessity of each component, the validity of the findings was measured. This validation was performed with the help of 12 experts and by calculating the content validity index (CVI) and the content validity ratio (CVR). Based on the findings, the components of the semantic domain of positive thinking were:Positive attitudes, including "possibility of success despite obstacles and adversity", "faith in God's help in adversity", and "attention to Divine blessings";Positive values, including "positive change despite obstacles and adversity", "resorting to God in adversity", "forgiveness ", "hope", and "trusting God";Positive actions, including "optimal use of challenges" and "patience in adversity".

Silence as a communicative action plays a crucial role in different discourses. It is the foundation of language, thinking, and cognition. Silence is the complement to speech and even beyond that. Absent elements have a meaningful presence in the discourse, and highly impress the audience and encourage them to start thinking. The Holy Qur’an, as a rhetorical and literary work, consists of numerous absent and silent elements that incite researchers to discover any new rhetorical hinters by exploring the divine ayahs. In the current study, a descriptive-analytic method was employed to analyze Surah Yusuf at three structural, semantic, and cognitive-pragmatic levels, based on the theory of narrative silence discourse. The study aimed to present a clear answer to the question of silence and its impact in polysemy and in the reading of Surah Yusuf. The findings show that this surah contains three types of silence, indicating the structural and semantic coherence of the divine ayahs of the Qur’an. While condensing the speech, creating plot tension, and delaying the meaning, structural silence provides illustrations, and creates a more tangible atmosphere. The frequent pragmatic silence confirms the purity and innocence of Yusuf. Filling the current gaps with the help of readers' background knowledge, as well as the context, facilitates the esoteric interpretation of the meanings and makes provisions conducive for various interpretations of the divine ayahs.

Redundancy of words and concepts is of wide applications in literary texts. It can be found in most parts of the Qur’an, but chapter Joseph strongly benefits from that. Joseph’s story is told exclusively in this chapter, i.e., without being repeated elsewhere in the Qur’an, but the content of the chapter has an internal redundancy. Once carefully considered, various parts of the chapter appear to be of a certain type of parity and parallelism. The present study is conducted through a descriptive-analytical method so as to identify and analyze the significant patterns of redundancy in this chapter. As it is found, there are such patterns about four concepts including ‘dream, trick and shirt’, ‘seemingly contrasting places’, ‘opposite verbs’ and ‘happy ending for all of the story characters’. These patterns reveal the hidden meanings of the text by creating an effective matrix and help to imagine certain concepts that convey feelings and sentiments.