Rereading the components of "Imamate" in the theological-intellectual process of Hillah school

In order to obtain the idea of ​​Imamate in a theological school, one must name the legacy left from that school in three areas: "What is Imamate", "Attributes of Imam" and "The way of determining and recognizing Imam" which is named "Imamate". Are examined.The theological, intellectual current of the Hillah school, which was formed on the basis of the thought of Sadid al-Din al-Homsi and influenced by the principles of the late Sayyid Morteza and the Mu'tazilites, was introduced over three centuries with the introduction of philosophical terms and arguments by Mohaghegh Tusi, and the development of rational reasons by Ibn Maysam Bahrani. The taking of narrative reasons along with rational arguments by Allameh Halli and Fasal Meqdad reached its perfection.What has been achieved in this article by the library method is that in the field of "what is Imamate" the same Homsi principles were presented with further development and deepening, and in the field of "Imam's attributes" the rational reasons for the necessity of attributes were increased by Ibn Maysam Bahrani and Allameh Halli Using narrative reasons, they presented other arguments. In the field of "the way of determining and recognizing the Imam", the elders of this current have considered the text and miracle as the only way to know the Imam and have criticized the theory of choice (Sunnis) and invitation (Zaydiyya) with various arguments.